Session 1: Introduction to MV & Odisha [AMENDED DEC 2021]

Geography (Ages 11-14)
Session 1: Introduction to MV & Odisha [AMENDED DEC 2021]
  • Introduction to Miriam Hyman and the Miriam’s Vision resource
  • Introduction to the MV Geography enquiry
  • Locating India and Odisha
  • Introduction to Odisha
Key Messages
  • Miriam’s Vision is the Hyman family’s way of trying to help you to create a safer, more inclusive society in response to what happened to Miriam.
  • Miriam's memorial, the Miriam Hyman Children's Eye Care Centre, is in the Indian state of Odisha.
  • Introduce the MV Geography enquiry.
  • Introduce Odisha


  • Make links between Miriam, her story and the location of Odisha
  • Locate India and Odisha
  • Introduce India's developmental issues.
  • Understand the wider purpose of their study with respect to the key messages above
  • Locate India and Odisha on maps
  • Make observations and inferences about Odisha from maps
  • Create a fact file about Odisha
Links to National Curriculum

Equip pupils with knowledge about diverse places, people, resources and natural and human environments.



Now show Geography resource 1.1 Intro Powerpoint as follows, to recap the key points of Miriam’s Story and to introduce the focus of your Geographical enquiry. Discuss as appropriate.

  • Slide 1 Introduce the theme: Different Backgrounds, Common Ground. What do students think this could be referring to?
  • Slide 2 Introduce module content (find out about Miriam Hyman and the state of Odisha in India; create a fact file about Odisha’s people, culture, physical features, natural resources and economic activities; explore Odisha’s conflicts of interest over land and natural resources; relate your geographical enquiry of Odisha to other situations, including your own location and life; explore ways to resolve conflict). Discuss the phrases in bold to ensure understanding.
  • Slide 3 Introduce Miriam Hyman.
  • Slide 4 Introduce the Miriam Hyman Children's Eye Care Centre (Miriam's memorial) and locate India on a world map. If available, have students locate their own country and India on world maps or globes.
  • Slide 5 Locate the state of Odisha.
  • Slide 6 Locate Odisha's capital city, Bhubaneswar.
  • Slides 7 & 8 Introduce Pipili, home of the famous craft of appliqué.
  • Slide 9 Introduce mining as a major part of the local economy.
  • Slide 10 Introduce tourism as a major part of the local economy.
  • Slide 11 Introduce presence of tribes (Adivasi).
  • Slide 12 explains: "As well as getting most of their food and medicines from their environment, the Adivasi believe in “sacred groves”, or holy natural places in the mountains and forests."
  • Slide 13 Introduce the geographical enquiry: Using the theme Different Backgrounds, Common Ground, examine:
    • Odisha’s geography
    • How human and economic processes influence landscapes, environments and the climate
    • Conflicts of interest, especially over resources
    • How to try to resolve conflicts of interest

Activity 1

Activity 2

  • For your own reference you can access detailed official background information here: Odisha Economic Survey 2020-2021.
  • Split the class into (mixed ability) groups. Provide them with printed copies of MV Geography 1.2 Odisha maps (1 copy of all maps per group). Slide 2 asks, "What can you observe?" and "What can you infer?"
  • Slide 3 locates India on a world map and Odisha on a map of India. Students can also locate them on their own copies of world maps and maps of India as available.
  • Slides 4 to 9 are various maps of Odisha: Regions, topography, forests, minerals, tribal population density and tourism.
  • Points to bring out through discussion of observations and inferences: Odisha relies on various generators of income. It is rich in natural and other resources. It has a rich culture that includes the presence of Adivasi (tribes). The presence of mineral and metal resources makes Odisha attractive to the mining industry. This could lead to conflict of interest over resources.
  • If possible, give students access to the internet. If not, use print-outs of various web pages. In their groups, students explore the region of Odisha to create a fact file about the region, its physical features, natural resources, economic activity, people and culture.
  • You may want to differentiate by format (for example posters, electronic presentations such as PowerPoint, or even a short video), and by the number of items they include. Quoting sources can be another point of differentiation. You could further assign one aspect to each group for deeper investigation.
  • Remember: As the name of the state was changed from "Orissa" in 2012, many online references use this previous name so students may need to use it as well as "Odisha" as a search term

If it is not possible for students to have internet access, you may want to print out various pages, 1 copy for each group. Suggested websites for research:


Share group fact files in class feedback.

  • What did they find out?
  • Was there anything particularly interesting, surprising or inspiring?
  • End by referring to the theme, Different Backgrounds, Common Ground. Consider similarities and differences between Odisha and your own region.


On print-outs of MV Geography 1.3 Odisha comparison table (PDF), list the geographical similarities and differences between Odisha and your region. One example has been started (the population of Odisha and your own region). You could differentiate by requiring students to state whether aspects are physical or human. Also differentiate by number of items required.