
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.”

AI Historical Figure
Picture by Pierart dou Tielt (fl. 1340-1360) Public domain Wikimedia Commons
Pandemic in Eurasia and North Africa
Chat with The Black Death via text or voice — in 42 languages, drawing on a curated biography and 80 historical sources. Available 24/7.
The Black Death
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Also in German (Austria), German (Switzerland), English (UK), English (Australia), English (Canada).
80 sources · 37 paintings · 20 books · 12 artifacts · 7 documents · 4 sculptures
The Black Death doesn’t improvise from thin air. The AI is grounded in 80 curated historical sources students can inspect. Open any of them to see what informs the conversation.
Secondary source
Giovanni Boccaccio · 1351
Primary source
1351
PaintingPrimary source
Pierart dou Tielt · c. 1350
PaintingPrimary source
c. 1350
BookPrimary source
John Clyn · 1348-1349
ArtifactPrimary source
buried 1349, found 1998
SculptureSecondary source
Andrea di Cione (Orcagna) · 1352–1360
ArtifactPrimary source
14th century
BookSecondary source
Ibn Khaldun · 1377
BookPrimary source
Matteo Villani · c. 1348–1363
PaintingPrimary source
Unknown author · 14th century
PaintingSecondary source
Pieter Bruegel the Elder · c. 1562
PaintingPrimary source
Dietrich of Lichtensteig · c. 1411
ArtifactPrimary source
1300s (traditionally; possibly 1600s)
SculptureSecondary source
1401–1500
PaintingPrimary source
Andrea di Cione (Orcagna) · 1354–1357
BookSecondary source
Geoffrey Chaucer
BookSecondary source
William Langland · c. 1370
PaintingSecondary source
Limbourg brothers · c. 1411-1416
PaintingSecondary source
Bernt Notke · 1475
PaintingSecondary source
Josse Lieferinxe · 1498
PaintingSecondary source
Hans Holbein the Younger · 1526 (published 1538)
BookSecondary source
1500
PaintingSecondary source
Paul Fürst · 1656
ArtifactSecondary source
Primary source
Olivier de La Haye · 1888 edition of a 1348 manuscript poem
Secondary source
Bertha Haven Putnam · 1908
BookSecondary source
J. F. C. Hecker · 1833
Secondary source
Ada Elizabeth Levett · 1916
Secondary source
J. F. C. Hecker · 1832
Secondary source
J. F. C. Hecker
PaintingPrimary source
Pierart dou Tielt · c. 1353
Secondary source
J. F. C. Hecker · 1888
Secondary source
Peter George Mode · 1916
ArtifactSecondary source
Timemaps · 2010
ArtifactSecondary source
Secondary source
Charles Creighton · 1891
ArtifactSecondary source
ArdadN · 2007
ArtifactSecondary source
Roger Zenner, edited by Jaybear · 2005
PaintingSecondary source
Luigi Sabatelli
Secondary source
Mary Marks · 1908
ArtifactTertiary source
Bunchofgrapes · 28 September 2006 (original upload date)
ArtifactTertiary source
PaintingSecondary source
Luigi Sabatelli
PaintingSecondary source
Theodor Kittelsen · before 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
PaintingSecondary source
Theodor Kittelsen · 1901
DocumentSecondary source
Munro Scott Orr
PaintingSecondary source
Bruges Master of 1482 · circa 1485
DocumentSecondary source
uploaded 3 April 2005
Tertiary source
Arthur Shadwell, Harriet L. Hennessy and Joseph Frank Payne · 1911
PaintingSecondary source
DocumentSecondary source
Lord Makro · 5 June 2007 (original upload date)
ArtifactPrimary source
Secondary source
Hippocrates Junior (pseudonym) · 1900
BookPrimary source
Giovanni Boccaccio · c. 1370
PaintingSecondary source
15th century
PaintingSecondary source
Theodor Kittelsen · 1904
PaintingSecondary source
Giuseppe Maria Crespi · c. 1735
PaintingSecondary source
Marcantonio Raimondi · 1515/16
PaintingSecondary source
Hugo Simberg · 1906
PaintingSecondary source
Luigi Sabatelli
SculptureSecondary source
late Middle Ages, Swabia region
PaintingSecondary source
Luigi Sabatelli · 19th century
PaintingSecondary source
Munro Scott Orr
PaintingSecondary source
Luigi Sabatelli
ArtifactSecondary source
1376
DocumentSecondary source
Monro Orr
PaintingSecondary source
Carl Swoboda · c. 1862
DocumentSecondary source
Roger Zenner (original); Jaybear (enlargement and readability editing) · 5 February 2014
SculptureSecondary source
Workshop of Master of the Biberach Holy Kinship · c. 1520
DocumentSecondary source
Roger Zenner · 25 April 2023
Want the full shelf? Chat with The Black Death in the app and open the Sources panel — every quote links back to the original.
Paying customers

















































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.”
FAQ
Like any LLM, the AI version of The Black Death can get details wrong. Open one of these sources in a new tab to verify what you’ve read.
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