Age of Empires III: Elements of New World History, Exploration, Discovery and Real-Time Strategy for 7th Grade History Students Written by Kathy Tollman Table of Contents
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- Navigate this page:
- Teaching Guide Overview
- Age of Empires III Description
- Using Age of Empires III in the Classroom
- T he Advantages of Teaching with Games
- Grade Level Standards and Content Area
- Where the Game fits into the Curriculum
- What Teachers Need to Know Before Beginning
- Lesson One
- Lesson One Activity/Gameplay
- Lesson One Extensions
- Lesson Two Goals and Objectives
- Lesson Two Setup
- Lesson Two Activity/Gameplay
- Lesson Two Follow-up/Debriefing
- Lesson Two Extensions
Age of Empires III: Elements of New World History, Exploration, Discovery and Real-Time Strategy for 7th Grade History Students Written by Kathy Tollman Table of Contents Teaching Guide Overview 3 Age of Empires III Description 3 Using Age of Empires III in the Classroom 5 The Advantages of Teaching with Games 5 Goals and Objectives 6 Grade Level Standards and Content Area 6 Where the Game fits into the Curriculum 8 What Teachers Need to Know Before Beginning 9 Hardware Requirements 9
Lesson One 12 Lesson One Goals and Objectives 12 Lesson One Activity/Gameplay 13 Lesson One Extensions 13 Lesson Two 14 Lesson Two Goals and Objectives 14 Lesson Two Setup 14 Lesson Two Activity/Gameplay 14 Lesson Two Follow-up/Debriefing 15 Lesson Two Extensions 16 Teacher Resources 17 References 18 Appendices 19 Teaching Guide OverviewI  magine 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 DescriptionT  itle: 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 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!
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.
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 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:
Grade Level Standards and Content AreaAEIII 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 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.
Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
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.
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 Requirements AEIII 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:
System requirements: Windows Operating Sytem
Mac OS X
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 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:
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:
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. Lesson One Activity/GameplayStudents will be gathered in a group to observe a demonstration by the teacher. The teacher will introduce the following moves:
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:
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. 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:
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:
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:
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. 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 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
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). Appendix B AEIII Hotkeys – for advanced gameplay 
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