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 · 16 AI figures
Exploration and Colonization
Humy team
16 AI figures for this unit, including Christopher Columbus, Hernán Cortés and John Cabot (Giovanni Caboto). Share one link and students choose who to talk to.
Featuring Christopher Columbus, Hernán Cortés, John Cabot (Giovanni Caboto) and 13 more
Free teacher account · 20 AI messages a month · No credit card
- Figures
- 16
- Students join
- With a link
- Grading
- None, open exploration
Collection
Preview
Exploration and Colonization
- Christopher ColumbusChat with Christopher Columbus
- Hernán CortésChat with Hernán Cortés
- John Cabot (Giovanni Caboto)Chat with John Cabot (Giovanni Caboto)
- Francisco PizarroChat with Francisco Pizarro
- AtahualpaChat with Atahualpa
- Chief Powhatan (Wahunsenacawh)Chat with Chief Powhatan (Wahunsenacawh)
- +10 more figures
The 16 figures in this collection
Christopher Columbus
Explorer who completed four voyages across the Atlantic Ocean, opening the way for widespread European exploration and the eventual conquest of the Americas.
Hernán Cortés
Spanish conquistador who led the expedition that caused the fall of the Aztec Empire in Mexico.
John Cabot (Giovanni Caboto)
Italian explorer and navigator who explored the coast of North America for England.
Francisco Pizarro
Spanish conquistador who led the conquest of the Inca Empire in Peru.
Atahualpa
Last ruling Inca Emperor.
Chief Powhatan (Wahunsenacawh)
Paramount chief of Tsenacommacah, father of Pocahontas.
Tisquantum (Squanto)
Wampanoag interpreter and guide to the Pilgrims at Plymouth Colony.
Montezuma II
Aztec emperor during the Spanish conquest of Mexico.
Sir Walter Raleigh
Prominent English explorer, soldier, and writer.
John Smith
English explorer and colonial governor of Jamestown, Virginia.
Samuel de Champlain
French explorer and cartographer, known as the "Father of New France.
William Bradford
Pilgrim leader and second governor of the Plymouth Colony.
Bartolomé de las Casas
Spanish historian and Dominican friar known for his defense of indigenous peoples in the Americas.
Anne Hutchinson
Puritan religious dissident in colonial America.
Pierre-Esprit Radisson
French explorer and fur trader known for his exploration of the Great Lakes and Hudson Bay area.
Juana Inés de la Cruz
Renowned Mexican nun, writer, and philosopher.
Lesson ideas
This assignment offers students a comprehensive journey into the era of exploration and colonization, a time of global encounters and exchanges that fundamentally altered the world's geography, cultures, and power structures. Through interactions with reimagined AI personas, students will converse with explorers, indigenous leaders, settlers, and other influential figures who played pivotal roles in these historical episodes.
Activities
AI Interactions: Students will engage in rich dialogues with historical figures to gain insight into their motivations, challenges, and the impacts of their actions on native populations and the course of history.
Reflective Essays: Following their virtual conversations, students will compose essays that critically evaluate the narratives of exploration and colonization, grappling with the ethical complexities and consequences of these historic moments.
Group Debates: Students will participate in dynamic discussions to compare various viewpoints, dissect the interplay between different cultures, and appreciate the lasting implications of European exploration and colonization.
Learning Outcomes
Attain an in-depth comprehension of the age of exploration and colonization, including its adventurers, the individuals they encountered, and the societies they affected and transformed.
Develop an empathetic understanding of the perspectives of both European explorers and indigenous peoples, reflecting on the shared and competing narratives of history.
Enhance analytical and evaluative skills through interdisciplinary study, promoting a critical examination of the historical record and its modern interpretations.
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.
Assignments with these figures
All assignmentsTrusted 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
Paying customers
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?
16 AI figures: Christopher Columbus, Hernán Cortés, John Cabot (Giovanni Caboto), Francisco Pizarro, Atahualpa, Chief Powhatan (Wahunsenacawh), Tisquantum (Squanto), Montezuma II and 8 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.
Ready when you are
Bring Exploration and Colonization to your class.
Free teacher account · 20 AI messages a month · No credit card.