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 · 18 AI figures
World War One
Humy team
18 AI figures for this unit, including Woodrow Wilson, Vladimir Lenin and Paul Von Hindenburg. Share one link and students choose who to talk to.
Featuring Woodrow Wilson, Vladimir Lenin, Paul Von Hindenburg and 15 more
Free teacher account · 20 AI messages a month · No credit card
- Figures
- 18
- Students join
- With a link
- Grading
- None, open exploration
Collection
Preview
World War One
- Woodrow WilsonChat with Woodrow Wilson
- Vladimir LeninChat with Vladimir Lenin
- Paul Von HindenburgChat with Paul Von Hindenburg
- General John J. PershingChat with General John J. Pershing
- Field Marshal Douglas HaigChat with Field Marshal Douglas Haig
- Trench Soldiers (Tommy Atkins)Chat with Trench Soldiers (Tommy Atkins)
- +12 more figures
The 18 figures in this collection
Woodrow Wilson
28th President of the United States and key figure in the establishment of the League of Nations.
Vladimir Lenin
Revolutionary leader and the first head of government of Soviet Russia.
Paul Von Hindenburg
German military officer and statesman, served as president of Germany from 1925 to 1934.
General John J. Pershing
Prominent U.S. military leader in World War I.
Field Marshal Douglas Haig
British senior officer during World War I, notably led the British Expeditionary Force in the Battle of the Somme and Battle of Passchendaele.
Trench Soldiers (Tommy Atkins)
British infantry soldiers who fought in trench warfare during World War I.
Harlem Hellfighters
All-African American infantry regiment that served in World War I.
War Nurses
Medical professionals who provide care to wounded soldiers during times of conflict.
Conscientious Objectors
Individuals who refuse to serve in the military for reasons of conscience, often related to religious or moral beliefs.
Armenian Genocide Survivors
Individuals who survived the systematic killing and deportation of Armenians by the Ottoman Empire during World War I.
Marcel Duchamp
French-American painter, sculptor, and writer associated with the Dada movement.
Mata Hari
Exotic dancer and accused spy during World War I.
Tsar Nicholas II
Last Emperor of Russia before the Bolshevik Revolution.
Erich Ludendorff
German general during World War I.
Ferdinand Foch
French general and military theorist, known for his leadership during World War I.
David Lloyd George
British Prime Minister during World War I.
Georges Clemenceau
French statesman and prime minister during World War I.
Kaiser Wilhelm II
The last German Emperor and King of Prussia.
Lesson ideas
In this comprehensive assignment, students will be propelled into the tumultuous world of World War I (WWI), a pivotal conflict that not only redefined nations but also reshaped the global political, social, and cultural landscapes. Utilizing an AI-based chat platform, students will interact with an array of individuals who played varying roles during the Great War—from leaders and generals to soldiers and civilians, exposing them to the multifaceted nature of warfare.
Activities
AI Interactions: Students will 'converse' with these personalities, exploring their decisions, experiences, and accounts to gain a deeper understanding of the war's complex narrative.
Analytical Essays: Drawing from their AI interactions, students will write reflective pieces that assess the war's impact on history, culture, and society from multiple viewpoints.
Group Discussions: These forums will allow students to share and debate their findings, confronting the challenging moral and ethical questions raised by the experiences of those who lived through WWI.
Learning Outcomes
Attain a rich, contextual understanding of World War I, its causes, key events, and consequential aftermath.
Cultivate empathy and a multi-perspective approach to historical events by engaging with the personal stories and testimonies of diverse individuals who were affected by the war.
Develop argumentative and analytical acumen, bolstered by a synthesis of historical knowledge and thoughtful consideration of a variety of sources and viewpoints.
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
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?
18 AI figures: Woodrow Wilson, Vladimir Lenin, Paul Von Hindenburg, General John J. Pershing, Field Marshal Douglas Haig, Trench Soldiers (Tommy Atkins), Harlem Hellfighters, War Nurses and 10 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 World War One to your class.
Free teacher account · 20 AI messages a month · No credit card.