PRESS DURING EMERGENCY IN INDIA

The Emergency of 1975–1977 was one of the most difficult periods for the Indian press. 

The Emergency was declared by Prime Minister Indira Gandhi on 25 June 1975 under Article 352 of the Constitution. During this period, the government imposed strict controls on the media, particularly on newspapers.

1. Censorship of the Press

The government introduced pre-censorship of newspapers. News reports, editorials and articles had to be submitted to government authorities before publication. Material considered critical of the government could be stopped from being printed.

2. Restrictions on Freedom of Expression

The freedom of speech and expression, including freedom of the press, was severely restricted. Newspapers found it difficult to openly criticise government policies or report opposition activities.

3. Arrests of Journalists

Several journalists, editors and political activists were arrested under emergency laws. This created an atmosphere of fear among media professionals.

4. Control over News

The government attempted to control the flow of information. Newspapers were expected to publish official statements and government-approved information. Critical reporting became difficult.

5. Pressure on Newspapers

Newspapers that resisted government censorship faced pressure through actions such as withdrawal of government advertisements, threats and restrictions. This affected the financial independence of several publications.

6. Electricity Cut to Newspaper Offices

In the early hours after the Emergency was declared, electricity supplies to some major newspaper offices in Delhi were reportedly cut. This prevented newspapers from immediately printing news about the political developments.

7. Newspapers That Resisted

Despite censorship, some newspapers and journalists tried to maintain independent journalism. The Indian Express and The Statesman are often remembered for their resistance to excessive government control.

A famous example is the use of blank spaces in newspapers when articles were censored. The empty space itself became a form of protest and communicated to readers that something had been prevented from being published.

8. Impact on Journalism

The Emergency had a major impact on Indian journalism:

• Journalists became more cautious because of fear of government action.
• Investigative and critical journalism was restricted.
• Self-censorship increased.
• The independence of the press came under serious pressure.
• The experience strengthened later debates about press freedom and democratic accountability.

9. End of the Emergency

The Emergency ended on 21 March 1977 after elections were announced and the Congress government was defeated. The period remains an important chapter in the history of Indian democracy and journalism.

Conclusion

The Emergency demonstrated how vulnerable the press can become when freedom of expression is restricted. At the same time, the resistance shown by some newspapers and journalists highlighted the importance of an independent press in a democracy.

In simple words: The Emergency period showed that the press is not only responsible for reporting news but also plays an important role in questioning authority, protecting public interest and safeguarding democracy.

HISTORY OF MEDIA - SYLLABUS - HSNCU

Module 1: History of Press

Pre-Independence Press- Newspaper – the rise of the voice of India during British rule, India’s Freedom Struggle and Role of Media,

 Rise of vernacular press with special reference to Marathi press

Post-Independent Press- Independence and rise of Newspapers; Press During Emergency; Post LPG evolution of Indian Press, Effect of Covid

Press Regulations - Pre-independence and post-independence

Iconic personalities- Bal Gangadhar Tilak, Raja Rammohan Roy, M. K. Gandhi, Dr. B. R. Ambedkar, etc. 

Module 2: History of Broadcasting- Radio and TV

Radio & Television as Mass Media

Radio and Television Broadcasting- The beginning of Radio and Television Shows

Radio: History of AIR, Evolution of Programming, Privatization of Radio Broadcasting, FM, Community Radio

Prasar Bharati and its role: SITE, Privatization of TV, Regulatory Mechanism

Satellite Television & Privatisation in Broadcasting: A New Era in Broadcasting in India

Internet Protocol Television 

Module 3: Evolution and Growth of Advertising and Public Relations

History and Growth of PR: Evolution of PR in Indian and Global Context, Edward Bernays, Ivy Lee’s role in Establishing PR, evolution of public relation in public and private sector

History of print advertising, evolution of advertising agencies, emergence of broadcast advertising, advent of OOH advertising and emerging trends, advertising regulations, iconic ad campaigns, important advertising personalities

Module 4: Evolution of New Media and Way Ahead

Advent of Internet, emergence of web 2.0 and beyond, social networking sites, impact of social media on communication, impact of digital and new media on legacy media

The Ethical Media Sabha: Class Activity - IKS

 

The Ethical Media Sabha

Topic: Philosophical Foundations of Indian Thought Systems – Nyaya, Sankhya, Vedanta, Buddhism, Jainism, and the Concepts of Dharma, Satya, Ahimsa in Ethical Journalism and Responsible Media

Duration: 90–120 minutes
Class Type: Individual + Group Discussion

Activity Title: The Editors' Council: Wisdom from Ancient India

 

·       Students imagine they are the Editorial Board of a leading national news organisation.

·       A controversial news story has just broken.

·       Different editorial members believe the story should be handled according to different Indian philosophies.

·       Their challenge is to convince the Editorial Board why their philosophy offers the most ethical solution.

 

Step 1 – Form Editorial Councils (10 minutes)

Divide the class into five groups.

Assign one philosophy to each group.

Group 1- Nyaya

Group 2 - Sankhya

Group 3 - Vedanta

Group 4 - Buddhism

Group 5 - Jainism

Each group becomes the official "Editorial Ethics Committee" representing that philosophy.

 

Step 2 – Research and Understand (20 minutes)

Each group researches and prepares answers to the following:

1. Core Beliefs - What are the major ideas of your philosophy?

2. Truth: How does your philosophy define truth?

3. Decision Making: How are right and wrong decided?

4. Media Ethics: If your philosophy owned a newspaper or news channel...

·       How would it report news?

·       What would it avoid?

·       What values would guide reporting?

Students should prepare a 3-4 minute editorial presentation.

 

Step 3 – Breaking News Challenge (25 minutes)

Ethical media dilemma: A celebrity is involved in a major accident. Unverified videos are already viral on social media. Other news channels are broadcasting them without confirmation.

Each group (philosophy) must answer:

·       Should the news be aired immediately?

·       Should journalists verify first?

·       Should the videos be shown?

·       Is public curiosity more important than privacy?

·       What should be the headline?

 

Step 4 – Editorial Meeting (30 minutes)

Each group presents as if attending a national editorial meeting.

Presentation format:

·       Philosophy

·       Explain your philosophy briefly.

 

Editorial Decision

·       Should the story be published?

·       Why?

 

Ethical Justification

·       How does your philosophy support your decision?

 

Newsroom Rule: Create ONE newsroom rule inspired by your philosophy.

Example: "Truth before speed."

or

"No story should cause unnecessary harm."

 

Step 5 – Dharma, Satya and Ahimsa Challenge (20 minutes)

Now all philosophies are mixed.

Teacher writes three values on the board:

·       Dharma

·       Satya

·       Ahimsa

 

Students discuss:

Question 1: Which value is most difficult for modern journalism?

 

Question 2:

·       Can journalists always tell the truth?

·       What if truth harms someone?

 

Question 3: Can media be truthful without being harmful?

 

Question 4: Should ratings ever be more important than Dharma?

 

Each group must reach a common conclusion.

 

Final Twist

Question: Imagine you are the Editor-in-Chief. Which philosophy would you combine with another to create the ideal ethical newsroom?"

Students must justify their answer.

Examples:

·       Nyaya + Buddhism

·       Vedanta + Jainism

·       Sankhya + Dharma

·       Buddhism + Satya

There is no single correct answer.

 

Reflection (Individual)

Students write a short response (150–200 words):

Complete the sentence:

"If I were a journalist, the philosophy that would guide my work is __________ because __________."

 

 

 

FOR EDUCATORS:

Philosophy	Lesson for Journalists
Nyaya	Verify facts using logic and evidence before publishing.
Sankhya	Separate facts from opinions and emotions.
Vedanta	Recognize the interconnectedness of society and report responsibly.
Buddhism	Avoid sensationalism and reduce suffering through mindful reporting.
Jainism	Respect multiple viewpoints and practice non-violence in communication.

 

Suggested Assessment Rubric (20 Marks)

Criteria	Marks
Understanding of assigned philosophy	5
Application to media ethics	5
Participation in discussion	4
Ethical reasoning and justification	4
Reflection and originality	2

Total: 20 Marks

 

Learning Outcomes: By the end of the activity, students will be able to:

·       Explain the key principles of Nyaya, Sankhya, Vedanta, Buddhism, and Jainism.

·       Differentiate between the philosophies and their approaches to truth and ethics.

·       Apply the concepts of Dharma, Satya, and Ahimsa to contemporary media situations.

·       Evaluate journalistic decisions using Indian philosophical perspectives.

·       Develop ethical reasoning and communication skills.

 

Why This Activity Works

·       Connects ancient Indian philosophies with contemporary media practice.

·       Encourages critical thinking instead of memorization.

·       Develops ethical decision-making through realistic newsroom scenarios.

·       Requires no special materials or props.

·       Promotes collaboration, respectful debate, and reflective learning while helping students see how concepts such as Dharma, Satya, and Ahimsa can inform responsible journalism in today's digital media environment.

·       Philosophical foundations of Indian thought systems Nyaya, Sankhya, Vedanta, Buddhism, Jainism. Concepts of Dharma, Satya, Ahimsa and their relevance to ethical journalism and responsible media.

Instructions for Sharing Photos, Reels & Collaborating with the Department Instagram Account

Instructions for Sharing Photos, Reels & Collaborating with the Department Instagram Account

Capture Good Quality Content

·       Use clear, high-resolution photos and videos.

·       Ensure proper lighting and stable footage.

Share Your Content

Send all photos and videos to the department's designated Google Drive folder and Instagram handle within 48 hours of the event.

Create Reels

·       Ensure the content is relevant to the event or activity.

·       Use trending but appropriate music (if required).

·       Collaborate on Instagram

·       Upload the post or reel

·       Tap Tag People → Invite Collaborator - Select the official department Instagram account. The post will appear on both accounts once the department accepts the collaboration request.

Tag the Department

·       If not using the collaboration feature, tag the department's Instagram account in your post and story.

·       Write a Creative Caption

·       Include the event name and a brief description.

·       Add relevant hashtags

·       Ensure everyone featured in the photos or videos has consented to being photographed or recorded.

Maintain Professionalism

·       Do not post inappropriate, offensive, or misleading content.

·       Represent the department and college positively.

Submission Deadline: Please share all content within 48 hours of the event to ensure timely posting on the department's social media platforms.

 

CLASS ACTIVITY: RISE OF VERNACULAR PRESS

BREAKING NEWS FROM THE PAST!

Topic: Rise of the Vernacular Press with Special Reference to the Marathi Press

 

Activity:

Imagine it is the year 1897. Newspapers are the only source of information, and the Marathi press is becoming the voice of social reform, education, and India's freedom struggle.

Today, you are a journalist, editor, illustrator, and publisher working for one of Maharashtra's pioneering newspapers. Your mission is to create a Special Historical Newspaper Edition that captures the spirit of the time.

 

Each student selects ONE newspaper: Newspapers to Choose From (Any One)

·       Darpan – Balshastri Jambhekar

·       Kesari – Bal Gangadhar Tilak

·       Sudharak – Gopal Ganesh Agarkar

·       Din Bandhu – Krishnarao Bhalekar

·       Mooknayak – Dr. B. R. Ambedkar

·       Bahishkrit Bharat – Dr. B. R. Ambedkar

·       Prabhakar

·       Any other Marathi newspaper approved by the teacher.

 

THE CHALLENGE: Create a SPECIAL EDITION of your chosen newspaper as if it has just been published.

Your newspaper should include the following sections:

 

PART 1 – Newspaper Masthead (5 minutes)

Design the front page header.

Include:

·       Newspaper name

·       Date (historical)

·       Price

·       Editor's name

·       Place of publication

·       Motto (create one if unavailable)

 

PART 2 – Lead News Story (25 minutes)

Research and write a 250–300 word front-page news article based on one real issue of the period. Write in the style of an 1800s newspaper. Include:

·       Headline

·       Subheading

·       Dateline

·       Body of the article

 

Choose ONE:

·       Women's education

·       Widow remarriage

·       Child marriage

·       British taxation

·       Swadeshi Movement

·       Plague in Pune

·       Freedom movement

·       Farmer issues

·       Untouchability

·       Social reform

 

PART 3 – Editorial Corner (15 minutes)

Write a 150-word editorial expressing the newspaper's opinion. Write from the perspective of your newspaper's editor.

Examples:

·       "Education is India's Future"

·       "Why Swaraj Matters"

·       "The Need for Social Equality"

·       "The Voice of the Common Man"

 

PART 4 – Historical Advertisement (15 minutes)

Create ONE illustrated advertisement suitable for that era. Make it period-appropriate (relevant to the time).

 

Ideas:

·       Indigenous cloth (Swadeshi)

·       Marathi school

·       Printing press

·       Library

·       Ayurvedic medicine

·       Books

·       Women's education classes

 

PART 5 – Editorial Cartoon (15 minutes)

Draw a political or social cartoon highlighting one issue discussed by the newspaper.

Possible themes:

·       British censorship

·       Heavy taxes

·       Illiteracy

·       Social discrimination

·       Women's rights

·       National awakening

Add a caption explaining the message.

 

PART 6 – "Editor's Desk" Reflection (15 minutes)

Write a 100-word reflection answering:

"If I were the editor of this newspaper, what change would I want to bring to society and why?"

 

PART 7 – Fast Fact Box (10 minutes)

Create an information box containing:

·       Founder

·       Year established

·       City

·       Target audience

·       Major contribution

·       Interesting fact

 

Extension Challenge (If Finished Early)

Add a "Letters to the Editor" section with two fictional letters:

·       One supporting the newspaper's views.

·       One disagreeing with them.

 

Presentation (Last 15 Minutes)

Students display their newspapers around the classroom for a "Press Gallery Walk."

Each student makes a note of two classmates' newspapers, writing:

·       One fact they learned.

·       One feature they found most creative.

 

For Educators:

Evaluation Rubric (20 Marks)

Criteria	Marks
Historical Accuracy	5
Research & Content	4
Creativity & Visual Appeal	4
Journalistic Writing	4
Overall Presentation	3

 

Learning Outcomes: By the end of the activity, students will be able to:

·       Understand the evolution of the Marathi vernacular press.

·       Recognize the contribution of early Marathi newspapers to social reform and nationalism.

·       Interpret historical events from a journalist's perspective.

·       Develop research, critical thinking, creative writing, and newspaper design skills.

 

Why This Activity: In just two hours, each student experiences the multiple roles of an early Marathi journalist—researcher, reporter, editor, illustrator, and publisher. Instead of simply memorizing facts about the rise of the vernacular press, students actively recreate the atmosphere of nineteenth-century journalism and gain a deeper appreciation of how newspapers became powerful agents of social reform, public awareness, and the Indian freedom movement.