EVS Class Activity (NEP)

Voices from the Movement – A Living Newspaper

Topic: Narmada Bachao Andolan & Chipko Movement

Duration: 60–75 minutes
Group Size: 5–6 students per group

Concept

Instead of giving a regular presentation, students create a "Living Newspaper" where every student becomes a different "voice" from the movement. The audience pieces together the entire story through these perspectives.

 

Group Allocation

Group 1: Chipko Movement

Group 2: Narmada Bachao Andolan

Each group must research extensively before preparing their presentation.

 

Part 1

Research Checklist: Students must research:

·       Why did the movement begin?

·       Where and when did it start?

·       Who were the major leaders?

·       What environmental issue was being addressed?

·       Who supported the movement?

·       Who opposed it?

·       What methods of protest were used?

·       What role did women play?

·       What role did the media play?

·       What were the achievements?

·       Is the issue still relevant today?

 

Activity Instructions:

The group prepares a Living Newspaper consisting of different "voices."

Each member represents one stakeholder and speaks for 1–2 minutes.

Possible roles include:

Chipko Movement

·       Gaura Devi

·       Local villager

·       Forest official

·       Timber contractor

·       Journalist

·       Environmental scientist

Narmada Bachao Andolan

·       Medha Patkar

·       Farmer displaced by the dam

·       Government official

·       Environmental activist

·       Dam engineer

·       Television reporter

Students should speak in the first person, sharing their perspective rather than simply narrating facts.

 

Part 2

The Twist: Newsroom Desk

One student acts as the News Anchor.

The anchor introduces the story:

"Welcome to Eco News Live. Today we travel to Uttarakhand in 1973..." (or) "...to the banks of the Narmada River..."

The anchor then introduces each "voice."

This makes the presentation flow like a live news broadcast.

 

Creative Ending

The final speaker asks the audience one question, for example:

"Would you have hugged a tree to save a forest?"

"Should development come at the cost of people's homes?"

"Can environmental protection and economic growth coexist?"

The audience answers briefly, turning the presentation into a discussion.

Additional activity (if time permits)

Activity: "Museum of the Movement"

Each group turns their classroom space into a mini museum dedicated to one movement.

They create six museum exhibits, each based on their research.

Suggested Exhibits

Exhibit 1: Timeline of the Movement

Exhibit 2: Leader's Corner (Gaura Devi or Medha Patkar)

Exhibit 3: The Environmental Issue (forest conservation or river/dam displacement)

Exhibit 4: Newspaper Headlines from the Time

Exhibit 5: Voices of the People (quotes from villagers, activists, officials, and affected communities)

Exhibit 6: Legacy – Why the Movement Still Matters Today

 

Visitors (other students) move from exhibit to exhibit while group members act as museum guides, explaining each section.

 

At the end, every visitor completes an "Exit Ticket" by writing:

·       One new fact they learned

·       One question they still have

·       One action they think people should take today to protect the environment

 

 

Why These Activities Work (Note For Educators)

Both activities require research before presentation, encourage students to understand multiple viewpoints, and replace traditional presentations with storytelling and interaction. They help students connect historical environmental movements with current issues while developing research, communication, and critical-thinking skills—particularly valuable for media and mass communication students.