Geography (Ages 11-14)
Geography: The Mining Conflict in Odisha, India
Miriam's Vision Geography Guidance
Different Backgrounds, Common Ground


Miriam’s Vision is about building an inclusive, non-violent society, respecting fundamental rights. This cannot be over-emphasised to students, whenever the opportunity arises.

For ease of reference, we will often refer to the 2005 London bombings as “7/7” (seventh day of the month of July).

All modules in Miriam’s Vision use the four-part Miriam’s Story video package (total 8 minutes) to set the context of the resource for students. It is housed on Youtube.

The Miriam's Vision Geography module consists of a set of lesson plans with incorporated guidance notes, intended to be used flexibly.

Downloadable electronic resources and others are listed at the beginning of each lesson plan and highlighted within the plans for ease of reference. We have provided bespoke resources that are not dependent on internet access in the classroom. You will need projection equipment. You have everything you need on this website to deliver Miriam's Vision in your classroom.

Timings are not included, as we know you will wish to adapt and select according to the needs of your class. We have assumed consecutive sessions delivered as your timetable permits. We have provided enough material for seven sessions, and you may wish to be selective depending on time and the abilities of your class. We have assumed sessions of about an hour.

We have not included suggestions about differentiation other than to offer some variety of input / expectation in places.

You will need to be aware of possible sensitivities around this topic. Some students may have been directly or indirectly affected by terrorism themselves and there are potential religious sensitivities.

The module subtitle, Different Backgrounds, Common Ground, refers to the balance that must be achieved between different interested parties regarding conflicting interests and should be referred to frequently throughout the module, in order to stimulate personal reflection.

“Conflict” as a concept explored within the context of a geographical enquiry is a unique angle through which to develop students’ understanding of human geography first hand. They experience the lives of different people in Odisha, India, in the developing world and immerse themselves in the conflicting interests presented.

“What should we consider when making decisions with conflicting interests?” is the overall enquiry question that you will need to refer to frequently, but there are also prompts to consider how this relates to Miriam’s story and how this is relevant to students' own lives.

Although the curriculum focus is on providing a detailed example for a human geography study, this module can also be used as the basis of a place knowledge study for Asia, which could be complemented by relevant sources online towards a comparative study with Africa.

Session 7 provides opportunity and guidance for a short (assessment) task in which students extrapolate what they have learned to a local example. Although this session is optional, the crux of Miriam's Vision is for students to be able to transfer their learning to their own lives and situations so we strongly suggest that the session is included. We have included some differentiation but you may need further adaptation to meet the individual needs of your students.

The Miriam’s Vision Geography Scheme of Work may be preceded by the Miriam’s Vision PSHE module (three sessions). Although optional, the first PSHE session (about Miriam and 7/7) does help to provide context for the other modules, helping students to reflect on issues raised from a personal perspective and to support their responses to areas of conflict in their own lives.

Miriam’s Vision Geography Module Outline




Session 1

Miriam’s Vision

Locating and finding out about India and Odisha

Miriam’s story

Map work

Fact files

Session 2

Detailed enquiry on Odisha and the development issues it faces

Measuring development

Industry sector sort


Session 3

Mining conflict in Odisha

Map work

Case studies

Exploring impacts

Session 4

Reflection on mining impacts

Card sort

Impact visualisation

Session 5

Understanding the impact on tribal groups

Comparative activity


Session 6

Conflict resolution with respect to mining in Odisha

Role play

Opinion spectrum


Session 7

Different Backgrounds, Common Ground

Assessment and personal response

Miriam’s story PPT

Personal reflection

Each session designed to be delivered in a lesson slot of approximately an hour, though activities can be tailored to meet the needs of your students.

Geography National Curriculum KS3

The following from the curriculum is covered:

Purpose of study

“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.”



  • develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes