Annie Griffiths was one of the first female photographers to work for National Geographic. Over the span of her career, she has traveled to nearly 150 countries taking pictures. Annie has collaborated on several books including Last Stand: America’s Virgin Lands. She also founded Ripple Effect Images a nonprofit organization documenting programs throughout the developing world that work to empower women and girls. 

Use the resources in this collection to prepare your students for her upcoming National Geographic Live! student matinee experience. Use the “Before the show” ideas to introduce students to Annie Griffiths and the topics (culture, climate change, women’s empowerment, storytelling, photography) that she will discuss during the show. Use the “After the show” ideas to extend the learning after the event has ended.

Before the Show:

  • Have students review Annie Griffiths’ biography using the links in the Explore More tab on this page.

  • Use the MapMaker Interactive, to explore the area where Annie Griffiths works.

  • Have students read the encyclopedic entries on climate change and encyclopedia. After reading, ask: Can you name some local borders? What is an example of a border dispute? What are some of the impacts of borders? What are some of the impacts of climate change? How do these impacts affect people? How might borders affect people with regard to climate change?
  • As a class, explore the role of photography in storytelling with either of the following activities: The Power of Image in Storytelling (Grades 6-8; 1 hour, 30 minutes) or The Role of Images in Storytelling (Grades 9-12, 3 hours).

  • Have students listen to the interview, Reza Uses Photography as a Language (16:37), as the photographer speaks about using photography as a tool to promote education and social change. Then ask your students to capture their own image around school or the community that shows something they would like to change or that highlights an aspect of their education that they value. Have each student briefly share their pictures with the class.

  • Need more activities exploring Storytelling and Photography, Borders, or Climate Change? Check out these three collections!
  • Provide each student with a KWL Chart. Introduce the program they will attend and who the speaker is, and offer a brief description of Annie’s topic(s). Have students fill out, the What I Know and What I Want to Know columns of the KWL Chart. Have them fill out the What I Learned column after the show.

  • Use the graphic organizer collection to select a graphic organizer to help your students organize their questions and new knowledge before, during, and after the program. For example: 

    • Download and print the T Chart. Have students label the left column with Questions I Have and the right column with Answers, and then conduct research about Annie and her topic ahead of the program. Have students record answers to their questions during or after the program. Have students conduct research to complete any unanswered questions for homework. Have each student share a question and answer with the class. 

    • Download and print the provided Five Ws Chart. Have each student bring their copy to the matinee program and take notes. Have students share and discuss their notes after the show.

 After the Show:

  • Use the Explorer Comparisons worksheet and have a class discussion to help students make connections between themselves and Annie Griffith. Distribute the worksheet to students before the presentation and review the directions with them. Review any terms with which they are unfamiliar with. After the presentation, have students share the notes that they took during the show. Have a class discussion about attitudes and skills and how students demonstrate them in their everyday lives. Have students record their personal examples on the worksheet.

  • Review the continents, countries, or areas that Annie presented. Ask: What continents, countries, or areas does Annie Griffith work in? Have younger students imagine that these places were characters in the stories that Annie Griffith shared. Ask: What role did place play in Annie Griffith’s story? Why was location important to the story? How did the characteristics of the place influence the story? Note: You may need to introduce the concept of place for your students before they can answer and discuss these questions. 

  • Discuss and define any unfamiliar terminology that Annie used. Ask: What vocabulary words did Annie Griffith use that were new to you? Invite volunteers to write the words on the board, and have the class define them as a group using the information they learned from Annie Griffith or through research. If desired, have students record unfamiliar terminology during the show on one-half of a T Chart. Then, have them write the definitions on the other side following this class discussion.

  • Have a class discussion about the attitudes National Geographic explorers embody. Ask: What attitudes did Annie Griffith talk about today? In what ways does Annie Griffith demonstrate curiosity, responsibility, empowerment, and persistence in his work? Why do you think these attitudes are important for explorers? Students can use their Five Ws Chart for reference and a graphic organizer to organize their ideas.

  • Have a whole-class brainstorm on how students can make changes or support the Annie Griffith’s work. Ask: What, if any, call to action did she make? How can you implement any changes in your day-to-day life? What can we work on together as a group?

aspect
Noun

view or interpretation.

biography
Noun

story of a person's life.

Noun

natural or artificial line separating two pieces of land.

characteristic
Noun

physical, cultural, or psychological feature of an organism, place, or object.

Noun

gradual changes in all the interconnected weather elements on our planet.

collaborator
Noun

partner or someone who works with another toward a specific goal.

concept
Noun

idea.

conduct
Verb

to transmit, transport, or carry.

Noun

one of the seven main land masses on Earth.

country
Noun

geographic territory with a distinct name, flag, population, boundaries, and government.

culture
Noun

learned behavior of people, including their languages, belief systems, social structures, institutions, and material goods.

dispute
Noun

debate or argument.

empower
Verb

to give authority or power.

encyclopedia
Noun

book, set of books, or set of articles offering introductory or comprehensive information on a branch of knowledge or a particular subject.

extend
Verb

to enlarge or continue.

implement
Verb

to carry out plans.

influence
Noun

force that effects the actions, behavior, or policies of others.

nonprofit organization
Noun

business that uses surplus funds to pursue its goals, not to make money.

persistent
Adjective

lasting, stubborn, or tenacious.

record
Verb

to preserve observations with notes, drawings, photographs, audio or video recordings.

social change
Noun

alteration in attitude and outlook on issues, such as civil rights, that affect large communities.

terminology
Noun

set of terms used in a specialized subject.