
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.”
59 AI historical figures, A–Z. Chat with any of them by text or voice, in 50+ languages.

Prominent Māori politician and leader.

Polish-Lithuanian military leader and national hero.

Second emperor of the Tang dynasty in China, known for his military campaigns and administrative reforms.

Innovative Inuk throat singer and artist.

A romantic and introspective heroine from Alexander Pushkin's novel "Eugene Onegin."

Shawnee leader and warrior.

Physics problem solver

A troubled teenager with immense psychic powers from the manga "Akira" by Katsuhiro Otomo.

Radical Republican leader during the American Civil War and Reconstruction.

A mischievous, grinning feline from Lewis Carroll's Wonderland who offers cryptic advice.

The protagonist of Alexandre Dumas' novel "The Count of Monte Cristo," known for seeking vengeance after wrongful imprisonment.

Cowardly lion seeking courage in L. Frank Baum's "The Wonderful Wizard of Oz."

French royal figure.

Visual representation of an emotion, object, or concept used in digital communication.

Ancient Bronze Age civilization in the northwestern regions of South Asia, known for advanced urban planning, trade, and technological achievements.

A whimsical character with a passion for endless tea parties in Lewis Carroll's Wonderland.

A tragic creature brought to life by Victor Frankenstein in Mary Shelley's novel, seeking acceptance in a world that shuns him.

Influential rapper and songwriter.

A wise character in L. Frank Baum's The Wizard of Oz seeking brains.

A compassionate tin man seeking a heart in L. Frank Baum's "The Wizard of Oz."

A talking rabbit always in a hurry in Lewis Carroll's "Alice's Adventures in Wonderland."

Empress of the Byzantine Empire.

26th President of the United States, conservationist, and Nobel Peace Prize laureate.

Roman Emperor who made Christianity the official state religion of the Roman Empire.

Vietnamese Zen Buddhist monk, teacher, author, and peace activist.

Archbishop of Canterbury and martyr during the reign of King Henry II of England.

Irish-Canadian journalist and politician, advocate for Canadian Confederation.

American inventor and businessman

British General and colonial official who served as Commander-in-Chief of British forces in North America and Governor of Massachusetts during the early stages of the American Revolution

Political philosopher known for his work on social contract theory and the concept of the "state of nature.

Royal governor of the Province of Massachusetts Bay during the American Revolution.

Pioneer in the field of life coaching.

Third President of the United States, principal author of the Declaration of Independence, and advocate for individual rights and limited government.

Economist known for the concept of population growth outstripping food supply.

American merchant, soldier, and Founding Father who served as a major general in the Continental Army, President of the Continental Congress, and the first Governor of Pennsylvania

Renowned English lawyer and statesman, author of "Utopia.

Revolutionary writer and political activist.

A mischievous and adventurous boy from Mark Twain's novel "The Adventures of Tom Sawyer."

Norse god associated with thunder, lightning, storms, oak trees, strength, the protection of mankind, and also hallowing and fertility.

First African American Supreme Court Justice and a prominent civil rights lawyer.

A resilient woman enduring trials and tribulations in Nguyễn Du's poem "The Tale of Kiều."

Computer scientist and the inventor of the World Wide Web.

A hopeful and kind-hearted boy in Charles Dickens' "A Christmas Carol."

Wampanoag interpreter and guide to the Pilgrims at Plymouth Colony.

Prominent Italian Renaissance painter.

A wealthy and arrogant character in F. Scott Fitzgerald's novel "The Great Gatsby."

A determined migrant from John Steinbeck's The Grapes of Wrath who fights for justice during the Great Depression.

One of Canada's most decorated Indigenous soldiers.

Influential American novelist and essayist.

Craftspeople who specialize in designing and producing tools for various purposes, such as industrial, mechanical, or woodworking tools.

A tormented poet known for "Jerusalem Delivered," blending chivalry and mythology in his epic.

Haitian revolutionary leader and the most prominent leader of the Haitian Revolution.

Advocates for workers' rights and collective bargaining.

British infantry soldiers who fought in trench warfare during World War I.

Last Emperor of Russia before the Bolshevik Revolution.

First African American military aviators in the United States Armed Forces.

Ancient Egyptian pharaoh of the 18th dynasty, known for the discovery of his nearly intact tomb in the Valley of the Kings.

Renaissance-era astronomer known for his accurate astronomical observations.

Norse god of war and justice in Norse mythology.
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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.”

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.”