-[Sarah] Hello everybody,
we'll be starting in
just a couple minutes
we'll
give a
little bit more time
for more people to join.
All right,
I see a couple more people
have joined
but we're gonna go ahead
and get started.
Welcome,
thank you so much
for joining the webinar today
we're pleased to have you
join us
for the
National Marine Sanctuaries
webinar series.
The title of today's presentation
is Maritime Archaeology:
Exploring and Discovering Shipwrecks.
This series is
hosted by the NOAA
Office of National Marine Sanctuaries
and our goal for this series
is to provide you with
educational and scientific expertise,
some resources and training to support
ocean and climate literacy
in the classroom.
I'm Sarah Waters,
I'm the Education Coordinator
for Thunder Bay
National Marine Sanctuary
in Alpena, Michigan
where it's very snowy today
and I'll be facilitating the webinar.
We'll be joined later by Julie Bursek
Education Team Lead and science crosscut
for Channel Islands
National Marine Sanctuary
in Santa Barbara, California
and she'll be helping to answer
your questions
that you submit as an attendee.
This is our inaugural presentation
for the National Marine Sanctuaries
webinar series
so we greatly appreciate your feedback
following the presentation,
please take a few minutes
at the conclusion
to answer
a very short survey
it'll really help us
improve this series as we move forward.
During the presentation,
all attendees
will be in listen-only mode
you're welcome to type questions
related to
any technical issues
you might be having
and also your questions for the presenter
put them directly into the box
located at the bottom
of the control panel
on the right-hand side of your screen.
Julie will be monitoring
those incoming questions
and she'll respond to them
or pose them to our speaker.
We are recording the session
and we'll share
the recording with registered participants
via Google Drive.
Today,
you'll discover
how to integrate
science,
technology,
engineering ,
and math
also known as STEM
and social studies
as you explore the underwater world
of shipwrecks
and the tools of maritime archaeologists.
A free electronic copy of
the curricular materials
will be made available for you
through the web link
through the link on our website
and we'll post that address
at the end of
the presentation.
Today's presenter is Shannon Rickles,
Shannon has served as
the education coordinator
for NOAA's
Monitor National Marine Sanctuary
since 2008.
Formerly, Shannon was the director
of Starbase Atlantis
at Patuxent River
Naval Air Station and Naval Base Kitsap
this US Navy educational outreach
program focused on stem learning
and served over 1,000
local fifth-grade students
annually.
Prior to working for the Navy,
Shannon was the program manager
and coordinating producer
for NASA's
educational broadcast program,
The NASA Side Files,
which aired nationwide
on PBS
on over 1,000 cable access channels.
The program won numerous awards
including Emmys,
five Emmys that is,
Shannon has over 15 years
of classroom experience
as an educator
at multiple grade levels
and she received her
Bachelors of Science degree
in education,
with an earth science emphasis
from the University of North Texas at Denton.
She's currently working on
her master's of business administration
at st. Leo's University.
Please join me in welcoming
our presenter
for Maritime Archaeology:
Exploring and Discovering Shipwrecks,
Shannon Rickles.
Hello Shannon,
thanks for presenting today.
-[Shannon] Hi everyone ,
thanks for having me
so, I just want to
welcome everyone
this afternoon,
thank you so much for
attending our inaugural webinar
but before I get started
I have just a
couple of poll questions
that I would like for you to answer
if you would please.
It's just so I can kind of gauge
who's in the audience
and it'll help us
as we know more about
who actually is
participating in our
webinars.
So, Sarah
can you put up the poll questions
Here you go,
Are you primarily in,
formal education,
informal education
or other
or you are joining this webinar
but you're not a teacher.
- [Shannon] and Sarah
I'm not seeing the poll questions
am I supposed to?
- [Sarah] Yep, it's going
we've got
right now
92% voted, Shannon
so I'll give you the results
and we'll give them one more minute.
Yep.
There we go,
we have a 100%
voted here
29%
of those attending today
are formal educators,
54% are informal educators,
and four percent other
and 13% do not teach.
-[Shannon] Okay,
and the second question
-[Sarah] Alright,
our second poll question,
What grade level(s) do you teach?
for those that are teachers,
please take a minute to
answer that.
Alright ,
we've got our results,
so Shannon,
we have 26%
of attendees are
elementary school teachers,
20% are middle school,
we've got 10% high school teachers,
5% college,
and 40% other.
-[Shannon] Okay
and the last question,
-[Sarah] Alright,
and what subject do you teach?
For attendees today,
Science,
Math,
Social Studies or other?
Alright, great
we've had
quick results there,
so over 50% of those attending today
are science teachers and
then we have 5% math
and 5% social studies represented
and about 36% other.
-[Shannon] Okay great,
awesome,
thank you all for participating
that really helps me a lot
to gauge who I'm speaking with
and also hopefully
it'll help us for future webinars
to get a sense of who attends
these webinars
so,
as Sarah said,
let me see if I can get
my presentation to go.
Alright, as Sarah said
I am the Education Coordinator
for the
Monitor National Marine Sanctuary
and as our sanctuaries claim to fame
is that we were our nation's first
sanctuary.
However,
today
the Office of National Marine Sanctuary
serves as a trustee
for a network of underwater parks
encompassing more than 170,000
square miles of marine
and great lake waters
from Washington State
to Florida Keys
and from Lake Huron
to America Samoa.
The network includes a system of
13 national marine sanctuaries
and two marine national monuments
and there are also,
on the map you can see,
there are two areas that have been
proposed to be new sanctuaries.
One in Wisconsin
and the other one
at Mallows Bay and Potomac River.
Now this afternoon,
I will give you
a brief overview of the
Monitor National Marine Sanctuary
and NOAA's Maritime Heritage Program
and how they provided the
impetus for the development
of the curriculum
and activities
you will see
today.
Next,
I will introduce you to a
course and curriculum
we've developed
called Shipwreck of the Deep
and I'll also tell you
a little bit about our
partnership in developing
this semester long course.
Then I will go over our
newest curriculum
Discovering and Exploring Shipwrecks
and show you how
STEM and Social Studies
connects students
to both the past and the future
in an exciting way
and finally,
I'll give you a brief look
at the other educational offerings
we have at our site.
So let's get started!
Now as Sara said,
I am a science teacher
and I was never a huge history buff
but when I came to work here
about eight years ago
I absolutely fell in love
with The Monitor,
it was such an exceptional warship
and the science and technology
that it had for that day and time
was just amazing.
It was also our nation's first
ironclad ship
and incredibly it was built in just
a hundred days
and it was built in response
to a threat by the Confederates
who were building their own ironclad,
The CSS Virginia
but if you live here in our local area
you know we also call that the Merrimack.
Now another
unusual feature
on The Monitor
was a rotating gun turret
that had never been tried before.
So now,
the ship
could have just two guns
instead of 10 or 12
so it was a very unique warship.
The Monitor was designed and built
by a man
named John Erickson.
He was a Swedish American inventor
who was definitely
ahead of his time.
The ship was built in
Greenspoint
Brooklyn, New York
and launched on
January 30th 1862
Now the USS Monitor
and the CSS Virginia
battled in Hampton Roads, Virginia
on March 9th 1862
they fought for
four hours
and although it was a draw,
the battle was important
because it was the
first time that iron
ever had met iron
and the battle changed
naval technologies
and naval warfare
for all times
so never again did the Navy build
a wooden warship
and a rotating gun turret
is still the standard on Navy
ships today.
Unfortunately, the Monitor
sank on December 31st 1862
during a storm
while being towed from Virginia
down to Beaufort, North Carolina
that night 16 sailors
lost their life
and although the Monitor
did serve her country well,
she was only short lived
for about 11 months.
Now the location of the shipwreck
was unknown
until August of 1973,
when a team of
scientists led by John G Newton
from Duke University Marine Lab
discovered it
off Cape Hatteras, North Carolina.
Now the team was trying out
some new technology
that was around in 1973
called side scan sonar
and they thought that
the Monitor was a perfect ship
to test the equipment.
So, on the last day of the
expedition
they found what they thought
to be The Monitor
but they had to wait
until April of 1974
to go back and put cameras down
and confirm it.
Now because
The Monitor is considered
one of our national treasures
and due to all the
cutting-edge technology
it represented for 1862,
Congressman Jones from North Carolina
called for it to be protected
from possible looting and other damage
he suggested using a new act that had
been passed in 1972
but never used
and that was
the National Marine Sanctuaries Act.
So, on the 113th
anniversary
of The Monitors launching,
the shipwreck became our nation's first
National Marine Sanctuary.
The Monitor lies in about
240 feet of water
it's about 16 miles
south southeast of
Cape Hatteras, North Carolina.
Now many expeditions were made
to The Monitor
and much research occurred over the years
but in the 1990 there were concerns
expressed about its deterioration
so Congress mandated
that NOAA come up with
a plan to recover
some of the more iconic pieces
and one of the most iconic
pieces is a rotating gun turret.
With the help of the US Navy salvage divers
the turret was recovered in
August of 2002
but before they could lift the turret
they needed to reduce the weight
and began to vacuum the sand
and coal
from the turret
when the ship sank
it actually flipped upside down
so the turret was actually landed
on its roof
so the roof was never meant to support
that much weight
so that's why
they had to make sure
that they got as much
weight out as possible.
So during that process
they discovered the remains of
one of the Monitor sailors
that had died that night
the ship sank
and after the turret was lifted
excavation continued
and a second Monitor sailor was
discovered.
Now both sets of remains were sent to
the joint POW MIA accounting command
in Hawaii
where they conducted
a variety of
forensics
on the two sailors.
They were also able
to extract good DNA
from their teeth.
However,
because no living relatives
could be found
and the Navy
no longer
buries unknowns,
the sailors remained in Hawaii
in JPAC.
For the hundred and fiftieth anniversary
of The Monitor
and the ten years after
the discovery
of the two sailors,
NOAA requested to bury them
at Arlington National Cemetery.
The Secretary of the Navy,
who was Ray Mabus at the time,
requested that
we make another effort
to find any living relatives.
So Louisiana State University
stepped forward
and volunteered
to recreate their faces
at their faces lab.
This would draw national attention
to the sailors
and hopefully encourage more
descendants to come forward
with DNA samples.
LSU used the cast of the two skulls
and using complex computer data
and models
they began the reconstruction process.
The faces were created from clay
and the clay models were made
and then
they were digitized
and the skin and hair
were added.
So this is the face
of the older sailor,
he was between 30 and 34
years of age
and we know that
he smoked a pipe
because he had indentation
in his teeth
where a pipe would have sat
and this is
the younger of the two sailors,
he was between 19 and 24
years of age.
Now the faces
were unveiled in
Washington DC
and although
about 20 more people
came forward with DNA samples
there was still
no match.
So on March 8th 2013
the Navy buried the two sailors
at Arlington National Cemetery
with full military honors
and if you want to know more
about The Monitor
and the sailors,
you can visit our
preserving a legacy site
where you'll find all kinds of history
associated,
a very in-depth history,
associated about the sailors,
the ship,
the proposals,
the Civil War,
et cetera,
and also activities
that would go along
with The Monitor
but besides The Monitor,
NOAA has a rich and diverse
Maritime Heritage Program
that not only
documents and surveys
nationally significant shipwrecks
but they also
search for the wrecks of ships
and other vessels
that were of importance
to our nation
but whose location is unknown.
Now for the past eight years
in conjunction
with the Maritime Heritage Program
and partnering
organizations,
our office has been
documenting and surveying shipwrecks
off the North Carolina coast
especially those from
World War twos'
Battle of the Atlantic.
Now most of the people
in our country
do not know that
German U-boats
plied the waters along the East Coast
from December of 1941 until late 1942
this is where
we say the war came home
to the US
for several reasons,
the highest concentration of U-boats
and allied and merchant casualties
are located along the coast
of North Carolina.
A couple of reasons is that
Cape Hatteras is the one place
where the currents do meet
the Labrador Current
and the Gulf Stream
and most ships would sail
in those currents
and so they would
have to pass by Cape Hatteras
at some point,
either selling north or south
so the U-boats
would sit off of Cape Hatteras
and just wait for them
to come by
and that's why
there's a lot of casualties
in that area.
About somewhere between
60 to 100 shipwrecks
from World War two
are located in that area.
It was called Torpedo Junction.
Over the years
our maritime archaeologists
and partners have documented
over 25 shipwrecks.
They've also searched for
two ships that sank
during one of the only naval battles
in US waters.
It was the Battle of Convoy KS 520
and the two ships were
the Blue Fields,
a merchant ship
and a German U-boat,
the U-576.
Now in this image
a diver is mapping the U-85
and I want to mention
that in both guides
that I'm going to
be talking about today,
there is a mock shipwreck
activity
for students to simulate
mapping a shipwreck
and then
I'm just going to show you
a few images
of the shipwrecks
of the U-boats in particular.
This is the U-701 off of Cape Hatteras
and this is the U-85
off of Nags Head, North Carolina
and then this is the U-352
which is off of Beaufort, North Carolina
they're all in between about a
100 to 115 feet of water.
Now one of the products that is
created from all the data
that is collected,
is a photomosaic.
Divers take hundreds
of pictures
and stitch them together
to create an image that shows
the entire shipwreck site.
Again in both guides,
there's an activity that students
can do to simulate
making this,
making a photomosaic,
then using the data
collected,
site plans are also created
these are detailed drawings that show
the wreck ,
what the wreck looked like
at that moment in time.
Then these are
turned into dive slates
at our office
which can be used by recreational divers
to help orient them to the site
as they dive.
One side has information
about the ship
and the other side
shows what the diver is looking at
as he or she dives
on the wreck
and as I said,
we have been looking for the U-576
in the blue fields
for the last eight years
that were both lost
near Cape Hatteras, North Carolina.
So each year,
our maritime archaeologist
and partners
would use
multi-beam sonar,
side scan sonar,
magnetometers,
and other tools
searching in areas
that they had narrowed
through research
of primary and secondary source
documents.
Also in the guide,
there is an activity
that simulates
mapping the
ocean floor
with sonar technology
and another one
that will walk students
through narrowing a search area
using
primary and secondary source documents.
Now in the summer of 2014,
it was finally confirmed
that we had found the
battlefield of convoy KS 520
with the U-576 and the blue fields
they are both in
about 500 feet of water,
so it's a bit deep to dive
but we hope to get a
remotely operated vehicle
with a camera
on the site next summer
to get some
images of the wreck.
However,
from the sonar images
you can tell that
they're pretty well intact.
So that's the background
on what we do
and why these two guides
were created.
Now as a teacher
I'm always looking
for ways to hook students
and truly engage them
in a fun and interesting way
and I have found
that students think shipwrecks
are very exciting,
they kind of hold a mysterious
lure
and especially when they are finding
a lost shipwreck .
So I tried to incorporate
that feeling
of excitement
in this first guide
that I'm going to talk about
and it's called
Shipwreck of the Deep.
We wanted to
create a course,
or a class
that would incorporate
all things maritime heritage
and excite students
we also wanted to
partner with an underserved school
or district
we chose Crittenden Middle School
which is here in Newport News
right in our back yard,
they had just become
a magnet school in 2013
and were looking for something
to create
their own niche
so when we approached them
the idea of this course sounded perfect
to them.
That summer,
I began working with two teachers,
Amanda and Rodney,
to determine
our mutual goals
for the course,
develop an outline,
and come up with ideas
for activities.
Now Crittenden schools
were pretty straightforward,
they had a vision
of a highly motivating,
fun,
and hands-on STEM curriculum
that would have
the students doing building
and out in the field
and they needed it to have a
meaningful watershed
educational experience
or MWEE
so an ecology section
was also needed.
Now our goals were pretty straightforward
also we wanted to teach them
about The Monitor,
and the important role it played
in our history
but more importantly
the Monitor represents a good case study
for shipwrecks
for students to learn from
as it as the ship has faced all the issues
from Discovery in 1973
to how best to protect it,
to the questions of artifact recovery
to funding issues of conservation work
to ongoing preservation of the shipwreck
and even what to do
with human remains.
Also,
we wanted students
to understand
that the world's best maritime museum
lies under the ocean
and that there are thousands
of shipwrecks around the world
that are waiting to tell us their stories
and we want to highlight NOAA's role
in preserving
our nation's maritime heritage
in all of our sanctuaries
so after a lot of work that summer
we piloted Shipwreck of the Deep
for two semesters
with about 40 students.
Finally the draft guide
was released
in the summer of 2014
and one of the most important things
in creating this guide
we felt,
was to weave it together,
so that
there was a purpose for learning.
With a strong belief in
project or problem-based learning,
we wanted
to make sure
that it would resemble
a real-world problem
that the students
could work through to solve.
So in this course,
we have the students search
for the U-576
but in their search
they find another unknown shipwreck
which later becomes
known as the Betsy.
Now the curriculum is divided
into three parts
and in part one
they begin their search.
They learn about side scan sonar
and they simulate
mapping the ocean floor,
they find the unknown,
fictitious shipwreck,
and begin
the process to identify the ship.
They also learn about ROV's
and how they are used
in maritime heritage.
They're introduced to engineering
through an activity called,
help I could use a hand,
where they design an arm
for an ROV
which is a remotely operated vehicle
by the way,
sorry
don't mean to use acronyms.
The students learned the science behind
the ROV's,
they learn about
Newton's laws of motion
and air pressure,
et cetera
and then they learn how to design
and build their own.
Next they test their ROV's,
they redesign,
they use the iterative process
as needed,
and finally
they have a class competition .
Now as a side note,
if you're interested in learning more
about how to use ROVs
in your classroom,
on our website
there is information
on how to build your ROV
--so it's an ROV in the bucket--
along with a guide
giving you ideas
on how to implement the ROV's
as a STEM program.
This can be done
within a classroom,
it can also be done across
grade level,
multiple ways,
I've done it all with eighth grade students
but I've also done it with
a whole eighth grade student body,
but I've also done it with
individual classes.
I have done ROV's with students
as low as fifth grade
and that has worked really well
and then I've also done it all the way
up to adults.
Okay,
so now that they have simulated
using an ROV
to look at their fictitious shipwreck,
they become NOAA divers
and learn how to map a shipwreck
with the mock shipwreck activity.
Next our students took a field trip
to the aquatic center
where they learned to snorkel
and how to create a mud map
of a shipwreck.
A mud map is just a quick sketch
of a shipwreck
to help maritime archaeologists
orient the wreck site
and for the mud map
that we created,
for them to be able to do the mud map,
we put various objects
in the pool
for them to sketch
and then later analyze.
We just did this yesterday
and it was a lot of fun.
From there
they learn about photo mosaics
and how to create one
of their fictitious shipwreck.
Next they work
to identify the shipwreck
by conducting research
using logbooks
and other primary and secondary
source documents.
Since the ship is fictitious,
we created a variety of documents
for them to research
and on a more somber note,
the students learn
what it means
when you find human remains.
They discussed the
ethics of how to handle remains
and they learn
about the complicated process
of trying to identify unknown soldiers
and sailors.
Now that they have found
and identified the shipwreck
as the Betsy
they are then tasked
with deciding what to do with it.
They answer questions
such as,
is the ship historically significant?
does it have any significant features
that would warrant
the entire ship being recovered?
should it be left in situ?
which means be left in place,
or should some of the artifacts
be recovered?
So in part two
they start exploring
all options
and one option
is to support it
as an artificial reef
and since we are in the Chesapeake Bay
they want to know
if the shipwreck
would make a good oyster reef.
So this is the section
where we bring in ecology
and the MWEE.
The class also begins
to grow oysters fat
and they measure it monthly
then in the late spring of the year
the two classes for each semester
come together
and do an oyster restoration project
with the spat.
Now to gather the data
that they need
to make the decision
about the oyster restoration
and the artificial reef
--if it's good for oysters--
they build what's called
a basic observation buoy
or BOB.
The students built it themselves
and install sensors
and again,
we have information
within this guide
about how you could access
BOB and build BOB
on your own.
Now one
of the highlights
of the course
for our students
is a day trip aboard
our 85-foot research vessel.
Now I know everybody can't do that
because you're not all here locally ,
but we do have the
SRVX Sand Tiger
and while on board
they put the final sensor packages
on the BOB
and then they deploy it
from a dive whale of the boat
but you could also
deploy it from a pier
you could deploy
it from anywhere,
anywhere you can have
access to the water.
Now also while on the boat
the students conduct plankton tows,
they use microscopes to identify the plankton,
they learn about NOAA careers,
and they go on tours of the boat,
participate in a scavenger hunt,
they talk with the captain
and our NOAA Corps officer
as well as our maritime archaeologist
and biologist
and with each trip,
the students come away
having had a life-changing experience.
Now that brings us to part three,
the last section of the curriculum.
So now that the students
have explored artificial reef options
and considered its historical significance
they begin to look at
what it would entail
to recover parts of
or all of the shipwreck.
The students look at the ethics
of recovering artifacts
and why and when
you would would do that.
They learn how shipwrecks
similar to a time capsule
and how they tell us the story
of that culture
and time.
They also learn more about
what it takes to conserve artifacts
and the chemistry involved.
To help them understand
all that is involved
in conservation,
they come to the Mariners Museum
which is our official
visitor center
but if you have a Maritime Museum
in your local community,
they probably could help you
just as well as this one.
Our students get a
behind the scene tours
of the Batten conservation lab
where they see the
various artifacts and conservation tanks
and talk to the conservators on staff
and finally they tour the dry lab
where they can see the final touches
of conservation
and they learn about
some of the more personal artifacts
found inside the turret
that actually belonged
to the sailors that were recovered.
To end the course ,
the students bring together
all the information
and the data collected
and in a Socratic seminar
they debate the pros and cons
of what to do with their fictitious shipwreck
The Betsy
and after the debate
they work on a final presentation
to NOAA,
outlining what they recommend
we do with the shipwreck.
Now I usually go and listen
to the presentation,
asking questions
and challenging their ideas.
So that is Shipwreck of the Deep
and now
I am very excited to announce
that our next curriculum guide
on maritime heritage
Discovering and Exploring Shipwrecks
is finally ready for primetime.
Now it was
developed partly in response
to Crittenden's request
to have a sequel to
the first course.
Currently,
sixth grade students participate
in Shipwreck of the Deep
and they all wanted to continue
in the NOAA class during seventh grade.
So, they asked us for help
to develop a new,
semester course
and with that
we worked together to develop
Discovering and Exploring Shipwrecks
which is a more
in-depth look at maritime archaeology
and the tools used to discover
and explore shipwrecks.
So this guide
is similar to the first
in that there is
a program overview
which just suggested
outline for teaching it as a unit
the main objectives are listed
at the beginning of the guide
but each activity
also has its specific objectives
as well as the vocabulary
and web and book resources.
The guide can be used as a unit
but each activity stands on its own
and can be used individually
or combined with other activities
in a variety of ways
to suit any teachers needs.
So if you are a teacher,
you can use one or all ,
you could use one or two
if something catches
a particular unit you're doing .
If you're an informal educator,
all of these are great stand-alones
that you could do with
students.
Some of them are much shorter
so they could be done
in a little less time.
Some might be apt for
a summer program that you're doing
if you wanted to do a summer camp.
The education standards
are also at the beginning
but again each activity
will list its specific standards.
Now I tried to cover
all possible standards
so that's why there's so many here
but I wanted
this guide to be used
in a multi-discipline approach
if you team teach or
just so that we cover
as many standards as possible
because I know
when you're teaching,
you've got to get a lot in
and we need you to be able to,
we want you to be able
to use this guide.
So in this guide
there are six sections
where students learn about
NOAA and the maritime heritage program.
I'm sorry,
there are six sections
that kind of flow
in an order,
taking the students through
the intricacies of maritime heritage
and in section A,
they learn about NOAA
and the maritime heritage program.
They learn about the story of The Monitor
and then
in the next section,
they learn how ships
have changed over time
through the centuries.
They understand the reasons
why some ships sink
and students learn how shipwrecks
connect us to the past
and past cultures,
acting almost like a
time capsule
and then section C,
students are going to learn the history
of maritime archaeology
and who's who
and the field.
They compare and contrast
terrestrial archaeology
to maritime archaeology
and they create a timeline
of the major events
that occurred
to make maritime maritime archaeology
what it is today.
In section D,
students learn about
the tools that are used
by maritime archaeologists.
First they learned that
in order to search for a shipwreck,
they must conduct research
using primary and secondary
source documents
in order to
narrow a search area
they are then introduced
to the various scientific tools
such as sonar imaging
magnetometers,
remotely operated vehicles
and autonomous vehicles
they're also introduced
to the importance
of scuba diving
in documenting shipwrecks
and the role NOAA vessels play.
Then in the next section
they are learning
about the parts
of a ship
and sailor lingo
and I'm sorry
I think my
yep
they went out of order,
I'm sorry.
They learn about
the parts of the ship
so that they can identify a ship,
the stern and the bow,
et cetera.
They also learn a little sailor lingo
and they put the pieces together
to create a photo mosaic
and finally they map a shipwreck
and the last section
students learn about
the National Register of Historic Places
and what makes a shipwreck
historically significant.
They also delve into shipwreck ethics
and the laws
that protect sunken military craft
and at last
they learn about the complexities
of conserving artifacts.
Now each activity is in-depth
and most have multiple activities
with ends.
So what you see here as 22 activities
is in reality
about 40 activities.
I also wanted to give you
just a real quick look
into one of the activities.
This one is about scuba diving
and as you can see
it has its own materials list,
standards of learning,
listed down there
at the bottom.
It has background information
for both
the teacher and the student.
It has an activity overview
and then the teacher prep,
it also gives you
a list of the vocabulary
and it gives you some web
and book resources.
There is a class activity sheet
along with a list
of historical inventors and divers
that were significant
to scuba diving
and the students will choose
one of them to research
and once they have chosen
a person to research,
then they will create
a Facebook profile.
Now you can use Facebook
if you are allowed to do that
or you can go online
to do Facebook
but if you don't have the internet
or the ability to do that,
I have created a paper version
also that's in the guide
that you can use
just as pen and paper.
So after they create the profile,
then they will write
two to three posts
that detail significant events
in the person's life
and other students
will read their post and comment
to which the students must then reply.
So they try to make it look
and feel just
as much like Facebook
but there actually
it might be
a historical character
that is posting.
Next
the students must consolidate
the information
into tweets.
Again I've given you
a sample Twitter page
that they can do
on paper
if you can't do the fake tweets
and they post images to Instagram
and if you don't have the ability
to get the students online,
I've also given you
a sample
of how to give the students
the information in paper form.
I chose George Bass
as he was a pretty famous guy
in scuba and maritime archaeology.
So I just gathered images
of Mr. Bass from the website
or from websites
and then I put them
into a Word document.
I also copied and pasted
his bio
into a Word document
and then I gave that out
to the students
for them to be able
to work directly
from that
since we did not have,
I did this with a group of students
over the summer,
we did not have internet
in the classroom
that we were in
and it worked very well.
So we're excited to implement
the curriculum next year
with Crittenden
and hope you will consider using
all or parts of it
in your teaching
but before I let you go
I just wanted to run
real quickly
through the other lesson plans
and activities
that are offered on our website.
So there is the new series
of Civil War activities
that range from music
to genealogy
to STEM
and these are just
these are those
that you can find.
There are also a series
of crossword puzzles,
bingo games,
shipwreck tours,
origami,
and much more.
There are also several
learning modules,
this is the one that I've mentioned
a couple of times,
the mock shipwreck one
it's found in both of the guides
but you can also find it
individually as a standalone
on the website
and then we have shipwrecks as reefs
which is kind of a
throwback to the shipwreck,
mock shipwreck activity
but in this activity
you just use the mock shipwreck
materials
and you sprinkle fish
and benthic organisms,
pictures of them,
over the shipwreck
and the students
then simulate swimming
over the shipwreck
to conduct biological surveys
of the wreck.
This one works really good
for informal educators.
I've done this before
with students
who have come to our site
for maybe an hour or two hours
where we're just hosting them
from another museum.
So this one works
really well for that,
s well as the mock shipwreck
activity.
We also have six
activities that are related
to World War one
so if you teach
anything to do with
World War one,
you might find these helpful.
You can also visit
our Outer Banks
Maritime Heritage Trail
webpage.
There you will find
short,
three to five minute videos
describing the rich
maritime heritage
along the Outer Banks
of North Carolina.
There is a video there
on the U-85,
the ecology of the Outer Banks,
there's a video on World War one
and World War two
off the coast of North Carolina.
There's a life-saving station,
there's the Cape Hatteras Lighthouse,
and there's the story of the U-701
and the YP-389
which is an extremely interesting one.
So lots of videos there
for you to click on
and watch
and they're very short and simple
but very well and professionally
done.
Down below
you might see there,
there's some oral histories,
these were all people who actually lived
in North Carolina,
in the Outer Banks
during World War two,
so these are their oral histories,
their story.
We went down
and we talked with them
and we recorded what they had to say,
came back,
did a little editing,
and put them on the website.
So now you can hear firsthand
what it was like
during World War two
in the Outer Banks.
Pretty amazing,
because I talk about
seeing shipwrecks explode off shore
and having bodies washed up
on the beach,
so there's really
a lot of good information
in there.
To go with both the video
and the oral history,
I also created an activity
that would go with those
that you can have your students,
if they're watching the videos,
they can follow along
in the activity
to answer questions,
focus questions,
as they're watching the video
and listening to the audio.
We also have a 17 minute video
about The Monitor ,
the USS Monitor,
it takes you from Civil War
to the ship's conception,
construction,
its battle,
the sinking,
and present-day
and yes
it's all in 17 minutes
so it's pretty,
well it's about 18 minutes,
but it's pretty fast
but it's also very well done.
That was done with funding
from a Preserve America grant.
Very pleased with its outcome.
So I encourage you to visit
our website
and click on the teacher section
to access everything I've talked about
today.
In the teacher section,
click at the top
on Shipwrecks and STEM section
to go directly to the guides
there at the top
on the right hand side
of the screen,
there you'll see
the Maritime Archaeology:
Discovering and Exploring Shipwrecks.
That's the one
I just finished talking about
and then
Shipwreck of the Deep
is the very first one
I talked about.
There's the remotely operated vehicles in a bucket,
the teacher page
and also the curriculum guide
it's there,
and then the mock shipwreck activities
and then if you were able to
scroll down a little further,
you see Rex's Reefs
and all the other ones
that we've talked about
and one last thing
I'd like to encourage everybody to do
is to like us on Facebook .
Our Facebook page
is not your typical Facebook page.
We're not selling anything,
we don't want you to buy anything,
we just want to give you
information.
So we post a lot of cool pictures
that are from underwater shipwrecks
we cover
a lot of interesting facts
about The Monitor,
Battle Atlantic,
and other shipwrecks.
I try to do Monitor Mondays,
throwback Thursdays,
and wacky Wednesdays
are usually Navy lingo.
We have Monitor Trivia Tuesday's
sometimes,
I do this day in history
if it's an important day for The Monitor
and then we also talk about
our current expeditions
and much more.
So please go to the Facebook page
and check it out.
So that's all I have for you today,
I wanted to keep it short and sweet
because I know your time is precious
and I really do thank you all
for participating in our first webinar.
I know that you have a very busy day
and I just really appreciate
you taking that time,
but I do have time to answer questions
if anybody has any questions.
-[Sarah] Well thanks Shannon,
let's take a minute here
and see if anybody
has any final questions.
Alright,
did you see anything there Julie?
It looks like we don't have any questions
so I'm just gonna wrap up here
and Shannon
do I have that final slide on?
-[Shannon] I'm trying
hold on,
-[Julie] Yeah there was just,
there wasn't a question,
just a comment
that during the poll,
one of our participants teaches
at all levels
but it could not select
more than one grade level.
-[Sarah] Good to know,
Julie can you tell me is our final slide
on there?
-[Shannon] I've got it,
from current slide,
here we go
Are you seeing it now?
-[Sarah] Yes,
Alright,
thanks for holding on folks.
Well again,
thank you Shannon,
that is great,
amazing,
maritime history
and some
wonderful resources
for classrooms
and if anybody has any further questions
of course you can send them to Shannon
by email
and I'm sure she'll get back to you
as soon as possible.
So we thank you for attending today
and we welcome any
feedback that you may have
and you can submit input
by replying to that follow-up email
that's on there,
sanctuaryeducation@NOAA.gov
and as a reminder
we'll be sharing a recording
of the webinar
and that will be available
by a Google Drive
and we'd like to invite you to join us
for our next webinar on April 13th
and that will be
Great Ships on the Great Lakes
and Sarah Waters,
that's me,
I'll be your presenter in April
and I'm at Thunder Bay National Marine Sanctuary
so I invite you
to take a journey through the Great Lakes
to explore more shipwreck stories,
this time in the cold,
fresh water
of Lake Hurons
Thunder Bay.
So thanks again to Shannon,
for a great presentation
and to all of you
for taking the time to join us
and that is the end of today's session.
-[Shannon] Thank you, Sarah
thanks Julie,
-[Julie] Thank you,
nice job.
-[Shannon] Thanks.
you