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.”
Collection · 15 AI figures
19th Century Imperialism
Humy team
15 AI figures for this unit, including Shaka Zulu, Simón Bolívar and José de San Martín. Share one link and students choose who to talk to.
Featuring Shaka Zulu, Simón Bolívar, José de San Martín and 12 more
Free teacher account · 20 AI messages a month · No credit card
- Figures
- 15
- Students join
- With a link
- Grading
- None, open exploration
Collection
Preview
19th Century Imperialism
- Shaka ZuluChat with Shaka Zulu
- Simón BolívarChat with Simón Bolívar
- José de San MartínChat with José de San Martín
- Mahatma GandhiChat with Mahatma Gandhi
- José MartíChat with José Martí
- Otto von BismarckChat with Otto von Bismarck
- +9 more figures
The 15 figures in this collection
Shaka Zulu
Military leader and founder of the Zulu Kingdom.
Simón Bolívar
Military leader and statesman instrumental in the liberation of several South American countries from Spanish rule.
José de San Martín
Argentine general and independence leader. Led the liberation of Argentina, Chile, and Peru from Spanish rule.
Mahatma Gandhi
Leader of the Indian independence movement through nonviolent civil disobedience.
José Martí
Cuban poet, essayist, journalist, and revolutionary philosopher.
Otto von Bismarck
Prussian statesman and politician who unified Germany in the 19th century.
Queen Victoria
Long-reigning British monarch.
Sándor Petőfi
Renowned Hungarian poet and key figure in the Hungarian Revolution of 1848.
Emilio Aguinaldo
Philippine revolutionary leader and first president of the Philippines.
Samory Touré
Manding military leader and founder of the Wassoulou Empire.
Cetshwayo kaMpande
Zulu king who led his kingdom in battles against British forces in the 19th century.
Yaa Asantewaa
Ghanaian queen mother and leader of the Ashanti Empire.
Baron de Montesquieu
Enlightenment philosopher and political theorist.
Theodore Roosevelt
26th President of the United States, conservationist, and Nobel Peace Prize laureate.
Benito Juárez
Mexican president and national hero known for his efforts in modernizing the country and advocating for indigenous rights.
Lesson ideas
In this multifaceted assignment, students will delve into the complex world of 19th-century imperialism by engaging with significant historical figures through an AI chat interface. The assignment provides a window into the ideologies, strategies, and impacts of imperialism, as students "converse" with both the architects and opponents of colonial empires and witness the transformative political and social changes of the era.
Activities
- AI Interactions: Students will simulate detailed conversations with these historical figures to grasp their thoughts, actions, and legacies, with a focus on their roles in imperialism and anti-colonial resistance.
- Analytical Essays: Students will compose essays to reflect on the dialogues, evaluate the ideologies, and critically assess the overarching themes of 19th-century imperialism post-interaction.
- Group Workshops: Discussion groups will be organized to allow students to exchange their insights, discuss the various perspectives of colonial and anti-colonial actors, and debate the moral and political dimensions of imperialism.
Learning Outcomes
- Acquire a deep and nuanced understanding of 19th-century imperialism, its causes, development, and effects on the world, including the creation and resistance of empires.
- Develop critical analysis and empathetic understanding by examining the personal motivations and cultural contexts of key historical figures.
- Enhance ability in communication, historical analysis, and persuasive writing, necessary for the articulation of complex historical themes and narratives.
In your classroom
From this page to your class in three steps.
Open it in Humy
Preview the collection, then choose Activate to add it to your collections. Add or remove figures any time.
Share one link
Students join with their first and last name. No email, no password.
Students pick a figure
Each student chooses who to question and starts a conversation.
Try this collection free
After sign-up, find it under Collections → Community library.
Trusted by educators worldwide
- Conversations
- 375,000+
- Real exchanges between students and historical figures
- Messages exchanged
- 4,142,000+
- Across every figure, classroom and language
- Historical figures
- 1,200+
- Each informed by a curated biography and selected sources
- Languages supported
- 50+
- From English and Spanish to Arabic and Korean
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Used by 100+ schools, universities and organisations
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
Who is in this collection?
15 AI figures: Shaka Zulu, Simón Bolívar, José de San Martín, Mahatma Gandhi, José Martí, Otto von Bismarck, Queen Victoria, Sándor Petőfi and 7 more. Each one has its own page on Humy.
How do students use a collection?
You share one link. Students see the overview and the list of figures, pick one and start a chat.
How is a collection different from an assignment?
An assignment is one task with a rubric, and Humy grades the work. A collection is a set of figures for open exploration of a topic, with no grading.
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.
Is Humy.ai safe and compliant for schools?
Yes. Humy.ai is used by more than 100 schools, universities and organisations. The platform is FERPA- and GDPR-aligned, supports SSO, and offers an IT-approval pack tailored for school procurement teams.
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Bring 19th Century Imperialism to your class.
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