Social Studies 10

Approved by the Government of Nepal, Ministry of Education, Curriculum Development Centre, Sanothimi,
Bhaktapur as an additional material.

Oasis

Social Studies

10

Author
Nawa Raj Prasai

Oasis Social Studies Grade - 10 1

Oasis

Social Studies

10

Oasis Publication Pvt. Ltd.

Anamnagar, Kathmandu
Author
Nawa Raj Prasai
Language Editors
Sedunath Dhakal
Bijay Kumar Basnet

First Edition
First 2074 B.S. (2017 AD)
Second 2075 BS (2018 AD)
Third 2076 BS (2019 AD)
Fourth 2078 BS (2021 AD)

Copyright ©
The publisher
Computer Layout
Oasis Desktop Publishing
Ramesh Bhattarai

Illustration
Kaji Rana

Printed in Nepal

2 Oasis Social Studies Grade - 10

Preface

Oasis Social Studies has been designed to facilitate teaching Social Studies to students of
English medium schools. The series draws upon the general guidelines, course content and
teaching methods as envisioned in the curriculum designed by the Curriculum Development
Center (CDC). The broad objective of Social Studies is to impart “cultural literacy” to students
so that they develop into responsible citizens. The significant part of being culturally literate
is to know and critically understand one’s social and cultural surrounding. Social Studies,
therefore, is an interdisciplinary subject that incorporates history, geography, culture, sociology,
and politics. Due to its interdisciplinary nature, teaching Social Studies to young students is as
exciting and purposeful as it is challenging to deliver. The effective teaching, therefore, begins
with the availability of quality teaching materials. Oasis social studies series aims at adding to
and upgrading the existing textbooks.

This series follows the course rationale and framework stipulated in the CDC course grid
and judiciously clusters course contents around a person’s interrelationship with the family,
community, nation, and the world. Due to the desired outcome of the CDC syllabus, this series
has adopted “critical thinking” as the pedagogic philosophy. We have consciously avoided
the tendency of overloading textbooks with neatly summarized bullet points, a tendency, we
believe, defeats the purpose of developing “critical thinking” in students. Instead, this series
has adopted creative approach to teaching Social Studies. That is, it not only requires students
to know what a family, community, or a nation is but to understand how an individual’s civic,
cultural and political life is intricately related to larger social units. The exercises are designed
to not only test students’ ability to comprehend facts and information but also think and reason
about what they learn.

The series takes up the task of providing quality teaching materials and invites instructors to
approach teaching Social Studies creatively. Therefore, each book in the series addresses the
age-specific mindset and psychology of the students. For example, books for primary level
abound with stories, sketches, profiles and illustrations. In the higher level, the books focus
more on factual information with appropriate examples and illustrations. In class nine and
ten, we have made effort to address the SEE requirements without much deviating from the
textbooks prescribed by the government with significant updates on data, facts, and current
affairs. While exploring the flexibility allowed by the SEE testing scheme, the books still adhere
to functional pedagogy in that they aim to make students understand concepts and ideas
through presentation, examples and illustrations. Overall, through pre-reading activities, in-
class activities and project works the series fosters participatory pedagogy.

Lessons feature real life stories, contextual dialogues, ethnographic profiles, and pictorial
illustrations. The series also incorporates latest available statistics and incorporates changes
and new provisions made in the constitution of Nepal. The figures and maps in the books
follow standard cartographic rules and conventions so that students learn map work in an
authentic way. Instead of including overtly ambitious project works, we have focused on
providing interesting do-able project work that allows students to gain insight into social and
cultural issues through self-discovery. Where required, I have also provided general guidelines
for the project work so that instructors and students can undertake the task head on. As books
are designed for students of English medium schools, we have taken special care to avoid odd-
sounding English expressions that use Nepali structures and grammar.

My special thanks go to Oasis Publication for publishing and bringing the series to the teachers
and learners. We express profound gratitude to Mr. Bijay Kumar Basnet for meticulously
editing the content of the book. We owe many thanks to Harischand Bista, the Managing
Director of the Publication, who has made it his passion to bring out this series in this shape.
We hope, Oasis Social Studies, while fulfilling the course objectives, will make teaching and
learning Social Studies an enjoyable activity in the classroom.

The author May 2021

Oasis Social Studies Grade - 10 3

Contents

Unit - 1 : We and Our Society.............................................................. 7-52
Lesson 1.1 Human Resource Development .................................................. 8
Lesson 1.2 Human Development Index and Nepal ................................... 16
Lesson 1.3 Concept of Regional Development and Federalism ............... 22
Lesson 1.4 Province - 1 .................................................................................... 29
Lesson 1.5 Province - 2 ................................................................................... 32
Lesson 1.6 Province - 3 ................................................................................... 34
Lesson 1.7 Gandaki Province......................................................................... 37
Lesson 1.8 Province - 5 ................................................................................... 40
Lesson 1.9 Karnali Province ......................................................................... 42
Lesson 1.10 Sudurpaschim Province.............................................................. 46
Unit - 2 : Development and Infrastructures of Development...... 53-80
Lesson 2.1 Sustainable Development ............................................................ 54
Lesson 2.2 On-going Development Projects in Nepal ................................ 58
Lesson 2.3 Infrastructure of Development :
Skilled Manpower and Employment ......................................... 64
Lesson 2.4 Contemporary Development Goals and Nepal ....................... 68
Lesson 2.5 Development Proposal Draft at Local Level ............................ 74
Unit - 3 : Our Tradition, Social Norms and Values ........................... 81- 121
Lesson 3.1 Our National Heritages .............................................................. 82
Lesson 3.2 Folk Songs of Nepal .................................................................... 88
Lesson 3.3 Folk Musical Instruments of Nepal .......................................... 91
Lesson 3.4 Our Folk and Classical Dances .................................................. 97
Lesson 3.5 Our National Days ....................................................................... 104
Lesson 3.6 International Personalities ........................................................... 109
Lesson 3.7 Cosmopolitanism ......................................................................... 113
Lesson 3.8 Our Responsibility towards Senior Citizens ............................ 116
Unit - 4 : Social Problems and Solutions ............................................. 122 - 156
Lesson 4.1 Human Trafficking ........................................................................ 123
Lesson 4.2 Girl Trafficking .............................................................................. 126
Lesson 4.3 Child Trafficking ............................................................................ 130
Lesson 4.4 Trafficking of Human Organs ..................................................... 138
Lesson 4.5 Domestic Violence ....................................................................... 135
Lesson 4.6 Social Evils .................................................................................... 139
Lesson 4.7 Scouts ............................................................................................. 143
Lesson 4.8 Red Cross and SOS ....................................................................... 145

4 Oasis Social Studies Grade - 10

Lesson 4.9 Some Other International Organizations ................................... 149

Lesson 4.10 Identification of Social Problems and Problem Solving Skill.............. 151

Unit : 5 Civic Sense .......................................................................... 157-218

Lesson 5.1 The Legislature ............................................................................. 158

Lesson 5.2 The Executive ................................................................................ 162

Lesson 5.3 The Judiciary .................................................................................. 165

Lesson 5.4 Constitutional Bodies .................................................................... 169

Lesson 5.5 Political Parties ............................................................................... 180

Lesson 5.6 The Election Process ..................................................................... 184

Lesson 5.7 Role of a Citizen in an Election ................................................... 188

Lesson 5.8 Human Rights and National and International Agencies 193

Lesson 5.9 Women's Rights ............................................................................. 203

Lesson 5.10 Indigenous and Janajati Rights ................................................... 206

Lesson 5.11 Citizen Identification and Citizenship ...................................... 208

Unit - 6 : Our Earth .............................................................................. 219 - 301

Lesson 6.1 Types of World Climate and Factors Affecting Them .............. 220

Lesson 6.2 Climate and Natural Vegetation Zones ...................................... 225

Lesson 6.3 Tropical Zone ................................................................................. 229

Lesson 6.4 Lifestyle in the Tropical Zone ...................................................... 233

Lesson 6.5 Temperate Zone ............................................................................. 236

Lesson 6.6 Lifestyle in the Temperate Zone .................................................. 239

Lesson 6.7 Polar Zone ...................................................................................... 242

Lesson 6.8 World Vegetation and Wildlife ................................................... 246

Lesson 6.9 Climate and the Impact of Topographical Diversity on

World Lifestyle .............................................................................. 248

Lesson 6.10 North America ............................................................................... 251

Lesson 6.11 Social and Economic Activities of North America ................... 255

Lesson 6.12 South America ................................................................................ 261

Lesson 6.13 Social and Economic Activities of South America ................... 264

Lesson 6.14 Africa .............................................................................................. 269

Lesson 6.15 Social and Economic Activities of Africa ................................... 272

Lesson 6.16 North America, South America, Africa and Nepal ................... 277

Lesson 6.17 Natural Disasters : Earthquake and Tsunami ............................ 280

Lesson 6.18 Map Work ....................................................................................... 286

Lesson 6.19 Different Methods of Tracing Map and Modern

Applicable Map Technology ........................................................ 289

Oasis Social Studies Grade - 10 5

Unit- 7 Our Past ................................................................................ 302 - 371
Lesson 7.1 The Revolution of 2007 and Delhi Agreement........................... 303
Lesson 7.2 Decade of Democratic Politics (2007 - 2017) ............................... 308
Lesson 7.3 Abduction of Democracy and Ban on Political Parties ............ 314
Lesson 7.4 Major Political Events between 2017 B.S. and 2036 B.S. .......... 318
Lesson 7.5 Political Events between 2036 B.S. and 2046 B.S. ....................... 322
Lesson 7.6 Causes of the Rise and Fall of the Panchayat System ............... 326
Lesson 7.7 Political Events between 2046 B.S. and 2062 B.S. ....................... 328
Lesson 7.8 Post 2062/2063 B.S. Political Events ............................................. 332
Lesson 7.9 The Economic and Social Impact After the Second Mass Movement........ 338
Lesson 7.10 Causes of the First World War ..................................................... 340
Lesson 7.11 Major Events and Consequences of World War - I ................... 345
Lesson 7.12 Causes of the World War II .......................................................... 355
Lesson 7.13 Major Events and Consequences of World War - II ................. 355
Lesson 7.14 Identification, Preservation and Promotion of the
Historical Places and Monuments ................................................ 361
Unit - 8: Economic Activities ............................................................ 373-427
Lesson 8.1 Current Plan ................................................................................... 374
Lesson 8.2 Tourism Industry and Its Importance ......................................... 381
Lesson 8.3 Prospects of Tourism Industry in Nepal .................................... 386
Lesson 8.4 Important Source of Energy : Water Resource .......................... 392
Lesson 8.5 Foreign Employment in Nepal ..................................................... 396
Lesson 8.6 Cooperatives and their Economic Importance .......................... 401
Lesson 8.7 Insurance ......................................................................................... 404
Lesson 8.8 Financial Education ....................................................................... 409
Lesson 8.9 Financial Tools ............................................................................... 413
Lesson 8.10 Revenue and Tax Payment ........................................................... 416
Lesson 8.11 Consumer's Rights ......................................................................... 419
Unit - 9 : Our International Relation and Cooperation ................ 428-461
Lesson 9.1 United Nations and Its Organs .................................................... 429
Lesson 9.2 Specialized and Other Agencies of the UNO ............................ 435
Lesson 9.3 Activities of the UNO ................................................................... 439
Lesson 9.4 Role of Nepal in the UNO ............................................................ 444
Lesson 9.5 Activities of the UNO in Nepal ................................................... 447
Lesson 9.6 Contemporary Events and Their Impacts .................................. 450
Lesson 9.7 Globalization and Localization .................................................... 454
Model Question ......................................................................... 462

6 Oasis Social Studies Grade - 10

1Unit

We and Our Society

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On the completion of this unit, students will develop the following competencies:

●● To identify the status of Nepal knowing the concept of human development index
●● To describe the concept of federalism
●● To understand the socio- economic, cultural and geographical situation of

different federal states of Nepal.
●● To make a comparative study of the federal states

Teaching and evaluation scheme for the unit
Teaching periods ............................................. 15
Course weight ................................................ 5

Evaluation Grid for Final Testing

Type of Skills tested
ques-
tions

Knowledge Creative, crit- Appli- Value Total Total Time (in
& ical thinking cation, & atti- no. of mark al- minutes)
practical ques- location
under- & analysis & research tude tions
standing
– skill 1 2
Very 1 – 1+4=5 9
short 1 –
1 – – –
Short – –

Long

Oasis Social Studies Grade - 10 7

Lesson Human Resource
Development
1.1
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Pre-reading Activity

Human lies at the centre of development. The foundation for all the infrastructures is laid by the
human. Human resource links with one's skills and knowledge. If so, how does human resource
involve in mobilizing the available resources in the country? Discuss in the class.

Select at least two professions you would like to engage in after the completion of your education.
Then, list the education and training you would need to be successful in each profession. Also give
reasons why you prefer those professions.

Reading

Human Resource (HR)
We need different resources for development. Such resources include natural, human and
capital. Natural resources include land, water and minerals; human resource includes
people and capital includes money, equipment and tools. Among these resources, human
resource has a special position as it is necessary to utilize all the other resources.

It was John Rogers Commons, a pioneering economist who first used the term “human
resource” in his book "The Distribution of Wealth (1893)." But it was Edward Wight Bake
who used the term in the modern form in 1958. Both these economists have emphasized
the key role of human resource in development. Sustainable development cannot be
achieved without improving the human resource. Developing the life status of the citizens
leads to a right direction to the nation. A sustainable development of human resource
ensures that the fruits of development reach the neediest. For this, we have to make sure
of equitable distribution of resources, by providing opportunities and developing human
capabilities.

Human resource refers to people with general and technical skills required for any type
of work. It encompasses unskilled workers to highly skilled technicians. It also refers
to people’s ability and willingness to work for generating goods and services. Human
resource is required for the economic, social, cultural and scientific development of a
nation.

Thus, human resources is an individual or a group with certain ability and skill to carry
out any task in a proper way. For the proper functioning of the nation, human resource is
a must. A country needs human resources such as doctors, engineers, teachers, lawyers,
pilots, nurses, administrators, businessmen, traders, farmers, plumbers. There are three
types of human resources: unskilled, semi-skilled and skilled. Unskilled human resource
refers to the person who lacks experience and proper skills required for work. Still, such
human resource contributes a lot to the nation. Workers such as cleaners, farm labors,

8 Oasis Social Studies Grade - 10

house-keepers , and helpers come under this category. The semi-skilled manpower refers
to the person with some skills but not completely proficient. Carpenters, administrative
assistants, chauffeurs, etc come under this category. The skilled manpower refers to those
who are skilled, qualified, educated, experienced, and well-trained. Such manpower can
accomplish the task in a systematic and efficient manner. Doctors, engineers, teachers, etc.
fall under this category.

A country needs to plan for short-term, long-term and stable human resources.

Short-term Human Resources

The short-term skilled manpower fulfils
the need for human resource for a short
period of time. This type of manpower can
be produced through short-term training
with basic theoretical knowledge. Such
manpower is suitable for agriculture,
electronic work, and small income-
generating projects. Skilled manpower
required for fisheries, poultry farming,
sericulture, agriculture, hospitality
industries, and tourism can be produced
through short-term training. Skilled
manpower such as housekeepers, laundry workers, tour guides, craftsmen, fabric
painters, food and beverage producers fall into this category. Moreover, these training
are beneficial for the poor, adults, and people from marginalized communities. We need
an appropriate government policy towards providing technical training to people from
economically disadvantaged sectors. This type of policy has dual benefits. First, it utilizes
local resources and second, it helps people earn their living through short and long-term
employment. Further, it reduces unemployment, brain drain, and social crimes.

Long-term Human Resources

Manpower trained for a short period
cannot cater to the need for human
resource for larger projects and
plans. Highly qualified persons are
required to run industries, dairy
farms, hospitals, to construct roads
and bridges, and to formulate plans
and policies. For this, universities,
colleges, and technical institutions
must be established in the country.
Such human resources are prepared
with long- term planning, high level
of education and modern technology. Government should devise
appropriate plans and programs to produce skilled manpower to fulfill the
long-term demand. Examples of this category are doctors, engineers, scientists,
teachers, etc.

Oasis Social Studies Grade - 10 9

Stable Manpower

Educational institutions such as colleges and universities produce required skilled
manpower in the long run. New industries and development projects require trained
manpower. Therefore, there should be a continuous supply of human resource. A qualified
and skilled person can be self-employed and produce additional employment opportunities.
Managing skilled manpower requires providing job security, mobilizing capital, and
creating a favorable environment for investment. Otherwise, the skilled manpower does
not stay within the country. Brain drain and the plight of skilled manpower have been
the major problems in Nepal. The increasing outflow of manpower to foreign countries
is harmful for the country in the long run as the country loses the required manpower. It
hampers development process and ultimately affects economic productivity. As a result,
the country has to import daily commodities, medicines, and machinery equipment from
other countries. Because of the inability to utilize local resources, continued brain drain
from the country also increases trade deficit and dependency.

For sustainable development, a country requires:
●● Unskilled, semi-skilled and skilled manpower

●● Manpower with varied skills to work in different fields of development

●● Reliable and equipped institutions that can supply skilled manpower

●● Persons with the capacity of self-employment

●● Persons who can work within country for a long time

●● Environment for the development of entrepreneurship

●● Stable and efficient government

●● Peace, co-operation, and mutual understanding

●● Environment friendly development

Human Resource Development (HRD)

The term human resource development (HRD) was coined by Leonard Nadler in his book,
Developing Human Resources (1970). HRD is the process of developing human skills
through organized system to enhance the productivity in achieving goals. It is concerned
with the provision of learning, training and development opportunities to enhance the
individual's, group's and organization's performance. According to the American Society
for Training and Development," human resource development is the process of increasing
the capacity of the human resource through development. It is thus, the process of adding
value to individuals, teams or an organization as a human system." It enables people to
make things happen.

Owing to the importance of human resource development, many NGOs, INGOs and the
government are working to strengthen it. People cannot function or make things happen
unless they are physically healthy and mentally alert. They need to engage themselves in
innovative and productive activities. The healthy body and thoughts of individuals can
make a society progressive which in turn results in a prosperous nation. All the sectors or
areas of nation get a specific direction when human resources are mobilized in a systematic
way. Hence, human resource development is essential for continuous development of a
nation.

10 Oasis Social Studies Grade - 10

Human Resource Development (HRD) and Human Resource Management (HRM) are
two related concepts that come under human resource.

Differences between HRM and HRD

HRM HRD

• It deals with the management of human • It deals with operating different

resources such as recruiting, planning, developmental aspects of human

monitoring, maintaining, rewarding resources such as training, mentoring,

or punishing employees, evaluating, coaching, developing career, learning

managing relationship, etc. empowering, etc.

• It deals with overall aspects of human • It deals only with development aspect

resource or employees. of human resource or employees.

• Its concern and focus is overall • Its concern and focus is on the

development of manpower. development of the entire organization.

• Its primary objective is to improve the • Its primary objective is based on

efficiency of employees making them developing the skill, knowledge and

more responsible. competency of human resource along

with the entire organization.

• It is comparatively a broader concept. • It is a part of HRM.

Needs of Human Resource Development

The planning of human resource is made on the basis of work and its necessity. The needs
of human resource development can be justified under the following points:

• To demand and appoint the manpower on the basis of human resource plan

• To supply the required number of workers and to manage the additional ones

• To increase or decrease the number of workers in an organization analyzing the cost of
labor

• To find out the availability and opportunity of skilled and specialist workers required for
the nation

• To estimate the status of available manpower in the market required for various kinds of
work in order to bring diversity in work

• To increase the productivity of the organization through proper management of available
manpower

Importance of Human Resource Development

It is necessary to prepare human resource development plan in order to manage the
manpower of the organization. In doing so, capable manpower is generated to meet
the objectives of the organization. In an organization, various aspects such as hiring the
workers and employing them, developing work efficiency, upgrading technology and
reforming society play special roles. Human resource management includes overall
planning, organization, policy making, co-operation and management of budget.

Oasis Social Studies Grade - 10 11

Human resource development helps in the effective use of manpower. It helps to determine
the incentive plan and to recruit manpower. Activities related to human resource
development help motivating workers in an organization. Human resource development
also helps in effective communication, supervision and leadership development. It also
helps establishing relationship among employees working within the organization and
stakeholders. The extension of human relation also makes a positive impact on the quality
of work and internal management. The organizations get maximum production with
the utilization of time, capital mobilization, energy management, achieving goals and
minimizing loss.

Process of Human Resource Development

Human resource development is a continuous process. It can be done by adopting
different processes such as:

• Preparing a human resource plan and framework

• Analyzing available human resource

• Estimating necessary human resource for the future

• Preparing employment program, and conducting training

The process of human resource development deals with developing competency in
people and creating conditions to help people apply these skills and abilities. In the
process of human resource development, first of all the objectives of the organization
are reviewed and then its goals are determined. The human resource development plan
is prepared with the structural and enrolment plan of the organization for the future.
Similarly, the nature of work, types of available jobs, the number of jobs and their quality
and the immediately available human resource in the organization have to be analysed.
Priority is given to the demand of the internal development and work procedure of the
organization. To ensure mobility in the organization, capacity development plans need to
be made and implemented. Different positive aspects of the organization should also be
included in the plan and communicated to the employees.

The decision about the number and type of manpower required for the organization in
future has to be taken. Thereafter, it is necessary to take decision on different aspects such
as the nature of development of human resource, work load of employees, and other
aspects including budget. The capacity development plan also changes as per the needs
of the organization. Human beings are always in search of new opportunities. They also
expect the new nature of extra responsibility in the office or at the workplace. Thus, an
appropriate program for the development of employees should be included in the human
resource development plan. It is also necessary to provide refresher and capacity building
training to enhance employees’ skills and proficiency. Likewise, the arrangement of
pre-service training should be made to the recruits of an organization. The training
provides extra energy to the workers and motivates them for work. Adequate internal
and external training have to be included in the human resource development plan to
utilize the entire capacity of the organization.

12 Oasis Social Studies Grade - 10

Human Resource Development in Nepal: Challenges and Future Direction
With the lack of employment opportunities within the country a large number of people
tend to go abroad for foreign employment. This leads to the shortage of necessary
manpower for development work. Similarly, it is difficult to manage human resource
if there is imbalance between the demand and supply of manpower. The government
has attempted to develop infrastructures such as education, health, tourism as a means
of creating employment opportunities. But such an effort is not adequate. Specially,
human resource development has not taken expected momentum as employment
opportunities haven’t been accessible to women, Dalits, people with disability and people
of underprivileged area, class and community. Human development must focus on
developing quantitative and qualitative capacity of manpower suitable for competitive
world market and the needs of the country. Inability to mobilize resources also adversely
impacts human resource development. There is lack of a clear human resource policy.
Therefore, we are not able to use and manage productive manpower in the campaign
of nation-building. For this, we can take advantage of abundance of existing active
population in the country. We have to prepare skilled manpower according to the
national and international demand. Thereafter, dependence on foreign employment has
to be reduced by creating employment opportunities within the country. It has been a
challenge to coordinate between available manpower in the country and its demand and
to maintain proper co-ordination among training centers existing in the country. At the
same time, it is equally challenging to carry out development activities to reach women in
the rural area, Dalits, people with disabilities, underprivileged areas, class, community.
There is a lack of human resource plan with long-term goals to tackle such challenges.

The following actions should be taken into consideration while developing human
resource in Nepal:

• To develop able and skilled manpower to compete in the national and international
market

• To maintain a balance between the demand and supply of manpower

• To emphasize on technical and vocational training to create employment and self
employment opportunities

• To upgrade the capacity of agencies related to human resource development

• To prepare and implement policies related to human resource development

• To conduct programmes related to leadership development for youths

• To develop capacity of the targeted groups

• To maintain a balance between manpower produced from educational institutions
and available employment in the market

• To develop human resource providing globally competitive skill and technology to
domestic manpower

• To define work in a new way and to make education employment-oriented

• To carry out integrated programs for skilled manpower development

Oasis Social Studies Grade - 10 13

proficient Glossary
chauffeur
competency - skilled
stakeholder - a person employed to drive a personal vehicle
underprivileged - having an ability or skill
paramedic - having interest in a business, etc.
pharmacist - those socially and economically deprived
- a trained medical technician
sericulture - a person who sells or prepares drugs and medicines
beverage
brain drain prescribed by doctors
- the production of raw silk by raising silkworms
commodities - a liquid for drinking
- process of migration of educated or skilled manpower to

other nations
- things that are bought and sold in the market

In-class Activity

1. Talk to the principal of your school and get the answers to the following questions
related to human resource development of your school.

a. What is human resource development at school?
b. Why should we adopt human resource development at school?
c. What sort of plan is made to develop human resource at school ?
d. What sort of human resource plan should be made in the future to make the school

better? Why?
e. What sort of challenges can come forth in making human resource plan at school?

What are the ways to overcome the challenges?
2. Kotbara, a remote village in Salyan district, has a) low literacy rate b) high infant and

maternal mortality rate, and c) high level of unemployment. If you were to develop
the village to reduce mortality rate and increase literacy rate, what kinds of skilled
manpower would you need? Make a list of work to be done and then required skilled
manpower to perform the work listed.

Exercise

A. Write very short answers to the following questions.
1. What is human resource?
2. How do you define human resource development?
3 Define human resource management.
4. Write down the major types of human resources.

14 Oasis Social Studies Grade - 10

B. Write short answers to the following questions.
1. What is the difference between knowledge and skill? How are they related?
2. What types of manpower cater to the short-term need of the country? Write

with examples.
3. What type of policies and strategies should the government follow to produce

long-term skilled manpower?
4. What do you mean by skilled human resource? Differentiate between

short-term and long-term human resources.
5. Give some important suggestions to fulfill the long-term need for skilled

manpower.
6. Give some important suggestions to fulfill the short-term need of skilled

manpower.
7. What is human resource management? What are the requirements for

managing skilled manpower?
8. Differentiate between Human Resource Development (HRD) and Human

Resource Management (HRM).
9. Write down the needs of human resource development.

10. Highlight the importance of human resource development.

11. What are the procedures of human resource development?

12. Write down the major challenges of human resource development in Nepal.

13. Point out the major ways forward of human resource development in Nepal.

14. What sort of plan is made to develop human resource in Nepal?

15. What sort of human resource plan should we frame in Nepal to make it
similar to that of developed nations?

16. Write down some of the ways to overcome the challenges of human resource
development in Nepal.

Self-discovery: Project Work
These days many educated and skilled people in Nepal prefer to migrate to
developed countries like Canada and the United States. A situation like this, in
which educated people migrate to other countries in search of employment and
better life, is called “brain drain.” Talk to at least 10 persons who are aware of this
problem and seek their views on the reasons for brain drain and ways to stop it.
Then, based on your findings, prepare a report on “Brain Drain.”

Oasis Social Studies Grade - 10 15

Lesson Human Development
Index and Nepal
1.2
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Pre-reading Activity

There are different indicators of development. Human Development Index (HDI) is
one of them. It is considered as the best measure of development. What might be the
reasons? Have a brainstorming in the class.

Reading

In order to measure how much a place, region, or a country has developed, we use major
indicators of development. Mostly, we use GDP and GNP as the main indicators of
economic activities. However, these indicators cannot measure the development taking
place in areas such as knowledge, health, and standard of life. So, we should take other
parameters such as the availability of clean drinking water, health care facilities, schools,
and employment opportunities. A combination of these parameters is used by the Human
Development Index (HDI). HDI is another important indicator of development.

HDI is a system that measures people’s living standard within a country or territory. Since
1990, HDI has been used to measure the level of development of a society. The concept was
developed by the United Nations Development Program (UNDP). Human development
encompasses much more than the rise or fall of national income; it is about creating an
environment in which people can develop their full potential and lead productive and
creative lives in accordance with their needs and interests. People are the real wealth of
a nation. Development is thus about expanding the choices people have so that they can
lead a life that they value. Therefore, development is much more than economic growth;
although very important, an economic growth is only a means to enlarge people’s choices.
Qualitative indicators like average life-expectancy, literacy rate and per capita income
are calculated in a range of 0 to 1. Among these three indicators, the first two are related
to people’s social life and the third one is related to the economic condition. Thus, the
statistical tool to represent the human development status of any geographical unit,
caste, ethnicity, community, etc. in numeric form is known as HDI. Often, the level of
these indicators tends to be different among people and also in terms of gender, with
women often remaining at the lower level. GDI is another indicator which shows women’s
development as compared to men. It is also calculated in the range of 0 to 1. In Nepal as
well as in other developing countries, there is gender gap between males and females
regarding these indicators. It shows that women lag behind men in terms of development
and social status.

Necessity of HDI

●● To capture the basic dimensions of human development

●● To identify the condition of human development

16 Oasis Social Studies Grade - 10

●● To determine the reformative areas of human development
●● To reform the condition of human development
●● To present the bases of strategical preparation taken by the nation to bring reform

in the condition of human development.

Calculation of HDI

Pakistani economist Mahbub ul Haq was the person who first prepared HDI with the
help of various economists. Among the economists, Amartya Sen of India had prominent
role in preparing HDI. New method of calculation of Human Development Index (HDI)
adopted in 2010 AD consists of three parameters: Average life expectancy, Education
Index and Income Index.

1. Average Life Expectancy or Life Expectancy Index

Average life expectancy =
Average life expectancy of the given country – lowest average life expectancy of the world

Highest average life expectancy of the world – lowest average life expectancy of the world

2. Education Index Mean year of schooling Expected year of schooling

index of the given country + index of the given country

Education Index = 15 18

2

3. Income Index Gross National Income per Lowest Gross National Income

ln capita of the given country – ln per capita of the world
Income Index =

Highest Gross National – lowest Gross National

ln Income per capita of the world ln Income per capita of the world

Human Development Index
Human Development Index (HDI) = 3 Average life Expectancy × Education Index × Income Index

Note: Mean Year Schooling (MYS): Average number of years of education completed by the people
of a country aged 25 years and older

Expected Year of Schooling (EYS): Number of years a child can expect to spend in schooling based
on school enrollment rates

Example :

Calculate the HDI of Norway if its life expectancy at birth is 82.4 years, expected years
of schooling = 18.1 years, mean years of schooling = 12.9 years and gross national income
per capita = $ 66,494.

Given,

Life expectancy at birth (LE) = 82.4 years

Oasis Social Studies Grade - 10 17

Expected years of schooling (EYS) = 18.1 years
Mean year of schooling (MYS) = 12.9 years
Gross national income per capita (GNIpc) = $ 66,494
Lowest life expectancy of the world (LLE) = 20 years (as determined by UNDP)

Highest life expectancy of the world (HLE) = 85 years (as determined by UNDP)

Lowest gross national income per capita of the world (LGNIpc) = $100 (as determined by
UNDP)

Highest gross national income per capita of the world (HGNIpc) = $75000 (as determined
by UNDP)

Now,

Life Expectancy Index (LEI)

= LE - LLE = 82.4 - 20 = 62.4 = 0.96
HLE - LLE 85 - 20 65

Education Index (EI)

MYS + EYS 12.9 + 18.1 0.86 + 1.005 1.865
15 18 15 2 18 2 2
= = = = = 0.9325
2

Income Index (II)

= ln (GNIpc) - ln (LGNIpc) ln 66494 - ln 100 = 11.1048 - 4.6051 = 6.4997 = 0.9818
ln (HNIpc) - ln (LGNIpc) = ln 75000 - ln 100 11.2252 - 4.6051 6.6201

Now, human development index (HDI) of Canada = 3 LEI × EI × II

= 3 0.96 × 0.9325 × 0.9818
= 3 0.8789
= 0.957

The report shows that the HDI of Nepal is progressive. In 2012 it was in the 157th position
with the HDI score of 0.463. In 2014, 2015, 2016, 2017 and 2018 it was placed in 145th,
145th, 144th,149th and 147th position with the HDI score of 0.540, 0.548, 0.558, 0.574 and
0.579 respectively.

Glossary

parameter - criteria, factor
employment - having a job
encompass - include
life expectancy - expected number of years to live
prominent - important

18 Oasis Social Studies Grade - 10

Exercise

A. Write very short answers to the following questions.
1. What is Human Development Index (HDI)?
2. What are the major indicators of human development?
3. What kind of country is Nepal in terms of HDI?

4. The HDI of a country is 0.3. What does it indicate?

B. Write short answers to the following questions.
1. According to the HDI report of 2019 AD, the HDI of Norway is 0.957 and that

of Mali is 0.434. What does it indicate about these countries?

2. Does higher income indicate development? If not, what other elements
should be included to measure development and why?

3. Write down the necessities of Human Development Index.

4. What sort of activities should be carried out to develop the HDI of Nepal?
5. The 2019 human development report has set the indicators of development as:

Very high human development 0.898

High human development 0.753

Medium human development 0.631

Low human development 0.513

Nepal currently falls in “Medium Human Development” category but she
can move to “High Human Development” category if she moves to the 119
rank. In which areas do you think Nepal has to work to improve human
development and graduate to “High Human Development” category?

6. Find out the HDI of Nepal if its life expectancy at birth = 70.8 years, Expected
years of schooling = 12.8 years, Mean year of schooling = 5.0 years and Gross
National Income (GNI) per capita = 3457$.

Self-discovery: Project Work
So far we have understood that health, education, gender equality and life expectancy
are major factors to determine a country's level of development. Divide the class into
four groups – health group, education group, gender equality group and life-expectancy
group. Within the group, discuss to improve the condition of HDI.

Oasis Social Studies Grade - 10 19

In-class Activity

Study the table given below and answer the questions that follow.
Human Development Index of the SAARC nations, 2019 AD

Rank Countries Points

72 Sri Lanka 0.782
95 The Maldives 0.740
129 Bhutan 0.654
131 India 0.645
133 Bangladesh 0.632
142 Nepal 0.602
154 Pakistan 0.557
169 Afghanistan 0.511

Countries with the highest and the lowest HDI

Countries with the highest HDI Countries with the lowest HDI

Rank Countries Points Rank Countries Points

1. Norway 0.957 189 Niger 0.394

2. Ireland 0.955 188 Central African 0.397
Republic

2. Switzerland 0.955 187 Chad 0.398
4. Hongkong, China (SAR) 0.949
4. Iceland 0.949 186 South Sudan 0.433
6. Germany 0.947
7. Sweden 0.945 185 Burundi 0.433
8. Australia 0.944
8. The Netherlands 0.944 184 Mali 0.434
10. Denmark 0.940
183 Sierra Leone 0.452

182 Burkina Faso 0.452

181 Mozambique 0.456

180 Eritrea 0.459

Source: Human Development Report, 2019

Questions:

1. Analyse the HDI status of the SAARC nations.

2. Which are the nations with the highest HDI ? What might be the reasons behind
their high HDI?

3. Which are the nations with the lowest HDI? What might be the reasons behind
their low HDI?

20 Oasis Social Studies Grade - 10

4. What are the challenges of the nations with poor HDI?

5. What should be done to make reforms in the status of human development?

6. Fill in the table given below with correct information and prepare a status of
human development. (Fix the point for each item and calculate the total points of
each student. )

Name Produced food No. of times Total no. Availability Literacy Status of
of the grains sufficient for health of clothes of room for rate drinking water
student bought in a shelter per and sanitation
the total months checkup in a
year year person

Average monthly income Child Mortality Rate below Average Life Expectancy Total points
5 years



Oasis Social Studies Grade - 10 21

Lesson Concept of Regional

1.3 Development and

Federalism

-Ifq] Lo ljsf;sf] cjwf/0ff / ;ª\3Lotf_

Pre-reading Activity

Get into small groups of 4-5 students and work out a plan to invest a fund of Rs. 1000000
to improve each of the following facilities in your school: library, cafeteria, classroom
equipment, and playground. Give reasons as to why you want to invest the amount in
each area.

Reading

We are sure you must have logical discussion among the members of your group to decide
how much money to invest in which area. All you had to do was to distribute the fund in
a just manner based on the need of each area. Developing a country, like your classroom
exercise, also requires that each region and sector of the country receive funding and
programs in a just manner. For this, Nepal has adopted the notion of regional balance of
development.

Development is a multidimensional process. It is the identification of the way to the long
term planned growth. Such growth tends to bring positive changes. Development makes
the life of the people prosperous and comfortable. The ultimate goal of development
is to bring change in people's standard of living and take them to the satisfactory life.
This enhances self-dependence and competency among the people. Development is
the product of human needs and expectations. Hence, human being is the key figure to
development.

Different means and resources are required for development. Rivers, land, forests,
mountains, minerals, etc. are natural means and resources. Skilled human resource,
technologies, training, etc. come under human means and resources. There are different
dimensions of development. Rural, communal, urban, human resource and economic
development, environment conservation, climate change, administrative reinforcement,
etc. are the aspects that fall under the dimensions of development.

Development indicates the level of social and economic progress of the population.
Different development activities need to be carried out for the progress of the nation.
Development brings positive and infrastructural progress in a country's physical, human,
social and cultural state. As social, economic and cultural progress come under the concept
of development, it is related to human fulfillment. The ultimate goal of development is to
fulfill human needs.

The following aspects can be included under the concept of development:

• Economic, social, political and cultural progress of the nation
• Growth in the production of commodities and services

22 Oasis Social Studies Grade - 10

• Effective and goal-oriented plan to address the demands

• Individual equality and freedom

• Movement from traditional ideas to modern ones

• Effective use of social norms and beliefs

• Economic and social changes

• Poverty alleviation and fulfillment of demand

• Attainment of self-respect and financial means

If development is planned and is environment friendly, it will help in both fulfilling the
needs and conserving the environment. Development helps people in fulfilling their basic
requirements such as food, shelter, clothing, education, health and security. With this,
one gets ample opportunity to enjoy human rights, to live a dignified life, to develop
individual capacity, and to gain social recognition.

The concept of regional development is imperative for the proportional development. It
also tends in utilizing optimum means and resources with active participation of the people.
The concept of development is also related to country's administrative reinforcement. To
be close to the people and to carry out different tasks in an effective and efficient way
are its major objectives. The concept of regional development is globally important as
it encompasses the proper exploitation of the resources, feeling of responsibility among
consumers, development of basic aspect, increase of people's participation in development
and demarcation of development with sustainable thoughts. Protection of biodiversity
and ecosystem, population control, human resource development, increase in people's
participation, protection of cultural heritage and protection in earth's bearing capacity
become easy through the concept of regional development.

There is a close relation between social needs and its development. The country has to carry
out development activities to fulfill the regional needs. With the nature of change, social
relations, inventions, and expansion of facilities the human needs keep on increasing.
It is necessary to extend the new needs of humans, the way of production, increase
in organization for work and rights concentrated at the centre for the development
of regions. Physically Nepal is divided into three regions: The Terai, the Hills and the
Mountains. Development tasks are difficult to carry out in the hilly and the mountain
regions due to their difficult topography. Comparatively it is easier in the Terai region
due to its even surface. To carry out equal development in all the regions, the country was
administratively divided into five development regions, fourteen zones and seventy five
districts in the past.

From Jesth 15, 2065, Nepal has turned into a federal democratic republic state. For the
proper distribution and mobilization of the resources and to carry out proportionate
development in all the regions ending social, economic and religious diversity, the country
has been converted into a federal structure. Federalism is one of the important concepts
of decentralization

Regional Balance of Development

There is an uneven development in three regions with unequal indicators of Human
Development Index. Eastern Nepal is more developed than Western Nepal. For the
balanced development, Nepal was divided into four development regions in B.S. 2029

Oasis Social Studies Grade - 10 23

and the fifth development region was formed in B.S. 2037. The division of the country
into development regions was meant to implement the concept of decentralization. In it
the administration power shifts from the central level to the local level. Decentralization
helps make quick and effective decisions related to development; it also encourages the
participation of local people in the development and decision-making process. It further
maximizes the use of available resources. The government has made some efforts to
reduce the regional imbalance of development through annual budgets and periodic
plans. The Five-year Plan started in 2013 B.S. whereas decentralization was introduced in
2029 B.S. with the allocation of development regions.

Federalism

The concept of federalism was introduced in Nepal after the People’s Movement
in 2062/63 B.S. The Constitution of Nepal 2072 has declared Nepal as a Federal State.
Currently, there is a provision of 7 Provinces in the constitution. Federalism reflects the
aspirations of different political parties, regional and ethnic communities. Though the
concept of regionalism was brought to create optimum development by ending disparity
in the nation, it could not meet its prime objective. Hence, as per the aspiration of people
expressed through various political movements, the constitution of Nepal has brought
the new concept of federal system dissolving the 4 decade long practice of regionalism.

Karnali Province

Gandaki Province

Bagmati Province
Province-1

Sudurpaschim Province

Lumbini Province

Province-2

Newly restructured federal Nepal as mentioned in the present constitution
Tiers of Government in Federal system

Federal /Central Provincial Government Local Government
Government
(municipalities and

rural municipalities)

Federalism is a system of government in which power is divided between a central
authority and political units, often known as provinces. Constitution guarantees the
power of province government and the central or national government. The provincial
government makes laws and rules for its own administration which may not match with

24 Oasis Social Studies Grade - 10

other federal provinces. Some of the factors that determine the type and the nature of
federation are: the purpose of federalism, number of states in the union, and the level
of autonomy given to the states. Countries are divided into different provinces as per
their geographical features, their cultural and social models. History, ethnicity, language,
region, geography, population, availability of resources, economy, etc. can be the bases for
the division of country into different federal structure. Generally, the central government
designs a framework for the overall mechanism of provinces and distributes the power
and authority. The provinces have the following rights or power:

●● Develop internal administrative system.
●● Manage, distribute, and allocate resources.
●● Determine the tax system as well as the income and expenditure processes.
●● Devise plans, policies and strategies for development.
●● Formulate laws and regulations for the protection, conservation and promotion of

languages, cultures, religions, minorities, etc.

●● Manage the system of education, health, insurance, drinking water, social security
and social justice.

Similarly, the federal or central government has the following rights or power:

●● Determine policy related to the foreign affairs.
●● Frame and implement national monetary policy.
●● Regulate the national security and military management.
●● Control over mega projects like national highway, railway, macro hydropower, etc.

●● Look after the federal states during an emergency.

Besides federal and provincial government, the local government is involved in different
local level activities. Federalism has been practised by many countries in the world. But
the modalities of federalism in different countries are also different. Some modalities
experienced in some countries are as follows:

Federalism in the USA

There are 50 states in the USA. The states are responsible for education, health, justifiable
use of natural resources, tax system, budgeting, social security, etc. The central government
is concerned with broad affairs like national economic policy, foreign affairs, national
defense and the management of national army, and regulation of states, etc.

Federalism in Canada

In Canada, the states are called provinces and there are 10 provinces and three territories.
Provinces have the power for the management of trade, commerce, management of
natural resources, banking system and other administrative laws. French and English
languages are official languages. In most territories English is the official language and
the French language is official in the Quebec Province.

Federalism in India

There are 28 states in India. At the beginning, there were 22 states. The number of states
may change as per the need of the nation. Hindi and English are national official languages
and other languages are used within the states. States also have the power to make laws
regarding economic policy, social security, and the promotion of culture, tradition and
minorities.

Oasis Social Studies Grade - 10 25

Federalism in Switzerland

In Switzerland, the states are called Cantons. There are 26 such cantons. Four languages
(German 63.9%, French 19.5%, Italian 6.6% and Roman languages 0.5%) are used as
official languages and other languages are used within the Cantons. The Cantons have
the right to make laws, policies, and strategies for the management and development of
the Cantons.

There are around 26 federal nations in the world today. Some of the federal nations are
the USA, India, Germany, Brazil, Australia, Canada, Switzerland, South Africa, etc. Nepal
has already adopted federalism and Iraq and Sudan are in transition to federalism. Going
back to the history of federalism, some nations like Uganda, Kenya, Cameroon and Congo
returned to unitary system after adopting federalism. Similarly, Italy, the Philippines, the
UK, Indonesia andAfghanistan did not adopt federalism after long discussions. Federalism
has also very sad history. Countries like the USSR, Czechoslovakia, Yugoslavia, Pakistan
and Ethiopia disintegrated into several nations after adopting federalism.

Advantages of Federal System
• Allows to practise liberal democracy
• Facilitates proper use of natural resources
• Ensures greater participation of people in the democratic process
• Enables a quick and effective decision making process and administration
• Creates a higher sense of unity within and between the provinces or federal units
• Promotes self-reliance of the provinces and reduces dependency on the central

government
• Promotes and protects local culture, tradition, language and other historical heritage
• Encourages pluralism
• Allows people to feel more involved in the decisions and everyday working of their

government
• Provides grassroots community's sense of ownership of the government

• Provides space to the creation of a network of participatory communities

Disadvantages of Federal System

• Creates inequalities between different provinces

• Leads to trouble, expenses and delay due to a large number of representatives and
administrative bodies

• Promotes regionalism over patriotism
• May lead to unhealthy competition
• Lack of accountability and may lead to corruption

• Prevents the creation of a national policy

Federalism in Nepal

The seven-decade-old dream of Nepalese people of having a constitution written by the
representatives elected by them materialized on September 20, 2015. It firmly established

26 Oasis Social Studies Grade - 10

Nepal as a federal democratic republic with secular values. It also marked the end of the
peace process during which the country came through a ceasefire, the demobilization
and disarmament of Maoist militia. The promulgation of the constitution is not the end
of constitution-making process but a beginning of constitutional development. That is
why lots of challenges lie ahead in the implementation of federalism. Managing federal
structures, developing new acts and regulations to dovetail with the new constitution,
ensuring economic, social, political, and cultural rights, addressing and bringing
various vociferous oppositions to the national mainstream, empowering disadvantaged,
backward, downtrodden, marginalized people, prioritizing minorities, the Dalits, women
and children, making sustainable use of the available resources and making all the citizens
feel that they are in a new Nepal are the challenges that are associated with federalism.
In this context, we all the citizens along with the government, political parties and civil
society need to march ahead keeping national interest at the top.

reinforcement Glossary
commodity
encompass - act of strengthening or encouraging
demarcation - product of agriculture
decentralisation - to include
regional imbalance - the act of limiting
aspiration - delegation of power and authority to local bodies
expenditure - having one region or area more developed than the others
ceasefire - a strong desire
disarmament - expenses
militia - armistice; an agreement to stop a war for a period of time
dovetail - demilitarization: the act of taking away weapons
vociferous - armed forces
- coincide; agree
- expressing feelings aloud

In-class Activity

Get into four groups of 4-5 students. What work should the centre, province, local
agency and people carry out in the successful implementation of federalism? Discuss
in the class.
• As per concept what are the difficulties that can come up while ruling the nation?

Discuss in the class.

Oasis Social Studies Grade - 10 27

Exercise

A. Write very short answers to the following questions.
1. What is federalism?
2. What are the bases of division of federal structure?
3. What do you understand by federal democratic republic state?
4. Define “regional balance of development.”
5. Differentiate between federalism and decentralization.
6. Write names of at least four countries that have federal systems of government.
7. Name any two countries that have returned to unitary system from federalism.
B. Write short answers to the following questions.
1. What are the dimensions of development? Explain.
2. What are the things kept in considerations in the establishment of federal

structure in Nepal?
3. Write down different aspects that come under development.
4. Write down the merits and demerits of federalism.
5 . Write down the major tasks of federal and provincial governments.
6. What are the bases taken while dividing Nepal into different federal

provinces? Explain.

Self-discovery: Project Work
Find out the nations that have adopted federalism. Show them in a outline map
of the world.

28 Oasis Social Studies Grade - 10

Lesson Province-1

1.4 -k|b]z – !_

Pre-reading Activity

In the table below, write what each district is famous for. You may also give any additional information
you know about the district.

Ilam Solukhumbu Morang

Reading

Provincial Head Somnath Adhikari

Chief Minister Sher Dhan Rai

Speaker of the House Pradip Kumar Bhandari

Deputy Speaker of the House Saraswati Pokhrel

Capital City Biratnagar

No. of parliamentary seats 28 (FPTP)

Total Provincial Assembly Members 93 (FPTP-56, Proportional - 37)

No. of Rural Municipalities 88

No. of Municipalities 46

Sub Metropolitan Cities 2 (Dharan and Itahari)

Metropolitan Cities 1 (Biratnagar)

No. of Wards 1,157

What is common about all three districts listed above? Well, one for sure. They all are located
in the same province. Let us look at the physical structure: inhabitants, important places, and
major economic activities of this region.

Physical Structure

The province No. 1 lies to the eastern most part of Nepal with an area of 25,905 sq.km., i.e.
nearly 18 percent of the total area of Nepal. It consists of the Himalayan, Hilly and Terai
regions. There are many high peaks, including Sagarmatha (8848.86m), Kanchenjunga
(8598 m), Lhotse (8516 m), Choyu (8201 m), Makalu (8463 m) and many others. There
are important passes like Chabuk pass, Olangchung Gola pass, etc. The middle part is
the hilly region. The Chure range, the Mahabharat range, basins, tars and valleys form
the hilly region. It consists of Arun valley, Illam, Dhankuta and other valleys. The Arun
valley is the deepest valley in the world. The southernmost part consists of fertile land
of the Terai. Nepali's lowest place, Kechana Kalan (60m from the sea level) of Jhapa lies
in this region. In between the Mahabharat and the Chure, the elongated valley is called
the inner Terai. Mechi, Kankai, Koshi and its tributaries – the Tamor, the Arun, and the
Sunkoshi are important rivers of this area. Nagma Lake and Maipokhari Lake are famous
in the region. Sub-tropical forest of Terai region and tundra vegetation of the Himalaya
region are the important forests. Sagarmatha National Park, Makalu-Barun National Park,

Oasis Social Studies Grade - 10 29

Kanchenjunga National Park, and Koshi Tappu Wild Life Reserve are major protected
areas in this region.

Inhabitants

This region is characterized by multi-ethnic, Major Ethnic Composition
multi-lingual and multi-religious society.
According to the national census of B.S. 2068, it Ethnic Group Population
has the population of 45,34943. In the Himalayan
Khas Arya 28%

region, there are the Lepchas, the Sherpas, the Terai Janajati 12%

Thudams, the Topkegolas, the Lhemis, etc. In the Rai 11%
hilly region, there are the Brahmins, the Chhetris, Limbu 8%
the Rais, the Limbus, the Yakkhas, the Sunuwars,
the Jirels and other occupational castes; and in Source: Population Census 2068

the Terai region, there are the Tharus, the Satars,

the Dhimals, the Brahmins, the Rajbansis, the Meches, the Koches, the Rajputs, etc. So,

this region is highly diverse in terms of castes, ethnicity, and cultures. The Brahmins,

the Chhetris and other occupational castes speak their own mother tongue. They follow

different religions like Hinduism, Buddhism, Islam, Kirat, etc. There is religious and

social harmony.

Important Places

As a geographically diversified region, there are famous and attractive tourist areas in
this region. Some of them are Kanchenjunga, Pathivara, Ilam, Maipokhari, Namche
Bazaar, Halesi, Budhasubba, Barahakshetra, Arjundhara, Chhintang Devi, etc. Koshi
Tappu Wildlife Reserve is another attraction. Some areas are suitable for touring in winter
season and others are suitable for summer.

Economic Activities

The structure of land and available natural Economic Facts

resources largely determine the economic activities Indicators Figure
carried out in a particular region. In the Terai

region and especially in city areas, industries have Per capita Income 1211$

been established. Biratnagar is one of the major Local Taxation 15.39%
industrial areas. Other major trade centers are Revenue Sharing 32.95%
Itahari, Birtamod, Damak, Dhankuta, Dharan, Ilam,

Namchebazar, Syanboche, etc. The major economic Source: Population Census 2068
activity in the eastern Terai is agriculture. Farmers

grow cash crops such as tea, jute, sugarcane, tobacco, coconut, and green vegetables.

Ilam mainly produces tea; it is also a well known tourist area. Milk and milk products,

cardamom, brooms, and oranges are the important agro-products of this area. This region

receives plenty of rainfall due to summer monsoon that comes from the Bay of Bengal and

the Indian Ocean. Hence, this province is suitable for agriculture. Similarly, Sagarmatha

and its surrounding areas attract a large number of tourists. So, agriculture, industries,

cottage industries, tourism and trade are important economic activities in this region.

Most youths are involved in the service sector jobs and foreign employment.

30 Oasis Social Studies Grade - 10

inhabitants Glossary
pass
- people of the particular area
multilingual - a low place in a mountain range through which an access

to next place is gained
- speaking many languages

In-class Activity

Tourism industry can really flourish in Ilam. Some tourist attractions might include the view of sun-
rise, visiting tea estates, paragliding, etc. Due to the lack of publicity, Ilam is yet to attract domestic
and international tourists. Working in a group of 3 to 5 peers, make a plan to develop tourism in the
hilly areas of this region. You may think of ways to publicize, develop tour activities, and establish
facilities for the visitors.

Exercise

A. Write very short answers to the following questions.

1. Name the major ethnic groups of Province 1.
2. Name three important industries established in this region.
3. Name main rivers that flow in this region.
B. Write short answers to the following questions.

1. Province 1 is a socially diverse region. Discuss.

2. Collect names of special cultural dances performed by a particular ethnic
group in Province 1 and fill in the table below.

S.N. Ethnic group Dance
1. Rai Chandi Naach
2.
3.
4.
5.

3. Give some reasons why many industries are established in this region.

4. Describe the physical feature of Province 1.

5. Write a short note on the economic activities of the people of Province 1.

6. Suppose you are a tour guide and you are to take a group of tourists on a tour
to Province 1 for 10 days. Make a tour itinerary, mentioning the places to visit
and things to do.

7. Draw a map of Province 1 and label it with the following items:

Sunkoshi River, Mt. Kanchenjunga, Mt. Everest, Mechi River, Pathivara,
Dhankuta, Namche Bazaar, Ilam, Jute production areas, Mai Pokhari,
Dhimal settlements, Santhal settlements and Sagarmatha National Park.

Oasis Social Studies Grade - 10 31

Lesson Province-2

1.5 -k|b]z – @_

Pre-reading Activity

Province 2 entirely lies in the Terai region of Nepal. What advantages and disadvantages
it gets of having only the plain region? Discuss in the class.

Reading

Provincial Head Rajesh Jha

Chief Minister Lal Babu Raut

Speaker of the House Saroj Kumar Yadav

Deputy Speaker of the House Upa Kumari Dev

Temporary Capital City Janakpur

No. of parliamentary seats 32

Total Provincial Assembly Members 107 (FPTP-64, Proportional - 43)

No. of Rural Municipalities 60

No. of Municipalities 72

Sub Metropolitan Cities 3 (Janakpur, Kalaiya, Jeetpur Simara)

Metropolitan Cities 1 (Birgunj)

No. of Wards 1,205

Physical Structure

This province has an area of 9,661 sq. km. which is approximately 7 percent of the total
area of Nepal. It is the smallest province of Nepal. It is the only province that entirely
comprises of the Terai region. Since it exclusively lies in the southern belt, it lacks hills
and mountains. It is completely plain and has a hot climate. It has sub-tropical forest
with hard stem, broad-leaves and evergreen tall trees. Musaharniya, the place located at
the lowest altitude, lies in Dhanusa district of this province. To the north of this province
is the Chure region, there is a dense forest named Charkose Jhadi. It is drained by rivers
the Bagmati, the Kamala, etc. Parsa Wildlife Reserve and a part of Koshi Tappu Wildlife
Reserve are the protected areas of this province.

Inhabitants Major Ethnic Composition

The total population of this province is Ethnic group Population
54,04,145, which is 20 percent of the total
population of Nepal. This province is rich in Madhesi Caste 52%
cultural diversity. The major inhabitants of Madhesi Dalit 15%
this region are the Yadavs, the Tharus, the 12%
Chamars, the Majhis, the Mushars, and the Muslim 8%
Brahmins. They follow Hinduism and a few Terai Janjati
groups of Muslim community are also found
in this region. About 90% people speak the Source: Population Census 2068

32 Oasis Social Studies Grade - 10

Maithili language. Other languages often spoken are Bajjika, Bhojpuri, Nepali, etc.

Religious Sites and Tourist Spots

Janakpurdham, Chhinnamasta, Gadhimai, Jaleshwor, etc. are the major religious sites of
the province. All the religious sites, different rural areas, ponds like Ganga Sagar, Dhanu
Sagar, etc. and the protected areas are the tourist spots of this province.

Economic Activities

Agriculture is the major economic activity Economic Facts
of the people of this province. Due to fertile
soil, various crops like paddy, wheat, tobacco, Indicators Figure

sugarcane, potato, etc. are grown in large scale. Per Capita Income 967$

Janakpur, Lahan, Rajbiraj, Jaleshwor, Gaur, Local Taxation 11.40%
Hariwaun, Chandranigahapur, Simara, etc. are Revenue Sharing 10.69%
the major trade centres of this province. Birgunj

which is the major trade route to Nepal also lies Source: Population Census 2068

in this province. Since, many places of this province are linked with Indian border, the trade

and business are well flourished. The agriculture, fishery and industries of this province have

major contribution in the total GDP (Gross Domestic Product) of the country.

sub-tropical Glossary
drained
- close to tropical region
- supplied with water

In-class Activity

Draw a map of province 2 and label it with the following items.
Janaki Temple, Kamala River, Major industrial site, Jaleshwor, Gadhimai, Tobacoo production area,
Rajbiraj

Exercise

A. Write very short answers to the following questions.
1. Name the major ethnic groups of Province 2.
2. Name three important industries established in this region.
3. Name the major rivers of this region.
4. Write down any two major problems of this region.

B. Write short answers to the following questions.
1. What are the major economic activities of Province 2? Explain
2. Write down the major prospects of this region.
3. Describe the natural environment of Province 2.

Oasis Social Studies Grade - 10 33

Lesson Bagmati Province

1.6 -afudtL k|bz] _

Pre-reading Activity

Have you ever visited Chitwan? Make a list of main attractions for visitors in Chitwan.
If you were to suggest someone visiting Chitwan for the first time, what activities
would you recommend to the person for recreation?

Reading

Provincial Head Bishnu Prasad Prasai

Chief Minister Dormani Poudel

Speaker of the House Sanu Kumar Shrestha

Deputy Speaker of the House Radhika Tamang

Temporary Capital City Hetauda

No. of parliamentary seats 33

Total Provincial Assembly Members 110 (FPTP-66, Proportional - 44)

No. of Rural Municipalities 74

No. of Municipalities 41

Sub Metropolitan Cities 1 (Hetauda)

Metropolitan Cities 3 (Kathmandu, Lalitpur, Bharatpur)

No. of Wards 1,125

It is one of the most diverse and most developed provinces in Nepal. Chitwan and
Kathmandu, the main tourist hubs of Nepal, are also located in this region. Let us briefly
look at the geography, culture, peoples, and economy of this region.

Physical Structure

This province has an area of 20,300 sq. km. which is 14 percent of the total area of Nepal.
This region also consists parts of Terai, Hilly and the Himalaya regions. Snow-capped
mountains are the major attractions in the northern most areas of this region. Ganesh
Himal (7422 m), Gaurishankar (7134m), Langtang (7205 m), and Dorje Lakpa (6979m) are
some famous peaks in this region. In the mid-hilly region, the Kathmandu valley, Banepa,
Jiri, Trishuli basin are the famous places. Hetauda, Chitwan, Sindhuli Madi lie in the
inner Terai, and they open to the main Terai region. Bagmati, Trishuli River, Bhotekoshi,
Tamakoshi, Gosainkunda and Indra Sarobar at Kulekhani are the major sources of water.
Some of these rivers have been utilized to produce electricity. Besides hydro-power
production, the Trishuli River also contributes to tourism through boating and rafting.
Gosaikunda and Tsho Rolpa Lakes are the major lakes of this region.

The vegetation differs with the variation in climate. In the northern side, there is coniferous
forest; the hilly region mostly has the deciduous monsoon forest whereas the Terai is
covered with dense sub-tropical evergreen forest. Langtang National Park, Nagarjun

34 Oasis Social Studies Grade - 10

Shivapuri National Park and Chitwan National Major Ethnic Composition
Park are the protected areas in this region.

Ethnic group Population

Inhabitants Khas Arya 37%
Tamang 20%
According to the national census of 2068 this Newar 17%
province has the total population of 55,29452 Hill Dalit 5%
which is 21 percent of the total population of
Nepal. This region is socially and culturally

diverse. People of different castes and creeds Source: Population Census 2068
live in different parts of the region. The ethnic

groups like the Sherpas, the Bhotes, the Larkes, and the Thakalis live in the northern part;

the Tamangs, the Magars, the Gurungs, the Brahmins, the Chhetris, and the Newars live

in the central part, especially in the Kathmandu valley; the Chepangs and the Jirels live in

the Hilly region. In Terai region (the southernmost part of the region), the Brahmins, the

Tharus, the Majhis remain the major groups. They follow Hinduism, Buddhism and Islam

and practise their own cultures and traditions. There is, however, social and religious

harmony among the groups. People co-operate with each other and live in a mosaic-like

community.

Religious Sites and Tourist Spots

This province is geographically diverse and rich

in history. There are many famous religious and

historical places in this region. Tourists visit these

places in large numbers. Some famous religious

places are: Gosainkunda, Pashupatinath, Swaymbhu,

Bauddhanath, Budhanilkantha, Dolakha Bhimeshwor,

Kalinchowk Bhagawati, Dakshinkali, Palanchowk A view from Jiri
Bhagawati, etc. The Kathmandu valley is the most

important place from historical, cultural, and religious points of view. Kathmandu is the

capital city of the nation. It is rich in history and culture. As a result, Kathmandu attracts

a large number of domestic as well as foreign tourists.

Economic Activities Economic Facts

People in this region are engaged in different Indicators Figure

types of professions and economic activities. Per Capita Income 1357$
In cities like Kathmandu, Hetauda, Chitwan, Local Taxation 29.14%
Banepa, Dhulikhel, Bhaktapur and Lalitpur, Revenue Sharing 19.63%
industry, trade and commerce are the main

economic activities. People also work in
business, hospitality, and transportation sectors. Tourism is a major income generating
source of this region. In the Terai and rural areas, agriculture isSothurecem: PaopinulaoticocnuCpenastuiso2n06o8f

people. Cash crops like oilseeds, sugarcane are popular among farmers in suburban areas.

Staple crops are cultivated in the Terai region. Chitwan is famous for vegetable and poultry
farming. Tourism is a flourishing industry in the northern parts. This province has large
number of youths. Hydroelectricity, drinking water, education, road ways, mining and
other infrastructures are comparatively well flourished in this province.

Oasis Social Studies Grade - 10 35

basin Glossary
mosaic
poultry - low surface of the land in river or ocean floor
- forming a certain pattern together
- related to birds, especially chickens

In-class Activity

The government of Nepal has listed the Chepangs of Makawanpur and the Jirels of
Dolakha as the marginalized communities. In a group of 4-5, discuss how the status of
people belonging to these communities can be improved. Share your views with other
groups.

Exercise

A. Write very short answers to the following questions.
1. Name three main peaks of Bagmati Province and state their heights.
2. List three ethnic groups who predominantly live in this region.
3. Give one suggestion to promote tourism in this region.
4. Mention any two major problems of this region.

B. Write short answers to the following questions.
1. Compare the physical structure of the Bagmati Province with Province-1.
2. What are the main economic activities of this region?
3. Make a list of hydro-power projects currently in operation in this region. Also

mention the production capacity of each project.
4. Bagmati Province is one of the most developed regions of Nepal. Give

reasons.
5. Draw an outline map of the Bagmati Province and label the following items:
The Kathmandu valley, Ganesh Himal, Jiri, Trishuli River, Industrial area,

Hetauda, Tamang settlements, and a major tourist area

Self-discovery: Project Work
Make a list of major ethnic groups living in Bagmati Province. Write a short profile
of each major ethnic group. Include information on languages, festivals, attires, and
economic activities.

36 Oasis Social Studies Grade - 10

Lesson Gandaki Province

1.7 -u08sL k|b]z_

Pre-reading Activity

In the table below, list main attractions of each place located in Gandaki Province

Mustang
Annapurna Conservation Area
Manakamana
Punhill

Put your views on the board and discuss why the items you have listed are going to be the main
attractions for the visitors.

Reading

Provincial Head Amik Sherchan

Chief Minister Prithvi Subba Gurung

Speaker of the House Netra Nath Adhikari

Deputy Speaker of the House Srijana Sharma

Capital City Pokhara

No. of parliamentary seats 18

Total Provincial Assembly Members 60 (FPTP-36, Proportional - 24)

No. of Rural Municipalities 58

No. of Municipalities 26

Sub Metropolitan Cities -

Metropolitan Cities 1 (Pokhara)

No. of Wards 833

Physical Structure

Like other provinces, it has varied geographical
structure. It has an area of 21,504 sq. km which is 14
percent of the total area of Nepal. It has world-famous
peaks. Some of them are Dhawalagiri (8167 m), Manasalu
(8163m), Annapurna (8091 m), Hiunchuli (7593m),
Machhapuchhre (6993m). In the middle part of the
region, there are valleys such as Pokhara. The southern
part consists of plain. The Pokhara Valley, Besisahar,
Dumre, Waling, Jomsom, etc. are famous human settlements. Similarly, Dana (5500 m.
deep) in the Kaligandaki River is the deepest gorge in the world. Manang and Mustang
lie in the northern slope of Annapurna. They are called dry valleys. Lake Tilicho (4919m)
is situated at the highest altitude in the world. The Pokhara valley receives the highest
rainfall in the country as it has many water bodies and is surrounded by forest hill. The
Seti, the Kaligandaki, the Marsyangdi, etc. are the major rivers. Tilicho, Phewa, Rupa,
and Begnas are the major lakes that attract tourists. They are also the sources of water in

Oasis Social Studies Grade - 10 37

this region. The rivers have been used for producing electricity, irrigating farmlands and
promoting tourism industry. The Annapurna Conservation Area, Dhorpatan Hunting
Reserve, and Manaslu Conservation Area are the protected areas in this region.

Inhabitants Major Ethnic Composition

According to the national census of 2068 Ethnic group Population
the total population of Gandaki province is

24,13,907 which is 9 percent of the population Khas Arya 42%
of Nepal. This region is the historical Magar 17%
homeland of different ethnic groups. The

Gandaki region is populated by the Gurungs; Hill Dalit 17%

Thakkhola of Mustang is the homeland of the Gurung 11%
Thakalis and the mid-hilly region is populated

by the Magars. The population is unevenly Source: Population Census 2068

distributed and heterogeneous in nature. Due to the migration of people from the

surrounding hilly areas, the cities have developed into diverse communities.

Religious Sites and Tourist Spots

Pokhara and its surrounding locality are the popular tourist destinations. Other tourist
areas are the Annapurna Conservation Area, Mustang, Bandipur, Gorkha, etc. Muktinath,
Manakamana, Bindyabasini, Rishikesh temple, Galeshwor, Baglung Kalika, etc. are
important religious sites. There are other famous places like Ghale Gaun, Sirubari, and
Satyawati Lake.

Economic Activities

Agriculture is the commonly practised Economic Facts

occupation of the majority of people. Farmers Indicators Figure

grow fruits, rice, wheat, millet, and other food Per Capita Income 1277$
grains. A large number of people are also Local Taxation 13.52%
involved in tourism. Mostly, people from the Revenue Sharing 20.84%
Gurung and Thakali communities work in the
hospitality, trekking and other business sectors. Source: Population Census 2068

Pokhara is also the centre for higher education as it was the regional headquarters. Pokhara

University also lies in this region. Kali Gandaki, Marsyangdi, Madhya Marsyangdi, Ridi,

etc. are the major hydropower projects established in this region. This region has a higher

literacy rate, greater prospect of hydro-power, high access of the people to drinking water

and high level of sanitation. Due to large areas covered by snow, less agricultural land

with less number of roads and low contribution of the industries to the gross domestic

product, the development task is difficult.

Glossary

gorge - a narrow passage through land
hydrilla - a fresh water aquatic plant

38 Oasis Social Studies Grade - 10

In-class Activity

Pokhara is a popular tourist centre of Province-4, and Phewa Lake is one of the major attractions.
However, these days the lake is polluted: waste product is deposited on its bank, and it is filled with
hydrilla. In a group of 4-5 students, make a plan to stop the pollution and to clean the lake to restore
its natural beauty. Present your plan to the class.

Exercise

A. Write very short answers to the following questions.

1. Make a list of three most famous religious sites of Gandaki Province.
2. Name at least four famous lakes in this region.
3. ThoughAnnapurnaHimalisabout1000metrestallerthanMt.Machhapuchhre,

still it looks shorter. Why?

4. Manang and Mustang are called dry valleys. Give reasons.

B. Write short answers to the following questions.

1. Describe the natural environment of Gandaki Province.

2. Briefly write about the main tourist destinations located in Gandaki Province.

3. Why do you think more people are employed in agriculture than in other
sectors in Gandaki Province? Write a paragraph about the importance of
agriculture in this region.

4. Pokhara is a popular tourist destination in western Nepal. What are the major
attractions for tourists in this region?

5. Choose any religious site of this region and write a note on the site with
details about religious beliefs, practices, and festivities related to the site.

6. Trace a map of Gandaki Province and show the following: Pokhara,
Machhapuchhre, Jomsom, Baglung, Dhawalagiri, Resunga, Marsyangdi
River, a Gurung community

7. Monthly average temperature and rainfall of Pokhara and Jomsom is given
below. Use a bar diagram to show the rainfall and line graph for temperature.

Month J FM A M J J A S O ND

Average
temperature 4 6 9 12 15 19 19 19 17 12 8 5
in 0C

Rainfall in 7 8 12 16 17 25 43 30 47 36 5 3
mm

Average
temperature 18 20 24 29 31 29 28 28 28 26 22 18
in 0C

Rainfall in 13 15 15 20 93 375 722 489 455 142 5 18
mm

Oasis Social Studies Grade - 10 39

Lesson Lumbini Province

1.8 -n'lDagL k|b]z_

Pre-reading Activity

Province 5 lacks the Himalayan Region: What advantage would this region get if it had all the
three regions ? Discuss in the class.

Reading

Provincial Head Dharmanath Yadav

Chief Minister Shankar Pokhrel

Speaker of the House Purna Bahadur Gharti

Deputy Speaker of the House Krishna Tharu

Capital City Deukhuri

No. of parliamentary seats 26

Total Provincial Assembly Members 87 (FPTP-52, Proportional - 35)

No. of Rural Municipalities 73

No. of Municipalities 32

Sub Metropolitan Cities 4 (Nepalgunj, Ghorahi, Tulsipur, Butwal)

Metropolitan Cities -

No. of Wards 992

Physical Structure

This province has an area of 22,288 sq.km. which is 15 percent of the total area of Nepal. It
compries only two physical regions, i.e. the Hilly and the Terai. It is completely bordered
by India in the south. Terai region lies below the Chure range that encompasses districts
Rupandehi, Kapilvastu and the Dang. Beyond the Chure range lays the region of inner
Terai. Dang valley is an example of it. The other valleys are Deukhuri, Rampur, Madi,
etc. This province is drained by rivers like Rapti Tinau, Badhigad and Babai. Satyawati,
Barkune, Jagdispur, etc. are the major lakes of this region. The Bardia National Park and
Banke National Park and the protected areas of this province.

Inhabitants Major Ethnic Composition

According to the national census of 2068, Ethnic group Population
the total population of Lumbini Province is

48,91,025 which is about 18 percent of the total Khas Arya 30%
population of Nepal. This province has the Magar 16%
population of multi-ethnic, multi-lingual and

multi-caste identity. The Hilly region is mainly Tharu 15%

inhabited by the Brahmins and the Chhetris Hill Dalit 10%
while the Terai region has inhabitants of the

Tharus, the Muslims, the Majhis, the Telis, the Source: Population Census 2068

Doms, the Dusads, the Brahmins and the Chhetries. Nepali, Tharu, Urdu, Magar, etc.

40 Oasis Social Studies Grade - 10

are the major languages spoken by people. Hindus, Buddhists and Muslims are equally
found in this province.

Religious Sites and Tourist Spots

There are many popular religious sites and tourist hubs in this province. Lumbini, Ridi,
Resunga, Bhairabsthan, Thakurdwara, Bageshwori, Swargadwari, etc. are the religious
sites while the protected areas and all those religious sites are equally important from
tourism prospective.

Economic Activities Economic Facts

Like other provinces, the major economic Indicators Figures

activity of this province is also agriculture. Per Capita Income 943$
Babai, Ban Ganga, Tinau, Sikta, etc. irrigation Local Taxation 22.44%
projects have irrigated different areas of the

Terai. This has enhanced the production of this Revenue Sharing 9.99%

region. Nepal Sanskrit and Lumbini Buddha

Universities are also located in this region. Source: Population Census 2068

Bhairawaha, Butwal, Nepalgunj and Kohalpur

are the major industrial sites. The major trade centres of this province are Butwal,

Bhairawaha, Krishnanagar, Tansen, Lamahi, Nepalgunj, Kohalpur, Rajapur and Bijuwar.

Jhimruk Hydroelectricity Centre also falls in this region. This region has broad range of

road network

Glossary

encompass - include
hub - the central and important region

In-class Activity

Draw a map of Lumbini Province and insert the following facts in it.
Lumbini, Sugarcane production area, River Babai, Swargadwari, industrial area, Trade
centres, Bardia National Park

Exercise

A. Write very short answers to the following questions.
1. Name the major religious spots of Lumbini Province.
2. Name any two protected areas of this province.
3. Name any two major irrigated projects of this province.
4. Write down any two major problems of his province.
B. Write short answers to the following questions.
1. Explain the major economic activities of Lumbini Province.
2. Explain the natural environment of Lumbini Province.
3. What are the major prospects of Lumbini Province? Explain.

Oasis Social Studies Grade - 10 41

Lesson Karnali Province

1.9 -s0ff{nL k|bz] _

Pre-reading Activity

●● What comes to your mind when someone says “Jumla”? Take a few minutes and
brainstorm. That is, quickly list as many ideas as they come to your mind about
Jumla. Put your ideas on the white-board and discuss them.

●● We often hear news of food shortage in the Karnali region. Think of the reasons
why Karnali often faces the problem of food shortage. Then, offer a few suggestions
to solve this problem.

Reading

Provincial Head Govinda Prasad Kalauni

Chief Minister Mahendra Bahadur Shahi

Speaker of the House Raj Bahadur Shahi

Deputy Speaker of the House Puspa Gharti

Capital City Birendranagar

No. of parliamentary seats 12

Total Provincial Assembly Members 40 (FPTP-24, Proportional - 16)

No. of Rural Municipalities 53

No. of Municipalities 26

Sub Metropolitan Cities -

Metropolitan Cities -

No. of Wards 645

Physical Structure

This province has an area of 27,984 sq. km. which is 20 percent of the total area of Nepal.
There are high mountains in the northern side, hills in the south. This province does not
have the Terai region. Some of the famous mountain peaks of this region are Kanjirowa
(6883m), Gorakha Himal (6088m), Kagamara I (5960m), Kanti Himal (6859m), Changla
Himal (6563), Putha Himchuli (7246m), Tripura Hiunchuli (6573m) and Patrasi (6450m).
Since the region is farther from the Bay of Bengal than eastern Nepal, it mostly remains
dry, barren, and less fertile. Most part of this region is rocky with steep barren hills and
mountains. The climate is often dry and cold.

Due to infertile soil in the northern part of this region, people are unable to grow enough
food grains. Tila, Bheri, Sani Bheri, Humla Karnali, Mugu Karnali, etc. are the main rivers;
some notable lakes are Rara and Shey-Phoksundo. Rara is the most beautiful and the
largest lake in Nepal. The Rara National Park, the Shey-Phoksundo National Park are
main protected areas of this region.

Inhabitants

The Karnali region is the traditional homeland of Khas people. Bhotes (people of Tibetan

42 Oasis Social Studies Grade - 10

origin) and Lamas live in the northernmost Major Ethnic Composition
part of the region. Hills are inhabited by the
Brahmins, the Chhetris, the Dhamis, the Ethnic group Population
Thakuris and the Rautes. According to the
population census of 2068, the total population Khas Arya 62%
of this province is 1168515 which is 5 percent Hill Dalit 23%
of the total population of Nepal. They speak 11%
local Nepali dialect; the Bhotes speak their Magar 4%
mother tongue. Majority of the people follow Others
Hinduism.
Source: Population Census 2068

The Hilly and the Himalayan regions are less developed because of the difficult
geographical structure and the lack of appropriate state policy to develop this region.
Many children and women lose their lives due to malnutrition and the lack of proper
health care. Compared to other provinces, the average life expectancy, literacy rate, and

health status in this region tend to be lower.

Religious Sites and Tourist Spots

Tripura Sundari, Chandannath, Kakrebihar, Deuti Bajyai, Buddha Gumba, Malika, etc.
are some famous temples in this region. Rara Lake, Shey-Phoksundo Lake are famous
tourist areas. There is great possibility of developing trekking routes, tourist areas and
sites for religious pilgrimage. The Karnali River can be utilized for boating, rafting and
water transportation.

Economic Activities

Birendranagar, Chhinchu, Dailekh, Salli bazaar, Economic Facts

Jumla, Gumgadhi, Khalanga, etc. are the major Indicators Figure

trade centres of this region. The northern part Per Capita Income 808 $
often experiences food shortage as it is difficult Local Taxation 1.38%
to transport food items from other areas. Most

of the people are farmers. From the mid-hills Revenue Sharing 3%

to the Himalayas, there are a few irrigation Source: Population Census 2068
canals, and the region receives less amount of

rainfall. So, agricultural productivity remains low in this region. The Surkhet Valley is

ideal for agriculture. The northern part is suitable for horticulture, specially for apple

and walnut farming. But, farmers are unable to sell their products in the urban markets

due to the lack of transportation facility and cold storage. People in Dolpa and Humla

are involved in search of herbal plants like Yarchagumba and Paachaule. Recently, a track

Oasis Social Studies Grade - 10 43

road has linked Jumla to Surkhet. There are few good educational institutions in the mid-
hills and the northern Himalayan regions. The government has recently established the
Mid-Western University in Surkhet to promote higher education in this region. There is
a great potential for the development of tourism but it is yet to be properly developed.

malnutnition Glossary
pilgrimage
trekking - the unhealthy condition due to lack of nutritious food
horticulture - a journey to a holy place
- a long walk for adventure or pleasure
- growing fruits, vegetables, etc.

In-class Activity

Read the editorial included in the project question below. Then, write a letter to an imaginary friend
who lives in Jumla to visit your home. Describe how your locality looks like and what the friend
should expect to find in your place.

Exercise

A. Write very short answers to the following questions.

1. Mention any two major problems of Karnali Province.

2. Name any two districts of this region which are frequently affected by
epidemics.

3. Name any two major cash crops of this province.

4. Offer one suggestion to bring products from the Karnali region to major city
markets.

B. Write short answers to the following questions.

1. The Karnali Province is least developed. What are the reasons for the lack of
development in this region? What can be done to accelerate the development
process in this region?

2. Why is this province unable to attract tourists despite having four beautiful
national parks? What can be done to develop tourism in this region?

3. The north-west part of Nepal remains drier than any other place. Explain
why.

4. Write down the major prospects of this province.

5. Draw an outline map of Karnali Province and show the following items:

Jumla, Rara Lake, Shey-Phoksundo Lake, Rara National Park, and Karnali
River

44 Oasis Social Studies Grade - 10

Read the following news editorial of a newspaper.

Editorial

Jumla Calling

Around 40 people from Jumla have
arrived in the capital, bringing with
them a case of corruption, and hopes
for justice. This group of people have been
spotted here and there, and as usual, when any
“outside” group of people make their way to
the Valley, they are greeted with curious eyes.
Living in the capital, it is easy to forget that
the majority of the population lives outside
of Kathmandu and they look different, act
differently and speak differently. Even though
Kathmandu's make-up comprises of an array of
people hailing from all corners of the country,
from all background, enough time spent here
makes them indistinguishable from the rest. A
group of 40 people coming from the country’s
most remote district striding along the streets
of the capital was bound to raise some brows.
It is perhaps partially for this reason that the
“Jumlis” have been given much attention. But
the reason for their arrival is worth a second
thought. The Jumla Irrigation Office, the group
claims, have “misused” some Rs 500,000 from a
budget allocated for a local irrigation project by
producing fake documents, and after failing to
be heard at the District Administration Office,
they made their way to Kathmandu in search of
justice. This is telling of a few things.

Self-discovery: Project Work
In its editorial of January 27, 2011, "Jumla Calling," The Kathmandu Post has this to
say about a group of Jumla residents who came to Kathmandu for justice. Read the
part of the editorial. Then collect similar news items recently published about the
Karnali region. On the basis of your research write a short report on the problems
that people of the remote Karnali region face and also suggest measures to solve
those problems.

Oasis Social Studies Grade - 10 45

Lesson Sudurpaschim Province
1.10
-;'b"/klZrd k|b]z_

Pre-reading Activity

If you were to visit one place located in Sudurpaschim province, which place would you
visit? Write a few lines to describe the place and then give reasons why you want to visit
this place.

Reading

Provincial Head Sharmila Kumari Panta

Chief Minister Trilochan Bhatta

Speaker of the House Arjun Bahadur Thapa

Deputy Speaker of the House Nirmala Badal Joshi

Capital City Godavari

No. of parliamentary seats 16

Total Provincial Assembly Members 53 (FPTP-32, Proportional - 21)

No. of Rural Municipalities 54

No. of Municipalities 33

Sub Metropolitan Cities 1 (Dhangadi)

Metropolitan Cities -

No. of Wards 734

Physical Structure

It is located in the most western part of Nepal. It has an area of 19,539 sq. km. which is
about 13 percent of the total area of Nepal. It includes a small portion of the Himalayan
region in comparison to other provinces. It mostly consists of the hilly region in the
middle and the Terai in the south. In summer, the Terai region is affected by the hot air
called "loo". This hot air comes from the Thar desert of India. There are narrow valleys or
river basins, which are fertile for agriculture. In the northernmost side of this region, there
is a narrow strip of the Himalayan region. Api (7132m), Jethibahurani (6850m), Nampa
(6755m), Saipal (7031), etc. are famous peaks in the region. Bays and Gurans are other
important mountains. The Khaptad National Park, Shuklaphanta Wildlife Reserve and
the newly established Api-Nampa Conservation Area are the major protected areas of
this region. The whole region is drained by the tributaries of the Karnali and the Mahakali
rivers.

Inhabitants

According to the national census of 2068, this province has the population of 2,552,517
which is 10 percent of the total population. A few ethnic groups such as the Khas, the
Bhotes live in the northern part of the region; Brahmins, Chhetris, Thakuris and other
people belonging to occupational castes live in the mid-hills. Similarly, there are a few

46 Oasis Social Studies Grade - 10

Muslim communities in the hilly and the Terai Major Ethnic Composition
regions. They speak local dialects. Doteli is
spoken in the hills and the northern side; Ethnic group Population
Tharu is the commonly spoken language in
the Terai. Due to illiteracy and superstitious Khas Arya 60%
beliefs, bad social practices such as Chhaupadi, Tharu 17%
untouchability, Ghumto and Deuki are still 13%
prevalent in this region. Hill Dalit 10%
Others

Religious Sites and Tourist Spots Source: Population Census 2068

This province boasts of natural beauty and captivating geographical structure. The

province has great possibility of developing tourism. Api and Saipal mountains as well as

Khaptad National Park, Suklaphanta Wildlife A view of Khaptad NP
Reserve, and the wetland in the Terai belt

could be developed into tourist destinations.

The industrial sector needs development.

Preservation and the commercial production

of herbs could help the economy grow.

Saileshwori, Baijhnath, Badhimalika,

Jalpadevi, Siddhababa, Ugratara, etc. are

famous temples. In the Terai region, a few

mosques have been established. The Tharu

communities of the Terai region have the potential of developing cultural tourism.

Economic Activities Economic Facts Figure
Indicators
Some industries, including sugar mills, 663$
turpentine industries, oil mills, rice mills, and a Per capita Income 6.74%
cigarette factory are established in Kanchanpur Local Taxation 2.89%
and Kailali districts. Dhangadi, Tikapur, Revenue sharing
Mahendranagar, Doti, Bhimdattanagar,

Silgadi, Attarai, Dadeldhura and Sanfebagar Source: Population Census 2068

are the major trade centres of this province. There are a few hotels in the city areas of the

Terai region. The majority of population is engaged in agriculture. Paddy, wheat, oilseeds,

sugarcane and cotton are the major crops of this region. Tanakpur barrage, Pancheshwor

multipurpose project, Western Seti, etc. are the major projects of this region with higher

prospect of development. People also grow winter crops due to the westerly wind

which brings rainfall from the Mediterranean sea. Many farmers often go to India for

seasonal work to earn their livelihood. This sometimes has become a hazard in the sense

that people come with fatal disease such as AIDS. A few people are involved in tourism,

cottage industries and other income-generating occupations.

Oasis Social Studies Grade - 10 47

boast Glossary
captivating
wetland - glory, pride
hazard - attracting; alluring
- an area of land that is covered with shallow water
- danger

In-class Activity

As you walk around the city, you might come across a banner that reads “It is not Sudur
Pashchim (Far West) but Sundar Pashchim (Beautiful West)”. Discuss the significance
of this statement. What kind of popular misconception about Sudurpaschim that this
statement tries to rectify? What evidence can you think of to prove that Sudurpaschim is
really beautiful?

Exercise

A. Write very short answers to the following questions.
1. Name any two major ethnic groups of the Terai region of Sudurpaschim.
2. How is winter rainfall boon to the farmers of this region? Write in a sentence.
3. Name the major religious places of this region.
4. Name the major hydro power stations of this region.

B. Write short answers to the following questions.
1. What are the major economic activities of the people in Sudurpaschim? State

briefly.
2. Why do many people from this region go to India during the off-season for

agriculture?
3. What are the major problems related to the development of this province?

What are some of the achievements made so far?

4. Draw a map of Sudurpaschim and show the following:

Mahakali River, Shuklaphanta Wildlife Reserve, Mahendranagar, Baitadi,
Khaptad National Park, Saileshwari Temple, Ghodaghodi Lake, Dipayal, Api
and Saipal

48 Oasis Social Studies Grade - 10

Unit Review

In this unit, we have learnt that-

●● Human Resource Development (HRD) is the overall development of human beings
through organized system to enhance the productivity in achieving set goals.

●● HDI is the statistical tool to represent the human development status of any nation
that comprises the literacy rate, life expectancy and per capita income.

●● Because of the geographical and cultural diversity and variation in available
resource, Nepal has adopted the concept of regional balance of development.

●● Nepal has entered in the federal system of government, in which power is divided
between a central authority and many political units.

●● Some of the factors that determine the nature of federalism are: purpose of
federalism, number of provinces, and the extent of autonomy given to each
province.

●● Some of the rights and powers of provinces are to develop internal administration
system, taxation, and devise policies and plans for the development.

●● Federalism ensures balanced development and proportionate allocation of
resources and funds.

Test Your Knowledge

A. Write very short answers to the following questions.

1. How do you define Human Resource Development (HRD)?

2. What are the major aspects of Human Development Index (HDI)?

3. What is decentralization? How is it beneficial to development?

4. What are the advantages of implementing federalism in Nepal?

5. Which provinces have the strongest and weakest economy?

6. Though Sudurpashchim Province has many tourist hot spots, the number of
tourists who visit yearly is very low. Give a suggestion to increase the flow of
tourists to those areas.

B. Write short answers to the following questions.
1. What are the major significances of human resource development?
2. Why do countries have different HDI?
3. Do you think it is beneficial for Nepal to adopt federalism? Justify your

answer with logical reasons.
4. Differentiate between central government and provincial government listing

the differences in a table.

Oasis Social Studies Grade - 10 49

5. Mention four economic activities representing all geographical areas of the
provinces of Nepal
6.
7. Write down the major prospects of all the provinces of Nepal.

Study the map and answer the following questions.

a) Into how many provinces has Nepal been divided as mentioned in the
present constitution of Nepal?

b) Show the demarcation of those provinces in the given map.

c) How far are you satisfied with this demarcation?

d) If you were given the responsibility to create the provinces, how would
you demarcate? Show it in a map.

e) What would be the bases for your demarcation? Write them.

8. Population and geography can be boon to development. Justify the statement
with reference to your province.

9. Briefly describe an ongoing national project being carried out in your
province. How will people benefit after the completion of the project?

10. Mention the large scale projects currently running in Nepal. Most of them

11. are still unfinished and do not complete in the targeted time. Write a letter

to the editor of a local newspaper regarding your thoughts on the measures

to be taken by the government for the effective implementation of national

projects. Provinces Area (in sq. km.)
1. 25,905
Show the following statistics 2. 9,661
in a pie-chart and a bar diagram.

Bagmati 20,300

Gandaki 21,504

Lumbini 22,288

Karnali 27,984

Sudurpaschim 19,539

50 Oasis Social Studies Grade - 10