Social Studies 9

Approved by the Government of Nepal,
Ministry of Education, Curriculum Development Centre, Sanothimi Bhaktapur

9

Series Editor: • Dr. Anirudra Thapa

Authors: • Nawa Raj Prasai

• Mahabir Paudyal

• Youba Raj Dhakal

9

Oasis Publication Pvt. Ltd.
Anamnagar, Kathmandu

Series Editor:
Dr. Anirudra Thapa

Authors:
Nawa Raj Prasai
Mahabir Paudyal
Youba Raj Dhakal

Language Editor:
Sedunath Dhakal

First Edition:
First 2073 (BS)
Second 2074 (BS)
Third 2075 (BS)
Fourth 2076 (BS)
Fifth 2078 (BS)

Copyright ©
Publisher
Computer Layout:
Oasis Desktop Group

(Ramesh Bhattarai)

Printed at Nepal.

Fo r e w o r d

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 syllabus 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 works in an
authentic way. Instead of including overtly ambitious project works, we have focused on
providing interesting do-able project works that allow students to gain insight into social
and cultural issues through self-discovery. Where required, we 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.

Our 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 book. We owe many thanks to Harischand Bista, the Managing Director of the
Publication, who has made it his passion to bring this series to completion. We hope, Oasis
Social Studies, while fulfilling the course objectives, will make teaching and learning Social
Studies an enjoyable activity in the classroom.

Authors April 2021

Contents

Unit-1 We and Our Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-27
1.1 Society and Its Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.2 Classification of Human Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.3 Elements of a Good Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.4 Socialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1.5 Our National Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.6 Our National Pride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit-2 Development and Infrastructures of Development . . . . . . . . . . . . . . . . 28-49
2.1 Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.2 Pre-requisites for Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2.3 Infrastructures of Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
2.4 Traditional Knowledge, Skills and Technology and Their Creative Use . . 46

Unit-3 Our Traditions, Social Norms and Values . . . . . . . . . . . . . . . . . . . . . . . 50-79
3.1 Our Traditional Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
3.2 Sculpture in Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
3.3 Architecture in Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
3.4 Religious Tolerance and Secularism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
3.5 National Luminaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
3.6 Empathy and Co-operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
3.7 The Culture of Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Unit-4 Social Problems and Their Solutions . . . . . . . . . . . . . . . . . . . . . . . . . 80-102
4.1 Social Problems and Their Identification . . . . . . . . . . . . . . . . . . . . . . . . . . 81
4.2 Corruption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
4.3 Social Problems: Prostitution, Addiction, and Bullying . . . . . . . . . . . . . . . 87
4.4 Local Organizations in Solving Social Problems . . . . . . . . . . . . . . . . . . . . 90
4.5 National Organizations in Solving Social Problems . . . . . . . . . . . . . . . . . . 92
4.6 Attempts at Social Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
4.7 Vicious Cycle of Social Problems and Their Solutions . . . . . . . . . . . . . . . 98

Unit-5 Civic Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103-154
5.1 Introduction to Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
5.2 Constitutional Development in Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
5.3 Constituent Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
5.4 Fundamental Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
5.5 Fundamental Rights and Civil Duties . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

5.6 Right to Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
5.7 Good Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
5.8 Rule of Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
5.9 Democratic Norms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
5.10 Role of the Civil Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
5.11 Law and Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
5.12 Pluralism and Unity in Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
5.13 Nationalism and Issues of National Concern . . . . . . . . . . . . . . . . . . . . . . 150

Unit-6 Our Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156-217
6.1 Longitude and Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
6.2 Topography of Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
6.3 The Climate of Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
6.4 Geographical Diversity and Vegetation of Nepal . . . . . . . . . . . . . . . . . . . 170
6.5 Geographical Diversity and Lifestyle . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
6.6 Nepal’s Water Resource and Its Utility . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
6.7 Cartography: Map Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
6.8 Knowledge about Distance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
6.9 Physical Structure of Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
6.10 Economic and Social Life in Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
6.11 Physical Structure of Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
6.12 Economic and Social Life in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
6.13 Physical Structure of Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
6.14 Social Life and Economic Activities in Australia . . . . . . . . . . . . . . . . . . . 206
6.15 Asia, Europe, Australia and Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Unit-7 Study of History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218-262
7.1 Study and Application of History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
7.2 Kapilvastu and the History of the Shakya Dynasty . . . . . . . . . . . . . . . . . 224
7.3 The Unification of Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
7.4 Strategic Problems and Army Management . . . . . . . . . . . . . . . . . . . . . . . 229
7.5 Successful Beginning of the Unification Campaign . . . . . . . . . . . . . . . . . 231
7.6 Continuity of Unification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
7.7 Causes and Consequences of the Anglo-Nepal War . . . . . . . . . . . . . . . . . 238
7.8 Contributions of Nepali Warriors in the Anglo-Nepal War . . . . . . . . . . . . 241
7.9 The Rise and Fall of the Rana Regime . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
7.10 Achievements of the Rana Government . . . . . . . . . . . . . . . . . . . . . . . . . . 250
7.11 Industrial Revolution in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
7.12 Our Ancestors and Their Inspiration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

Unit-8 Economic Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263-313
8.1 Agriculture, Industry and Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
8.2 Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
8.3 Agriculture: Problems and Their Solutions . . . . . . . . . . . . . . . . . . . . . . . 270
8.4 Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
8.5 Industrial Development: Problems and Their Solutions . . . . . . . . . . . . . . 278
8.6 Medium and Large Scale Industries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
8.7 Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
8.8 Trade Diversification Of Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
8.9 Trade Promotion and Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
8.10 Trade : Problems and Their Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
8.11 Economic Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
8.12 Poverty Alleviation and the Creation of Employment Opportunities . . . . 302
8.13 Entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
8.14 Creation of Work and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
8.15 Labour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

Unit-9 International Relations, Peace and Cooperation . . . . . . . . . . . . . . . . 314-339
9.1 International Relations, Peace and Cooperation . . . . . . . . . . . . . . . . . . . . 315
9.2 Effects of Technology on Human Life . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
9.3 Diplomatic Relations of Nepal with Other Nations . . . . . . . . . . . . . . . . . 322
9.4 Cooperation among the SAARC Member Countries . . . . . . . . . . . . . . . . 327
9.5 The UNO and Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330
9.6 Diplomatic Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
9.7 Climate Change: Burning Issues of the World . . . . . . . . . . . . . . . . . . . . . 335

1Unit

We and Our
Society

In this unit, we will learn about :
• Concept and meaning of society and its development
• Our relationship with society
• Features of human society
• Nature and types of human society
• Elements of a good society
• Meaning and importance of socialization process
• Our identity based on multiple factors such as caste, race, language, religion,

and gender
• Natural and cultural heritages of national pride and significance

Oasis Social Studies Grade - 9 7

Lesson Society and Its
Development
1.1

Pre-reading Activity

You must have often heard people say that human beings are social animals. Think about it. What
makes us social animals? Take a few minutes and make a list of as many features as you can that
make us social animals. Put your points on the board and then discuss the importance of each
point in our lives.

Reading

We live in a society. Perhaps, you have come across the word "society" many times in your
previous grades. Have you ever reflected what the word exactly means? In this lesson,
we are going to learn about the meaning of the term "society". We will also learn how a
society develops and what special features a society possesses for it to be functional.

What is a society?

The word 'society' comes from Latin word "socious". It roughly means friendship and
mutual cooperation. In this sense, society means an organized body of people who are
related to each other on the basis of love, cooperation, and friendship. Hence, it is a web of
relationships. In the modern sense, we can say that society simply means a group of people
living in a particular geographical area for the common good and to achieve common
goals. In other words, the interrelationships that exist between and among people living
in a specific place can be called a society.

Individuals are always somehow related to society for mutual benefits. A human being is
an intelligent, rational, and conscious animal. An individual lives in a society; it means
that an individual cannot survive without the help of others. We cannot imagine a person
living on his or her own. We cannot live and exist outside the society. Society is unique
itself. From it we receive the gift of individuality and in it we express our personality.
Individuals are the gift of society. But individuals become individuals only in society.
Therefore, we have a very close relationship with the society.

What are the features of a society?

Every society has its unique features. Such features tend to differ from one society to
another as they largely depend on geography, culture, climate, and other factors. However,
societies across the world share some common features. The following is the list of some
common features of a human society:

• A society is governed by some set rules and principles and to live in a society
individuals have to follow the commonly accepted norms, rules, and principles
adopted by the society.

8 Oasis Social Studies Grade - 9

• Individuals living in a society are bound by common interest and they forge a
mutual relationship with each other.

• A society is not stagnant; it keeps changing with time and in terms of the needs
of people.

• Individuals living in a society have common goals and objectives.

• Individuals living in a society protect their rights and let other members enjoy
their rights.

• There is unity among the members of a society based on the sense of belonging,
mutual respect and cooperation.

• A society is often guided by a common goal of development and progress.

What is social development?

As we know, society is not stagnant;
it keeps on changing. That’s why we
live in a markedly different society
than our ancestors. We use modern
technology to communicate with
each other; our society has become
more complex and dependent on
technology. In other words, the society
we live in now is more developed
than the society in which our
ancestors used to live. Development
of a society, then, can be viewed as
positive changes that take place in a society. Changes do not occur all of a sudden. Some
specific events such as introduction of technology, wars, conflicts, education, or some
important historical events bring changes in a society. Such changes are often progressive
in nature. This means that society develops from simplicity to complex formations, from
the state of being "uncivilized" to "more civilized", and from antiquity to modernity. One
thing true about social development is that it is unpredictable.

antiquity : Glossary

modernity : belonging to very old time
a condition marked by technology, development, and modern
facilities
rational : having the ability to reason
aware of the present condition
conscious :

Oasis Social Studies Grade - 9 9

In-class Activity

We have learnt about the common features of a society. But, these features may or
may not appear in a particular society at a given time. Work in a group. Think of
your own society in which you live or consider your class or school as a society.
Then, discuss whether the features mentioned in the lesson do or don't exist in your
society. Think of listing any other specific features the society may have. Present
them in a chart.

Exercise

A. Offer very short answer to the following questions.
1. How would you define "society"?
2. Mention at least two features of a human society.
3. What is "development"?
4. What binds the individuals living in a society together?

B. Offer short answer to the following questions.
1. Give a brief introduction to "society".
2. Explain an individual’s relationship with the society.
3. Make a list of the features of society and explain one feature with suitable
examples.
4. Explain the features of social development.
5. Can all kinds of changes be called development? If not, why?

Self- Discovery: Project Work

Select a community nearby your school or home. Visit the community and prepare
a brief profile including:
• Lifestyle of the people
• Level of mutual cooperation
• Social practices
• Main physical infrastructures, facilities, etc.

10 Oasis Social Studies Grade - 9

Lesson Classification of
Human Society
1.2

Pre-reading Activity

How often do you travel? If you travel across the country, would you find people
living in the same type of society? Do you expect one society to be different from
another or very similar to each other? Share your views with the class.

Reading

As you must have already guessed, societies differ from each other. One society may, for
example, primarily depend on agriculture for its sustenance while another may be highly
dependent on trade and industry. Depending on the lifestyle, mode of production, level
of education, and culture, societies tend to differ from each other. As a result, societies
can be classified into many types. However, there are some bases that are taken into
consideration in the classification of a society. The following table shows the classification
of society on the basis of five main factors:

Classification of Society and Their Bases

Bases

Mode of Language Religion Nature of Time
production Settlement Period

Capitalist society Mono-lingual Hindu society Rural society Ancient society
society

Socialist society Bi-lingual society Buddhist society Urban society Medieval society

Mixed economy Multi-lingual Muslim society Suburban society Modern society
society society
Christian society,
etc.

For instance, a society can be classified on the basis of its economy, that is, what kind of
economic mode of production the society has adopted. On this basis, a society can be a
capitalist society in which people freely produce and sell goods in a competitive market.
It can also be classified as a socialist society if the mode of production is controlled by
the state. Similarly, a society can adopt measures of both socialist and capitalist modes
of production. That is to say, in some areas, the state controls the economic activities

Oasis Social Studies Grade - 9 11

whereas in some other areas economic activities are left to the free market mechanism of
demand and supply.

Moreover, sociologists and anthropologists also classify society differently. As per the
sociological and anthropological classification, the following types of society can be
identified:

1. Hunting, gathering and nomadic society: Hunting society can be taken as the earliest
society in the history of humankind. During this age, human beings depended on
hunting and gathering wild fruits for sustenance. Mostly humans kept moving from
one place to another in search of food and they hardly settled in one place. That’s
why such a society is also called a nomadic society. Such a society also lacked modern
technology and, instead used basic tools made of stones to hunt animals and gather
food. There was not a clear division of labour as well. However, males often went for
hunting and women worked as the gatherers. The modern day societies such as the
Rautes of Nepal, the Maoris of Australia and New Zealand can be taken as examples
of this type of society.

2. Herding and cattle-raising: Herding and cattle-raising or pastoral societies began
around 12,000 years ago. As the human society developed, people began to raise
cattle and domesticate animals. Such societies depended on herding animals for food
and sustenance. The basic needs in such societies are fulfilled through raising cattle
and using them for food, clothing and other necessities. The social status is based on
the size of one's herd. Such societies still exist in many parts of the Middle East, Tibet,
Africa, Central Asia and the northern region of Nepal.

3. Horticultural society: Such society emerged between 10,000 and 12,000 years ago
in Latin America, Asia, and parts of the Middle East. Now also some societies in the
world primarily depend on horticulture for living. Such societies are found in Kenya
and New Guinea. In Nepal, we find very less population depending upon horticulture
for their livelihood. However, most agricultural societies across the world, to some
extent, raise cattle and produce fruits as part of their economic activities.

4. Agrarian society: This sort of society began around 8,500 years ago. In the development
of human society, agriculture played a significant role. As human societies began to
realize the inadequacy of hunting and gathering to meet their growing needs, they
began cultivating food crops to sustain lives. Later on, two distinct classes appeared
in this society: those who owned the land (land owners) and those who cultivated the
land (farmers). The agrarian society is supposed to have begun from Egypt. In Nepal,
more than 60% of people depend on agriculture and we can say that Nepalese society
is pre-dominantly agrarian.

5. Industrial society: This type of society is supposed to have begun from the eighteenth
century. In this type of society, people earn their living through industry and trade.
Goods are produced in factories and they are sold in the market. Industrial society
in the modern form of development made possible by scientific inventions and
technologies. In such a society capitalists invest money and workers work to produce
goods. As a result, there appear distinct classes such as capitalist and workers in an
industrial society. In most industrial societies, the gap between the rich and the poor

12 Oasis Social Studies Grade - 9

remains wide. Industrial societies are mostly found in developed countries such as
the United States, Japan, and Germany. In our own country, we find such societies in
industrial areas and cities. In this type of society we find cultural diversity.

Glossary

sustenance : means of supporting lives

mode of production : ways of producing goods and services

herding : keeping cattle

inadequacy : not enough

cultivate : plant seeds to grow grain

agrarian : related to agriculture

In-class Activity

Divide the class into five groups and name the groups as "Hunting and Gathering",
"Herding", "Horticultural", "Agrarian", and"Industrial" respectively. As a group,
discuss the challenges and opportunities you may have as the member of the society
that you represent. Make a list of challenges and opportunities and then share with
the class.

Exercise

A. Offer very short answer to the following questions.
1. Name any three bases on which societies are classified.
2. How can you define an "agrarian" society?
3. Write one special feature of herding society.
4. Write one feature of industrial society.

B. Offer short answer to the following questions.
1. Make a list of the types of society and explain any two of them.
2. Which type of society do you like the most and why?
3. How would you define "industrial society"? What are its major features?
4. Compare industrial and agrarian societies. What kinds of similarities and
differences do you find between them?

Oasis Social Studies Grade - 9 13

Lesson Elements of a
Good Society
1.3

Pre-reading Activity

Imagine that your class is a society and you are one of its important members. Think
of what makes the class function like a society. What elements should there be to make
the class better? What role should you play in creating a better learning environment
in the class? Put your points on the board and then discuss in the class.

Reading

We need a room (place), students, teachers, and a common goal of learning to make a
class. If you think of a human society like our class, we will realize that a society also
must have certain elements for it to function properly. The following are some important
elements required to make a society.

• Well-defined territory : A society must have a well-defined territory. It
allows members of the society to develop mutual relationship and feelings of
belongingness.

• Simple life : Members of the society mostly lead a simple life and fulfill their
needs for education, health, and entertainment.

• Rules and regulations : A society is guided by rules and regulations. People
living in the society have to follow such rules and regulations in order to make
the society function properly.

• Communal feeling : A feeling of community is the most important element of a
society. That is, the members of the society feel that they belong to each other.

• Specific name : A society must have a special name and identity that helps it to
be recognized and identified.

• Involuntary birth or development : The birth and development of a society is
involuntary, which means it comes of its own and develops of its own.

• Permanency: A society has a sense of permanence as the people living in the
society forge a close relationship with the land and its geography.

• Feeling proud of history: People living in a society feel proud of the history and
tend to respect and carry over what their ancestors have accomplished.

• Size or population of society: The size and scope of a society is not limited; a
society can be of any size and population.

Although these are some important elements that make up a society, it does not mean that
such elements always constitute a good society. The following elements are needed for a
good society:

• Feel ownership : People living in a society should feel ownership about the
society. This allows them to actively work towards the development of the
society.

• Feeling of fellowship and belonging : Members of a society also develop

14 Oasis Social Studies Grade - 9

feeling of fellowship and belonging. This will make the society dynamic and
responsible.
• Security : There is a strong feeling of communal rights and security in the
members of every society. They are concerned with the security of individuals,
family and society.
• Unity : There must be a sense of unity among people living in the society. The
society moves to prosperity only through joint efforts of the individuals.
• Help and cooperation : For a society to be good, it should have help and
cooperation among the members of the society. Co-operation is the very basis of
our social life. It arises when men realise that they have common interests.

Glossary

territory : an area or a geographical location with clear boundaries
involuntary : natural, spontaneous, on its own
identity : something that lets one be recognized by

In-class Activity

Make a list of elements that you find in your society. Among them, which ones are
responsible for making the society a better place to live? What can you do to make
your society better? Come up with several suggestions.

Exercise

A. Offer very short answer to the following questions.
1. What do you mean by a good society ?
2. How is society guided ?
3. How does a society get its recognition?

B. Offer short answer to the following questions.
1. Make a list of elements of a society. Explain any two elements of a society with
examples.
2. What are the main elements of a good society? Explain any two of them.
3. What role should you play to make your society better? Explain.
4. How does communal feeling help to create a good society ? Put your views.

Self- Discovery: Project Work

Conduct a mini-research to find out about a selected community or society. For
this, you may look for information available on the Internet (if the community
has its webpage). You may also meet concerned persons such as community
leaders, social workers, elders and ask them about how the society is functioning.
Specially, focus on finding examples of work done in the society that promote
help, cooperation, and good feelings among the members of the community.

Oasis Social Studies Grade - 9 15

Lesson Socialization

1.4

Pre-reading Activity

What do you think your personality is like? Briefly describe your personality on
a blank page. Then, pair-up with a partner. Talk to each other for a minute about
anything you like. Then, write what you think is the personality of your partner.
Compare what you wrote about yourself and what your partner has written about
you. How similar and different are they? What might be the reason for the differences
and similarities?

Reading

As you must have noticed, all of us think about ourselves differently. Your description
of yourself may also be similar to that of your friends. Now, we can think of why our
personalities tend to differ from each other. What shapes our personality? Alot of things are
responsible for shaping our personality—things such as education, family environment,
our relationship with the peers and so on. The process that shapes our personality and
makes who we are is called socialization.

Man is a social being. Life is worthless without society. It is education that makes us social
being. One cannot achieve anything without coordination and cooperation among the
members of society. A person remains in a society as per the accepted rules, regulations,
norms, values and traditions of a society.

A child is born without a culture, manners, and norms. As the child grows, it begins to
learn manners, culture, and behaviour through parents, teachers, and friends. For a child
to grow as a successful member of the society, the child must learn and accept the culture
of the society. Sociologists call it socialization. In other words, socialization is a learning
process by which one adapts to the society. It is the process whereby an individual
becomes a functioning member of the society. It is a life-long process which enables the
individual to learn the content of his culture and the many behavioural patterns of the

16 Oasis Social Studies Grade - 9

group to which he belongs. It is the only way we can transmit our social heritage from one
generation to another.

Factors of socialization

The following factors contribute to a successful socialization process:

Language

Language is the most important factor for socialization. For an individual to forge a
meaningful relationship with other members of the society, the person needs to adopt the
language. Language helps to communicate, share feelings, and understand the feelings of
other members of the society.

Love, respect and cooperation

An environment of love, respect, and cooperation helps individuals share their ideas
and feelings with others. Anger, conflict, jealousy, and hatred obstruct the socialization
process. Children who struggle to socialize often develop psychological problems.

Social interaction

For a successful socialization, there must be open and meaningful social interaction
among the members of the family and society. Only through a dynamic social interaction,
socialization is possible.

Agents of socialization

Socialization does not take place automatically. A lot of things facilitate socialization
process. They are called agents of socialization. Family, school, peer groups, and mass
media help individual learn culture and expected behaviour. Through individuals’
interaction with these agents, socialization takes place. For example, an individual learns
what to say in a situation, how to behave in a given context, who to respect and how by
his or her constant interaction with family members, fellows at school, and also through
the mass media.

Importance of socialization

Socialization is an important step towards becoming a responsible member of the society.
The following are the benefits of socialization:

• An individual learns social values, ideals, and beliefs.

• An individual learns the skills necessary to lead a successful life.

• Socialization helps individuals become disciplined and responsible members of
the community.

• Socialization helps develop an individual’s personality and makes the person
aware of his or her rights and duties.

• Socialization helps to enact different roles.

• Socialization helps the transmission of culture.

• Moreover, socialization helps the individual grow into a good citizen.

Oasis Social Studies Grade - 9 17

personality Glossary
responsible
: character, traits, and behaviour of a person
: accountable

In-class Activity

Briefly write about your first day at school. And then explain how your school
helped you develop into a good student. What specific rules, cultural practices, and
behaviour did you learn at school? Explain.

Exercise

A. Offer very short answer to the following questions.
1. Define "socialization."
2. Name three factors that lead to socialization.
3. Name any two benefits of socialization.
4. Name two agents of socialization.

B. Offer short answer to the following questions.

1. "Culture" is a learned behaviour. Explain the statement.

2. Explain the importance of socialization.

3. What will happen to a child if the child struggles to socialize? Explain.

4. What are the main agents of socialization? What agent do you think is the most
important and why?

5. In the community you live, which agent do you think is most responsible for
socialization process? Explain with reasons.

6. How does a person turn into a social being from a biological being? Explain.

7. Complete the following table.

S. N. Element Characteristics
1. Language

2. Love, respect and cooperation

3. Social interaction

18 Oasis Social Studies Grade - 9

Lesson

1.5 Our National Identity

Pre-reading Activity

Take two minutes and brainstorm on "Who am I?" Simply write as many words as
you can to answer the question. Read out the list to the class.

Reading

While answering the question in the pre-reading section, perhaps you wrote your name,
caste, profession, name of the place you live in, and also possibly your gender and religion.
These are markers of your identity. Our identity is not absolute; rather it is relative to
so many other factors such as our language, ethnicity, gender, religion and so on. Just
as each individual has his or her unique identity, a nation also boasts of an identity, by
which people around the world recognize the nation. It is called national identity. The
following are some of the main constitutive elements of identity; they are also the markers
of identity.

National identity

We belong to a particular nation, called Nepal. Being Nepalese is our national identity. Our
national identity is marked by diversity. Nepal, as you know, has geographic, cultural, and
linguistic diversity. Geographically, Nepal has diverse landforms, ranging from plains in
the Terai to snow-capped mountains in the north. As geography varies, people’s lifestyle
and culture also vary. People living in the high mountains in the north wear special types of
clothes; they have adopted a distinct food habit and culture. Similarly, people living in the
plains of the Terai have adopted different culture, lifestyle, and food habits. In fact, there
are 123 recognized languages spoken in Nepal. More than ten religions are practised. As
a result, all this geographic, cultural, linguistic, religious and ethnic diversity has become
part of our national identity that we are proud of.

Race, caste, and creed-based identity kj" {df /fO{, lnDa,' dWodf 5g\ g]jf/
sf]xL dfG5g\ wfggfr oxfF, sf]xL 3]jf 5]jf/
There are approximately 125 castes and creeds klZrdsf] u'?ª /f]bL xfd|f] klxrfg
in Nepal. Besides, there are six groups of caste afx'g, If]qL b]z}el/ 5l/Psf 5g\ .
whose population is more than 1 million. This blIf0fdf dw];L 5g\, pTt/df z]kf{,
not only shows the diversity of cultures and km' njf/L em}F k"j{ klZrd lxdfn r9L x]bf{ .
people, but it also indicates the importance sf}/f gfr du/ ;:+ sf/ x]/ slt /fd|f]
of recognizing such diversity. People who wf]tL, 6f]kL, aVv' cflb klxrfg xfd|f] .
belong to these castes and creeds feel proud
of their culture. Our national identity should
be inclusive of all these multiple castes, creeds,
languages, and cultures.

Oasis Social Studies Grade - 9 19

Linguistic identity

Language is another important component of identity. People in the world are often
identified with the language they speak. For example, "English" not only refers to a
language, it also refers to people whose mother tongue is English. According to the cen-
sus of 2011 AD, in Nepal, there are 123 officially recognized languages, spoken all over
the country.

According to the census of 2011 AD, out of total population, 79.1% Indo European
group speak their mother tongue. Likewise, 18.4% Sino-Tibetan, 0.2% Austro-Asiatic,
0.1% Dravid group and 2.2% other group speak their mother tongues. Languages such
as Maithili, Bhojpuri, Tharu, Tamang, Newari, Magar, Gurung, Awadhi, Urdu, Sherpa,
Limbu, and Hindi are also mother tongues of many ethnic communities. The Constitution
of Nepal has recognized all mother tongues as national languages.

Religious identity

Nepal is recognized as a multi-religious and multi-cultural nation. Although people
follow different religions, namely Hinduism, Buddhism, Islam, Christianity, etc. they
respect each other’s religion. We have religious tolerance and people who follow one
religion also participate in the festivals and religious ceremonies of other religions as well.
This is a special feature of our society and it has become our national identity as well.
Today the number of people indifferent to religion is also increasing day by day.

Description of religious groups in Nepal

S.N. Religion Number %
1. Hinduism 2,15,51,492 81.34

2. Buddhism 23,96,099 9.04
3. Islam 11,62,370 4.39
4. Kirat 8,07,169 3.05
5. Christianity 3,75,699 1.42
6. Prakiti 1,21,982 0.5
7. Bon 13,006 0.04

Source: National Census, 2068 BS

Gender identity

Biologically speaking, human beings are born either as "male" or "female." The status of
"male" or "female" indicates the sex of a person. And those who are born without a clear
distinction of "sex"prefer to call themselves as "third-gender" in Nepal. However, due to
the socialization process, each sex is expected to be and behave in a certain way. These
socially constructed roles ascribed to sexes constitute "gender." Often "gender" leads to
discrimination as in the case of discrimination against women. Discrimination of any
kind is a crime against humanity. Nepal’s constitution has made gender discrimination
punishable by law. Equality of opportunity among sexes is guaranteed by the constitution.

20 Oasis Social Studies Grade - 9

While analysing gender identity in Hindu society, females have been given high respect.
Laxmi, the goddess of wealth, is worshipped with high respect. Saraswati, the goddess of
wisdom, is worshipped in Sripanchami. Goddess Navadurga is worshipped as a symbol
of power and strength. In other religions also gender equality has been given high
importance.

Glossary

recognition : acceptance with respect
identity
ascribe : marker by which someone or something is recognized

: to consider that somebody/something has or should
have a particular quality

In-class Activity

Choose a class other than yours. Then, prepare a survey questionnaire asking about
gender, religion, caste, ethnicity, mother tongue, etc. Using the questionnaire, gather
information about the class. Present your findings to the class. You may also use
tables, charts and images to make your presentation attractive.

Exercise

A. Offer very short answer to the following questions.
1. What is identity?

2. What is national identity?

3. What are markers of identity?

4. Mention any two elements of identity.

B. Offer short answer to the following questions.
1. Make a list of the factors included in national identity. Explain one factor with
examples.
2. "Nepal is a multicultural and multilingual nation." Explain the statement with
strong reasons.
3. What are the main religions practised in Nepal? Introduce any one religion.
4. Why are Nepalese able to live together despite all the diversities in our society?
Offer reasons.
5. What do you understand by "gender identity"? What problems have you noticed
in gender identity?
6. How has the constitution of Nepal offered remedy against discrimination?
7. Write down the identity in different areas of Nepal and prepare a report on it.

Oasis Social Studies Grade - 9 21

Lesson Our National Pride

1.6

Pre-reading Activity

How do you feel about your country, Nepal? What makes you a proud Nepali? Make
a list of things that you consider are the pride of Nepal. Then, offer reasons as to why
you consider them as national pride.

Reading

People living in every nation feel proud about their nation. They feel proud to belong
to the nation. Nepalese also love and respect their nation. We are proud of our history,
culture, natural heritage, arts and monuments. They are part of our national identity.

Cultural Identity

Culture is the most important factor that
identifies Nepal as a unique nation in the
world. We pride upon our cultural diversity.
Culture is specific to caste, ethnicity, religion
and geographical location. As a result, from
the plains of the Terai to the snowcapped
mountains of the Himalayas, cultures practised
by people tend to be unique. People belonging
to each caste, ethnicity, and religion preserve
their culture and like to identify themselves as
proud bearers of the unique culture. However, we celebrate each other's culture—food,
dresses, feasts and festivals. In fact, there is a significant exchange between cultures and
each culture is complemented by another one.

With the development in urbanization, people
of one community mix up and live with people
of different geographical areas. In doing so, the
formation of intercaste family takes place. As
a result, radical mix up and change take place
in one's cultural norms and values. Today the
cultural impact of the Khas Karnali, the Newars of
Kathmandu, Mithila of mid Terai, Deuda of the Far
Western area are spreading among the people of
other communities.

National Flag

Each nation has her national flag that bears the symbolic meaning and the identity of the
nation. In fact, nations are recognized on the basis of national flag. As you have realized,
in important events taking place in the world stage such as sports events, wars, and

22 Oasis Social Studies Grade - 9

celebration, national flags are proudly displayed. The display
of national flag shows patriotism and people’s love towards the
nation. We display our flag during formal occasions to mark the
auspicious nature of the event as well.

Nepal’s national flag is unique as it is comprised of two triangles,
joined together to form a regular border with blue colour. The
rest of the background is vermillion red. A crescent moon is
visible on the upper half of the triangle and image of sun is
visible below the moon. Both images are white in colour. The
colours and images are deeply symbolic. The blue colour reflects
our love for peace and red colour signifies self pride, courage, and indomitable nature of
Nepalese. The images of the moon and the sun traditionally indicate the permanence.
That is, we believe that so long as the universe is there, our nation will exist.

National Anthem

A national anthem is the expression of a nation’s identity, history, and culture. As a result,
people feel proud of their national anthem. National anthems, like the national flags, are
sung during special occasions such as sport events and other formal events of importance.
We begin our day at school after singing the national anthem. To sing the national anthem
is to respect one's nation.

Nepal's national anthem reflects the diversity of Nepali culture and geography and gives
the message that we are one people despite diversity. The anthem also pays homage to
people's movement of 2062/63 and voices the idea of inclusive Nepal. The anthem was
penned by Pradeep Kumar Rai (Byakul Maila).

Sayaun Thunga Phulka Hami Eutai Mala Nepali ;of+} yª' uf kmn' sf xfdL Pp6} dfnf g]kfnL
Sarbabhaum Bhai Phailieka Mechi Mahakali ;fje{ fd} eO{ km}lnPsf d]rL dxfsfnL

Prakritika Kotikoti Sampadako Aanchal k|sl[ tsf sf]6L sf6] L ;Dkbfsf] cfFrn
Bir Haruka Ragatale Swatantra Ra Atal jL/x¿sf /utn] :jtGq / c6n

Gyanbhumi, Shantibhumi, Terai Pahad Himal 1fgel" d, zflGtel" d, t/fO{ kxf8 lxdfn
Akhanda Yo Pyaro Hamro Matribhumi Nepal cv08 of] Kof/f] xfdf| ] dfte[ l" d gk] fn

Bahul Jati, Bhasa, Dharma Sanskriti Chhan Bishal ax'n hflt, efiff, wd{ ;+:sl[ t 5g\ ljzfn
Agragami Rastra Hamro, Jay Jay Nepal
cu|ufdL /fi6« xfd|f,] ho ho gk] fn .

Pashupatinath Temple

Listed in the UNESCO heritage, the temple of Lord
Shiva, located on the bank of the river Bagmati
in Kathmandu, is one of the cultural heritages
of Nepal. The temple is the most revered shrine
for the Hindus across the world. A specimen of
pagoda style, the temple boasts of architectural
brilliance. Originally, the temple was built during
the reign of King Dharma Datta. It has undergone

Oasis Social Studies Grade - 9 23

many renovations but it has preserved the original architectural design. Pratap Malla and
the queen of Shiva Singh Malla are credited for significant renovation of the temple. The
temple has golden roof, silver doors, and artistic banisters and torans.

Janaki Temple

Janaki Mandir, built using the Mugal
style of design, is the largest temple
in Nepal. With immaculate Rajasthani
architecture, the middle section of
this temple is home to the main Janaki
Mandir whereas the back of it houses
the Janak Mandir. There is one gate
for each of these temples making for
a total of two large entrances to the
Janaki Temple. On the north gate
stand two very life-like lions made
from stone. These sculptures are a fine specimen of Nepalese art.

It was built around one hundred years ago under the order of Brishbhanu Devi, the queen
of Tikamgadh. At the time, the entire temple cost rupees nine lakh to build. Janaki Temple
is sometimes called Naulakha Mandir for that very reason.

Shrines of Ram and Laxman can also be found around the main temple, accompanied by a
mosque that lies to its southwest. This mosque was built as a gift to the Muslim craftsmen
who built the temple so that it would allow them to pray freely. The conjunction of two
distinct religions within Janakpur makes the place a rather unique religious site and the
very definition of religious harmony which prevails in Nepal.

Mount Everest

Nepal is a country blessed with
the Himalayan range that is dotted
with snow-capped mountains and
beautiful peaks that scrape the
sky itself. Among these majestic
mountains is the world renowned
Mount Everest, the highest peak
of the world. Mount Everest lies
at east longitude of 270 59’ 31" and
is an astonishingly 8,848.86 meters
(29031.7 feet) tall. This mountain
was named Mount Everest to honor
Colonel Sir George Everest, one of the surveyors of the Royal Geographical Society in
1865AD. The Nepali name for Mount Everest (Sagarmatha) was given by Itihas Shiromani
Baburam Acharya in 1956AD. It has also been named the "Third Pole" of the world by
Michael Karga, who emphasized the difficult life of the people living near Mount Everest
and how similar it was to the North and the South Poles of the earth.

Adventurous tourists flock to Nepal by the thousands in order to explore and conquer
Mount Everest. Everest fuels our tourism industry and projects our identity to the world.

24 Oasis Social Studies Grade - 9

patriotism Glossary
auspicious
revered : feeling of love and respect towards one’s nation
shrine : taken as holy, sacred, or important
banister : respected
immaculate : a place of worship and religious importance
: railing
: pure

In-class Activity

Get into small groups of 4-5 students. As a group decide what else should be
included as an object of national pride. Discuss and give any five reasons why the
chosen monument should be considered an object of national pride. Present your
ideas to the class.

Exercise

A. Offer very short answer to the followings questions.

1. How would you define "national pride"?
2. What is culture ?
3. What does the national flag signify ?
4. Who is the composer of our national anthem ?
5. What is Pashupatinath Temple famous for ?
6. Write one special feature of Janaki Temple.
7. Why is Mount Everest called the 'Third Pole'?
B. Offer short answer to the following questions.
1. Make a list of national pride and briefly introduce one of them.
2. Why should the national anthem be considered national pride? Explain.
3. How does Mt. Everest reflect our national pride? Explain.
4. What should be our role to promote and protect monuments of national pride?

Write in points.

Self- Discovery: Project Work

There are many other examples of national pride other than given in the lesson.
Mention them and prepare a short report highlighting their significances.

Oasis Social Studies Grade - 9 25

Unit Revision

In this unit, we have learnt that:

• Society refers to a group of people living in peace and harmony in a particular
place for the common objective or goal.

• There is mutual relationship between an individual and society.
• Gradual and positive change taking place in a society is called development.
• Society can be classified on the basis of various factors such as economy,

language, time period, religion, and geography.
• From the perspective of anthropology, society can be classified as—hunting and

gathering, herding, horticultural, agricultural, and industrial.
• Simple lifestyle, feeling of a community, special name, and stability are some of

the elements of a good society.
• A human being is not born with culture; a human being learns culture as he or

she grows up; this process of learning culture and adapting to social norms,
rules, and regulations is called socialization.
• Everyone has an identity; caste, race, ethnicity, religion, gender, language, and
culture are markers of our identity.
• We feel proud of cultural and natural heritage including cultural diversity,
national flag, national anthem, Pashupatinath Temple, Janaki Temple, and Mt.
Everest.

Test Your Knowledge

A. Offer very short answer to the following questions.

1. Define society in a sentence.
2. 'An individual is shaped by the society.' Justify the statement in a sentence.
3. Write down the major classification of the society.
4. Write one major difference between agrarian society and industrial society.
5. Write any two major elements of a good society.
6. Define socialization.
7. How do you define identity?
8. Write one major difference between caste-based identity and language-based

identity.
9. What is national pride?
10. 'Mount Everest is our national pride'. Justify the statement in a sentence.
B. Offer short answer to the following questions.

1. Show the relationship between society and individual.
2. List out the major features of a society and explain any two of them.

26 Oasis Social Studies Grade - 9

3. Complete the given table. Characteristics /Features
S.N. Types of society
1. Hunting, gathering and nomadic
2. Herding and cattle raising
3. Horticultural
4. Agrarian
5. Industrial

4. Explain the major elements of a society.
5. 'Socialization begins with birth and ends with death.' Justify the statement.
6. Write any four ways to preserve and promote our identity.
7. What is our national pride? How have they given a different identity to our

nation? Explain.
8. What do the following pictures signify? Explain.

Oasis Social Studies Grade - 9 27

2Unit

Development and
Infrastructures
of Development

In this unit, we will learn about:
• Concepts, indicators, and level of infrastructure of development
• Pre-conditions of development
• Government plans and policies for developing infrastructure
• Latest facts and data about infrastructure of development in Nepal
• Problems and challenges related to infrastructure of development
• Regional disparity in infrastructure of development
• Concept and importance of people’s participation in development activities
• Our traditional skills and technology
28 Oasis Social Studies Grade - 9

Lesson Development

2.1

Pre-reading Activity

Read the story below and discuss the questions that follow:
After living in Kathmandu for over ten years, Ramesh Lakoul recently visited his home
town, Lapsi Phedi. He found out that the old Hulaki Road of the village has been expanded
and black-topped. There is a new hospital in place of the old Village Health Centre. He
also found out that most of the villagers earn more, selling products to a nearby market.
The village also boasts of a city hall, community centre, a college, electricity, a chilling
plant and a cold storage. When he returned to Kathmandu, Ramesh told his friends
that the village had changed and developed a lot.

• What changes did Ramesh discover in his visit?

• What does Ramesh mean when he says that the village has "developed a lot"?

Reading

As Ramesh Lakoul’s story shows, the term 'development' refers to progress and
improvement in people’s lives. In other words, development means a dynamic process
that brings positive changes in human society. Use of natural resources, availability
of physical facilities, and improvement of living standard are the major indicators of
development.

People often view development as economic growth, but it cannot be the only real measure
of development of a society or a nation. So, to develop a society, different aspects of
human life such as health, education, social cooperation, social security, good governance
have to be improved drastically. According to the United Nations, "Development is
concerned not only with physical wants of human beings but also with improvement
of social, economic and institutional growth." It means development is a multi-faceted
notion which encompasses all aspects of human life. Progress or wealth of a person or a
few people cannot be taken as development; a nation can develop only when it focuses on
improving every aspect of life and environment.

Some countries of the world have achieved a higher rate of growth, by maximizing the use
of human and natural resources. Such countries are called developed countries. People’s
living standard in such countries tends to be higher in comparison to poor nations. Some
other countries from Africa, Asia and South America are on the path of development;
these nations are called developing countries. Due to historical, geographical, cultural,
social or political reasons, these nations are lagging behind in terms of progress and
development. Development in western countries had started as early as the fifteenth
century but efforts for development began in developing countries only after World
War II. Many developing countries are suffering from conflict, hunger, economic crisis,
unemployment, and unstable and corrupt government.

Oasis Social Studies Grade - 9 29

Measurement of development

Gross National Product (GNP) is the total value of all the goods and services produced by
a country in one year, including total income from foreign trade, aid and remittance. It is
also called Gross National Income (GNI). A higher GNP indicates an increased economic
growth of a country.

Gross Domestic Product (GDP) is the total value of all goods and services produced by a
country in one year. It is also termed as the Gross Domestic Income.

If we divide the GDP among all people of the country, then it is called Per Capita Income.
Per Capita Income is one of the indicators of development. For example, the per capita
income of Luxemburg, the USA, and the United Kingdom is $107641, $59928, and $44920
respectively. These countries fall into the category of developed countries. The Per Capita
Income of Chad, Ethiopia, and Burundi is $1945, $1903, and $735 respectively. Therefore,
these countries fall into the category of the developing countries. However, Per Capita
Income cannot solely reveal the actual level of development of a country because a few
people’s higher income may increase the average income of all the people.

Means and resources of development

human resource unskilled, semi skilled and skilled manpower

raw materials forest and agro products, minerals, water, land

capital savings, industry, trade and commerce

market local, national and international markets, global markets

energy wind power, biogas, petroleum products, solar energy, atomic and

thermal power ( also geo-thermal)

irrigation canals, shallow and deep tube wells, rainwater, etc.

communication telephone, radio, FM radio, newspapers, internet, postal service,

and satellites

transportation road and air transportation, waterways, railways and ropeways

education trained and qualified teachers, training institutes for short and long

term skill development, schools, colleges, and universities, technical

and vocational institutions

health health posts, health centres, hospitals, medical and paramedical

persons, dispensaries, traditional healing systems

commerce banking system, insurance, co-operatives, share market, etc.

chilling plants Glossary
good governance
drastically : cold rooms where food items can be stored
multifaceted : good management of public affairs and resources
maximize : rapidly
conflict : having many sides of an issue
reveal : making most of it
: state of unrest, quarrel
: show

30 Oasis Social Studies Grade - 9

In-class Activity

Get into a small group of 4-5 students. Make a list of recent changes you have noticed
in your locality in terms of:

i) mode of transportation ii) dressing/ manner

iii) use of technologies such as the Internet/ email

How would you characterize the changes? Would you call them "development"? If
so, why?

Exercise

A. Offer very short answer to the following questions.

1. The PCI (Per Capita Income) alone does not reflect the level of development.
Justify the statement in a sentence.

2. Give an example where the GNP increases but the GDP remains the same.
3. Write any two ways to increase the GDP of a nation.
4. According to the latest report, what is the GDP and the PCI of Nepal?

B. Offer short answer to the following questions.

1. What is development? How are "change" and "development" different and also
similar?

2. Differentiate between GDP and GNP.
3. How can you say that development is taking place in the society? Explain with

examples.
4. How is development measured? Do you think such a measurement is adequate

to understand development?
5. What elements do you think should be included in the development in modern

times?
6. There are two types of countries: developed and

developing. On what basis are the countries
grouped? In which group does our country fall
and why?
7. Study the given picture and write a paragraph
regarding economic development and
entrepreneurship.

Self- Discovery: Project Work

Make a list of any three districts and find out the percentage of people who are
literate in each district. In term of literacy, which district seems more developed?
Discuss what could be the causes and consequences of having a relatively lower
rate of literacy.

Oasis Social Studies Grade - 9 31

Lesson Pre-requisites
for Development
2.2

Pre-reading Activity

Imagine you are responsible for developing a large inhabitant area into a thriving
city. What specific facilities would you need to develop it? Make a list of the projects
that you need to implement to develop the place into a city.

Reading

In the previous lesson, you have learnt the meaning and concept of development. You
must be wondering why some places struggle to develop while others suddenly develop
with all kinds of modern facilities. The simple reason is: development does not take
place automatically. It needs some basic conditions that help accelerate the development
process. The pre-requisites for development means the most necessary conditions to
facilitate the development process. The following are some of the major pre-requisites for
development.

Literacy

Traditionally, literacy meant the ability of people to read and write. The focus of literacy
programs, therefore, was on making people sign their names and making them able to
read news and other simple writing in their mother tongue. However, the idea of literacy
has undergone significant changes over the decade. Some years ago, being literate
included acquisition of basic skills at writing, reading, and arithmetic. Nowadays, literacy
also includes people’s ability to exercise civic rights and responsibility and their political
awareness and ability to make informed decision about their lives and community. As a
result, literacy these days includes seven important skills— Reading, Writing, Arithmetic,
Rights, Responsibility, Interrlationship, and Recreation. According to the national census
of 2011 AD, the literacy rate in Nepal is 65.9 percent.

Literacy is one of the indicators of development as the literate people not only make up the
skilled and semi-skilled workforce for development, but they also help raise awareness
about social values. A higher rate of literacy helps create cooperation among people and
motivate them to participate in the development process.

People’s Participation

People’s participation is vital for development. The local people in the area can identify the
needs and provide local expertise and manpower to successfully implement development
projects. People need to feel ownership of development projects for their success. For this,
their participation is vital.

32 Oasis Social Studies Grade - 9

Entrepreneurship

Entrepreneurship is people’s ability and willingness to take risk, organize, and undertake
businesses. Without entrepreneurship, development cannot take place. It leads to the
development of industry, trade, and local production. As of now, Nepal’s economy is
heavily dependent on foreign imports. We need to emphasize local production. For this,
we need the culture of entrepreneurship. In developed countries, we find a higher level of
entrepreneurship among people, leading to the growth of business, industry, and trade.

Peace

Peace is the most important pre-condition for development. It is the absence of war,
conflict, violence, chaos, disorder, aggression, and hostility. Peace is characterized by the
presence of harmony, stability, order, love, compassion, justice, happiness and prosperity.
If there is conflict, political instability, and frequent change of government and policies,
development cannot take place. For example, Nepal underwent a period of unrest and
conflict in the past decade. During the decade, development process took a back seat. As
a result, we were unable to develop infrastructures such as electricity, roads, and carry
out other vital development projects. Peace ensures a good environment for investment,
mutual cooperation among people, and stable government and policies. We often hear
the term sustainable peace. It is, in fact, a long lasting peace that fosters and strengthens
local capacity to deal with the past to engage with the present and to shape the future in
ways which do not exclude, oppress, or divide (Pearce,1997). Sustainable peace helps to
achieve sustainable development goals. Therefore, we all need to put combined efforts to
attain durable peace for prosperity and progress.

pre-requisite Glossary
entrepreneurship
facilitate : something necessary for other things to happen
: ability and willingness to undertake business
: help something to take place; promote

In-class Activity

Imagine you are a member of the School Management Committee. You have noticed
that parents are somehow reluctant to participate in various activities taking place
in the school. Briefly write how you would increase parents’ participation in the
development of the school.

Oasis Social Studies Grade - 9 33

Exercise

A. Offer very short answer to the following questions.
1. What do you understand by literacy?
2. How does people's participation enhance sustainable development? Write in a

sentence.
3. Why is there a lower level of entrepreneurship among Nepalese people? Write in

a sentence.
4. What is peace?
A. Offer short answer to the following questions.

1. What are pre-requisites of development? Explain.
2. Make a list of development pre-requisites and briefly explain one of them.
3. Previously literacy rate meant for 3R's. (Reading, Writing and Arithmetic). But

now to be literate a person should possess 7R's. What are they? Explain.
4. What is people's participation ? Why is people's participation encouraged in

development tasks ?
5. How should the country increase people’s participation in development? Offer

some suggestions.
6. Why should we emphasize local production? Explain.
7. What is entrepreneurship? How does entrepreneurship lead to development?
8. How is peace a pre-condition of development? Explain.
9. Why is peace vital for progress and sustainability? Explain.
10. Make a list of pre-conditions of development other than mentioned in the lesson.

Explain why you think they should be taken as the pre-conditions.

Self- Discovery: Project Work

Visit your locality and find-out what pre-requisites of development (roads,
drinking water, hospitals, electricity, etc.) are lacking there. Visit the office of the
local body (rural municipality/municipality) and get informations about different
plans and policies that have been made by the concerned bodies to address the
problems.

34 Oasis Social Studies Grade - 9

Lesson Infrastructures
of Development
2.3

Pre-reading Activity

Imagine a group of people decided to open a cement factory in a place called
Lamidada. Make a list of requirements for them to successfully operate the factory—
producing and selling in the market. Also give reasons why you think each factor you
have mentioned is a requirement.

Reading

You are quite right. To establish a cement factory, we need money, raw materials,
transportation, communication facility, access to market, etc. Both physical and
organizational structures needed for the development and for the smooth functioning
of a society are called infrastructures. For the development of a state or a territory,
we need basic facilities such as road, telecommunication, and power grid(electriciy).
Often called "infrastructures," these elements facilitate production and distribution of
goods and services in a society. Besides these physical facilities, political stability, good
governance, and accountability are other important parts of infrastructure development
in a nation. A correlation between these elements and physical facilities is a must for
sustainable development. For example, infrastructures such as education, health, capital,
transportation, communication, market, raw materials, skilled manpower can only be
properly mobilized if the government is stable. Therefore, corruption, impunity, lack of
accountability, and unhealthy political activities disturb the smooth implementation of
developmental activities.

It is noteworthy that, mainly due to the stable government and good governance, countries
like Malaysia, South Korea, and Singapore have developed within a short period of time.
Although Nepal’s developmental efforts began in the 1950s along with these countries,
Nepal is still unable to achieve a higher rate of development. Similarly, Republic of Congo,
an African country, is less developed than it was in the past, mainly due to corruption,
internal conflicts, unstable government, and civil war. Therefore, for sustainable economic
and social development, the management of basic infrastructures, availability of physical
facilities, and proper implementation of programs play an important role.

Nepal’s topography is very diverse. There are mountains, hills, valleys, and plains. Snow-
clad mountains are the permanent source of our rivers and central attraction for tourists.
Nepal is rich in water resource which is also called the white coal. We can reap benefit from
abundant natural resources. To utilize natural resources, we also need skilled manpower,
visionary plans and policies. The following are the means and resources of development:

Problems in the infrastructure of development in Nepal

• Lack of capital

• Slow pace of development activities due to lack of skilled technical manpower

Oasis Social Studies Grade - 9 35

• Difficulties in operation due to lack of equipment

• Difficulties in using available means and resources due to lack of public
awareness

• Quick damage or deterioration of constructed infrastructure due to difficult and
fragile topography

• Frequent occurrence of natural disasters like flood, landslide, earthquake, etc.

• Problems in the utilization of means and resources owing to religious and
cultural obstacles

• Increase in dependency and unable to form capital within the country

Education

Education is the basic need of human beings. It
creates awareness, and develops logical power; it is
an important factor that brings positive changes in
individuals and society. Education brings qualitative
change in people’s lives. So, if a society has educated
people, it is much easier to develop. Education is
a must for the development of a society as it helps
eradicate social evils, increase people’s skill and
knowledge. To mark the importance of education, we
celebrate 8th September as the International Education
Day.

Nepal has a very short history of formal education. Durbar High School is the first
educational institute of Nepal. In 2007 BS, there were only 321 primary and 11 secondary
schools. Tri-Chandra College was the only college providing higher education. Similarly,
in 2007 BS, 5.3 percent males and 0.7 percent females were literate. At present, altogether,
there are about 30,000 educational institutions and about 70 percent of people are literate.

Health

Health is a well condition of one’s body and mind.
A state of well-being that is free from disease is
health. According to the World Health Organization
(WHO), "Health is a state of complete physical,
mental and social well-being and not merely the
absence of disease or infirmity." Similarly, the
definition of health has changed over time. Health
also refers to "the resource for everyday life, not
the objective of living. Health is a positive concept
that emphasizes social and personal resources, as
well as physical capacities." Basically, there are two
aspects of health - physical and mental.

Physical health is related to physical aspects
of a person such as the normal condition and
functioning of body parts. A physically healthy body should have the capacity to perform

36 Oasis Social Studies Grade - 9

usual physical work.

Mental health refers to people’s cognitive and emotional well-being. A person who enjoys
good mental health does not have a mental disorder. According to the WHO, mental
health is “a state of well-being in which the individual realizes his or her own abilities,
can cope with the normal stresses of life, can work productively and fruitfully, and is able
to make a contribution to his or her community.”

Problems related to health

High maternal and child mortality rate, low life expectancy, and lack of medical facilities
are some of the major problems of health in Nepal. According to the Nepal Demographic
and Health Survey, 2016 AD, Maternal Mortality Rate is 239 per 100,000; Child Mortality
Rate 39 per 1,000; Infant Mortality rate 32 per 1000; and Neo-natal Mortality Rate 21 per
1,000. The average age of Nepalese has reached 62 years. The percentage of underweight
(weight to height) has increased from 11 to 13, and underweight (weight to age) has
decreased from 43 percent to 39 percent. However, the dismal condition of health service
providing agencies, especially lack of health workers, medicines and equipment, has
made it difficult for the people to obtain necessary and quality health services.

Electricity

Electricity is a basic infrastructure of development.
Most of the modern equipment requires electric
power. Without electricity, the lifestyle in today’s
world would be unimaginable. Telephones,
computers, lighting systems, the Internet, fans,
x-rays, billing systems, lifts, watches, heaters,
ovens, production work, water pumps, vacuum
cleaners, televisions, loud speakers, radios, trolley
buses, cable cars, water filters, and so many other
things need electric power to operate. Water is the
chief source of energy to produce electric power,
but we also use wind energy, thermal power, atomic power, solar energy, and chemical
energy to generate electric power. In Nepal, the major source of electricity is hydro power.
However, limited amount of electricity is produced from wind energy in high altitude
locations like Solukhumbu, Sindhupalchok, and Jomsom.

Potential and challenges of Electricity in Nepal

In Nepal, hydroelectricity was first produced in 1968 BS from Pharping Hydro Plant; the
plant generated 500 KW of electricity. Although we have 100 years’ history of producing
electricity, Nepal produces around 700MW of electricity and we are facing load-shedding
due to lack of sufficient generation of electricity. Nepal is rich in water resources and has
immense potential for hydropower, but we are yet to utilize its abundant water resources
to generate power. Moreover, a large number of people do not have access to electricity.
At present, only about 25 percent of people use electricity throughout the nation. The
government of Nepal distributes electricity in rural areas through Rural Electrification
Program in which local user groups participate in power generation project and bear 20
percent of the total cost.

Oasis Social Studies Grade - 9 37

Some hydroelectricity projects of Nepal

Hydroelectricity Project Stationed at Production
69 megawatt
Marsyangdi Hydroelectricity Project Tanahu 60 megawatt
21 megawatt
Kulekhani Hydroelectricity Project (First) Makawanpur 10.05 megawatt
42 megawatt
Trishuli Hydroelectricity Project Nuwakot 144 megawatt
20 megawatt
Sunkoshi Hydroelectricity Project Sindhupalchowk 14 megawatt
456 megawatt
Bhotekoshi Hydroelectricity Project Sindhupalchowk
12 megawatt
Kaligandaki 'A' Hydroelectricity Project Syanja 70 megawatt

Chilime Hydroelectricity Project Rasuwa

Modikhola Hydroelectricity Project Parbat

Upper Tamakoshi Hydroelectricity Project Dolakha
(under construction)

Jhimruk Hydroelectricity Project Pyuthan

Mid Marsyangdi Hydroelectricity Project Lamjung

Communication

Communication generally refers to a process
of sending messages from one place to another.
Communication is one of the most important parts
of life. Recently, new means of communication
and advanced technology have brought a
revolution in the field of communication. We
are familiar with the story of how people in the
distant past used to use birds, such as crows
and pigeons, to send message from one place to
another. Just two decades ago, sending letters
through postal service was a common means of
communication. These days, sending messages
through an electric device has become very common. As we know, ours is the age of
information technology (IT), and we use modern technology to communicate with others.
Telephone, mobile phone, email, and the Internet are the chief and widely used means of
communication. These days, video phones are also in practice. However, in comparison to
other developed countries, only about thirty-five percent of people in Nepal have access
to technology.

Similarly, print media are other means of communication. Newspapers and magazines
are powerful means of communication. Such print media tend to be slower than electronic
media but they have their own importance. In Nepal, more than 3,500 print media,
including newspapers and magazines, are published in various languages. Because of the
role of media in spreading information, media is also called the fourth organ of the state.

Transportation

Transportation is the backbone of development. Being a mountainous country, Nepal faces

38 Oasis Social Studies Grade - 9

difficulty in constructing roads, building
airports, and establishing waterways. By
the end of fiscal year 2071/72, all districts of
Nepal except Dolpa and Humla have been
linked with motor roads. The Karnali region
has been connected to the national road
network. The road now links this region to
Surkhet, but it is one of the dangerous roads
with a high rate of accidents. Although road
is the cheapest mode of transportation, due
to difficult terrains, Nepal is yet to fully
develop roads to facilitate transportation.
The Tribhuwan Highway is the oldest highway of Nepal. It was constructed in 2013 B.S.
under the aid of India. Nepal’s rivers are not useful for water transport because they are
narrow, swift-flowing with numerous falls and gorges.

Air transport tends to be expensive, and it is difficult to construct airports in the hilly and
the Himalayan region. Even these days, people in remote areas have to walk for hours,
even days to reach the nearest road. As a result, people living in these areas face scarcity
of goods for daily consumption. This also affects people’s health. Many people die of
curable diseases because of the lack of effective transportation in remote areas. Similarly,
people are unable to sell their agro-products in the market. For example, apples and other
fruits produced in the Karnali region often get wasted as farmers cannot transport their
products to nearby markets.

Some Highways of Nepal

S.N. Code Name of Highways Coverage Length.
No:

1. H01 Mahendra Highway Mechi–Mahakali 1027.67 km

2. H02 Tribhuwan Highway Birgunj – Kathmandu 159.66km

3. H03 Arniko Highway Kathmandu – Kodari 112.83km

4. H04 Prithvi Highway Naubise – Pokhara 173.43km

5. H05 Madan Ashrit Highway Narayanghat–Mugling 36.13km

6. H06 B.P. Highway Bhittamode – Sindhuli 198 km
Dhulikhel

7. H07 Mechi Highway Kechana–Taplejung 268 km
8. H08 Koshi Highway
9. H09 Sagarmatha Highway Rani–Hile 111km
10. H10 Siddhartha Highway
11. H11 Rapti Highway Kadmaha–Salleri 265km

Sunauli – Pokhara 181.22km

Ameliya–Musikot 196km

Oasis Social Studies Grade - 9 39

12. H12 Ratna Highway Nepalgunj–Surkhet 113km

13. H13 Karnali Highway Surkhet–Jumla 220km

14. H14 Mahakali Highway Mohanapul–Darchula 320km

15. H15 Seti Highway Syaule– Samuwagad, Sanfe 65.96km

Due to mountainous terrain it is difficult and expensive to develop road network in
Nepal. But comparatively road transportation is the only viable, cheap and reliable mode
of transportation in Nepal. Thus, the current fifteenth plan has brought the following
vision, goal, objectives, strategies and working polices to develop transportation.

Background
The national transport network covers 76 districts as a result of past efforts. By FY 2018/19,
the total length of strategic roads is 13,448 KM. Of this, 6,979 KM is blacktopped; 2,277 KM
is graveled, and 4,192 KM is earth road. The total length of 80 existing national highways
is 14,943 KM of which 6,000 KM is blacktopped, 1,150 KM is graveled, and 5,763 KM is the
earth road and an additional 2,000 KM of road tracks need to be constructed. According
to a survey conducted in 2018, 43 per cent of the strategic roads are in good condition, 42
per cent of roads are in average condition and the remaining 15 per cent of the roads are
in a poor state.

Vision

Development of dense, balanced, accessible, safe, quality, and sustainable road
infrastructure.

Goal

To achieve economic prosperity through socio-economic development and trade
facilitation by expanding the national road network.

Objectives

1. To develop and expand a balanced road network so as the total transport cost is
minimum.

2. To ensure a smooth traffic movement through appropriate measures for protection
maintenance and road safety.

Strategies and Working Policies

Strategies Working Policies

1. To develop a road network based 1. A long-term master plan will be

on a master plan with emphasis developed by categorizing roads

on provincial balance, which also based on different standards such as

includes modern infrastructure such load-bearing capacity, traffic volume,

as high-speed roads, underground and contribution to the economy.

roads, and viaducts. 2. Categorization and standards for

national highways, provincial

highways, urban roads, and local and

rural roads will be carried out.

40 Oasis Social Studies Grade - 9

3. Investment opportunities will be increased for
national highways through the involvement of the
project bank.

4. Project implementation will be started after
preparing a comprehensive plan of action,
including preparatory activities such as land
acquisition, right of way, drawing, and approval
for the utilization of forest area.

5. The East-West Highway will be upgraded to Asian
Highway standards and inter-provincial highways
will be expanded based on traffic volume.

6. North-South Highways of Karnali and
Sudurpashchim provinces still struggling with
proper road networks will be developed and
expanded based on traffic volume ensuring
domestic as well as international connectivity.

7. Provisions will be made to expand and strengthen
the road access to administrative centers of local
governments.

8. While developing and expanding the road network,
factors such as the contribution towards provincial
balance, economic hubs, or touristic destinations
will be taken into account.

9. Modern road infrastructure including fly-overs and
underpasses in city areas, tunnel roads in major
highways, and viaducts will be developed as part
of the expansion and development of roads of
strategic importance to reduce travel time.

10. The development of necessary infrastructure for
modern ICT-based intelligent transport systems
will be started with detailed plan for roads with
high traffic volume.

2. To use modern technologies 1. Other infrastructure sectors will be coordinated for

optimally by giving high the construction of national highways.

priority to the development 2. Human resources related to the road sub-sector
of institutional capacity. will be imparted high-quality training to develop

their practical skills.

3. The in-house staff of the road sector will be
optimally involved in projects implemented under
foreign aid to help transfer knowledge, skills, and
technologies.

4. Necessary amendments in the law and policy
improvements will be carried out with the high
priority.

5. The institutional capacity of the private sector
involved in infrastructure development will be
strengthened

Oasis Social Studies Grade - 9 41

3. To make arrangements 1. High-cost infrastructure such as national highways
for alternative sources of and inter-provincial roads will be developed
investment and reduce by ensuring quality through modern forms of
dependence on traditional contract, including public-private partnership,
public sector resources. EPC, and design-built.

2. Resources will be managed for the protection and
promotion of road infrastructure by also involving
road users.

3. Dependence on traditional public sector resources
will be reduced by tapping into alternative sources
of investment for finance.

4. To emphasize the 1. Road maintenance will be regularly monitored based

utilization of modern standards of road maintenance and responsibilities

technologies and agreed for each level of government.

mechanization for design, 2. Institutional reforms will be introduced to make
construction, operation institutions accountable to users by undertaking a
and maintenance of roads, review of existing institutional arrangements.

3. A fully-automated electronic system will be
developed by and road safety. optimally
using information technologies to improve
institutional effectiveness by facilitating access
to all information related to the development,
expansion, maintenance, and operations of road
infrastructure.

4. Appropriate methods including bio-engineering
will be effectively adopted for preventing surface
soil erosion.

5. Provisions will be made for road safety checks at
various stages of the design and construction of
roads to reduce road accidents and improve the
safety of the national strategic road network.

6. Resources for road maintenance will be managed
through the Roads Board.

5. To reduce possible impacts 1. Alternative measures will be adopted to minimize

or adverse effects of road closures due to landslides and accidents.

natural disasters and 2. Special precautions will be taken during the design
climate adversities. and construction of roads and bridges to minimize

the impact and damage from natural calamities

and climate adversities.

Source: National Planning Commission

42 Oasis Social Studies Grade - 9

Drinking water

Drinking water is an indispensable part of human life. Drinking water is a very important
thing to our bodies' health. Every system of our body functions well only in the presence
of water. Still one third of the Nepalese do not have an easy access to drinking water
facilities. Increase in urbanization, industrialization and rapid population growth have
created more demand of water.

Problems related to drinking water in Nepal

• Lack of adequate safe drinking water supply

• Increase in expenses of drinking water project as human settlement is far away
from the sources of water

• Irregular and ineffective supply of water due to leakage, poor technology and
ineffective plan

• Lack of proper plan and policy to strengthen the drinking water projects

• Unfavourable topography to supply the water to the people of the hilly and the
Himalayan region

• Deforestation which causes the sources of water to dry

• Pollution and contamination of sources of water

• Presence of harmful substance called arsenic in the underground water of the
Terai region

• Excessive use of underground water in the Terai region
Solution

• Introducing technologies such as rainwater harvesting, solar and electric
pumping as alternative sources of drinking water in dry areas

• Adopting environment friendly and climate – adaptive measures by using local
resources in the construction of drinking water and sanitation structures

• Regular repairing and maintenance of pipe lines

• Monitoring by the concerned authorities to ensure that drinking water services
are regular and good quality

• Implementing sanitation programmes by integrating the construction of
household toilets with drinking water projects

• Conducting a drinking water and sanitation services campaign in rural and
urban areas

• Establishment of sanitary sewerage systems in urban and semi-urban settlements
so that only treated water is discharged into rivers

accountability Glossary
impunity
visionary : taking responsibility
corruption : without punishment for wrongdoing
: awareness for future
: work done by unlawful means such as bribery

Oasis Social Studies Grade - 9 43

In-class Activity

1. Get into small group of 4-5 students. As a group, identify an area that needs
to be developed in your school or locality. Decide what infrastructures
would you need to have to successfully carry out the development project
you have devised. Offer reasons as to why you need those infrastructures.
Present your plan to the class.

2. Visit a nearby hospital or health post and complete the following table.

S.N. Description No.
1. Doctors

2. Nurses

3. No. of beds

4. Type of services

5. Medicines free of cost (type)

6. Average patients (per day)

Exercise

A. Offer very short answer to the following questions.
1. Write any two most required infrastructure of development in Nepal.
2. Why are infrastructures of development in Nepal poor? Write any two reasons.
3. How would you convince a person who takes a patient in the initial stage of a
disease to a shaman and turns to the doctor at the last moment and blames the
doctor in case of death of the patient?
4. Write any two ways to solve the health related problems of your community.
5. Name the largest ongoing hydroelectricity project in Nepal.
6. What is communication? Name the most common means of communication
used in Nepal.
7. Nepal's uneven topography is a great challenge to the development of
transportation. Justify the statement.
8. Write any two ways to make water safe for drinking.

B. Offer short answer to the following questions.
1. What do you mean by infrastructure of development? Explain with examples.
2. Show the relationship between development and resources available in the

44 Oasis Social Studies Grade - 9

country.
3. Education is the basis of social change and development. How far do you agree

with the statement? Why?
4. List four health-related problems of the nation. Explain them.
5. List four factors that affect the health of people. Explain these factors.
6. Why is electricity important for development? What can be done to provide

electricity to people living in rural areas?
7. Write a letter to No Light Department or the chief of the Nepal Electricity

Authority requesting to supply electricity in your locality.
8. Nepal has great prospect of hydro power. It can get economic prosperity by

selling some portion of its production. What necessary steps need to be taken to
achieve this?
9. What problems are seen due to lack of transportation? Write in points.
10. Make a list of factors that impede the development of transportation in Nepal.
11. 'Road transportation is the only viable, cheap and reliable mode of transportation
in Nepal.' Justify the statement.
12. What is drinking water? Write any three major problems of drinking water in
Nepal.
13. Write any four ways to solve the problems of drinking water.
14. Prepare a pamphlet to create public awareness about safe drinking water.

Self- Discovery: Project Work

Draw a picture showing an ideal society with different infrastructures of
development. Form a committee of three students of your class to choose the best
picture. Put the selected picture on the display board of your classroom as the
picture of the month.

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Lesson Traditional Knowledge,

2.4 Skills and Technology

and Their Creative Use

Pre-reading Activity

What will happen if the Internet suddenly disappears? How would you communicate?
How would you find information you need? Think about these questions and discuss
life without the Internet.

Reading

We cannot imagine life without modern technologies. We use a host of electronic gadgets
in our everyday life. But, technology was always there, if not in the modern form. Imagine
how people in the hunting age would have survived without modern technology. They
must have used their own tools, knowledge, and skills. Modern technology is all good
but there are often harmful effects of technology on environment and our planet earth.
Every bottle of cold drink you chill in the refrigerator emits harmful gas and contributes
to depleting the ozone layer. Gradually, we have realized that traditional knowledge
systems and technology used by our ancestors were more environment friendly. Instead
of solely depending on modern technology and knowledge, it is important that we also
develop our traditional knowledge and technology to achieve sustainable development.

Traditional knowledge is embedded in culture. So, traditional knowledge is also local
knowledge that a community has been using to make life easier and simple. In Nepal,
we have specific culture-based knowledge systems. For example, many years ago, the
drinking water system in the Kathmandu valley was solely based on public stone taps.
46 Oasis Social Studies Grade - 9

Community had utilized the underground water system to build stone faucets across the
valley. However, with the development of human settlement, these sources of water have
dried up. In villages, people use traditional tools such as stone grinders and water mills
to grind grains and produce flour, Kol to grind oilseeds. Such technology enables them
to produce healthy food. People use different ways to make Gundruk such as pressing
inside bamboo's case, burying inside the earth and keeping inside the earthen pot. All
these techniques reflect out traditional diversity. In the Terai region, people dry cow
dung to use as fuel. This is also our traditional skill and knowledge. Besides these, there
are many other traditional technology which are still prevalent in different parts of our
nation. Traditional villages have skill-based professionals such as cobblers, iron-smiths,
and tailors—who use their knowledge to produce and manufacture goods. Unfortunately,
these skilled people were looked down upon and their skills were not promoted. As a
result, we could not develop the culture of entrepreneurship.

In order to develop our community, we should emphasise utilizing traditional knowledge
and technology. The following are the benefits of using traditional technology:

• Helps promote our traditional identity.
• Helps utilize locally available materials, skills, and expertise.
• Traditional technology tends to be environment friendly.
• Helps preserve disappearing culture, technology and know-how.
• Helps pass the history and culture to new generation.
• Helps preserve human sources through updating existing skills and technology.
• Makes us proud of our ancestors' typical innovations.

Glossary

embedded : set firmly in something else
stone faucets : a stone pipe or hole out of which a liquid flows

In-class Activity

Get into small groups of 4-5 students. Discuss and select one traditional
tool/ technology that has just disappeared. Then discuss and suggest ways of
preserving it.

Exercise

A. Offer very short answer to the following questions.
1. What is technology?
2. What are traditional skills?
3. Write any two ways to commercialize the traditional technology.

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B. Offer short answer to the following questions.
1. What do you mean by traditional technology? Write advantages of traditional
technology over modern technology.
2. List the benefits of local technology. Explain one of them.
3. 'Traditional knowledge is embedded in culture.' Justify the statement.
4. Write a paragraph explaining the importance of traditional knowledge and
technology with suitable examples.
5. How can we improve and preserve traditional technology? Give some
suggestions.
6. Name some traditional tools/ technology that are prevalent in your community
and describe any one of them.

Unit Review

In this unit, you have learned that:

• The basic physical and organizational structures such as road, transportation,
etc. are called infrastructures of development.

• Corruption, lack of accountability, and political conflicts obstruct development.
• due of geographical diversity and hilly terrains, development of infrastructure

in Nepal is challenging.
• Education is a basic infrastructure of development.
• According to National Census of 2011, literacy rate in Nepal is 65.9%.
• Low enrolment and low rate of graduation are the major problems of education

in Nepal.
• Despite significant progress over the decade, Nepal still faces high infant and

maternal mortality rates.
• Access to affordable health facilities is another problem in the health sector.
• The Interim Plan has policy to provide free basic health services to each citizen

but the goal is yet to be achieved.
• Being a country of varied topography, Nepal faces challenges in developing

road transportation. However, most district headquarters have been linked with
roads even if some roads are yet to be paved.
• In Nepal, more than one third population has no access to safe drinking water.
• Major cities in Nepal, including Kathmandu, face severe shortage of drinking
water.

48 Oasis Social Studies Grade - 9

• Electricity and other means of communication such as print media, telephone,
and the Internet are basic infrastructures of development.

• Nepal has a huge potential of hydropower; as of now, Nepal produces 697 mega
watts of energy with an increase of 12% every year.

• Nepal has implemented the policy of participatory development, in which
people participate in the development efforts.

• Security, utilization of local resources, employment opportunities, and low cost
are some of the benefits of participatory model of development.

Test Your Knowledge

A. Offer very short answer to the following questions.
1. Why is development a dynamic process?
2. Write any two ways to solve the problems of infrastructure of development in
Nepal.
3. The topography of Nepal is a boon as well as a curse for the development. Justify
the statement.
4. Prepare a small news item mentioning an accident caused by the careless use of
electricity.
5. A doctor says, 'We love our nations, we will work in remote areas but provide
us with electricity, water, etc.' Do you think the doctor's demands are justifiable?
Give reason.
6. 'One of the major causes for road accidents in our country is the condition of
roads." Justify the statement.
7. The literacy rate of females in Nepal is comparatively low. Write any two reasons.
8. Draw a picture of any one of the most common traditional technologies of your
community.

B. Offer short answer to the following questions.
1. What do you mean by infrastructures of development? List out any four
infrastructures of development.
2. Mention any four aims of education.
3. Why is education regarded as the backbone for the development of a country?
Explain.
4. What are the problems of generating electricity in Nepal?
5. Write an article for the local newspaper explaining the need of people's
participation in the development work in a country.

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6. Prepare a list of means and resources available in Nepal and explain any one of
them.

7. How has the land topography of Nepal proved to be the boon of nature?

8. Mention any four reasons why infrastructures are not developed properly in
Nepal.

9. Study the given picture.
• Mention the problem.
• Write its possible solutions.

10. The literacy rate of male and female is not the same in Nepal. Write two causes
and two solutions.

11. Poor condition of roads is the main reason for road accidents in Nepal. Explain.
12. What makes apples from Jumla or Mustang so expensive in Kathmandu? What

can be done to minimize this problem?
13. Communication has made our world smaller. Why?
14. Although Nepal has potential of producing 83,000 MW of electricity, less than

1% has been generated and loadshedding problem is common. What do you
think should be done to meet the demand of electricity in the country?
15. Name six means of communication and show their relationship with electricity.
16. Draft a report for The Kathmandu Post about the casualty of electricity.
17. Write a letter to your friend convincing him/her to visit the doctor instead of a
shaman.

50 Oasis Social Studies Grade - 9