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.

HISTORY OF MEDIA ACTIVITY

Create a Newspaper Front Page (15 minutes)

Each group designs a one-page newspaper containing:

✔ Newspaper Name

✔ One catchy headline

✔ A 50–75 word news report

✔ One simple sketch or political cartoon

✔ A slogan supporting the freedom movement

Present Your News (10 minutes)

Each group has 2 minutes to present:

• Their headline
• Their news story
• Why they chose that headline

Fun Twist

After every presentation, the class votes for one of these awards:

·       Most Powerful Headline

·       Best Cartoon

·       Best News Report

·       Most Patriotic Newspaper

 

Sample Example

Newspaper: Kesari

Event: Dandi March

Headline:

"Thousands March with Gandhi to Challenge the Salt Law!"

News Report (Example):

Mahatma Gandhi began a historic march from Sabarmati Ashram to Dandi to protest the unfair British Salt Law. Thousands of Indians joined him in this peaceful movement, inspiring people across the country to stand united against colonial rule.

Slogan:
"Freedom Begins with Courage."

IKS - CLASS ACTIVITY FOR BAMMC STUDENTS

INDIA'S KNOWLEDGE QUEST – ANCIENT WISDOM FOR A MODERN WORLD

Student Instruction Sheet

 

Course: Indian Knowledge System (in Media & Communication)

Group Presentation & Creative Challenge

Group Size: 6–8 students per group

Duration

·       Preparation: 45–60 minutes (or as assigned by the faculty)

·       Presentation: 10–12 minutes per group

 

Activity Overview

India possesses one of the world's oldest and richest knowledge traditions. From medicine and mathematics to governance, architecture, performing arts, education, communication, and environmental practices, the Indian Knowledge System (IKS) continues to influence the modern world.

Your group has been selected as a Knowledge Council whose mission is to convince the audience that your assigned topic remains relevant in the 21st century.

Your presentation should not be a traditional classroom presentation. Instead, use your creativity to educate, entertain, and engage your audience.

Objectives - By completing this activity, students will:

Ø  Understand the assigned IKS topic.

Ø  Explore its historical significance.

Ø  Connect ancient knowledge with present-day applications.

Ø  Work collaboratively in teams.

Ø  Develop research, presentation, communication, and creative thinking skills.

Ø  Use media and storytelling techniques to explain concepts effectively.

 

Group Roles: Every member must actively participate.

 

Assigned Topics: Each group will be allotted one topic.

Topics include:

1.    Ayurveda

2.    Yoga & Wellness

3.    Arthashastra

4.    Natyashastra

5.    Ancient Indian Education (Gurukul)

6.    Takshashila & Nalanda Universities

7.    Ancient Astronomy

8.    Indian Mathematics

9.    Ancient Banking System

10. Ancient Trade & Commerce

11. Vastu Shastra

12. Water Conservation in Ancient India

13. Folk Theatre

14. Indian Classical Dance

15. Ancient Communication Systems

16. Temple Architecture

17. Environmental Wisdom

18. Metallurgy in Ancient India

19. Ancient Sports

20. Traditional Knowledge Systems

 

Presentation Structure: Your presentation must include all of the following sections.

 Part 1 – Know Your Topic (2 Minutes)

Introduce your assigned topic by covering:

ü  Origin

ü  Historical background

ü  Important personalities or scholars

ü  Key concepts

ü  Interesting facts

ü  Importance during ancient India

 

Part 2 – Creative Presentation (4–5 Minutes)

Present your topic using ONE creative format.

Choose any one:

Option 1: News Bulletin

Example: "Breaking News! Aryabhata discovers the concept of zero!"

 

Option 2: Podcast - Interview an ancient scholar.

Examples:

·       Chanakya

·       Sushruta

·       Aryabhata

·       Bharata Muni

·       Charaka

Option 3: Talk Show - Host invites famous personalities from ancient India.

 

Option 4: Courtroom Drama

Debate: "Is Ancient Knowledge Still Relevant?"

 

Option 5: Shark Tank India - Pitch an ancient invention.

Examples:

·       Ayurveda

·       Yoga

·       Ancient Banking

·       Water Harvesting

 

Option 6: Social Media Influencer - Imagine your topic has:

·       Instagram

·       YouTube

·       Podcast

·       Twitter (X)

Promote your topic creatively.

 

Option 7: Role Play - Create a short dramatic scene.

Option 8: TED Talk: Deliver an inspiring talk explaining why your knowledge system matters today.

 

Part 3 – Ancient Meets Modern (2 Minutes)

Choose one modern issue.

Examples:

·       Climate Change

·       Mental Health

·       Digital Addiction

·       Fake News

·       Leadership Crisis

·       Financial Literacy

·       Environmental Pollution

·       Stress among Students

·       Water Scarcity

·       Consumerism

Explain: How can your assigned IKS topic help solve this issue?

Support your answer with practical examples.

 

Part 4 – Media Creation Challenge (1–2 Minutes)

Create ONE media product related to your topic.

Options include:

·       Advertisement

·       Instagram Reel

·       Magazine Cover

·       Newspaper Front Page

·       Comic Strip

·       Meme

·       Radio Jingle

·       Public Service Announcement

·       Campaign Poster

·       Digital Infographic

·       YouTube Thumbnail

·       Short Promotional Video

·       Social Media Campaign

Display or perform it during your presentation.

 

Research Guidelines

Students are expected to use reliable sources.

 

Creativity Guidelines: You are encouraged to use:

·       Costumes

·       Placards

·       Props

·       Charts

·       Posters

·       Models

·       Handmade material

·       Audio

·       Music

·       Videos (if permitted)

·       QR Codes

·       Canva Presentations

·       Interactive Games

 

Time Limit

Activity	Time
Introduction	2 min
Creative Presentation	5 min
Modern Application	2 min
Media Product	2 min
Audience Activity: QnA / Feedback	1 min

Maximum Time: 12 Minutes

Evaluation Criteria

·       Content Accuracy & Research
·       Understanding of IKS Topic
·       Creativity & Originality
·       Relevance to Modern Society
·       Effective Use of Media & Communication
·       Teamwork & Equal Participation
·       Audience Engagement & Delivery

 

Submission Requirements / Presentation Rules

·       Every group member must speak or actively participate.

·       Stay within the allotted time.

·       Use respectful and inclusive language.

·       Ensure facts are historically accurate.

·       Avoid reading directly from notes or phone.  

·       Focus on explaining concepts through creativity rather than lengthy lectures.

 

Bonus Challenge (+ Marks)

Conclude your presentation with a 30-second "Future Pitch" beginning with the sentence:

"If the world adopted one principle from our Indian Knowledge System today, it would be __________ because __________."

Support your answer with a practical example that demonstrates its relevance in today's world.

 

Final Thought

This activity is designed to help you discover that the Indian Knowledge System is not just a part of history—it is a living source of ideas that continue to inspire solutions in health, governance, communication, education, science, the arts, and sustainable living. Approach the task with curiosity, creativity, and teamwork, and show how ancient wisdom can address modern challenges.

CANONS OF JOURNALISM

Canons of Journalism were ethical rules adopted by the American Society of Newspaper Editors on April 28, 1923, and since endorsed by many state associations and other groups of journalists. These canons have been taken up in other countries too and explain the basis rules for good behaviour for journalists, reminding them not only about their role as well as responsibilities. A journalist is made to understand that he is accountable only to the reader and he has to write or broadcast information keeping in mind welfare and interests of his readers. Though in today’s world when newspaper is more of a business than a mission as it used to be a few decades back, journalists have to follow not only the diktats of the editor and owner of the newspaper but also the marketing manager and brand director, we need to remember that our primary objective is to inform the reader and thus take care of his interests. We need to follow these principles of journalism as much as possible.

This is the resolution adopted by the American Society of Newspaper Editors:

The primary function of newspapers is to communicate to the human race what its members do, feel and think. Journalism, therefore, demands of its practitioners the widest range of intelligence of knowledge and of experience, as well as natural and trained powers of observation and reasoning. To its opportunities as a chronicle are indissoluble linked its obligations as teacher and interpreter.

 To the end of finding some means of codifying sound practice and just aspirations of American journalism, these canons are set forth:

(1) Responsibility— The right of a newspaper to attract and hold readers is restricted by nothing but considerations of public welfare. The use of newspaper makes of the share of public attention it gains serves to determine its sense of responsibility, which it shares with every member of its staff. A journalist who uses his power for any selfish or otherwise unworthy purpose is faithless to a high trust.

(2) Freedom of the Press— Freedom of the press is to be guarded as a vital right of mankind. It is the unquestionable right by law, including the wisdom of any restrictive statute. To its privileges under the freedom of American institutions are inseparably joined its responsibilities for an intelligent fidelity to the Constitution of the United States.

(3) Independence— Freedom from all obligations except that of fidelity to the public interest is vital.

A. Promotion of any private interest contrary to the general welfare, for what ever reason, is not compatible with honest journalism. So-called news communications from private sources should not be published without public notice of their source or else substantiation of the claims to value as news, both in form and substance.

B. Partisanship in editorial comment which knowingly departs from the truth does violence to the best spirit of American journalism; in the news columns it is subversive of a fundamental principle of the profession.

(4) Sincerity, Truthfulness, Accuracy— Good faith with the reader is the foundation of all journalism worthy of the name.

A. By every consideration of good faith, a newspaper is constrained to be truthful. It is not to be excused for lack of thoroughness, or accuracy within its control, or failure to obtain command of these essential qualities.

B. Headlines should be fully warranted by the contents of the articles which they surmount.

(5) Impartiality— Sound practice makes clear distinction between news reports and expressions of opinion. News reports should be free from opinion or bias of any kind. This rule does not apply to so-called special articles unmistakably devoted to advocacy or characterized by a signature authorizing the writer’s own conclusions and interpretations.

(6) Fair Play— A newspaper should not publish unofficial charges affecting reputation or moral character, without opportunity given to the accused to be heard; right practice demands the giving of such opportunity in all cases of serious accusation outside judicial proceedings.

A. A newspaper should no invade rights of private feelings without sure warren of public right as distinguished from public curiosity.

B. It is the privilege, as it is the duty, of a newspaper to make prompt and complete correction of its own serious mistakes of fact or opinion, whatever their origin.

(7) Decency— A newspaper cannot escape conviction of insincerity if, while professing high moral purpose, it supplies incentives to base conduct, such as are to be found in details of crime and vice, publication of which is not demonstrably for the general good. Lacking authority to enforce its canons, the journalism here represented can but express the hope that deliberate pandering to vicious instincts will encounter effective public disapproval or yield to the influence of a preponderant professional condemnation.