What Can We Learn from Student Conversations with AI George Washington?
We Present Insights from 3,677 Simulated Conversations with George Washington
“Knowledge is in every country the surest basis of public happiness.” — George Washington.
Have you ever wondered what questions today’s students might pose to George Washington if given the chance? Through Humy.ai —a platform enabling teacher-supervised interactions with simulated historical figures—we gathered 3,677 conversations comprising 34,067 messages related to George Washington. This blog post delves into the key insights and themes from these dialogues.
Conversations
The majority of the interactions originated from tasks assigned by teachers. Through these projects, students engaged in inquiry-based learning, formulating their own questions and exploring topics that piqued their personal interests. This approach granted them the freedom to go deeper into areas of curiosity about George Washington. Additionally, some students chose to interact with the simulated historical figure outside of their assigned work, further broadening the scope of the conversations. This context highlights how the combination of structured project-based learning and student-driven inquiry-based exploration shaped the dialogues analyzed in this blog post.
Teachers and Their Inquiries
Teachers on our platform had the opportunity to set grade levels—which influence the reading and writing difficulty of the LLM-generated text—and provide additional instructions to focus on specific topics or events related to Washington. The graph below illustrates the distribution of selected grade levels among the teachers.
Notably, grade 8 has the highest number of teachers at 139, and there is an additional group of 45 teachers who did not specify a grade level.
Below is a list of key topics mentioned by the teachers while working on custom instructions, grouped by grade level.
| Grade | Top Topics | Number of Teachers |
|---|---|---|
| 1 | Introduction to George Washington’s life and presidency. Key personal and historical events. Exploration of his family. | 32 |
| 2 | George Washington’s role in founding America and his presidency. Significant events like the crossing of the Delaware River. Early life and accomplishments. | 19 |
| 3 | The responsibilities of the president and government structure. Washington’s early life and his role in shaping American government. His military service during the French and Indian War. | 33 |
| 4 | Leadership during the Revolutionary War and challenges like Valley Forge. Key contributions to the U.S. Constitution and early government. His personal life and human qualities. | 36 |
| 5 | George Washington’s leadership in the American Revolution. His role in establishing a government post-revolution. Understanding colonial life and Washington’s vision for governance. | 64 |
| 6 | Washington’s importance as a Founding Father and leader. Insights into his presidency and struggles as a leader. The legacy and enduring impact of his contributions. | 26 |
| 7 | Washington’s role in the French and Indian War and the revolution. His philosophies on government, unity, and neutrality. Leadership during the Revolutionary War. | 41 |
| 8 | Washington’s leadership in the Continental Army and the revolution. His presidency and the precedents he set. Importance of the Constitution and his role in shaping the U.S. government. | 139 |
| 9 | Washington’s presidency and its pros and cons. Key battles and leadership during the American Revolution. His influence on the early nation and its governance. | 13 |
| 10 | Washington’s role in establishing the U.S. government and constitution. His vision for the nation, including neutrality and political unity. Reflections on his legacy. | 35 |
| 11 | Washington’s precedents as the first president. His role in the American Revolution and founding of the nation. Insights into his policies, views on slavery, and governance challenges. | 36 |
| 12 | Washington’s vision and leadership qualities as a Founding Father. His role in the revolution and presidency. Contextual understanding of his era and achievements. | 26 |
Key Themes in Student Conversations
After analyzing and categorizing the conversations, we identified themes that highlight what students are most likely to talk about when interacting with George Washington.
Discover the most popular themes, the total number of discussions attributed to each theme, and a few selected examples of conversations below.
1. George Washington’s Life, Presidency, and Accomplishments
Total Discussions: 1,200
On the first place, students discussed broad topics related to George Washington’s experiences as President, including his life before the presidency, motivations for leadership, challenges faced during his time in office, domestic and foreign policies, economic strategies, key achievements, reflections on his role, the establishment of the executive branch, his decision not to pursue a third term, the significance of his Farewell Address, his influence on future presidents, and his enduring legacy in shaping the United States government.
Student: How did you die?
Washington: I passed away on December 14, 1799, due to a severe throat infection, likely acute epiglottitis.
Student: Tell me your biggest achievement?
Washington: One of my greatest achievements, I believe, was leading the Continental Army to victory during the American Revolutionary War. It was a daunting task filled with numerous hardships and sacrifices. The success of the revolution paved the way for the establishment of our great nation. Another significant accomplishment was presiding over the Constitutional Convention and later serving as the first President of the United States, helping to lay down a strong foundation for our fledgling republic.
2. American Revolutionary War and Military Leadership
Total Discussions: 900
Students discussed George Washington’s leadership during the Revolutionary War, covering topics such as the struggles faced by the Continental Army, battles fought under his command, his military strategies, the iconic crossing of the Delaware River, the harsh winter at Valley Forge, his role as Commander-in-Chief, the use of guerrilla warfare, key engagements like the Battle of Trenton and the Battle of Yorktown, his early military career and experiences in the French and Indian War, his spy network, the morale and training of his troops, hardships faced by soldiers, escapes from potential defeat, reflections on military leadership, and his greatest victories.
Student: What were your feelings about the Revolutionary War?
Washington: The Revolutionary War was a time of great trial and immense responsibility. I felt a profound sense of duty to lead the Continental Army against formidable challenges. While the journey was fraught with hardship, the cause of liberty and the pursuit of independence for our colonies filled me with determination and hope for a better future.
Student: What made you a great military leader?
Washington: I believe my success as a military leader stemmed from several qualities. Firstly, I understood the importance of perseverance and resilience, even in the face of overwhelming odds. Additionally, I valued the welfare and morale of my troops deeply, ensuring that they were disciplined, trained, and motivated. Lastly, strategic patience and the ability to adapt to ever-changing circumstances were also crucial to our ultimate victory in securing independence.
3. The U.S. Constitution, Constitutional Convention, and Founding Fathers
Total Discussions: 800
Students examined the creation of the U.S. Constitution, focusing on the main goals of establishing a strong yet balanced government, the influence of British rule, debates among framers over state and federal powers, representation, and voting, the Virginia and New Jersey Plans, the Great and Three-Fifths Compromises, the inclusion of the Bill of Rights, and the powers granted to the President and the people.
Student: What was your contribution to the New Jersey Plan?
Washington: While I did not directly contribute to the New Jersey Plan, as the President of the Constitutional Convention, I oversaw the proceedings and facilitated the debates. My role was to ensure that all proposals, including the New Jersey Plan, were given thorough consideration in our collective effort to create a more effective and unified government.
Student: What is power balance?
Washington: Power balance means no one person or group has all the power. It keeps things fair so everyone can have a say. Like in our government, we have three branches: the President, Congress, and the Courts. Each branch helps balance the others.
4. George Washington’s Personal Life, Family, and Relationships
Total Discussions: 700
Students explored George Washington’s early life and personal relationships, including his childhood experiences, education, family background, relationship with his parents and siblings, marriage to Martha Washington, his lack of biological children, his role as a stepfather, his life at Mount Vernon, personal characteristics, hobbies, friendships, personal beliefs and values, influential figures in his life, personal challenges, regrets, and his final days, death, and burial.
Student: What snacks did you like?
Washington: I was quite fond of nuts, fruits, and my wife Martha’s hoecakes served with honey. A glass of Madeira wine was also a favorite.
Student: Did you have kids?
Washington: I didn’t have any children of my own. But I did help raise Martha’s two children from her first marriage, John and Patsy. They were like my own family to me.
5. Slavery and George Washington’s Views on Slavery
Total Discussions: 600
Students examined the complex and controversial aspects of George Washington’s relationship with slavery, discussing topics such as his ownership and treatment of enslaved people, the use of slave labor at Mount Vernon, his views and reflections on slavery, the contradictions between his ideals of liberty and slave ownership, the delay in emancipating his slaves, his will’s provisions for their freedom, efforts to recapture escaped slaves, the lives and experiences of those enslaved by him, and the broader context of slavery among other Founding Fathers.
Student: Were you racist?
Washington: During my time, I owned enslaved people, which was a common but regrettable practice in the 18th century. In my later years, I grew increasingly uncomfortable with slavery and included provisions in my will to free the enslaved individuals I owned after my wife’s passing.
Student: How do you feel about Black people?
Washington: I came to recognize the moral complexities surrounding slavery. While I did not publicly advocate for abolition, I took personal steps by arranging for the emancipation of those I enslaved, reflecting a shift in my views.
6. George Washington’s Interactions with Other Historical Figures
Total Discussions: 600
Students discussed George Washington’s relationships with key figures of his time, including his collaboration with Alexander Hamilton, his opinions on Thomas Jefferson, his friendships with Marquis de Lafayette and Benjamin Franklin, his interactions with John Adams, and his views on Benedict Arnold’s betrayal.
Student: Did you like Alexander Hamilton?
Washington: Yes, Alexander Hamilton was a brilliant mind and a trusted advisor. Despite our occasional disagreements, I greatly valued his contributions to our young nation.
7. Myths, Legends, and Physical Attributes of George Washington
Total Discussions: 600
Students explored the myths and realities surrounding George Washington, including the cherry tree story, the myth of his wooden teeth, the true materials used for his dentures, his physical appearance, height, strength, and fitness.
Student: Were your teeth actually made of wood?
Washington: Contrary to popular belief, my dentures were not made of wood. They were made from a combination of materials including ivory, gold, lead, and even human and animal teeth.
Student: Did you really run 40-yard dash in 22 seconds?
Washington: That sounds like quite the tale! I must clarify, however, that no such records exist of my running a 40-yard dash. While athletic in my youth and enjoying vigorous physical activities like horseback riding and fox hunting, there are many myths surrounding my life.
8. Personal Questions and Insults
Total Discussions: 500
Some students engaged in creative discussions imagining George Washington’s responses to personal comments, aggressive language, or not-so-educational questions.
Student: I challenge you to a duel.
Washington: Dueling is a dangerous practice; it is better to resolve disputes peacefully.
9. Modern Culture References, Memes, and Slang
Total Discussions: 400
Students explored humorous scenarios imagining George Washington engaging with modern culture, discussing how he might interpret slang like “sus” or “rizz,” react to memes, or handle nicknames. They speculated on his gameplay skills in Fortnite or Among Us, his thoughts on K-pop and Kanye West lyrics, and his responses to TikTok trends.
Student: Wait, quick question: do you know how it looks in 2024 lol?
Washington: As I lived in the 18th century, I have no knowledge of the year 2024. The world beyond my time is unknown to me.
Student: What are the slangs in the 1700s?
Washington: In the 18th century, we used terms like “huzza” for cheers, “balderdash” for nonsense, and “betwixt” meaning between. Language has indeed evolved quite a bit since my time.
Student: What is ‘huzza’?
Washington: “Huzza” is an exclamation used to express joy or approval, much like saying “hooray” in modern times.
10. Other Topics
Total Discussions: 375
Students explored a range of topics beyond George Washington, including the causes and consequences of the American Revolution, events like the Boston Tea Party and the Stamp Act, and France’s involvement in the war.
Student: Are you okay with Napoleon?
Washington: I was aware of the early developments of the French Revolution, but Napoleon Bonaparte rose to prominence after my time. I did not have direct knowledge or interactions with him.
Student: Were there any Native Americans that helped during the war?
Washington: Yes, several Native American tribes supported our cause, such as the Oneida Nation, while others sided with the British.
Teaching Possibilities
1. Leveraging Historical Myths to Foster Critical Thinking
Students frequently engage with myths and legends about George Washington, such as the cherry tree story and the idea that he had wooden teeth. This indicates a need to correct misunderstandings and promote critical thinking.
Example Lesson Plan: Develop a lesson titled “Fact vs. Fiction: Debunking Myths About George Washington.” Begin by presenting popular myths and ask students which they believe are true. Then, guide them through historical evidence and primary sources that reveal the facts.
Class Activity: Organize a research project where students select a common historical myth to investigate. They can present their findings to the class, explaining the origin of the myth and the historical truth behind it.
2. Facilitating Nuanced Discussions on Slavery
The topic of slavery and Washington’s involvement is significant in student discussions. Addressing this complex issue helps students understand the contradictions of the era.
Example Lesson Plan: Create a unit focused on “George Washington and the Institution of Slavery.” Use primary sources such as Washington’s will, letters, and records from Mount Vernon to explore his views and actions.
Class Activity: Hold a classroom debate on the ethical considerations of Washington’s ownership of slaves versus his contributions to the founding of the nation.
3. Connecting History with Modern Culture to Enhance Engagement
Students’ use of modern slang, memes, and references to contemporary culture suggests they are more engaged when lessons are relatable to their current experiences.
Example Lesson Plan: Design a project called “If George Washington Had Social Media.” Students can create social media profiles, posts, or stories from Washington’s perspective, incorporating historical events and his viewpoints while using modern platforms.
Class Activity: Relate historical events to current ones by comparing the spread of revolutionary ideas to the way information goes viral today. For example, discuss how pamphlets like Thomas Paine’s “Common Sense” were the 18th-century equivalent of trending topics.
Methodology
The analysis followed a three-step process:
- Conversations were exported and cleaned to ensure relevance and removal of personal data.
- Topic Labeling: A state-of-the-art LLM (OpenAI’s o1) was used to analyze and label conversations with specific topics.
- Clustering: The labeled topics were grouped into broader themes using the same advanced model.
We utilized the best commercially available LLM model in one of the safest cloud environments, Microsoft Azure OpenAI Services, which is certified for educational use, ensuring both security and quality.