Social studies -BOOK 10 Readmore publication

3LESSON Infrastructures of Development:
Skilled Human Resource and
Employment Opportunity

Introduction to Infrastructures of Development

The resources and means required for economic and social development of the nation
are known as infrastructures of development. The infrastructures of development like
education, health, skilled manpower, communication, electricity, transportation and
drinking water are vital for economic development and prosperity of the nation.

Means and Resources

A way or method or instrument, by which result is achieved, is called means. Similarly,
resources denote the natural, economic, political or human assets of a nation. For example:
minerals, labour, capital, manpower, etc. The resources are utilized with the help of means
to achieve result.

Types of Resources

There are two types of resources that are required for the development of the country. They
are natural and human resource.

a. Natural resource

The material or substance that is available in nature which can be used for economic gain
is called natural resource. Minerals, forests, rivers, mountains, hills, etc are the examples
of natural resource.

b. Human resource

The people who are expert in doing certain task efficiently and contribute to the
development of a country are called human resource. They are capable, experienced,
trained, efficient and fully skilled in the related field. They are also called skilled
manpower. Teachers, doctors, engineers, pilots, mechanics, etc are the examples of human
resources.

Both natural and human resources are equally important for development. The most
important resource for development is human resource because it can utilize the means
and resources using their creativity and potential for the development. The main reason for
the development in the developed countries is the availability of skilled human resources.
The developing and least developed countries, in spite of having enough natural means
and resources, are lagging behind in development due to lack of skilled human resource.
The development of human resources and means promotes physical development. The
pace of development becomes faster if more skilled human resource is produced in the
country.

Development and Infrastructures of Development 51

Need of Human Resource

To utilize natural and human resource for the development
To form economic, social and political organizations
To speed up the development of the country
To formulate and implement the development plans, and
To develop new technology and idea.

Measures to Produce Skilled Human Resource

Practical and quality education should be provided to all.
Develop technical and vocational education system according to the need of the

country.
Training opportunities should be given to the people as per their interest.
Knowledge with developed information technology should be updated.
Study, observation, research, etc should be done.
Scientific education policy as per the demand of time should be formulated and

implemented.

Relationship between Skilled Human Resource and Employment Opportunity

A state of having paid work is called employment. Employment is important not
only for earning a living but also for social and economic development of the family,
community and entire country. An educated, skilled and dedicated individual can easily
get the opportunity of employment. People should be provided with education, skills and
opportunity of employment. Educational institutions and training institutions produce the
skilled manpower required in the country. In the same ratio, the employment opportunities
should also be created in the country. The manpower should be produced in such a way
that they can create job rather than search in the market. An entrepreneur, self-reliant, self-
respectful and skilled manpower can create job for oneself and others. The state has to create
employment opportunity or manage for self-employment in the country. Otherwise, the
manpower produced in the country has to wonder in foreign land in search of employment.
Thus, it is better to utilize the human resource in the country by creating an appropriate
environment. It helps in the alleviation of poverty and makes the development possible.

Various surveys of human development show that the absolute poverty rate is gradually
decreasing in Nepal as well. The following facts are the reasons for decreasing poverty in
Nepal:

Increasing remittance from foreign employment
Development in private sectors such as private schools, colleges, banks, etc which are

creating employment opportunities
Increasing literacy rate, production of skilled human resource, increasing trend of

self-employment
Decreasing dependency on agriculture, and
Increasing poverty eradication projects by various donor countries and agencies in

different parts of the country.

52 SOCIAL STUDIES - GRADE 10

Activity

Study the following news and answer the following questions given below:

Mr. Chitra Bahadur BK enrolled in the training for making furniture. He, as a hard
working and keen to learn, was able to start his own business. Nowadays there are
crowds of people in his workshop who demand for furniture and other carpentry
products. His life has changed dramatically. Now he is earning about Rs. 30,000.00 per
month. Apart from being able to sustain his family’s life, he has achieved dignity and
respect in the community.

Ms. Kamana Katuwal heard from a relative about the free of cost training as ‘Barista’
(Coffee Maker). She joined the training program. After completing her training she
got the opportunity to work with the well-known coffee shop in Thamel. She could
gradually improve her skills and nowadays she loves interacting with the customers
and serving them different varieties of coffee. She is satisfied with her monthly income
of Rs. 26,500.00 which she gets for an eight-hour daily shift. The Barista training has
completely changed her life.

When Safina Khatun heard about the opportunity to be trained in Garment fabrication,
she applied and got accepted. After completing the training, a bag factory offered her
to work for them. Nowadays, she can earn Rs. 18,500.00-20,000.00 per month. Due to
her new skills, she has a much better income and has improved social prestige. Other
women even started to come to her home asking her to teach them how to sew.

Youths of Khotang wanted to begin new self-employment business. Nowadays, they
are taking trainings as per their interest. Focusing the need of the training, various
governmental and non-governmental agencies are running training programs for
photography, embroidery, mobile repairing, commercial farming, beauty parlour,
Bhujiya making, tailoring, etc. The youths have dreamed to be self-employed and be
example for others.

Questions:
a. Mention the sectors of self-employment mentioned in this news.

b. What are the positive changes brought in the society by the self-employment?

c. Write a letter to your brother who is about to go for foreign employment requesting
him to start self-employment in his own motherland.

d. Make a table and show the trainings mentioned in the above news and also name
the profession in which the people become skilled after completing that training.

e. In which sector do you want to be skilled? Why?

Development and Infrastructures of Development 53

Exercise

Very short answer questions:
1. What do you mean by resource and means?
2. What are the types of resources? Write with examples.
3. Define human resource.
4. What is remittance?
5. Skilled human resource is the foundation of prosperous Nepal. Why? Give a reason.

Short answer questions:
1. Highlight the importance of skilled human resources.
2. Why is skilled manpower considered an infrastructure of development? Give reasons.
3. What are the measures to produce skilled manpower in the country?
4. Clarify the relationship between skilled manpower and employment opportunity.
5. Write an essay on the topic “Interrelationship between natural resource and human

resource”.
6. Review of Fourteenth Plan (2072/73-2075/76) shows that the poverty of Nepal has

decreased to 18.7% from 21.6%. Why is poverty decreasing in Nepal? Give reasons.
7. “A skilled manpower can produce more manpower.” Justify this statement with

example.
8. Write a model of speech on a topic “Development of a country is not possible without

the production of skilled manpower”.
9. Which profession do you want to adopt in future? Why? Give reasons.

Community Work

Make a survey in your community about the profession followed by the people. Find their
occupation, contribution in the development, status of employment, etc and prepare a
report on the following pattern:
a. Title
b. Introduction of the study
c. Objectives of the study
d. Findings of the study

S. No. Types of profession Contribution in the development Status of employment

e. Conclusion SOCIAL STUDIES - GRADE 10
54

4LESSON Contemporary Development
Goals and Nepal

Introduction

Poverty is the

major obstacle for 123 4
development. Millions

of people in the world Eradicate extreme Achieve universal Promote gender Reduce child mortality
are trapped in the poverty and hunger primary education equality and
prison of poverty. 8
With the objective of 5 6 empower women

7

reducing poverty, UN

General Assembly Improve maternal Combat HIV/Aids, Ensure environmental Develop a global
set international health malaria and other sustainability partnership for
development
diseases

development goals in Millennium Development Goals (MDGs)
1990 AD. Similarly,

United Nations Millennium Summit held in 2000 AD issued a historical millennium

declaration. The declaration set 8 goals with measurable targets and clear deadlines for

improving the lives of world’s poorest people. To meet these goals and eradicate poverty,

the leaders of 189 countries signed on it and committed to help achieve the Millennium

Development Goals (MDGs) by 2015 AD. There are 8 goals with 21 targets and a series

of measurable health indicators and economic indicators for each target.

Nepal is one of 189 countries committed to the Millennium Development Goals (MDGs).
Nepal, despite suffering from a number of problems achieved significant progress on most
of MDG targets. Some targets have been met in advance and others have been met within
the 2015 deadline.

Millennium Development Goals (MDGs) and Nepal’s Achievements

Millennium Nepal’s Target by Nepal’s Achievements Source
Development 2015 AD
Goals (MDGs) 23.8% NPC,
Reduce the population 2013 AD
MDG - 1 Eradicate living under poverty line Net enrollment rate in
Extreme Poverty to 21% primary level 96.2% and NPC,
and Hunger Provide primary literacy 88.6% (15-24 2013 AD
education to all the age group)
MDG - 2 Achieve children
Universal Primary
Education

Development and Infrastructures of Development 55

MDG - 3 Promote Equality in children Enrollment ratio of Ministry of
Gender Equality for the enrollment in
and Empower school/eliminate gender boys and girls in Education,
Women disparity
primary education 1.03 2015 AD/
MDG - 4 Reduce
Child Mortality and females in non- CBS,

MDG - 5 Improve agricultural sector 44.8% 2011 AD
Maternal Health
Reduce Child Mortality 38 per thousand CBS,
MDG - 6 Combat 1
HIV/AIDS, (under 5 years) 2014 AD
Malaria and Other Rate by 3 (54 per
Diseases thousand)
MDG - 7 Ensure
Environmental Reduce Maternal 1 258 per 1,00,000 live WHO,
Sustainability 4 birth 2014 AD
MDG - 8 Global Mortality Rate by
Partnership for
Development (213 per 1,00,000 live

birth)

Control the spread of HIV prevalence among Concept
disease, prevention and men and women aged note of 14th
eradication 15-24 years 0.20% periodic
plan
Forest cover area 40% Forest area 39.6% and
and availability of drinking water service Ministry
drinking water 73% 83.6% of Forest,
Total foreign aid 2015 AD
Develop global mobilization 55.3%
partnership for Ministry
development of Finance,
2015 AD

Sustainable Development Goals (2016-2030 AD)

1 NO 2 NO 3 GOOD 4 QUALITY 5 GENDER 6 CLEAN WATER
POVERTY HUNGER HEALTH EDUCATION EQUALITY AND SANITATION

REDUCED SUSTAINABLE RESPONSIBLE
INEQUALITIES CITIES AND CONSUMPTION
COMMUNITIES
7 CLEAN 8GOOD JOBS AND 9 10 11 12INNOVATION AND
ENERGY ECONOMIC INFRASTRUCTURE
GROWTH

LIFE BELOW
WATER
13 14 15PROTECT LIFE ON 16 PEACE AND 17 PARTNERSHIPS
THE PLANET LAND JUSTICE FOR THE GOALS

THE GLOBAL GOALS

For Sustainable Development

Sustainable Development Goals (SDGs)

The sustainable development agenda was under global discussion for more than two
decades. Sustainable Development Goals were first formally discussed at the United

56 SOCIAL STUDIES - GRADE 10

Nations Conference on Sustainable Development in Rio de Janeiro in June 2012 and in
the United Nations General Assembly in September 2014. Previous to the deadline of
Millennium Development Goals (MDGs) in 2015, the UN Open Working Group (OWG)
for Sustainable Development Goals (SDGs) agreed a proposed set of 17 SDGs with 169
targets on a broad range of sustainable development issues for post-2015 till 2030.The
SDGs are to replace the MDGs once they expire. Although the goals and targets of the
SDGs were agreed in the UN General Assembly in September 2015, their indicators and
implementation strategy are yet to be worked out. 17 new Sustainable Development Goals
are also known as Global Goals.

Nepal has taken a long term vision to upgrade from a least developed to a developing
country by 2022 AD during this period. As these goals are comprehensive, ambitious and
challengeable, it requires huge amount of resources to achieve goals. By 2030, goals have
been set to establish Nepal as an inclusive, equitable, and prosperous with medium income
and welfare state.

Sustainable Development Goals (SDGs) of Nepal

Sustainable Development Goals Major Targets
SDG 1 - End poverty in all its forms
everywhere. Reduce extreme poverty for everyone
everywhere by 2030 AD (including measured
SDG 2 - End hunger, achieve food US$ 1.25 per day income).
security and improve nutrition and
promote sustainable agriculture. End hunger by 2030 and ensure access to safe,
SDG 3 - Ensure healthy lives and nutritious and sufficient food all year round.
promote well-being for all at all ages.
Reduce, by 2030, the global maternal
SDG 4 - Ensure inclusive and mortality ratio to less than 70 per 100,000 live
equitable quality education births.
and promote lifelong learning
opportunities for all. All girls and boys complete free, equitable
SDG 5 - Achieve gender equality and and quality primary and secondary education
empower all women and girls. leading to relevant and effective learning
outcomes.
SDG 6 - Ensure availability and
sustainable management of water and End all forms of discrimination against all
sanitation for all. women and girls everywhere. Ensure women’s
full and effective participation and equal
opportunities for leadership at all levels of
decision-making in political, economic and
public life.

Achieve universal and equitable access to safe
and affordable drinking water for all. Achieve
access to adequate and equitable sanitation
and hygiene for all and end open defecation.

Development and Infrastructures of Development 57

SDG 7 - Ensure access to affordable, Universal access to affordable, reliable and
reliable, sustainable and modern modern energy services.
energy for all.

SDG 8 - Promote sustained, inclusive Sustain and achieve per capita economic

and sustainable economic growth, growth with at least 7 percent GDP growth

full and productive employment and per annum. Eliminate the worst forms of child

decent work for all. labour.

SDG 9 - Build resilient infrastructure, Develop quality, reliable, sustainable and

promote inclusive and sustainable resilient infrastructure, including regional

industrialization and foster innovation. and trans-border infrastructure, to support

economic development and human well-being.

SDG 10 - Reduce inequality within Achieve and sustain income growth of the
and among countries. bottom 40 percent of the population at a rate
higher than the national average.

SDG 11 - Make cities and human Access for all to adequate, safe and affordable
settlements inclusive, safe, resilient housing and basic services, and upgrade
and sustainable. slums.

SDG 12 - Ensure sustainable Achieve, by 2030, the sustainable

consumption and production patterns. management and efficient use of natural

resources.

SDG 13 - Take urgent action to Strengthen resilience and adaptive capacity to
combat climate change and its climate-related hazards and natural disasters.
impacts.

SDG 14 - Conserve and sustainably Not relevant for Nepal.
use the oceans, seas and marine
resources for sustainable development.

SDG 15 - Protect, restore and Ensure, by 2020, the conservation, restoration
promote sustainable use of terrestrial and sustainable use of terrestrial and inland
ecosystems, sustainably manage freshwater ecosystems and their services,
forests, combat desertification, and in particular forests, wetlands, mountains
halt and reverse land degradation and and dry lands, in line with obligations under
halt biodiversity loss. international agreements.

SDG 16 - Promote peaceful and Significantly reduce all forms of violence and

inclusive societies for sustainable related death rates. Reduce corruption and

development, provide access to justice bribery in all their forms.

for all and build effective, accountable

and inclusive institutions.

SDG 17 - Strengthen the means of Strengthen the inland resource mobilization
implementation and revitalize the by the international support for improving

global partnership for sustainable the internal capability for collecting tax and

development. revenue in the developing countries.

58 SOCIAL STUDIES - GRADE 10

Activities

1. Why do you think that the United Nations set the Millennium Development Goals
(MDGs) to be achieved by 2015 AD? Discuss in the class and present the conclusion
in points.

2. You may have set some goals in life. What are the goals set for coming 10 years?
Present the indicators of the plan and process of implementation in your class.

3. Search the Sustainable Development Goals (SDGs) from the internet or other source
and present in the class.

Exercise

Very short answer questions:
1. What do you mean by Millennium Development Goals (MDGs)?
2. Present your opinion on the goals set in the Sustainable Development Goals (SDGs)

2016 AD - 2030 AD.
3. How many goals are there in the SDGs?
4. Mention any two roles that should be played by the state to achieve the goal of

sustainable development.
5. Which goal, in your opinion, of Sustainable Development Goal is the most appropriate

in the context of Nepal? Clarify your opinion in a sentence.

Short answer questions:
1. Did Nepal achieve the Millennium Development Goals (MDGs)? Present your opinion.
2. Amongst the SDGs, which goal do you think is the most important? Why? Compare

with other goals and write.
3. What should Nepal do to achieve the set goals on time? Discuss.
4. What are the challenges to achieve the target of set goals for Nepal? Write in four

points.

Community Work

Meet any three intellectuals in your community and ask them the following questions.
Prepare a report including their answers and your conclusion as well.

a. What plans and programs are needed to be made and implemented to upgrade
Nepal from least developed country to developed country?

b. What should be the role of people for this?

Development and Infrastructures of Development 59

5LESSON Formulation of Development
Proposal at Local Level

Introduction

Plan is necessary for every work in order to achieve targeted goals. Formulation of effective
plan is the first condition of development. It is the main guideline for development. Thus,
the formulation of plan is a very important skill. A draft of the whole program prepared
to achieve certain objective with the appropriate use of available resources within a fixed
period is called formulation of plan. It presents a clear vision like what to do, why to do,
where to do, when to do, how to do, etc. The formulation of plan is also called the prior
decision of development.

In the countries adopting federalism or principle of decentralization, local levels or
bodies are given autonomy to formulate and implement development plans. Authority
is delegated to these bodies to utilize the local resources and means, take decisions for
the development and operation of the development projects. Rural Municipalities and
Municipalities along with Sub-Metropolitan cities and Metropolitan cities are the local
levels of our country. Consumers’ committees are also formed involving the local people
as per the necessity. Such committees operate the development projects at local level.
Before the implementation of the project, concerned consumers’ committee prepares a
development proposal. Such development proposals have to be approved from local level
for the implementation.

Description of Local Levels Numbers
Metropolitan Cities 6
Sub-metropolitan Cities 11
Municipalities 276
Rural Municipalities 460
753
Total Local Levels 77
District Coordination Committee
Wards 6,743

Model of the formulation of development proposal at local level

1. Identification of the needs (School, bridge, road, forest conservation, etc.)
2. Selection of the option (On the basis of priority)
3. Preparation of proposal (A draft of proposal to be submitted to the Rural Municipality

or Municipality consisting of introduction, objective, affected area and number of
family, cost, donation of labour by the people, work place, starting date and duration,

60 SOCIAL STUDIES - GRADE 10

means and resource, implementation, benefits after implementation, name list of
consumers’ committee, conclusion, etc of the development proposal.)
4. Estimation of sources for the investment (Fund to be collected from the consumers
and the estimated budget to be obtained from local level)
5. Agreement or contract (Agreement with condition including signature of local
consumers’ committee and the representative of the local level, and approval)
6. Implementation (Operation of the construction work)
7. Supervision and evaluation (Supervision of the work by the local stakeholders,
observation of progress, monitoring whether the condition is applied or not, evaluation
of the whole program, providing necessary advises, etc)

Implementation process of local planning

1. Establishment of relations (Informal
relations are established by group
interaction among the concerned
persons and stakeholders)

2. Study of Situation (Study of affected
area or family, the way of living in
affected area, management of natural
resources)

3. Prioritization of problems (Problems
are prioritized by considering the
appropriate cost, return, means and
resource, interest and will of stakeholders and measure to solve, etc)

4. Agreement and contract (Agreement and contracts are made mentioning the ownership
of community in planning, contribution, sharing, responsibility, work plan, etc)

5. Recording and presentation (Recording is made including the implementation process
of planning, estimation of achievement, development of monitoring mechanism, final
approval of the program, etc)

Steps for the implementation of planning

a. Civil assembly

b. Planning accumulation

c. Budget allocation

d. Recommendation for the approval from Rural Municipality or Municipality

e. Formation of consumers’ committee

f. Agreement for the implementation of the project

g. Financial management and record keeping after the completion of the planning, and

h. Distribution of work completion certificate and thanks giving.

Development and Infrastructures of Development 61

Activities

1. Prepare a model of planning for the reconstruction of school building. Write a
detailed description for its implementation and put it on the notice board.

2. Present a role-play of Municipal Assembly in your class and form a consumers’
committee for the development work. Then, select a development project and
formulate a development proposal.

Exercise

Very short answer questions:
1. What is meant by formulation of development proposal?
2. Why is the formulation of plan considered as very important skill?
3. Justify anyone benefit of development proposal formulation at local level.

Short answer questions:
1. Is development possible without formulating development planning? Conduct a

speech program on it.
2. Make separate lists of advantages of public participation and disadvantages of its

absence in the local development works.
3. Write in short about the local plan formulation process.
4. “Formulation of well and effective development proposal is half completion of the

project.” Present your logic in the support of this statement.
5. Why is the participation of people of affected area important in the formulation of

development planning at local level? Mention the reasons.

Community Work

Make a visit to a project running in your community. Study the proposal of the planning.
Evaluate whether the performance is as per the planning or not. Then prepare a news
report on it.

62 SOCIAL STUDIES - GRADE 10

UNIT OUR SOCIAL

3 VALUES AND
NORMS

Learning achievements

Identify our heritages and help in the protection and promotion,
Explain the importance of our folk and classical dances, songs, musical

instruments and art of acting, and help in their improvement,
Explain the importance of our national days and participate in such days,
Recognize and appreciate the contribution of the international personalities and

get inspiration from their good works,
Promote the feeling of universal brotherhood, and
Fulfill the responsibility towards the senior citizens.

Subject matters 63

Our National Heritages
Folk Songs of Nepal
Folk Musical Instruments of Nepal
Folk and Classical Dances of Nepal
Our National Days
International Personalities
Universal Brotherhood
Responsibility towards the Senior Citizens

Our Social Values and Norms

1LESSON Our National Heritages

Introduction

Important and valuable objects, places, arts, culture and natural environment that have
been passed on from the previous generation, are being maintained in the present and will
be presented to future generation are called heritages. These are our valuable assets. They
introduce our country among others. Our heritages are our identity and pride as well.

Classification of Our National Heritages

Our national heritages are classified into three categories: religious heritages, cultural
heritages and natural heritages.

Our National Heritages

Religious Heritages Cultural Heritages Natural Heritages

Religious Heritages: The religious places and the objects related with religious values and
norms are known as religious heritages. Temples, Mosque, Gumba, Church, Gurudwara,
Idols, etc are religious heritages.

Cultural Heritages: The heritages related to our culture, customs, practices, places,
objects, artistic expressions and values are known as cultural heritages. Cultural heritage
includes tangible and intangible heritages. Buildings, monuments, landscapes, books,
works of art, and artifacts are tangible heritages whereas folklore, traditions, language,
and knowledge are intangible heritages.

Natural Heritages: The elements related to biodiversity, geological structures and
formations that have artistic, historical, scientific or social significance or other special
value are known as natural heritages. For example: wildlife, forest, rivers, lakes, mountains,
hills, etc.

64 SOCIAL STUDIES - GRADE 10

Importance of Our National Heritages

They give an identity to the country.
They are the valuable and outstanding religious, cultural or natural assets of the

country.
They help in the promotion of tourism industries as they are the major attractions for

the tourists.
They add glory of the country.
They are the sources for religious, cultural or natural study, research and observation.

Nepal is rich in cultural and natural heritages. Some of them have been listed in World
Heritage Sites by UNESCO. Any important site of natural heritage or cultural heritage can
be listed in World Heritage Sites by the World Heritage Committee of UNESCO. To be
included in the world heritage list, sites must be of outstanding universal value and meet
at least one out of ten selection criteria. Following are the national heritages of Nepal that
are listed in the world heritage sites:

a. Natural Heritages
M Sagarmatha National Park (listed in 1979 AD): criteria VII
M Chitwan National Park (listed in 1984 AD): criteria VII, IX and X

b. Cultural Heritages

M Lumbini, the Birthplace of Lord Buddha (listed in 1997 AD): criteria III and VI
M Kathmandu Valley (listed in 1979 AD): criteria III, IV and VI

Here, we will discuss about our national heritages listed in the world heritage sites.

1. Sagarmatha National Park: Sagarmatha National Park was established on 19th July,

1976 AD. It is located in Solukhumbu district. It was enlisted in the World Heritage

Sites in 1979 AD. Sagarmatha National Park covers 1,148 sq. km. area. Sagarmatha, the

highest peak of the world is located

here. Besides, Lhotse, Choyu,

Nuptse, Pumori, Amadablam, etc

are other major peaks located in this

National Park. The major vegetations

found in this park are Rhododendron

(Laliguras), Pine (Dhupi), bhojpatra,

etc. The birds and animals like wild

yak, musk deer, red panda, snow

leopard, himalayan black bear,

lophophorus (Danfe), etc are found Sagarmatha National Park

here.

Our Social Values and Norms 65

2. Chitwan National Park: It is one of

the most important tourist destinations of

Nepal. It is located in Chitwan district,

about 120 km. south-west of Kathmandu.

It covers an area of 932 sq. km. It is

especially famous for one-horned rhino,

which is rarely found in the world.

Royal Bengal Tiger is another important

wildlife found in this national park.

Besides this, elephants, crocodiles, Chitwan National Park
tigers, peacocks, etc are other important

wild lives and varieties of birds found here. It was enlisted in the World Heritage Sites in

1984 AD.

3. Lumbini, the Birthplace of the Lord

Buddha: Lumbini is a peerless landmark

of Buddhist world. It is the birthplace

of Gautam Buddha. It is known as

a pilgrimage of all the people of the

world who follow Buddhism. UNESCO

enlisted Lumbini as the World Heritage

Site in 1997 AD. The Ashoka Pillar

which was built by Emperor Ashoka in

249 BC is located here. There are also Lumbini
the Puskarini Pond and Maya Devi

Temple. In 1970 AD, 13 nations including Nepal have formed the Lumbini Development

Committee and started the Lumbini Development Master Plan. Under this plan, various

countries of the world have constructed monasteries, stupas, etc in Lumbini. The countries

like China, Myanmar, Japan, Vietnam, South Korea, India, Thailand, France, Germany,

etc have constructed many monasteries and stupas here. Libraries, museums, research

centres, etc are also located here.

4. Kathmandu Valley: Kathmandu Kathmandu Valley
valley was listed in the world heritage
sites in 1979 AD. It comprises seven
important monuments. A short
introduction of those monuments is
presented below:

a. Pashupati Area: It is a holy place of
the Hindus. The Pashupati area includes

66 SOCIAL STUDIES - GRADE 10

the temple of Pashupati, Deupatan, Jaya Pashupati Area
Bageshori, Gaurighat, Kutumbahal, Gaushala, Hanumandhoka Durbar Square
Pingalasthan and Sleshmantak forest. There
are about 492 temples, chaityas, satals, etc. Bouddhanath Mahachaitya
Temples are constructed in various styles.
There are about one thousand Shivalingas in Patan Durbar Square
the Pashupati area. The PADT (Pashupati Area
Development Trust) has been established to 67
preserve and promote this area.

b. Hanumandhoka Durbar Square: It is
located in the heart of Kathmandu city. The
Malla kings ruled over Kathmandu from this
palace. After the conquest of the Kathmandu
valley, King Prithvi Narayan Shah started
to rule from here and it became the capital
of unified Nepal. It is said that Pratap
Malla erected the statue of Hanuman in this
palace and it was named Hanumandhoka.
Besides Hanumandhoka, Basantapur palace,
Taleju temple, Musuem, House of Kumari,
Kasthamandap, a Kettledrum, etc are the
ancient heritages located here. The great
earthquake of 2072 caused damage in many
heritages of this area.

c. Bouddhanath Mahachaitya: Bouddhanath
Mahachaitya, the biggest stupa in Nepal, lies
about 7 km. east of the capital. It is one of the
oldest stupas in the country. It is believed that
this stupa was constructed in around 5th century.
It is very famous for religious and cultural
tourism. There are many other Buddhist
monasteries in this area.

d. Patan Durbar Square: It was the palace of
Malla kings during medieval Nepal. It is located
in Lalitpur district. Krishna temple with 21
golden pinnacles (Gajur) is the master piece of
Malla art and architecture. Besides this, there
are Bhimsen temple, Bishwanath temple, Jagat

Our Social Values and Norms

Narayan temple, statue of Yog Narendra Malla, Mahabauddha, Kumbheshor Mahadev,
temple of Rato Machhindranath, etc. The great earthquake of 2072 caused damage in
many heritages of this area.

e. Bhaktapur Durbar Square: It was
the palace of Malla kings. It is located in
Bhaktapur district. Famous heritages like
Pachapanna Jhyale Durbar, Nyathapole
temple, a statue of King Bhupatindra Malla,
museum, art gallery, golden gate, various
bells, Datatraya temples, etc are the mind
blowing artistic features found here.

f. Changunarayan Temple: It is the oldest Bhaktapur Durbar Square
temple in Kathmandu Valley. It is located
in Bhaktapur district. It was built during
the time of Lichchhavi King Mandev in 5th
century. The temple is built in Pagoda style.
There are several high-class models of stone
inscriptions, stones, wood and metallic arts.
It is one of the four Narayan believed to be
in Kathmandu valley.

g. Swayambhunath Stupa: The Stupa of Changunarayan Temple
Swayambhunath, situated on the top of a hill
in Kathmandu, is one of the most popular
holy places and instantly recognizable
symbol of Nepal. This temple is regarded
as the symbol of religious tolerance as there
is the temple of Hindu goddess Saraswati.
There are other stupas and idols also.
Recently, the biggest statue of Buddha has
been constructed near Swayambhunath
Stupa.

Besides these, there are many heritages

deserving to be enlisted in the world

heritage sites. There should be interest and Swayambhunath Stupa

concern from all of us for the identification,

protection and promotion of such heritages. Following are the heritages deserving to

be enlisted in the world heritage sites: Muktinath, Lo Manthang of Mustang, Bardiya

68 SOCIAL STUDIES - GRADE 10

National Park, Swargadwari of Pyuthan, Gosainkunda, Rasuwa
Gosainkunda of Rasuwa, Pathivara
Temple of Taplejung, Ramjanaki Temple
of Janakpur, Gorkha Palace, Bindyabasini
and Taal Barahi of Pokhara, Ramgram of
Nawalparasi, Tilaurakot of Kapilvastu,
Khokana village of Lalitpur, Bajrayogini
Temple and village of Sankhu, Medieval
settlement of Kirtipur, Nuwakot Palace,
Sinja Valley of Jumla, Bhurti Temple of
Dailekh, Resunga Area of Gulmi, Tansen,
Panauti, etc.

The national heritages of Nepal which

are enlisted in the World Heritage Sites

by UNESCO are not only the property of

Nepal; they are also the property of the

whole world. So, it is the duty of

government, local levels as well as common

citizen to preserve and promote them. But

the conditions of the World Heritages Sites

are declining day by day. Due to their bad Bagh Bhairab Temple, Kirtipur
condition, UNESCO has warned to exclude

some heritages of Nepal from the list of World Heritage Sites. The following measures

should be taken to preserve them:

Effective strategies should be made and implemented to make the heritage sites
pollution free.

Old, damaged and destroyed heritages should be renovated, repaired and re-
constructed in their own original style.

Publicity of the heritage sites should be done through various means of mass
communication and government and private sectors should involve in the protection
and preservation of them.

The local people should be made aware about the importance of such heritages and
encouraged to protect and promote the heritages.

There should be strict security system in the heritages area so that the smuggling of
valuable items can be prevented.

Our Social Values and Norms 69

Selection criteria (I-VI: for Cultural Criteria and VII-X: for Natural Criteria)

I. “represents a masterpiece of human creative genius and cultural significance”

II. “exhibits an important interchange of human values, over a span of time, or within a cultural area
of the world, on developments in architecture or technology, monumental arts, town-planning, or
landscape design”

III. “to bear a unique or at least exceptional testimony to a cultural tradition or to a civilization which
is living or which has disappeared”

IV. “is an outstanding example of a type of building, architectural, or technological ensemble or
landscape which illustrates a significant stage in human history”

V. “is an outstanding example of a traditional human settlement, land-use, or sea-use which is
representative of a culture, or human interaction with the environment especially when it has
become vulnerable under the impact of irreversible change”

VI. “is directly or tangibly associated with events or living traditions, with ideas, or with beliefs, with
artistic and literary works of outstanding universal significance”

VII. “contains superlative natural phenomena or areas of exceptional natural beauty and aesthetic
importance”

VIII. “is an outstanding example representing major stages of Earth’s history, including the record of
life, significant on-going geological processes in the development of landforms, or significant
geomorphic or physiographic features”

IX. “is an outstanding example representing significant on-going ecological and biological processes
in the evolution and development of terrestrial, fresh water, coastal and marine ecosystems, and
communities of plants and animals”

X. “contains the most important and significant natural habitats for in-situ conservation of biological
diversity, including those containing threatened species of outstanding universal value from the
point of view of science or conservation”

Nepalese heritages submitted on the Tentative List of World Heritage Sites

A Tentative List is an inventory of those properties which each State Party intends to consider for
nomination. Nominations for the World Heritage List are only accepted if the site was previously listed
on the tentative list.

1. The early medieval architectural complex of Panauti (1996)
2. Tilaurakot, the archaeological remains of ancient Shakya Kingdom (1996)
3. Cave architecture of Muktinath Valley of Mustang (1996)
4. The medieval palace complex of Gorkha (1996)
5. Ramagrama, the relic stupa of Lord Buddha (1996)
6. Khokana, the vernacular village and its mustard-oil seed industrial heritage (1996)
7. Medieval Earthern Walled City of Lo Manthang (2008)
8. Vajrayogini and early settlment of sankhu (2008)
9. Medieval Settlement of Kirtipur (2008)
10. Rishikesh Complex of Ruru Kshetra (2008)
11. Nuwakot Palace Complex (2008)
12. Ram Janaki Temple (2008)
13. The Medieval Town of Tansen (2008)
14. Sinja valley (2008)
15. Bhurti Temple Complex of Dailekh (2008)

70 SOCIAL STUDIES - GRADE 10

Activities

1. Collect the pictures of the heritages of Nepal enlisted in the world heritage list.
Mention one importance of each and present in the class.

2. Collect the news articles published in any newspaper about the heritages of Nepal
enlisted in the world heritage list and put on the notice board of your school.

3. Discuss in groups and write the measures for the protection and promotion of the
heritages from their declining condition.

Exercise

Very short answer questions:
1. What is heritage? What does it reflect?
2. Name the heritages of Nepal listed in the world heritage sites?
3. Why are different countries constructing Bihars in Lumbini Area? Present your logic

in a sentence.

Short answer questions:
1. Why are the heritages considered as the precious wealth of the nation? Write in four

points.
2. Make a list of the roles to be played by the students and community in the protection

of National heritages.
3. Mention the features of Bhaktapur Durbar Square.
4. Prepare an article on any heritage of Nepal enlisted in the world heritage list which

you have visited or heard or read.
5. Write a letter to the representative of UNESCO to enlist a heritage of your community

in the world heritage list and also mention the reason for it.
6. Write an e-mail to your foreign friend explaining him/her the main features of

heritage site that lies near to your village/town.

Community Work

Visit a place in your community where there is a cultural, religious or historical heritage
and prepare a report based on the following titles:

Name and place of the heritage
The objects located in the heritage area
Date of construction
Condition of heritage
Importance of heritage
Measures to preserve

Our Social Values and Norms 71

2LESSON Folk Songs of Nepal

Introduction Singing Lok Dohori

A traditional song originated among the
people and has been passed down orally
from one to the next is called folk song.
Folk songs are sung in local tunes using
traditional musical instruments. They
are sung in different occasions, festivals,
ceremonies and other rituals.

Different communities have their own
folk songs. The folk songs may differ
according to race, religion, culture, and
place. So they also represent specific
region, occasion or community.

Folk Songs Time of Singing Folk Songs Related
Deusi song Tihar Community
Malashree song Dashain Palam Limbu
Teej song Teej Syabru Sherpa
Asare song During sowing paddy Selo Tamang
Sakela Silee During Udhauli/Ubhauli Kaura Magar
Karkha Gandharba

Folk Songs Related Regions
Hakpare song Eastern region of Nepal
Deuda song Sudurpashchim and Karnali Province of Nepal
Hori or Maithili song Terai region
Newari song Kathmandu Valley
Kaura song Middle hill of western Nepal

Nepal is a rich country in terms of cultural heritage. Varieties of folk songs sung in different
place and context have given the identity of Nepali culture among others. They have added
glory of the country. They depict the originality and distinctness of Nepali culture.

Nowadays folk songs are sung in a commercial way in the market and are gaining
popularity. Such songs are also sung as Dohori Geet. The following are some examples of
our folk songs:

72 SOCIAL STUDIES - GRADE 10

a. Tamang Selo: This is a folk song sung by the Tamang people living in mid-hill region
of Nepal especially in different districts of Bagmati Province.

3fs] L{ :ofp/L Uofnd/L
u]ª\nf 6j' m| f ;fk|/L
u]ª\ 6'j|mftf :ofp/L ;] 9O' s] nfhL Rofuf]

b. Purbeli Folk Song: This song is sung in the eastern part of Nepal while working in the
farm, collecting firewood, fodder for cattle, etc.

lxdrn' Lsf] lxpFsf] kfgL
uf]ugkftn] lkpFnf xh/'
olt /fd|f] 9Ns] hfj] g
ltdLnfO{ g} lbpFnf xh'/

c. Hori Song: This song is sung in Mithila region of eastern Terai. This song is based on
the character of Lord Ram and Sita. It is sung on the occasion of Holi.

ldlynfd] /fd v]nt xf/] L ldlynfd] .
lsgsf s] xfy sgs lkrsf/L
lsgsf s] xfy caL/ emf/] L
ldlynfd]==================
/fdhLs] xfy sgs lkrsf/L
;LofhLs] xfy caL/ emf]/L
ldlynfd
ldlynfd] /fd============

d. Teej Song: This song is popular all over the country. Teej song is sung by the Hindu
women on the festival of Teej.

tLhsf] an] fdf ;a} hfG5g\ dfOt
cfÇgf] dfOtL d'Unfg kf/L 5}g ;fOt
of] /dfOnf] a]nfdf hfg k¥of] d]nfdf
d} 5f/] Lsf] cfF;' v:of] bn} f 7]nfdf

e. Deuda Song: This is a folk song sung in the
Sudurpashchim Province of Nepal on the occasion of
different festivals.

/fO{ em'df emd' f Sof d:Sof ls 5g\ xf,] /fO{ em'df
-rf}aGbL 9fsfsf] rfn] f], l56s\ f] kml/ofsL_@
kftnL 3/ sxfF xf] tD/f] a;} el/ofsL
d t /fO{ em'df, em'df Sof d:Sof ls 5 xf,] /fO{ em'df

f. Palam Song: This is a folk song sung by Limbu 73
community. It is one of the popular songs in hilly region of eastern Nepal.

l;ª3fcf] y'ª\j] sSdf kmfu
ldG5fªu\ g] cfgL ofDdL ;fu
OS;fug] vfDa]s cfwf]v]Nn
lySgfDbft ;f/s cfaf]vN] n]

Our Social Values and Norms

In addition to these, there are many more folk songs in Nepal. Jyaure songs, Thado Bhaka,
Balan song, Sorathi song, etc are some other examples. Generally folk songs are based
on sorrow, love, romantic moment, message, etc. The folk song reflects or represents the
culture of contemporary society. They originate according to the culture, lifestyle and
tradition of certain place.

Though the folk songs are very important national asset, they are not getting much priority.
Because of the influence of foreign culture, new generation is mostly attracted towards the
foreign songs. Common people are also not able to pay attention towards it due to their
busy lifestyle and availability of modern means of entertainment. It is the duty of everyone
to preserve and promote folk songs. We can preserve folk songs in the following ways:
M Encouraging different communities to preserve their folk songs
M Organizing folk song singing competitions in schools, colleges and local levels
M Formulating and implementing policy to preserve and promote folk songs
M Adding quality in folk songs’ lyrics, singing and tunes to match the contemporary

interest, and
M Making the provision of royalty and respect to creators.

Importance of Folk Songs

Folk songs are our identity and pride.
They are the ways of expressing love, romantic moment, message or sorrow.
They are the means of refreshment to kill leisure time, tension and tiredness.
They introduce our cultural diversity in the world community and help in the tourism

development.
They provide fields for the research and study.
They maintain social harmony as people together sing folk songs.

Jhalakman Gandarva: A famous folk singer of Nepal

Jhalakman Gandarva was a pioneer figure who developed the folk
songs in Nepal. He was born at Batalechaur, Pokhara on 12th Baisakh,
1992 BS. Durga Bahadur and Makaidali were his father and mother
respectively.

Jhalakman could not get any formal education. Since the age of nine
he started to play Sarangi and sing folk songs like his forefathers. He
started to collect the folk songs around the villages of Kaski district.
He also composed some songs by himself. He started to participate
in various music competitions. In 2022 BS he participated in various

music competitions where he sang a song “cfdfn] ;f]lWng\ lg v} 5f/] f

elGng=\ ======”. This song made Jhalakman much popular throughout

the country. Janakabi Dharmaraj Thapa encouraged him to make
the career in the field of music. Jhalakman joined Radio Nepal as
the musician in 2024 BS. He retired from his job in 2052 BS. He

recorded about 250 songs in Radio Nepal. His songs are melodious and heart touching. “cfdfn] ;f]lWng\
lg v} 5f]/f elGng,\ cNnf/] gfgL, /fwf lkof/L, wfgsf] afnf”, etc are the most popular folk songs of Jhalakman.

Several awards were given to Jhalakman for his contribution in the field of folk songs such as Aadikabi
Bhanubhakta Smiriti Puraskar, Indrarajyalaxmi Pragya Puraskar, etc. He also received cash prizes
from Narayan Gopal Sangit Kosh, Mahaji Films, etc.

74 SOCIAL STUDIES - GRADE 10

Activities

1. Collect the folk songs sung in your community in different times and occasions.
Which community, region or occasion do they represent? Find and present in the
class.

2. Select a folk song which you like the most and sing in the class.

Exercise

Very short answer questions:
1. Define folk song.
2. What type of song is Tamang Selo?
3. Name any two folk songs and the community related to them.

Short answer questions:
1. Give a short introduction to Deuda song.
2. Write a paragraph of a folk song that you know and mention its short introduction.
3. Write a dialogue on the topic “Folk songs are our fundamental identity”.
4. “Folk songs represent the contemporary society.” Present your opinion in this regard

in four points.
5. Suggest any four effective ways to preserve and promote folk songs.

Community Work

There must be folk songs related to your community. Collect any one of them and explain
in terms of the following topic:

Title of the song
Occasion of singing
Theme of the song
Related caste or community

Our Social Values and Norms 75

3LESSON Folk Musical Instruments
of Nepal

Introduction

A musical instrument that developed among the common people and usually does not
have a known inventor is called a folk musical instrument. It is played in folk music.
The music played during fairs, festivals, ceremony, Jatras, etc is known as folk music.
Folk music is associated with particular place, race, religion and culture, etc. Folk musical
instruments are played along with folk songs. Generally, folk musical instruments are
made using the locally available materials. Madal, Sarangi, Jhyali, Sankha, etc are some
examples of folk musical instruments of Nepal.

The folk music represents the culture of a certain place and race. Folk musical instruments
may differ according to the place or community. For example: Jhyali is a common musical
instrument of Newar community living in Kathmandu valley and other cities of Nepal.
Yalamber is a popular folk musical instrument of Kirants of eastern Nepal. Sarangi is a
typical musical instrument of Gandharba community. Similarly, Damphu is an important
folk musical instrument of Tamangs. Panchai Baja is played by the Damai community
during the wedding ceremony.

Along with folk songs, various musical instruments are also played in different festivals,
jatras and ceremonies in Nepal. A brief introduction of folk musical instruments played in
Nepal has been given below:

Madal: It is one of the most popular folk musical

instruments of the Nepalese community. It is believed

that it was first introduced by the Magar community.

Later on, it gained popularity throughout the country.

It is made with a hollow piece of a thick log and its

open sides are covered with leather and tightened Madal
with leather strings. It is carried around the waist and

played by both hands. The part, where Khari (a black paste) is put called Maidaan. A ring,

at the edge of both sides of Madal which is used to tighten the leather strings is called

Mathara. Similarly, the leather string, used for carrying Madal is called Juine. For making

a Madal, a log from Khamari tree is used.

Sarangi: Sarangi is a traditional folk musical Sarangi
instrument played by the Gandharba community. It is
a popular string-instrument made of a piece of wood.
At the bottom of which, a hollow is made and four
pieces of strings are fastened tightly with four wooden

76 SOCIAL STUDIES - GRADE 10

nails fixed on the top of it. It is played by rubbing on a group of strings especially left and
right repeatedly with a bow called Gaj. Gaj is a stick which is fastened with some thin
strings or hair of horse’s tail. Sarangi is made from the wood of Khirra tree and its hollow
part is covered with leather. Sarangi in Nepal has been used as an instrument used to
convey the message and news across the country. The people of the Gandarva community
play the Sarangi in various folk songs. It produces a melodious tune.

Flute (Bansuri/Murali): Flute is a musical instrument

played by blowing air through mouth. It is made by

making holes on a small piece of hollow bamboo pipe Flute
(Murali Baans). It is popular throughout the country.

Bansuri is played by blowing air through mouth but Murali is played by pressing with lips

and blowing air on it.

Panchai Baja: Panchai Baja is a set of five folk musical instruments. It is played on
the occasions like marriage ceremony, Bratabandha and other social, cultural and
religious programmes. Panchai Baja is traditional musical instrument prevailing in Damai
community. Nowadays, the people of other community also play it professionally. The set
consists of Narasingha, Jhyali, Sahanai, Nagara and Tyamko.

a. Jhyali/Jhyamta/Jhurma: It is made of bronze.
There are two plate-shaped instruments and they are
played by striking each other with both our hands.

b. Narasingha: It is made of Jhyali
copper. It is long and curved
like a half circle. It is played
by blowing air through its
mouth.

Narasingha c. Sahanai: It is made of
brass. It is played by blowing
air with our mouth and Sahanai
moving fingers on the holes
made on it.

Damaha d. Nagara/Damaha: It is
made of copper or brass. It
looks like bowl and its open
part is covered with leather. It
is played by hitting with stick
on one side.

e. Tyamko: It is like a Nagara/Damaha but small in
size. It is played by hitting with two sticks on one side.

Tyamko

Our Social Values and Norms 77

Khainjadi: It is made of wood and covered with leather
in one side. It is held with one hand and played with other
hand when Roila, Balana, Kaura, etc songs are sung. It is
also played during Bhajan-kirtan by the Hindus. A piece
of wood from Daar tree and skin of golden monitor
lizard or barking deer are used to make a Khainjadi.

Pungi (Bin): It is made of the

harder cover of coconut by

attaching bamboo pieces on

Pungi (Bin) it. This instrument is played Khainjadi
to make snake dance in Terai Tunga

region. It is played like Murali by blowing air through Ekatare
Dholak
mouth and moving finger tips.

Tunga: This is a popular musical instrument used in the
Himalaya region. It is made from rhododendron wood
and has four wires like the Sarangi. Its hollow part is
covered with the skin of sheep.

Yalamber: It is made of bamboo (Bhaalubans) with
two wires of bamboo stick. It is used by the Kirant
community. It is named after the name of the first Kirati
King Yalamber.

Ekatare: It is a single string musical instrument used by
the sages and ascetics. It is made of wood, leather and
string.

Urni: It is made by using outer hard cover of coconut, skin
and a rod. It is popular mainly in the Dhimal community
of eastern Terai. It is played while worshiping the family
god and while performing social and religious functions.

Dhol/Dholak: It is like a Madal and played in the same
manner. It is made of hollow cylindrical wood covered
with leather.

Dhyangro Dhyangro: It is used by a witch
doctor like Dhami-jhankri and
made of wood and leather. It is
played by hitting with a stick.
The Sherpa and the Tamang
community use it during their
cultural rites.

78 SOCIAL STUDIES - GRADE 10

Hudko: It is like a Damaru and used in the Karnali Province
and Sudurpashchim Province. It is mainly used in Khaptad
fair. The person who plays this instrument is called Hudke.

Binayo: It is popular among Hudko
the Kiranti people. It is made
Binayo by making a hole in a piece
of bamboo (Maalingo Baans)
and thread is connected to both
ends. It is played by blowing air
through mouth and pressing by fingers.

Murchunga: It is made of iron and it produces the sound like
Binayo. It is also popular among the Kiranti people.

Murchunga Damphu: This musical
instrument looks like Khainjadi
and used in the Tamang
community and made by
covering the wood with the
leather. It is held by one hand
and played by other hand.

Masak: It looks like the Sarangi and is used in Bajhang
district of Sudurpashchim Province of Nepal.

Dafali: It is used in the western Damphu
Terai of Nepal. It is circular

wooden frame with one side covered with leather. The wood

from jack tree is used for it.

Phasmuk: It is used in the Limbu community and made of
three pieces of bamboo.

Dafali Dangmen: Dangmen is a musical instrument prevailing in the
Sherpa community. It is made of wood and eight wires.

Kakuwayan: It looks like a Bansuri and played in the
same manner. It is mainly prevailing in the Newari Jyapu
community. It is made up of a piece of bamboo.

Aarbajo: It is a traditional musical instrument of Kakuwayan

the Gandharba community. There is a human image at the top of this instrument

which is respected as the first Guru. It is also considered the first and religious

musical instrument. Aarbajo is considered as male and Sarangee is considered as female

musical instrument.

Our Social Values and Norms 79

Pung: It is made of the horn of an ox or buffalo. It
is played by blowing air through mouth. It is popular
among the Rai community.

Dakkrai: This is used in Mithila area and is made of
wood joining six wires.

Irlung Pipari: It is used in the Kusunda community Pung
and played by blowing air.

Shringinad: It is made up of the horn of Krishnasar (black antelope) and used by sages
while going for Pheri at night during the months of Kartik or Mangsir.

Kahal Baja: This musical instrument is made of a copper sheet and is about one meter
long. It is played by blowing air into it with mouth. It is played in the Gorakhkali temple
of Gorkha and Bhairabi temple of Nuwakot.

Sankha: It is made up of large shell of the conch
found in the sea and ocean. It is played by blowing
air through mouth. It is played during Puja and other
religious ceremonies of the Hindus. It is also blown
when dead body is taken to the Ghat for cremation.

Naumati Baja: Naumati Baja specifically contains Sankha
nine instruments: those that comprise the Panchai
Baja with an added Damaha and Sahanai, as well as
two Narsingha, or Karnal. In general, the term Panchai
Baja is often used for both the five-instrument group
and the larger Naumati Baja.

Our folk musical instruments are being displaced by Naumati Baja
the imported musical instruments in urban areas and
are slowly being displaced in rural areas too. They
are our typical musical instruments. They are our
identity and add to the glory of the nation. It is our
duty to preserve such folk musical instruments. In
order to preserve our folk musical instruments, the
following measures may be useful:

M Publicity of our folk musical instruments
M Organizing folk musical competitions time to time
M Giving priority for the manufacturing of such musical instruments
M Making the provision of incentives to those who know about it and are preserving it
M Including it in curriculum and teaching in schools and colleges practically, and
M Using in modern music and encouraging different communities to preserve their

tradition.

80 SOCIAL STUDIES - GRADE 10

Activities

1. Make a list of folk musical instruments played in your community. Find when and
which communities play such instruments. Then, present in the class.

2. Make a table as given below and present the folk musical instruments mentioned in
the lesson.

Played by Played by Played by Played by blowing Played by Covered by Covered by
touching on rubbing on blowing and leather and leather but not
strings strings by bow moving fingers but without striking or having Khari having Khari

moving fingers hitting

3. Draw or collect the picture of Panchai Baja and paste on a chart paper with their
name. Present that chart paper in the class.

Exercise

Very short answer questions:
1. What do you mean by folk musical instruments? Give short introduction with example.
2. In which community Damphu is played?
3. What kind of musical instrument is Aarbajo?
4. In which region is Dakkari folk musical instrument widely practised?
5. Name any two folk musical instruments played by blowing air and moving fingers.

Short answer questions:
1. Write a short introduction of the Madal.
2. Draw a folk musical instrument of your choice and write its short introduction.
3. Panchai Baja was limited only in rural areas before but it is gaining popularity even in

urban areas at the present days. What is your opinion on it? Write in four points.
4. Prepare an editorial on the topic “Our folk musical instruments are our identity”.
5. Some of our folk musical instruments are on the verge of extinction. What should be

done to preserve them? Present your idea in four points.
6. Suppose, there are two programs running at the same time: one with modern pop

songs and drum set and other with folk songs and folk musical instruments. In this
situation, which program do you wish to attend? And why?

Community Work

Prepare a questionnaire to ask to the persons in your community who know how to
use folk musical instrument. Ask about the present condition on the use of folk musical
instruments and efforts for their preservation. Include their answer and your experience.
Then, prepare a report.

Our Social Values and Norms 81

4LESSON Folk and Classical Dances
of Nepal

Introduction

Nepal is a multi-ethnic, multi-lingual and multi-cultural country. So, various types of
classical and folk dances are practised in Nepal.

Folk Dance: A traditional dance of a particular group of people or place is called folk
dance. Folk dance is performed on folk music. The costume for folk dance is related to a
particular community. It belongs to particular community, place or caste. Maruni dance,
Jhyaure dance, etc are the examples of folk dance.

Classical Dance: The dance describing the character of the Gods, Goddesses and religious
scriptures is called classical dance. The main spirit of the classical music is expressed by
the dancer by moving the different parts of the body. It has been practised since ancient
time. Classical dance is performed on classical music. It may not be based on any particular
caste. It needs special costume according to the nature and requirement of dance. Charya
dance, Panchabuddha dance, etc are the examples of classical dance.

Relationship among Folk Songs, Folk Musical Instruments and Folk Dances

Folk songs, folk musical instruments and folk dances are related to each other. They are
the component of folk culture. They are complementary to each other. Folk song is sung
in folk music and folk music is the base for folk dance. The folk musical instruments are
used to produce folk music and add the flavour in folk song and provide the base for the
folk dance. Similarly, folk dances express the meaning and spirit of folk songs and are
performed according to the timing of folk music. Folk dances become more effective with
the beat of the folk music and expressions and emotions shown in the folk songs. The folk
dances make the folk songs and folk music lively. The whole performance of an artist is
depended on these three components and hence we can say they are supplementary to each
other.

Some Folk and Classical Dances of Nepal

Dhan Naach: This folk dance is practised among the
Limbu community. The youths of the Limbu community
perform this dance during any Mela-parba. The song sung
in this dance is called Palam.

Chandi Naach: The Rai community performs this dance Dhan Naach
playing Dhola-Jhyamta and singing Chandi song during
the festival of Udhyauli and Ubhauli.

82 SOCIAL STUDIES - GRADE 10

Ghatu Naach: It is practised among the Gurung, Magar
and Dura community. It is based on the story of the King
Parashuram and Queen Yammawati. The girls, whose
menstrual cycle has not started yet, perform this dance.

Chaulo Naach: This dance is performed in the hilly area Ghatu Naach
of Sudurpashchim Province of Nepal. It is performed in
occasions organized in the month of Kartik. It is also
called Chalo dance.

Kaura Naach: This dance is performed along with Kaura
song and is in practice among the Magar community in
most parts of Gandaki Province and Lumbini Province.

Kaura Naach Madikhole Naach: It is
practised in the Lumbini
Province and Karnali
Province of Nepal.

Mundhum Naach: Mundhum is the holy book of Mundhum Naach
Kirants and the dance based on Mundhum is called
Mundhum dance. It is practised in the hill regions of
eastern Nepal. Fedaangwa performs this dance along
with chanting Mundhum.

Deuda Naach: This dance is practised in the Karnali
Province and Sudurpashchim Province and the dance is
performed in circular group holding each other’s hand.

Hopcha: It is the folk dance of the Athpahariya Rai
community of Dhankuta.

Charya Nritya: This dance is practised in the Newar Deuda Naach
community by impersonating the Gods and Goddesses.

Charitra Nritya: This dance is performed by
impersonating the people of ancient stories, and it is
practised in the Terai region.

Hanuman Nritya: It is
practised in Baglung,
Syangja, etc. People
disguise themselves as
Hanuman and dance.

Pancha Buddha Nritya Pancha Buddha Nritya: Charya Nritya
It is the traditional dance
based on Buddhism.

Our Social Values and Norms 83

Bhairav Nritya: This dance is practised throughout the country. People perform this
dance wearing the clothes and masks of Bhairav.

Sorathi Nritya: It is the traditional dance of the Gurung community.

Maruni Naach: This dance is performed by the men wearing the dress of women. It is
practised in the middle hilly region of Nepal by the Magar community. This dance is
organized almost throughout the year.

Kartik Naach: This dance was initiated by Siddhi
Narsingh Malla. It is demonstrated in the month of
Kartik. So, it is called Kartik Naach.

Tarware Naach: It is the traditional folk dance of the
Gandharba community.

Khyali Naach: This dance is performed on the basis Kartik Naach
of Khyali song. It is also called Pangdure dance.

Singaru Nritya: It is practised in the Lumbini and
Karnali Province.

Rudrayani Naach: This dance is practiced in
Khokana of Lalitpur district on the occasion of
Rudrayani Puja.

Salahes Naach: This dance belongs to Dusaadh and Rudrayani Naach
Musahar community living in the eastern Terai of
Nepal. They perform this dance during the puja of
Salahes, their favoured deity.

Jhijiya Nritya: This is a prevailing dance in Maithili community living in east and middle
Terai region. In this dance, women carry an earthen pot on their head and dance in group.
The pot which they carry on their head contains holes on it and fire inside it.

Saraya Naach: This dance is mainly performed in Gulmi, Syangja, Baglung, Palpa,
Arghakhanchi, etc on the occasion of Dashain. It is danced in group in the temples holding
Khunda, Khukuri, sword or stick.

Sakhiya Nritya: This is a traditional dance practiced
in the Terai region of Nepal by the Tharu community
during Maghi Parva.

Balan Nritya: This dance is related to the character
of Lord Krishna, Lord Ram, etc. It is performed
in various occasions and festivals describing the
religious fable with gesture.

Sakhiya Nritya

84 SOCIAL STUDIES - GRADE 10

Jharra Naach: It is danced striking the small
bamboo sticks with each other and on its rhythm.

Pulukisi Naach: This dance is prevalent in Jyapu
community of Newar. It is performed during
Indrajatra in Kilagal, Kathmandu. This is the
symbolic dance of white elephant.

Pulukisi Naach

Jat Jatin Dance Jat Jatin Dance: This dance is organized in
the Mithila region from Shrawan purnima to
Bhadra purnima. It is based on folklore of
love between the hero Jat and heroine Jatin in
which the moment of happiness and sorrow
is expressed by the dancers. It is performed
to please the deity Indra when there is not
enough rain.

Importance of Folk and Classical Dance

It reflects our glorious culture and tradition.
It helps in preserving and promoting the typical culture of the country.
It helps in the tourism development as a source of entertainment.
It helps in the socialization and development of social harmony.
It develops art and skill in individuals.

Nepal is rich in folk and classical dance. But many such dances are on the verge of
extinction. It is essential to preserve them on time. The following measures should be
taken to preserve them:
M New generations should be encouraged to participate in classical and folk dances

which are being extinct. For this, new generations should be sensitized about the
importance of such dances.
M Classical and folk dances should be included in the curriculum of schools and colleges
and taught practically.
M Regular competition of classical and folk dances should be conducted throughout the
country.
M Electronic media like television, radio, FM, etc should give preference to such dances.
M A visual documentary on ‘Folk Dances of Nepal’ should be made for their publicity.

Our Social Values and Norms 85

Activities

1. Organize a folk dance competition in the school. Form an evaluation committee and
award the winners.

2. Identify the folk dance and classical dance among the dances given in the lesson.
3. What roles should be played by the students, local communities and concerned

central authority to preserve and promote our folk dance and classical dance to
prevent them from extinction? Discuss with friends and write in points.

Exercise

Very short answer questions:
1. Define folk dance.
2. To which community does Dhan Naach belong?
3. Mention one characteristic of Charitra Nritya.
4. In which region Singaru Nritya is practiced?
5. What kind of dance is Kartik Naach? Who introduced this Naach?
6. In which race is Dhan Naach practised?
7. What type of dance is Pancha Buddha dance?
8. Write a role to be played by the provincial executive to preserve folk dance.

Short answer questions:
1. “Folk songs, folk musical instruments and folk dances are complementary to each

other.” Justify this statement with examples.
2. Write the importance of folk and classical dance.
3. Show the differences between folk dance and classical dance in a table.
4. Suggest any four effective ways to preserve and promote our folk and classical dances.
5. What role have you played to preserve local musical instruments and folk dance in

your area? Write down.
6. Which dance is popular in your community? Give a short introduction of it.

Community Work

Collect information about the condition of dances practiced in your community. Prepare
a report including the name of the dance, context, time, occasion, community, caste, etc.

86 SOCIAL STUDIES - GRADE 10

5LESSON Our National Days

Introduction

National days are the special days which are observed nationwide. These days are related
with various important events such as great revolution, achievements, or they are dedicated
to some special persons. Nepal has gone through several important changes and events
in history. So, in order to remember such important events, the Government of Nepal
has decided to observe several days as national days. The national days are our national
occasions and they should be observed not only for the sake of observation but according
to the main spirit of the day.

Some National Days of Nepal

Martyrs’ Day: One who sacrificed own life
in various movements launched to establish
democracy and civic rights is called a
martyr. Every year we observe Martyr’s Day
on 16th of Magh by offering garlands and
flowers, organizing rally, speech program,
blood donation, etc. From 10th of Magh to
16th of Magh, these seven days are observed
as Martyr’s week in memory of four
martyrs Shukra Raj Shastri, Dharma Bhakta
Mathema, Ganga Lal Shrestha and Dashrath
Chand and others who sacrificed their life to
end the autocratic Rana regime and establish
democracy in Nepal. To commemorate the contribution of those martyrs, statues of four
martyrs have been kept at Sahid Gate near Tundikhel, Kathmandu and in Sahid Park of
Hetauda.

Political leaders, Ministers, government officers and common people go to Sahid Gate and
offer garland and flowers to the statue of martyrs to pay respect to them on this day. People
also go to Sahid Smarak at Lainchaur to pay homage to the martyrs. Similarly to pay
homage, people go to the Pachali, Teku where Shukra Raj Shastri was hanged, to Shiphal
where Dharma Bhakta was executed and to Shobha Bhagvati where Dashrath Chand and
Ganga Lal were shot dead. People also remember and pay tribute to those who sacrificed
their life during the People’s Movement of 2046 and 2062/63 BS.

Our Social Values and Norms 87

If we respect the family of martyrs, get inspiration from martyrs and fulfil the dream of
martyrs, it will be the real respect to the martyrs.

Children’s Day: We observe 29th of Bhadra
as Children’s Day. The UN General Assembly
adopted the Convention on Child Rights on
20th November, 1989 AD and Nepal ratified
it on 14th September, 1990 AD (29th Bhadra,
2047 BS). So to commemorate the day, we
observe 29th Bhadra as the Children’s Day.
Various programmes relating to children are
conducted on this day. Children’s rally, speech
program, sports program and other programs to
create awareness about child right are conducted throughout the country on this day.

Constitution Day: The Constitution of Nepal was promulgated and implemented on 3rd
Asoj, 2072 BS. So, this day is observed as the Constitution Day.

Democracy Day: The Rana regime ended and democracy was introduced on 7th Falgun,
2007 BS. To remember that day, every year on 7th of Falgun, we observe the Democracy Day.
On this day, programmes like rallies, speech, knowledgeable competitions, afforestation,
sanitation, blood donation, distribution of
various items to the needy, etc are done.

Education Day: Every year on World Literacy 8th
Day we observe Education Day in Nepal. It
falls on 8th September. Those who have given MARCH
great contribution in the field of education
are awarded with various prizes on this day. INTERNATIONAL
Similarly, medals are awarded by the head of
the state to those who have completed Ph.D., WOMEN’S DAY
topped in Masters, Bachelor and other levels.
On this day, various programmes are organized SOCIAL STUDIES - GRADE 10
by Ministry of Education, different universities
and educational institutions.

International Women’s Day: We observe
International Women’s Day on 8th March every
year. The women civil servants are given
holiday in government offices on this day.

88

Various programmes are organized to aware the people about the woman’s education,
their rights and equal opportunity to them. Since the United Nations General Assembly
invited member states to proclaim 8th March as the UN Day for women’s rights and world
peace, International Women’s Day was first observed on 8th March as a popular event after
1977 AD.

International Labour Day: Every year,
May 1st is observed as the International
Labour Day. It is also called Mai Diwas.
Nepal has started to observe this day as
a National Day after the establishment
of Loktantra in 2063 BS. It is a public
holiday and on this day, various
programs are organized for the welfare
and prosperity of labourers.

Republic Day: 15th Jestha is observed
as Republic Day in our country. The first
meeting of Constituent Assembly had
declared Nepal as a republican state by
ending monarchy on 15th Jestha, 2065 BS.

Celebrating National Day is an important
event because it makes the common
people familiar about the various
important events of history and different achievements made by the country. As we have
general practice of giving holiday on the occasion of National Days, a large number of
illiterate people do not know the importance of such days. It is better to organize various
programmes throughout the country in both government and private sectors. People should
be made aware about the day. For this, media like radio, television, newspapers, etc can
play an important role. These means of communication should highlight the celebration of
National Days by publishing and highlighting the news about the days. March, procession,
seminar, etc should be organized throughout the country. Government, non-government
organizations, school, college, etc should conduct the programmes related to National
Days instead of giving holiday.

Our Social Values and Norms 89

Activities

1. Collect some news articles published about our national days and display them on
the bulletin board of the class.

2. Make a table and show the national days observed in Nepal.
3. What programs are organized in your school on the occasion of national days? Collect

the description with the help of your class teacher or head master. Then, present the
description in the class.

Exercise

Very short answer questions:
1. What does a National Day mean?
2. When do we observe Republic Day and why?
3. Who are martyrs?
4. Why is 8th March observed every year as International Women’s Day?

Short answer questions:
1. Write the importance of democracy day.
2. “National days reflect national unity.” Prepare a news report justifying the statement.
3. If you are going to present your opinion on child right, what logics would you present?

Write in four points.
4. National days should not be limited only in the capital city. They should be observed

effectively and according to the spirit of the day. What can be done for this? Mention
your ideas in four points.
5. Prepare four slogans appropriate for four different national days.
6. If you are going to participate in an oratory program on the topic “Every labourer
has to get appropriate wage for work”. What opinion would you present? Prepare a
model of your presentation.

Community Work

Prepare a dialogue based on the national day that you have attended.

90 SOCIAL STUDIES - GRADE 10

6LESSON International Personalities

Great personalities whose contribution is invaluable to mankind in the world
are known as international personalities. Their works and experiences are the
inspiration and encouragement for other people. There are many such international
personalities. Some of them have contributed in the technical field, some in the field
of development and some have helped to make the life of common people easier,
convenient and comfortable by uplifting their life standard. A short introduction to some
of the international personalities has been presented below:

a. Kailash Satyarthi

Early life

Kailash Satyarthi was born on 11th January, 1954 AD

in the Vidisha district of central Indian state Madhya

Pradesh. His original name is Kailash Sharma.

He attended Government Boys Higher Secondary

School in town and completed his degree in electrical

engineering at Samrat Ashok Technological Institute,

Vidisha and a post-graduate degree in high-voltage

engineering. Then he joined a college in Bhopal as a

lecturer for a few years.

Works Name Kailash Satyarthi
M In 1980 AD, he gave up his
Born On 11th January, 1954 AD in Vidisha,
career as an engineer and became Madhya Pradesh, India
secretary general for the Bonded
Labour Liberation Front. He Nationality Indian
also founded Bachpan Bachao
Andolan (Save the Childhood Education Electrical engineering from Samrat Ashok
Movement) in the same year. Technological Institute, Vidisha

Known for Activism for children’s rights and children’s
education

The Aachener International Peace Prize,

Germany (1994)

Through this movement, he led Awards Robert F. Kennedy Human Rights Award
the rescue of over 83,000 child (1995)
slaves of 144 countries and Alfonso Comin International Award (2008)
developed a successful model for Medal of the Italian Senate (2007)
their education and rehabilitation. Defenders of Democracy Award (2009)
Nobel Peace Prize (2014)

M Due to his work and initiation Harvard Humanitarian Award (2015)

against child labour, ILO Convention 182 directed the governments of the world to

end the child labour.

Our Social Values and Norms 91

M He has also been involved with the Global March against Child Labour and its
international advocacy body, the International Center on Child Labour and
Education (ICCLE), which are worldwide coalitions of NGOs, teachers and trade
unionists.

M He has also served as the President of the Global Campaign for Education from its
inception in 1999 to 2011, having been one of its four founders alongside Action Aid,
Oxfam and Education International.

M In addition, he established Good Weave International as the first voluntary labeling,
monitoring and certification system of rugs manufactured without the use of child-
labour in South Asia. This organization operated a campaign in Europe and the United
States in the late 1980s and early 1990s with the intent of raising consumer awareness
of the issues relating to the accountability of global corporations with regard to
socially responsible consumerism and trade.

M Satyarthi has highlighted child labour as human rights issue as well as a welfare
matter and charitable cause. He has argued that it perpetuates poverty, unemployment,
illiteracy, population growth, and other social problems.

M He has also had a role in linking the movement against child labour with efforts for
achieving “Education for All”. He has been a member of a UNESCO body established
to examine this and has been on the board of the Fast Track Initiative (now known as
the Global Partnership for Education).

M Satyarthi serves on the board and committee of several international organizations
including the Center for Victims of Torture (USA), the International Labour Rights
Fund (USA), and the International Cocoa Foundation.

M He has helped enactment and adoption of national and international legislations,
treaties and conventions as well as the constitutional amendment on child labour and
education.

Satyarthi, along with Pakistani child activist Malala Yousafzai, was awarded the Nobel
Peace Prize in 2014 “for their struggle against the suppression of children and young
people and for the right of all children to education”. He lives in New Delhi, India.

b. Dr. Martin Luther King SOCIAL STUDIES - GRADE 10

Early life

Martin Luther King, Jr. was born in Atlanta, Georgia,
USA on 15th January, 1929 AD. His legal name
at birth was Michael King. He went to Booker
T. Washington High School. He got his college
education at Morehouse College at the young age
of fifteen. After getting his degree in sociology
from Morehouse, Martin got a theology degree from
Crozer Seminary and then got his Ph.D. in Theology

92

from Boston University. He was both Name Martin Luther King

a Baptist minister and civil-rights On 15th January, 1929 AD in Atlanta,
activist. He is widely considered the Born Georgia, US.

most influential leader of the American Nationality American
Education Ph.D. in Theology from Boston University
civil rights movements. Known for Civil Rights Movement, Peace Movement

Works Nobel Peace Prize (1964), Presidential

M He fought to overturn segregation Awards Medal of Freedom (1977, posthumous),
laws and eliminate social and Death Congressional Gold Medal (2004,
economic differences between posthumous)
blacks and whites from his early
On 4th April, 1968 AD, at the age of 39
years.

age.

M He became the main leader in the Civil Rights Movement to end racial segregation

and discrimination in America during the 1950s and 1960s and a leading spokesperson

for nonviolent methods of achieving social change.
M In December 1955, he led a 382-day boycott of Montgomery’s segregated public

bus system. Negroes were relegated to the back of the bus and had to give up

their seats if a white person wanted them. Since many blacks lived in poverty or

near-poverty, few could afford automobiles, and public buses were essential to them

for traveling to and from work and elsewhere.
M In 1957 he was elected president of the Southern Christian Leadership Conference, an

organization formed to provide new leadership for the growing civil rights movement.

The ideals for this organization he took from Christianity, its operational techniques

from Gandhi.
M In April 1963, he led a campaign against racial segregation and economic injustice in

Birmingham, Alabama.
M During the rally in the nation’s capital on August 28th, 1963, Dr. King delivered his

most famous speech, known as the “I Have a Dream” speech.
M As the Vietnam War escalated, King spoke out against America’s involvement in the

conflict. His anti-war position was an outcome of his belief in nonviolence, but to

those who opposed King it intensified their belief he was pro-communist and anti-

American.
M Through his activism, he played a key role in ending the legal segregation of African-

American citizens in the South and other areas of the nation, as well as the creation of

the Civil Rights Act of 1964 and the Voting Rights Act of 1965.
M When he declared the poor and labourers have the ethical right to get food, health,

clothing, shelter, etc not only the government but also rich blacks and Klux Klan (a

white supremacist organization) became angry. They were the supporter of Dictator

Hitler.
M After returning from the protest of sanitation workers, he was standing on the second-

floor balcony of the Lorraine Motel in Memphis, Tennessee. A racist assassinated him

on 4th April, 1968 AD by a single rifle shot. In America, it is believed that the dream

of Martin Luther King has not died even after his martyrdom.

Our Social Values and Norms 93

Activities

1. Collect the information about the contribution made by any other international
personalities. Present your work in the class.

2. Read the following short biography of Mahatma Gandhi and find similarities between
Martin Luther King and Mahatma Gandhi.

Mahatma Gandhi

The full name of Mahatma Gandhi was Mohandas Karamchand Gandhi. He was born on 2nd October, 1869 AD in a town
called Porbandar, Gujrat, India. He studied law and advocated for the civil rights of Indians both at home under British
rule and in South Africa. He was the architect of India’s freedom and one of the greatest men of this century. Mahatma
Gandhi’s life was dedicated to the ideals of truth, non-violence and love.
He went to England to become a lawyer. When he obtained the degree of Law, he started practicing law in South
Africa. He stayed in South Africa for nearly 21 years to fight against racial discrimination against Indian settlers.
He came back to India in 1915 and built an ashram on the banks of the Sabaramati River near Ahmadabad. It was called
‘Satyagraha Ashram’. He fought peacefully for many causes and succeeded in persuading the government to abolish
many abuses against labourers in Bihar, the Kaira peasants in Gujarat, etc.
Gandhi became a leader of India’s independence movement, organizing boycotts against British institutions in peaceful
forms of civil disobedience. He was assassinated on 30th June, 1948 by Nathuram Godse, an extremist.

Exercise

Very short answer questions:
1. Who are known as international personality?
2. What is Dr. Martin Luther King known for?
3. What is Kailash Satyarthi known for?

Short answer questions:
1. “Though Kailash Satyarthi is an Indian, his contribution is for the entire world”. Justify

this statement.
2. What sort of changes may occur in our society if ‘save the childhood’ like movement

led by Kailas Satyarthi is conducted in our country? Write in four points.
3. Read the given short biography about Malala Yousafzai who was jointly awarded the

Nobel Peace Prize with Kailash Satyarthi and mention how she could become the
Nobel Peace Prize winner at a very young age.

Malala Yousafzai was born on July 12th, 1997, in Mingora, Pakistan. As a child, she became an advocate
for girls’ education, which resulted in the Taliban issuing a death threat against her. On October 9th, 2012,
a gunman shot Malala when she was traveling home from school. She survived, and continued to speak
out on the importance of education. She was nominated for a Nobel Peace Prize in 2013. In 2014, she was
nominated again and won, becoming the youngest person to receive the Nobel Peace Prize.

4. What lesson did you get from the biography of Martin Luther King? Write.
5. What is the contribution of Kailash Satyarthi to the world?
6. How should we respect the international personalities? Write in four points.

Project Work

Search about the Nobel Peace Prize winner international personalities you like and
prepare a short description.

94 SOCIAL STUDIES - GRADE 10

7LESSON Universal Brotherhood

Introduction

Brotherhood is a feeling and treating one another like brothers. This is a feeling of
fellowship and sympathy for other people. Similarly, universal brotherhood is a concept to
think the whole world as our own family.

According to the concept of universal brotherhood, the world is a common shelter for all,
it is our common home, we are the residents of the earth wherever we live and the world
is a family. If a member gives trouble in the family then all the family members have
to suffer from that. Similarly, if someone damages one part of the world, it affects the
whole world. Intolerance based on racial discrimination, narrow-minded nationalism, etc
weakens the feeling of universal brotherhood.

Human being as a conscious and social creature should not disturb the life system of other
creatures. We should not forget the existence of other while fulfilling our wants and wishes.
Our Vedic tradition also says “Vasudhaiva Kutumbakam” which means all the people
living on the earth are our brothers and sisters. So, all of us should live together with good
relation and share happiness and sorrow. All the religions teach to respect the peace. The
main objective of education is also the same. Non Aligned Movement-NAM has also made
the universal brotherhood as its directive principle. The formation of international and

Our Social Values and Norms 95

regional organizations like UNO, SAARC, ASEAN, EU, and Commonwealth Countries is
also for the promotion of universal brotherhood. Thus, we should all believe in sovereign
universal family. Universal brotherhood is vital to maintain peace in the world.

The importance of universal brotherhood is increasing day by day because of the following
reasons:
M People do not want to be limited within a place. In the name of employment, tourism,

trade, mutual assistance and migration, people move from one place to another.
M People of many countries are also living in the same city.
M Nowadays, one can go from one part of the world to other part easily and within short

time.
M The religious orthodoxy is also gradually decreasing.
M Unity, empathy and cooperation are also increasing among the people.
M People join and enjoy in the cultural and social programs of other community also.

Importance of universal brotherhood

Unity and peace can be maintained only by the feeling of universal brotherhood.
The main motto of universal brotherhood is to respect all the religions, castes, regions

and beliefs.
Universal brotherhood frees the world from wars and hatred.
It increases cooperation and empathy that can make human life joyful.

Measures to maintain brotherhood

We should treat others like friends, brothers, sisters or relatives.
Everyone should rise above the boundary of caste, religion, language and the nation.
Initiation of dialogue, acceptance of diversity, awareness of spirituality and purity of

character can make the whole world as a family and maintain universal brotherhood.
Love, cooperation and goodwill between the individuals and countries help in the

growth of universal brotherhood.
Everyone should have empathy and cooperation to get rid from fear, poverty, pain and

epidemic diseases. It develops the universal brotherhood.
Everyone should leave egoism and work for the prosperity and happy life of mankind.

96 SOCIAL STUDIES - GRADE 10

Activities

1. Write a letter to your friend living abroad mentioning the importance of universal
brotherhood.

2. Prepare some slogans reflecting universal brotherhood. Example: ‘Vasudhaiva
Kutumbakam’, ‘all the people living in the earth are one’, etc.

Exercise

Very short answer questions:
1. What is universal brotherhood?
2. Prepare a slogan showing the importance of brotherhood.
3. What does “Vasudhaiva Kutumbakam” mean?
4. How does universal brotherhood play a significant role to set up peace in the world?

Express in a sentence.

Short answer questions:
1. What should we do to maintain universal brotherhood? Write any four ways.
2. Why is the importance of universal brotherhood increasing day by day?
3. “Universal brotherhood is important to maintain peace in the world.” Justify this

statement.
4. Complete the following table:

Advantage of universal brotherhood Disadvantage of enmity

Community Work

Meet some senior personalities in your community and find how the people of other
places or countries are treated in your community. Then prepare a report and present in
the class.

Our Social Values and Norms 97

8LESSON Responsibility towards
the Senior Citizens

Introduction

Elderly or aged person, especially
one above 60 or 65 years of age
is known as a senior citizen.
According to the Senior Citizens
Act 2063, “Senior Citizen means a
citizen of Nepal having completed
the age of Sixty years”.

Senior citizens are the wealth of

social and cultural knowledge,

value, belief and tradition. They

are the founder of our society. Senior Citizens
They have already experienced

lots of ups and downs in life. They have got unlimited experience and knowledge. We have

to utilize the knowledge and experience of senior citizens. Some of the senior citizens are

still contributing to the family, society and the nation as per their experience and ability.

It is the duty of state to take care of the senior citizens. It comes under the social and moral
responsibility of the state. Society also has to provide services to the senior citizens with
respect and sympathy. A network of social organizations to provide services to senior
citizens is working in Nepal. These organizations can help in the sector of the interest of
senior citizens but most of them are limited only in the urban areas. There is more need of
such organizations in the rural areas. The state has to manage them on the basis of priority.

The senior citizens lose energy, feel laziness, pay less interest in personal hygiene, have
the habit of expressing dissatisfaction, etc. So, some people ignore senior citizens. In
some families, the senior citizens are being neglected by the family members too due to
the influence of foreign lifestyle, busy schedule, financial shortage, wish to have nuclear
family, ancestral distance, etc. As a result, some of the senior citizens are also deprived of
getting the services and facilities provided by the state.

Constitutional and legal provision for the rights and benefits of senior
citizens

‘Rights of Senior Citizens’ under the fundamental rights of the Constitution of Nepal,
Senior Citizens Act-2063 and Senior Citizens Rules-2065 have made some provisions for
the right and benefits of the senior citizens.

98 SOCIAL STUDIES - GRADE 10

‘Rights of Senior Citizens’ a fundamental right
M The senior citizens shall have the right to special protection and social security

from the State.

Respect to senior citizens
M It shall be the duty of all to respect senior citizens.

Maintenance and care of senior citizen
M It shall be the duty of each family member to maintain and care for the senior
citizen according to the economic status and prestige of the member.

M Except the senior citizen has lived separately or wishes to live separately taking
his or her partition share, the family member of his or her choice shall keep with
him or her and maintain the senior citizen.

M No one shall detach the senior citizen from the family or compel the senior citizen
to get detached from the family in against of his or her will.

M If the economic condition of the senior citizen or the family member maintaining
the senior citizen is weak, other family member shall make provision of
maintenance and care of the senior citizen in spite of the fact that such member has
not kept such senior citizen with him or her.

M Any family member, relative or heir who uses or deals with (consumes) the
movable or immovable property of the senior citizen shall keep with him or her
and maintain and care such senior citizen.

Allowance or facility to Senior Citizens
M The Government of Nepal
may categorize senior
citizens, helpless senior
citizens, and incompetent
senior citizens on the
prescribed grounds and
provide allowance or
facility as prescribed.

It is the duty of everyone to

provide help, facility and service

to the senior citizens in religious Senior Citizens Receiving Allowance
or public places, health service,

public function, public vehicle, etc. If the commitment made by the state is fulfilled, the

senior citizens won’t have to suffer.

Our Social Values and Norms 99

Efforts made by state for the benefits of senior citizens

Pensions to government employees
Provision of free health treatment and discount in health service
50% discount in the fare rate
Reservation of at least 2 seats in the public vehicles, and
Senior citizen allowance under the social security.

Activities

1. What supports are being made to the senior citizens of your family or community by
the children, youths and society? Ask and show in a table.

2. What institutions have been established in the country for taking care of senior
citizens and preserving and protecting of the benefits of senior citizens? Discuss.

Exercise

Very short answer questions:
1. Who are senior citizens?
2. How do you respect your grandparents? Write two ways.

Short answer questions:
1. “Senior citizens are the wealth of knowledge and experience.” Justify this statement.
2. What privileges and facilities have been made for the senior citizens in our country?
3. What provisions have been made by the government in the constitution and laws for

the rights and benefits of senior citizens?
4. How should we honour and assist the senior citizens by the state and family members

in this modern situation? Mention your constructive suggestions in four points.
5. We have been hearing and reading the incidents that senior citizen are being neglected

by the family members. What may be the reasons behind it? Write the measures for
its solutions as well.

Community Work

Meet some senior citizens in your community and listen to their contributions and
experiences. Note down their contributions and experiences you like and present in the
class.

100 SOCIAL STUDIES - GRADE 10