Nelson Higher Education

Higher Education


Mexico in Revolution, 1912-1920

  • Jonathan Truitt
  • Stephany Slaughter
  • ISBN-10: 0393690393
  • ISBN-13: 9780393690392
  • 0 Pages | Paperback
  • COPYRIGHT: 2020 Published
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About the Product

Part of the Reacting to the Past series, Mexico in Revolution, 1912–1920 invites students to stabilize Mexico’s fragile government and debate a variety of reforms

The year is 1912, and Francisco Madero is president of Mexico. Just last year he and his top general ousted the long-standing president (some say dictator) Porfirio Díaz, who is now in exile. But the country is far from stable. A basic cultural rift between elite and the poor portends a sequence of tumbling revolts. Students are assigned to play characters that are charged with stabilizing their country and preventing further civil war. The goal is to reform Mexico and make it a better nation for all of its inhabitants—but Mexicans and foreigners worry that without a firm hand, Mexico’s governance might spiral out of control. At what cost will progress come?

Reacting to the Past is an award-winning series of immersive role-playing games that actively engage students in their own learning. Students assume the roles of historical characters to practice critical thinking, primary source analysis, and both written and spoken argument. Adopted by thousands of instructors at all types of institutions, Reacting to the Past games are flexible enough to be used across the curriculum, from first-year general education classes and discussion sections of lecture classes to capstone experiences and honors programs.


  • Makes history come alive Students participate in active learning when they are part of the game. Each student receives a game book, outlining the historical context, game premise, central debates, rules, and readings. Students then assume roles in a game of strategy they will want to win. They must adhere to the worldview of their historical figure, but are not limited by a script. They must express their ideas compellingly in speeches, presentations, and more.

  • Games made easy With clear organization and helpful instructor resources, playing the game is easy. Each Norton-original game book has a clear five-part structure. This organization brings a much-demanded consistency to the series and makes it easy for instructors to teach multiple titles in succession. The Gamemaster’s Materials required to run each game are similarly helpful and well-organized.

  • A proven approach, supported by a national network When playing Reacting to the Past games students develop history skills like primary source analysis, public speaking, writing and argument, critical thinking, problem solving, and leadership. For this innovative approach, the series has been supported by the Teagle Foundation and the U.S. Department of Education. The series was developed at Barnard College. The Reacting Consortium is a national network of enthusiastic instructors who connect through regular conferences and on social media.

Table of Contents

Part 1: Introduction

Brief Overview of the Game

Prologue in Four Perspectives

How to React

Game Setup

Game Play

Game Requirements

Skill Development

Learning Objectives

Part 2: Historical Background


Mexico: Precontact to the Early Nineteenth Century

Nineteenth-Century Mexico and the Ascendance of Benito Juárez

Communication at the Time of Mexican Revolution

Ideologies at the Time of the Revolution

Part 3: The Game

Major Issues for Debate

Basic Outline of the Game

Rules and Procedures

Part 4: Roles and Factions






Late Arrivals

Part 5: Core Texts

From “Political Constitution of the Mexican Republic,” 1857

Ricardo Flores Magón, “Manifesto to the Nation: The Plan of the Partido Liberal Mexicano”

Ricardo Flores Magón, “1906 PLM Program”

Ricardo Flores Magón, “To Women”

Ricardo Flores Magón, “Class Struggle”

Ricardo Flores Magón, “The Mexican People are Suited to Communism”

Ricardo Flores Magón, “Manifesto”

Rudyard Kipling, “The White Man's Burden”

Francisco Madero, The Presidential Succession of 1910

Francisco Madero, “The Plan of San Luis Potosí”

Dolores Jiménez y Muro, “Down with the Dictatorship: the Political-Social Plan”

Justo Sierra, “Reservations”

Justo Sierra, “Liberals and Conservatives”

Justo Sierra, “Our Battle Plan”

Emiliano Zapata, Otilio Montaño, and Others, “The Plan de Ayala, 1911”

Emiliano Zapata, Otilio Montaño, and Others, “The Agrarian Law”

Ricardo Pozas, “Juan the Chamula”

“Corrido of Tomochic”

José Muñoz Cota, “Corrido of the Meeting between Zapata and Madero

“The Corrido of the Soldadera”

“Corrido de la Cucaracha”

Emilio Rabasa, “The Election”

Emilio Rabasa, “Supremacy of Legislative Power”

Pascual Orozco, “Plan de Santa Rosa”

Pascual Orozco, “Plan Orozquista”

Félix Díaz, “Plan Felicista”

Félix Díaz, “Félix Díaz's Political Program”

Ernesto Madero, “Economic Outlook Good”

Ernesto Madero, “Secretaría de Hacienda's Report to Congress”

Alfredo Mendez Medina, The Social Question in Mexico: Orientations

José Guadalupe Posada, “Gaceta Callejera,” 1892