結論：NEW TREASURE（ニュートレジャー）Stage 2 Lesson 12のReadは、ひめゆり学徒隊と戦争体験を語り継ぐことを題材にしています。英語で読む際は『歴史資料にある事実』『証言に基づく経験』『学習者自身の考え』を明確に区別してください。ひめゆり平和祈念資料館の公式情報によれば、1945年に222人の生徒と18人の教師、計240人が動員され、このうち136人が亡くなりました。資料館は1989年6月23日に開館しました。慶英会では一次情報に基づく説明文と架空の学習活動を分け、独自英文2題・32問・全解答・歴史資料の読み方を無料公開します。
慶英会 塾長
慶英グループ CEO
一般選抜にて慶應義塾大学合格（英語入試正答率97％）
成績優秀者（慶應義塾維持会奨学生）として
慶應義塾大学を卒業（2023年）
慶英会は、中高一貫校の英語・NEW TREASURE対策・英検対策を専門とするオンライン個別指導塾です。学校の授業進度や学力・目標に合わせて指導します。
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一般財団法人 慶應連合三田会
慶應義塾横浜三田会 会員
高校在学中に英検1級取得
公益財団法人 日本英語検定協会「成績優秀者」に選出
中高主要科目で「オール5」
（最高評価・高校偏差値70）
国内最高峰の英語スピーチコンテスト
「高円宮杯全日本中学校英語弁論大会」
横浜市大会入賞・神奈川県大会進出
米国高校留学中、唯一の日本人として
全米最大級の高校生リーダーシップ団体
「FBLA」主催の英語スピーチコンテストに出場
ニューヨーク州大会準優勝・全米大会進出
米国の在籍高校代表として
「シカゴ国際模擬国連会議」に出場
慶應義塾大学在学中より英語指導を行い
「英語個別指導オンライン塾｜慶英会」を設立
小学生から、現役英語講師・英検面接官を含む
社会人まで数百名以上を指導
（最前列左から2人目：塾長）
本記事は、戦争を経験した実在の方々を尊重しながら、NEW TREASURE Stage2の英語読解・内容理解・英作文を学ぶ補充教材です。歴史上の日時や人数は資料館の公式資料によるものですが、英文2に登場する学校・生徒・展示活動は慶英会が設定した架空の例です。生存者の証言を創作したり、本人が実際に述べていない言葉を引用したりしていません。Ｚ会教科書のRead本文も転載していません。
最初に確認するひめゆり学徒隊の歴史資料
- 1945年3月23日：沖縄師範学校女子部と沖縄県立第一高等女学校の生徒・教師が沖縄陸軍病院へ動員された。
- 動員数：生徒222人、教師18人、計240人。
- 亡くなった動員者：136人（資料館公式FAQ）。
- ひめゆりの塔の碑に刻まれた名前：227人。動員された136人に加え、その他の生徒・教師91人を含むため、227＝動員学徒隊の戦没者数ではない。
- 資料館開館：1989年6月23日。2015年には生存者の直接の平和講話から、資料館職員が担う平和講話へと原則移行した。
出典はひめゆり平和祈念資料館の公式FAQと同資料館の公式沿革です。複数の人数を扱う場合は『何を数えているか』を必ず併記します。年や人数を覚えるだけでなく、当時の人々への敬意と正確な理解を優先してください。
歴史を読む英語の4つの着眼点
- 受動態：Students and teachers were mobilized … のwere＋過去分詞。『動員された』という出来事を述べる。
- 関係代名詞：people who experienced the war … のwhoが説明する対象を確認する。
- 間接疑問：Could you tell me where the information came from? の語順を確認する。
- 事実・推測・意見：museum records／a witness’s words／a student’s opinionを区別し、根拠のない「証言」を創作しない。
資料の引用と証言の扱いは特に慎重に
体験を語った当事者の言葉には、それぞれの人生と背景があります。短い英作文のために架空の引用を本人の発言として見せたり、証言の全文や写真を許可なく転載したりすることは避けます。歴史の説明と自分の考えを分け、資料館の公式サイトへのリンクから原資料を確認できる形にします。
問題編｜オリジナル英文2題＋資料読解8問
Read 1｜Remembering the Himeyuri Student Corps（約404語）
資料館公式の日時・人数を参照した、慶英会独自の説明文です。
The Battle of Okinawa in 1945 deeply affected many people, including students and teachers. The Himeyuri Peace Museum in Itoman, Okinawa, preserves information about a group of students and teachers from the Okinawa Female Normal School and the Okinawa Prefectural Girls’ First High School. According to the museum’s official information, 222 students and 18 teachers were mobilized to work with a military hospital in March 1945. Their lives had been changed by a war they did not choose.
Students of today sometimes imagine that a school uniform or the name of a school can tell us what a young person’s life was like. However, those details alone cannot describe the experiences of the people who lived through the war. The museum’s official history gives dates and records, while its exhibitions also help visitors understand the human experiences behind the numbers. Learners should distinguish the historical record from their own guesses.
The museum’s official FAQ explains that a total of 240 students and teachers were part of the mobilized Himeyuri Student Corps. Of these, 136 died in the Battle of Okinawa. The Himeyuri Cenotaph has 227 names, but that number is not the death toll of the mobilized corps alone. The museum explains that the names include 136 mobilized students and teachers who died and 91 other students and teachers. Confusing these different groups would be a serious mistake.
The Himeyuri Peace Museum opened on June 23, 1989. Survivors once shared their wartime experiences directly with visitors. As time passed, the museum worked to pass on those experiences to later generations. Its official history records that museum staff began taking responsibility for peace talks in 2015 as direct survivor talks generally came to an end.
The purpose of studying this history is not to memorize a frightening number and stop there. Students can ask how young people were affected, how an institution preserves evidence, and why a witness’s own words are different from someone else’s summary. They should treat historical testimony with care and avoid inventing words that survivors never said.
A careful English report might begin, ‘The museum preserves the history of the Himeyuri Student Corps during the Battle of Okinawa.’ It could then explain how the information was checked using official museum sources. A student writing about peace may also express personal hopes, but those opinions should be distinguished from documented events. Respectful study means remembering real people and representing their experiences accurately.
設問Q1〜Q12
- Q1. Where is the Himeyuri Peace Museum located?
- Q2. In which year did the Battle of Okinawa take place?
- Q3. How many students were mobilized according to the museum?
- Q4. How many teachers were mobilized?
- Q5. How many mobilized students and teachers died?
- Q6. How many names are inscribed on the Himeyuri Cenotaph?
- Q7. Why must we not say that all 227 names were mobilized corps members who died?
- Q8. When did the museum open?
- Q9. What changed in 2015 concerning peace talks?
- Q10. What two types of content should a careful English report separate?
- Q11. Is a student’s imagined quotation the same as a survivor’s testimony?
- Q12. Write a two-sentence English summary.
Read 2｜How Can We Pass Historical Testimony to the Next Generation?（約395語）
慶英会が設定した架空の授業です。実際の証言・証人の発話を再現したものではありません。
A fictional middle-school class planned a short English exhibition about how museums preserve memories. The teacher told students to use primary sources and to distinguish real historical information from their own ideas. The class chose to study the Himeyuri Peace Museum because its official website explains how it records and communicates experiences from the Battle of Okinawa.
First, the students read the museum’s overview and history pages. One student found the date of the museum’s opening, and another read about the transition from survivor-led explanations to talks given by museum staff. Their teacher asked them what could be learned from written records and what might be better understood through a person’s testimony. They understood that documents and testimony can both be important while providing different kinds of information.
Next, a student drafted an English poster saying, ‘All survivors used exactly these words about the war.’ The draft included a moving sentence, but the student could not identify anyone who had actually said it. The teacher asked the group to remove that sentence. The class learned that an emotional message is not a reason to invent a quotation, especially when discussing people who suffered in war.
The group decided to write its poster using short, verifiable sentences. One section explained the museum’s purpose. Another section described how people can learn from photographs, objects, historical documents, and recorded memories. The students wrote their own questions, such as ‘Why should we check where a quotation came from?’ They clearly labeled their questions as classroom materials, not words spoken by historical witnesses.
During practice, a student asked whether an English summary could replace all the original evidence. The teacher answered no. A summary can help readers begin, but it should direct them to reliable sources, and it may leave out important details. The class added a small section titled ‘Learn more from the museum’ and included the official museum website. It did not copy full interviews, photographs, or other materials without permission.
At the end of the project, students talked about what it means to learn respectfully. They wanted to remember the people affected by war while using accurate evidence. They did not claim that their class exhibition had changed every visitor’s opinion, because they had not measured any such change. Instead, they presented their work as a starting point for reading, asking careful questions, and thinking about peace.
設問Q13〜Q24
- Q13. What was the fictional class preparing?
- Q14. Why did students use the museum’s official pages?
- Q15. What change in the museum’s educational work did students research?
- Q16. Why did the teacher remove the invented quotation?
- Q17. What did the class learn about emotional statements?
- Q18. Name two types of materials the museum may use to preserve history.
- Q19. How did students label their own questions?
- Q20. Could an English summary replace all original evidence?
- Q21. Why did the students link the museum’s official website?
- Q22. Did the class reproduce complete interviews and photos freely?
- Q23. Did the class prove its exhibition changed every visitor’s opinion?
- Q24. Summarize the lesson in two English sentences.
公式資料の比較・文法・英作文8問（Q25〜Q32）
- Q25. According to the museum FAQ, what is the difference between 240 and 227?
- Q26. What is the difference between a historical fact and a personal opinion?
- Q27. Correct: The museum was open in 1989 June 23.
- Q28. Turn passive: The museum preserves important records.
- Q29. Use a relative pronoun: The museum tells stories. The stories concern students and teachers.
- Q30. Make an indirect question: Where did the information come from? Begin ‘Could you tell me …?’
- Q31. Write a respectful English question for someone preparing a museum exhibition.
- Q32. Write a two-sentence response on why studying history matters.
全32問の解答と根拠
内容理解・事実確認は1問1点、自由要約・英作文は内容・文法の両方を確認する自習用の採点です。自然な別表現は認められますが、証言を創作していないか、歴史的な人数の対象を混同していないか必ず確認してください。
Read 1の答え（Q1〜Q12）
- Q1. In Itoman, Okinawa. — The first paragraph names the city and prefecture.
- Q2. In 1945. — The year is stated in paragraph 1.
- Q3. 222 students. — The official museum information lists the students separately.
- Q4. 18 teachers. — Together with 222 students, the total was 240.
- Q5. 136. — The count is of the mobilized corps, not all memorial names.
- Q6. 227 names. — A memorial’s total names differ from the mobilized corps death toll.
- Q7. Because the memorial includes 91 other students and teachers as well as 136 from the mobilized corps. — The museum provides distinct groups.
- Q8. On June 23, 1989. — The exact opening date is documented.
- Q9. Museum staff began giving peace talks as direct survivor talks generally ended. — The official history explains the generational transition.
- Q10. Documented historical events and the writer’s personal thoughts or interpretations. — The final two paragraphs distinguish fact from opinion.
- Q11. No. Invented quotations should not be presented as actual testimony. — The passage explicitly warns against inventing survivor words.
- Q12. The Himeyuri Peace Museum in Okinawa preserves the history of students and teachers mobilized during the Battle of Okinawa. Its exhibitions and educational work help later generations learn about the people behind the records. — Summarizes purpose without inventing firsthand testimony.
Read 2の答え（Q13〜Q24）
- Q13. A short English exhibition about how museums preserve memories. — The project goal is in paragraph 1.
- Q14. To check historical information using primary sources. — The teacher required reliable verification.
- Q15. The transition from direct survivor-led explanations to museum staff peace talks. — The second paragraph describes this.
- Q16. No evidence showed a survivor had said it. — The quote was emotionally moving but unverified.
- Q17. An emotional message does not justify inventing a historical quotation. — Accuracy is essential in respectful work.
- Q18. For example, photographs and historical documents (also objects and recorded memories). — The fourth paragraph lists examples.
- Q19. As classroom materials, not witnesses’ words. — They distinguished authored questions from testimony.
- Q20. No. It could be an introduction that directs readers to primary sources. — The fifth paragraph gives the answer.
- Q21. To let readers consult reliable original information. — The class wanted verification beyond its summary.
- Q22. No. It did not copy them without permission. — Respect for rights and context is explicit.
- Q23. No. It had not measured that effect. — An unsupported outcome was excluded.
- Q24. The class studied the Himeyuri Peace Museum using official sources and avoided invented testimony. Its exhibition encouraged readers to examine evidence and learn about peace respectfully. — Includes fact-checking and respectful presentation.
Q25〜Q32の解答
- Q25. 240 is the number mobilized in the corps; 227 is the number of names on the cenotaph. — Different populations and counting rules.
- Q26. A historical fact is supported by records; an opinion expresses someone’s interpretation or value judgment. — The two kinds of statements should be separated.
- Q27. The museum opened on June 23, 1989. — Natural date order; official opening.
- Q28. Important records are preserved by the museum. — Present passive are preserved.
- Q29. The museum tells stories that concern students and teachers. — Subject relative pronoun that; which also correct.
- Q30. Could you tell me where the information came from? — Embedded question follows subject-verb order.
- Q31. Which official sources did you use to check the information? — Question seeks evidence without inventing testimony.
- Q32. Learning history helps us understand what real people experienced. We should check sources and respect their stories rather than inventing quotations. — Opinion and responsible method are separated.
間違いやすい3つの情報
240人・136人・227人は同じ数ではない
240人は動員された生徒・教師の総数、136人はそのうち亡くなった人数、227人はひめゆりの塔の碑に刻まれた名前の総数です。英語の数値設問では母集団が異なることを説明してください。
museum was opened／openedは文脈による
The museum opened in 1989. は開館したという自動詞の用法で自然です。The museum was opened in 1989. も受動態として使われ得ますが、主語が表す出来事の観点を確認します。
感想と体験者の証言を混同しない
I think studying history is important. は学習者の意見であり、証言を引用したものではありません。The museum’s official history states that … のように資料による事実を示す場合は、出典を確認します。
7日間の学習方法
1日目はRead1を読み、公式記録の人物・人数・日時を照合します。2日目は受動態と関係代名詞を復習。3日目はRead2を読み、資料と自分の解釈を分類します。4日目は無断引用や架空の証言が含まれていないか英文を点検。5日目はQ25〜32の資料比較、6日目は平和学習で大切なことを英語3文で記述し、7日目に32問を白紙で再テストします。
よくある質問
227人はひめゆり学徒隊の戦没者数ですか？
227は碑に刻まれた名前の総数です。資料館FAQでは、動員された学徒隊の戦没者136人と、それ以外の生徒・教師91人を区別しています。
証言の引用を自分で考えて書いてもよいですか？
実際の当事者の証言として創作した文を示してはいけません。自分の意見ならそのように明記してください。
Lesson12の原文を転載していますか？
いいえ。テーマに対応した慶英会独自の説明文・架空の授業で、出版社本文は転載していません。
資料館の写真や資料を記事へコピーしてよいですか？
資料ごとに権利や利用条件があるため、公式の案内・許諾を確認してください。本記事では資料そのものを転載せず出典リンクを掲載しています。
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参考にした一次情報
- ひめゆり平和祈念資料館｜公式FAQ（人数・慰霊碑の区別）
- ひめゆり平和祈念資料館｜沿革
- Himeyuri Peace Museum｜Official Website
- Ｚ会｜NEW TREASURE Third Edition Stage2
- ひめゆり平和祈念資料館｜設立について（動員された生徒222人・職員18人と戦没者数）
出典確認：2026年10月26日。上記の歴史に関する日付・人数のみ一次資料を参照しました。文章構成・本文2の架空の授業・問題32問と模範解答は慶英会が独自制作したもので、証言の創作・転載、教科書本文の再利用は行っていません。