Mary Jane Treacy – författare

Paterson, 1913 is designed to be played during the time typically devoted to teaching the Progressive Era in the U.S. history survey course. Set in America’s “Silk City", Paterson, New Jersey, the game pits manufacturers, who try to keep Paterson’s key economic engine running, against labour leaders, who demand a general strike to achieve better working conditions across the silk industry. In the middle of this conflict are townspeople who must decide whom to support and how to survive a labour struggle that seems to have no end in sight.From the award-winning Reacting to the Past community, Flashpoints is a new series of immersive role-playing activities designed to help students bring historical ideas and forces to life. Games are designed to take about one week of class time in a survey course, between two and four class sessions. Drawing on primary sources to craft arguments and inform debates, students develop critical thinking and historical empathy. Classroom-tested materials for students and instructors ensure a smooth “flipped classroom” experience.

Greenwich Village, 1913 immerses students in the radical possibilities unlocked by the modern age. Exposed to ideas like women''s suffrage, socialism, birth control, and anarchism, students experiment with forms of political participation and bohemian self-discovery.

The second edition of Greenwich Village, 1913: Suffrage, Labor, and the New Woman transports students into the bohemian section of New York City known as an epicenter of rebels, artists, and seekers of personal transformation. Assuming roles as residents of "the Village," students gather at Polly's restaurant to re-create discussions about feminism, marriage, family, work, and community. A faction of students in suffragist roles seek the community's support for extending the franchise to women, while others in roles as labor organizers appeal to the community for help raising funds to support an ongoing strike.Students in this game must clarify their beliefs and make their choices through a vote. Will they prioritize gender or social class, political or economic change, or reform or revolution? Will they use their talents to support a suffrage parade or to create a pageant for the silk workers of Paterson, New Jersey? Or will they reject both factions and continue to work toward a new America through the transformation of the self?

The second edition of Greenwich Village, 1913: Suffrage, Labor, and the New Woman transports students into the bohemian section of New York City known as an epicenter of rebels, artists, and seekers of personal transformation. Assuming roles as residents of “the Village,” students gather at Polly’s restaurant to re-create discussions about feminism, marriage, family, work, and community. A faction of students in suffragist roles seek the community’s support for extending the franchise to women, while others in roles as labor organizers appeal to the community for help raising funds to support an ongoing strike.Students in this game must clarify their beliefs and make their choices through a vote. Will they prioritize gender or social class, political or economic change, or reform or revolution? Will they use their talents to support a suffrage parade or to create a pageant for the silk workers of Paterson, New Jersey? Or will they reject both factions and continue to work toward a new America through the transformation of the self?

The second edition of Greenwich Village, 1913: Suffrage, Labor, and the New Woman transports students into the bohemian section of New York City known as an epicenter of rebels, artists, and seekers of personal transformation. Assuming roles as residents of “the Village,” students gather at Polly’s restaurant to re-create discussions about feminism, marriage, family, work, and community. A faction of students in suffragist roles seek the community’s support for extending the franchise to women, while others in roles as labor organizers appeal to the community for help raising funds to support an ongoing strike.Students in this game must clarify their beliefs and make their choices through a vote. Will they prioritize gender or social class, political or economic change, or reform or revolution? Will they use their talents to support a suffrage parade or to create a pageant for the silk workers of Paterson, New Jersey? Or will they reject both factions and continue to work toward a new America through the transformation of the self?