Revise Social Studies book 4 for ctp 2077t

Evaluation Activities:

Do the following:

(a) Name your province and district.

(b) Name the things you like the most of your district.

(b) Name the districts you have visited.

Write about your district on the basis of the following hints.

Boundary Landform

Major rivers & Highways Nearest towns and Cities

Climate Vegetation

Famous & historical Places

Agricultural & other products

Festivals Major towns and Cities

Answer the following questions:

(b) What is the headquarters of Rupendehi district?
(c) How many districts are there in Lumbini Zone?
(d) Why is Rupendehi district important? Give reasons.
(e) Why is Rupendehi called a gateway to India?

Prepare a table as given below, write down the agricultural
crops and industries found in Rupandehi.

Agricultural crops Industries

With the help of an atlas, draw an outline map of your district and
district headquarters, major river, roads and important places.

Social Studies & Creative Arts Book Four 101

Lesson Humla: An Intersting District

2 Objectives : At the end of this lesson, the students will be able to:
draw simple outline map of their district and show important places.

Prakriti: I am going to have my summer vacation soon. It is
quite a long vacation. I wished you had taken me to some cooler
places.

Father: I know you have a 15-day long vacation. In the last
winter vacation, we went to Chitwan. This time we are thinking
of going to some remote places.

Prakriti: That sounds very exciting. I have never been to mountain.
I love to see some mountains.

Father: Our country is full of hills and mountains. We should
know and feel them. How about visiting some places in Karnali
Zone, the largest and most remote part of our country?

Note to the teacher: You should encourage and motivate students to look at atlas, draw maps and
indicate important places. They should be told what are maps and why they are important. Ask
them to draw their district map and show important places like Himal, river, lake, passes etc.

102 Social Studies & Creative Arts Book Four

Prakriti: Yes, I told that it is very remote and undeveloped part
of our country. It must be difficult to go there.

Father: One can go to easier place any time. It is worth visiting
place during long vacation. The weather is also right now to go
to high places.

Prakriti: How can we reach there? What are the things we need
to carry?

Father: Humla is not connected yet by road. We can fly there
from Nepalgunj or Surkhet. We do not need to carry much. There
are reasonable hotels and lodges.

Prakriti: How do you know all about it?

A Village in Humla

Father: Many information can be obtained from maps and
brochures. We can even search in on the internet. I have got a
map. Look at this.

Social Studies & Creative Arts Book Four 103

Prakriti: Oh! I can see Humla district on map. It is quite a big
district, is'nt it? Yes, there's an airport. I can see only tracks but
no roads. There is river Karnali. There are Nalakankar Himal,
Chandi Himal and Gorakh Himal. I can see Changla, Lapche
and Lolung Bhanjyangs too.

Father: You are right. That’s the Simikot airport. It is also the
district headquarters. It is called Simkot because it is usually
wet. Humla is the second largest and northernmost district of
Nepal. It is bordered by Tibet in the north and west. There are
Mugu in the east, Bajura and Bajhang of Seti Zone in the south.

Prakriti: Our teacher has told us that this district is famous for
important herbs like Yarsagumba, Panchaule, Silajit, Guchi Chyau
(Mushroom), etc.

Yarsagumba Guchi Chyau

Silajit

Father: Yes, you are right. This summer we will spend visiting
Humla.

104 Social Studies & Creative Arts Book Four

Evaluation Activities:

Do the following:

(a) List out some historical, religious and interesting places
that you have visited or heard of.

(b) List out some mountains, passes, lakes, rivers that you
know.

Look at the map of Nepal given below. Find out your district.
Copy your district and colour it.

From the given map of Nepal, draw a full page map of your
district and show the following information.

(a) Neighbouring districts
(b) Rivers
(c) Lake if any
(d) Religious places and temples
(e) Mountains
(f) Important places.
(g) Roads and tracks

Social Studies & Creative Arts Book Four 105

Lesson Mother Earth

3 Objectives : At the end of this lesson, the students will be able to:
know about the origin of the earth, and
know how the earth was formed.

Students: I wonder sometimes, how you came into existence !
Mother Earth, you are so wonderful!

Mother Earth: Thank you for showing concern about me. It is
important for you to know how I was formed. Can you imagine?
I was created by the huge explosion or “Bang’ that occurred in
the universe. This theory is also called the “Big Bang Theory.”

Students: That’s very interesting! How did that happen?

Mother Earth: A long time ago, the sun was a huge ball of fire,
formed of various masses of hot burning gaseous substances.
Suddenly, there occurred a big explosion in the universe. The

Note to the teacher: Teacher should make the lesson interesting by using globe, diagrams etc. Let
the students imagine and ask questions.

106 Social Studies & Creative Arts Book Four

hot burning sun also got exploded into several parts. The biggest
part remained in the centre as the sun.

Students: Mother Earth! We’re even more curious. How long
time ago did it happen? What happened to the other exploded
parts of the sun?

Mother Earth: It happened
really a long time ago. It was
4.6 to 5 billion years ago. The
other exploded parts became
planets and stars. There are
eight planets and millions of
stars. They are all together
called the “Solar System”.
I’m one of the eight planets
in the solar system. We are
mostly round and revolve
around the sun.

Students: Were you also very hot at that time?

Mother Earth: Yes, you are right! I was also very hot and molten
because I was a part of the hot and burning sun.

Students: Thank God! You are not so hot and molten now. You
are the common home of all living beings. There are soil, stone,
minerals, water and forests. We are indeed grateful to you.

Mother Earth: I gradually cooled down and got hardened.
I am still quite hot in my innermost part. Due to contraction,
higher and lower parts like mountains and plains were formed.
Similarly, there formed seas and oceans in the deeper parts. In
the beginning, there were no living beings here. Later on, when
the temperature became suitable, both water and land animals
came into existence.

Social Studies & Creative Arts Book Four 107

Evaluation Activities:

Give your ideas on the following:

(a) Comparison of your mother and the Mother Earth.
…………………………………………………………………………………

(b) Ways of protecting and preserving the Mother Earth.
…………………………………………………………………………………

(b) Ways to make your mother happy.
…………………………………………………………………………………

Fill in the blanks with correct words.

(a) The earth is like our ………………….. .
(b) The earth was a part of the ………………………………. .
(c) The earth was created out of a ………………………….. in

the universe.
(d) The earth was very ……………………… in the beginning.
(e) There are ……… planets, which go around the ………… .
(f) The earth is the part of the ………… system.

Answer the following questions.

(a) How was the Mother Earth created?
(b) What is the theory of the earth’s origin called?
(c) How was the earth in the beginning?
(d) What’s the “Solar system”?
(e) Why is the earth called a common home of all living

beings?
(f) How did the mountains, plains, seas and oceans form?
(g) When did the water and land animals come into existence?

108 Social Studies & Creative Arts Book Four

Lesson Structure of The Earth

4 Objectives : At the end of this lesson, the students will be able to:
know the structure or formation of the earth, and
understand that the earth is formed of various layers.

We already knew how our earth was created some 4.6 to 5 billion
years ago. In the beginning, our earth was an integral part of
the sun. When the sun broke into many pieces, our earth was
created along with
other planets. When
it was born, it was
very hot and molten
in our solar system.
Gradually, it cooled
down. The outer
layer cooled down
faster. This part is
called crust, where we
are living to-day. The
higher parts became
hills and mountains
and the lower areas
became valleys and
plains. Deeper places
became seas and
oceans. There were no living beings in the beginning. As the
temperature slowly became suitable, plants, water and land
beings started to come into existence.

The earth is round in shape like an orange. It is somewhat flat
in the north and south poles. It has several layers. Studies show
that there are mainly three layers. They are:

Note to the teacher: This lesson can be made interesting by using diagrams and visuals. Students
can be shown documentary or different pictures from internet or encyclopedia

Social Studies & Creative Arts Book Four 109

• Outer layer, which is called crust.
• Mantle
• Core.
Outer layer or Crust: The outer layer of the earth’s surface on
which we live is called the crust. It is mostly made up of soil,
stone, mountain, sand and water. We grow crops in this part. It
is about 50km thick.
Mantle: The layer below the crust is called mantle. It lies between
the outer layer and the innermost part, called core. This layer is
made up of solid rocks and different minerals including iron. It
is about 2,880 km thick. It is quite hot. The temperature there is
around 3800 degree Celsius.
Core: The innermost part of the earth below the mantle is
called core. It is about 3482 km thick. It is extremely hot there.
Everything there is in liquid form. It is this liquid that comes out
as lava when volcanic eruption takes place. The temperature is
around 4800 degree Celsius.

110 Social Studies & Creative Arts Book Four

Evaluation Activities:

Do the followings activities:

(a) Observe things that you see on the outer part of the
earth and write them down.

(b) Name the mountains, hills, valleys, rivers, seas, and
oceans you know.

Circle the correct answer.

(a) Our earth is about years old.

(i) 5-6 billion (ii) 4.6 - 5 billion (iii) 3.6 – 4 billion.

(b) The innermost layer of the earth is called___________ .

(i) mantle (ii) crust (iii) core.

(c) The layer between the crust and core is____________.

(i) mantle (ii) rock (iii) soil.

Draw a neat diagram showing the earth structure and label it.

Answer the following questions:

(a) How many earth layers are there ?
(b) In which layer of the earth do we live?
(c) What is the state of the innermost layer of the earth?
(d) Which is the thickest earth layer?
(e) How did the mountains plains, seas and oceans form?

Write 'T' for True and 'F' for False statements given below.

(a) The earth was an integral part of the sun.

(b) Animals and plants came into existence right after the
earth was created.

(c) The earth has same temperature everywhere.

(d) Everything in the core is in liquid form.

Social Studies & Creative Arts Book Four 111

Lesson India: Our Next Door Neighbouring
Country
5
Objectives : At the end of this lesson, the students will be able to:
know about India and its socio-economic conditions, and
learn about the Nepal-India relation.

Nepal is a land
locked country.
It is bordered
by India from
three sides-
east, west and
south. We share
the longest
common border
with India. Next
to India, we
share common
border only
with China.

Nepal is a peace
loving country.
It maintains
friendly relation with all the countries around the world. However,
Nepal has special relation with India. Both the countries are in
South Asia and members of the SAARC (South Asian Assiciation
For Regional Co-operation). We are going to learn more about
India to-day.

Shape and size: India is almost triangular in shape. It is about 23
times bigger than Nepal. It is the seventh largest in size and the
second most populated country in the world. It has more than 1
billion people.

Note to the teacher: Use atlas or maps to explain the geographical features. You can use political
map as well to show various developments, road and railways etc. Explain to them why Nepal and
India maintain special relation.

112 Social Studies & Creative Arts Book Four

Location and Boundaries: India is located in South Asia. It shares
common land border with Nepal, China, Bhutan, Bangladesh,
Myanmar, Pakistan and Afghanistan. It also shares maritime
border with Thailand, Srilanka and the Maldives. It is bordered
by the Indian Ocean from east, south and west.

Physical features: India is a big country. It has varieties of physical
features. It has a long range of mountain in the north. Ganga,
Yamuna, Bramhaputra, Godawari, Narmada, Satlez are some
major river systems. There are fertile river basins and valleys.
The central part has a plateau called the Deccan plateau. The
western part is mostly desert. There are great deserts like Thar
and Rajasthan deserts. Coastal areas are flat and fertile.

Climate: India is a continent in itself. We can find different
types of climate there. Northern India is cold throughout the
year. Temperature gets warmer as we go southwards. Coastal
areas have hot and humid climate. It gets monsoon rain during
summer.

History: Indian civilization is one of the oldest civilizations in the
world. Many rulers ruled it in the past. Ashoka, Harshvardhan,
Akbar and Shah Jahan are some of the great rulers of India.
India was ruled by the British for about 200 years. It got its
independence on 15 August 1947.

Political system: India is a democratic country. It is divided into
29 states and seven union territories. New Delhi is its capital.
The President is the head of the state. The prime Minister is the
head of government.

Social Life: India is a secular country. Majority of people in India
are Hindus. The other major religions are Islam, Buddhism,
Jainism, Christianity, Sikhism, etc. India has many important
religious places of pilgrimage. The food, clothing and many
of their social customs and cultures are similar to ours. Indian

Social Studies & Creative Arts Book Four 113

people are fond of eating chapatti. South Indians prefer to have
vegetarian foods.

Economic Condition: India is basically an agricultural country.
However, it is a fast developing country. It has been lately able to
achieve high economic growth. It has made tremendous progress
in the field of industry and technology. It manufactures many
things including vehicles, aircrafts, train engines, machinery,
electronic goods, etc. There are very good networks of roads and
railway lines. Kolkata, Mumbai and Chennai are some important
ports. There are many big cities like New Delhi, Mumbai, Kolkata,
Banglore, etc. Mumbai is its financial capital whereas New Delhi
is its national capital. Indian rupee is its currency.

Co-operation Between Nepal & India
The relation between Nepal & India has been close since ancient
times. Both countries share many social, religious and cultural
traditions and customs. There is open border between the two
countries. Many families across the borders have matrimonial
relations. There are religious places in both countries equally
respected by the people of both countries. Every year a large
number of people visit these places. There is an exemplary social
and cultural relationship between the people of two countries.

India is one of the Nepal’s main donor countries. India has
assisted Nepal to develop important infrastructures: road,
education, health, hydropower, etc. Nepal imports a lot of
things from India. They include machineries, equipment, tools,
salt, petroleum products, and so on. Nepal exports ghee, herbs,
ginger, timber, jute, etc.

There are many Nepalese working in India. Our governments
too cooperate each other in international forums on the issues of
mutual interest. Relation both at people and government level
is very good.

114 Social Studies & Creative Arts Book Four

Evaluation Activities:

Find out the following.

(a) Major cities in India close to Nepal: …………………………..
(b) Major points of entry to India from Nepal: …………………
(b) Major religious places in India mostly visited by Nepalese

people: …………………

The map of South Asia is given below. Write the name of the
country numbered

8

7 12
63

54

Name any three for each of the following in reference to India.

(a) River: (b) Cities: (c) Ports:

(d) Exporting Items: (e) Importing items:

Answer the following questions:

(a) Where is India located?

(b) Which are the immediate neighbouring countries of
India?

(c) Write a paragraph about social life in India.

(d) How is the relation between Nepal and India? 115

Social Studies & Creative Arts Book Four

Lesson China: Another Neighbouring Country

6 Objectives : At the end of this lesson, the students will be able to:
know about China and its socio-economic condition, and
learn about Nepal-China relation.

We already know that Nepal is bordered by India from three
sides- east, west and south. There is another country sharing
common border with us. It is the People’s Republic of China. It
borders Nepal from the north. Both China and India are our next
door neighbor countries.

China
Nepal
India

Note to the teacher: Use atlas or maps to explain the geographical features. You can use political
map as well to show various developments, road and railways etc. Explain to students why Nepal
and China are special neighbours.

116 Social Studies & Creative Arts Book Four

Nepal maintains friendly relation with many countries around
the world. However, Nepal has special relation with China. We
are going to learn more about China to-day.

Shape and Size: China is almost like a chicken in shape. It is
about 65 times bigger than Nepal. It is the fourth largest in size
and the most populated country in the world. It has more than
1.3 billion people.

Location and Boundaries: China is located in Asia. It shares
common land border with Nepal, India, Pakistan, Afghanistan,
Tajikistan, Kyrgyzstan, Kazakhasthan, Russia, Mognolia, North
Korea, Vietnam, Laos, Myanmar, Bangladesh and Bhutan. It also
shares maritime border with many countries in east and south
Asia like Japan, South Korea, the Philippines, etc. It is bordered
by the China Sea and Pacific Ocean from the east.

Physical features: China is a big country. It has varieties of physical
features. About two third of its land is covered with mountains
and semi-deserts. Yangtze river, Yellow river, Hwang-ho river,
Heilongjiang River Songhuajiang River, Zhujiang River are some
major river systems. There are fertile river basins and valleys.
The Eastern region is mostly plain and fertile. Western region
is a plateau bounded by the Himalayas. The northern region
is mostly desert called the Gobi desert. The highest plateau on
earth, Tibet, which is also called the roof of the world is in China.
River Hwang-Ho is also known as “Sorrow of China.”

Climate: China is a continent in itself. We can find different
types of climate there. As it lies more to the North, it is generally
colder than Nepal. Temperature gets warmer as we go south and
eastwards. Coastal areas have hot and humid climate. It gets
monsoon rain during summer. It’s very dry, windy and cold in
western and northern China.

History and Culture: Chinese civilization is one of the oldest
civilizations in the world. Many important and useful things have

Social Studies & Creative Arts Book Four 117

been started from China. Great Wall of China
Use of umbrella, slippers,

tea, paper currency and

many more things have

their origin in China. In

the past, it was ruled by

the emperors of different
dynasties like Ming and
Manchu dynasty. It was

invaded by Japan and other
western colonial power many times. During the rule of Manchu
dynasty, a revolution took place under the leadership of Dr.
Sun Yat Sen. It became a republic in 1911 AD. Mao Tse Tung

established communism in 1949 AD.

Political System: China is a people’s republic. It is divided into
provinces and autonomous regions. Bejing is its capital. The
other main cities are Shanghai, Chongquing, Nanjing, etc. Hong
Kong and Macau are parts of China. China claims sovereignty
over Taiwan. President is the head of state. He exercises most of
the powers. There is a communist government.

Social Life: China doesn’t have any state religion. Majority of
people in China don’t have religion. However, there are people
practising different faiths like Buddhism,
Confucianism, Taoism, Christianity,
Islamism, etc. Majority of people are from
Han dynasty. They speak Chinese. They love
eating noodles, rice, vegetables, pork and
sea food. They drink a lot of tea. Chinese
food is famous all over the world.

Economic Condition: China is basically

an agricultural country. It produces rice,

wheat, sugarcane, tobacco, etc. Chinese

silk is famous all over the world. It is a Confucious

118 Social Studies & Creative Arts Book Four

fast developing country. It has been lately able to achieve high
economic growth. It has made tremendous progress in the
field of industry and technology. It manufactures many things
including vehicles, aircrafts, train engines, machinery electronic
goods etc. Chinese goods are quite popular as they are cheaper.
It exports a lot of things. It imports mostly raw materials and
petroleum products. There are very good networks of roads and
railway lines. Yuan is its currency.

Co-operation Between Nepal & China

The relation between Nepal & china is very old. During the
Lichchhavi period, Bhrikuti, the daughter of Amsuverma, was
married to the Tibetan King, Tsrong Tsang Gompo. She spread
Buddhism and Nepalese culture in China. During the Malla
period, a famous Nepalese architect, Araniko who is also called
Balabahu led a team of builders to China. Under his leadership
and architecture, many pagoda style temples and houses were
built there. We can see the Chinese architect quite influenced by
him.

Nepal and China established diplomatic relation in 1955 AD.
China has been assisting Nepal in many sectors since then. It is
one of the Nepal’s main donor countries. China is helping Nepal
to develop important infrastructures like road, hydropower,
etc. Araniko Highway, Prithvi Highway, Kalupande Highway,
Bharatpur-Mugling highway, International Conference Centre
at Baneswore are some of the infrastructures built from the
Chinese assistance. Nepal imports a lot of things from China.
Trade relationship is growing day by day. Nepal exports ghee,
herbs, ginger, jute, etc.

Our governments co-operate each other in international forums
on the issues of mutual interest. Relation both at people and
government level is maintained well. There are frequent political
and cultural visits and exchanges taking place between Nepal
and China.

Social Studies & Creative Arts Book Four 119

Evaluation Activities:

Find out the following:

(a) Chinese region bordering Nepal. ………………………………
(b) Chinese goods used at your house. ………………………….
(c) Chinese city or town closet from Nepal. ……………………

Tick () the correct answer.

(a) Capital of China is ______________

(i) Shanghai (ii) Nanjing (iii) Lassa (iv) Beijing

(b) Sorrow of China is ______________
(i) Yellow river (ii) Hang-Ho river (iii) Yangtze river

(c) Buddhism was spread in China by ______________

(i) Araniko (ii) Tsrong Tsang Gampo (iii) Brikuti

(d) Most of the people in China are ______________

(i) Non-believers (ii) Buddhists (iii) Confucianists.

Answer the following questions:

(a) Write down the countries sharing land boundary with
China.

(b) How big is China in size and population?
(b) Write a paragraph about the economic life of China.
(d) How is the relation between Nepal and China?
(e) Write a paragraph on the social life of China.
(f) What are the contributions of china to the world

civilization?
(g) Where is China located?
(h) What is the economic condition of China?
(i) Write the names of five big cities of China.

120 Social Studies & Creative Arts Book Four

Unit -6

Our Past

Lesson 1 My Place & Its History
Lesson 2 Origin of the Word: Nepal
Lesson 3 Martyrs Remembered

Lesson My Place & Its History

1 Objectives : At the end of this lesson, the students will be able to:
tell about the history of their place, and
tell about the historical things available in their place.

Thoklung lives in Myanglung Bazzar of Tehrathum District in
Koshi Zone. He is 9 years old. He studies at Shinghabahini School
in class four. There are 35 students in his class. One day, their
Social Studies Teacher took them to an educational tour of local
important and historical places.

In the course of their tour, they
visited religious temples, some
Dhaka Cloth Cottage Industries,
Menchyayam FM Radio Station,
and other places of interest. It
was spring time. The weather
was warm and pleasant. The
sky was blue and very clear.
Myanglung and its surroundings
looked very beautiful with
rhododendron flowers blooming.
They could see far off places.
They see the beautiful Himalayan
ranges. Mt Kanchanjugnga, Mt
Khumbhakarna or Fhaktanglung,
Mt Jannu, Mt Makalu are some of
the peaks they can see.

As Myanglung Bazzar is located on a hill, going around the
places is not so easy. After sometime, they got tired of walking
and decide to take rest a while at a Chautara under a bar and a
peepal tree. This Chautara was built by one Limbu Subba. There

Note to the teacher: You can take your students to visit nearby important historical places. You
encourage them to interact with the officials or experts there. They can make notes on what they
see and hear there and present in the class.

122 Social Studies & Creative Arts Book Four

were some elderly people relaxing. The children got excited to
see them. Along with their Tiffin, they asked the elderly people
there about the meaning of Tehrathum and Myanglung. One of
them, Ritubarna was happy to tell them the history behind these
names.

He told the students, “Terhathum is one of the seventy-five
districts of Nepal. The district, with Myanglung as its district
headquarters, covers an area of 679 km² and has a population
(2012) of 101577. The word Tehrathum is formed from thirteen
(“tehra”) and “thum” (castle or fort). This can be spelled as

Terathum, Tehrathum or Terhathum. It means there
were 13 forts all together. According to the history,
there were 10 Limbuwans and 13 forts or ‘thums’
under Limbuwan territory. The town, Myanglung
is one of them. It was one of the capitals of Limbus
(Limbuwan). Therathum is a word also
used to mention Myanglung Bazar."

He further explained, "The word, Myanglung has
a link with the sound of a cat, meowing. It refers
to an old belief of a Hindu temple in the town. It is said that the
temple had a resident cat. The “myang” means cat and “lung”
means stone in Limbu (Kirat) language. The story is that one
day the cat (myang) in ancient time got angry and pawed a
stone there(lung). The stone still exists in Myanglung Bazaar
at its gateway. It is worshipped by the people entering into the
bazaar. It is said that the town thus got its name as Myanglung
or a place with ‘A Stone Pawed by a Cat’.”

The teacher and student thanked the elders for their information.
Thoklung and his friends were very pleased to see so many
interesting places and to have interacted with the elderly people
of village. They were very happy to have learnt the origin
and meaning of the two important words, ‘Tehrathum’ and
‘Myanglung’.

Social Studies & Creative Arts Book Four 123

Evaluation Activities:

There may be some historical places in and around your locality.
Take help if you need from your parents or elders and answer
the following questions:

a. What’s the name of the place?

b. What are the things located there?

c. Who made that place and when?

d. What’s the condition of that place at present?

Write the following about your place.

(a) District/Municipality/Town/Village …………………………..
(b) Ward/Tole: ………………………………………………………………
(c) Religious and Historical Places: ………………………………….
(d) Pati Pauwa/Palace/Forts /Gates/Meeting Halls: ……………

(e) Tunnels/Cannals/Taps/Wells/ /Lakes/Caves etc:………….

Read the lesson carefully and answer the following questions:

(a) Where is Tehrathum located?
(b) What’s the headquarters of Tehrathum district?
(c) What’s Tehrathum famous for?
(d) What is the meaning of Tehrathum and Myanglung?

Thoklung presented the developmental activities of his village in
a time line as follows:

2050 Health Post Established

2053 VDC Office Built

2054 High School Established

2058 VDC got Telephone Lines

2060 FM Station Established

Can you also show the developmental works of your place in
a timeline like Thoklung?

Draw the pictures of any two historical places you know.

124 Social Studies & Creative Arts Book Four

Lesson Origin of the Word: Nepal

2 Objectives : At the end of this lesson, the students will be able to:
know country got its name ‘Nepal’

The name of our country is Nepal. Nepal is an old country by
origin. It continues existing since very ancient times. It has been
mentioned in many of the old histories, literatures and scriptures.
You may wonder, in olden days, by the word Nepal, it meant only
the Kathmandu Valley, not the whole country as to-day. There
are some old people in villages who still think of Kathmandu by
the word, ‘Nepal’.

In our culture, almost every name has its root with something.
Nepal, the dear and loving name of our country is also said to
have its origin differently to different people. There is no single
opinion on it. It is defined according to different religions, races,
languages and location of the
country.

On The Basis Of Religion:
According to Hindu religious
views, Lord Krishna came to
Nepal with some milkmen in
Dwapar Yuga.

Kathmandu valley was a
lake then full of water. Lord
Krishna drained the water
out and made it suitable for
settlement. The milkmen, who
were called Gopal used to
keep cows. It was found that

Note to the teacher: Explain to students the fact that the Kathmandu valley was only mean by
Nepal in olden days. You can ask them to discuss about how some other places got their names.

Social Studies & Creative Arts Book Four 125

one of the cows used to offer
her milk at a particular point
everyday. Then the milkman,
who saw that happening
became curious to know the
reason. But all of a sudden he
got killed by the powerful rays
coming out from the shrine of
Pashupatinath.

The Gopals were called
‘Nippa’ and their home
‘Alaya’. Joining the words, the
place the Gopals lived became
‘Nepal’. There is yet another
opinion.

According to it, there was a

saint called, ‘Ne’, who made Social Studies & Creative Arts Book Four
the son of the killed milkman,
Bhuktaman, the first king of
Nepal. It is said that after the
saint’s name ‘Ne’, the country is
named “Nepal’.

According to Buddhist views, the
Kathmandu Valley was a lake.
Manjushree Bodhisatwo from
China cut the hill at Chovar with
a sword and drained the water
out making the valley suitable
for settlement.

Gradually people started settling
down. Chinese people used to
call it ‘Nippolo’ which ultimately

126

turned into being ‘Nepal’

On The Basis of Language: Some
believe that Nepal is derived
from Tibetan word, ‘Ne’ and ‘Pal’.
Ne means home and pal means
‘wool’. Jointly these words mean
‘Home of Wool’. In ancient times,
people here used to rear sheep
and produce a lot of wool. Radi,
Pakhi, etc. made from wool used
to be exported to neighbouring
countries.

As a ‘House of Wool’, our
country got its name as Nepal.
Newars call it ‘Neppa’. For them,
‘Ne’ means ‘Mid’ and ‘Pal’ means
country. Jointly these words mean a country in the middle. The
Kathmandu Valley lying in mid hills got its name ‘Nepal’.

In Limbu language, Nepal means plain land. Having plain
land, the Kathmandu valley got its name as “Nepal’. In Lepcha
language, ‘Ne’ means a sacred or holy land or cave of meditation
for Lamas. Our country having this quality got its name ‘Nepal’.

On The Basis Of Race: The indigenous inhabitants of the
Kathmandu Valley are Newars. Nepal is derived from Newar. It
is also said one of the branches of Kirant called ‘Nepar’ settled in
the valley as ‘Newar’. From them it got its name ‘Nepal’.

There are many other opinions as well about how our country
got its name as ‘Nepal’. Whatever may be the fact, we all are
proud to be the citizens of our country, ‘ Nepal’. We must love
and respect our country. We can make our country equal to any
country being united.

Social Studies & Creative Arts Book Four 127

Evaluation Activities:

Fill in the blanks with correct words.

(a) In olden days, Nepal meant only the ……………………. .

(b) According to Buddhists, …………………. from China cut the
lake at Chobhar.

(c) In Limbu language, Nepal means ………………………….

(d) We all are proud to call our country ………………………… .

(e) Hindu believe that ........... drained the water out of the
lake.

(f) Kathmandu Valley was a .......... in the beginning.

(g) Origin of the word "Nepal" can be explained according to
.........., ............ and ........

Answer the following questions:

(a) Who is the first king of Nepal?

(b) What did lord Krishna bring with him to Nepal?

(c) How is our country named Nepal according to Lepcha
language?

(d) How is our country named Nepal according to race?

(e) On how many bases can you explain the naming of our
country as Nepal?

Write T for True and F for False statements:

(a) Nepal is an ancient country.

(b) There is no single opinion on how our country got each
name.

(c) In olden days, Nepal ment only the Kathmandu Valley.

(d) In Tibetan Language, 'Ne' meant a saint.

(e) According to Newars, Nepal means a country in the

middle.

128 Social Studies & Creative Arts Book Four

Lesson Martyrs Remembered

3 Objectives : At the end of this lesson, the students will be able to:
know the martyrs of our country, and
tell about their contributions and sacrifices.

Teacher: Good morning, Class Four! It is 16 of Magh tomorrow.
It has an important meaning to us. Do you know why?

Students: Good morning, Sir! We are sorry. We do not know why
this day is so important for us. Please tell us. We are curious to
know about it.

Teacher: I will surely tell you. It is an important day. We observe
this day as a ‘Martyrs’ Day’. Our martyrs are remembered on this
day. Various activities are organized to pay tribute to them.

Students: Who are called martyrs and why do we have to observe
this day as a special day?

Teacher: You know children! We have democracy. We are
enjoying so many rights to-day. We have freedom of speech,
religion, education, property, movement, work and so on. But,
our forefathers would not enjoy them.

During the autocratic rule of the Ranas for 104 years, our people
couldn’t go to school and do things as we do to-day. There were
many restrictions imposed on them. They were not happy with
the system.

They gradually got awareness and raised their voices against the
rulers. They demanded their rights. But the rulers did not give
up their power easily. The people had to fight for their rights. In
course of it, many people were killed or hung by the rulers. Such
people who have had sacrificed their lives for the people and the

Note to the teacher: You should ask students whether they know any of the martyrs. They should
be told why and how they became martyrs. You can show them visuals, newspaper cuttings,
posters etc or take them to see some martyrs’ statues to make the lesson interesting. You can ask
them to collect information about known and unknown martyrs.

Social Studies & Creative Arts Book Four 129

country are called martyrs or ‘sahid’.

Students: Can you tell us who are our
martyrs?

Teacher: We can not go very far back. Shukraraj Shastri
Lakhan Thapa Magar is considered as the
first martyr of modern Nepal. The martyrs
of democratic movement are Gangalal
Shrestha, Dharmabhakta Mathema,
Dasharath Chand and Shukraraj Shastri.
They sacrificed their lives while fighting
for democracy against the Rana rule. They
made the people aware of their rights and
autocratic rule of the Rana rulers. Due to
them, the people got mobilized against the
regime and democracy was established in
2007 BS.

Students: Sir, how were they killed?

Teacher: All four of them got arrested
and killed in 1997BS. Shukraraj
Shastri and Dharmabhakta Mathema
were hung while Dasharath Chand and
Gangalal Shrestha were shot dead.

Students: It is very sad, isn’t it, sir?

Dharmabhakta Mathema Teacher: Of course, it is! There can be
no greater sacrifice than giving one’s
especially for them. life for the people and the country. It
was so for them too. They didn't fear
130 death. Their cause was greater than
anything for them. That’s why they
are special to us. They always remain
in our heart and soul. This day is

Social Studies & Creative Arts Book Four

Students: Are there any other martyrs than them mentioned
above?

Teacher: Yes, there are. Even after the establishment of democracy
in 2007B.S., our people are fighting for more freedom and rights
time and again. Many people have sacrificed their lives while
fighting against the system of government between 2007BS and
2062 B.S. They may be from our own village or district and
region. They may be known and unknown. It is our duty to find
them.

Students: Now, we know who our martyrs are and why they are
so special for us. We must be grateful to them.

Teacher: Very good. We should pay respect and tribute to them.
We can do so by doing something creative for fulfilling their
dreams. We should also help their families. We can establish
institutions and name important things after them. We’ll also
organize a programme tomorrow to pay tribute to them.

Social Studies & Creative Arts Book Four 131

Evaluation Activities:

Read articles and newspapers on martyrs and collect information

as under.

Martyr’s name & Martyr’s Place of Date of

Photo Address Martyrdom Martyrdom

The pictures of the four martyrs are given below. Identify them
and write their names.

Match the following: 16th of Magh

Martyr’s Day

Rana rule ended 1997

Four heroes got martyrdom Lakhan Thapa Magar

First martyr 2007

Answer the following questions:

a. Who is a martyr?

b. What are the ways of paying tribute to the martyrs?

c. How can we fulfill the martyrs’ dreams?

d. What would have happened, if there had been no
sacrifices of martyrs?

Project Work: There may be some martyrs in your tole, village,
district. Find out from your elders and teachers and prepare a
short account of them.

132 Social Studies & Creative Arts Book Four

Unit -7

Our Economic
Activities

Lesson 1 Respect of Work
Lesson 2 Morning Shows
Lesson 3 Our Products, Our Pride
Lesson 4 Our Economic Activities

Lesson Respect of Work

1 Objectives : At the end of this lesson, the students will be able to:
know the types of works done in the community and
learn to give equal respect to all the works.

A journalist visits Charikot village in Dolakha district. He wants
to know about the various types of work done by the people in
the village. On the way, he meets Chandrabir.

Chandrabir : I’m Chandrabir. May I know who you are and why
you have come to our village?

Journalist: I’m a journalist. My name is Gigynasu. I’m an economic
columnist of a newspaper. I want to write about the people and
the works they do in Charikot village this time. Can you help
me?

Chandrabir: Sure, why not? It’s my pleasure. I know every
people of my village. There are people in my village taking

Note to the teacher: Ask students about the works people do in their community. Tell them that
all works are equally important and respectful.

134 Social Studies & Creative Arts Book Four

different occupations and vocational trades. Some are farmers,
some shopkeepers, some carpenters and so on. Please follow me,
Gigyasu. Do you see those two people working in the field? They
are Santabir and aunty. Let’s go and meet them.
Journalist: Santabir uncle and aunty. I’m a reporter. Can you tell
me about your works?
Santabir: Babu we are farmers. This small plot of land was given
to me by my parents. I grow varieties of fresh vegetables like
carrot, cauliflowers, lettuce, cabbage, tomato, etc.
Journalist: You are doing a wonderful work. What do you do
with your products?
Santabir: We sell them. For this, we don’t have to go too far.
Charikot bazzar is just there. All our vegetables are sold there.
We have been able to build a small house and send our children
to school with the money earned. Everybody in this area knows
us. They all respect our work. We are thankful to them.
Chandrabir: He is Kumale ba. He is a potter. He makes beautiful
things from clay. He makes flower vase, water pot, tea cups and
plates and many decorative items. All his goods are sold in and
around our village. His products are so popular that they sell
like hot cakes. In the spring season, he sells lots of flower pots
and vases. We have his products in every house in our village.
We all respect him for his skill and fine work. Brother, you too
should buy something and take home as a souvenir of Charikot.
Gigyasu, now I’ll take you to visit an interesting person. He’s a
sculptor.
Journalist: I’m a reporter. My name is Gigyasu. Chandrabir told
that you are a very good sculptor. Can you tell me about your
work?
Gopal: I learnt this trade from my parents. I don’t need to go
to another country to earn money. The stones found near the

Social Studies & Creative Arts Book Four 135

river have given me enough work and money. I make statues
of gods and goddesses. It takes about fifteen days to complete
one statue. Not only the people of Charikot, but the people from
other villages and towns also come to buy statues. I’m happy
and satisfied with my work. People respect me as a sculptor.
Chandrabir and his friends also help me to collect stones from
the river. Aren’t I lucky? Let’s go to have tea.

Saya: Welcome uncle and aunty ! I am happy you came to my
tea shop. I have heard a reporter is going around our village. I
wonder! He may be the one with you.

Chandrabir: Yes, you’re right. He wants to know about what our
people do in the village. He wants to know about your family
too.

Saya : I run this tea shop. My husband, Suleman is a tailor. He
makes clothes for the villagers. We both work hard to support
our two children. We want to give them good education. Most
of the villagers come to my tea shop. I get milk from Ram baje.
Villagers are very supportive. We are happy that they appreciate
our works. We are grateful to them too.

Journalist: Chandrabir, you have taken me to many people to
show their works. What about yourself?

Chandrabir: I also do a lot of things. I help my family members. I
help my mother to wash dishes and clean the kitchen. I help my
grandparents. I serve them tea and food. I help my father to milk
cows and feed chicken. I help my younger brother and sister in
their studies. I’m ready to do any kinds of work.

Journalist: You are great Chandrabir! There is no big or small
work. Work is work. Every work is important on its own place.
There should be dignity of work. No one respects to those who
do not work.

Gopal, Saya, Chandrabir: Thank you, Gigyasu for coming to our
village. We appreciate what you are doing.

136 Social Studies & Creative Arts Book Four

Evaluation Activities:

Name the different types of occupations people follow in your locality:

Write ‘T’ for true and ‘F’ for false.

(a) You should not do any other thing than study. ( …….. )
(b) We should do come good work that we can. ( …….. )
(b) It’s good to work hard. ( …….. )
(d) Everybody likes a hard working person. ( …….. )
(e) Work is worship. ( …….. )

What occupation do you want to follow when you grow up and why?

Show the following different occupations in your place in a bar
graph.

5 4 3 1

Agriculture Business Service Carpentry

Match the occupations with the activities by writing correct
answer in the given space.

a. Agriculture a. Producing readymade things : …………………
b. Industry b. Working in a bank : ……………………………
c. Business c. Selling things : ……………………………
d. Service d. Growing crops : ………………………………

Show one of the following activities to your teacher and friends
in the class:

(a) Sing a song (b) Dance (c) Play music (d) Tell a story

Answer the following questions.

a. Name the different occupations people follow in your
community.

b. What does Gopal dai do?

c. How do the people in the village help each other?

d. How can you help your teacher or parents? 137

Social Studies & Creative Arts Book Four

Lesson Morning Shows

2 Objectives : At the end of this lesson, the students will be able to:
learn that it is a good habit to save money and
learn that money should be used wisely and economically.

Namuna and Rabina are cousin sisters. Both of them study
in class four. They are good friends but their characters are
different. They are like north pole and south pole in character
and conduct. Namuna is a simple girl. She seems to be quite
matured mentally to her age. She believes in simplicity. She likes
to wear ordinary clothes, not fancy and expensive.

Cleanliness is more important to her than quality and design.
She saves a little every time from the money given to her by her
parents and elders. She doesn’t spend all the money that she is

Note to the teacher: Tell students about the importance of money and how hard it is to earn.
Practically involve them in the proper care and handling of personal and public properties. You
motivate them to be economic. Childhood is the right time to cultivate such habits.

138 Social Studies & Creative Arts Book Four

given for Tiffin. She buys only what she needs from her saving.
She gives her saving back
to her parents

She washes and cleans
her clothes and shoes
by herself. She is very
economic in the use of
things. She uses soaps,
detergent, hair oil and
tooth paste economically.
She never misuses copy,
pencil, eraser and shoe
polish.

She is always ready to share
her things with friends.
She keeps her belongings
in proper place after their
use. She folds her uniform
and washes clothes neatly
and well.

This is one of the ways how she helps her parents. Her parents
are very happy with her. She is very well organized.

She helps her teacher and class monitor in keeping the
classroom neat and clean. She takes proper care of school and
class properties. She tells her classmates not to write on desks,
benches and on walls.

She always takes lead in the proper care and handling of sports
goods, cultural programme items such as musical instrument
and dresses. She keeps library books, papers and materials in
their respective places after their use. She is an example of an
ideal person. There is a saying, ‘Morning shows the day.’ We all
are sure she will have a very bright future.

Social Studies & Creative Arts Book Four 139

Rabina is just opposite of
her. She is quite restless
and extravagant. She likes
to wear fancy dresses. She
is quick to mimic and copy
others. She is quite showy.
She does not give much
thought to the earning of
her parents. She does not
give much value to hard
earned money.

She always forces her
parents to buy expensive
and fancy dresses. She is
quite careless. She often
misplaces or loses her
belongings. When she loses
them, she says, "What’s the
problem? If the old is gone,
new one will come. I will
get my parents to buy new."

Namuna tries her best to change her, but she can’t. Gradually,
they grow bigger day by day. But there is no change in Rabina’s
character and conduct. She gets even worse in carelessness and
overspending.

Day by day, her parents get older. Their income is not enough to
support Rabina’s demands and requirements. As she is not good
at studies, she does not get any job. She is having a miserable
life now.

On the other hand, Namuna excels her studies. She passes with
flying colours. She gets scholarship for her higher studies. She
becomes a successful doctor.

140 Social Studies & Creative Arts Book Four

Evaluation Activities:

Following the lesson, complete the columns below:

Namuna Rabina

Wears neat and clean clothes. Wears expensive and fancy
clothes.

Fill in the blanks with the appropriate words.

(a) We should keep our clothes …………..
(b) We should learn to be …………
(c) We should not ………… our or school properties.

(d) We should not write on ……………., ……………… and walls.

Below is the description of Namuna’s and Rabina’s family

expenditure. You also ask your parents monthly family income and

expenditure and find out which is more: income or expenditure.

Namuna Rabina

Total income: Rs 15,000 Total income: Rs 15,000

Expenditure: Expenditure:

(a) Clothes Rs 2,000 (a) Clothes Rs. 5,000

(b) Food Rs. 4,000 (b) Food Rs, 7,000

(c) Education Rs. 1,000 (c) Education Rs. 2,000

(d) Misc Rs. 5,00 (d) Misc. Rs. 4,500

(e) Total Rs. 7,500 (e) Total Rs 15,000

(f) Saving Rs. 7,500 (f) Saving Nil

Answer the following questions.

(a) Whose habit Namuna’s or Rabina’s do you like better and
why?

(b) Why does Namuna become a successful doctor?

(c) What do you learn from this lesson?

Social Studies & Creative Arts Book Four 141

Lesson Our Products, Our Pride

3 Objectives : At the end of this lesson, the students will be able to:
learn about the things grown and produced in their region and
learn to use things produced in their own region.

My name is Kunshang. I live in a small village called Namche in
Solukhumbu district of Sagarmatha zone. My place is famous for
yak, sheep, potato and tourism. People make chhurpi (durukho),
carpet, radi and pakhi. They don’t grow much crops. We produce
some wheat, buckwheat, vegetables and fruits. Yaks are the beast
of burden. We use yak’s skin, milk, hair and even meat. Radi-
pakhi and carpet are popular items of my place.

Yak Radi Pakhi Carpet

My name is Yekraiya. I live in Aurahi village of Mahottari
district of Janakpur zone. It’s in terai. Majority of the people are
farmers. People of my village produce many things. They grow
rice, wheat, maize, sugarcane, pulses etc. People weave mats
from straw. My village is famous for fish farming. Women make
some clothes for themselves. People make baskets, containers
and other household goods from bamboo, wood etc. Earthen
pots are locally made. We use these pots to keep water and store
things.

Note to the teacher: You should show pictures of different items made in different places of our
country. You can ask students to collect the samples of things produced in their community. Such
collections can be displayed on school bulletin boards or during school programmes.

142 Social Studies & Creative Arts Book Four

Farming Weaving

I am from Palpa district of Lumbini zone. I live in Nisdi Rural
Muncipality. It is a hilly place. Crops like maize, potato, ginger,
wheat, orange, lemon, buckwheat, turmeric, coffee, etc. are
produced here. People rear cows, buffaloes, chickens, pigs and
goats. People make stone items like jato, silauta, weave doko,
namlo, gundri etc. from straw and bamboo strip. We sell our
products in local markets. My district is famous for brass products
like karuwa, and dhaka cloth items, ginger etc.

Dalo Thunse
Doko
143
Gundri

Social Studies & Creative Arts Book Four

I’m from Rukum district of Rapti zone. It’s a hilly place. Paddy,
maize, wheat, different vegetables and fruits like oranges and
lemon are the main crops. We make 'theki' from wood and
thunche, doko, dalo, etc. from bamboo strips. Various household
tools such as khukuri, kuto, kodalo, halo, juwa, chulesi, etc. are
produced locally. Women weave galaicha, radi, pakhi, mat etc. by
themselves. There are some who even weave clothes for gunyu,
choli, khasto and majetro. We fulfill meat requirement by raising
chicken, pigs, goats and sheep. My place is famous for vegetable
seeds of cauliflower, ginger, onion, carrot, etc.

Karuwa Kuto

Tray Sickle

Cup

Spade

We should use local products as far as possible. Local goods
are healthier and cheaper. By using local products, we create
employment and can save money. We contribute to local economy
and development. Local resources and skills are promoted.
Ultimately, it leads to self dependence.

144 Social Studies & Creative Arts Book Four

Evaluation Activities:

a. There may be many things produced in your locality. Make
a list of them.

b. Write down the names of at least 10 items produced in your
district or province.

The following products are famous from the name of their

place of origin. Find out in which zones and provinces

they are located.

Illam tea, pan of Birgunj, raddish of Chitlang, Udaypur cement,
curd of Bhaktapur, apple of Jumla, orange of Gorkha, dhaka
of Tehrathum, coffee of Gulmi, bottle of Bhajang, khukuri of
Bhojpur, mustard(tori) of Chitwan and fish of Janakpur.

Write down the names of 5 products of each province as shown
in the given table below.

Province Province Province Province Province Province Province
1 2 3 4 5 6 7

Answer the following questions:

(a) Why should we use local products?
(b) What is Solukhumbu district famous for?
(c) What can we make from bamboo strips and straws?

Project work:

(a) During your weekend, go around your neighbourhood and
find out what local products are being used by the people
there.

(b) Collect at least 10 samples of locally produced goods and
display them in your class.

Social Studies & Creative Arts Book Four 145

Lesson Our Economic Activities

4 Objectives : At the end of this lesson, the students will be able to:
motivated to learn about various economic activities of their community, and
encouraged to participate in some economic activities.

Teacher: Good morning Class Four! By now you all know about
different local products and why we should use them, don’t
you?

Bigyan: Yes, ma’am. We have even collected some samples. We’re
going to display them during our Parents’ Day programme.

Teacher: That’s very good. Keep it up. To-day, we are going
around our neighbourhood to see what different people are
doing there. What do
you all think?

Students: Waa! It
sounds very exciting,
ma’m. Let’s get
started.

Teacher: Take your
pen, pencil and copy.
Carry your water
bottle. You need to
take notes.

He, we come to
Parbate cottage factory. You can go around the factory, observe
and ask questions.

Utsuk: Parbate what do you do over here? We see some sheets of
paper being dried on a line.

Note to the teacher: You can organize interaction or visit on some such economic activities. You
can make the lesson interesting showing students posters, pamphlets, videos of such activities.

146 Social Studies & Creative Arts Book Four

Parbate Kaka: I’m happy to see you. This is a small industry
Gharelu Udhyog of pahade kagaj (Nepali kagaj). We make such
paper from local resources like grass, straw barks, etc. We export
some of these to foreign countries as well. Many decoration and
useful items can be made out of this paper. Some people have

got job here.

Teacher: Thank you kaka for your
time and information. Now we’ll
go to Moure dai’s farm.

Students: Ma’am, what are those
white wooden boxes in the
mustard field?

Fish Farming Teacher: Don’t hurry up! That’s

where we are going to. That’s
Maure dai’s farm. Once we arrive there, you can ask all about it
to Maure dai himself.

Maure Dai: You all are welcome to my small farm.

Pragya: We are curious to know about those white wooden boxes
in your mustard field. What are they
and what do you do over here?

Maure Dai: Thank you for asking
me. I’m a farmer. I grow vegetables,
crops and keep bees as well. Those
white boxes are for keeping bees.

There are bee hives inside. They Beekeeping
have been placed there so that
bees can collect honey and nectar
from the flowering mustards and
vegetable plants.

Honey is not only delicious but also good for our health. We use
it as medicine. It’s my main source of income. You can go around

Social Studies & Creative Arts Book Four 147

and see how bees collect honey.

Teacher: Do you see some small tin huts over there? That’s where
we are going next. That is Harke's Piggery Farm.

Harke Dai: Welcome on behalf of Harke's Piggery Farm.

Students: Whao! There are so many pigs. Some are very big and
some are very small
piglets. Their colour is
also different; black,
brown, white and
stripped.

Harke Dai: Yes! There

are many pigs. I have

been keeping pigs for

last 10 years. I have Piggery

15 people to look after

them. It’s one of my

main sources of income. I sell both meat and piglets. There is a

big demand of them.

I get left over foods for them from hotels and restaurants. I get
rice husk and other things from butchers’ and local farmers. Pigs
eat almost everything. Can you see that pond and vegetable
farm? I have fish in that pond. There are vegetables and banana
plants around it.

Teacher: Thank you Harke Dai for showing us your farm. I know
there are mushroom, poultry, handloom and wood carving
industries too in our place. We are running short of time. We’ll
visit them next time. This much for to-day. Say thank you to
Harke Dai.

Students: Thank you!

148 Social Studies & Creative Arts Book Four

Evaluation Activities:

Make a list of works that your family members are engaged in.

Apsara found out information of a house in the neighbourhood
which she showed as under in a pie chart.

VReFasg.re4mta5inb0gl0e

Poultry
Rs. 3500 Business

Rs. 2000

You also go around your neighbourhood. Ask and find out what
work people do and show the information you have got in a pie
chart like Apsara.

Match the following:

Piggery Small industry
local resource
Hive piglet
bee
Pahade kagaj

Cottage industry

Answer the questions:

(a) What is meant by vocational trade?
(b) What’s piggery?
(c) What’s a cottage industry?
(d) Write any four advantages of using local goods.

Social Studies & Creative Arts Book Four 149

Unit -8

Creative Activties

Lesson 1 Fruit and Vegetable Printing
Lesson 2 Leaf Printing
Lesson 3 Spray Painting
Lesson 4 Paper Collage
Lesson 5 Object Collage
Lesson 6 Textured Collage
Lesson 7 Natural Collage
Lesson 8 Clay Work
Lesson 9 Origami is Fun
Lesson 10 Wire Sculpture
Lesson 11 Paper Weaving
Children Song
Class Song
National Anthem

Social Studies & Creative Arts Book Four