Part of the Reacting to the Past series, Patriots, Loyalists, and Revolution in New York City, 1775-76 draws students into the political and social chaos of a revolutionary New York City, where Patriot and Loyalist forces argued and fought for advantage among a divided populace. Students engage with the ideological foundations of revolution and government through close readings of Locke, Paine, and other contemporary arguments. Each student’s ultimate victory goal is to have his/her side in control of New York City at the end of 1776 (not as of the end of the Revolution, when all know who won), as well as to achieve certain individual goals (e.g., slaves can attain freedom, propertied women can be granted voting rights, laborers can make deals for land). Winning requires the ability to master the high politics arguments for and against revolution as well as Do students ever ask to come an hour early so that they have more time for class? Have you ever had perfect attendance for the entire class for a full semester? Yes, report faculty who have taught Reacting to the Past. Reacting to the Past explores important ideas by recreating the historical contexts that shaped them. It consists of elaborate games in which students are assigned roles, informed by classic texts, set in particular moments of intellectual and social ferment. Students run each Reacting game, which includes multiples roles for classes ranging in size from thirteen to thirty students and requires from seven to fourteen classroom sessions. Reacting improves speaking, writing and leadership skills, promotes engagement with classic texts and history, and builds learning communities. Reacting can be used for a wide variety of curricular and institutional purposes. Reacting classes consisting of several games have provided the foundation for a first-year general education. Or Reacting can serve as an upper-class capstone experience. A Reacting game can also function as the discussion component of large lecture classes; or it can be enlisted for intersession courses, honors programs, and other specialized curricular purposes. Reacting to the Past has been developed under the auspices of Barnard College. It won the Theodore Hesburgh Award (2004), funded by the TIAA-CREF, for pedagogical innovation, and has also received substantial support from the Fund for the Improvement of Post-Secondary Education (FIPSE) of the U.S. Department of Education, the Teagle Foundation, and the Christian A. Johnson Endeavor Foundation. With this support, Barnard College hosts a series of conferences throughout the nation at which interested faculty and administrators learn about the curriculum by playing mini-versions of the games. For further information contact the Reacting to the Past Program (Barnard College) or Longman Publishers, or visit the Reacting website: www.barnard.columbia.edu/Reacting Reacting to the Past Program Barnard College 3009 Broadway New York, NY 10027 reacting@barnard.edu See inside back cover for a complete listing of titles in the Reacting to the Past Series. Bill Offutt has been Director of the Pforzheimer Honors College (2001-07) and is currently the Honors Faculty Advisor and Associate Professor of History at Pace University. His book, Of Good Laws and Good Men: Law and Society in the Delaware Valley 1680-1710 , was published in 1995. His academic interests focus on the relationship between law and society, particularly the methods by which legal systems obtain and keep their legitimacy. He has taught classes in colonial America, revolutionary America, the Civil War, Constitutional history, and American women’s history. The American Revolution game is paired with the “Anne Hutchinson” game to form a Reacting course under an existing course for freshmen at Pace entitled “The Early American Legacy.” Used Book in Good Condition