Age of Empires III · Web viewWritten by Kathy Tollman Table of Contents Teaching Guide Overview 3...
Transcript of Age of Empires III · Web viewWritten by Kathy Tollman Table of Contents Teaching Guide Overview 3...
BrainMeld Teaching Guide: Age of Empires III 1
Age of Empires III: Elements of New World History, Exploration, Discovery and Real-Time Strategy for 7th Grade History Students
Written by
Kathy Tollman
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Table of Contents
Teaching Guide Overview................................................................................................3Age of Empires III Description...................................................................................................3Using Age of Empires III in the Classroom................................................................................5The Advantages of Teaching with Games.................................................................................5Goals and Objectives.................................................................................................................6Grade Level Standards and Content Area................................................................................7Where the Game fits into the Curriculum...................................................................................8What Teachers Need to Know Before Beginning......................................................................9Hardware Requirements............................................................................................................9
Lessons Overview........................................................................................................10Lesson One.............................................................................................................................12
Lesson One Goals and Objectives....................................................................................................12Lesson One Activity/Gameplay.........................................................................................................13Lesson One Extensions.................................................................................................................... 13
Lesson Two.............................................................................................................................13Lesson Two Goals and Objectives....................................................................................................14Lesson Two Setup............................................................................................................................ 14Lesson Two Activity/Gameplay.........................................................................................................14Lesson Two Follow-up/Debriefing.....................................................................................................15Lesson Two Extensions.................................................................................................................... 15
Teacher Resources......................................................................................................16References....................................................................................................................17Appendices....................................................................................................................18
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Teaching Guide Overview
Imagine your students are at the edge of a brave New
World; uncharted and hostile, yet beautiful and desirable. A New
World, you, the teacher, has commissioned your students to
explore and conquer. Your students arrive via the click of a
mouse where they find a world full of colorful graphics, strategic
scenarios and innovative game play rich in history and real-time
scenarios that mimic your period of study in history. Welcome to
a world called Age of Empires III (AEIII, 2005).
Using AEIII in the classroom will provide your students
an entertaining and educational supplement to the 7th
Grade History lesson curriculum, while providing an opportunity for students to experience life as
it may have been during the age of exploration and conquering the Americas. AEIII will also
encourage experiential learning through doing and provide lessons that are student driven and
student-centered. AEIII will provide opportunities for students to make connections between
game play and classroom learning and finally AEIII will provide opportunities for students to meet
California state standards in History.
Age of Empires III DescriptionTitle: Age of Empires III
Genre: Real Time Strategy
Platforms: PC, Mac, Wireless
ESRB: Teen: Blood & Violence
Publisher: Microsoft Game Studios
Developer: Ensemble Studios
Release Date: October 18, 2005
The Age of Empires III (AEIII) is a Real-Time Strategy (RTS) game that offers players the ability
to explore, colonize and conquer from the Age of Discovery to the Imperial Age of the New World. AEIII
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offers a rich history and stunning graphics during these time periods that feature such things as, a
European home city responsible for sending supplies to the troops of the New World, and New World
settlers who work the land and maintain the colonies, trade routes and defend the colonies from tribes of
Native Americans (Butts, 2005). AEIII features real-time combat with rifled infantry, cavalry and cannon-
laidened ships ready to explore, defend and conquer the New World (Microsoft, 2010).
“The goal of AEIII is to build a powerful empire capable of conquering any
and all enemy civilizations” (AEIII Quick Reference, 2005). To reach this
goal, students have the opportunity to plan and strategize within five New-
World ages including: Discovery, Colonial, Fortress, Industrial and Imperial
ages. Students must train settlers to gather food and supplies to support
the new colonies, and command an army to protect the colonies from the
many tyrants of the time. Students explore, build and set up trade routes all
for the benefit of growth and colonization.
In addition to planning and strategizing, AEIII offers students a
history lesson in such things as commanding unique military units, ships,
artillery and cavalry of the Spanish, British, French, Portuguese, Dutch, Russian, German and Ottoman
military of the New World. For instance, Spanish military units utilized infantrymen called Pikemen,
Musketeers, Crossbowmen, Rodeleros and Skirmishers and sailed ships known as Caravels, Galleons,
Frigates and Monitors (AEIII Quick Reference, 2005).
AEIII offers students an exciting and fun environment in which to play and learn about the history
of discovering, conquering and settling the New World; you never know where your opponents wait and
you don’t know how they plan to attack which enables students to learn to adapt and grow their army,
colony and specific resources fitting the current age of play (AEIII Quick Reference, 2005). Some people
may argue that playing AEIII provides a lot of useless history trivia (Ultramarine, 2009), but if learning
useless trivia in an exciting and fun environment grabs the student’s attention, then, let the games begin!
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Using Age of Empires III in the Classroom
Why use AEIII in the classroom? Students today differ in significant ways from previous
generations of students; they have literally grown up digitally. Students who have grown up digitally have
cognitive learning styles that are significantly different from previous generations. These cognitive
differences include the need for experiences that are fast-paced, graphic rich and on-demand (Simpson &
Clem, 2008) and are the result of the experiences students are already having outside of the classroom
while engaging in technology today.
Using AEIII in the classroom can provide students with a real-time historical experience that
mimics the fast-paced, graphic-rich and on-demand experiences students are having by engaging them in
a real-time historical experience that mimics those of the new-world era. Students will have the
opportunity to experience strategizing and problem solving in a real-time 3-D environment that replicates
the historical time period being studied. Additionally, AEIII enables students to utilize and experience the
history of the new world era through real-time combat, trade, colonization and exploration.
The Advantages of Teaching with Games
Teachers often use games in their classrooms because they
are perceived as fun, exciting and challenging by students. Video
games are fun, exciting and challenging too, but addtionally offer
students the opportunity to practice skills and simulate learning in a
real-time, fact-paced, on-demand and graphic rich, 3D
environment that engages the new cognitive learning styles of
students today.
Video games offer fun and challenge that goes beyond
memorization and pencil and paper study. Video games help
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develop problem-solving skills while students overcome obstacles to win the game. Video games
enhance higher-level thinking skills by engaging students in simulations and role playing that demands
clear thinking, problem solving and, when playing multi-player games, working collaboratively to
strategize and win. Playing multi-player video games also help build communication and social skills
through taking turns, talking to opponents and team mates and communicating just how to win the game.
The biggest benefit to video games is motivation; students are motivated to play and playing provides the
student with reasons to develop the skills necessary to win the game (Flemming, 2010).
Goals and ObjectivesThe goal of utilizing AEIII in the classroom is to provide an entertaining and educational
supplement to the 7th Grade History lesson curriculum. Through game play students will have the
opportunity to experience life as it may have been during the age of exploring and conquering the
Americans, thereby enabling students to make connections between game play and classroom learning.
After successful completion of the lessons in this guide, students will be able to:
1. Define the European home city and list the supplies sent by the European home city to support
colonization and discovery of the Americas
2. Define the purpose for and list the types of jobs settlers are given and trained in to support
colonization and discovery
3. List the five infantry positions within a Spanish military unit
4. List the four ships utilized by the Spanish explorers during colonization
5. List the three cavalry units by name that are unique to Spanish exploration during the Spanish
discovery of the Americas
6. List the four types of artillery used during skirmishes against opposing tyrants of the time
7. Through a written essay, explain the purpose of exploring, building alliances with the Native
Americans, setting up trade routes, engaging in battles, and, finally, the purpose of remaining in
contact with the European home city
Grade Level Standards and Content Area
AEIII can be used to enhance the History curriculum in 7th grade. The focus of this curriculum is
of a European power determined to explore, colonize, and conquer the New World and falls under the
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following state grade level standards and content taken from the 7th Grade History-Social Science Content
Standards for California Public Schools (1998):
Historical Interpretation
1. Students explain the central issues and problems from the past, placing people and events in
a matrix of time and place.
2. Students understand and distinguish cause, effect, sequence, and correlation in historical
events, including the long - and short-term causal relations.
3. Students explain the sources of historical continuity and how the combination of ideas and
events explains the emergence of new patterns.
4. Students recognize the role of chance, oversight, and error in history.
5. Students recognize that interpretations of history are subject to change as new information is
uncovered.
6. Students interpret basic indicators of economic performance and conduct cost-benefit
analyses of economic and political issues.
Standard 7.11
Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries
(the Age of Exploration, the Enlightenment, and the Age of Reason).
1. Know the great voyages of discovery, the locations of the routes, and the influence of cartography in
the development of a new European worldview.
2. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia,
and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects
on each continent.
3. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the
elements and importance of a market economy in seventeenth-century Europe; the changing
international trading and marketing patterns, including their locations on a world map; and the
influence of explorers and map makers.
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4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the
Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and
Christianity.
5. Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g.,
John Locke, Charles-Louis Montesquieu, American founders).
6. Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill
of Rights and the American Declaration of Independence.
Where the Game fits into the Curriculum
AEIII offers game play within eight different European civilizations. Students play among these
civilizations and re-enact certain key differences in each of the eight economies and military strategies by
using the different modes of combat, transportation, building and culture found during the specific
civilization. As they play, students will be able to access only those technologies available to their
civilization and only for the era they are currently playing in. As the student progresses through the game,
more civilization specific technologies are made available.
Because each civilization has such specifics, students must have a general historical knowledge
of each civilization prior to playing the game. By cognitively knowing what to expect prior to playing within
a particular civilization, a student has the opportunity to experientially learn the intricacies of each
civilization. To gain the most benefit from game play, students should have an introduction to the
particular civilization’s European home city, trade, money, historical figures, types of infantry, cavalry,
ships and artillery prior to playing the AEIII.
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What Teachers Need to Know Before Beginning
It is highly encouraged that teachers become familiar with AEIII prior to students experiencing the
game. Familiarization can come in the form of the AEIII user manual and quick reference guide that
come with the AEIII software. However, the easiest way to learn AEIII is by using the tutorials found in
the “Learn to Play” section of the main menu provided in the game’s software. In the Learn to Play
section you’ll have the opportunity to practice the basic and advanced features of AEIII game by playing
a practice scenario called “Master the Basics.” The game can feel rather overwhelming, but don’t worry,
you’ll have the opportunity to play Master the Basics over and over again until you feel comfortable with
the features of the game. Additionally, you’ll want to start a game and play it, not for 30 minutes, but for
serveral hours to serveral days, especially if you’re a novice to video games.
For advanced players a list of hotkeys have been provided in the Appendix of this teaching which
may provide useful as the teacher and students gain experience with AEIII. However, these hotkeys are
not necessary for the beginning game play this teaching guide provides.
Hardware RequirementsAEIII offers three story-based campaign game modes: single-player skirmish, random map and
online & LAN multiplayer mode. All offer excellent teaching and learning oportunities; however, for the
purposes of this teaching guide, we will focus on the single-player skirmish mode. This mode requires
each student have access to a computer with the following requirements:
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System requirements:
Windows Operating Sytem
Windows XP or later
1.4 GHz Intel or AMD processor
256 MB RAM
2 GB hard disk space
64 MB graphics card capable of Hardware Transform & Lighting
Sound card with speakers or headphones
Internet access for online play only
Input – Keyboard & mouse
Mac OS X
Mac OS X v10.3.9 or later
1.4GHz or faster PowerPC G4 or G5 or Intel processor
512MB RAM
64MB 3D graphics card
Sound card with speakers or headphones
Internet access for online play only
Input - Keyboard & mouse
Lessons OverviewFollowing the study of the establishment of English colonies during the age of discovery many
students in American History have difficulty comprehending the obstacles and problems that had to be
overcome to accomplish the founding of an early colony. Lessons one and two provide an opportunity for
history students to gain experiential learning in the basic types of challenges that existed in the
establishment of an early colony during the age of discovery.
The purpose of lessons one and two is to give students experience establishing specific tasks for
colonies to engage in, such as gathering supplies and food sources, in an effort to provide a foundation in
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which a new colony can survive, and exploring the countryside for new trade opportunites, such as mines
and trading posts, in order to begin building an economy of trade for the new colony to grow and expand
in.
Lessons one and two meet the following state standards of hstorical interpretation.
1. Students explain the central issues and problems from the past, placing people and events in
a matrix of time and place.
2. Students understand and distinguish cause, effect, sequence, and correlation in historical
events, including the long - and short-term causal relations.
3. Students explain the sources of historical continuity and how the combination of ideas and
events explains the emergence of new patterns.
4. Students recognize the role of chance, oversight, and error in history.
5. Students recognize that interpretations of history are subject to change as new information is
uncovered.
6. Students interpret basic indicators of economic performance and conduct cost-benefit
analyses of economic and political issues.
Both lessons will begin with a demonstration by the teacher and afterwards students will return to
their own computers where they will practice. To begin, the teacher will instruct students to gather around
the teacher’s computer and observe the teacher establishing tasks for the settlers and exploring the
countryside for new trade opportunities. Once the teacher’s demonstrations have terminated, students
will proceed to their own computers where they will begin practicing establishing tasks for the settlers and
exploring the countryside for new trade opportunities.
After each lesson and after each student has accomplished both tasks, the teacher will hold a
debriefing session to discuss the specifics of the student’s game play. Debriefing discussions will include
such topic as, what types of food sources and supplies were available to settlers and what types of trade
opportunities were available to early settlers. Students will discuss the types of obstacles settlers faced in
obtaining these food sources, supplies and trade opportunites.
Prior to beginning lessons one and two it is important for the teacher to complete the following:
1. Preload all computers with AEIII
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2. Provide students with a turtorial or demonstration on AEIII game basics such as how to
move and employ a settler and how to explore and open up the gaming field.
3. Allow students to play the “Learn to Play” section of AEIII prior to beginning all lessons, in
order to establish a basic understanding of the game.
Because AEIII can be quite complicated, teachers should provide each student with a minimum
time allotment of one hour to accomplish all lessons and tasks. During gameplay the teacher will wander
through the classroom offering assistance and providing game play hints to each student as needed.
Lesson OneThe purpose of lesson one is to provide students with a glimpse of what it was like for new
colonies to obtain daily food sources and supplies in the new colony.
Lesson One Goals and ObjectivesThe goal of lesson one is to give students the experience of what daily life was like in the
new colony. In Lesson One, students are given the task of gathering different types of food
sources and supplies available.
Upon completion of Lesson one, students will be able to:
1. List and describe food sources and supplies available to the settlers in the new colony by
answering questions and writing an essay.
2. List and describe how settlers gathered and obtained food sources and supplies in the new
colony by answering questions and writing an essay.
Lesson One Setup
The teacher should review the history of the new colony including, the role of the settlers,
explorers, food sources and supplies the students will come across during lesson one gameplay.
The teacher should then provide a demonstration overview of gameplay prior to releasing each
student to their own computers. Each student should be given a quick tour of how to move
settlers, and assign the settlers jobs or tasks in order for students to have enough knowledge to
navigate the game on their own. Teacher should ask for last minute questions and verify the
students understand the directions and their tasks at play.
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Lesson One Activity/GameplayStudents will be gathered in a group to observe a demonstration by the teacher. The
teacher will introduce the following moves:
1. Left click on or drag a box over any settler you want to use or assign a job or task
2. Right click on what you want the settler to do once they have been selected
3. While gathered around the teacher’s computer, give each student the opportunity to practice
each move: selecting a settler and assigning the settler a task
Once each student has demonstrated proviciency on the teacher’s computer, allow students
to return to their own computer where they will begin assigning each of the new colony settlers a
new task of gathering either food or supplies.
Lesson One Follow-up/Debriefing
At the end of gameplay, gather all students together in a group to discuss gameplay, the
food sources and supplies available. Verbally discuss the following questions:
1. What food sources were available to early new colony settlers?
2. What supplies were available to early new colony settlers?
3. What tools did the settlers use to gather food sources
4. What tools did the setlers use to gather supplies?
5. Why was gathering food and supplies important for the survival of the new colony?
Lesson One ExtensionsAfter verbally answering the five questions above, each student will write a double-
spaced, one-page essay describing their gameplay experience and relating their gameplay
experience to the five questions above.
Lesson TwoThe purpose of lesson two is to provide students with a glimps of what it was like for the settlers
in the new colonies to explore the countryside for new trade opportunities.
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Lesson Two Goals and ObjectivesThe goal of lesson two is to give students the experience of what daily life was like in the
new colony. In lesson two students are given the task of exploring the countryside and
discovering trade opportunities, such as mines and forming alliances with the Native Americans.
Upon completion of Lesson two students will be able to:
1. List and describe the trade opportunities available to the settlers in the new colony by
answering questions and writing an essay.
2. List and describe the benefit of engaging in trade opportunities and forming alliances with the
Native Americans for growing the economy in the new colony by answering questions and
writing an essay.
Lesson Two SetupThe teacher should review the history of the new colony including, trade opportunities
and forming alliances with the Native Americans the students will come across during lesson two
game play. The teacher should then provide a demonstration overview of gameplay prior to
releasing each student to their own computers. Each student will be given a quick tour of how to
explore and open up the land and build a trading post at newly discovered trading sites by
assigning settlers the job of building the trading post. Teachers will provide students with enough
directions so they can explore and build on their own. Teacher should ask for last minute
questions and verify students understand the directions and their tasks at play.
Lesson Two Activity/GameplayStudents will be gathered in a group to observe a demonstration by the teacher. The
teacher will introduce the following moves:
1. Using the cursor to move the “camara” angle to the edges of the screen allowing for further
exploration and opening the view of the land.
2. Using settlers and explorers to open up the land by moving them to the edges of the seen
land which will then expose and open up unseen land.
3. Upon exploration and discovery of a mine, select a settlers to begin working the mine
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4. Upon exploration and discovery of a trade route, build a trading post by selecting the post in
the game command center and placing it on the route. Once the trading post has been put
into place, assign a settler to build the trading post.
5. Upon exploration and discovery form an alliance with a newly discovered Native American
settlement
6. While gathered around the teacher’s computer, give each student the opportunity to practice
each move: use the cursor to change the camara angle, explore the land by moving settlers
and explorers, discover a mine and assign a settler and discover a trade route and assign a
settler to build a trading post.
Once each student has demonstrated proviciency on the teacher’s computer, allow students
to return to their own computer where they will begin exploring and discovering their own new
colony, opening up the land, assigning settlers to work the mine and build trading posts on newly
discovered trade routes.
Lesson Two Follow-up/DebriefingAt the end of game play, gather all students together in a group to discuss game play, the
newly discovered trade routes and alliances formed with the Native American settlements.
Verbally discuss the following questions:
1. What trade opportunities were available to the new colony?
2. Why was it important for the settlers and explorers to set up trade routes in the new colony?
3. Why was it important for the settlers and explorers to form alliances with the Native
Americans?
4. What type of economy did the new settlers have?
Lesson Two ExtensionsAfter verbally answering the four questions above, each student will write a double-
spaced, one-page essay describing their game play experience and relating their game play
experience to the four questions above.
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Teacher ResourcesTeachers can learn and further explore the basics of Age of Empires III from the following
websites:
Age of Empires IIII (2009) Age of Empires III: Learn the Basics:
http://ageofempiresiii.webs.com/thebasics.htm
Age of Empires III (2005) Game Features:
http://www.ageofempires3.com/age3/GameFeatures/Default.aspx
Microsoft (2010). Age of Empires III: Overview:
http://www.microsoft.com/games/pc/age3.aspx#screenshots
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ReferencesAge of Empires IIII (2009) Age of Empires III: Learn the Basics, Retrieved October 23, 2010 from:
http://ageofempiresiii.webs.com/thebasics.htm
Age of Empires III (2005) Game Features. Retrieved October 16, 2010 from:
http://www.ageofempires3.com/age3/GameFeatures/Default.aspx
Butts, S (2005) Age of Empires III: A New World Beckons. Retrieved October 3, 2010 from:
http://pc.ign.com/articles/658/658624p1.html
California State Board of Education (1998). Grade 7 - History-Social Science Content Standards for
California Public Schools. Retrieved October 17, 2010 from:
http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
Flemming, S. (2010) The Advantages of Games in Teaching Children. Retrieved October 24, 2010 from:
http://www.ehow.com/facts_6175837_advantages-games-teaching-children.html
Microsoft (2010). Age of Empires III: Overview. Retrieved October 3, 2010 from:
http://www.microsoft.com/games/pc/age3.aspx#screenshots
Microsoft Corporation (2005). Age of Empires III: Quick Reference. Microsoft Game Studios Redmond,
Washington
Simpson, E. & Clem, F. (2008) Video Games in the Middle School Classroom. Middle School Journal,
Volume 39, Number 4. Retrieved October 24, 2010 from:
http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/March2008/Article1/tabid/1627/
Default.aspx
Ultramarine, (2009). Where Did You Learn That? Age of Empires… Retrieved October 3, 2010 from:
http://vgc.zachwhalen.net/content/where-did-you-learn-age-empires%E2%80%A6
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AppendicesAppendix A
Learn the Basics
Age of Empires III can be very difficult to understand if you're new to the game. The main
objective is to conquer the new world by destroying your opponents civilization, this could mean military
combat or 5 trade routes on certain maps which then count down a timer until you win the game if you
keep the trade routes.
To play AEIII you have to left click and drag over any units you want to use then right click on
what you want to do with them once they are selected, this could mean building, gathering resources or
simply just moving them to a new location, the right click can also be used to collect treasures or attack
other units or buildings. The idea is to get your settlers on resources (food, wood and coin) which you will
need to buy, build, train and upgrade later in the game. The main game rules and very basic stuff if
explained in the first campaign, learn to play.
Lastly, there is one more military thing you must know, certain units are better against other units
than different unis like Halberdiers are amazing against cavalry, skirmishers are amazing against infantry
like halberdiers, artilery are amazing against infantry like skirmishers and cavalry are amazing against
artilery, it's a vicious circle (Age of Empires III, 2009).
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Appendix B
AEIII Hotkeys – for advanced gameplay
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