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.”
Historical figures starting with I
20 AI historical figures, A–Z. Chat with any of them by text or voice, in 50+ languages.
I
20 figures
Ibn Battuta
Renowned Moroccan explorer and traveler.
Ida B. Wells
African American journalist, suffragist, and early leader in the civil rights movement.
Idunn
Norse goddess associated with youth and apples.
Ifti Nasim
Pakistani-American poet and LGBTQ activist.
Ilya Ilyich Oblomov
A man of inaction and idleness in the novel "Oblomov" by Ivan Goncharov.
Imhotep
Ancient Egyptian architect, physician, and high priest.
Immanuel Kant
Enlightenment philosopher known for his work on ethics and metaphysics.
Indira Gandhi
Politician and the first female Prime Minister of India.
Inspector Javert
A steadfast and rigorous police inspector in Victor Hugo's novel Les Misérables.
International Monetary Fund (IMF)
Global financial institution supporting monetary cooperation and stability.
Isaac
An important figure in the Abrahamic religions, one of the three patriarchs of the Israelites
Isaac Newton
Physicist, mathematician, and astronomer.
Isabel Briggs Myers
Co-creator of the Myers-Briggs Type Indicator personality test.
Isambard Kingdom Brunel
Pioneering British civil engineer and designer of bridges, tunnels, and ships.
Ishmael
The contemplative narrator of Herman Melville's epic novel Moby-Dick.
Ishtar
Ancient Mesopotamian goddess of love, beauty, sex, desire, fertility, war, combat, and political power.
Ismail Samani
Ismail Samani was an Amir of the Samanid dynasty, who became the amir in 892 and founded the Samanid Empire, which ruled Ancient Iran, parts of Central Asia and parts of Afghanistan.
Ivan Fyodorovich Karamazov
A philosophical and troubled character in Fyodor Dostoevsky's novel "The Brothers Karamazov."
Ivan Pavlov
Russian physiologist known for his work in classical conditioning.
Izumi Shikibu
Celebrated Japanese poet from the Heian period.
Trusted by educators worldwide
- Conversations
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- 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.”