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[Mark Losavio] All right and welcome everyone. 
Thank you very much for joining us today and  

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welcome to this Submerged NC webinar series. 
Today's webinar, Maritime Archaeology - Exploring  

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and Discovering Shipwrecks. I'm 
Mark Lasavio, the media and outreach  

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coordinator for Monitor National Marine 
Sanctuary, and I will be your host today.  

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This webinar is brought to you by NOAA's Monitor 
National Marine Sanctuary in collaboration with  

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the North Carolina Office of State Archaeology. 
Partnering since 1975, NOAA and the State of North  

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Carolina work to research honor and protect the 
hallmarks of North Carolina's underwater cultural  

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heritage - shipwrecks. These shipwrecks hold 
information about our ever-changing technological,  

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cultural, and physical landscapes. They serve as 
a uniquely accessible underwater museum and a  

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memorial to generations of mariners who lived, 
died, and worked, and fought off our shores.  

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This is one of the many webinars that we will 
be hosting in the coming months for Submerged NC

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webinar series in collaboration with the 
North Carolina Office of State Archaeology.  

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Monitor is just one of 15 national marine 
sanctuaries and two marine national monuments  

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in the National Marine Sanctuary System. 
This system encompasses more than 

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620,000 square miles of marine and Great 
Lakes waters from Washington State,  

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Florida Keys and from Lake Huron all the way 
to American Samoa. During this presentation,  

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all attendees will be in listen only mode. You are 
welcome to type questions for the presenters into  

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the question box at the bottom of the control 
panel on the right hand side of your screen.  

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This is the same area you can let us know about 
any technical issues that you may be having  

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that we can help you with. We'll be monitoring 
incoming questions and any technical issues,  

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and we'll respond to them as soon as we can. We 
are also recording this session, and we will share  

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the recording with registered participants via 
the webinar archive page. A URL for this webpage  

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will be provided at the end of the presentation. 
Today, we welcome our presenter Shannon Ricles,  

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the education and outreach coordinator 
for Monitor National Marine Sanctuary,  

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and she's going to tell us all about maritime 
archaeology and some North Carolina shipwrecks.  

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So Shannon take it away. Let me go ahead and 
give you the screen. [Shannon Ricles} Okay [Mark Losavio] All righty then.

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[Shannon Ricles] Okay just want 
to make sure are you seeing  

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my screen. [Mark Losavio] Yes. [Shannon Ricles] 
Okay, thank you Mark. Well hi everyone. First, I  

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just want to thank you for taking the time out of 
your day today to join us. I really appreciate it.

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So just to outline today's webinar, I will 
be giving you a brief overview of the  

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USS Monitor. Then we're going to discuss 
the definition of maritime archaeology  

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and learn how shipwrecks connect us to the past. 
We'll dive a little deeper into our past off the  

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North Carolina coast as we look at the shipwrecks 
of World War II. And then we'll learn about some  

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of the tools used by maritime archaeologists to 
document and survey these historical shipwrecks.  

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We'll also look at the conservation of artifacts. 
And finally preview the maritime heritage guide.  

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So to kick off the webinar, I would like to 
know a little more about you. So the first poll  

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question is "Why are you attending the webinar 
today?" So Mark if you want to start the poll.

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[Mark Losavio]  All right there we go. 

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 [Shannon Ricles] Now I can't see the poll so you'll have to 
tell me when you close it. 

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[Mark Losavio] Will do. So the options are why are you attending 
today's webinar, am I a formal educator,  

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I am an informal educator, I am a student, or 
I just love shipwrecks, or none of the above.

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So we're going to keep it 
open for about another minute.  

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Got about 77% of you 
responding, so that's awesome.

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All right, get your votes in, and I 
will let this run for 15 more seconds.

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Alright last chance. Five more seconds.

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Alrighty then.

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So I don't know if you can see this Shannon, 
but the results are, we have about 49%  

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saying that they just love shipwrecks, which 
you know I do too. Second place is 'other', 26%  

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and then 15% are informal educators and 
then 5% for both formal educators and  

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students. [Shannon Ricles] Okay, very good. 
All right. Well a lot of you love shipwrecks,  

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and that's good to know. So that's where I'm glad 
you're with us today, because I'm really going to  

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be focusing on a lot of shipwrecks. Now I want 
to take just a few minutes though to let you  

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know about our sanctuary, monitor national marine 
sanctuary. And as Mark said, Monitor is one of 15  

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sanctuaries and two monuments in the National 
Marine Sanctuary System, but in my opinion,  

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the Monitor is the best because it was the first. 
Now the Monitor sanctuary is just one mile in  

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diameter and it protects the Civil War ironclad, 
the USS Monitor, which rests in about 230 feet of  

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water and is located about 16 miles off of Cape 
Hatteras, North Carolina. So what is the Monitor  

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and why does it matter? Well, the ship was the 
first turreted ironclad ship built by the Union in  

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response to the Confederate ship the CSS Virginia. 
Now it was an innovative warship built by John  

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Ericsson who was a Swedish American inventor and 
engineer. The Monitor was built in Greenpoint,  

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Brooklyn, New York, and it launched on January 
30th, 1862, just 98 days after its keel was laid.  

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The Monitor arrived in Hampton Roads, Virginia, 
on the evening of March 8 and saw the utter  

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destruction that the Confederate ironclad had 
wrecked on the Union fleet earlier that day.  

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Then early the next morning, on March the 9th, 
the Monitor steamed out to meet the Virginia in  

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the Battle of Hampton Roads. And although they 
battled for four hours, the battle was a draw.  

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However, the battle marked the end of the wooden 
battleship, because iron was here to stay.

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Now just a little over eight months later, 
the Monitor was being towed to Beaufort,  

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North Carolina, when it sank during a 
storm off a Cape Hatteras on New Year's eve  

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of 1862. And 16 men went down with the ship. 
Now its location remained unknown until 1973,  

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when it was discovered by a team of 
scientists from Duke University Marine Lab.  

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And they were using this new technology called 
side scan sonar. Now to protect this important  

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part of our nation's history, the Monitor became 
our first national marine sanctuary in 1975.

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And since its discovery, scientists, 
researchers, and maritime archaeologists  

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have surveyed and documented the shipwreck and 
its surrounding area. And through the years many  

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different artifacts were recovered with each one 
giving us deeper understanding of the Monitor,  

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its crew, as well as learning more about the 
culture of 1862 and the Civil War. And in 2002,  

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the largest and most iconic piece of the Monitor, 
the turret, was raised. And inside the turret were  

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two Dahlgren guns and their carriages, 
along with numerous smaller artifacts.  

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Also inside the turret were the remains of two 
Monitor sailors that were recovered. And in 2013,  

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they were buried at Arlington National 
Cemetery. So since 1987, Monitor artifacts  

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have been conserved at The Mariners' 
Museum and Park in Newport News, Virginia.  

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They are our official visitor center and there 
you can see many of the artifacts, many still in  

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conservation, and learn more about the Monitor 
and the men who bravely served on it. Admission  

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is only $1, and we hope that you'll be in the area 
one day and you'll be able to stop by and see it.  

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Now although Monitor National Marine Sanctuary is 
only a mile in diameter, surrounding the Monitor  

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are hundreds of shipwrecks that dot the North 
Carolina coast from pre-colonial days to present  

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day. And so now it's time for another poll, 
so hopefully you're still with me. So which  

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one of these statements best defines maritime 
archaeology? The study of shipwrecks underwater.  

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The study of human interaction with seas, lakes, 
and rivers through the study of physical remains,  

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or the study of artifacts 
through conservation efforts.  

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Mark you want to start the poll? 
[Mark Losavio] All right, there we go.

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So which best defines maritime archaeology?

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All right, I'll give this one 20 more 
seconds since it seems like a lot of you  

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knew the answer immediately. [Shannon Ricles] 
Oh well that's good. [Mark Losavio] Yes a lot  

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of a lot of good answers here. Five 
more seconds, get your votes in.

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All right.

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So here are the results. We 
have 65% with option number two,  

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study of human interaction with 
underwater physical remains;  

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22% with option three, study of 
artifacts through conservation efforts;  

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and 12% with option one, the study of shipwrecks 
underwater. [Shannon Ricles] All right. Well,  

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it looks like the majority of you understand that 
it is the study of human interactions with the sea  

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through the physical remains. So yes, B is 
the best definition of maritime archaeology,  

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because it's not just the study of shipwrecks 
or artifacts, it is that study of the human  

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interaction with those physical remains whether 
they're in a sea or the lake or rivers. It's the  

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maritime cultural landscape. But no matter if 
archaeology is done on land or in the water,  

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the goal is the same, so that is to understand the 
past and to connect real people to everyday life  

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and to share their stories. Also whether on land 
or in the water, many of the tools techniques and  

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products are essentially the same. But underwater 
does require some different tools, such as scuba  

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diving, remotely operated vehicles, submersibles, 
and more. And so today, we'll be looking at all  

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of these and seeing how they are used by maritime 
archaeologists to discover and study shipwrecks.  

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So when did ships and sailing begin? Well, no one 
really knows the exact date when sailing began,  

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but it probably began the first time people 
saw water. From the earliest people, the sea  

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has captured our imaginations. Combined with our 
natural desire to explore and seek new adventures,  

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it's no doubt that a boat was created early in 
time. Now through the ages many factors, such as  

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the desire to trade, war, and need influenced the 
development of vessels. The first watercraft were  

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probably logs. Eeventually, logs were hallowed out 
into canoes. And when trees were not available,  

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other materials were used to build boats, such as 
animal skins and reeds. Early on vessels were very  

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simple, and like a lot of inventions, the creation 
of the sail was probably started as an accident.  

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Somebody probably held up a piece of cloth and 
noticed that the wind made a vessel move faster  

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and from there the idea of using a sail 
changed the world forever and how we travel.  

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But if the ships sail, then one thing that 
has been consistent through time as well is  

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ships do occasionally sink. But why do ships 
wreck? The answers are almost as numerous  

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as the number of shipwrecks. Some ships, are 
intentionally sunk to become artificial reefs.  

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Storms are another common reason. 
They can blow a ship off its anchorage  

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and into dangerous rocks. So they can 
cause it to break apart or take on water.  

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Other factors can be improper storage of cargo, 
piracy, mutiny, sabotage, fire, and even fog.  

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Another factor that has caused thousands of 
ships to sink through the ages is war. Many ships  

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were sunk from cannon fire, machine guns, depth 
charges, torpedoes, or by numerous other means.  

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Now globally in World War II alone, over 1,500 
merchant ships were sunk, along with hundreds  

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of Allied and Axis naval vessels. World War II 
especially played a role in the vast number of  

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shipwrecks off the North Carolina coast. So 
today as we explore maritime archaeology,  

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we're going to look at some of the World War II 
shipwrecks located there and learn how maritime  

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archaeologists are documenting and preserving 
them to ensure that we learn more about our  

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nation's history, our connections to the past, 
and also to honor the men who fought and died on  

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them. So let's step back in history to September 
3rd, 1939, when Britain declared war on Germany.  

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And that's when the Battle the Atlantic began. 
It was the longest and perhaps most bitterly  

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fought battle in World War II. Now the battle 
consisted of U-boats that roamed the seas  

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looking for Allied convoys that were transporting 
desperately needed military supplies and equipment  

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across the Atlantic to Great Britain, the Soviet 
Union, Africa, the Middle East, or wherever there  

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were Allied troops. The Battle of the Atlantic 
spanned the Atlantic Ocean, was mostly German  

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U-boats waging war against Allied merchant and 
naval ships. With the bombing of Pearl Harbor on  

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December 7th, 1941, the United States declared war 
on Japan the next day, marking the official entry  

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of the U.S. into World War II. And on December 
the 11th, Germany declared war on the U.S.  

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With the U.S. now in the war, it wasn't long 
before Germany began its attack off our shores.  

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In late December 1941, five submarines made 
their way across the Atlantic in what was known  

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as Operation Drumbeat. They were hugely successful 
off the New York and New Jersey coast. They met no  

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resistance. They sank a total of 23 ships. After 
their success, it wasn't long before U-boats began  

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patrolling all along the East Coast, and North 
Carolina became the strategic hotspot for U-boat  

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activity. So now it's time to see if everyone is 
still with me. So this poll asks "How many ships  

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sank off the North Carolina coast during World 
War II?" Was it 57, 78, 89, or 90. And Mark,  

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you want to launch the poll? [Mark Losavio] There 
we go. This is to me is a very hard question.  

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[Shannon Ricles] It is. [Mark Losavio] How many ships sank off 
the North Carolina coast during World War II?

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57, 78, 89, or 90?

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The votes are coming in a little slower this time,  

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and I think it's because people are thinking.
[Shannon Ricles] Okay.

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[Mark Losavio] I'll give this about 30 more seconds.

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It's okay if you give it your best guess. 
It's all right too. [Shannon Ricles] Oh yes.

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Fortunately we can't see who voted 
what and you don't get graded on this.

00:15:04.160 --> 00:15:10.480
 

00:15:10.480 --> 00:15:18.400
[Mark Losavio]  All right five more seconds. Get your last votes 
in before I close the poll. And there we go.

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All right. So it looks like 37% said 89; 30% said 
78; 22% said 90; and 10% said 57. 

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[Shannon Ricles] Okay, well the 22 percent had it right. It was 
90 ships total off the North Carolina coast  

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and most of those 90 ships sank in the first six 
months of the war with over 1,600 men lost. Now of  

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the ships that sank, there were 78 merchant ships, 
eight allied vessels, and four German U-boats. The  

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Germans sank so many ships in that area that it 
became known as Torpedo Junction or Torpedo Alley.  

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Today, these ships are historically significant 
not only to the people of North Carolina,  

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but to the entire nation, as they are vital to 
the understanding of World War II and our nation's  

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maritime history. So why was North Carolina 
such a hot spot for German U-boats to patrol?  

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There were several reasons. On this map, 
you can see the cold Labrador Current run  

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south along the North Carolina coast and the warm 
Gulf Stream runs north, and they meet right off  

00:16:24.240 --> 00:16:28.880
of Cape Hatteras. Now ships like to travel in 
currents as it's more fuel efficient and faster.  

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So whether a merchant ship was coming from the 
north or going from the south, it would pass Cape  

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Hatteras. And these shipping lanes were well known 
to Germans. Now another factor is the Continental  

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Shelf. Here in this map you see that the area 
just off North Carolina is where the shelf becomes  

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the narrowest along the East Coast. This gave 
U-boats the advantage of going deep to hide and  

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when they heard ship traffic, they would start 
towards the surface looking for their target.  

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Once they fired their torpedoes, they could then 
go back deep to try to escape the depth charges  

00:16:59.200 --> 00:17:03.600
that might be dropped. And the temperature 
in deep waters were also cooler, which was  

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significant in that sound travels better in cold 
water than warm and the cooler water also provided  

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a bit of comfort for the crew of the U-boats. So 
all along the North Carolina coast, ships sank  

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during World War II, and this map depicts the 
location of the known World War II shipwrecks.

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Now since 2008, Monitor National Marine
Sanctuary and our partners have worked  

00:17:26.080 --> 00:17:29.840
to document and survey this significant 
and historical collection of shipwrecks.  

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And today I want to tell you about a few of 
them, starting with the U.S. success stories.  

00:17:35.280 --> 00:17:39.440
But it's time for another poll and this is 
the last one I promise. What was the first  

00:17:39.440 --> 00:17:45.840
World War II German U-boat sunk off the 
North Carolina coast, and who sank it? Mark.

00:17:45.840 --> 00:17:54.000
[Mark Losavio] All right, here we go. So we have 
option one, U-701 sunk by the U.S. Army Air Force;  

00:17:54.000 --> 00:18:01.360
option two, the U-352 sunk by the U.S. Coast 
Guard, or option three, the U-85 sunk by the  

00:18:01.360 --> 00:18:07.680
U.S. Navy. What was the first German U-boat sunk 
off the North Carolina coast and who sank it?

00:18:10.640 --> 00:18:13.840
So I'll give this one about 20 more seconds.

00:18:13.840 --> 00:18:22.640
 

00:18:22.640 --> 00:18:28.720
[Shannon Ricles]  Did they know this answer? Are they answering 
quickly? [Mark Losavio] I guess. We'll see.  

00:18:30.320 --> 00:18:33.360
We'll give 10 more seconds for 
you guys to make your final pick.

00:18:37.360 --> 00:18:46.720
All right, last chance. Going over to the close 
button and there we go. Alright, so it actually  

00:18:46.720 --> 00:18:53.280
ended up being tied between options two and three, 
the U-352 sunk by the Coast Guard, and the U-85  

00:18:53.280 --> 00:19:00.480
sunk by the Navy, with 19% saying the U-701 
sunk with the Air Force. [Shannon Ricles] Okay.  

00:19:00.480 --> 00:19:11.120
Well, the U-85 was the correct choice. So the U-85 
was sunk by the USS Roper on April 14th of 1942.  

00:19:11.680 --> 00:19:17.040
U-85 was the first German U-boat sunk by the 
United States naval forces off the American  

00:19:17.040 --> 00:19:22.720
East Coast during World War II. But it began 
on April the 13th as U-85 sat in shallow water  

00:19:22.720 --> 00:19:28.240
off the Bodie Island Lighthouse waiting for 
targets. Earlier that day the USS Roper set  

00:19:28.240 --> 00:19:33.120
out from Norfolk on its way to Cape Hatteras for 
anti-submarine patrol. And just after midnight,  

00:19:33.120 --> 00:19:38.080
Roper was approaching the area of U-85 
when they detected a weak radar contact.  

00:19:38.080 --> 00:19:42.240
The crew of the Roper did not suspect 
much at first, but pursued the contact.  

00:19:43.520 --> 00:19:47.360
When U-85 realized they were being 
tracked, it was in very shallow water,  

00:19:47.360 --> 00:19:54.240
so the captain decided to try escape, escaping 
on the surface. However, the Roper was closing in  

00:19:54.240 --> 00:19:59.840
and the crew now suspected that they were pursuing 
a submarine. And their suspicions were confirmed  

00:19:59.840 --> 00:20:06.960
when the crew witnessed the track of a torpedo. 
I want to mute Mark. Narrowly missing them.

00:20:11.360 --> 00:20:16.160
As the gap between the vessels closed, it became 
a surface engagement and the crew of the Roper  

00:20:16.160 --> 00:20:20.720
manned their guns. But as German sailors also 
attempted to man their guns, they came under  

00:20:20.720 --> 00:20:26.400
heavy fire from the Roper. A well-aimed 3-inch 
shell breached the pressure hull just aft of the  

00:20:26.400 --> 00:20:32.560
conning tower. At some point the U-85's captain 
made the decision to scuttle and abandon the ship.  

00:20:32.560 --> 00:20:37.040
The crew of the Roper observed the U-boat sinking 
and watched as the crew jumped into the water  

00:20:37.040 --> 00:20:42.800
begging for rescue. However, Roper believed 
it had another sonar contact, which was likely  

00:20:42.800 --> 00:20:47.760
just the U-85 as it sank. But not wanting 
to take any chances, the Roper decided  

00:20:47.760 --> 00:20:53.280
against trying to rescue the U-85 crew. Instead 
the ship rode through the mass of sailors in the  

00:20:53.280 --> 00:20:59.440
water dropping an additional 11 death charges 
to ensure that the U-85 and any other boat,  

00:20:59.440 --> 00:21:04.480
possible U-boat, sank. Now the deployment of 
the depth charges killed the entire U-85 crew.  

00:21:05.840 --> 00:21:10.560
Roper then quickly left for fear of another 
boat in the area, but returned after daylight  

00:21:10.560 --> 00:21:16.320
and recovered the bodies of 29 sailors. Late that 
night, the German sailors were interred in Hampton  

00:21:16.320 --> 00:21:21.040
Roads, Virginia, and they were buried under the 
cover of darkness, so that they wouldn't alarm  

00:21:21.040 --> 00:21:25.840
people. Because they didn't want people to know 
that Germans were just off their shore. Today,

00:21:25.840 --> 00:21:29.840
if you go to the Hampton National Cemetery in 
Hampton, Virginia, you will see their gravestones.  

00:21:31.440 --> 00:21:37.760
Now the U-85 is a very rare type of boat one of 
only 24 built and was the only Type VIIB U-boat  

00:21:37.760 --> 00:21:43.920
lost off the U.S. East Coast during the war. The 
site now rests in approximately 100 to 110 feet  

00:21:43.920 --> 00:21:51.040
of water about 14 miles east of Oregon Inlet. 
The picture above is a photomosaic of the U-85  

00:21:51.680 --> 00:21:56.880
created by maritime archaeologists by taking 
hundreds of images and stitching them together  

00:21:56.880 --> 00:22:02.400
with a computer program. And below is a 3D image 
created by taking thousands of high resolution  

00:22:02.400 --> 00:22:08.880
images and using a program called photogrammetry. 
You can find this and many other 3D images of our  

00:22:08.880 --> 00:22:12.480
on our Sketchfab site. And Mark's going 
to drop that link into the chat box.

00:22:14.560 --> 00:22:20.400
Now the second victory was on May 9th when the 
U.S. Coast Guard Cutter Icarus sank the U-352.  

00:22:20.400 --> 00:22:25.120
This marked the first U-boat sunk by the U.S. 
Coast Guard off the American East Coast, and the  

00:22:25.120 --> 00:22:30.800
top image is another photomosaic. And below is 
one of our maritime archaeologists surveying and  

00:22:30.800 --> 00:22:37.200
measuring and documenting the U-352. And here you 
can see one of the divers using a high resolution  

00:22:37.200 --> 00:22:43.040
camera to capture detailed documentation of the 
shipwreck. But back to the story. Now U-352's  

00:22:43.040 --> 00:22:48.000
Captain Rathke spotted Icarus on anti-submarine 
patrol off of Cape Lookout, North Carolina.

00:22:48.640 --> 00:22:54.320
U-352 closed in for an attack. However, just 
before Rathke could fire his torpedoes, Icarus  

00:22:54.320 --> 00:22:59.840
got a sonar contact. Rathke fired at Icarus, but 
the torpedo either malfunctioned or had hit the  

00:22:59.840 --> 00:23:06.240
sea bottom. Five death charges were dropped and 
damaged the U-352 so badly that the U-boat decided  

00:23:06.240 --> 00:23:11.520
to play dead and lay still on the bottom hoping 
to go unnoticed. The Icarus began dropping more  

00:23:11.520 --> 00:23:18.800
depth charges systematically and eventually forced 
the U-352 to the surface. As the 352 prepared to  

00:23:18.800 --> 00:23:24.000
scuttle the ship, several began emerging from the 
conning tower preparing to jump overboard. Fearing  

00:23:24.000 --> 00:23:28.240
that they may attempt to man their deck guns, 
Icarus began delivering heavy machine gun fire,  

00:23:28.240 --> 00:23:33.920
which resulted in the death of several crew aboard 
the U-boat. As the U-boat sank, the majority of  

00:23:33.920 --> 00:23:39.600
the crew were able to escape. Icarus left the area 
for approximately an hour to await instructions  

00:23:39.600 --> 00:23:45.680
on how to proceed. They then returned to the site 
and collected 33 survivors, but one of those died  

00:23:45.680 --> 00:23:51.200
aboard the Icarus. Now the survivors were taken 
to Charleston, South Carolina, for interrogation.  

00:23:52.000 --> 00:23:56.160
They remained in various prisoner of war camps 
for the duration of the war, and they often  

00:23:56.160 --> 00:24:02.400
intermingled with survivors from the U-701. Here 
is a photo of Captain Rathke second on from the  

00:24:02.400 --> 00:24:06.720
left and one of his junior officers. And as 
you can see Rathke doesn't look very happy.

00:24:09.040 --> 00:24:14.880
Now another victory for the U.S. was on July 7, 
1942, when a U.S. Army Air Force bomber sank the  

00:24:14.880 --> 00:24:22.320
U-701. U-701's Captain Horst Degen was one of the 
most successful U-boat captains of the day. And  

00:24:22.320 --> 00:24:29.920
on May 20th, 1942, U-701 embarked on its third war 
patrol, which would be by far its most successful,  

00:24:29.920 --> 00:24:35.680
but also its last. Now this patrol was in 
conjunction with seven other U-boats dubbed  

00:24:35.680 --> 00:24:41.920
group Hecht. Five of the Hecht boats, including 
the U-701, were diverted for special missions,  

00:24:41.920 --> 00:24:47.760
representing possibly the most aggressive 
coordinated movement, or U-boat assault, on the  

00:24:47.760 --> 00:24:54.560
United States of the entire war. Three boats were 
assigned to mining different ports along the East  

00:24:54.560 --> 00:25:00.560
Coast. They were Delaware Bay, Boston Harbor and 
the Chesapeake Bay. Meanwhile, two other U-boats  

00:25:00.560 --> 00:25:06.080
were to land agents on U.S. soil in Long Island 
and North Florida. And once they completed their  

00:25:06.080 --> 00:25:13.840
mission, all the U-boats were to converge on the 
Cape Hatteras area. On June 12, 1942, U-701 laid  

00:25:13.840 --> 00:25:19.920
15 mines in the Chesapeake Bay in just 30 minutes, 
depositing all of its mines in 36 feet of water  

00:25:19.920 --> 00:25:25.280
directly in the shipping channel. This minefield 
was very productive sinking two ships and severely  

00:25:25.280 --> 00:25:31.360
damaging three more. Now U-701 was the only boat 
in the Hecht group that achieved its goal. And it  

00:25:31.360 --> 00:25:36.320
was the only mining operation with appreciable 
success in U.S. waters during the entire war.  

00:25:37.520 --> 00:25:42.000
U-701 went on to damage and then sink 
the SS William Rockefeller and the U.S.  

00:25:42.000 --> 00:25:49.200
Navy YP-389 patrol boat. But then on July 7th, 
U-701 was patrolling on the surface when it  

00:25:49.200 --> 00:25:54.240
was spotted by an Army Air Force plane piloted 
by Lieutenant Harry Kane out of Cherry Point,  

00:25:54.240 --> 00:26:00.560
North Carolina. Now Lieutenant Kane accurately 
dropped three depth charges on U-701.  

00:26:01.200 --> 00:26:05.920
And the damage was such that U-701 could 
not blow the ballast tanks and surface.  

00:26:05.920 --> 00:26:10.160
Therefore, survivors most likely had bailed 
out when it was already sitting on the bottom.  

00:26:10.960 --> 00:26:15.440
Two separate groups of survivors reached the 
surface. All but seven of the crew escaped  

00:26:15.440 --> 00:26:22.400
the boat. In this sonar image of the U-701, you 
can see that the ship is mostly intact. Now Kane  

00:26:22.400 --> 00:26:27.200
was not able to offer assistance in his plane, 
except to radio a position and drop a smoke flare.  

00:26:27.760 --> 00:26:33.840
The remaining crew of 36 drifted with the Gulf 
Stream for 49 hours. And during that time all but  

00:26:33.840 --> 00:26:41.040
seven of the crew drowned. On July 10, 1942, the 
Navy Blimp K-8 located the survivors and called in  

00:26:41.040 --> 00:26:46.160
a Coast Guard seaplane, which landed and recovered 
the seven crew members, including Captain Degen.  

00:26:47.760 --> 00:26:54.000
Lieutenant Kane felt bad that he was unable to 
do more for the crew of the U-701, so after a  

00:26:54.000 --> 00:26:58.080
few days, he met with Captain Degen and told him 
that he was sorry that he couldn't have done more  

00:26:58.080 --> 00:27:03.440
to help. Kane said that Degen looked him in the 
eye and said 'don't be sorry, you did your job,  

00:27:03.440 --> 00:27:08.240
good job'. And after the war, the two men stayed 
in contact with each other and became lifelong  

00:27:08.240 --> 00:27:14.320
friends. The crew of the U-701 became prisoners 
of war and remained in various prison camps in  

00:27:14.320 --> 00:27:19.520
the United States until the end of the war. Now 
although these were great successes for the U.S.,  

00:27:19.520 --> 00:27:27.120
unfortunately 78 merchant ships and eight Allied 
vessels sank. We have documented over 46 of them,  

00:27:27.120 --> 00:27:31.680
and I don't have time to show them all to you 
but if you want to see more you can visit our  

00:27:31.680 --> 00:27:36.160
shipwreck webpage and Mark's going to put 
that link in the chat box for you as well.  

00:27:36.160 --> 00:27:47.840
So here, I'm just going to show you a few of the 
ships that went down off the North Carolina coast.

00:28:14.640 --> 00:28:18.560
Now one of the eight Allied vessels 
that sank off the North Carolina coast  

00:28:18.560 --> 00:28:21.360
was the British patrol boat HMT Bedfordshire.  

00:28:22.480 --> 00:28:27.120
After Pearl Harbor, the Bedfordshire, along with 
23 other British vessels, were notified that they  

00:28:27.120 --> 00:28:33.440
would be transferring to service in the U.S. 
waters. And on May 7, 1942, HMT Bedfordshire  

00:28:33.440 --> 00:28:38.960
made its last refill stop in Morehead City, North 
Carolina and returned to patrol duty on May 10th.  

00:28:40.000 --> 00:28:44.880
Meanwhile, U-558 was patrolling the waters off 
Cape Lookout, North Carolina on its way down  

00:28:44.880 --> 00:28:50.960
to the Gulf of Mexico. In the early hours of 
May 12th, U-558 spotted the Bedfordshire and  

00:28:50.960 --> 00:28:55.280
fired two torpedoes. They both missed and 
went unnoticed by the Bedfordshire crew.  

00:28:56.160 --> 00:29:02.320
U-558 repositioned and fired a third torpedo 
that hit its mark. A massive explosion nearly  

00:29:02.320 --> 00:29:07.280
lifted the small vessel out of the water and the 
ship sank immediately. The destruction of the  

00:29:07.280 --> 00:29:13.200
Bedfordshire was so abrupt and complete that no 
distress signal was sent. Of the 37 crew members,  

00:29:13.200 --> 00:29:18.000
there was not one single survivor. For 
several days the Navy was not even aware  

00:29:18.000 --> 00:29:23.440
of the Bedfordshire's loss since there were no 
witnesses, radio signal, or survivors. The first  

00:29:23.440 --> 00:29:28.240
indication came when crew members began washing 
up on the beaches along the North Carolina coast.  

00:29:29.840 --> 00:29:35.440
Today, there are four Bedfordshire sailors buried 
on Ocracoke Island. It's tucked away from the  

00:29:35.440 --> 00:29:41.120
main road and it sits amid historic homes. A 
British naval flag flies over a plot of land,  

00:29:41.120 --> 00:29:44.480
which is leased to the British government 
so long as the sailors rest there.  

00:29:45.040 --> 00:29:48.800
This small British cemetery is 
maintained by the U.S. Coast Guard  

00:29:48.800 --> 00:29:52.320
and there is a fifth sailor buried at the 
Cape Hatteras Lighthouse and maintained  

00:29:52.320 --> 00:29:56.400
by the National Park Service. He is buried 
next to the sailor from the merchant ship  

00:29:56.400 --> 00:30:02.320
San Delfino. Now both of these cemeteries stand 
as memorials to a dark time in world war history.  

00:30:03.360 --> 00:30:09.040
The sailors rest in honor on foreign soil, a 
testament to their bravery and sacrifice defending  

00:30:09.040 --> 00:30:16.000
their Allies. And each May, before Covid, a 
ceremony is held at the cemetery in their honor.  

00:30:17.760 --> 00:30:21.840
Now if you remember at the beginning I said there 
were four German U-boats that sank off the coast  

00:30:21.840 --> 00:30:28.880
of North Carolina. The fourth was the U-576. Now 
unlike the other three, its location was unknown. 

00:30:28.880 --> 00:30:33.440
So another part of our maritime heritage 
program is to search for historic shipwrecks.  

00:30:33.440 --> 00:30:39.680
In 2008, Monitor, along with our partners, began 
documenting the three German U-boats and searching  

00:30:39.680 --> 00:30:45.360
for the U-576. Now maritime archaeologists 
thought that if its final resting place was  

00:30:45.360 --> 00:30:50.640
found, it would give us the location of the 
only naval battlefield off the East Coast,  

00:30:50.640 --> 00:31:00.560
where U-576 met its end when it encountered 
Convoy KS-520. By May of 1942, the U.S. had  

00:31:00.560 --> 00:31:05.440
begun to operate in convoys, which was helping to 
turn the tide against all of the U-boat attacks.  

00:31:05.440 --> 00:31:12.080
So on July 14th, Convoy KS-520 set sail out of 
Norfolk, Virginia, heading for Key West, Florida.  

00:31:12.080 --> 00:31:17.200
There were 19 merchant ships being escorted by 
Escort Group Easy, which included two Navy ships,  

00:31:17.200 --> 00:31:20.720
two Coast Guard cutters, and a naval 
vessel that was formerly a British ship.  

00:31:21.920 --> 00:31:28.160
However, the very next afternoon on July 15th, 
U-576 attacked the convoy off of Ocracoke,  

00:31:28.160 --> 00:31:32.960
North Carolina, and three ships were hit in 
less than four minutes. Two torpedoes struck  

00:31:32.960 --> 00:31:38.880
the merchant ship Chilore, and the JA Mowinckle 
and Bluefields were each hit by a torpedo.  

00:31:39.680 --> 00:31:43.840
Now the Bluefields sank in just minutes, 
while the others remained afloat.  

00:31:43.840 --> 00:31:48.560
The armed guard crew aboard the merchant 
ship Unicoi fired and hit the U-576,  

00:31:48.560 --> 00:31:54.080
while two U.S. Navy Kingfisher aircraft dropped 
a series of depth charges directly on the U-boat,  

00:31:54.080 --> 00:31:59.680
resulting in an immediate sinking. The final 
resting place of the Bluefields and the U-576  

00:31:59.680 --> 00:32:04.560
remained unknown. So long before the 
expedition, maritime archaeologists began  

00:32:04.560 --> 00:32:09.200
to research primary and secondary source 
documents to try to narrow a search area.  

00:32:09.200 --> 00:32:15.760
Then in 2008, with a search area defined, NOAA 
and partners began to image the ocean floor using  

00:32:15.760 --> 00:32:21.040
several tools. Multi-beam and side-scan sonar 
helped to locate the various anomalies that became  

00:32:21.040 --> 00:32:27.920
targets of interest. In 2009, after reviewing the 
sonar images, maritime archaeologists thought that  

00:32:27.920 --> 00:32:34.560
one of the targets of interest might just be the 
site of the U.S. Navy YP-389. If you remember,  

00:32:34.560 --> 00:32:40.560
I told you that was one of the ships that was 
sunk by the U-701. So to confirm that it was the  

00:32:40.560 --> 00:32:46.800
YP-389, they surveyed the site using a remotely 
operated vehicle. The ROV was equipped with  

00:32:46.800 --> 00:32:52.080
cameras to take still pictures and video, which is 
just another tool used by maritime archaeologists.  

00:32:53.360 --> 00:32:58.240
And maritime archaeologists actually created this 
photomosaic from the video and images captured  

00:32:58.240 --> 00:33:02.800
by the ROV. Then after doing more research 
and conferring with the U.S. Navy, it was  

00:33:02.800 --> 00:33:08.480
decided that it was indeed the YP-389. Now these 
structures at the stern of the ship helped them to  

00:33:08.480 --> 00:33:14.320
identify the vessel, because as you can see here 
in this image of the YP-389, it was a fishing  

00:33:14.320 --> 00:33:19.600
trawler Cohasset prior to his conversion as a yard 
patrol boat. And you can see the same structures.

00:33:21.680 --> 00:33:26.160
Now maritime archaeologists continued to 
document and survey the seabed off the North Carolina

00:33:26.160 --> 00:33:31.760
coast. There were many anomalies noted, 
but were they rocks, a ledge, or a shipwreck?  

00:33:32.320 --> 00:33:37.680
Archaeologists identified 47 priority targets 
that they wanted to take a closer look at,  

00:33:37.680 --> 00:33:43.440
and over the next several years, the targets would 
be documented with higher resolution sonar images.  

00:33:44.800 --> 00:33:50.880
Then in 2014, these sonar images identified 
the final resting place of the U-576 and the  

00:33:50.880 --> 00:33:57.760
Bluefields. The two ships lie in about 700 feet 
of water and just 240 yards apart from each other.  

00:33:58.720 --> 00:34:01.040
And here you can see them 
in a little better detail.

00:34:03.840 --> 00:34:08.080
In 2016, NOAA's Monitor National Marine 
Sanctuary and a host of partners collaborated  

00:34:08.080 --> 00:34:13.040
with Project Baseline to use two, two-person 
submersibles to dive down to the wreck site  

00:34:13.040 --> 00:34:18.880
to take the first look. And there they go. 
The man in the submersible in the bottom  

00:34:18.880 --> 00:34:23.360
image is actually Joe Hoyt, who was 
a maritime archaeologist at our site.  

00:34:23.360 --> 00:34:29.440
And he had been leading the efforts to search 
for the U-576, so he got to make the first dive.  

00:34:30.960 --> 00:34:35.120
And this is the first look at the 
U-576 sitting at about 700 feet.  

00:34:35.680 --> 00:34:39.200
Joe said that the U-boat was in perfect 
condition other than the decking had  

00:34:39.200 --> 00:34:44.960
deteriorated. There was some speculation as to 
whether or not the crew tried to abandon the ship  

00:34:44.960 --> 00:34:49.520
as it was sinking, but Joe said that after 
a complete survey of the ship, none of the  

00:34:49.520 --> 00:34:56.880
hatches were open. So all of the U-576 crew are 
entombed in the ship. And this is the Bluefields.

00:34:59.920 --> 00:35:05.120
So during the 2016 expedition, let me see 
if I can get this to work. Nope. Sorry.

00:35:08.080 --> 00:35:15.280
It's not going to work. Okay. During the 2016 
expedition, a laser scan was completed of the  

00:35:15.280 --> 00:35:21.200
U-576. And this is a supposed to be a flyby video, 
but it's not working. Now Mark's going to drop the  

00:35:21.200 --> 00:35:25.920
link to the expedition page where you can watch 
this video and you can find other media products  

00:35:25.920 --> 00:35:33.040
of the expedition. And I apologize that it doesn't 
work. Now as of course as I said earlier, maritime  

00:35:33.040 --> 00:35:37.200
archaeology is the study of human interaction 
with the sea, lakes, and rivers through the  

00:35:37.200 --> 00:35:42.320
study of those physical remains. So in all that 
we do, we want to connect people to the past  

00:35:42.320 --> 00:35:46.880
and tell the stories of the ships and men who 
worked, fought, and died off these shores.  

00:35:47.600 --> 00:35:54.720
This is Louis Segal, a spry 92-year old veteran in 
2016 and a former World War II merchant mariner.  

00:35:55.520 --> 00:36:00.480
Now Mr. Segal was invited to come on the mission 
with us, and he flew from San Diego to join the  

00:36:00.480 --> 00:36:05.520
crew on board the ship. He was interviewed by many 
different news outlets, and he loved to tell his  

00:36:05.520 --> 00:36:09.920
stories. When asked how he joined the Merchant 
Marines, he said that when he was only 18, he  

00:36:09.920 --> 00:36:13.840
wanted to join the Navy to see the world. But the 
Navy wouldn't take him because he was too skinny.  

00:36:14.400 --> 00:36:18.240
So he went to work for a while and tried to 
gain some weight. Then he learned about the U.S.  

00:36:18.240 --> 00:36:24.960
Merchant Marines. He thought that before he went 
down to sign up, he would eat seven bananas  

00:36:24.960 --> 00:36:29.840
just to make sure he would weigh enough. Now while 
in the Merchant Marine Academy, he sailed down the  

00:36:29.840 --> 00:36:34.800
coast of North Carolina, and was very aware of 
the U-boat attacks. I asked him if he was scared,  

00:36:34.800 --> 00:36:40.400
and he said, "Nope, at that age I was 10-foot tall 
and bulletproof." Now after he graduated from the  

00:36:40.400 --> 00:36:45.040
academy, he was offered a commission in the U.S. 
Navy. He took it, and he served for 12 years  

00:36:45.040 --> 00:36:51.440
through the rest of World War II and the Korean 
War. I took Mr. Segal to the British Cemetery  

00:36:51.440 --> 00:36:56.320
on Ocracoke Island, and it was very emotional 
for him and for me. He took his time and when  

00:36:56.320 --> 00:37:01.360
he tried to speak, he choked on his emotions. 
Now as I said Mr. Segal loved to tell stories,  

00:37:01.360 --> 00:37:06.720
and over the three days I was with him, I think 
I heard them all. He told me that after the war,  

00:37:06.720 --> 00:37:10.880
while still in the Navy, he was stationed in 
Italy and he had been given the assignment  

00:37:10.880 --> 00:37:17.200
of escorting Elizabeth Taylor and another actress 
for the summer. He said that unfortunately for him  

00:37:17.200 --> 00:37:22.080
Ms. Taylor was newly married. He told me of 
their adventures together, and then said,  

00:37:22.080 --> 00:37:26.160
"I know you don't believe me, but when I get 
home I'll send you a picture." And he did.

00:37:29.280 --> 00:37:33.760
Now with over 45 years of success in 
protecting and preserving the USS Monitor,  

00:37:33.760 --> 00:37:38.320
we continue to work with our partners, such as 
the North Carolina Office of State Archaeology  

00:37:38.320 --> 00:37:41.520
to help share this important World 
War II history with the nation.  

00:37:42.640 --> 00:37:46.960
NOAA and our partners also continue 
to document and search for shipwrecks,  

00:37:46.960 --> 00:37:51.200
historic shipwrecks, while educating people 
about this important history off North  

00:37:51.200 --> 00:37:56.800
Carolina's coast. Our efforts are all to honor 
the World War II veterans and merchant seamen.

00:37:58.960 --> 00:38:04.320
So I hope that this overview gave you just a 
glimpse into the world of a maritime archaeologist  

00:38:04.320 --> 00:38:08.960
and what our office does. And because we feel 
this history is so important to be shared  

00:38:08.960 --> 00:38:14.320
with students, teachers, and anyone interested in 
maritime heritage, we have a suite of educational  

00:38:14.320 --> 00:38:19.440
materials and products that cover a variety of 
topics, including STEM. You can visit our website  

00:38:19.440 --> 00:38:25.840
at monitor.noaa.gov and check them out. And on 
our home page, just click the learn tab, and  

00:38:25.840 --> 00:38:29.600
then click on the box that says "For Teachers." 
And there, you will find all that we offer.  

00:38:31.200 --> 00:38:35.520
And if you scroll down the page to the subheading 
"Shipwrecks and STEM," you'll find the maritime  

00:38:35.520 --> 00:38:42.400
heritage guide that I'm going to preview for 
you. So in this guide, there are 22 standalone  

00:38:42.400 --> 00:38:47.120
activities. Each one can be done by itself or they 
can be combined as two or more to create a unit.  

00:38:48.400 --> 00:38:51.600
And in the guide, we give you an overview 
of the curriculum, the objectives,  

00:38:51.600 --> 00:38:56.400
a suggested implementation strategy. We also 
list the standards covered in the guide,  

00:38:56.400 --> 00:39:00.880
along with a list of vocabulary words and 
additional resources for further investigation.  

00:39:01.840 --> 00:39:06.320
And here is a list of the activities and I'm 
going to briefly go through each one of them.

00:39:08.880 --> 00:39:13.840
But before we do, I want to let you know that 
each activity does stand alone. Now in the sidebar  

00:39:15.600 --> 00:39:20.480
at the beginning of each activity, there is a 
suggested grade level, but many of these can be  

00:39:20.480 --> 00:39:26.320
adjusted up or down. There's also a suggested time 
frame, a materials list, a brief activity summary,  

00:39:26.320 --> 00:39:32.000
learning objectives. You'll also find a list of 
key activity words and the national standards that  

00:39:32.000 --> 00:39:36.560
cover that activity. And for those of you that 
are just interested in shipwrecks, we also give  

00:39:36.560 --> 00:39:43.680
a lot of background information that might be of 
interest to you to read. As you continue, you have  

00:39:43.680 --> 00:39:48.800
that background information to help familiarize 
yourself with the topic, suggested teacher  

00:39:48.800 --> 00:39:53.280
prep and implementation, along with possible 
extensions, and again we give you the definitions  

00:39:53.280 --> 00:39:59.840
to those key vocabulary words. In each activity, 
you'll find any specific links you may need and  

00:39:59.840 --> 00:40:05.280
also a host of general links covering the topics, 
along with books and videos, if they're available.

00:40:07.440 --> 00:40:10.320
So let's get started. So in

00:40:14.080 --> 00:40:17.520
The first section in all of our 
guides is an introduction to NOAA.  

00:40:18.640 --> 00:40:22.640
In these activities, students can do a 
virtual scavenger hunt to learn about NOAA,  

00:40:22.640 --> 00:40:27.600
Monitor National Marine Sanctuary, and the 
Maritime Heritage Program. The next section  

00:40:27.600 --> 00:40:33.840
is to help students understand how ships connect 
us to our past. In Sailing through the Ages,  

00:40:33.840 --> 00:40:38.720
students conduct research to explore changes in 
boats and ships as they answer an overarching  

00:40:38.720 --> 00:40:44.640
question of 'how did sailing vessels change over 
time?' Students can create an interactive timeline  

00:40:44.640 --> 00:40:49.760
using programs, such as Livebinder, Animoto, 
WallWisher, or they can create a paper timeline  

00:40:49.760 --> 00:40:55.280
as well. They'll use a KWL chart and we provide 
a rubric for scoring, if you want to use it.  

00:40:56.880 --> 00:41:01.440
In Abandoned Ships, students introduce the various 
reasons ships sink. They use primary, secondary,  

00:41:01.440 --> 00:41:06.720
and tertiary sources to research a ship of their 
choice, or the teacher's choice. They interpret  

00:41:06.720 --> 00:41:11.600
the resources to create a news article, a news 
video, a podcast, or they can create Tweets and  

00:41:11.600 --> 00:41:16.080
Facebook posts. Then they'll share these with the 
class, so that everyone can learn more about the  

00:41:16.080 --> 00:41:22.240
reasons why ships sink. Now Past Connections 
guides students to learn how artifacts offer  

00:41:22.240 --> 00:41:27.680
historical information of the past. Shipwrecks 
are like time capsules. The minute the ship sinks,  

00:41:27.680 --> 00:41:32.960
it's frozen in time. Although it can degrade 
over time, a shipwreck always offers a new  

00:41:33.760 --> 00:41:38.480
fresh perspective on history, and it becomes 
a classroom offering a vast array of knowledge  

00:41:40.080 --> 00:41:45.360
and beauty, and tells us about our maritime 
history. So in this activity, students research  

00:41:45.360 --> 00:41:51.280
shipwrecks from the Bronze Age, Classical and 
Hellenistic Periods, and the Benzene Period.  

00:41:51.280 --> 00:41:55.840
They will take what they learn and create 
a short story about a fictitious shipwreck,  

00:41:55.840 --> 00:42:01.200
its passengers, cargo, and route, and create an 
underwater archaeological site for exploration  

00:42:01.200 --> 00:42:07.520
and excavation. In section C of the guide, the 
students begin to explore the discipline of  

00:42:07.520 --> 00:42:13.920
maritime archaeology. They learn that underwater, 
maritime, or nautical archaeology are all terms to  

00:42:13.920 --> 00:42:21.040
describe archaeology conducted underwater. 
However, although terrestrial archaeology  

00:42:21.040 --> 00:42:26.400
has been around for a long time, maritime 
archaeology is actually a very new discipline.  

00:42:26.400 --> 00:42:31.680
So in this activity, students compare and contrast 
the two, and they research maritime archaeology.  

00:42:31.680 --> 00:42:37.280
And after their research, they choose 10 major 
events in the development of maritime archaeology  

00:42:37.280 --> 00:42:43.040
and create a timeline, using either paper or 
an interactive timeline creation tool, which  

00:42:43.040 --> 00:42:48.080
you can find many of them online for free. Also 
in the guide, we give the students two pages of  

00:42:48.080 --> 00:42:55.200
background information, a KWL chart and a scoring 
rubric. So who is who in maritime archaeology?  

00:42:55.920 --> 00:43:00.160
With much of human history lying beneath the 
water, it is no wonder that scientists developed  

00:43:00.160 --> 00:43:06.640
a way to study it. However, until the 1960s, most 
shipwrecks were inaccessible to archaeologists.  

00:43:06.640 --> 00:43:12.000
That is until scuba diving was invented. And 
although many people became scuba divers,  

00:43:12.000 --> 00:43:16.800
they were not trained to conduct archaeological 
research. So in this activity, students learn  

00:43:16.800 --> 00:43:22.000
how underwater archaeology came to be and who 
were and are the most important players in  

00:43:22.000 --> 00:43:27.040
developing the discipline. From a list of maritime 
archaeologists, students choose one to research.  

00:43:27.040 --> 00:43:34.160
They create journal entries, and they write 
a bio-historical poem, and an acrostic poem.  

00:43:34.160 --> 00:43:38.480
They use a storyboard to outline what they want 
to tell about their person. And then they create  

00:43:38.480 --> 00:43:45.760
a digital story or multimedia presentation. 
Using media tools, they will present their  

00:43:45.760 --> 00:43:52.400
presentation and present it to the class. We give 
you an example of a storyboard here for up to 16  

00:43:52.400 --> 00:43:57.040
slides. You can produce it for more. And a scoring 
rubric for the project, if you want to use it.  

00:43:58.080 --> 00:44:01.920
Now section D is going to take the students 
through a variety of tools that we've been  

00:44:01.920 --> 00:44:07.520
talking about that maritime archaeologists use. 
It's divided into six parts, and each activity  

00:44:07.520 --> 00:44:13.440
dives a little deeper into maritime archaeology 
and how it works. So in activity A, in Plotting  

00:44:13.440 --> 00:44:18.080
the Course, students simulate the first stage 
of searching for a lost shipwreck, which I've  

00:44:18.080 --> 00:44:22.960
mentioned is conducting research. Now research is 
very important for a variety of reasons. First,  

00:44:22.960 --> 00:44:27.120
you need to learn more about the ship itself 
or the cargo it carried or maybe the weapons  

00:44:27.120 --> 00:44:32.320
that it used. But when maritime archaeologists are 
searching for a shipwreck, without research, it can  

00:44:32.320 --> 00:44:36.800
be like searching for a needle in a haystack. 
Research helps to narrow the search area.  

00:44:38.240 --> 00:44:43.280
So in this activity they learn about the Battle 
of the Atlantic, the U-576, and the convoy that  

00:44:43.280 --> 00:44:50.000
it encountered on July 15 of 1942. Students 
use primary, secondary, and tertiary resources  

00:44:50.000 --> 00:44:54.480
to narrow that search area. They also use 
a coordinate grid to plot a list of sunken  

00:44:54.480 --> 00:44:59.760
German U- boats along the East Coast and in the 
Caribbean. They continue to read more about the  

00:44:59.760 --> 00:45:05.040
Convoy 520 and the U-576, looking for additional 
clues to help them narrow the search area.  

00:45:05.680 --> 00:45:11.280
Now this is an actual thesis paper of a maritime 
archaeology student at East Carolina University,  

00:45:11.280 --> 00:45:15.680
so you might want to just read through it yourself 
first and make sure it's appropriate for your  

00:45:15.680 --> 00:45:19.920
students reading level. And you may want to 
define any terminology you think necessary.  

00:45:21.440 --> 00:45:26.160
And lastly, students use the map and draw 
what they think is the final search area.  

00:45:28.000 --> 00:45:33.040
With Sonar Imaging, students learn how the USS Monitor 
was discovered with side scan sonar, which  

00:45:33.040 --> 00:45:38.560
was a new technology in 1973. And they simulate 
mapping an ocean floor to better understand how  

00:45:38.560 --> 00:45:45.200
sonar works. To do this, you create a fictitious 
ocean floor using a shoe box, a plastic tub,  

00:45:45.200 --> 00:45:49.360
copy box, or whatever works for you. You 
can create the ocean floor with clay,  

00:45:49.360 --> 00:45:53.840
foam, or plaster of Paris, and then 
place some small items in the box.  

00:45:53.840 --> 00:45:58.400
You want to have several items that show 
relief, that are up higher than the others.  

00:45:58.400 --> 00:46:04.080
And on the lid, holes are measured and punched 
in rows and columns to create a grid system.  

00:46:04.080 --> 00:46:08.880
Then students use dowels marked as sounding 
poles to carefully explore their ocean floor.  

00:46:10.000 --> 00:46:14.400
They record their depth finding on their 
chart to create a topographic map and again  

00:46:14.400 --> 00:46:19.520
to create a profile graph of the ocean floor. 
And finally, they explore actual sonar images.  

00:46:21.520 --> 00:46:26.480
In Roving Along, students explore many of the 
robotic tools used by maritime archaeologists.  

00:46:26.480 --> 00:46:32.160
They'll learn about ROVs, towfish, autonomous 
underwater vehicles, which are also AUVs,  

00:46:32.160 --> 00:46:38.000
and submersibles, like the ones we used for the 
exploration of the U-576. They learn how an ROV  

00:46:38.000 --> 00:46:43.840
helped to identify the YP-389. They compare the 
original image of the ship to the photomosaic,  

00:46:43.840 --> 00:46:49.200
confirming its identity. Then to better understand 
why these underwater vehicles are needed,  

00:46:49.200 --> 00:46:55.440
they learn how pressure is created on a diver's 
body and lungs. And how it increases with depth,  

00:46:55.440 --> 00:46:59.680
thus making it impossible to dive to 
the deeper depths of many shipwrecks.  

00:47:01.680 --> 00:47:07.440
This activity challenges students to use the 
format of modern social media to create a complete  

00:47:07.440 --> 00:47:12.640
history of an important figure in scuba diving, 
while learning about the development of modern  

00:47:12.640 --> 00:47:18.640
day scuba diving. Remember, I said it wasn't 
invented until the 1960s. Now in small groups,  

00:47:18.640 --> 00:47:23.440
students research one of the people who led the 
way in scuba diving. They use what they learn  

00:47:23.440 --> 00:47:28.560
to determine significant events in that person's 
life, and other pertinent information, to develop  

00:47:28.560 --> 00:47:34.080
a fact sheet. Then individually or as a group they 
create a social media profile for their person.  

00:47:34.080 --> 00:47:38.240
You can have students use the templates given in 
the guide or there are websites out there that  

00:47:38.240 --> 00:47:44.720
you can use, such as Fakebook. Now magnetometers 
are widely used in geophysical surveys to detect  

00:47:44.720 --> 00:47:49.440
various types of magnetic anomalies. So in 
this activity to help students understand how  

00:47:49.440 --> 00:47:54.640
magnetometers work, they observe a magnetic 
field and they make a simple magnetometer.  

00:47:56.320 --> 00:48:00.640
And in this last activity in the tools section, 
students can virtually explore a variety of  

00:48:00.640 --> 00:48:04.320
NOAA vessels and learn about exciting 
careers as a NOAA Commissioned Officer.  

00:48:05.120 --> 00:48:10.720
NOAA Corps is a uniform branch of service with all 
the ranks and privileges of a U.S. Navy officer.  

00:48:10.720 --> 00:48:15.600
But it differs in that you must already have 
a degree in math or science before you apply.  

00:48:15.600 --> 00:48:21.360
If accepted, you go to NOAA Corps training. When 
you finish, you are a NOAA Corps officer. And  

00:48:21.360 --> 00:48:28.240
Mark will drop a link in the chat box if you'd 
like to learn more. In section E, students learn  

00:48:28.240 --> 00:48:34.320
how maritime archaeologists document shipwrecks. 
To aid in identifying and documenting shipwrecks,  

00:48:34.320 --> 00:48:37.600
it's kind of helpful to know the parts of 
the ship and some nautical terminology. So  

00:48:37.600 --> 00:48:42.880
in this activity, students can learn the basic 
parts and learn the origin of nautical terms,  

00:48:42.880 --> 00:48:48.960
such as scuttlebutt, holy stone, the devil to pay, 
and many more. Today during this presentation, you  

00:48:48.960 --> 00:48:54.560
have seen several photomosaics, which we have used 
to help in identifying and studying shipwrecks.  

00:48:54.560 --> 00:48:59.200
So in this activity, Putting the Pieces Together, 
students simulate creating a photomosaic.  

00:48:59.200 --> 00:49:05.200
First, they use the original photo mosaic that 
was created in 1974 of the USS Monitor. And they  

00:49:05.200 --> 00:49:09.920
cut the images into puzzle pieces and exchange 
with other students to put them back together.  

00:49:09.920 --> 00:49:15.920
And the second part of the activity is where they 
use digital cameras, or today use cell phones,  

00:49:15.920 --> 00:49:20.400
to create their own photomosaic of their 
classroom or any other area of your choice.  

00:49:22.080 --> 00:49:26.480
When a maritime archaeologist studies a shipwreck 
site, they will often draw a detailed map  

00:49:26.480 --> 00:49:31.600
of the shipwreck and area surrounding it. This 
drawing then is used to study changes over time,  

00:49:31.600 --> 00:49:35.360
and to help learn more about the shipwreck 
and the people who sailed it. So in this  

00:49:35.360 --> 00:49:40.960
activity students map a mock shipwreck. Now the 
shipwreck can be created on a tarp, a bed sheet,  

00:49:40.960 --> 00:49:45.440
or even drawn with chalk on the playground or 
on the floor. And the students will learn how  

00:49:45.440 --> 00:49:50.880
to run a transect and then work in quadrants 
to measure off that baseline and draw in scale.  

00:49:52.480 --> 00:49:56.560
There's a student activity sheet to help them get 
started, and we give you a variety of images and  

00:49:56.560 --> 00:50:03.760
resources to use. And in the guide, you'll also 
find log sheets that are there for your use if you  

00:50:03.760 --> 00:50:08.320
want to do this activity. And once the students 
complete the measuring and documenting the  

00:50:08.320 --> 00:50:14.800
shipwreck, they bring their log sheets together 
and they compile them as one. And once they  

00:50:15.840 --> 00:50:19.760
do that, they should all line up and then 
you can really tell who did a good job in  

00:50:19.760 --> 00:50:24.160
measuring and using scale. And finally, 
they'll make observations and inferences  

00:50:24.160 --> 00:50:27.360
about the wreck - how did it sink, 
was it a warship, a passenger ship,  

00:50:27.360 --> 00:50:32.480
a wooden sail ship, and so on. And they'll 
learn how maritime archaeologists use their  

00:50:32.480 --> 00:50:37.600
drawings to create accurate site plans of a 
shipwreck, and also how to create dive slates.  

00:50:39.040 --> 00:50:42.640
In the last section, we talk about the 
next steps after finding a shipwreck.  

00:50:43.600 --> 00:50:47.680
In Historically Significant, students explore 
the National Register of Historic Places.  

00:50:48.480 --> 00:50:54.640
This is a very complex process to determine if 
a vessel is historically significant or not,  

00:50:55.200 --> 00:51:01.760
so and this is just purely for educational 
purposes. I do put a disclaimer in here that  

00:51:01.760 --> 00:51:06.080
that's all it's for. But it helps students 
really to understand the the difficulty in  

00:51:06.080 --> 00:51:10.640
trying to make sure that before you nominate 
something, that it is historically significant.  

00:51:11.440 --> 00:51:15.680
They then create their own fictitious shipwreck 
and go through that process to nominate it. They  

00:51:15.680 --> 00:51:19.840
exchange their nominations with other groups and 
use a criterion score sheet to score each other's  

00:51:19.840 --> 00:51:25.600
nominations. Now shipwrecks are exciting and many 
people dream of finding treasure on a shipwreck,  

00:51:25.600 --> 00:51:31.280
but maritime archaeologists look at them as finite 
resources. And because they are non-renewable,  

00:51:31.280 --> 00:51:35.840
it is important to protect them. Especially those 
that are significant to our nation's history.  

00:51:35.840 --> 00:51:39.440
There are a variety of laws and regulations 
in place for the protections of shipwrecks,  

00:51:39.440 --> 00:51:43.600
but they do not apply to all shipwrecks. 
Therefore, while visitation and enjoyment  

00:51:43.600 --> 00:51:49.200
of cultural resources is encouraged in most cases, 
the removal of artifacts is not widely accepted,  

00:51:49.200 --> 00:51:54.960
and in some cases this is even illegal. So in this 
activity, students explore the ethics of artifacts  

00:51:54.960 --> 00:52:01.440
and their removal. They explore how old is too 
old, the Sunken Military Craft Act. They explore  

00:52:01.440 --> 00:52:06.560
the U.S. Naval History and Heritage Command to 
learn what happened when a Confederate ship sank  

00:52:06.560 --> 00:52:11.440
off the coast of another country. And in part B, 
they dig a little deeper into the Sunken Military  

00:52:11.440 --> 00:52:15.440
Craft Act. And then after exploring the ethics 
of the shipwrecks and their artifacts and the  

00:52:15.440 --> 00:52:20.480
various laws that protect shipwrecks, the students 
are ready to participate in a Socratic seminar.  

00:52:20.480 --> 00:52:24.640
And they have to take a stand to answer this 
question: "Do divers have the right to take  

00:52:24.640 --> 00:52:29.680
artifacts from shipwrecks?" And usually, this is 
a very lively debate with many possible outcomes.  

00:52:30.800 --> 00:52:35.120
There are times when artifacts are removed for 
preservation or protection and this activity,  

00:52:35.120 --> 00:52:40.480
The Art of Artifacts, engages students to explore 
the recovery of artifacts and to recognize the  

00:52:40.480 --> 00:52:46.240
importance of having skilled archaeologists in any 
recovery efforts. They first learn what it takes  

00:52:46.240 --> 00:52:51.360
to successfully remove artifacts from shipwrecks, 
then they observe and interpret a variety of  

00:52:51.360 --> 00:52:56.160
artifacts. They're given some fake artifacts 
that you provide. They can be anything from  

00:52:56.160 --> 00:53:00.880
just anything that you think a student wouldn't 
really know what it is, such as a garlic press  

00:53:01.600 --> 00:53:07.200
or garlic peeler rather. And lastly, they learned 
that many artifacts are found in multiple pieces,  

00:53:07.200 --> 00:53:11.280
sometimes many in small pieces, and how difficult 
it is to put them all back together again.  

00:53:13.040 --> 00:53:17.120
And in the last activity in the guide, students 
engage in online learning to understand that  

00:53:17.120 --> 00:53:23.120
artifact conservation is a complex process that 
can take years to complete. And it's very costly.  

00:53:23.120 --> 00:53:27.360
They understand at the end of this activity that 
before any artifact is brought up there should  

00:53:27.360 --> 00:53:32.480
be a plan in place for its conservation and 
funds available to support that conservation.  

00:53:34.000 --> 00:53:38.240
Students will also experiment with rust to 
observe its destructive properties on metal.  

00:53:39.040 --> 00:53:45.360
And they will explore how metal has changed over 
time. So that is the maritime archaeology guide in  

00:53:45.360 --> 00:53:52.240
brief. We also have a module called Shipwrecks 
as Reefs: Biological Surveys. It's similar to  

00:53:52.240 --> 00:53:57.440
the mock shipwreck, but on this one students swim 
over the shipwreck and they conduct a fish count.  

00:53:58.240 --> 00:54:02.880
We also have several other guides available. We 
have the USS Monitor and our engineering guide for  

00:54:02.880 --> 00:54:07.360
remotely operated vehicles if you want to learn 
more about how to make ROVs in your classroom.  

00:54:08.320 --> 00:54:14.080
We also have guides on World War I and World 
War II. And on our website, under the visit tab,  

00:54:14.080 --> 00:54:18.320
click "Places to Go," and you will find the 
Outer Banks Maritime Heritage Trail story map.  

00:54:18.320 --> 00:54:22.480
There's 11 videos and several oral 
histories that you'll want to explore.  

00:54:23.520 --> 00:54:28.960
And definitely check out our shipwreck page, 
where you'll find 54 shipwrecks that feature  

00:54:28.960 --> 00:54:33.360
from the Civil War to World War II. It will 
take you to learn more about the ship's history,  

00:54:33.360 --> 00:54:40.000
what it's like today, and where you can see lots 
of images and and other things about it. There  

00:54:40.000 --> 00:54:46.000
are also archaeological survey site plans. We 
have 11 of them. On the shipwreck page, you'll  

00:54:46.000 --> 00:54:50.640
also find our 3-D images and sonar images, 
photomosaics, dive slates. All of these are  

00:54:50.640 --> 00:54:55.520
available for you to view online or to download. 
And don't forget to visit our Sketchfab site to  

00:54:55.520 --> 00:55:00.880
see the 3-D models of shipwrecks, as well as 
Monitor artifacts. And last but not least, I  

00:55:00.880 --> 00:55:05.840
invite you to sign up for our listserv. if you're 
not on it. We have a list serve even for teachers,  

00:55:05.840 --> 00:55:10.720
so just go to our News section of the website, 
and click on the box for Teachers. And mark will  

00:55:10.720 --> 00:55:17.360
drop that link in the chat box as well. And of 
course, be sure to follow us on social media.  

00:55:18.160 --> 00:55:22.160
And with that, I'm going to come to an end 
and see if we have time for any questions.  

00:55:23.840 --> 00:55:30.240
I kind of went longer than I normally do. Sorry 
about that Mark. [Mark Losavio] No worries. We  

00:55:30.240 --> 00:55:37.520
do actually have a few questions, so let me just 
bring my screen back and you guys can see that.  

00:55:38.800 --> 00:55:47.200
We had a few people who were curious about the 
depth of some of the U-boats, so and I have  

00:55:47.200 --> 00:55:54.640
here, the three U-boats that we were talking about 
in the poll, they were around the same-ish depth.  

00:55:54.640 --> 00:56:02.800
They're all around about a 100 feet. The U-352 
is at 110 feet, the U-701 is at 120 and the U-85  

00:56:02.800 --> 00:56:08.080
is at about 90 feet. But the U-576 is much, much 
deeper, right? [Shannon Ricles] Correct. Yes it's  

00:56:08.080 --> 00:56:13.600
at about 700 feet. That's one of the reasons 
why it was never found. [Mark Losavio] Where  

00:56:13.600 --> 00:56:19.440
are they? Can you kind of tell us where they 
are in relation to each other in terms of like  

00:56:20.640 --> 00:56:27.600
the area. [Shannon Ricles] Yes, in that map 
that I showed in the, in my presentation,  

00:56:28.480 --> 00:56:32.720
it showed the U-boats and where they're at. And 
I'm trying to think off the top of my head here.  

00:56:32.720 --> 00:56:42.160
I think the u-352 was off of the Beaufort area, 
the Cape Lookout area, so that's down a little  

00:56:42.160 --> 00:56:49.040
bit further south. And then the U-701 is more 
up towards the Oregon Inlet area, no, that's  

00:56:49.040 --> 00:56:54.560
the U-85. And then the U-701 is kind of more right 
around the Cape Hatteras area. So they're all kind  

00:56:54.560 --> 00:57:00.720
of spread out across the coast there, with the 
U-85 I believe being the furthest north and then  

00:57:00.720 --> 00:57:07.760
the U-352 being the furthest south. The U-352 is 
one of the most popular U-boats for diving because  

00:57:07.760 --> 00:57:13.920
it's actually sort of in the the Gulf Stream. So 
it's got warmer temperatures, warmer waters. So  

00:57:13.920 --> 00:57:23.040
there are a lot of dive operators that go out of 
Morehead City or out of Beaufort, North Carolina,  

00:57:23.040 --> 00:57:29.440
if you want to go dive on them. [Mark 
Losavio] Awesome. Would you happen,  

00:57:30.000 --> 00:57:34.880
this might not be easy to answer, but do, would 
you have a know, how many maritime archaeologists  

00:57:34.880 --> 00:57:39.360
work for NOAA. [Shannon Ricles] Oh, no I do not. 
[Mark Losavio] Or you maybe you can give us like  

00:57:39.360 --> 00:57:44.080
an estimate, like a lot? [Shannon Ricles] 
I'm trying to think off, okay, let me think here.  

00:57:44.080 --> 00:57:53.840
We have two in our office and then we have two 
at headquarters, two or three at Thunder Bay.  

00:57:55.200 --> 00:58:00.480
Probably some at Stellwagen. I mean they're kind 
of sprinkled out, so maybe 20 or less. But don't  

00:58:00.480 --> 00:58:04.560
hold me to that. But just kind of off the top 
of my head, I think it's probably around 20.  

00:58:05.840 --> 00:58:11.680
Maybe. Good question. I'll find out that answer. 
[Mark Losavio] Okay, this is another pretty  

00:58:11.680 --> 00:58:15.360
difficult question. [Shannon Ricles] Mark, 
come on {laughing} [Mark Losavio] But would  

00:58:15.360 --> 00:58:19.760
you happen to know off the top of your head 
how many of the wrecks are accessible to scuba  

00:58:19.760 --> 00:58:26.560
divers. [Shannon Ricles] You mean as far as depth? 
[Mark Losavio] Yeah. [Shannon Ricles] Okay. Yeah,  

00:58:26.560 --> 00:58:30.960
I don't know how many are accessible. I know 
there are a lot of popular dive sites that  

00:58:30.960 --> 00:58:38.640
are accessible. You can go on our website, to 
our shipwreck web page and on those sites, if you click on  

00:58:38.640 --> 00:58:43.360
one of the shipwrecks, it will tell you the 
depth, how deep it is. It'll also tell you the  

00:58:43.360 --> 00:58:47.920
coordinates of where it's located. So if you want 
to know a little better idea of where that ship  

00:58:47.920 --> 00:58:52.320
is at and the depth, you'll also get to see some 
images. So you'll get to see what it looks like  

00:58:52.320 --> 00:58:57.600
before you go, and of course, we have those nine 
dive slates that you can go and check out on our  

00:58:57.600 --> 00:59:02.240
website as well. And that will also give you 
the coordinates, and it will also give you the  

00:59:02.240 --> 00:59:07.760
depth and more information about the site. 
I would probably say that there's at least  

00:59:07.760 --> 00:59:14.800
maybe 10 to 15 that are diveable {about 100 ft}. 
There are some that are deeper, like I think the  

00:59:14.800 --> 00:59:20.880
City of Atlanta is about 350 feet deep. So a lot 
of them, if they're you know more than 100 feet,  

00:59:20.880 --> 00:59:26.400
you've got to be a technical diver. I don't think 
there's that many that are less than 100 feet,  

00:59:26.400 --> 00:59:31.680
but our website would be the best source for 
that answer. [Mark Losavio] Yes, I will also  

00:59:31.680 --> 00:59:36.240
echo that the website is a great resource for 
finding out, not only the depth, but also just the  

00:59:36.240 --> 00:59:42.560
general conditions of those sites. So I definitely 
recommend popping right there. And I think we have  

00:59:42.560 --> 00:59:49.920
time for one last question. So do, would someone 
need, does a martime archaeolgist, do you need to  

00:59:49.920 --> 00:59:54.560
go to grad school to be a maritime archaeologist? 
[Shannon Ricles] From what I understand that  

00:59:54.560 --> 00:59:59.840
answer is yes. All of our maritime archaeologists 
that I know of, that are in our program,  

00:59:59.840 --> 01:00:06.000
they have all gone to grad school. I know there 
are three universities that I hear all the time  

01:00:06.000 --> 01:00:10.880
that offer programs in maritime studies. One 
is East Carolina University. I think the vast  

01:00:10.880 --> 01:00:17.840
majority of our maritime archaeologists come from 
East Carolina, but I know Texas A&M also has a  

01:00:17.840 --> 01:00:23.280
really good program. And then Florida University 
{University of West Florida} also has a good  

01:00:24.160 --> 01:00:29.920
program. [Mark Losavio] All right. Great. I'm 
sorry we couldn't get to all the questions in  

01:00:29.920 --> 01:00:37.520
the chat, but thank you very much Shannon for a 
fantastic presentation. If you have not downloaded  

01:00:37.520 --> 01:00:42.960
Shannon's bio in the chat box, please be sure to 
do so now. In the bio, you'll find various links  

01:00:42.960 --> 01:00:47.040
to learn more about the sanctuary, supporting 
curriculum resources, and much, much, more.  

01:00:48.160 --> 01:00:53.120
We do invite you to visit our website to learn 
more. You can get a lot of great resources on  

01:00:53.120 --> 01:00:58.000
some of those education resources, diving 
resources. It's a really useful place to go.  

01:00:58.880 --> 01:01:02.880
If we did not get to your questions or if you 
think of additional ones, you can email Shannon  

01:01:02.880 --> 01:01:09.680
directly at the email at the bottom of this page 
here. Or you can email any of us. All of our emails  

01:01:09.680 --> 01:01:17.360
are on the contact section of the website. Once 
processed, a video recording of this presentation  

01:01:17.360 --> 01:01:22.720
will be made available on the sanctuaries' webinar 
archives page found at the URL listed here at the  

01:01:22.720 --> 01:01:28.880
top. In addition, the webinar will be archived on 
the Monitor National Marine Sanctuary's website.  

01:01:29.520 --> 01:01:34.800
Click on the multimedia section in the toolbar 
to access the webinar box. You will also find  

01:01:34.800 --> 01:01:39.680
future webinars in that same section. Don't 
worry all of this information will be sent  

01:01:39.680 --> 01:01:45.120
to you in a follow-up email once the recording 
is ready to view. If you enjoyed this webinar  

01:01:45.120 --> 01:01:49.760
make sure to check out others in the National 
Marine Sanctuary webinar series. Next Thursday,  

01:01:49.760 --> 01:01:54.480
join Scott Benson with NOAA fisheries and Lisa 
Uttal with the Monterey Bay National Marine  

01:01:54.480 --> 01:01:59.360
Sanctuary for a collaborative presentation as 
they discuss the Pacific leatherback sea turtle,  

01:01:59.360 --> 01:02:04.080
one of the largest living reptiles on earth, 
and how the population is critically endangered.  

01:02:05.440 --> 01:02:11.120
And on Tuesday, October 19th at 1 pm, join 
Mary Beth Fitts and Allyson Ropp with the  

01:02:11.120 --> 01:02:15.760
North Carolina Office of State Archaeology to 
learn about the holistic approach being taken  

01:02:15.760 --> 01:02:19.840
to document and preserve important places 
along the North Carolina, along coastal  

01:02:19.840 --> 01:02:24.320
North Carolina that have been impacted by 
hurricanes Florence and Michael in 2018.

01:02:26.480 --> 01:02:31.040
And be sure to check out our website and register 
for our upcoming webinars in this Submerged NC  

01:02:31.040 --> 01:02:37.280
series. Actually, if any of you have an idea of 
what you might be interested in hearing about,  

01:02:37.280 --> 01:02:42.640
please let us know. And don't forget to 
'like' and subscribe and 'follow' us on  

01:02:42.640 --> 01:02:48.240
our social media pages. And lastly, as 
you exit the webinar, there is a short  

01:02:48.240 --> 01:02:52.640
survey for formal and informal educators. 
If you are an educator, NOAA would really  

01:02:52.640 --> 01:02:56.480
appreciate it if you would take just a minute 
or two of your time to complete this survey.  

01:02:56.480 --> 01:03:01.440
Your answers will help NOAA develop future 
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01:03:01.440 --> 01:03:06.800
is voluntary and your answers will be completely 
anonymous. And once again, we would like to thank  

01:03:06.800 --> 01:03:12.080
Shannon for a fantastic presentation. And thank 
you for taking the time to join us today. This  

01:03:12.080 --> 01:03:16.800
concludes the presentation, and I will end 
the webinar. [Shannon Ricles] Bye everyone.

01:03:16.800 --> 01:03:20.960
[Mark Losavio] Have a wonderful weekend.