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
Was Alexander Really Great? A Fact-Based Debate Challenging His Legacy
With Alexander the Great
Grade 7HistoryCommunity
A ready-made debate for Grade 7, shared by a teacher on Humy. Students argue a position against an AI Alexander the Great in a live chat. Humy grades the conversation against the rubric below.
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- Format
- Debate
- Grade
- 7
- Grading
- Per criterion
Was Alexander Really Great? A Fact-Based Debate Challenging His Legacy
PreviewInteract responsibly with the AI and verify facts. Note that teachers have access to these conversations.
Hello, I'm Alexander the Great. I'm ready for our debate. Make your opening argument.
The assignment
Imagine a famous leader today whose victories made headlines—but whose decisions harmed others. Would you call that leader “great”? Now ask Alexander the Great himself.
DEBATE PROPOSITION: Alexander the Great did not deserve his nickname.Evidence from an empire
Alexander conquered a vast territory, but his indecisiveness made his empire split among his generals after he died in 323 BCE. Examine the map of the Diadochi below: what does it suggest about the lasting strength of his rule?
Source: Map of the Diadochi states, around 300 BCE; it shows how Alexander’s empire was divided.
Prepare your challenge
Research his conquests, leadership, and their consequences. Write at least seven fact-based questions that challenge his nickname. For each, note a source and explain how the fact supports your position. Prepare a response to his strongest likely defense, then organize your claims into a brief written argument.
Enter the debate
Select the “start assignment” button to debate Alexander the Great. Stay on topic, ask your seven questions, answer his counterpoints with evidence, and defend your view respectfully.
Rubric
Students see this rubric before they start. Humy scores the conversation against it and writes feedback for each criterion.
Your questions and arguments earn the points—not the AI Alexander’s replies. Use facts to defend the position that Alexander did not deserve his nickname.
| Criterion | Excellent · 4 points | Proficient · 3 points | Developing · 2 points | Not Yet · 0 points |
|---|---|---|---|---|
| Questions That Challenge “Greatness” | At least seven precise, fact-based questions probe conquests, leadership, and consequences. | At least seven fact-based questions; several probe consequences. | Four to six fact-based questions, or seven with frequent inaccuracies. | Fewer than four fact-based questions. |
| Sources and Historical Evidence | Notes a source for each question; uses accurate facts and the Diadochi map carefully. | Sources support most questions; interprets the map accurately. | Some sources or facts are unclear; map use is limited. | No usable sourced evidence. |
| Written Argument and Reasoning | Clear written claim connects evidence to harm and the limits of Alexander’s legacy. | Organized written claim explains how several facts challenge his nickname. | Written claim is present, but links between facts and opinion are weak. | No relevant written argument or explanation. |
| Defense and Counterpoints | Prepares for a strong defense and answers debate counterpoints with evidence. | Prepares a plausible defense response and answers most counterpoints with some evidence. | Preparation or debate replies are brief, generic, or weakly supported. | Does not address a defense or debate counterpoints. |
| Focused, Respectful Debate | Stays focused throughout; questions and replies are clear and respectful. | Mostly focused, clear, and respectful. | Sometimes drifts off topic or responds unclearly. | No substantive student debate, or persistently off-topic or disrespectful. |
How to calculate your final score: Choose one point level for each of the five criteria, then add the points. The highest possible score is 20 points. Give 0 points for any criterion with no work that meets its minimum description. An empty submission, or one with no student-produced questions or relevant argument, earns 0 out of 20. Do not score the AI figure’s responses.
The historical figure in this assignment
Meet the AI Alexander the Great
Alexander the Great
Macedonian king and military conqueror who created one of the largest empires in ancient history.
Students talk to an AI version of Alexander the Great, 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 "Was Alexander Really Great? A Fact-Based Debate Challenging His Legacy"?
They read the task and the rubric and argue their position 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?
Yes. A free teacher account includes 20 AI messages a month, shared with your students, plus all five assignment formats and auto-grading. No credit card.
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