These videos were filmed on April 5, 2012 as part of the National Geographic Live! Lecture series at National Geographic Society headquarters in Washington, D.C.

Introduction

National Geographic Explorer-in-Residence Robert Ballard discovered the Titanic and wants to preserve the most famous ship in history from plunder and decay. Among the world's most accomplished deep-sea explorers, Robert Ballard is best known for his historic discoveries of hydrothermal vents, the sunken R.M.S. Titanic, the German battleship Bismarck, and numerous other contemporary and ancient shipwrecks around the world. During his long career, Ballard has conducted more than 120 deep-sea expeditions using the latest in exploration technology, and he is a pioneer in the early use of deep-diving submarines.



Video Descriptions

  • Video 1: Restore the Titanic. On the 100th anniversary of the Titanic's sinking, co-discoverer of the wreck Robert Ballard shares the story of its discovery, details of the ship's condition, and his plans to preserve this iconic piece of history. (20:29 min.)
  • Video 2: Painting the Titanic. Robert Ballard shares his plans to restore the Titanic. (2:55 min.)
  • Video 3: Titanic's Graveyard. Robert Ballard remembers the victims of the wreck and makes an argument for why the Titanic should be protected. (2:30 min.)
 


Strategies for Using Video in a Variety of Learning Environments

  • Have students preview several of the videos and choose the one they find most inspiring. Have students describe in writing a conversation they might have with the speaker(s).
  • Freeze the video on a relevant image. Have students observe details in the still image and jot down predictions of what the full video might address. Discuss students’ ideas before and after watching the video.
  • Pose an open-ended question before students watch the video, and have them discuss their ideas before and after in small groups.
  • Have students determine what they think the key message of this video is. Was the speaker effective in getting his or her message across?
  • Show a short clip to engage students during class, and then have students watch the full video at home and write a paragraph responding to the content or a question you give them.
  • Have students note statements that represent facts or opinions, including where it’s difficult to tell the difference. What further research might help distinguish facts vs. opinions? How might the speaker’s viewpoint compare with others’ viewpoints about a topic?
ancient Rome
Noun

civilization founded on the Mediterranean Sea, lasting from the 8th century BCE to about 476 CE.

damage
Noun

harm that reduces usefulness or value.

debris
Noun

remains of something broken or destroyed; waste, or garbage.

disaster
Noun

terrible and damaging event.

Explorer-in-Residence
Noun

pre-eminent explorers and scientists collaborating with the National Geographic Society to make groundbreaking discoveries that generate critical scientific information, conservation-related initiatives and compelling stories.

graveyard
Noun

site where many bodies are buried.

mariner
Noun

sailor.

paint
Noun

chemical used for color.

plunder
Verb

to rob or steal.

Noun

protection from use.

Robert Ballard
Noun

(1942-present) oceanographer and National Geographic Explorer-in-Residence.

rust
Verb

to dissolve and form a brittle coating, as iron does when exposed to air and moisture.

shipwreck
Noun

remains of a sunken marine vessel.

skeleton
Noun

bones of a body.

Titanic
Noun

luxury cruise ship that sank in the North Atlantic Ocean in 1912.

underwater archaeologist
Noun

person who studies artifacts and features found at the bottom of lakes, rivers, and oceans.