Reacting to the Past

“Reacting to the Past is an active-learning pedagogy of complex role-playing games. Reacting promotes engagement with big ideas, and improves critical, practical, intellectual, and academic skills.”

In a Reacting game, students are assigned specific historical characters in a specific historical context – generally a point in history where events are determined by a few critical decisions by the participants. Through research, the students develop an understanding of the issues present in the historical moment, the motivations that their historical character had, and the limitations both those motivations and the issues present. Then, through a series of speeches and other role-playing actions, students attempt to persuade each other to support one side or another of a historical debate. The speeches are graded, but the ultimate goal is for one side or the other to win by convincing enough participants to vote in a particular way at the critical juncture.

The goal of a Reacting game is NOT to recreate the historical event, but to explore the ways in which historical figures were real human beings, with malleable beliefs and reactions. Ideally, this creates empathy for current figures struggling with difficult decisions. Participants have reported an increase in self-esteem, enhanced verbal and rhetorical skills, and improved writing skills, all while engaging in deep learning about a specific period and group from the past.

TEEN DAY Ithaca would like to invite participants to play in two published games. In the Fall semester, we will run Patriots, Loyalists, and Revolution in New York City, 1775-1776. Patriot and Loyalists forces struggle to control and direct the populace of New York City in an effort to deliver the city to either the Revolutionary forces or the British. A quick description of the book is HERE and a deeper presentation of the game is HERE.

In the Spring semester, we will run Rousseau, Burke, and Revolution in France, 1791. Participants will strive to craft a constitution for a new France, struggling to balance the need for defense from foreign invasion, revolutionary ideals, and the needs of the common citizen. A quick description of the book is HERE and a deeper presentation of the game is HERE.

Students and parents should know that, while these are games, and the experience of participating should be enjoyable, there’s still a great deal of fairly rigorous work involved in terms of research and writing. All roles will be required to present at least one formal speech, and students may be expected to complete traditional paper writing, or journalistic writing, as part of their role in the game. Participation requires preparation – a student who has not completed their assigned work will make the game less viable and enjoyable for everyone. Additionally, once the game starts, the instructor will serve as an advisory role, keeping order and ensuring that the game stays on track, but students will be largely in control of the classroom space. There is also a lot of room for discussion, roleplaying, and friendly arm-twisting outside of the classroom, as well as scope for artistic expression and other forms of engagement.

These games will reinforce themes, ideas, and moments being discussed in the World History:Our Modern World and Being a Citizen classes this year; however, enrollment in these courses is not a requirement for these games, nor is enrollment in these games a requirement for those courses. Additionally, students can sign up for either or both games, but do not need to play in both.