Geography

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

Practicalities

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.

This module works well with:

In the Miriam's Vision Geography module, comparisons are drawn between the mining conflict in Odisha, India, and conflict in other contexts, including local and personal. The case is made for rational engagement in resolving conflict as opposed to the violent extremism that characterises the events of 7/7.

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 negotiated between different interested parties with conflicting interests. It should be referred to frequently, stimulating reflection.

“Conflict” as a concept explored within the context of a geographical enquiry is a unique angle through which to develop knowledge of human geography immersively. Students experience the lives of different people in Odisha and explore the conflicting interests presented.

“What should we consider when making decisions with conflicting interests?” is the overall enquiry question that should be referred to frequently, but there are also prompts to consider how this relates to Miriam’s story and to the 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 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 (two sessions). Although optional, the PSHE sessions do provide context for the other modules and help students to reflect on issues raised from a personal perspective.

Miriam’s Vision Geography Module Outline

Task

Focus

Activity

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

Debate

Session 6

Conflict resolution with respect to mining in Odisha

Role play

Opinion spectrum

Assessment

Session 7

Different Backgrounds, Common Ground

Assessment and personal response

Miriam’s story PPT

Personal reflection

Each session is designed to be delivered in approximately an hour, though activities can be tailored according to time available and 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.”

Aims

Students:

  • 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