早稲田法 2016 II

II Read the passage and answer the questions below.

"Come on, class. Please tell me that someone read the chapter."

I looked nervously around the room. "Please don't call on me," I thought. Of course we hadn't read it. Why Jim Douglas, my high school history teacher, even entertained the idea that we might have read it was beyond me. Douglas taught with the Socratic method and expected us to read the entire chapter before we started each new unit. Later, I appreciated this teaching style ― because he assumed we were responsible for our own learning.

"So none of you can explain the causal factors behind Spanish colonization?"

(Long pause.) "Does anyone at least know what ships they had?"

We were getting nervous. Douglas's policy was that if "there was nothing left to discuss" then we would take the test, which would mean that we would all fail.

I tried to picture what a Spanish ship looked like. An image of a galleon popped into my head. I raised my hand.

"They had galleons."

"Very good, Mr. Squire. They had galleons. Now why would they have had galleons?

"For carrying gold."

"Yes, for carrying gold." Not brilliant, but we were getting somewhere.

"Yes, that's right...for gold. And they had war galleons to protect the galleons carrying the gold. These had a lot of guns." I was warming up. "The French mostly had barques. The Dutch, fluyts. The English, merchantmen. If you saw a pinnace, that was French, Dutch, maybe even a pirate." Douglas was surprised, if not impressed. I wasn't known for reading ahead." But I was on a roll. "The Dutch ― they were mostly traders. They didn't have much territory, although Curacao was a great trading base." As I rambled on about the Caribbean, my friend Jason shot me an incredulous look as if to say, "Where on earth are you getting this...is it a joke?" It was, in fact, the result of my spending way too much time playing Sid Meier's Pirates! on my Commodore 64 computer. Pirates! is an action-role-playing game, in which you are...well...a pirate. I first played it in 1987, but Pirates! has been updated and re-released several times (including for the Nintendo Wii in 2010). Here's the gist of it: You are a pirate in one of five time periods (between 1520 and 1700). The Han Solo of the high seas, you swashbuckle through the Spanish Main representing the French, Dutch, Spanish, or English. In addition to engaging in sword fights and ship battles, you trade and smuggle to create a privateering empire. Pirates! is open-ended; the "story" is the one you create. There are few instructions, few quests, and no set narrative. No two games are exactly alike.

As a (potentially) educational game, Pirates! works because it is incredibly specific. Each city fluctuates in size, power, or nationality according to the time period, so players get to see how the Caribbean evolved. In the late 1500s, the Spanish dominate, meaning that if you're playing as the Dutch (my favorite), you're vastly outnumbered. But there is untold opportunity if you become friendly with the French and English, learn where their ports are, and plunder the Spanish. How the game unfolds is up to you. When I played as the Dutch, a favorite ploy at the end of my career was to capture a town and make it Dutch territory. I'd earn a title from the governor, then sail out and re-attack the same city, only this time making it French territory. This earned a huge land gift from the French, but [ 1 ] the Dutch. I'd do this a few more times until the Dutch caught on and no longer welcomed me on Dutch soil. But I kept my land ― and infamous reputation ― created by my "piratey" behavior. The underlying rules encouraged you to think like a pirate.

Players learn as much about Caribbean geography and history as they learn about swordplay. You're immersed in this world during the game, so you have to learn how the various types of sailors, nations, and geography affect your plans. For example, early on in the game, most players want to sack Panama because it's incredibly wealthy. But, if you try this, you'll quickly learn that it's also well defended and removed from the Spanish Main, which means you're going to need hundreds of sailors to even have a chance. You can't build a crew like that overnight. First, you need to achieve [2J by attacking smaller ports and building a crew, and then you have to get them all to Panama before they mutiny. I vividly remember taking a wrong turn into the Gulf of Mexico and almost losing my ship because I didn't know my basic geography.

Learning geography through playing a game such as Pirates! is a commonplace experience for my generation. In fact, my colleague Levi Giovanetto and I recently surveyed University of Wisconsin- Madison undergraduates and found that most of the students had played SimCity and almost everyone had played Oregon Trail. The majority of the students felt these games helped them in school. Yet, probably because of the size and cultural influence of the baby boomer generation, video games are regarded by many as a fringe medium, and some still argue that games are trivial. This position is baffling, given the social, economic, and cultural impact of games. Games already operate as a medium for learning, whether or not we design educational games. Millions of people have learned some history from Pirates! and have explored the basic concepts of urban planning from SimCity. As Stephen Johnson argued, even when games aren't "educational" the intellectual play of video games is productive in its own right. Video games are all about problem solving. Just as we recognize chess as a complex game and use it for studying the mind (think of how we program computers to play chess against chess masters), video games enable us to study how people, who are spread across thousands of miles, collaborate in real time to solve problems in games such as World of Warcraft.

For educators, this leads us to ask a range of questions that are both practical and philosophical. How does playing a historical game shape our thoughts about history? Can games be used for learning? Why should we study the impact of video games? People are developing academic interests and learning academic content through games, regardless of whether or not we design them for,' education; Players learn the basic facts from their games (the names of pieces, the maps, the terms), but, more importantly, they learn the properties of the game as a system.

Games are deeply engaging for those who play them, and we can study games' educational design principles, such as orchestrating time, providing overlapping goals, constructing open-ended problems, and maintaining open social horizons. Even if we don't bring a game into every classroom, we can incorporate these principles in our instruction. Games are emblematic of a broader shift toward participatory culture and suggest ways of structuring participatory educational experiences. Gaming communities push players from consumption to production, which is a useful model for educators.

Finally, and most important for me, games, when they work, are stimulating experiences, worthy of study in and of themselves as part of human experience. In my mind, this property should make them intriguing to anyone responsible for designing experiences for others. However, the moral imperative to study through stimulating experiences is especially true for educators, who are responsible for shaping the daily lives of children attending school out .of compulsion. Any time that we turn a child off learning rather than awakening their intellectual curiosity, we've failed.

[Adapted from Kurt Squire, Video Games and Learning (2011).]

( 1 ) Choose the ONE way to complete each of the following sentences that is CORRECT according to the passage.

1 The author

A found out a lot about European geography through playing video games.

B learned some unethical practices from video games that helped him in his studies.

C nearly lost his ship in a game because he didn't know geography well enough.

D played video games about pirating more than 30 years ago.

E usually prepared well for history classes at high school.

2 The video game Pirates!

A allows players to learn French, Dutch, Spanish, and English as they play.

B for Nintendo Wii is not as good as the version originally released for the Commodore 64 computer.

C guides players to recreate the events that took place over a 180 year period in the Caribbean.

D is a game designed to teach players about how the Dutch outsmarted the Spanish.

E requires players to make strategic decisions about which ports to attack.

3 The author's high school history teacher

A assumed that students should be responsible for their own learning.

B didn't think that anyone would read the textbook before class.

C used an original method of teaching that encouraged students to ask questions in class.

D waited until students understood the topic well enough before giving a-test.

E was not impressed that the author knew so much about the topic discussed in class.

4 Video games

A are considered trivial by many, and have very limited educational potential.

B have started to be used for learning purposes in the last decade.

C must have an educational design in order to become a medium for learning.

D need to be an integral part of classes to make them beneficial to learning.

E require players to solve problems, and thus have productive intellectual value.

( 2 ) Choose the FOUR statements that are NOT true according to the passage. You may NOT choose more than FOUR statements.

A Even though the Spanish outnumber the Dutch in the late 1500s in the Pirates! game, through collaborating with the French and the English, it is possible to plunder the Spanish.

B Games have had an enormous social, economic, and cultural impact over the years, but the size and cultural influence of the baby boomer generation is causing games to be continually treated as trivial.

C - Most new players of Pirates! try to attack Panama very early in the game, but the attack is unlikely to succeed because it is close to the Spanish Main and has very strong defenses.

D Players can become far more deeply engaged in video games if they are used in every single class, because gaming communities have shown that games can push players from consumption to production.

E Studying video games enables us to examine their design principles such as how they use time, provide overlapping goals, construct open-ended problems, and maintain open social horizons.

F The author was able to learn a lot of important information about Spanish colonization in the Caribbean, including the names of ships, trading bases, and famous pirates, as a result of the video game he played.

G The underlying rules in the game Pirates! encourage players to think like a pirate, meaning that some of the best results are gained from behavior such as betraying the Dutch and the French.

H Using video games in education teaches us that if we are able to make learning a stimulating experience, we should be able to awaken the scholastic curiosity of school children.

I Video games like Pirates! are useful for learning because they include sufficiently detailed instructions to enable students who have little knowledge of history and geography to enjoy the game.

(3) Which ONE of the following sentences best describes the author's argument in the passage?

A Because video games require players to solve problems and remember basic facts from the games, they have potential as educational tools and give us insights into better educational practice.

B Even though many players do not realize that they are learning through video games, game designers have included educational goals in games for many years with the aim of teaching them subconsciously.

C Games like Pirates! have been used to teach students subjects such as history and geography for decades, but new designs are necessary to make them more widely accepted.

D The skills that can be learned through video games such as Pirates!, Oregon Trail, and SimCity have changed the way that we think about learning, but overcoming opposition from baby boomers remains a primary obstacle.

E Video games have been a central part of education for millions of students over the years, and as a result, they have become emblematic of a shift toward a more participatory educational experience.

Choose the ONE expression that best fits each of the blanks [1] and [2] in the passage.

1 A annoyed B entertained C respected D spoiled E supported

2 A anonymity B creativity C fidelity D hospitality E notoriety

( 5) Find the vowel with the strongest stress in each of these words, as used in the passage. Choose the ONE which is pronounced DIFFERENTLY in each group of five.

1 A curiositv B dominate C geography D productive E responsible

2 A academic B emblematic C incredulous D intellectual E recognize

3 A career B experiences C immersed D periods E privateering

III Choose the underlined section in each text below that is INCORRECT grammatically. If the choices in the sentences are ALL CORRECT, choose F.

1 The government officials maintain that a complete ban on smoking will not work and suggest to strengthen the present system in a variety of ways.

2 I've had considerable experience at this high school, so I would appreciate it when you would leave me to get on with my job.