WEBVTT
Kind: captions
Language: en

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-[Sarah] Hello everybody,

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we'll be starting in

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just a couple minutes

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we'll

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give a

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little bit more time

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for more people to join.

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All right,

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I see a couple more people

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have joined

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but we're gonna go ahead

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and get started.

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Welcome,

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thank you so much

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for joining the webinar today

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we're pleased to have you

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join us

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for the

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National Marine Sanctuaries

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webinar series.

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The title of today's presentation

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is Maritime Archaeology:

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Exploring and Discovering Shipwrecks.

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This series is

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hosted by the NOAA

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Office of National Marine Sanctuaries

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and our goal for this series

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is to provide you with

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educational and scientific expertise,

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some resources and training to support

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ocean and climate literacy

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in the classroom.

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I'm Sarah Waters,

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I'm the Education Coordinator

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for Thunder Bay

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National Marine Sanctuary

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in Alpena, Michigan

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where it's very snowy today

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and I'll be facilitating the webinar.

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We'll be joined later by Julie Bursek

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Education Team Lead and science crosscut

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for Channel Islands

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National Marine Sanctuary

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in Santa Barbara, California

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and she'll be helping to answer

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your questions

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that you submit as an attendee.

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This is our inaugural presentation

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for the National Marine Sanctuaries

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webinar series

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so we greatly appreciate your feedback

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following the presentation,

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please take a few minutes

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at the conclusion

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to answer

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a very short survey

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it'll really help us

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improve this series as we move forward.

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During the presentation,

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all attendees

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will be in listen-only mode

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you're welcome to type questions

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related to

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any technical issues

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you might be having

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and also your questions for the presenter

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put them directly into the box

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located at the bottom

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of the control panel

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on the right-hand side of your screen.

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Julie will be monitoring

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those incoming questions

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and she'll respond to them

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or pose them to our speaker.

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We are recording the session

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and we'll share

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the recording with registered participants

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via Google Drive.

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Today,

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you'll discover

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how to integrate

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science,

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technology,

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engineering ,

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and math

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also known as STEM

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and social studies

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as you explore the underwater world

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of shipwrecks

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and the tools of maritime archaeologists.

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A free electronic copy of

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the curricular materials

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will be made available for you

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through the web link

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through the link on our website

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and we'll post that address

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at the end of

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the presentation.

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Today's presenter is Shannon Rickles,

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Shannon has served as

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the education coordinator

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for NOAA's

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Monitor National Marine Sanctuary

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since 2008.

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Formerly, Shannon was the director

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of Starbase Atlantis

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at Patuxent River

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Naval Air Station and Naval Base Kitsap

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this US Navy educational outreach

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program focused on stem learning

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and served over 1,000

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local fifth-grade students

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annually.

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Prior to working for the Navy,

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Shannon was the program manager

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and coordinating producer

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for NASA's

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educational broadcast program,

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The NASA Side Files,

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which aired nationwide

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on PBS

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on over 1,000 cable access channels.

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The program won numerous awards

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including Emmys,

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five Emmys that is,

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Shannon has over 15 years

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of classroom experience

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as an educator

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at multiple grade levels

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and she received her

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Bachelors of Science degree

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in education,

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with an earth science emphasis

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from the University of North Texas at Denton.

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She's currently working on

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her master's of business administration

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at st. Leo's University.

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Please join me in welcoming

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our presenter

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for Maritime Archaeology:

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Exploring and Discovering Shipwrecks,

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Shannon Rickles.

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Hello Shannon,

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thanks for presenting today.

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-[Shannon] Hi everyone ,

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thanks for having me

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so, I just want to

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welcome everyone

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this afternoon,

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thank you so much for

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attending our inaugural webinar

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but before I get started

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I have just a

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couple of poll questions

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that I would like for you to answer

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if you would please.

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It's just so I can kind of gauge

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who's in the audience

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and it'll help us

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as we know more about

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who actually is

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participating in our

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webinars.

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So, Sarah

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can you put up the poll questions

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Here you go,

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Are you primarily in,

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formal education,

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informal education

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or other

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or you are joining this webinar

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but you're not a teacher.

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- [Shannon] and Sarah

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I'm not seeing the poll questions

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am I supposed to?

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- [Sarah] Yep, it's going

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we've got

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right now

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92% voted, Shannon

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so I'll give you the results

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and we'll give them one more minute.

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Yep.

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There we go,

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we have a 100%

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voted here

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29%

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of those attending today

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are formal educators,

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54% are informal educators,

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and four percent other

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and 13% do not teach.

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-[Shannon] Okay,

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and the second question

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-[Sarah] Alright,

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our second poll question,

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What grade level(s) do you teach?

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for those that are teachers,

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please take a minute to

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answer that.

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Alright ,

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we've got our results,

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so Shannon,

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we have 26%

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of attendees are

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elementary school teachers,

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20% are middle school,

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we've got 10% high school teachers,

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5% college,

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and 40% other.

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-[Shannon] Okay

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and the last question,

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-[Sarah] Alright,

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and what subject do you teach?

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For attendees today,

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Science,

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Math,

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Social Studies or other?

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Alright, great

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we've had

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quick results there,

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so over 50% of those attending today

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are science teachers and

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then we have 5% math

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and 5% social studies represented

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and about 36% other.

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-[Shannon] Okay great,

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awesome,

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thank you all for participating

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that really helps me a lot

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to gauge who I'm speaking with

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and also hopefully

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it'll help us for future webinars

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to get a sense of who attends

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these webinars

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so,

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as Sarah said,

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let me see if I can get

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my presentation to go.

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Alright, as Sarah said

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I am the Education Coordinator

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for the

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Monitor National Marine Sanctuary

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and as our sanctuaries claim to fame

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is that we were our nation's first

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sanctuary.

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However,

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today

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the Office of National Marine Sanctuary

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serves as a trustee

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for a network of underwater parks

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encompassing more than 170,000

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square miles of marine

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and great lake waters

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from Washington State

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to Florida Keys

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and from Lake Huron

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to America Samoa.

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The network includes a system of

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13 national marine sanctuaries

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and two marine national monuments

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and there are also,

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on the map you can see,

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there are two areas that have been

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proposed to be new sanctuaries.

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One in Wisconsin

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and the other one

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at Mallows Bay and Potomac River.

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Now this afternoon,

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I will give you

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a brief overview of the

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Monitor National Marine Sanctuary

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and NOAA's Maritime Heritage Program

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and how they provided the

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impetus for the development

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of the curriculum

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and activities

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you will see

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today.

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Next,

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I will introduce you to a

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course and curriculum

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we've developed

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called Shipwreck of the Deep

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and I'll also tell you

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a little bit about our

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partnership in developing

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this semester long course.

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Then I will go over our

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newest curriculum

00:10:48.122 --> 00:10:50.024
Discovering and Exploring Shipwrecks

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and show you how

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STEM and Social Studies

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connects students

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to both the past and the future

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in an exciting way

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and finally,

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I'll give you a brief look

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at the other educational offerings

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we have at our site.

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So let's get started!

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Now as Sara said,

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I am a science teacher

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and I was never a huge history buff

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but when I came to work here

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about eight years ago

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I absolutely fell in love

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with The Monitor,

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it was such an exceptional warship

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and the science and technology

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that it had for that day and time

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was just amazing.

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It was also our nation's first

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ironclad ship

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and incredibly it was built in just

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a hundred days

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and it was built in response

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to a threat by the Confederates

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who were building their own ironclad,

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The CSS Virginia

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but if you live here in our local area

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you know we also call that the Merrimack.

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Now another

00:11:38.060 --> 00:11:39.480
unusual feature

00:11:39.480 --> 00:11:40.780
on The Monitor

00:11:40.780 --> 00:11:41.920
was a rotating gun turret

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that had never been tried before.

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So now,

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the ship

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could have just two guns

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instead of 10 or 12

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so it was a very unique warship.

00:11:50.320 --> 00:11:52.520
The Monitor was designed and built

00:11:52.520 --> 00:11:53.020
by a man

00:11:53.020 --> 00:11:54.000
named John Erickson.

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He was a Swedish American inventor

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who was definitely

00:11:56.840 --> 00:11:57.875
ahead of his time.

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The ship was built in

00:11:58.880 --> 00:11:59.700
Greenspoint

00:11:59.700 --> 00:12:00.420
Brooklyn, New York

00:12:00.420 --> 00:12:01.260
and launched on

00:12:01.260 --> 00:12:03.260
January 30th 1862

00:12:03.260 --> 00:12:05.380
Now the USS Monitor

00:12:05.380 --> 00:12:06.460
and the CSS Virginia

00:12:06.460 --> 00:12:08.140
battled in Hampton Roads, Virginia

00:12:08.140 --> 00:12:10.000
on March 9th 1862

00:12:10.000 --> 00:12:10.620
they fought for

00:12:10.620 --> 00:12:11.300
four hours

00:12:11.300 --> 00:12:12.960
and although it was a draw,

00:12:12.960 --> 00:12:13.960
the battle was important

00:12:13.960 --> 00:12:14.760
because it was the

00:12:14.760 --> 00:12:16.080
first time that iron

00:12:16.080 --> 00:12:17.260
ever had met iron

00:12:17.260 --> 00:12:18.440
and the battle changed

00:12:18.440 --> 00:12:19.380
naval technologies

00:12:19.380 --> 00:12:20.190
and naval warfare

00:12:20.190 --> 00:12:21.120
for all times

00:12:21.120 --> 00:12:23.260
so never again did the Navy build

00:12:23.260 --> 00:12:24.280
a wooden warship

00:12:24.280 --> 00:12:25.799
and a rotating gun turret

00:12:25.799 --> 00:12:27.560
is still the standard on Navy

00:12:27.560 --> 00:12:28.580
ships today.

00:12:28.580 --> 00:12:30.480
Unfortunately, the Monitor

00:12:30.480 --> 00:12:33.280
sank on December 31st 1862

00:12:33.280 --> 00:12:34.144
during a storm

00:12:34.144 --> 00:12:36.102
while being towed from Virginia

00:12:36.102 --> 00:12:37.800
down to Beaufort, North Carolina

00:12:37.800 --> 00:12:39.540
that night 16 sailors

00:12:39.540 --> 00:12:40.440
lost their life

00:12:40.440 --> 00:12:41.720
and although the Monitor

00:12:41.720 --> 00:12:43.080
did serve her country well,

00:12:43.080 --> 00:12:44.220
she was only short lived

00:12:44.220 --> 00:12:46.146
for about 11 months.

00:12:46.146 --> 00:12:47.780
Now the location of the shipwreck

00:12:47.780 --> 00:12:48.320
was unknown

00:12:48.320 --> 00:12:50.120
until August of 1973,

00:12:50.123 --> 00:12:51.020
when a team of

00:12:51.020 --> 00:12:52.660
scientists led by John G Newton

00:12:52.660 --> 00:12:54.865
from Duke University Marine Lab

00:12:54.865 --> 00:12:55.790
discovered it

00:12:55.790 --> 00:12:57.440
off Cape Hatteras, North Carolina.

00:12:57.440 --> 00:12:58.360
Now the team was trying out

00:12:58.360 --> 00:12:59.720
some new technology

00:12:59.720 --> 00:13:01.400
that was around in 1973

00:13:01.400 --> 00:13:03.360
called side scan sonar

00:13:03.360 --> 00:13:04.520
and they thought that

00:13:04.520 --> 00:13:05.920
the Monitor was a perfect ship

00:13:05.920 --> 00:13:07.380
to test the equipment.

00:13:07.384 --> 00:13:08.660
So, on the last day of the

00:13:08.660 --> 00:13:09.460
expedition

00:13:09.460 --> 00:13:10.699
they found what they thought

00:13:10.699 --> 00:13:11.520
to be The Monitor

00:13:11.520 --> 00:13:12.380
but they had to wait

00:13:12.380 --> 00:13:13.772
until April of 1974

00:13:13.772 --> 00:13:16.082
to go back and put cameras down

00:13:16.082 --> 00:13:17.167
and confirm it.

00:13:17.167 --> 00:13:18.020
Now because

00:13:18.020 --> 00:13:18.980
The Monitor is considered

00:13:18.980 --> 00:13:20.757
one of our national treasures

00:13:20.757 --> 00:13:21.860
and due to all the

00:13:21.860 --> 00:13:23.080
cutting-edge technology

00:13:23.080 --> 00:13:25.460
it represented for 1862,

00:13:25.460 --> 00:13:29.160
Congressman Jones from North Carolina

00:13:29.160 --> 00:13:30.650
called for it to be protected

00:13:30.650 --> 00:13:32.200
from possible looting and other damage

00:13:32.200 --> 00:13:34.240
he suggested using a new act that had

00:13:34.240 --> 00:13:35.520
been passed in 1972

00:13:35.520 --> 00:13:36.660
but never used

00:13:36.660 --> 00:13:37.460
and that was

00:13:37.460 --> 00:13:39.380
the National Marine Sanctuaries Act.

00:13:39.380 --> 00:13:42.120
So, on the 113th

00:13:42.120 --> 00:13:42.920
anniversary

00:13:42.920 --> 00:13:44.080
of The Monitors launching,

00:13:44.090 --> 00:13:46.040
the shipwreck became our nation's first

00:13:46.040 --> 00:13:47.680
National Marine Sanctuary.

00:13:47.680 --> 00:13:49.280
The Monitor lies in about

00:13:49.280 --> 00:13:50.780
240 feet of water

00:13:50.785 --> 00:13:52.058
it's about 16 miles

00:13:52.058 --> 00:13:53.280
south southeast of

00:13:53.280 --> 00:13:55.284
Cape Hatteras, North Carolina.

00:13:55.284 --> 00:13:57.400
Now many expeditions were made

00:13:57.400 --> 00:13:58.360
to The Monitor

00:13:58.360 --> 00:14:00.599
and much research occurred over the years

00:14:00.599 --> 00:14:02.510
but in the 1990 there were concerns

00:14:02.510 --> 00:14:04.380
expressed about its deterioration

00:14:04.380 --> 00:14:05.790
so Congress mandated

00:14:05.790 --> 00:14:07.340
that NOAA come up with

00:14:07.340 --> 00:14:08.133
a plan to recover

00:14:08.133 --> 00:14:09.556
some of the more iconic pieces

00:14:09.556 --> 00:14:10.790
and one of the most iconic

00:14:10.790 --> 00:14:12.540
pieces is a rotating gun turret.

00:14:12.540 --> 00:14:15.220
With the help of the US Navy salvage divers

00:14:15.220 --> 00:14:16.620
the turret was recovered in

00:14:16.620 --> 00:14:18.280
August of 2002

00:14:18.280 --> 00:14:20.330
but before they could lift the turret

00:14:20.330 --> 00:14:21.960
they needed to reduce the weight

00:14:21.960 --> 00:14:23.408
and began to vacuum the sand

00:14:23.408 --> 00:14:23.908
and coal

00:14:23.908 --> 00:14:24.619
from the turret

00:14:24.619 --> 00:14:25.487
when the ship sank

00:14:25.487 --> 00:14:27.140
it actually flipped upside down

00:14:27.140 --> 00:14:29.080
so the turret was actually landed

00:14:29.080 --> 00:14:30.320
on its roof

00:14:30.320 --> 00:14:31.880
so the roof was never meant to support

00:14:31.880 --> 00:14:32.700
that much weight

00:14:32.700 --> 00:14:33.580
so that's why

00:14:33.580 --> 00:14:34.955
they had to make sure

00:14:34.955 --> 00:14:35.930
that they got as much

00:14:35.930 --> 00:14:37.426
weight out as possible.

00:14:37.426 --> 00:14:39.660
So during that process

00:14:39.660 --> 00:14:40.700
they discovered the remains of

00:14:40.700 --> 00:14:42.040
one of the Monitor sailors

00:14:42.040 --> 00:14:43.480
that had died that night

00:14:43.480 --> 00:14:44.640
the ship sank

00:14:44.648 --> 00:14:46.535
and after the turret was lifted

00:14:46.535 --> 00:14:47.776
excavation continued

00:14:47.776 --> 00:14:49.700
and a second Monitor sailor was

00:14:49.700 --> 00:14:50.557
discovered.

00:14:50.557 --> 00:14:53.439
Now both sets of remains were sent to

00:14:53.439 --> 00:14:55.540
the joint POW MIA accounting command

00:14:55.540 --> 00:14:56.400
in Hawaii

00:14:56.400 --> 00:14:57.100
where they conducted

00:14:57.100 --> 00:14:57.790
a variety of

00:14:57.790 --> 00:14:58.780
forensics

00:14:58.780 --> 00:14:59.959
on the two sailors.

00:14:59.960 --> 00:15:00.680
They were also able

00:15:00.680 --> 00:15:01.880
to extract good DNA

00:15:01.890 --> 00:15:02.746
from their teeth.

00:15:02.746 --> 00:15:03.660
However,

00:15:03.660 --> 00:15:04.509
because no living relatives

00:15:04.509 --> 00:15:05.381
could be found

00:15:05.381 --> 00:15:06.149
and the Navy

00:15:06.149 --> 00:15:06.749
no longer

00:15:06.749 --> 00:15:07.749
buries unknowns,

00:15:07.749 --> 00:15:09.480
the sailors remained in Hawaii

00:15:09.480 --> 00:15:10.540
in JPAC.

00:15:10.540 --> 00:15:12.189
For the hundred and fiftieth anniversary

00:15:12.189 --> 00:15:13.180
of The Monitor

00:15:13.180 --> 00:15:14.525
and the ten years after

00:15:14.525 --> 00:15:15.040
the discovery

00:15:15.040 --> 00:15:15.800
of the two sailors,

00:15:15.806 --> 00:15:17.555
NOAA requested to bury them

00:15:17.555 --> 00:15:19.538
at Arlington National Cemetery.

00:15:19.538 --> 00:15:20.860
The Secretary of the Navy,

00:15:20.860 --> 00:15:22.441
who was Ray Mabus at the time,

00:15:22.441 --> 00:15:23.198
requested that

00:15:23.200 --> 00:15:24.260
we make another effort

00:15:24.260 --> 00:15:25.680
to find any living relatives.

00:15:25.680 --> 00:15:27.680
So Louisiana State University

00:15:27.680 --> 00:15:28.540
stepped forward

00:15:28.540 --> 00:15:29.400
and volunteered

00:15:29.400 --> 00:15:31.060
to recreate their faces

00:15:31.060 --> 00:15:32.031
at their faces lab.

00:15:32.040 --> 00:15:33.820
This would draw national attention

00:15:33.820 --> 00:15:34.660
to the sailors

00:15:34.660 --> 00:15:35.920
and hopefully encourage more

00:15:35.920 --> 00:15:37.320
descendants to come forward

00:15:37.320 --> 00:15:39.119
with DNA samples.

00:15:39.119 --> 00:15:42.034
LSU used the cast of the two skulls

00:15:42.034 --> 00:15:44.805
and using complex computer data

00:15:44.805 --> 00:15:45.699
and models

00:15:45.699 --> 00:15:47.994
they began the reconstruction process.

00:15:48.000 --> 00:15:49.920
The faces were created from clay

00:15:49.940 --> 00:15:51.360
and the clay models were made

00:15:51.360 --> 00:15:52.340
and then

00:15:52.340 --> 00:15:53.780
they were digitized

00:15:53.780 --> 00:15:54.960
and the skin and hair

00:15:54.960 --> 00:15:55.880
were added.

00:15:55.880 --> 00:15:57.080
So this is the face

00:15:57.080 --> 00:15:57.920
of the older sailor,

00:15:57.920 --> 00:15:59.440
he was between 30 and 34

00:15:59.440 --> 00:16:00.960
years of age

00:16:00.960 --> 00:16:02.140
and we know that

00:16:02.140 --> 00:16:02.840
he smoked a pipe

00:16:02.840 --> 00:16:04.080
because he had indentation

00:16:04.080 --> 00:16:04.580
in his teeth

00:16:04.580 --> 00:16:06.090
where a pipe would have sat

00:16:06.090 --> 00:16:06.718
and this is

00:16:06.718 --> 00:16:08.440
the younger of the two sailors,

00:16:08.440 --> 00:16:10.066
he was between 19 and 24

00:16:10.066 --> 00:16:10.893
years of age.

00:16:10.893 --> 00:16:11.807
Now the faces

00:16:11.807 --> 00:16:12.967
were unveiled in

00:16:12.967 --> 00:16:13.927
Washington DC

00:16:13.927 --> 00:16:14.839
and although

00:16:14.840 --> 00:16:15.920
about 20 more people

00:16:15.920 --> 00:16:17.396
came forward with DNA samples

00:16:17.396 --> 00:16:18.160
there was still

00:16:18.160 --> 00:16:19.200
no match.

00:16:19.200 --> 00:16:21.520
So on March 8th 2013

00:16:21.520 --> 00:16:22.640
the Navy buried the two sailors

00:16:22.643 --> 00:16:24.396
at Arlington National Cemetery

00:16:24.396 --> 00:16:25.600
with full military honors

00:16:25.600 --> 00:16:27.550
and if you want to know more

00:16:27.550 --> 00:16:28.339
about The Monitor

00:16:28.339 --> 00:16:29.081
and the sailors,

00:16:29.081 --> 00:16:29.889
you can visit our

00:16:29.889 --> 00:16:31.029
preserving a legacy site

00:16:31.029 --> 00:16:32.300
where you'll find all kinds of history

00:16:32.300 --> 00:16:33.720
associated,

00:16:33.720 --> 00:16:35.499
a very in-depth history,

00:16:35.499 --> 00:16:37.040
associated about the sailors,

00:16:37.040 --> 00:16:37.705
the ship,

00:16:37.705 --> 00:16:38.739
the proposals,

00:16:38.739 --> 00:16:39.699
the Civil War,

00:16:39.699 --> 00:16:40.199
et cetera,

00:16:40.199 --> 00:16:41.719
and also activities

00:16:41.720 --> 00:16:42.480
that would go along

00:16:42.480 --> 00:16:44.616
with The Monitor

00:16:44.616 --> 00:16:45.879
but besides The Monitor,

00:16:45.880 --> 00:16:47.440
NOAA has a rich and diverse

00:16:47.440 --> 00:16:49.215
Maritime Heritage Program

00:16:49.215 --> 00:16:49.899
that not only

00:16:49.899 --> 00:16:51.122
documents and surveys

00:16:51.122 --> 00:16:53.086
nationally significant shipwrecks

00:16:53.086 --> 00:16:53.860
but they also

00:16:53.860 --> 00:16:55.320
search for the wrecks of ships

00:16:55.320 --> 00:16:56.050
and other vessels

00:16:56.050 --> 00:16:56.940
that were of importance

00:16:56.940 --> 00:16:57.760
to our nation

00:16:57.760 --> 00:16:59.810
but whose location is unknown.

00:16:59.810 --> 00:17:02.440
Now for the past eight years

00:17:02.440 --> 00:17:03.120
in conjunction

00:17:03.129 --> 00:17:04.640
with the Maritime Heritage Program

00:17:04.640 --> 00:17:05.289
and partnering

00:17:05.289 --> 00:17:06.200
organizations,

00:17:06.200 --> 00:17:07.114
our office has been

00:17:07.120 --> 00:17:08.660
documenting and surveying shipwrecks

00:17:08.660 --> 00:17:10.040
off the North Carolina coast

00:17:10.040 --> 00:17:11.560
especially those from

00:17:11.560 --> 00:17:12.400
World War twos'

00:17:12.400 --> 00:17:13.568
Battle of the Atlantic.

00:17:13.568 --> 00:17:14.753
Now most of the people

00:17:14.753 --> 00:17:15.524
in our country

00:17:15.524 --> 00:17:16.434
do not know that

00:17:16.434 --> 00:17:17.230
German U-boats

00:17:17.230 --> 00:17:19.000
plied the waters along the East Coast

00:17:19.000 --> 00:17:22.299
from December of 1941 until late 1942

00:17:22.300 --> 00:17:23.140
this is where

00:17:23.140 --> 00:17:24.860
we say the war came home

00:17:24.860 --> 00:17:25.820
to the US

00:17:25.820 --> 00:17:27.020
for several reasons,

00:17:27.020 --> 00:17:28.740
the highest concentration of U-boats

00:17:28.740 --> 00:17:30.600
and allied and merchant casualties

00:17:30.600 --> 00:17:32.117
are located along the coast

00:17:32.117 --> 00:17:33.092
of North Carolina.

00:17:33.100 --> 00:17:34.680
A couple of reasons is that

00:17:34.680 --> 00:17:36.280
Cape Hatteras is the one place

00:17:36.280 --> 00:17:37.340
where the currents do meet

00:17:37.340 --> 00:17:38.559
the Labrador Current

00:17:38.559 --> 00:17:39.457
and the Gulf Stream

00:17:39.457 --> 00:17:40.940
and most ships would sail

00:17:40.940 --> 00:17:41.640
in those currents

00:17:41.640 --> 00:17:42.340
and so they would

00:17:42.340 --> 00:17:44.184
have to pass by Cape Hatteras

00:17:44.184 --> 00:17:45.075
at some point,

00:17:45.080 --> 00:17:46.480
either selling north or south

00:17:46.480 --> 00:17:47.580
so the U-boats

00:17:47.580 --> 00:17:48.995
would sit off of Cape Hatteras

00:17:48.995 --> 00:17:50.068
and just wait for them

00:17:50.068 --> 00:17:50.568
to come by

00:17:50.568 --> 00:17:51.454
and that's why

00:17:51.454 --> 00:17:53.195
there's a lot of casualties

00:17:53.200 --> 00:17:53.860
in that area.

00:17:53.860 --> 00:17:55.280
About somewhere between

00:17:55.280 --> 00:17:56.954
60 to 100 shipwrecks

00:17:56.954 --> 00:17:58.186
from World War two

00:17:58.186 --> 00:17:59.866
are located in that area.

00:17:59.866 --> 00:18:02.700
It was called Torpedo Junction.

00:18:04.780 --> 00:18:05.980
Over the years

00:18:05.980 --> 00:18:07.360
our maritime archaeologists

00:18:07.360 --> 00:18:08.800
and partners have documented

00:18:08.800 --> 00:18:10.180
over 25 shipwrecks.

00:18:10.180 --> 00:18:12.039
They've also searched for

00:18:12.039 --> 00:18:12.880
two ships that sank

00:18:12.880 --> 00:18:14.580
during one of the only naval battles

00:18:14.580 --> 00:18:15.760
in US waters.

00:18:15.760 --> 00:18:19.400
It was the Battle of Convoy KS 520

00:18:19.400 --> 00:18:20.427
and the two ships were

00:18:20.427 --> 00:18:21.220
the Blue Fields,

00:18:21.220 --> 00:18:22.060
a merchant ship

00:18:22.060 --> 00:18:23.120
and a German U-boat,

00:18:23.120 --> 00:18:24.315
the U-576.

00:18:24.315 --> 00:18:26.040
Now in this image

00:18:26.040 --> 00:18:29.160
a diver is mapping the U-85

00:18:29.160 --> 00:18:29.903
and I want to mention

00:18:29.903 --> 00:18:30.840
that in both guides

00:18:30.840 --> 00:18:31.407
that I'm going to

00:18:31.407 --> 00:18:32.260
be talking about today,

00:18:32.260 --> 00:18:33.180
there is a mock shipwreck

00:18:33.180 --> 00:18:33.860
activity

00:18:33.860 --> 00:18:34.570
for students to simulate

00:18:34.570 --> 00:18:35.620
mapping a shipwreck

00:18:35.633 --> 00:18:36.960
and then

00:18:36.960 --> 00:18:37.760
I'm just going to show you

00:18:37.760 --> 00:18:38.471
a few images

00:18:38.471 --> 00:18:39.543
of the shipwrecks

00:18:39.543 --> 00:18:41.060
of the U-boats in particular.

00:18:41.060 --> 00:18:43.760
This is the U-701 off of Cape Hatteras

00:18:43.770 --> 00:18:46.160
and this is the U-85

00:18:46.160 --> 00:18:48.353
off of Nags Head, North Carolina

00:18:48.360 --> 00:18:51.100
and then this is the U-352

00:18:51.100 --> 00:18:52.640
which is off of Beaufort, North Carolina

00:18:52.640 --> 00:18:54.300
they're all in between about a

00:18:54.309 --> 00:18:56.613
100 to 115 feet of water.

00:18:56.613 --> 00:18:59.470
Now one of the products that is

00:18:59.470 --> 00:19:00.540
created from all the data

00:19:00.540 --> 00:19:01.400
that is collected,

00:19:01.400 --> 00:19:02.633
is a photomosaic.

00:19:02.633 --> 00:19:03.500
Divers take hundreds

00:19:03.500 --> 00:19:04.300
of pictures

00:19:04.300 --> 00:19:05.264
and stitch them together

00:19:05.264 --> 00:19:06.429
to create an image that shows

00:19:06.429 --> 00:19:08.340
the entire shipwreck site.

00:19:08.340 --> 00:19:09.277
Again in both guides,

00:19:09.277 --> 00:19:10.750
there's an activity that students

00:19:10.750 --> 00:19:11.940
can do to simulate

00:19:11.940 --> 00:19:12.710
making this,

00:19:12.710 --> 00:19:14.059
making a photomosaic,

00:19:14.059 --> 00:19:15.340
then using the data

00:19:15.340 --> 00:19:17.660
collected,

00:19:17.660 --> 00:19:18.428
site plans are also created

00:19:18.428 --> 00:19:19.480
these are detailed drawings that show

00:19:19.480 --> 00:19:19.980
the wreck ,

00:19:19.980 --> 00:19:21.540
what the wreck looked like

00:19:21.540 --> 00:19:22.620
at that moment in time.

00:19:23.520 --> 00:19:24.740
Then these are

00:19:24.740 --> 00:19:26.620
turned into dive slates

00:19:26.620 --> 00:19:27.120
at our office

00:19:27.120 --> 00:19:29.300
which can be used by recreational divers

00:19:29.300 --> 00:19:30.640
to help orient them to the site

00:19:30.640 --> 00:19:31.420
as they dive.

00:19:31.420 --> 00:19:33.040
One side has information

00:19:33.040 --> 00:19:33.720
about the ship

00:19:33.720 --> 00:19:34.940
and the other side

00:19:34.940 --> 00:19:36.360
shows what the diver is looking at

00:19:36.360 --> 00:19:37.540
as he or she dives

00:19:37.540 --> 00:19:38.660
on the wreck

00:19:38.660 --> 00:19:40.500
and as I said,

00:19:40.500 --> 00:19:42.780
we have been looking for the U-576

00:19:42.780 --> 00:19:43.800
in the blue fields

00:19:43.810 --> 00:19:44.800
for the last eight years

00:19:44.800 --> 00:19:46.340
that were both lost

00:19:46.340 --> 00:19:48.500
near Cape Hatteras, North Carolina.

00:19:48.500 --> 00:19:49.740
So each year,

00:19:49.740 --> 00:19:50.958
our maritime archaeologist

00:19:50.958 --> 00:19:51.520
and partners

00:19:51.520 --> 00:19:52.140
would use

00:19:52.140 --> 00:19:52.900
multi-beam sonar,

00:19:52.900 --> 00:19:54.220
side scan sonar,

00:19:54.220 --> 00:19:54.888
magnetometers,

00:19:54.888 --> 00:19:55.633
and other tools

00:19:55.633 --> 00:19:56.584
searching in areas

00:19:56.584 --> 00:19:57.762
that they had narrowed

00:19:57.762 --> 00:19:58.880
through research

00:19:58.880 --> 00:20:00.280
of primary and secondary source

00:20:00.280 --> 00:20:01.080
documents.

00:20:01.080 --> 00:20:01.947
Also in the guide,

00:20:01.947 --> 00:20:02.931
there is an activity

00:20:02.931 --> 00:20:03.647
that simulates

00:20:03.647 --> 00:20:04.210
mapping the

00:20:04.210 --> 00:20:05.010
ocean floor

00:20:05.010 --> 00:20:06.043
with sonar technology

00:20:06.043 --> 00:20:06.800
and another one

00:20:06.800 --> 00:20:07.860
that will walk students

00:20:07.860 --> 00:20:09.340
through narrowing a search area

00:20:09.340 --> 00:20:09.840
using

00:20:09.840 --> 00:20:12.540
primary and secondary source documents.

00:20:12.540 --> 00:20:15.120
Now in the summer of 2014,

00:20:15.120 --> 00:20:16.200
it was finally confirmed

00:20:16.200 --> 00:20:17.380
that we had found the

00:20:17.380 --> 00:20:19.326
battlefield of convoy KS 520

00:20:19.326 --> 00:20:21.840
with the U-576 and the blue fields

00:20:21.840 --> 00:20:22.860
they are both in

00:20:22.870 --> 00:20:24.360
about 500 feet of water,

00:20:24.360 --> 00:20:26.100
so it's a bit deep to dive

00:20:26.100 --> 00:20:27.160
but we hope to get a

00:20:27.160 --> 00:20:28.315
remotely operated vehicle

00:20:28.315 --> 00:20:28.928
with a camera

00:20:28.928 --> 00:20:30.046
on the site next summer

00:20:30.046 --> 00:20:30.580
to get some

00:20:30.580 --> 00:20:31.660
images of the wreck.

00:20:31.660 --> 00:20:32.500
However,

00:20:32.500 --> 00:20:33.680
from the sonar images

00:20:33.680 --> 00:20:34.540
you can tell that

00:20:34.540 --> 00:20:36.340
they're pretty well intact.

00:20:36.640 --> 00:20:38.660
So that's the background

00:20:38.660 --> 00:20:39.460
on what we do

00:20:39.460 --> 00:20:40.340
and why these two guides

00:20:40.351 --> 00:20:41.103
were created.

00:20:41.103 --> 00:20:42.600
Now as a teacher

00:20:42.600 --> 00:20:43.399
I'm always looking

00:20:43.399 --> 00:20:44.120
for ways to hook students

00:20:44.120 --> 00:20:45.380
and truly engage them

00:20:45.380 --> 00:20:46.840
in a fun and interesting way

00:20:46.840 --> 00:20:48.340
and I have found

00:20:48.340 --> 00:20:49.600
that students think shipwrecks

00:20:49.600 --> 00:20:50.444
are very exciting,

00:20:50.444 --> 00:20:51.850
they kind of hold a mysterious

00:20:51.850 --> 00:20:52.350
lure

00:20:52.350 --> 00:20:54.200
and especially when they are finding

00:20:54.200 --> 00:20:55.459
a lost shipwreck .

00:20:55.460 --> 00:20:57.380
So I tried to incorporate

00:20:57.380 --> 00:20:57.911
that feeling

00:20:57.911 --> 00:20:58.500
of excitement

00:20:58.500 --> 00:20:59.460
in this first guide

00:20:59.460 --> 00:21:00.440
that I'm going to talk about

00:21:00.440 --> 00:21:00.940
and it's called

00:21:00.940 --> 00:21:03.313
Shipwreck of the Deep.

00:21:03.313 --> 00:21:04.030
We wanted to

00:21:04.030 --> 00:21:05.180
create a course,

00:21:05.180 --> 00:21:05.820
or a class

00:21:05.820 --> 00:21:06.700
that would incorporate

00:21:06.700 --> 00:21:08.380
all things maritime heritage

00:21:08.380 --> 00:21:09.260
and excite students

00:21:09.260 --> 00:21:10.380
we also wanted to

00:21:10.380 --> 00:21:12.060
partner with an underserved school

00:21:12.060 --> 00:21:12.860
or district

00:21:12.860 --> 00:21:14.180
we chose Crittenden Middle School

00:21:14.180 --> 00:21:15.640
which is here in Newport News

00:21:15.640 --> 00:21:16.680
right in our back yard,

00:21:16.680 --> 00:21:17.820
they had just become

00:21:17.820 --> 00:21:19.195
a magnet school in 2013

00:21:19.195 --> 00:21:20.600
and were looking for something

00:21:20.600 --> 00:21:21.960
to create

00:21:21.960 --> 00:21:22.700
their own niche

00:21:22.700 --> 00:21:24.400
so when we approached them

00:21:24.400 --> 00:21:26.631
the idea of this course sounded perfect

00:21:26.631 --> 00:21:27.131
to them.

00:21:27.131 --> 00:21:28.011
That summer,

00:21:28.011 --> 00:21:28.900
I began working with two teachers,

00:21:28.900 --> 00:21:29.852
Amanda and Rodney,

00:21:29.860 --> 00:21:30.520
to determine

00:21:30.520 --> 00:21:31.260
our mutual goals

00:21:31.260 --> 00:21:31.960
for the course,

00:21:31.960 --> 00:21:32.897
develop an outline,

00:21:32.900 --> 00:21:34.120
and come up with ideas

00:21:34.120 --> 00:21:35.200
for activities.

00:21:35.200 --> 00:21:36.500
Now Crittenden schools

00:21:36.500 --> 00:21:37.464
were pretty straightforward,

00:21:37.464 --> 00:21:38.049
they had a vision

00:21:38.049 --> 00:21:39.140
of a highly motivating,

00:21:39.140 --> 00:21:39.640
fun,

00:21:39.640 --> 00:21:40.940
and hands-on STEM curriculum

00:21:40.940 --> 00:21:41.580
that would have

00:21:41.580 --> 00:21:42.990
the students doing building

00:21:42.990 --> 00:21:44.056
and out in the field

00:21:44.056 --> 00:21:45.549
and they needed it to have a

00:21:45.549 --> 00:21:46.460
meaningful watershed

00:21:46.460 --> 00:21:48.100
educational experience

00:21:48.100 --> 00:21:48.772
or MWEE

00:21:48.780 --> 00:21:50.380
so an ecology section

00:21:50.380 --> 00:21:51.558
was also needed.

00:21:51.560 --> 00:21:53.580
Now our goals were pretty straightforward

00:21:53.580 --> 00:21:54.620
also we wanted to teach them

00:21:54.620 --> 00:21:55.640
about The Monitor,

00:21:55.640 --> 00:21:57.140
and the important role it played

00:21:57.140 --> 00:21:58.080
in our history

00:21:58.080 --> 00:21:59.220
but more importantly

00:21:59.220 --> 00:22:01.160
the Monitor represents a good case study

00:22:01.160 --> 00:22:02.180
for shipwrecks

00:22:02.180 --> 00:22:04.240
for students to learn from

00:22:04.240 --> 00:22:06.879
as it as the ship has faced all the issues

00:22:06.880 --> 00:22:09.060
from Discovery in 1973

00:22:09.060 --> 00:22:10.500
to how best to protect it,

00:22:10.500 --> 00:22:12.580
to the questions of artifact recovery

00:22:12.580 --> 00:22:14.720
to funding issues of conservation work

00:22:14.720 --> 00:22:17.400
to ongoing preservation of the shipwreck

00:22:17.400 --> 00:22:18.460
and even what to do

00:22:18.460 --> 00:22:20.792
with human remains.

00:22:20.800 --> 00:22:21.300
Also,

00:22:21.300 --> 00:22:22.060
we wanted students

00:22:22.060 --> 00:22:22.780
to understand

00:22:22.780 --> 00:22:24.760
that the world's best maritime museum

00:22:24.760 --> 00:22:25.860
lies under the ocean

00:22:25.860 --> 00:22:27.260
and that there are thousands

00:22:27.260 --> 00:22:28.697
of shipwrecks around the world

00:22:28.700 --> 00:22:31.040
that are waiting to tell us their stories

00:22:31.040 --> 00:22:32.940
and we want to highlight NOAA's role

00:22:32.940 --> 00:22:33.560
in preserving

00:22:33.560 --> 00:22:35.060
our nation's maritime heritage

00:22:35.060 --> 00:22:36.740
in all of our sanctuaries

00:22:36.740 --> 00:22:39.180
so after a lot of work that summer

00:22:39.180 --> 00:22:41.120
we piloted Shipwreck of the Deep

00:22:41.120 --> 00:22:42.046
for two semesters

00:22:42.046 --> 00:22:43.298
with about 40 students.

00:22:43.298 --> 00:22:44.860
Finally the draft guide

00:22:44.860 --> 00:22:45.379
was released

00:22:45.379 --> 00:22:46.526
in the summer of 2014

00:22:46.526 --> 00:22:48.526
and one of the most important things

00:22:48.526 --> 00:22:49.749
in creating this guide

00:22:49.749 --> 00:22:50.820
we felt,

00:22:50.820 --> 00:22:52.020
was to weave it together,

00:22:52.020 --> 00:22:52.520
so that

00:22:52.520 --> 00:22:54.060
there was a purpose for learning.

00:22:54.070 --> 00:22:55.394
With a strong belief in

00:22:55.394 --> 00:22:57.351
project or problem-based learning,

00:22:57.351 --> 00:22:57.902
we wanted

00:22:57.902 --> 00:22:58.402
to make sure

00:22:58.402 --> 00:22:59.780
that it would resemble

00:22:59.780 --> 00:23:00.738
a real-world problem

00:23:00.738 --> 00:23:01.583
that the students

00:23:01.583 --> 00:23:03.136
could work through to solve.

00:23:03.136 --> 00:23:04.134
So in this course,

00:23:04.134 --> 00:23:05.240
we have the students search

00:23:05.240 --> 00:23:06.519
for the U-576

00:23:06.519 --> 00:23:07.505
but in their search

00:23:07.505 --> 00:23:09.355
they find another unknown shipwreck

00:23:09.355 --> 00:23:10.359
which later becomes

00:23:10.359 --> 00:23:11.626
known as the Betsy.

00:23:11.626 --> 00:23:13.960
Now the curriculum is divided

00:23:13.960 --> 00:23:15.080
into three parts

00:23:15.080 --> 00:23:15.759
and in part one

00:23:15.759 --> 00:23:17.423
they begin their search.

00:23:17.423 --> 00:23:19.784
They learn about side scan sonar

00:23:19.784 --> 00:23:21.039
and they simulate

00:23:21.039 --> 00:23:22.180
mapping the ocean floor,

00:23:22.180 --> 00:23:23.220
they find the unknown,

00:23:23.220 --> 00:23:24.660
fictitious shipwreck,

00:23:24.660 --> 00:23:25.179
and begin

00:23:25.179 --> 00:23:26.920
the process to identify the ship.

00:23:26.920 --> 00:23:28.996
They also learn about ROV's

00:23:28.996 --> 00:23:30.232
and how they are used

00:23:30.240 --> 00:23:31.860
in maritime heritage.

00:23:31.860 --> 00:23:33.548
They're introduced to engineering

00:23:33.548 --> 00:23:34.860
through an activity called,

00:23:34.860 --> 00:23:36.303
help I could use a hand,

00:23:36.303 --> 00:23:37.520
where they design an arm

00:23:37.520 --> 00:23:38.499
for an ROV

00:23:38.500 --> 00:23:40.500
which is a remotely operated vehicle

00:23:40.500 --> 00:23:41.180
by the way,

00:23:41.180 --> 00:23:41.720
sorry

00:23:41.720 --> 00:23:44.180
don't mean to use acronyms.

00:23:44.180 --> 00:23:46.560
The students learned the science behind

00:23:46.560 --> 00:23:47.420
the ROV's,

00:23:47.420 --> 00:23:48.500
they learn about

00:23:48.500 --> 00:23:49.870
Newton's laws of motion

00:23:49.870 --> 00:23:50.980
and air pressure,

00:23:50.980 --> 00:23:51.680
et cetera

00:23:51.680 --> 00:23:53.460
and then they learn how to design

00:23:53.460 --> 00:23:54.561
and build their own.

00:23:54.561 --> 00:23:55.972
Next they test their ROV's,

00:23:55.980 --> 00:23:57.200
they redesign,

00:23:57.200 --> 00:23:58.360
they use the iterative process

00:23:58.360 --> 00:23:59.420
as needed,

00:23:59.420 --> 00:24:00.340
and finally

00:24:00.340 --> 00:24:01.920
they have a class competition .

00:24:01.920 --> 00:24:03.140
Now as a side note,

00:24:03.140 --> 00:24:04.720
if you're interested in learning more

00:24:04.720 --> 00:24:06.160
about how to use ROVs

00:24:06.160 --> 00:24:07.409
in your classroom,

00:24:07.409 --> 00:24:08.380
on our website

00:24:08.380 --> 00:24:09.140
there is information

00:24:09.140 --> 00:24:10.620
on how to build your ROV

00:24:10.620 --> 00:24:12.040
--so it's an ROV in the bucket--

00:24:12.040 --> 00:24:13.220
along with a guide

00:24:13.220 --> 00:24:14.460
giving you ideas

00:24:14.460 --> 00:24:16.253
on how to implement the ROV's

00:24:16.253 --> 00:24:17.300
as a STEM program.

00:24:17.300 --> 00:24:18.620
This can be done

00:24:18.620 --> 00:24:19.566
within a classroom,

00:24:19.566 --> 00:24:20.860
it can also be done across

00:24:20.860 --> 00:24:21.660
grade level,

00:24:21.660 --> 00:24:22.660
multiple ways,

00:24:22.660 --> 00:24:24.180
I've done it all with eighth grade students

00:24:24.180 --> 00:24:25.700
but I've also done it with

00:24:25.700 --> 00:24:28.020
a whole eighth grade student body,

00:24:28.020 --> 00:24:29.040
but I've also done it with

00:24:29.040 --> 00:24:30.340
individual classes.

00:24:30.340 --> 00:24:32.020
I have done ROV's with students

00:24:32.020 --> 00:24:33.160
as low as fifth grade

00:24:33.160 --> 00:24:35.420
and that has worked really well

00:24:35.420 --> 00:24:37.210
and then I've also done it all the way

00:24:37.210 --> 00:24:38.700
up to adults.

00:24:40.420 --> 00:24:41.440
Okay,

00:24:41.440 --> 00:24:43.600
so now that they have simulated

00:24:43.600 --> 00:24:44.560
using an ROV

00:24:44.560 --> 00:24:46.140
to look at their fictitious shipwreck,

00:24:46.140 --> 00:24:47.760
they become NOAA divers

00:24:47.760 --> 00:24:49.330
and learn how to map a shipwreck

00:24:49.330 --> 00:24:51.580
with the mock shipwreck activity.

00:24:51.580 --> 00:24:54.120
Next our students took a field trip

00:24:54.120 --> 00:24:55.240
to the aquatic center

00:24:55.240 --> 00:24:56.800
where they learned to snorkel

00:24:56.800 --> 00:24:57.980
and how to create a mud map

00:24:57.980 --> 00:24:59.100
of a shipwreck.

00:24:59.100 --> 00:25:01.160
A mud map is just a quick sketch

00:25:01.160 --> 00:25:01.813
of a shipwreck

00:25:01.813 --> 00:25:03.583
to help maritime archaeologists

00:25:03.583 --> 00:25:04.940
orient the wreck site

00:25:04.940 --> 00:25:05.940
and for the mud map

00:25:05.940 --> 00:25:07.360
that we created,

00:25:07.360 --> 00:25:09.274
for them to be able to do the mud map,

00:25:09.274 --> 00:25:10.520
we put various objects

00:25:10.520 --> 00:25:11.053
in the pool

00:25:11.053 --> 00:25:11.965
for them to sketch

00:25:11.965 --> 00:25:13.700
and then later analyze.

00:25:13.700 --> 00:25:14.717
We just did this yesterday

00:25:14.717 --> 00:25:16.605
and it was a lot of fun.

00:25:16.605 --> 00:25:18.100
From there

00:25:18.100 --> 00:25:20.161
they learn about photo mosaics

00:25:20.161 --> 00:25:22.620
and how to create one

00:25:22.620 --> 00:25:24.658
of their fictitious shipwreck.

00:25:24.660 --> 00:25:25.340
Next they work

00:25:25.340 --> 00:25:26.640
to identify the shipwreck

00:25:26.645 --> 00:25:27.982
by conducting research

00:25:27.982 --> 00:25:28.869
using logbooks

00:25:28.869 --> 00:25:30.719
and other primary and secondary

00:25:30.719 --> 00:25:31.691
source documents.

00:25:31.700 --> 00:25:33.280
Since the ship is fictitious,

00:25:33.280 --> 00:25:34.960
we created a variety of documents

00:25:34.960 --> 00:25:36.778
for them to research

00:25:36.778 --> 00:25:38.060
and on a more somber note,

00:25:38.060 --> 00:25:39.027
the students learn

00:25:39.027 --> 00:25:39.737
what it means

00:25:39.737 --> 00:25:41.267
when you find human remains.

00:25:41.267 --> 00:25:42.250
They discussed the

00:25:42.250 --> 00:25:43.480
ethics of how to handle remains

00:25:43.480 --> 00:25:44.256
and they learn

00:25:44.260 --> 00:25:45.440
about the complicated process

00:25:45.440 --> 00:25:47.680
of trying to identify unknown soldiers

00:25:47.680 --> 00:25:48.980
and sailors.

00:25:48.980 --> 00:25:50.580
Now that they have found

00:25:50.580 --> 00:25:52.060
and identified the shipwreck

00:25:52.060 --> 00:25:52.879
as the Betsy

00:25:52.879 --> 00:25:54.074
they are then tasked

00:25:54.080 --> 00:25:55.740
with deciding what to do with it.

00:25:55.740 --> 00:25:56.920
They answer questions

00:25:56.920 --> 00:25:57.940
such as,

00:25:57.940 --> 00:26:00.120
is the ship historically significant?

00:26:00.125 --> 00:26:01.940
does it have any significant features

00:26:01.940 --> 00:26:02.980
that would warrant

00:26:02.980 --> 00:26:04.580
the entire ship being recovered?

00:26:04.580 --> 00:26:06.320
should it be left in situ?

00:26:06.320 --> 00:26:07.920
which means be left in place,

00:26:07.920 --> 00:26:09.600
or should some of the artifacts

00:26:09.600 --> 00:26:11.359
be recovered?

00:26:11.359 --> 00:26:12.260
So in part two

00:26:12.260 --> 00:26:13.279
they start exploring

00:26:13.279 --> 00:26:13.853
all options

00:26:13.853 --> 00:26:14.608
and one option

00:26:14.608 --> 00:26:15.470
is to support it

00:26:15.470 --> 00:26:16.607
as an artificial reef

00:26:16.607 --> 00:26:18.703
and since we are in the Chesapeake Bay

00:26:18.703 --> 00:26:19.640
they want to know

00:26:19.640 --> 00:26:20.200
if the shipwreck

00:26:20.200 --> 00:26:21.560
would make a good oyster reef.

00:26:21.560 --> 00:26:22.620
So this is the section

00:26:22.620 --> 00:26:24.333
where we bring in ecology

00:26:24.333 --> 00:26:25.480
and the MWEE.

00:26:25.480 --> 00:26:26.856
The class also begins

00:26:26.856 --> 00:26:28.100
to grow oysters fat

00:26:28.100 --> 00:26:29.500
and they measure it monthly

00:26:29.500 --> 00:26:31.689
then in the late spring of the year

00:26:31.689 --> 00:26:34.080
the two classes for each semester

00:26:34.080 --> 00:26:35.200
come together

00:26:35.200 --> 00:26:37.200
and do an oyster restoration project

00:26:37.200 --> 00:26:38.160
with the spat.

00:26:38.160 --> 00:26:40.380
Now to gather the data

00:26:40.380 --> 00:26:41.140
that they need

00:26:41.140 --> 00:26:41.900
to make the decision

00:26:41.900 --> 00:26:43.780
about the oyster restoration

00:26:43.780 --> 00:26:44.896
and the artificial reef

00:26:44.896 --> 00:26:46.060
--if it's good for oysters--

00:26:46.060 --> 00:26:47.460
they build what's called

00:26:47.460 --> 00:26:49.180
a basic observation buoy

00:26:49.180 --> 00:26:50.100
or BOB.

00:26:50.100 --> 00:26:51.720
The students built it themselves

00:26:51.720 --> 00:26:52.996
and install sensors

00:26:52.996 --> 00:26:53.530
and again,

00:26:53.530 --> 00:26:54.586
we have information

00:26:54.586 --> 00:26:55.930
within this guide

00:26:55.930 --> 00:26:57.600
about how you could access

00:26:57.600 --> 00:26:58.740
BOB and build BOB

00:26:58.740 --> 00:27:00.080
on your own.

00:27:00.080 --> 00:27:00.800
Now one

00:27:00.800 --> 00:27:01.400
of the highlights

00:27:01.400 --> 00:27:02.200
of the course

00:27:02.200 --> 00:27:02.900
for our students

00:27:02.900 --> 00:27:04.140
is a day trip aboard

00:27:04.140 --> 00:27:05.560
our 85-foot research vessel.

00:27:05.560 --> 00:27:06.620
Now I know everybody can't do that

00:27:06.620 --> 00:27:09.180
because you're not all here locally ,

00:27:09.180 --> 00:27:10.120
but we do have the

00:27:10.120 --> 00:27:11.611
SRVX Sand Tiger

00:27:11.611 --> 00:27:12.900
and while on board

00:27:12.900 --> 00:27:14.349
they put the final sensor packages

00:27:14.349 --> 00:27:14.849
on the BOB

00:27:14.849 --> 00:27:15.660
and then they deploy it

00:27:15.660 --> 00:27:17.560
from a dive whale of the boat

00:27:17.560 --> 00:27:18.320
but you could also

00:27:18.320 --> 00:27:19.342
deploy it from a pier

00:27:19.342 --> 00:27:20.120
you could deploy

00:27:20.120 --> 00:27:21.780
it from anywhere,

00:27:21.780 --> 00:27:22.680
anywhere you can have

00:27:22.680 --> 00:27:24.880
access to the water.

00:27:24.880 --> 00:27:26.940
Now also while on the boat

00:27:26.940 --> 00:27:28.880
the students conduct plankton tows,

00:27:28.880 --> 00:27:31.320
they use microscopes to identify the plankton,

00:27:31.320 --> 00:27:33.231
they learn about NOAA careers,

00:27:33.231 --> 00:27:34.924
and they go on tours of the boat,

00:27:34.924 --> 00:27:36.640
participate in a scavenger hunt,

00:27:36.640 --> 00:27:37.900
they talk with the captain

00:27:37.900 --> 00:27:40.580
and our NOAA Corps officer

00:27:40.580 --> 00:27:42.320
as well as our maritime archaeologist

00:27:42.320 --> 00:27:43.260
and biologist

00:27:43.260 --> 00:27:45.540
and with each trip,

00:27:45.540 --> 00:27:46.720
the students come away

00:27:46.720 --> 00:27:49.840
having had a life-changing experience.

00:27:49.840 --> 00:27:51.520
Now that brings us to part three,

00:27:51.520 --> 00:27:53.120
the last section of the curriculum.

00:27:53.120 --> 00:27:54.680
So now that the students

00:27:54.680 --> 00:27:56.780
have explored artificial reef options

00:27:56.780 --> 00:27:59.000
and considered its historical significance

00:27:59.000 --> 00:28:00.000
they begin to look at

00:28:00.000 --> 00:28:01.180
what it would entail

00:28:01.180 --> 00:28:03.200
to recover parts of

00:28:03.200 --> 00:28:04.720
or all of the shipwreck.

00:28:04.720 --> 00:28:06.820
The students look at the ethics

00:28:06.820 --> 00:28:08.165
of recovering artifacts

00:28:08.165 --> 00:28:09.100
and why and when

00:28:09.110 --> 00:28:10.413
you would would do that.

00:28:10.413 --> 00:28:11.770
They learn how shipwrecks

00:28:11.770 --> 00:28:13.240
similar to a time capsule

00:28:13.240 --> 00:28:14.709
and how they tell us the story

00:28:14.709 --> 00:28:15.360
of that culture

00:28:15.360 --> 00:28:16.580
and time.

00:28:16.580 --> 00:28:18.000
They also learn more about

00:28:18.000 --> 00:28:19.580
what it takes to conserve artifacts

00:28:19.580 --> 00:28:21.500
and the chemistry involved.

00:28:21.500 --> 00:28:22.740
To help them understand

00:28:22.740 --> 00:28:23.600
all that is involved

00:28:23.600 --> 00:28:24.680
in conservation,

00:28:24.680 --> 00:28:26.940
they come to the Mariners Museum

00:28:26.940 --> 00:28:27.610
which is our official

00:28:27.610 --> 00:28:28.220
visitor center

00:28:28.220 --> 00:28:30.318
but if you have a Maritime Museum

00:28:30.318 --> 00:28:31.480
in your local community,

00:28:31.480 --> 00:28:32.480
they probably could help you

00:28:32.480 --> 00:28:34.400
just as well as this one.

00:28:34.400 --> 00:28:36.250
Our students get a

00:28:36.250 --> 00:28:37.380
behind the scene tours

00:28:37.380 --> 00:28:38.880
of the Batten conservation lab

00:28:38.880 --> 00:28:39.820
where they see the

00:28:39.820 --> 00:28:41.840
various artifacts and conservation tanks

00:28:41.840 --> 00:28:43.480
and talk to the conservators on staff

00:28:43.480 --> 00:28:45.378
and finally they tour the dry lab

00:28:45.380 --> 00:28:47.500
where they can see the final touches

00:28:47.500 --> 00:28:48.580
of conservation

00:28:48.580 --> 00:28:49.720
and they learn about

00:28:49.720 --> 00:28:51.080
some of the more personal artifacts

00:28:51.080 --> 00:28:52.560
found inside the turret

00:28:52.560 --> 00:28:53.500
that actually belonged

00:28:53.500 --> 00:28:55.100
to the sailors that were recovered.

00:28:55.100 --> 00:28:57.300
To end the course ,

00:28:57.300 --> 00:28:58.370
the students bring together

00:28:58.370 --> 00:28:59.152
all the information

00:28:59.152 --> 00:29:00.312
and the data collected

00:29:00.312 --> 00:29:02.040
and in a Socratic seminar

00:29:02.040 --> 00:29:03.341
they debate the pros and cons

00:29:03.341 --> 00:29:05.320
of what to do with their fictitious shipwreck

00:29:05.320 --> 00:29:06.234
The Betsy

00:29:06.234 --> 00:29:07.350
and after the debate

00:29:07.350 --> 00:29:09.162
they work on a final presentation

00:29:09.162 --> 00:29:09.820
to NOAA,

00:29:09.820 --> 00:29:11.320
outlining what they recommend

00:29:11.326 --> 00:29:12.768
we do with the shipwreck.

00:29:12.768 --> 00:29:14.349
Now I usually go and listen

00:29:14.349 --> 00:29:15.560
to the presentation,

00:29:15.560 --> 00:29:16.660
asking questions

00:29:16.660 --> 00:29:18.220
and challenging their ideas.

00:29:18.220 --> 00:29:22.854
So that is Shipwreck of the Deep

00:29:22.854 --> 00:29:23.517
and now

00:29:23.520 --> 00:29:25.100
I am very excited to announce

00:29:25.100 --> 00:29:26.600
that our next curriculum guide

00:29:26.600 --> 00:29:27.880
on maritime heritage

00:29:27.880 --> 00:29:29.680
Discovering and Exploring Shipwrecks

00:29:29.680 --> 00:29:31.866
is finally ready for primetime.

00:29:31.866 --> 00:29:32.440
Now it was

00:29:32.440 --> 00:29:33.780
developed partly in response

00:29:33.780 --> 00:29:34.760
to Crittenden's request

00:29:34.760 --> 00:29:35.860
to have a sequel to

00:29:35.860 --> 00:29:36.640
the first course.

00:29:36.640 --> 00:29:37.440
Currently,

00:29:37.440 --> 00:29:38.540
sixth grade students participate

00:29:38.540 --> 00:29:39.960
in Shipwreck of the Deep

00:29:39.960 --> 00:29:41.320
and they all wanted to continue

00:29:41.320 --> 00:29:43.600
in the NOAA class during seventh grade.

00:29:43.600 --> 00:29:44.680
So, they asked us for help

00:29:44.680 --> 00:29:45.540
to develop a new,

00:29:45.540 --> 00:29:47.360
semester course

00:29:47.360 --> 00:29:48.290
and with that

00:29:48.290 --> 00:29:49.380
we worked together to develop

00:29:49.380 --> 00:29:51.293
Discovering and Exploring Shipwrecks

00:29:51.293 --> 00:29:52.090
which is a more

00:29:52.090 --> 00:29:54.680
in-depth look at maritime archaeology

00:29:54.680 --> 00:29:55.880
and the tools used to discover

00:29:55.880 --> 00:29:57.500
and explore shipwrecks.

00:29:58.500 --> 00:29:59.560
So this guide

00:29:59.560 --> 00:30:00.720
is similar to the first

00:30:00.720 --> 00:30:01.220
in that there is

00:30:01.220 --> 00:30:02.260
a program overview

00:30:02.260 --> 00:30:03.340
which just suggested

00:30:03.340 --> 00:30:05.040
outline for teaching it as a unit

00:30:05.040 --> 00:30:06.320
the main objectives are listed

00:30:06.320 --> 00:30:07.860
at the beginning of the guide

00:30:07.860 --> 00:30:08.820
but each activity

00:30:08.820 --> 00:30:11.060
also has its specific objectives

00:30:11.060 --> 00:30:12.556
as well as the vocabulary

00:30:12.560 --> 00:30:14.140
and web and book resources.

00:30:14.140 --> 00:30:15.970
The guide can be used as a unit

00:30:15.970 --> 00:30:18.060
but each activity stands on its own

00:30:18.060 --> 00:30:19.618
and can be used individually

00:30:19.620 --> 00:30:21.020
or combined with other activities

00:30:21.020 --> 00:30:22.620
in a variety of ways

00:30:22.620 --> 00:30:23.960
to suit any teachers needs.

00:30:23.960 --> 00:30:26.320
So if you are a teacher,

00:30:26.320 --> 00:30:28.160
you can use one or all ,

00:30:28.160 --> 00:30:29.540
you could use one or two

00:30:29.580 --> 00:30:31.360
if something catches

00:30:31.360 --> 00:30:33.020
a particular unit you're doing .

00:30:33.020 --> 00:30:34.860
If you're an informal educator,

00:30:34.860 --> 00:30:36.680
all of these are great stand-alones

00:30:36.680 --> 00:30:37.520
that you could do with

00:30:37.520 --> 00:30:38.540
students.

00:30:38.540 --> 00:30:40.000
Some of them are much shorter

00:30:40.000 --> 00:30:41.040
so they could be done

00:30:41.040 --> 00:30:42.294
in a little less time.

00:30:42.300 --> 00:30:44.280
Some might be apt for

00:30:44.280 --> 00:30:45.820
a summer program that you're doing

00:30:45.823 --> 00:30:48.561
if you wanted to do a summer camp.

00:30:48.561 --> 00:30:50.560
The education standards

00:30:50.560 --> 00:30:52.280
are also at the beginning

00:30:52.280 --> 00:30:53.900
but again each activity

00:30:53.900 --> 00:30:55.740
will list its specific standards.

00:30:55.740 --> 00:30:56.820
Now I tried to cover

00:30:56.820 --> 00:30:58.015
all possible standards

00:30:58.015 --> 00:30:59.898
so that's why there's so many here

00:30:59.898 --> 00:31:00.605
but I wanted

00:31:00.605 --> 00:31:01.800
this guide to be used

00:31:01.800 --> 00:31:03.000
in a multi-discipline approach

00:31:03.000 --> 00:31:04.200
if you team teach or

00:31:04.200 --> 00:31:05.460
just so that we cover

00:31:05.460 --> 00:31:07.240
as many standards as possible

00:31:07.240 --> 00:31:07.820
because I know

00:31:07.820 --> 00:31:08.900
when you're teaching,

00:31:08.900 --> 00:31:10.354
you've got to get a lot in

00:31:10.354 --> 00:31:11.460
and we need you to be able to,

00:31:11.460 --> 00:31:12.580
we want you to be able

00:31:12.580 --> 00:31:14.720
to use this guide.

00:31:14.720 --> 00:31:15.420
So in this guide

00:31:15.420 --> 00:31:17.120
there are six sections

00:31:17.120 --> 00:31:18.820
where students learn about

00:31:18.820 --> 00:31:20.800
NOAA and the maritime heritage program.

00:31:21.240 --> 00:31:21.980
I'm sorry,

00:31:21.980 --> 00:31:22.820
there are six sections

00:31:22.820 --> 00:31:23.500
that kind of flow

00:31:23.500 --> 00:31:24.000
in an order,

00:31:24.000 --> 00:31:25.040
taking the students through

00:31:25.040 --> 00:31:27.360
the intricacies of maritime heritage

00:31:27.360 --> 00:31:28.700
and in section A,

00:31:28.700 --> 00:31:30.485
they learn about NOAA

00:31:30.485 --> 00:31:32.500
and the maritime heritage program.

00:31:32.500 --> 00:31:35.220
They learn about the story of The Monitor

00:31:35.220 --> 00:31:36.390
and then

00:31:36.390 --> 00:31:37.320
in the next section,

00:31:37.320 --> 00:31:38.880
they learn how ships

00:31:38.880 --> 00:31:39.840
have changed over time

00:31:39.856 --> 00:31:41.320
through the centuries.

00:31:41.320 --> 00:31:43.040
They understand the reasons

00:31:43.040 --> 00:31:44.509
why some ships sink

00:31:44.509 --> 00:31:46.180
and students learn how shipwrecks

00:31:46.180 --> 00:31:47.500
connect us to the past

00:31:47.506 --> 00:31:48.820
and past cultures,

00:31:48.820 --> 00:31:50.160
acting almost like a

00:31:50.160 --> 00:31:51.540
time capsule

00:31:51.540 --> 00:31:52.760
and then section C,

00:31:52.760 --> 00:31:54.500
students are going to learn the history

00:31:54.510 --> 00:31:56.144
of maritime archaeology

00:31:56.144 --> 00:31:57.360
and who's who

00:31:57.900 --> 00:31:58.820
and the field.

00:31:58.820 --> 00:32:00.280
They compare and contrast

00:32:00.280 --> 00:32:01.340
terrestrial archaeology

00:32:01.340 --> 00:32:02.680
to maritime archaeology

00:32:02.680 --> 00:32:04.230
and they create a timeline

00:32:04.230 --> 00:32:05.180
of the major events

00:32:05.180 --> 00:32:05.842
that occurred

00:32:05.842 --> 00:32:07.620
to make maritime maritime archaeology

00:32:07.620 --> 00:32:09.100
what it is today.

00:32:09.100 --> 00:32:10.400
In section D,

00:32:10.400 --> 00:32:10.900
students learn about

00:32:10.900 --> 00:32:12.258
the tools that are used

00:32:12.258 --> 00:32:13.852
by maritime archaeologists.

00:32:13.852 --> 00:32:15.210
First they learned that

00:32:15.210 --> 00:32:16.580
in order to search for a shipwreck,

00:32:16.580 --> 00:32:18.382
they must conduct research

00:32:18.382 --> 00:32:20.560
using primary and secondary

00:32:20.560 --> 00:32:21.440
source documents

00:32:21.440 --> 00:32:21.940
in order to

00:32:21.940 --> 00:32:23.639
narrow a search area

00:32:23.639 --> 00:32:24.820
they are then introduced

00:32:24.820 --> 00:32:26.180
to the various scientific tools

00:32:26.180 --> 00:32:29.030
such as sonar imaging

00:32:29.030 --> 00:32:30.420
magnetometers,

00:32:30.420 --> 00:32:32.820
remotely operated vehicles

00:32:32.820 --> 00:32:36.520
and autonomous vehicles

00:32:36.860 --> 00:32:37.940
they're also introduced

00:32:37.940 --> 00:32:38.840
to the importance

00:32:38.840 --> 00:32:39.520
of scuba diving

00:32:39.520 --> 00:32:41.623
in documenting shipwrecks

00:32:41.623 --> 00:32:43.700
and the role NOAA vessels play.

00:32:44.120 --> 00:32:46.240
Then in the next section

00:32:46.240 --> 00:32:47.660
they are learning

00:32:47.660 --> 00:32:48.320
about the parts

00:32:48.320 --> 00:32:48.940
of a ship

00:32:48.940 --> 00:32:49.660
and sailor lingo

00:32:49.660 --> 00:32:50.300
and I'm sorry

00:32:50.300 --> 00:32:50.976
I think my

00:32:50.980 --> 00:32:51.500
yep

00:32:51.500 --> 00:32:52.080
they went out of order,

00:32:52.080 --> 00:32:53.080
I'm sorry.

00:32:53.080 --> 00:32:53.740
They learn about

00:32:53.740 --> 00:32:54.440
the parts of the ship

00:32:54.440 --> 00:32:57.600
so that they can identify a ship,

00:32:57.600 --> 00:32:58.860
the stern and the bow,

00:32:58.860 --> 00:32:59.560
et cetera.

00:32:59.560 --> 00:33:01.340
They also learn a little sailor lingo

00:33:01.340 --> 00:33:03.080
and they put the pieces together

00:33:03.080 --> 00:33:04.660
to create a photo mosaic

00:33:04.660 --> 00:33:07.680
and finally they map a shipwreck

00:33:08.780 --> 00:33:09.920
and the last section

00:33:09.920 --> 00:33:10.720
students learn about

00:33:10.720 --> 00:33:12.834
the National Register of Historic Places

00:33:12.834 --> 00:33:14.299
and what makes a shipwreck

00:33:14.299 --> 00:33:15.593
historically significant.

00:33:15.600 --> 00:33:17.720
They also delve into shipwreck ethics

00:33:17.720 --> 00:33:18.640
and the laws

00:33:18.640 --> 00:33:20.140
that protect sunken military craft

00:33:20.140 --> 00:33:21.400
and at last

00:33:21.400 --> 00:33:23.500
they learn about the complexities

00:33:23.510 --> 00:33:25.763
of conserving artifacts.

00:33:25.763 --> 00:33:28.460
Now each activity is in-depth

00:33:28.460 --> 00:33:30.280
and most have multiple activities

00:33:30.280 --> 00:33:31.020
with ends.

00:33:31.020 --> 00:33:33.300
So what you see here as 22 activities

00:33:33.300 --> 00:33:34.200
is in reality

00:33:34.200 --> 00:33:36.300
about 40 activities.

00:33:36.300 --> 00:33:38.220
I also wanted to give you

00:33:38.220 --> 00:33:39.200
just a real quick look

00:33:39.200 --> 00:33:40.760
into one of the activities.

00:33:40.760 --> 00:33:42.640
This one is about scuba diving

00:33:42.640 --> 00:33:43.420
and as you can see

00:33:43.429 --> 00:33:45.020
it has its own materials list,

00:33:45.020 --> 00:33:46.024
standards of learning,

00:33:46.024 --> 00:33:46.834
listed down there

00:33:46.840 --> 00:33:48.100
at the bottom.

00:33:48.100 --> 00:33:49.380
It has background information

00:33:49.380 --> 00:33:50.000
for both

00:33:50.000 --> 00:33:51.640
the teacher and the student.

00:33:51.640 --> 00:33:53.498
It has an activity overview

00:33:53.498 --> 00:33:55.653
and then the teacher prep,

00:33:55.660 --> 00:33:56.976
it also gives you

00:33:56.976 --> 00:33:58.620
a list of the vocabulary

00:33:58.620 --> 00:34:00.100
and it gives you some web

00:34:00.100 --> 00:34:03.300
and book resources.

00:34:04.120 --> 00:34:05.940
There is a class activity sheet

00:34:05.940 --> 00:34:06.948
along with a list

00:34:06.948 --> 00:34:08.940
of historical inventors and divers

00:34:08.940 --> 00:34:09.940
that were significant

00:34:09.940 --> 00:34:11.360
to scuba diving

00:34:11.360 --> 00:34:12.520
and the students will choose

00:34:12.520 --> 00:34:14.031
one of them to research

00:34:14.040 --> 00:34:15.220
and once they have chosen

00:34:15.220 --> 00:34:17.100
a person to research,

00:34:17.100 --> 00:34:18.500
then they will create

00:34:18.500 --> 00:34:19.560
a Facebook profile.

00:34:19.560 --> 00:34:21.840
Now you can use Facebook

00:34:21.840 --> 00:34:23.360
if you are allowed to do that

00:34:23.360 --> 00:34:24.680
or you can go online

00:34:24.680 --> 00:34:26.460
to do Facebook

00:34:26.460 --> 00:34:28.300
but if you don't have the internet

00:34:28.300 --> 00:34:29.660
or the ability to do that,

00:34:29.660 --> 00:34:31.120
I have created a paper version

00:34:31.120 --> 00:34:32.800
also that's in the guide

00:34:32.800 --> 00:34:33.900
that you can use

00:34:33.900 --> 00:34:35.833
just as pen and paper.

00:34:35.840 --> 00:34:37.540
So after they create the profile,

00:34:37.540 --> 00:34:38.500
then they will write

00:34:38.500 --> 00:34:39.360
two to three posts

00:34:39.360 --> 00:34:41.740
that detail significant events

00:34:41.740 --> 00:34:42.920
in the person's life

00:34:42.920 --> 00:34:43.920
and other students

00:34:43.920 --> 00:34:45.300
will read their post and comment

00:34:45.300 --> 00:34:47.560
to which the students must then reply.

00:34:47.560 --> 00:34:48.720
So they try to make it look

00:34:48.720 --> 00:34:49.760
and feel just

00:34:49.760 --> 00:34:50.960
as much like Facebook

00:34:50.960 --> 00:34:52.090
but there actually

00:34:52.090 --> 00:34:52.780
it might be

00:34:52.780 --> 00:34:54.020
a historical character

00:34:54.020 --> 00:34:55.520
that is posting.

00:34:56.220 --> 00:34:56.720
Next

00:34:56.720 --> 00:34:57.760
the students must consolidate

00:34:57.760 --> 00:34:58.660
the information

00:34:58.660 --> 00:34:59.760
into tweets.

00:34:59.760 --> 00:35:00.839
Again I've given you

00:35:00.840 --> 00:35:02.040
a sample Twitter page

00:35:02.040 --> 00:35:02.640
that they can do

00:35:02.640 --> 00:35:03.280
on paper

00:35:03.280 --> 00:35:05.160
if you can't do the fake tweets

00:35:05.160 --> 00:35:07.140
and they post images to Instagram

00:35:08.320 --> 00:35:09.840
and if you don't have the ability

00:35:09.840 --> 00:35:10.940
to get the students online,

00:35:10.940 --> 00:35:12.420
I've also given you

00:35:12.420 --> 00:35:13.040
a sample

00:35:13.040 --> 00:35:14.080
of how to give the students

00:35:14.080 --> 00:35:16.400
the information in paper form.

00:35:16.400 --> 00:35:18.060
I chose George Bass

00:35:18.060 --> 00:35:20.490
as he was a pretty famous guy

00:35:20.490 --> 00:35:22.600
in scuba and maritime archaeology.

00:35:22.600 --> 00:35:24.680
So I just gathered images

00:35:24.680 --> 00:35:26.140
of Mr. Bass from the website

00:35:26.140 --> 00:35:27.880
or from websites

00:35:27.880 --> 00:35:28.680
and then I put them

00:35:28.680 --> 00:35:30.020
into a Word document.

00:35:30.020 --> 00:35:31.940
I also copied and pasted

00:35:31.940 --> 00:35:32.440
his bio

00:35:32.440 --> 00:35:33.560
into a Word document

00:35:33.560 --> 00:35:34.880
and then I gave that out

00:35:34.880 --> 00:35:36.000
to the students

00:35:36.006 --> 00:35:37.056
for them to be able

00:35:37.056 --> 00:35:37.940
to work directly

00:35:37.940 --> 00:35:38.480
from that

00:35:38.480 --> 00:35:39.493
since we did not have,

00:35:39.500 --> 00:35:40.620
I did this with a group of students

00:35:40.620 --> 00:35:41.720
over the summer,

00:35:41.720 --> 00:35:42.440
we did not have internet

00:35:42.440 --> 00:35:43.100
in the classroom

00:35:43.100 --> 00:35:44.080
that we were in

00:35:44.080 --> 00:35:45.480
and it worked very well.

00:35:45.490 --> 00:35:49.020
So we're excited to implement

00:35:49.020 --> 00:35:49.920
the curriculum next year

00:35:49.920 --> 00:35:50.640
with Crittenden

00:35:50.640 --> 00:35:51.900
and hope you will consider using

00:35:51.900 --> 00:35:52.900
all or parts of it

00:35:52.900 --> 00:35:54.040
in your teaching

00:35:54.040 --> 00:35:55.160
but before I let you go

00:35:55.160 --> 00:35:56.100
I just wanted to run

00:35:56.100 --> 00:35:56.980
real quickly

00:35:56.980 --> 00:35:58.180
through the other lesson plans

00:35:58.180 --> 00:35:58.980
and activities

00:35:58.980 --> 00:36:01.000
that are offered on our website.

00:36:01.000 --> 00:36:02.480
So there is the new series

00:36:02.480 --> 00:36:04.620
of Civil War activities

00:36:04.620 --> 00:36:05.800
that range from music

00:36:05.800 --> 00:36:06.560
to genealogy

00:36:06.560 --> 00:36:07.912
to STEM

00:36:07.920 --> 00:36:09.220
and these are just

00:36:09.220 --> 00:36:10.140
these are those

00:36:10.140 --> 00:36:12.020
that you can find.

00:36:15.160 --> 00:36:17.500
There are also a series

00:36:17.500 --> 00:36:18.600
of crossword puzzles,

00:36:18.600 --> 00:36:19.520
bingo games,

00:36:19.520 --> 00:36:20.640
shipwreck tours,

00:36:20.640 --> 00:36:21.440
origami,

00:36:21.440 --> 00:36:22.820
and much more.

00:36:24.700 --> 00:36:26.900
There are also several

00:36:26.900 --> 00:36:27.700
learning modules,

00:36:27.700 --> 00:36:28.880
this is the one that I've mentioned

00:36:28.880 --> 00:36:29.720
a couple of times,

00:36:29.720 --> 00:36:31.080
the mock shipwreck one

00:36:31.080 --> 00:36:32.440
it's found in both of the guides

00:36:32.440 --> 00:36:33.800
but you can also find it

00:36:33.800 --> 00:36:35.420
individually as a standalone

00:36:35.420 --> 00:36:37.480
on the website

00:36:37.480 --> 00:36:39.860
and then we have shipwrecks as reefs

00:36:39.860 --> 00:36:41.180
which is kind of a

00:36:41.180 --> 00:36:43.060
throwback to the shipwreck,

00:36:43.060 --> 00:36:44.660
mock shipwreck activity

00:36:44.660 --> 00:36:45.740
but in this activity

00:36:45.740 --> 00:36:47.140
you just use the mock shipwreck

00:36:47.140 --> 00:36:47.818
materials

00:36:47.818 --> 00:36:49.180
and you sprinkle fish

00:36:49.180 --> 00:36:50.320
and benthic organisms,

00:36:50.320 --> 00:36:51.880
pictures of them,

00:36:51.880 --> 00:36:52.940
over the shipwreck

00:36:52.940 --> 00:36:53.851
and the students

00:36:53.851 --> 00:36:54.802
then simulate swimming

00:36:54.802 --> 00:36:55.593
over the shipwreck

00:36:55.593 --> 00:36:56.899
to conduct biological surveys

00:36:56.899 --> 00:36:57.440
of the wreck.

00:36:57.440 --> 00:36:58.680
This one works really good

00:36:58.680 --> 00:36:59.880
for informal educators.

00:36:59.880 --> 00:37:01.000
I've done this before

00:37:01.000 --> 00:37:01.760
with students

00:37:01.760 --> 00:37:03.630
who have come to our site

00:37:03.630 --> 00:37:06.260
for maybe an hour or two hours

00:37:06.260 --> 00:37:07.840
where we're just hosting them

00:37:07.840 --> 00:37:10.420
from another museum.

00:37:10.420 --> 00:37:11.579
So this one works

00:37:11.579 --> 00:37:13.320
really well for that,

00:37:13.320 --> 00:37:14.700
s well as the mock shipwreck

00:37:14.700 --> 00:37:15.927
activity.

00:37:15.927 --> 00:37:18.109
We also have six

00:37:18.109 --> 00:37:19.480
activities that are related

00:37:19.480 --> 00:37:20.700
to World War one

00:37:20.700 --> 00:37:21.800
so if you teach

00:37:21.800 --> 00:37:22.560
anything to do with

00:37:22.560 --> 00:37:23.640
World War one,

00:37:23.640 --> 00:37:27.460
you might find these helpful.

00:37:28.180 --> 00:37:30.480
You can also visit

00:37:30.480 --> 00:37:31.580
our Outer Banks

00:37:31.580 --> 00:37:33.080
Maritime Heritage Trail

00:37:33.080 --> 00:37:33.720
webpage.

00:37:33.720 --> 00:37:35.220
There you will find

00:37:35.220 --> 00:37:35.880
short,

00:37:35.880 --> 00:37:37.040
three to five minute videos

00:37:37.040 --> 00:37:38.360
describing the rich

00:37:38.360 --> 00:37:39.200
maritime heritage

00:37:39.200 --> 00:37:40.230
along the Outer Banks

00:37:40.230 --> 00:37:41.440
of North Carolina.

00:37:41.440 --> 00:37:42.700
There is a video there

00:37:42.700 --> 00:37:44.260
on the U-85,

00:37:44.260 --> 00:37:45.540
the ecology of the Outer Banks,

00:37:45.540 --> 00:37:47.087
there's a video on World War one

00:37:47.087 --> 00:37:47.901
and World War two

00:37:47.901 --> 00:37:49.220
off the coast of North Carolina.

00:37:49.220 --> 00:37:50.934
There's a life-saving station,

00:37:50.940 --> 00:37:52.580
there's the Cape Hatteras Lighthouse,

00:37:52.580 --> 00:37:54.940
and there's the story of the U-701

00:37:54.940 --> 00:37:57.160
and the YP-389

00:37:57.160 --> 00:37:59.190
which is an extremely interesting one.

00:37:59.190 --> 00:38:00.800
So lots of videos there

00:38:00.800 --> 00:38:01.818
for you to click on

00:38:01.818 --> 00:38:02.319
and watch

00:38:02.319 --> 00:38:04.080
and they're very short and simple

00:38:04.080 --> 00:38:05.720
but very well and professionally

00:38:05.720 --> 00:38:06.220
done.

00:38:06.860 --> 00:38:07.520
Down below

00:38:07.520 --> 00:38:08.360
you might see there,

00:38:08.360 --> 00:38:10.040
there's some oral histories,

00:38:10.040 --> 00:38:11.940
these were all people who actually lived

00:38:11.940 --> 00:38:12.920
in North Carolina,

00:38:12.920 --> 00:38:13.980
in the Outer Banks

00:38:13.980 --> 00:38:15.020
during World War two,

00:38:15.020 --> 00:38:16.780
so these are their oral histories,

00:38:16.780 --> 00:38:17.380
their story.

00:38:17.380 --> 00:38:18.660
We went down

00:38:18.660 --> 00:38:20.160
and we talked with them

00:38:20.160 --> 00:38:22.118
and we recorded what they had to say,

00:38:22.118 --> 00:38:23.060
came back,

00:38:23.060 --> 00:38:24.182
did a little editing,

00:38:24.182 --> 00:38:25.260
and put them on the website.

00:38:25.260 --> 00:38:27.138
So now you can hear firsthand

00:38:27.138 --> 00:38:28.053
what it was like

00:38:28.053 --> 00:38:29.015
during World War two

00:38:29.015 --> 00:38:29.929
in the Outer Banks.

00:38:29.929 --> 00:38:30.619
Pretty amazing,

00:38:30.619 --> 00:38:31.643
because I talk about

00:38:31.643 --> 00:38:33.923
seeing shipwrecks explode off shore

00:38:33.923 --> 00:38:35.360
and having bodies washed up

00:38:35.360 --> 00:38:36.580
on the beach,

00:38:36.584 --> 00:38:37.839
so there's really

00:38:37.840 --> 00:38:39.060
a lot of good information

00:38:39.060 --> 00:38:39.780
in there.

00:38:39.780 --> 00:38:40.900
To go with both the video

00:38:40.900 --> 00:38:42.120
and the oral history,

00:38:42.120 --> 00:38:44.100
I also created an activity

00:38:44.100 --> 00:38:45.400
that would go with those

00:38:45.400 --> 00:38:46.340
that you can have your students,

00:38:46.340 --> 00:38:48.166
if they're watching the videos,

00:38:48.166 --> 00:38:49.430
they can follow along

00:38:49.430 --> 00:38:50.347
in the activity

00:38:50.347 --> 00:38:51.570
to answer questions,

00:38:51.570 --> 00:38:52.548
focus questions,

00:38:52.548 --> 00:38:53.980
as they're watching the video

00:38:53.980 --> 00:38:56.500
and listening to the audio.

00:38:56.501 --> 00:38:58.619
We also have a 17 minute video

00:38:58.619 --> 00:39:00.180
about The Monitor ,

00:39:00.180 --> 00:39:01.241
the USS Monitor,

00:39:01.241 --> 00:39:02.340
it takes you from Civil War

00:39:02.340 --> 00:39:04.500
to the ship's conception,

00:39:04.500 --> 00:39:05.300
construction,

00:39:05.300 --> 00:39:06.220
its battle,

00:39:06.220 --> 00:39:06.900
the sinking,

00:39:06.900 --> 00:39:07.640
and present-day

00:39:07.640 --> 00:39:08.300
and yes

00:39:08.300 --> 00:39:10.040
it's all in 17 minutes

00:39:10.040 --> 00:39:10.740
so it's pretty,

00:39:10.740 --> 00:39:11.789
well it's about 18 minutes,

00:39:11.789 --> 00:39:12.869
but it's pretty fast

00:39:12.869 --> 00:39:15.180
but it's also very well done.

00:39:15.180 --> 00:39:16.530
That was done with funding

00:39:16.530 --> 00:39:18.780
from a Preserve America grant.

00:39:18.780 --> 00:39:20.200
Very pleased with its outcome.

00:39:21.640 --> 00:39:22.820
So I encourage you to visit

00:39:22.820 --> 00:39:23.800
our website

00:39:23.800 --> 00:39:25.140
and click on the teacher section

00:39:25.140 --> 00:39:26.760
to access everything I've talked about

00:39:26.760 --> 00:39:27.260
today.

00:39:28.100 --> 00:39:29.510
In the teacher section,

00:39:29.510 --> 00:39:30.460
click at the top

00:39:30.460 --> 00:39:33.160
on Shipwrecks and STEM section

00:39:33.160 --> 00:39:35.540
to go directly to the guides

00:39:35.540 --> 00:39:36.422
there at the top

00:39:36.422 --> 00:39:37.580
on the right hand side

00:39:37.580 --> 00:39:38.360
of the screen,

00:39:38.360 --> 00:39:39.020
there you'll see

00:39:39.020 --> 00:39:40.900
the Maritime Archaeology:

00:39:40.902 --> 00:39:42.170
Discovering and Exploring Shipwrecks.

00:39:42.170 --> 00:39:42.860
That's the one

00:39:42.860 --> 00:39:44.200
I just finished talking about

00:39:44.200 --> 00:39:44.700
and then

00:39:44.700 --> 00:39:45.520
Shipwreck of the Deep

00:39:45.520 --> 00:39:47.100
is the very first one

00:39:47.100 --> 00:39:48.140
I talked about.

00:39:48.140 --> 00:39:50.400
There's the remotely operated vehicles in a bucket,

00:39:50.400 --> 00:39:52.420
the teacher page

00:39:52.420 --> 00:39:54.240
and also the curriculum guide

00:39:54.248 --> 00:39:54.866
it's there,

00:39:54.866 --> 00:39:56.480
and then the mock shipwreck activities

00:39:56.480 --> 00:39:57.540
and then if you were able to

00:39:57.540 --> 00:39:58.660
scroll down a little further,

00:39:58.660 --> 00:39:59.600
you see Rex's Reefs

00:39:59.600 --> 00:40:00.420
and all the other ones

00:40:00.420 --> 00:40:01.560
that we've talked about

00:40:02.280 --> 00:40:03.540
and one last thing

00:40:03.540 --> 00:40:05.420
I'd like to encourage everybody to do

00:40:05.420 --> 00:40:06.860
is to like us on Facebook .

00:40:06.860 --> 00:40:08.700
Our Facebook page

00:40:08.700 --> 00:40:10.213
is not your typical Facebook page.

00:40:10.220 --> 00:40:11.180
We're not selling anything,

00:40:11.180 --> 00:40:12.640
we don't want you to buy anything,

00:40:12.645 --> 00:40:13.820
we just want to give you

00:40:13.820 --> 00:40:14.780
information.

00:40:14.780 --> 00:40:16.800
So we post a lot of cool pictures

00:40:16.800 --> 00:40:18.780
that are from underwater shipwrecks

00:40:18.780 --> 00:40:19.540
we cover

00:40:19.540 --> 00:40:20.758
a lot of interesting facts

00:40:20.758 --> 00:40:22.372
about The Monitor,

00:40:22.380 --> 00:40:23.180
Battle Atlantic,

00:40:23.180 --> 00:40:24.631
and other shipwrecks.

00:40:24.631 --> 00:40:26.120
I try to do Monitor Mondays,

00:40:26.120 --> 00:40:27.500
throwback Thursdays,

00:40:27.500 --> 00:40:28.660
and wacky Wednesdays

00:40:28.660 --> 00:40:29.580
are usually Navy lingo.

00:40:29.580 --> 00:40:31.760
We have Monitor Trivia Tuesday's

00:40:31.760 --> 00:40:33.080
sometimes,

00:40:33.080 --> 00:40:34.300
I do this day in history

00:40:34.300 --> 00:40:36.740
if it's an important day for The Monitor

00:40:36.740 --> 00:40:38.480
and then we also talk about

00:40:38.480 --> 00:40:39.820
our current expeditions

00:40:39.820 --> 00:40:41.140
and much more.

00:40:41.140 --> 00:40:43.020
So please go to the Facebook page

00:40:43.020 --> 00:40:45.140
and check it out.

00:40:45.960 --> 00:40:47.760
So that's all I have for you today,

00:40:47.760 --> 00:40:50.043
I wanted  to keep it short and sweet

00:40:50.043 --> 00:40:52.100
because I know your time is precious

00:40:52.100 --> 00:40:53.796
and I really do thank you all

00:40:53.800 --> 00:40:56.060
for participating in our first webinar.

00:40:56.060 --> 00:40:58.660
I know that you have a very busy day

00:40:58.660 --> 00:41:00.014
and I just really appreciate

00:41:00.020 --> 00:41:01.340
you taking that time,

00:41:01.340 --> 00:41:03.200
but I do have time to answer questions

00:41:03.200 --> 00:41:06.300
if anybody has any questions.

00:41:06.300 --> 00:41:07.420
-[Sarah] Well thanks Shannon,

00:41:07.420 --> 00:41:08.760
let's take a minute here

00:41:08.760 --> 00:41:10.000
and see if anybody

00:41:10.000 --> 00:41:13.500
has any final questions.

00:41:26.840 --> 00:41:29.240
Alright,

00:41:29.240 --> 00:41:31.680
did you see anything there Julie?

00:41:31.680 --> 00:41:33.680
It looks like we don't have any questions

00:41:33.680 --> 00:41:35.551
so I'm just gonna wrap up here

00:41:35.560 --> 00:41:36.620
and Shannon

00:41:36.620 --> 00:41:38.280
do I have that final slide on?

00:41:38.280 --> 00:41:39.240
-[Shannon] I'm trying

00:41:39.240 --> 00:41:40.380
hold on,

00:41:40.380 --> 00:41:41.360
-[Julie] Yeah there was just,

00:41:41.360 --> 00:41:42.160
there wasn't a question,

00:41:42.160 --> 00:41:43.120
just a comment

00:41:43.120 --> 00:41:45.220
that during the poll,

00:41:45.220 --> 00:41:47.440
one of our participants teaches

00:41:47.440 --> 00:41:48.320
at all levels

00:41:48.320 --> 00:41:49.240
but it could not select

00:41:49.240 --> 00:41:50.340
more than one grade level.

00:41:51.320 --> 00:41:52.820
-[Sarah] Good to know,

00:41:52.820 --> 00:41:54.540
Julie can you tell me is our final slide

00:41:54.540 --> 00:41:55.360
on there?

00:41:55.360 --> 00:41:56.700
-[Shannon] I've got it,

00:41:56.700 --> 00:41:57.500
from current slide,

00:41:57.500 --> 00:41:58.440
here we go

00:42:00.820 --> 00:42:01.840
Are you seeing it now?

00:42:01.840 --> 00:42:02.740
-[Sarah] Yes,

00:42:05.040 --> 00:42:06.020
Alright,

00:42:06.020 --> 00:42:08.380
thanks for holding on folks.

00:42:09.380 --> 00:42:09.900
Well again,

00:42:09.900 --> 00:42:10.900
thank you Shannon,

00:42:12.220 --> 00:42:12.820
that is great,

00:42:12.840 --> 00:42:13.340
amazing,

00:42:13.340 --> 00:42:14.100
maritime history

00:42:14.100 --> 00:42:14.900
and some

00:42:14.900 --> 00:42:15.940
wonderful resources

00:42:15.940 --> 00:42:17.129
for classrooms

00:42:17.129 --> 00:42:20.400
and if anybody has any further questions

00:42:20.400 --> 00:42:23.300
of course you can send them to Shannon

00:42:23.300 --> 00:42:24.160
by email

00:42:24.160 --> 00:42:25.620
and I'm sure she'll get back to you

00:42:25.620 --> 00:42:27.209
as soon as possible.

00:42:27.209 --> 00:42:30.043
So we thank you for attending today

00:42:30.043 --> 00:42:31.500
and we welcome any

00:42:31.500 --> 00:42:33.120
feedback that you may have

00:42:33.120 --> 00:42:35.833
and you can submit input

00:42:35.840 --> 00:42:38.900
by replying to that follow-up email

00:42:38.900 --> 00:42:39.813
that's on there,

00:42:39.820 --> 00:42:42.280
sanctuaryeducation@NOAA.gov

00:42:42.280 --> 00:42:44.460
and as a reminder

00:42:44.460 --> 00:42:45.880
we'll be sharing a recording

00:42:45.880 --> 00:42:49.000
of the webinar

00:42:49.000 --> 00:42:51.080
and that will be available

00:42:51.080 --> 00:42:52.940
by a Google Drive

00:42:52.940 --> 00:42:56.560
and we'd like to invite you to join us

00:42:56.560 --> 00:42:59.980
for our next webinar on April 13th

00:42:59.980 --> 00:43:01.560
and that will be

00:43:01.560 --> 00:43:03.480
Great Ships on the Great Lakes

00:43:03.480 --> 00:43:04.640
and Sarah Waters,

00:43:04.640 --> 00:43:05.500
that's me,

00:43:05.500 --> 00:43:07.591
I'll be your presenter in April

00:43:07.600 --> 00:43:10.940
and I'm at Thunder Bay National Marine Sanctuary

00:43:10.940 --> 00:43:12.000
so I invite you

00:43:12.000 --> 00:43:14.200
to take a journey through the Great Lakes

00:43:14.200 --> 00:43:16.360
to explore more shipwreck stories,

00:43:16.360 --> 00:43:18.080
this time in the cold,

00:43:18.080 --> 00:43:18.920
fresh water

00:43:18.960 --> 00:43:19.840
of Lake Hurons

00:43:19.840 --> 00:43:20.820
Thunder Bay.

00:43:20.820 --> 00:43:22.397
So thanks again to Shannon,

00:43:22.397 --> 00:43:23.901
for a great presentation

00:43:23.901 --> 00:43:24.800
and to all of you

00:43:24.800 --> 00:43:26.940
for taking the time to join us

00:43:26.942 --> 00:43:30.410
and that is the end of today's session.

00:43:30.410 --> 00:43:31.800
-[Shannon] Thank you, Sarah

00:43:31.800 --> 00:43:32.720
thanks Julie,

00:43:32.720 --> 00:43:33.620
-[Julie] Thank you,

00:43:33.620 --> 00:43:34.500
nice job.

00:43:34.500 --> 00:43:37.490
-[Shannon] Thanks.

00:44:16.580 --> 00:44:18.640
you