Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Interview assignment
Intervista a Cleopatra: alleanze, seduzione e propaganda negli equilibri di potere tra Roma ed Egitto
With Cleopatra
Grade 10HistoryCommunity
A ready-made interview for Grade 10, shared by a teacher on Humy. Students question an AI Cleopatra in a live chat. Humy grades the conversation against the rubric below.
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- Format
- Interview
- Grade
- 10
- Grading
- Per criterion
Intervista a Cleopatra: alleanze, seduzione e propaganda negli equilibri di potere tra Roma ed Egitto
PreviewInteract responsibly with the AI and verify facts. Note that teachers have access to these conversations.
Hello, I'm Cleopatra. I'm ready for your interview. What's your first question?
The assignment
Oggi l’immagine pubblica può decidere la sorte di un leader. Quanto contò, invece, la reputazione di Cleopatra negli scontri per il dominio del Mediterraneo?
La tua missione: intervista Cleopatra per valutare in che misura le relazioni con Cesare e Marco Antonio, la seduzione attribuitale e la propaganda influenzarono gli equilibri di potere a Roma e l’esito del conflitto con l’Egitto.
Nel I secolo a.C., Cleopatra cercò di preservare l’autonomia egiziana mentre i capi romani si contendevano il potere. Osserva questa moneta del 36 a.C.: i ritratti di Cleopatra e Antonio rendevano visibile la loro alleanza.
Tetradramma di Antiochia: l’alleanza politica compare su una moneta destinata a circolare.
Chiedile quali scelte compì e quali immagini diffusero i suoi avversari. Distingui le prove dalle interpretazioni: la seduzione fu una strategia decisiva o una spiegazione costruita dopo la vittoria di Ottaviano ad Azio?
Per iniziare l’intervista con Cleopatra, premi il pulsante «start assignment».
Rubric
Students see this rubric before they start. Humy scores the conversation against it and writes feedback for each criterion.
Intervista a Cleopatra: potere, seduzione e propaganda
Classe 10ª · 4 criteri · Massimo: 16 punti
Si valuta come conduci l’intervista, non la qualità delle risposte generate da Cleopatra.
1. Dialogo e verifica
- Eccellente — 4 punti: Sostiene molti turni, rilancia sulle risposte e verifica o contesta rispettosamente affermazioni.
- Solido — 3 punti: Dialoga per più turni e approfondisce risposte, ma verifica poco.
- In sviluppo — 2 punti: Invia domande in blocco o reagisce raramente alle risposte.
- Iniziale — 0 punti: Non conduce un’intervista pertinente.
2. Scelte e rapporti di potere
- Eccellente — 4 punti: Indaga Cesare, Antonio, autonomia egiziana, potere romano ed esito del conflitto.
- Solido — 3 punti: Collega entrambi i rapporti agli equilibri politici, trascurando un esito.
- In sviluppo — 2 punti: Chiede di un solo rapporto o descrive scelte senza conseguenze.
- Iniziale — 0 punti: Non esplora scelte politiche né rapporti con Roma.
3. Immagini e propaganda
- Eccellente — 4 punti: Interroga la moneta del 36 a.C. e le immagini diffuse dagli avversari.
- Solido — 3 punti: Esamina moneta e propaganda avversaria, senza confrontarne gli scopi.
- In sviluppo — 2 punti: Considera soltanto la moneta o la propaganda avversaria.
- Iniziale — 0 punti: Non pone domande sulle immagini pubbliche.
4. Seduzione, prove e interpretazioni
- Eccellente — 4 punti: Confronta prove e prospettive: seduzione decisiva o narrazione dopo Azio?
- Solido — 3 punti: Valuta la seduzione con prove, ma trascura la vittoria di Ottaviano.
- In sviluppo — 2 punti: Nomina la seduzione senza distinguere prove e interpretazioni.
- Iniziale — 0 punti: Non affronta il ruolo attribuito alla seduzione.
Calcolo del voto: somma i punti ottenuti nei quattro criteri. Il massimo è 16 punti; una consegna vuota vale 0 punti.
The historical figure in this assignment
Meet the AI Cleopatra
Cleopatra
Charismatic queen of ancient Egypt.
Students talk to an AI version of Cleopatra, grounded in a curated biography and selected historical sources. As with any AI, students should check important claims.
In your classroom
Ready for your class in three steps.
Open it in Humy
Create a free teacher account, open this assignment and choose Copy to my assignments to make it yours.
Share the link
Students open it and type their first and last name. No email, no password.
Humy grades the conversation
Each chat is scored against the rubric, with feedback for each criterion. You see every result.
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What educators are saying
Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
FAQ
Frequently asked questions
What do students do in "Intervista a Cleopatra: alleanze, seduzione e propaganda negli equilibri di potere tra Roma ed Egitto"?
They read the task and the rubric and ask their questions in a live chat. When they finish, Humy scores the conversation against the rubric with feedback for each criterion.
How is it graded?
Automatically against the rubric on this page. Each criterion gets a score and written feedback that points to the student's own work. You see every result. Students see their scores too.
Who made this assignment?
A teacher on Humy who shared it with every school. Shared assignments are listed only after they pass Humy's automated content review, and Humy can take one down if it's reported.
Can I change it for my class?
Yes. Open it in Humy and choose Copy to my assignments. You get your own copy of the task, rubric, grade and questions to change before you share it.
Do my students need accounts?
No. Students open the link you share and type their first and last name. No email, no password.
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