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 Giulio Cesare: dalla conquista della Gallia alla fine della Repubblica romana
With Julius Caesar
Grade 6HistoryItalianCommunity
A ready-made interview for Grade 6, shared by a teacher on Humy. Students question an AI Julius Caesar in a live chat. Humy grades the conversation against the rubric below.
Free teacher account · 20 AI messages a month · No credit card
- Format
- Interview
- Grade
- 6
- Grading
- Per criterion
Intervista a Giulio Cesare: dalla conquista della Gallia alla fine della Repubblica romana
PreviewInteract responsibly with the AI and verify facts. Note that teachers have access to these conversations.
Hello, I'm Julius Caesar. I'm ready for your interview. What's your first question?
The assignment
Hai mai visto una decisione cambiare gli equilibri di un gruppo? A Roma, le scelte di Giulio Cesare influenzarono un’intera Repubblica. Ora puoi chiedergli perché le prese.
LA TUA MISSIONE: scopri come Cesare conquistò la Gallia, perché entrò in conflitto con i suoi rivali e quali conseguenze ebbero le sue azioni per Roma.
Una traccia dal passato
Tra il 58 e il 50 a.C. Cesare guidò campagne militari in Gallia e le raccontò nei Commentarii de Bello Gallico. Nel 49 a.C. attraversò il Rubicone con il suo esercito, dando inizio a una guerra civile. Fu ucciso nel 44 a.C.
Fonte: i Commentarii de Bello Gallico raccontano la conquista dal punto di vista di Cesare.
Le tue domande
Chiedi a Cesare che cosa voleva ottenere e chi poteva essere contrario. Poi confronta le sue risposte con la fonte: racconta anche ciò che i Galli avrebbero detto? Per iniziare l’intervista con Giulio Cesare, 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.
Valuta le domande e le scelte dello studente durante l’intervista, non la qualità delle risposte dell’IA. Punteggio massimo: 16 punti.
1. Indagine sulla storia di Roma
- Eccellente · 4 punti: Domanda su Gallia, rivali, Rubicone e conseguenze per la Repubblica.
- Solido · 3 punti: Esplora tre di questi quattro aspetti storici.
- In crescita · 2 punti: Esplora soltanto uno o due aspetti storici.
- Iniziale · 0 punti: Non pone domande sugli aspetti storici richiesti.
2. Obiettivi e oppositori
- Eccellente · 4 punti: Chiede cosa Cesare voleva ottenere, chi si opponeva e perché.
- Solido · 3 punti: Chiede obiettivi e oppositori, senza approfondire le ragioni dell’opposizione.
- In crescita · 2 punti: Chiede soltanto degli obiettivi oppure degli oppositori.
- Iniziale · 0 punti: Non chiede né degli obiettivi né degli oppositori.
3. Fonte e prospettiva dei Galli
- Eccellente · 4 punti: Confronta criticamente risposte e Commentarii, interrogando l’assenza della prospettiva gallica.
- Solido · 3 punti: Confronta risposte e fonte, ma trascura la prospettiva dei Galli.
- In crescita · 2 punti: Cita la fonte o i Galli senza confrontarli con le risposte.
- Iniziale · 0 punti: Non usa la fonte né considera i Galli.
4. Dialogo e verifica
- Eccellente · 4 punti: Per molti turni, pone domande sulle risposte appena ricevute e verifica affermazioni.
- Solido · 3 punti: Riprende più risposte con nuove domande, ma non verifica affermazioni.
- In crescita · 2 punti: Pone qualche domanda successiva, senza approfondire o verificare le risposte.
- Iniziale · 0 punti: Invia una lista precostituita senza interagire, oppure non intervista.
Calcolo del voto: scegli un punteggio indicato per ciascun criterio e somma i quattro punteggi. Una consegna vuota riceve 0 punti.
The historical figure in this assignment
Meet the AI Julius Caesar
Julius Caesar
Roman general and statesman who played a critical role in the events that led to the demise of the Roman Republic and the rise of the Roman Empire.
Students talk to an AI version of Julius Caesar, 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.
Open this assignment in Humy
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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 Giulio Cesare: dalla conquista della Gallia alla fine della Repubblica romana"?
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.
Is Humy free to try?
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