
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.”
Debate assignment
Choose from Patrick Henry, John Dickinson, Thomas Hutchinson and Joseph Galloway
A ready-made debate for Grade 7, shared by a teacher on Humy. Students argue a position against one of 4 AI figures in a live chat. Humy grades the conversation against the rubric below.
Free teacher account · 20 AI messages a month · No credit card
Loyalist or Patriot? Debate the Causes of the American Revolution
PreviewInteract responsibly with the AI and verify facts. Note that teachers have access to these conversations.
Choose your opponent
Hello, I'm Patrick Henry. I'm ready for our debate. Make your opening argument.
Imagine your community is arguing over a new rule: Should you challenge the people in charge or work within the system to change it? In the 1770s, colonists faced a much higher-stakes version of that question as Britain imposed taxes and tightened control.
DEBATE PROPOSITION: The American colonies were justified in breaking away from Britain because of British policies. Choose to defend or challenge this claim.
Research the Stamp Act, taxation without representation, colonial protests, and British responses. Consider both sides: Did Parliament violate colonists’ rights, or did Britain have a right to govern and collect revenue? Use at least two specific historical sources or events. Prepare an opening claim, supporting evidence, a likely counterargument, and a respectful reply. During the debate, listen closely, answer your AI opponent’s points, and defend your reasoning rather than simply repeating your claim.
Your move: Select Patrick Henry, John Dickinson, Thomas Hutchinson, or Joseph Galloway, then click “start assignment” to begin the debate.
Students see this rubric before they start. Humy scores the conversation against it and writes feedback for each criterion.
A 20-point Claim–Evidence–Reasoning rubric for your arguments about whether British policies justified independence. Only your contributions are graded—not the AI historical figure’s responses.
Choose one point level for each of the five criteria, then add the points for a score out of 20. Give 0 points for any criterion with no relevant student work. An empty submission, an off-topic submission, or a submission with no student argument earns 0 out of 20. Do not award or subtract points for what the AI figure says.
Students choose one of these figures to talk to. Each is an AI version grounded in a curated biography and selected historical sources. As with any AI, students should check important claims.

American Revolutionary leader and orator, best known for his "Give me liberty, or give me death!" speech.

American statesman and Founding Father known as the "Penman of the Revolution," who authored Letters from a Farmer in Pennsylvania and served as a primary architect of the Articles of Confederation and the U.S. Constitution

Royal governor of the Province of Massachusetts Bay during the American Revolution.

American Loyalist and Congressman.
In your classroom
Create a free teacher account, open this assignment and choose Copy to my assignments to make it yours.
Students open it and type their first and last name. No email, no password.
Each chat is scored against the rubric, with feedback for each criterion. You see every result.
Signed up but don't see it? Open Assignments → Community library.

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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.”

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
Ready when you are
Free teacher account · 20 AI messages a month · No credit card.