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?