Social Studies 9

3Unit

Our Traditions, Social
Norms and Values

In this unit, we will learn about:
• Diversity of cultural traditions
• History and development of arts—painting, sculpture, and architecture
• Concept, definition, and importance of secularism
• Introduction to national luminaries
• Empathy and co-operation
• The culture of peace

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Lesson

3.1 Our Traditional Arts

Pre-reading Activity

Observe the example of famous Mithila painting below. Can you describe the
painting? What could be the theme of the painting? Discuss and try gathering as
much information as you can about Mithila paintings of Nepal.

Reading

Art is a part of life, and it is highly influenced by culture, religion, tradition, and beliefs
existing in the community or the country. Similarly, art also reflects culture, tradition,
festivals, and other practices of the society. Nepal is rich in arts and cultures, and our art is
highly influenced by the major religions practised in the nation. Our arts and cultures are
related to gods, goddesses, festivals, religions, historical events and political ideologies.
Nepali art has its own originality and identity. In modern times, western style has also
influenced Nepali art and culture. In the past, art was mostly related to religion, welfare,
and social work. However, in modern times, art has also become a profession for earning
the livelihood. In a broad sense, art can be categorised into three groups: painting,
sculpture and architecture.

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Paintings

Paintings depict figures on paper, wall, cave or
any other smooth surface. Paintings also express
feelings, opinions, beliefs and situations. It is
one of the oldest form of art because it is an easy
medium to express feeling with figures. Cave-
painting can be taken as the earliest form of
painting. Found in caves, these paintings often
show figures of cattle, wild animals, and human
beings. Cave-painting reflects the social life,
interests and the stages in the development of
human civilization. It is supposed that paintings
led to the development of sculpture and then
architecture emerged because one easily
expresses feelings through paintings. From such
paintings or figures real images can be made. We know that modern technologies are also
developed from artistic imagination, legends, and folklore. Few paintings from ancient
period are found because it is difficult to maintain and preserve the paintings done on
papers, clothes, and other surfaces. The colours may fade away after a long time and
gradually disappear. Wall paintings also disappear with the demolishing of walls. In
Nepal, a few paintings are found that date back to the Lichchhavi period.

In terms of the medium used, paintings are of three types – scroll painting, book painting,
and wall painting.

Scroll paintings (Pauva Chitra)

Painting done on clothes is called scroll painting.
Clothes may be square, rectangle or long clothes
like a tape. Such paintings are put or hung on the
wall of a house, temple, palace, seminar hall or any
other place such as a hotel. The long cloth painting
is scrolled on sticks or batons. The paintings can be
seen by scrolling the batons in the opposite direction.
It is believed that the practices of rolling paintings
on batons began as early as the eleventh century. The
Tibetan Buddhists belonging to the Mahayan sect
originally developed this technique which later on
entered Nepal.

Another form of scroll painting is Thanka. On the
basis of drawing methods, it is of two types–Mandala
and Patta. Painting in the form of circle is called Mandala. In this system, a major god or a
symbol is drawn at the centre and other gods and goddesses are drawn in a circular order.
In Patta painting, a major god or a family/community deity is drawn in a bigger size at
the centre while other gods and goddesses are drawn in smaller size in a rectangular
formation. Traditionally, in different bihars of the Kathmandu valley, such paintings are
exhibited once a year between Bhadra Krishna Pratipada (the first day of the Lunar calendar)
to Ashthami (the eighth day of the Lunar calendar).

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Book paintings (Granth Chitra)

Pictures and illustrations included in books are known as
book paintings. Usually, in the beginning, book paintings
and illustrations were done in bhojpatra and copper plates.
Ashtasahasrika Pragyaparamita made around 10th century
B.S. is the oldest available example of Nepali book painting.
The painting includes Panchabuddha and Taara on the one
side and Bajrasatwa, Devi, and Pragyaparamita on the other
side. Nowadays, book paintings use paper as the medium
of painting. In context of ancient Nepali book painting,
Niswastantra of 11th century, Bishnu Dharmagranth of 12th
century, Pancharakshya Granth of 13th century are popular.
Pancharkshya Granth has been preserved at the National Art Museum in Bhaktapur.

Wall paintings (Bhitte Chitra)

Generally, the paintings on the wall of a house,
temple, palace, or a bihar are called wall paintings.

In the Terai region, Maithili and Tharu people paint
their house walls with different figures. These are
some of the common examples of wall painting in
Nepal. Wall painting is the oldest form of art. Cave
paintings are found in different parts of the world,
some of which are thousands of years old. We can
see wall paintings on the walls of Pachapanna Jhyale
Durbar (the palace with 55 windows) constructed
during the reign of Bhupatindra Malla in Bhaktapur and walls of the Kumari Temple
in Kathmandu. Paintings in Swayambhu Shantipura, created in the Middle Ages, are
examples of wall paintings. Mostly, wall paintings are influenced by religion and depict
religious traditions and beliefs. The Newars of Kathmandu paint their doors with the
figures of parrots, Ganesha, Asthamangal, Kalash, and flowers. In the eastern Terai,
wall paintings are famous examples of Mithila art. Besides gods and goddesses, Mithila
art often depicts images of animals, birds, cultural events, tradition, and beliefs. Book
painting and scroll painting are other famous forms of Mithila art. In Mithila tradition,
female painters outnumber the male ones.

Glossary

ideology : political belief
identity : who or what somebody or something is

In-class Activity

Get into small groups of 4-5 students. Choose a form of painting you like. Then, prepare
a brief presentation on the painting. In your presentation, include introduction to the
painting, major themes of the painting, and material used in such painting.

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Exercise

A. Offer very short answer to the following questions.
1. What is an art?
2. How do paintings promote national identity?
3. How do paintings depict our culture?
4. Write any two ways to commercialize our paintings.

B. Offer short answer to the following questions.
1. What is painting? What do paintings reflect?
2. Describe the method of creating scroll paintings.
3. What do you think is the social, economic and religious importance of paintings?
4. In recent time, Mithila art has flourished in the Terai region of Nepal as well as
in some other countries. What could be the reasons for its popularity? What can
be done for its further development?
5. Which kind of painting is shown in the picture below? Write its history and the
major features?

6. In your opinion, which gods and goddesses mostly feature in Nepali paintings?
Explain.

7. What should be done to preserve and develop Nepali paintings? Write in points.
8. Write the similarities and differences between different types of paintings.

Self- Discovery: Project Work

Visit a museum, religious or a historical site, select one or two pieces of painting
and write brief notes on their history, importance and the beliefs that the paintings
express.

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Lesson Sculpture in Nepal

3.2

Pre-reading Activity

Read the news below published in The Nepali Times. Then, discuss the questions
that follow.

But do we put them inside museums or restore them to their original places of
public worship and risk losing them again?

In a few weeks, if all goes according to the schedule, the 12thcentury stone sculpture
of Uma-Maheshwor stolen from Wotol in Dhulikhel in 1982 will be returned to
Nepal. The figure was sold to several art dealers and museums before ending up
on a lonely pedestal in the Museum fur Indische Kunst (Museum of Indian Art)
in Berlin.

The return of the Uma Maheswor is part of a new trend in which religious and
historical artefacts are being returned to their rightful owners in Greece, Egypt,
Cambodia and Thailand by museums and private collectors in Europe and North
America.

-Sujata Tuladhar, Nepali Times

a) What kind of problems do you think Nepali art and sculpture are facing?

b) Why do you think such stolen artefacts are being returned?

c) How would you answer the question the writer asks at the beginning?

Reading

Sculpture is the work of art on a solid

figure or object made by carving or shaping

wood, metal, stone, or clay. Nepal is rich

in sculpture. We have our own style, form,

and concept of sculpture. The moulding

technology is also unique and traditional.

Nepalese sculpture is influenced by religious

beliefs, traditional practices, social norms,

and values. So Hinduism and Buddhism

have greatly influenced Nepalese sculpture.

As Hinduism is polytheistic, there are idols Stone Sculpture
of various gods and goddesses. Although

sculptors generally use metal, stone, clay, and wood to create sculptures, a mixture of

clay and straw is a common practice in the Terai region.

Nepali sculpture has a long history. The idol of Tribikram of Baman is supposed to

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be the first historical sculpture; it dates back

to the reign of Lichchhavi king Mandev.

The idols of Birupaksha and Kirateswar

Mahadev at Gaurighat in Kathmandu are

other examples of ancient sculptures. Some

believe that these sculptures belong to the

Kirat period but there is no clear evidence to

prove the authenticity of their time period.

The Lichchhavi period remained an important

period for sculpture. Many sculptures were

made during the Lichchhavi period. Vishnu,

Garuda and Vishwarup of Changunarayan are

some fine examples of sculptures that date back

Metal Sculpture to the period. The later half of the Lichchhavi
period was specially fertile for the development

of sculpture. Many temples and idols were made which were inspired by religious and

spiritual thoughts. The idols and crafts housed

in Kailashkut and Mangriha were supposed

to be of high standard; others included in

Bhadradhiwas, Ugrachandi of Bhaktapur,

and Nateswar of National Museum, etc. are

some examples of sculptures made during

the Lichchhavi period.

The Malla period in Nepalese history is equally

important for the development of sculpture.

The idols of gods and kings in the Palace of

55 windows, Nyatapole Temple, Krishna Tribikram Sculpture
Temple of Patan, Hanumandhoka Palace,

and the Awalokiteshwar of Hiranya Varna Bihar are excellent examples of sculptures

that belong to the Malla period. The Malla kings of Kathmandu started the tradition

of installing their statues, specially around the palace and public places. We can see the

statues of various Malla kings in the Kathmandu valley. Bhupatindra Malla of Bhaktapur,

Yog Narendra Malla of Patan and Pratap Malla

of Kathmandu had their statues installed around

the palaces. Outside the valley, Tilaurakot was

famous for sculptures done in terracotta form. A

terracotta sculpture of woman that dates back to

the third century BC was found in Tilaurakot.

After the unification of the country, the
development of sculpture slowed down. Most
sculptures during this period show religious
themes. A very few idols and statues were made
during this period.

During the Rana regime, the European style Wooden Sculpture
of sculpture entered Nepal. The Ranas had
their statues molded in the European style and

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installed in different parts of the Kathmandu Valley.

After the Rana regime, statues of kings and other famous
persons including litterateurs (Laxmi Prasad Devkota, Lekhnath
Paudel, Balkrishna Sama), politicians (B.P Koirala, Ganesh Man
Singh), and martyrs were made and installed in different places
of the country to show respect to them. These days, sculptors
mold idols primarily for the commercial purpose; such idols
are often exported to European countries. Artists and sculptors

earn by selling statues and idols in the domestic as well as in Birupaksha Sculpture

international markets. Besides religious beliefs, sculptors these
days employ new abstract themes as well. Lalit Kala Campus
(College of Fine Arts) offers degrees in fine arts such as sculpture and painting; the Nepal
Academy also supports the development of arts, painting, and sculpture in the country.
NAFA (Nepal Association of Fine Arts) is affiliated with the Nepal Academy which works
for the promotion of painting and sculpture.

polytheistic Glossary
authenticity
spiritual : worshipping many Gods
terracota : validity
abstract : related to religion and soul
artefacts : made of clay
: arts representing natural things or ideas
: objects of art

In-class Activity

Stealing and smuggling nation’s most valuable artefacts to foreign art markets has
been a problem in Nepal. Discuss this problem in a group and provide suggestions
to protect and preserve valuable paintings and sculptures of Nepal.

Exercise

A. Offer very short answer to the following questions.
1. What does a sculpture reflect?
2. Name the first historical sculpture of Nepal.
3. Why is sculpture not very popular among Nepalese consumers?
4. Write any two ways to preserve the sculptures installed in public places.
5. What sort of sculptures are common and popular among the tourists visiting Nepal?

58 Oasis Social Studies Grade - 9

B. Offer short answer to the following questions.

1. What is sculpture? How is it different from painting?

2. Briefly state the history of sculpture in Nepal with suitable examples.

3. What are the factors influencing Nepali sculpture?

4. What are the materials used for sculptures? Which material do you think is most
durable?

5. What do you think are the benefits and drawbacks of sculptures done for
commercial purpose?

6. Historians consider the Medieval or the Malla period to be the most fertile
period for the development of sculpture. What could be its reasons?

7. "Sculpture of a nation often reflects religious beliefs, festivals, and traditions."
Justify this statement with examples of Nepali sculptures.

8. Unfortunately, many historically and religiously important idols have been
either stolen or smuggled and sold in foreign markets illegally. Write a letter to
the editor of a newspaper offering your suggestions to stop the smuggling of
valuable artifacts.

9. What can Nepal Academy, Nepal Art Council, Nepal Association of Fine Arts
(NAFA), and College of Fine Arts do for the promotion and development of art,
paintings and sculpture?

10. The domestic market for paintings and sculptures has not developed much. So,
Nepali artists have to depend upon foreign markets. What could be the reasons
for the lack of domestic market for paintings and other art objects?

Self- Discovery: Project Work

a) Visit different websites like www.welcomenepal.com, www.nepalart.com and
other websites sponsored by hotels and travel agencies. Study the use of
Nepali art, painting, and sculptures in such websites and make notes of how
each art object is explained.

b) Find an idol or a statue in your locality, and write an introduction to it. You
may use the following points to organize your writing:

• Name of the idol or statue
• Method used
• Who made it
• Religious or historical importance, if any
• Date of making or installation
• Popularity
• Beliefs or themes that it reflects

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Lesson

3.3 Architecture in Nepal

Pre-reading Activity

Study the picture of the Kathmandu Darbar Square after the great earthquake of
2072 B.S. As you can see, these historical monuments are examples of great Nepali
architecture. Discuss and offer suggestions to save similar monuments from future
destruction.

Kathmandu Durbar Square after the great earthquake of 2072 B. S.

Reading

Architecture is the science or art or practice of designing, planning, and creating building
structures. It includes houses, palaces, temples, monuments, museums, monastries, etc.
Architectural designs are another form of art that has become an important part of the
Nepali cultural heritage. We have historical records of famous palaces such as Mangriha,
Kailashkut Bhawan, and Bhadradiwas constructed during the Lichchhavi period.
Unfortunately, these palaces no longer remain with us; they were destroyed due to
different causes. The Palace of the 55 Windows of Bhaktapur, the Patan Durbar Square are
excellent examples of ancient architecture, belonging to the Malla period, that still exist.
Stylistically, architecture of Nepal may be divided into five broad groups–the Pagoda
style, the Stupa or Chaitya style, the Shikhar style, Mugal, and Modern style.

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The Pagoda style

This style of architecture refers to the

multi-roofed structure with wide eaves

supported by carved wooden struts. The pagoda

style architecture shows the finest specimens of

the architectural genius of Nepali artists. This

style was fully developed by the thirteenth-

century BS. The style was later adopted in

China and from there, it spread to other Asian

countries. For this, the credit goes to a young

architect-sculptor-painter, named Araniko,

who led a delegation of eighty Nepalese artists

to Tibet. The nine-storey Basantpur Palace,

Taleju Temple, Degutale, Jagannath Temple,

Gorakhnath Temple, Majudewal, Jaisidewal, Nyatapola
Pashupatinath Temple, Seto Machhindranath

Temple, Garudnarayan Temple, the seven storey palace of Nuwakot built by Prithvi

Narayan Shah, are outstanding specimens of pagoda style architecture. Other notable

examples are Bhairab Temple and Nyatapola of Bhaktapur, Kumbheshwor Temple,

Bhimsen Temple and Rato Machhindranath Temple of Patan and the Temple of Palanchok

Bhagawati.

The Stupa style

The stupa style buildings are in hemispherical or

dumbbell shaped, without doors and windows.

The Swayambhu and Baudhanath Shrines are

Nepal’s first examples of stupas that incorporate

the Chaitya style. This style of architecture is purely

Buddhist in concept and execution. Narrowing

towards the top with thirteen circular rings is a

style based on Buddhist philosophy. The stupas Bouddhanath Stupa
in Patan, said to have been built by King Ashoka,

are considered to be the most ancient stupas of Nepal. Mayadevi temple of Lumbini,

Charumati Bihar of Chabahil and Mahabouddha Stupa of Mahabudha, Kathmandu are

other examples of Stupa style.

The Shikhar style Krishna Temple

The Shikhar style is another architectural design
found in Nepal. The main feature of this style
is the design which is curvilinear or pyramidal
towards the top with spires at the end. Generally,
five or nine spires are kept at the top. The
Krishna Temple in Patan, built by the Malla king
Siddhinarsingh Malla in 1793 BS, is the finest
specimen of the Shikhar style. Other temples
of Shikhar style are Pratappur Temple and
Anantapur Temple of Swayambhu, Shiva Temple

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of Indrachowk, Kathmandu, Mahabouddha Temple of Patan and Batsaladevi Temple of
Bhaktapur.

The Mugal style

The Mugal style originally came from the
Middle East. In this style, the roof is made into
a dome with a bellshaped stupa on the top. The
Janaki Temple of Janakpur follows this style of
architecture. Rani Mahal of Palpa and mosques
located in different places of Nepal are other
examples of Mugal style.

Janaki Temple

Modern style

After the unification of Nepal and specially during
the Rana regime, European style also influenced
Nepalese architecture. Thapathali Durbar, Shree
Mahal, Sital Niwas, Babar Mahal, Singha Durbar
are the examples of this style. Due to their
historical importance and the unique styles of
Nepali buildings and temples, the UNESCO has
included Nepali palaces and temples in the World
Heritage List to protect them from destruction.

Singha Durbar

eaves Glossary
strut
incorporate : the lower edges of a room that stick out over the walls
execution : long thin piece of wood or metal
curvelinear : include
: implementation, enforcement
: having a curved line or lines

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In-class Activity

Visit a historical site and observe the architecture there. Take a photograph of
the building you like the most. Identify its architectural style and write a brief
description of it.

Exercise

A. Offer very short answer to the following questions.
1. What is architecture?
2. Name any two examples of ancient architecture, belonging to the Malla Period.
3. What does the pagoda style architecture reflect?
4. Write one difference between Pagado and Stupa style.
5. Write one main feature of Shikhar style.
6. Where did the Mugal style originally come from?

7. Which is the most common architecture in Nepal?

B. Offer short answer to the following questions.

1. Draw a table with five columns and write down the major features of architectural
designs and styles in each column.

2. Collect the names of historical buildings, monuments, and palaces of Nepal that
are built in European style. Write brief notes on the specific features that the
buildings display.

3. Describe the history of Mugal style architecture.
4. Differentiate between modern and ancient Nepalese architecture.
5. "Pagoda is the unique style of Nepalese architecture." Justify the statement.

6. Write about any two styles of Nepalese architecture with examples.

Self- Discovery: Project Work

• Visit a famous building or a historical site in your area. Collect as much
information as you can about the building or the site and give a brief
presentation about it to the class.

• Find a number of images of temples, palaces and other monuments published
in newspapers, magazines, books, and booklets. Choose one or two images
you like the best and paste them on a display board or the school board with
brief notes on the style and historical information related to each building or
monument.

• The major problem we have these days is: how to preserve and maintain
our historical heritage, the ancient buildings, and monuments. Write an
essay on the importance of preserving historical architecture of Nepal with
suggestions of your own to preserve them.

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Lesson Religious Tolerance

3.4 and Secularism

Pre-reading Activity

Pick a religious site of your locality and briefly talk about:
• What religion does it belong to?
• Who are the devotees?
• What are the most important religious activities related to the site?

Reading

Secularism means a state without the imposition of any religion or religious belief. In a
secular country, civic life remains neutral to any religion. After the second Janaandolan
(People’s Movement II), 2062/63, Parliament of Nepal declared Nepal as a secular

state on 4 Jestha 2063. Prior to it, Nepal was the only Hindu State in the world. In the
present constitution of Nepal in Part 3, Article 26 of the fundamental right, there is the
provision of right to religious freedom. The Constitution of Nepal, 2072 states, "Nepal is
an independent, indivisible, sovereign, secular, inclusive, democratic, socialism-oriented
federal democratic republican state." The constitution also guarantees the fundamental

rights of people to practise their own religion.
According to the constitution, "Every
person shall be free to profess, practise and
preserve his/her religion according to his/
her faith." However, the constitution forbids
one person to convert another person from
one religion to another. It further states
that "Every religious denomination shall
maintain its independent existence, have
the right to manage its religious sites and
religious trusts in accordance with the law."

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From time immemorial, there is religious
tolerance and harmony in Nepal. We can say
proudly that we have not witnessed any religious
conflict in the country. During the Malla period,
Pratap Malla had permitted Christians to stay in
Nepal. It is said that Bhasker Malla kept Muslims
in his own palace. Likewise, Prithivi Narayan
Shah called Muslim experts to train Nepalese
troops and make weapons. These examples
justify that there was religious tolerance since
time immemorial. All the people respect each
other’s religion. As a result of this age-old tradition of tolerance and harmony, Nepal
prides itself in cultural diversity. There are many temples, mosques, churches, stupas and
religious shrines located in various places.

Important religious places in Nepal

S.N. District Religious places

1 Jhapa Satasidham

2 Illam Bouddhdham, Maisthan, Larumba

3 Panchthar Singhdevi, Gupteswore Mahadev

4 Taplejung Pathivara Bhagawati

5 Morang Biratkali

6 Sunsari Budasubba, Baraha Kshetra

7 Dhankuta Chhintang Devi, Margasthan

8 Tehrathum Singhbahini

9 Sankhuwashabha Siddhakali, Manakamana

10 Bhojpur Singhakali, Chandisthan

11 Siraha Salahesh temple

12 Saptari Chhinnamasta

13 Udaypur Chaudandi Devi

14 Khotang Halesi Mahadev

15 Okhaldunga Champadevi

16 Solukhumbu Syangboche, Tyangboche Gumba

17 Dhanusa Ramjanaki Mandir

18 Mahottari Jaleswor Mahadev

19 Sarlahi Rajwa Shiwalaya

20 Sindhuli Kusheswor Mahadev

21 Ramechhap Kewaleswor

22 Dolakha Bhimeshwor , Kalinchwok Bhagawati

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23 Makawanpur Bhutandevi, Churiya Mai
24 Bara Ghadhimai, Kankali Devi
25 Parsa Maisthan, Alakhyanath
26 Rautahat Shiwaji Mandir, Mosques
27 Chitawan Someshwor Kali
28 Shindhupalchok Larke Dhyang
29 Kavrepalanchok Palanchok Bhagawati, Namobuddha
30 Bhaktapur Nyatapola, Taleju Bhawani, Dattatraya
31 Lalitpur Krishna Mandir, Bihars, Churches
32 Kathmandu Pasupatinath, Swayambhu, Jame Masjid, Bauddhanath
33 Nuwakot Bhairavi Mandir, Devighat
34 Rasuwa Gusainkunda and Surya Kundas
35 Dhading Gupteshwor Mahadev, Nilkantha
36 Gorkha Gorakhnath, Manakamana
37 Lamjung Kalika, Isaneshwor
38 Tanahun Dhorbarah, Devghat
39 Syangja Alamdevi, Garaunkali, Manakamana
40 Kaski Bindhyabasini, Talbarahi, Shanti Stupa
41 Manang Chhek Gumba
42 Mustang Muktinath , Narsing Gumba
43 Myagdi Galeshwor Mahadev
44 Parbat Gupteshwor Mahadev, Modiveni
45 Baglung Kalika Mandir
46 Gulmi Resunga, Rudraveni, Ruru
47 Palpa Rishikeshav, Bhairavathan
48 Nawalparasi Triveni, Balmikiashram, Palhi Bhagawati, Devdaha
49 Rupendehi Mayadevi, Baudha Stupas
50 Kapilvastu Tauleshwor Mahadev, Lumbini, Tilaurakot, Mosques
51 Arghakhanchi Supa Deurali, Bhagawati
52 Pyuthan Swargadwari
53 Rolpa Bajubarah
54 Rukum Kalikadevi

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55 Salyan Bhubaneshwori
56 Dang Chaughera Pith
57 Banke Bageshwori, Mosques
58 Bardia Timkodhiya
59 Surkhet Deutibajai, Kankrebihar
60 Dailekh Panchtirtha, Jwaladevi
61 Jajarkot Paink Masta Mandir
62 Dolpa Tripurasundari
63 Jumla Chandannath, Bhairabnath
64 Mugu Kalika Malika Gadhi
65 Humla Badpale, Halji Bouddha Gumba
66 Kalikot Tripursundari
67 Bajura Badimalika Bhagawati
68 Bajhang Jalpa Devi, Surma Devi, Dhandar Masta
69 Achham Barada Devi, Gajura, Vaijnath temple
70 Doti Saileshwori temple
71 Kailali Shivaji Temple, Beda Baba
72 Kanchanpur Siddhibaba, Brahmadev, Jwaladevi
73 Dadeldhura Ugratara Devi
74 Baitadi Jagannath, Mailoli Devi
75 Darchula Tapoban, Mallikarjan

An example of religious Tolerance in Nepal

There is dense population of Newars at Bagbazar in Kathmandu. In the same place Muslims are
also found residing since time immemorial. In the recent time, people from Mechi to Mahakali are
also found living there permanently. Muslims in Newars' houses and Newars and other people in
Muslim house are living as tenant. Those people are freely working in different occupations. They
also follow their religion and culture. Near Bagbazar, there is the Hindu temple in the middle of
Ranipokhari. To the east of Ranipokhari, there are two mosques of Muslims. There are also different
Hindu temples, Buddhist stupas and Christian churches around Bagbazar. The eastern side of
Indrachowk is called Raki Tol where Iraqi Muslims have been living.

In Bagbazar, the houses of people belonging to different caste and religious groups are attached
to one another. People of different religions take part in each other's festivals enthusiastically.
There has never been any conflict. They respect each other's religions. This is an example of
religious tolerance in a multi-religious, multicultural and multi-ethnic society.

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profess Glossary
tolerance
harmony : receive or give religious instruction
sovereign : acceptance of others’ practice and customs
inclusive : being in good relationship
: independent
: including all and every aspect; not discriminating

In-class Activity

There are a lot of conflicts currently going on in the world. Religion is one of many
issues leading to such conflict. Get into small groups and discuss ways of solving
conflicts, specially religious conflicts.

Exercise

A. Offer very short answer to the following questions.
1. What is secularism?
2. When was Nepal declared a secular state?
3. How did secularism develop in Nepal?
4. Give any two examples that show religious tolerance in Nepal.

B. Offer short answer to the following questions.
1. How does secularism promote religious tolerance and national unity?
2. Write the names of at least five countries that are secular.
3. Write the names of at least five countries that have a state religion.
4. Why is Nepal called a multi-religious country? What are the major religions
practised in Nepal?
5. How is right to religion protected in the present constitution of Nepal?
6. Conduct a debate on "Secularism Supports National Integration".
7. Some religions are monotheistic while others are polytheistic. How are
monotheistic religions different from polytheistic ones?
8. Write a letter to your friend highlighting the importance of religious tolerance.

Self- Discovery: Project Work

Visit a temple or any religious shrine in your area and describe it with the help of

the following topics:

• Name of the religion that the place represents

• Any story, legend, or folklore related to the place

• Date the shrine was built; person who built it
• Historical and religious importance of the shrine
• Mode of worship, festivity, etc.

68 Oasis Social Studies Grade - 9

Lesson

3.5 National Luminaries

Pre-reading Activity

Before you read the lesson, discuss the following questions.
• Who is your favourite national personality?
• What contribution has the person made to the nation?
• Why do you consider the person a national hero?

Reading

Throughout the history of Nepal, many persons have contributed to the nation. Because
of their contribution to the nation and society, they are respected as the "National
Personalities". Some of them gave up their lives, and others their labour, knowledge and
property for the nation and its art and literature. There are innumerable persons in our
country whom we remember as important persons. Among them, a very few are listed
as being the national luminaries. A committee chaired by Bal Krishna Sama declared
13 persons as the national luminaries in 2018 BS. In the 2050s, two other persons have
been included in the list: Pasang Lhamu Sherpa (2055) and Shankhdhar Shakhwa (2056).
In 2066, Kirat Mahaguru Falgunananda has also been included in the list of national
luminaries. Now, altogether, sixteen persons have been declared the national luminaries.
The following is a brief introduction to each of them:

1. Sage Janak

Janak was the king of Mithila, known as Janakpur these days;
he was a religious and spiritual-minded person and a follower
of Brahma. He lived his life as a sage, always studying religious
books and philosophy. He gave more importance to soul and
spirit than the mere physical body. He had a great respect for
intellectuals, sages, Yogis and Pandits. He patronized many
intellectuals, including women. Maitreyi and Gargi were notable
women intellectuals who graced his court. In his court, he used to have discussions
and debates among sages and intellectuals on religion, Bhakti (devotion), Moksha
(salvation), Shruti (scriptures) and Neeti (civic policies). During his period, all the
people in his state were happy, prosperous and secure. During the reign of king
Janak, Mithila was the centre for knowledge and learning. Therefore, he was famous
in the ancient Mithila region as well as across the entire Bharatvarsha (the greater
India).

2. Sita

Sita was the daughter of king Janak and wife of Lord Rama. The
Hindus worship her as Janaki Mata (Goddess Janaki). She is respected
for her personal character, tolerance and patience. She was an ideal
person filled with virtues. It is believed that she never compromised
her virtue even if she suffered many hardships in her life.

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3. Gautam Buddha

Gautam Buddha was born in Lumbini in 563 BC. After years of
meditation, he attained enlightenment; thus, he became the Buddha
or the enlightened one. His teachings and principles are known as
Buddhism. Lumbini is the source and inspiration of peace in the
world. He preached peace, non-violence, and sympathy for fellow
beings. Every one respects him as the founder of peace and non-
violence. His principles are more useful in the present day society as they care for
lasting peace and promote tolerance.

4. Amshu Verma

He was one of the famous persons from the Lichchhhavi period.
He led the country as a strong and independent territory. He
helped spread the name and fame of the country in Tibet, China,
and India. He also ran administration in an efficient way. He is also
known for his book Shabda Vidya. A Chinese traveller, Huen Tsang,
has explained about his popularity and ability in his diary. During his period, Nepali
art and architecture reached its height. Although no longer existing, his palace, the
Kailashkut Bhawan, is believed to be a great specimen of excellent architecture. As a
result, the Lichchhavi period is also called the Golden Period in the history of Nepal.

5. Ram Shah

Ram Shah was the king of Gorkha; he was famous for dispensing
justice to people. He brought in many reforms in the economic,
social, religious and legal systems of the state. He made it sure
that justice was easily available to ordinary people. Because of his
reputation for providing justice to people, the legend has it that
anyone deprived of justice should go to Gorkha ( Nyaya Napaya Gorkha Janu).

6. Prithvi Narayan Shah

Prithivi Narayan Shah unified the then-divided nations of Nepal.
Therefore, he is considered to be the founder of modern Nepal.
He spent his entire life for the country, mainly building a unified
and larger nation. Originally, Prithivi Narayan Shah, the king of
Gorkha, annexed small principalities into one sovereign state.
He extended Nepal’s territory toward the east, and his successors
extended it to Kumaun in the west. His heart was filled with patriotism. He was a
brave warrior and a skilled organizer; he was equally farsighted and industrious. He
always dreamt of a greater, prosperous and glorious country. He protected the nation
from the East India Company. His policies and ideas about nationality, self-reliance,
and foreign relations are collected in the book called Dibya Upadesh (Divine counsel).
Prithvi Narayan Shah's contribution can be summed up under the following points.

• Creator of a sovereign Nepal • Great politician

• Champion of Justice • Brave commander

• Person to give full respect to intellectuals • Inventor of non-aligned foreign policy

• Protector of traditional culture • A farsighted and successful planner

70 Oasis Social Studies Grade - 9

7. Araniko

Araniko’s real name was Balabahu. He was born in Patan and was
a great artist of that time. He was also a great sculptor, architect
and scientist. In the fourteenth century BS during the reign of
Abhaya Malla, he led a group of 80 artists to China at the invitation
of Chinese emperor, Kubla Khan. He built many temples and
monuments in Tibet and China. Among them, Sweta Pagoda (the
white pagoda) of Beijing is the most famous one. Kublai Khan was astonished to see
the great artistic talent of Araniko. He helped spread Nepali culture and architecture
in China as well as in East Asia. Chinese people fondly called him “Araniko” (meaning
womanly face) and Minghoi (meaning a talented and skilled person).

8. Amar Singh Thapa

Amar Singh Thapa was a brave soldier and warrior. He led the
Nepalese army during the Anglo-Nepal War (1814-1816 AD). Amar
Singh took the responsibility of protecting western Nepal against
the attack of the East India Company. He had a great responsibility
and fought valiantly to protect the sovereignty and independence
of the nation. When the war ended with the Treaty of Sugauli in 1816, Nepal lost its
territory to British India. Amar Singh Thapa was against the treaty and it made him
very unhappy. Historians believe that due to this, he became an ascetic and went to
Gosainkunda to find peace of mind. He breathed his last there.

9. Bhimsen Thapa

Bhimsen Thapa was one of the famous Prime Ministers of Nepal.
He reformed the army and the social system. It is said that he tried
to unite the entire South Asia to fight against British imperialism.
He was a great patriot and a nationalist. Credit goes to him for
building the Dharahara (the minar) of Kathmandu, which was
struck by the earthquake of 2072 BS.

10. Bala Bhadra Kunwar

Like Amar Singh Thapa, Bala Bhadra Kunwar was a great soldier
of Nepal. During the Anglo-Nepal War, he showed the bravery
of Nepali people in the battle of Nalapani. Although they were
heavily outnumbered and poorly equipped, Nepalese army, under
his command, fought against the army of the East India Company.
Due to his heroism and bravery, he even received praise from his
enemies, the British army generals. The British honoured him installing an inscription
in memory of his bravery.

11. Bhanu Bhakta Acharya

Bhanu Bhakta Acharya was born in 1814 in Tanahu. He translated
the epic Ramayana into the Nepali language and wrote many
books of poetry. Because of his great contribution to Nepali
literature, he received the title of Aadi Kavi (the first poet).
Although Prithivi Narayan Shah unified the country in terms of
territory, it was Bhanu Bhakta Acharya, who through his works in
the Nepali language, unified the nation in cultural sense.

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12. Motiram Bhatta

Although Motiram Bhatta died young at the age of 30, he left
a number of praise-worthy works. Credit goes to Motiram for
introducing and popularizing Bhanu Bhakta Acharya’s works.
He also identified Bhanubhakta as being the first poet of Nepali
literature. Motiram is also known as Yuba Kabi (the young poet).
He is also regarded as a Shringgarik Kabi for his highly sensuous
love poems.

13. King Tribhuvan

He is believed to have played a crucial role in the inception of
Prajaparishad, the first political party of Nepal. He took part
in the democratic movement against the Rana regime. He is
credited for introducing democracy in Nepal in 2007 B.S.

14. Shankhadhar Shakhwa

It is believed that Shankadhar Shakhwa made the country debt-
free by paying people’s debt from his personal means or effort.
He was a businessperson and a social worker. It is said that he
collected gold from the sand from the Bishnumati River and
earned money. According to another belief, he was a great
merchant in Tibet, where he earned sufficient money and paid
off the debt of country and people. To mark such an occasion of
freedom, a new era of Nepal Sambat was introduced in 937 BS during the reign of
king Raghabdev. He was declared national luminary on 2nd Mangsir 2056 B.S.

15. Pasang Lhamu Sherpa

She is the first Nepali woman to climb Mount Everest on Baishakh
10, 2050 BS. Unfortunately, she died caught in an avalanche while
descending from the summit. She displayed an uncommon bravery
and has become an inspiration for Nepali women. According to
the decision of the Nepal government she was declared a national
luminary on Baishakh 9, 2059 B.S.

16. Kirant Mahaguru Falgunanda

He was born in Illam in 1942 BS. The great Chumlung
(assembly) of the Kirants was called by him in 1988 BS. He
was against the use of alcohol and animal sacrifice in religious
shrines. He urged the Kirant people to get educated and not to
discriminate between a son and a daughter. He died at the age
of 63 in 2005 BS. He was declared a national luminary on 16th
Mangsir 2066 BS.

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patronize Glossary
salvation
virtue : give support and shelter
annex : freedom from earthly life
sensuous : good qualities
valiantly : to connect, make a part of
ascetic : full of physical appeal
imperialism : bravely
: a person who has given up desire and earthly happiness
: rule of a nation over another

In-class Activity

As a class, select at least three persons who have greatly contributed to education in
Nepal. Write a brief profile for each personality.

Exercise

A. Offer very short answer to the following questions.

1. What do you mean by national luminaries?
2. What type of persons are declared as the national heroes or luminaries?
3. What lesson can we get from the national luminaries?
4. How should we work to make the dreams of national luminaries come true?

B. Offer short answer to the following questions.

1. What are criteria for declaring a person a national luminary?
2. Some view that the list of national luminaries is not inclusive. Do you think

some persons are excluded from the list? Who would you recommend to be
listed and why?
3. Who among the national heroes impresses you the most? Why?
4. Write a letter to your friend explaining the contribution of any national
personality to the country.
5. Some buildings, roads, and institutions are named after the national luminaries.
For example, Araniko Highway (Kathmandu to Kodari) is named after Araniko.
Make a list of public places named after national luminaries.
6. Write a brief biographical note to each of the following personalities:

a) Kirant Mahaguru Falgunanda b) Ram Shah c) Araniko

Self- Discovery: Project Work

a) As a class, prepare and act out a "National Luminaries" docudrama, in which sixteen
students represent sixteen national heroes of Nepal. Each student actor plays the role
of a national luminary expressing his or her views on the present condition of Nepalese
society. Make sure that the person impersonating the luminary presents views in the
area or field that the luminary belongs to. For example, the person playing the role of
Bhanu Bhakta Archarya should offer views on Nepali literature.

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Lesson Empathy and
Co-operation
3.6

Pre-reading Activity

Imagine you are walking on the street. You caught sight of small children foraging
food in heap of wastes at the street corner. They look pathetic, hungry, and sleepless.
How would you feel at the moment? How would you react if one child implored you
for food? Share your feeling with the class.

Reading

We are sure you will definitely feel for the unfortunate children in the street. You want to
reach out to them. You want to know who they are. You want to help them out the way
you can. You cannot just be indifferent to others' suffering and pain. As human beings
we feel for others. This feeling for others, our willingness to love and help others, and
our readiness to understand others' experience, suffering, and our ability to sympathize
people who are in distress is called the virtue of empathy.

However, you must have also noticed people who simply pass by. Owing to increase in
industrialization and urbanization human lives have become hectic. As we began to live
in a more sophisticated modern society, we are gradually losing our sense of empathy as
mostly we are thinking of ourselves. Life has become so complex and competitive that we
are forced to be selfcentered, caring for our own good only. Such a depletion of human
virtue and value leads the society towards corruption. In fact, we should inculcate the
virtue of empathy and reach out to people who are in need.

Co-operation means working together for the pursuit of a common goal or common
interest. It involves the division of workload and coordination of activities. In co-operation
we need sympathy and identification.

In the modern world, no one can live and survive on his or her own. Each individual
needs help and cooperation from others; and the person should extend help to others.
This allows us to build a strong society based on mutual cooperation. We have witnessed
wars and conflicts in the world such as World Wars, genocide, and ethnic cleansing. Lack
of empathy and understanding of each others’ feeling is the root cause of such conflicts
in the world.

Nepal is a country of diversity. People from different ethnic, cultural, linguistic, and
religious background live here in harmony. People have always focused on unity. They
have always raised their voice for peace and harmony. But, once we lose the virtue of
empathy and cooperation, there is a danger of conflict among us. We need to build a
society that is inclusive and free from all forms of discrimination, based on ability, gender,
race, caste and language.

74 Oasis Social Studies Grade - 9

empathy Glossary
virtue
genocide : feeling of understanding and sympathy towards others

: good quality

: a deliberate killing of a large group of people

In-class Activity

Get into small groups of 4-5 students. Gather several events taking place in the
country within a week. Ideally search in newspapers. Then, fill in the table below:

Cooperative and empathetic work Lack of cooperation and empathy

Exercise

A. Offer very short answer to the following questions.

1. What is empathy?
2. How does empathy help build a strong society?
3. What is cooperation?
4. What happens when we lose the virtue of empathy and cooperation?
B. Offer short answer to the following questions.

1. What is the role of co-operation in a country like Nepal? Explain
2. What can you do to promote feeling of empathy among people?
3. Give examples of conflicts that could have been avoided if people were

empathetic to each other.
4. How do you feel about contemporary society? Is it empathetic or self-centered ?
5. Write a letter to your friend emphasizing the importance of empathy in life.
6. 'For a diversified country like Nepal, empathy and cooperation are a must.'

Justify the statement.
7. There might be some examples of conflict in your community due to lack of

empathy and cooperation. Briefly write about the conflict.

8. Fill in the table below.

Merits of empathy and cooperation Demerits of conflict and misunderstanding

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Lesson

3.7 The Culture of Peace

Pre-reading Activity

We know that the development of the culture of peace starts from a single family.
What work do you and your family members do for the development of peace?

Reading

Peace is an essential requirement for every society to move forward towards development.
In an environment cluttered with hate, crime and war, human beings cannot prosper.
However, the term peace isn’t the absence of war. It is the presence of trust, faith, security
and love among the members of both the society and the nation. The culture of peace
is the collective actions we take to preserve such as environment. When our culture
promotes peace, it eliminates conflict and allows both man and society to flourish. The
UN resolution of 1997 defines culture of peace as based on "respect for human rights,
democracy and tolerance, the promotion of development, education for peace, the free
flow of information and the wider participation of women." Hence, it is a set of values that
negates violence and prevents conflicts coping with their root causes to solve problems
through dialogues among various groups.

Culture of peace : the need of development

Conflict breeds destruction. It destroys not only
the unity of the nation but also the bonds between
countrymen. Everyone wishes for happiness, but
that happiness doesn’t simply lie in materialistic
gain. True happiness lies in the ability to enjoy
all your rights and live freely in a world where
peace prevails. Developing culture of peace is not
important only for ourselves, but for the overall
development of the community and the nation.

As you know, Nepal is a country of unity in
diversity. Despite several religions that are practised in Nepal, there have been no conflicts
between followers of different religions. Clashes between ethnic groups, while common
in the world, have never occurred in the history of Nepal. The culture of peace plays an
important role in preserving national integrity as well.

Role of dialogue in promoting culture of peace

The world is plagued by conflict everywhere you look. Some people have yet to learn the
meaning of human rights, freedom, respect and integrity. Until problems like poverty,
illiteracy and discrimination are solved, there will be no progress in the field of human
development. By steadily tackling each problem with care and diplomacy, we will be able
to develop a culture of peace. For this, it is necessary to grant justice and democracy to
the people and give the desolate their fundamental rights. To promote such humanitarian
efforts, it is necessary to have dialogue between people, between communities and

76 Oasis Social Studies Grade - 9

between representatives of various nations.

The following methods can be applied for the creation of a culture of peace:

1. Develop diplomacy and mutual respect in order to resolve conflict in a peaceful way
2. Guarantee democracy, freedom, fundamental rights and freedom to all.
3. Facilitate platforms for people to discuss, engage in dialogue and reach meaningful.

conclusions regarding the culture of peace and its development.
4. Work towards eliminating poverty, illiteracy, and discrimination.
5. Make progress in both financial and social sectors of development.
6. The administration of the government should be handled in a transparent way
7. Any form of discrimination whether it is on the basis of caste, colour, religion or

gender must be eradicated.
8. Encourage dialogues between people of all races, religion and social standing to

better understand their views and concerns.
9. Enforce the restriction on arms, weapons and other tools of destruction.
In the end, everyone desires a peaceful world for a secure present and bright future. Wars
and suffering all start from the hurtful words we speak to others. To end all conflicts from
its root, we must understand the importance of peaceful dialogue in the preservation of
the culture of peace.

Glossary

negate : deny, nullify

coping : combating, fighting

breed : to produce

materialistic : priority to only material things

In-class Activity

Organize a speech competition on the topic "The Culture of Peace".

E xercise

A. Offer very short answer to the following questions.
1. What is peace?
2. Write any two features of culture of peace.
3. The culture of peace begins at home. Justify the statement.

B. Offer short answer to the following questions.
1. What is culture of peace? Describe it in brief.
2. Why is culture of peace necessary ? Write down its obstacles.
3. Write down the methods to nurture the development of peace.
4. Elaborate on the roles of an individual, society and the nation in the promotion
of culture of peace.
5. Mention any four ways to build sustainable peace in Nepal.
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Self- Discovery: Project Work

There might be some ways in your community that mediate conflicts such
as a committee of the elders, political organizations, volunteer groups, Aama
Samuha, etc. Find out such mediating agencies working in your community and
write an essay about the role of local organizations in solving problems and
establishing peace.

Unit Review

In this unit, we have learnt that:
• Social customs, traditions, and norms guide a society towards harmony and
social welfare.

• Nepal is a country of diversity and its constitution has recognized a variety of
religions, customs, and cultures.

• Scrolls, wall paintings, Thankas, and other forms of paintings are most popular
forms of painting in Nepal.

• Nepali sculpture has a long history, as early as in the Lichchhavi Period.

• Mostly Nepali sculptors have used metal, stone, and wood as the materials for
sculptures.

• Most sculptures in Nepal reveal religious and political themes.

• Nepal is a multi-religious nation and there is social harmony among people
who practise different religions, including Hinduism, Buddhism, Islam, and
Christianity.

• The constitution of Nepal has upheld the principle of religious freedom and
tolerance.

• Persons who have contributed to the nation’s growth in various sectors like art,
politics, history, and culture are called national luminaries.

• The lives of national luminaries inspire us to become a good citizen

• Empathy and co-operation are the fundamental elements of society.

• Peace is an occurrence of harmony characterized by freedom from violence, fear
and conflict.

Test Your Knowledge

A. Offer very short answer to the following questions.
1. What do you understand by traditional art?
2. What does an art reflect?
3. What is NAFA?

78 Oasis Social Studies Grade - 9

4. Among different styles of Nepalese architecture which one do you like the most?
Give reason.

5. Give an example that shows that there was religious tolerance in Nepal since the
time immemorial.

6. How many personalities have been included in the list of national luminaries in
Nepal? Write their names.

7. Justify the need of empathy and cooperation.

B. Offer short answer to the following questions.
1. Describe the development of sculpture in the Lichchhavi Period in brief.

2. How is our custom and tradition reflected in our art? Illustrate your answer with
examples.

3. Write any four differences between wall painting and book painting.
4. Which of the sculptures you have observed is the most beautiful one and why?
5. Write the names of the architectural styles and describe any one of them.
6. List out four differences between Pagoda and Stupa styles.

7. In which style is each of the following temples or places built?

a. Pashupatinath b. Bauddhanath

c. Janaki temple d. Krishna Mandir

8. Why is Nepal called a multi-religious country?

9. How is modern architecture of Nepal different from the traditional one?

10. Nepal is declared as a secular state. In this context, what advice would you give
for the promotion of religious tolerance in Nepal?

11. The Hindus make sacrifices of animals to their deities. Do you like this practice?
Suggest some reforms.

12. What do you think should be done by individuals and government for the
preservation of Nepal's sculpture? Give your opinions.

13. You might have made a tour to any one of the historical and architectural places.

On the basis of your visit, prepare a report under the following subheadings:

a. Place visited b. Objectives of the study

c. Methodology d. Findings of the study

e. Conclusions and recommendations

14. 'Nepal is a multi-ethnic, multilingual, multi-religious and multicultural country.'
Justify the statement with adequate evidence.

15. Write the names of any 10 national figures and briefly introduce any two of them.

16. What impacts are seen in the society in absence of empathy and co-operation? Explain.

17. 'Peace is one of the pre-requisites of development.' Justify the statement.

18. Mention any four positive changes in Nepalese life after the Comprehensive
Peace Accord - 2063.

19. "Maintenance of peace is the first condition for a nation's development." Justify
the statement giving suitable reasons.

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4Unit

Social Problems
and Their Solutions

In this unit, we will learn about:
• Historical, regional, and community-based social problems
• People’s participation for the solutions to social problems
• Roles and participation of NGOs and INGOs for the solution to social problems
• History of social reforms in Nepal
• Major social reforms
• Social problems and challenges to development
• Roles of students, teachers, and educational institutions in solving social problems
80 Oasis Social Studies Grade - 9

Lesson Social Problems and

4.1 Their Identification

Pre-reading Activity

Read the following news item published in The Nepali Times, reported by Malika
Aryal. Discuss the questions that follow.

In November (2009), a 30-year-old mother of four children was beaten up by her
family members and paraded naked around a village in Kailali. They dragged her
out from her home, beat her mercilessly and then forced her to eat human excreta.
Her mother-in-law's brother had just passed away. She had been accused of putting
a spell on him that caused his death.

When her husband, a labourer in India, returned, the couple went to the police
station but could not file a complaint. They said, "It was a personal matter, it should
be solved in the community." She did not receive justice. She is living in the same
village, in the same Dalit community as those who accused and assaulted her.

-- Malika Aryal, “Witch Hunt,”The Nepali Times

a) What kind of social problem does the news cover?
b) What does the news indicate about violence on women?
c) What is your view of people who still believe in such a superstitious idea in

our own times?
d) The news says that the authority turned down her plea for justice saying it

was a personal matter. Do you agree with the authority? Can it be a personal
matter?

Reading

People engage in various social practices in their lives. Such practices are useful activities
for the quality of human life and also necessary for fulfilling human and social needs.
However, some forms of social practices, as in the case above, are neither useful for us nor
beneficial to the society. Such unwanted and unnecessary social practices are called social
problems. Some social problems are induced by culture and tradition; others are born due
to social disorder, unhealthy competition, and lack of social control. Urbanization and
industrialization also lead to social problems. Among different social problems, some are
related to a specific geographical area while others are prevalent within a particular social
group. To solve the social problems, we should identify the root cause of the problems
and factors affecting them. In general, social problems prevalent in the country can be
categorised as follows:

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Conservative tradition and custom

Even today, the vast majority of social problems find their roots in the traditional beliefs
of our ancestors. The illogical customs we follow affect many Nepalese citizens living
in rural areas. These beliefs even prevail, albeit more subtly, in urban areas as well.
Thousands of girls in Nepal are severely affected by the belief in "witches". Other evil
practices like Jhuma, Deuki are still ongoing and must be stopped by spreading awareness
in rural areas. The belief that children should be married off at a very young age in order
to receive salvation is entirely incorrect, yet people still practise child marriage in many
communities. These impractical and superstitious beliefs degrade the society.

Discrimination

The unequal treatment of others on the basis of caste, gender, language, region, race or
ethnic group is termed as discrimination. Any sort of unfair treatment between males,
females and transgenders is known as gender discrimination. This type of discrimination
is the root cause for women being mistreated and financially and socially backward when
compared to men. Discriminating against those who cannot speak a given language
fluently has resulted in the gradual disappearance of certain languages and has hindered
the promotion of many others. The present law of Nepal dictates that there should be
no discrimination against people of any group, caste, religion, gender or region and has
made provisions for punishing the offenders of this law as well. However, in practice, the
mindset of the common people has yet to change. Discrimination is still in practice and,
as a result, the overall progress of society has been hindered.

Economic disparity

The difference in the financial status of the people of society results in a rift between the
rich and the poor and fosters the development of distinct social classes. The people of so
called "lower" classes feel oppressed by the rich and they turn to theft, bribery and other
atrocious crimes to have their way. It can be said that economic disparity results in both
discrimination and increased rates of crime.

Misuse of technology

In the modern age, it is impossible to find anyone who can live untouched by technology.
Technology has made human life and development easier, faster and simpler. But with
the advent of new tools come new ways to misuse them. Cyber crime, a raging global
problem, is carried out through the medium of the Internet. Young children are attracted
towards the internet and become engrossed in foreign culture while forgetting their own
identity. They may also be lured into illegal activities through social media and other
shady websites. Cyber bullying, the unfair treatment or harassing of others via the
Internet, also causes lasting emotional harm to adolescents. In order to stop the rampant
misuse of technology, we must spread awareness about cyber crime and tighten the laws
and punishments against people involved in such activities.

82 Oasis Social Studies Grade - 9

Glossary
assaulted : violently attacked

albeit : even though

salvation : the state of being saved from sin or evil, rescue

transgenders : people who have a sexual identity that is not clearly male or female

atrocious : cruel, very bad

engrossed : interested

In-class Activity

1. Fill in the table below as done in the example:

Effects of Child Marriage Effects of Effects of Effect of

Dowry System Drug Abuse Cyber Crime

• Unable to receive education
• Reproductive health problems
• Population growth
• Domestic violence and disputes

2. For four days, pay close attention to newspaper articles/television reports/radio broadcasts
and make a note of any news of social evil. Fill in the given table with your findings:

DAY The social evil at hand Problems Measures taken
created as a against the social evil
First Day
Second Day result
Third Day
Fourth Day

Exercise

A Offer very short answer to the following questions.
1. What is a social problem?
2. List out any two social evils that exist in your community.
3. What is discrimination ?
4. Write one effect of economic disparity.
5. Why is misuse of technology taken as a social problem ? Write in a sentence.

B. Offer short answer to the following questions.
1. What is social evil ? Write down any four negative effects of social evil.
2. 'Every evil creates problems.' Justify the statement with examples.
3. 'Social problems and evils are the obstacles to development and prosperity.' Do
you agree with the statement? Prepare an editorial on it.
4. Prepare separate lists of tasks to be done by the citizens and the government to
free the current Nepali society from evils.

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Lesson Corruption

4.2

Pre-reading Activity

Read the news below and discuss the questions that follow.
January 28, 2021- Nepal’s position on the latest Corruption Perception Index has been
downgraded from that of last year by four places. The country is now placed 117th place
among 180 countries and territories surveyed in this year’s Corruption Perceptions Index
2020 released on Thursday.

The annual report of Transparency International, a global anti-corruption group based
in Berlin, publishes the perception of corruption in a country. In the 2019 report, it had
ranked 113th.

This is a significant drop in Nepal ranking, especially when it had managed to move up 11
spots up in the annual of 2019 compared to 2018 when it had been ranked 124th.

This year Nepal’s score is 33. The index ranks 180 countries and territories by their
perceived levels of public sector corruption, drawing on 13 expert assessments and surveys
of business executives. It uses a scale of zero to 100, where zero is most corrupt and 100 is
least corrupt.

In South Asia, while Bhutan is the highest-ranked at 24th place, Nepal is behind Maldives
(75th), India (86th), Sri Lanka (94th) and Pakistan (124th). Bangladesh (146th) and
Afghanistan (165th) trail behind Nepal in the region.

With a score of 88, New Zealand continues to be one of the two top performers on the CPI
in the world, according to the latest report.

Denmark too has a score of 88 points. Syria, Somalia and South Sudan come at the bottom,
with 14, 12 and 12 points respectively.

The Kathmandu Post

a. What do you think is the Transparency International? What does it do?

b. What does the CPI index show about Nepal? What can be done to improve
Nepal’s rank in CPI?

c. What factors do you think are responsible for rampant corruption in this
country?

Reading

Any dishonest act committed by those in power,
often in the form of bribery, is known as corruption.
When someone uses their power or prerogatives
to satisfy their own greed, it can be said that they
are engaged in corruption. Though corruption is
against Nepalese law, it exists everywhere in our

84 Oasis Social Studies Grade - 9

society. Corruption hinders economic growth, social growth and even brings the overall
development of the citizens to a halt.

Statistics show that rates of corruption and bribery are higher in developing countries
like ours. It occurs on both the individual level and larger organizations as a whole. This
abuse of status is one of the most pressing issues in our society as corruption goes against
the very principles of democracy. Numerous problems such as conflict and inequality
arise as a result of corruption.

The Transparency International, a global civil society, has provided a measurement of the
corruption within a country. On the basis of CPI (Corruption Perception Index), it gives
a numeric value from 0-100 to various countries every year as a method of making its
citizens and the global community aware of corruption.

Socio-cultural Cause Political Cause

Effect of superiority feeling, showiness, Non-transparent political donation,
extravagance, western culture political interference, political
appointment without any criteria

Causes of
Corruption

Judicial Cause Management Cause

Non-uniformity in judicial decision, delay Lack of accountability, irregular appointment
in providing justice and transfer, avoidance of tax, acting at
personal will

Measures taken by Nepal to reduce corruption

1. The constitution of Nepal has included the Commission for the Investigation of
Abuse of Authority (CIAA) as an official constitutional body.

a. It has adopted remedial and promotional strategies against corruption.
b. Actions against corruption have been made more effective after CIAA Act, 2048

(with amendment) and Corruption Prevention Act, 2059 came into effect.
c. It has given the message that this Commission as the constitutional body takes

actions against the people who are involved in corruption.
2. Establishment of National Vigilance Centre with an objective to alleviate delay in

promotion of good governance and corruption control in public agencies on 27
Shrawan 2059 BS. There is a provision of direct control and supervision by the Prime
Minister.
3. Money Laundering Elimination Act, 2063 and Rules and Regulations, 2064 have
come into effect in Nepal.

4. Nepal signed the International Covenant related to corruption control in 2003. The
parliament of Nepal has approved it in 2011 AD.

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5. Various NGOs and INGOs have been working to create and implement awareness
raising campaigns.

6. Awareness programmes have been transmitted and broadcast through different
means of communication.

7. The government has encouraged its citizens to raise their voice against corruption.
8. Means of reducing corruption and awareness against corruption have been included

in the curriculum for students.

Glossary

rampant : spreading very quickly
prerogatives : rights, privileges
extravagance : the act of spending a lot of money

In-class Activity

• Is favouring one’s relatives or friends when giving out services or posts a form
of corruption? Discuss in the class.

Exercise

A. Offer very short answer to the following questions.
1. What is corruption ?
2. What is Transparency International Nepal ?
3. The CPI score of a country is 30. What does it indicate ?
4. Give one major reason behind high rate of corruption in Nepal.

B. Offer short answer to the following questions.
1. List the various methods that Nepal has adopted to fight against corruption.
2. Give a brief introduction to Transparency International and describe what it does.

3. Why is corruption classified as a social problem? Justify with suitable examples.

4. List three roles of citizens, society and students (each) in the control of corruption.

5. Although the CIAA is working to stop corruption, it is increasing rather than
decreasing. Why? Write down any four reasons.

6. "No entry for the corrupt." Such slogans are seen at public service offices. However,
complaints against corruptions are increasing. What will be the role of general
public in minimizing the corruption?

7. What measures has the CIAA taken to end corruption? Give examples.

8. Write a letter to the head of the CIAA to acknowledge their work in controlling
corruption and encourage this governmental body to be more active in its role of
eliminating corruption.

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Lesson Social Problems:

4.3 Prostitution, Addiction,
and Bullying

Pre-reading Activity

Have you ever bullied someone at school? Have you ever been bullied? If so, how
should a school discourage bullying? Why do young people resort to bullying?

Reading

Prostitution

When deprived people have no means of earning,
they are forced to sell their bodies in order to live.
Engaging in sexual behaviour with another person
for money is known as prostitution.

In Nepal, cities where the population is high are
prime hubs of prostitution. Brothels are operated
under the banner of different kinds of clubs, shops, etc. Some people even take to
prostitution as their occupation. However, this is against the law of Nepal. Educated
members of society should make it their duty to stop such illicit activity.

Major causes of prostitution : poverty, misunderstanding among family members,
illiteracy, unemployment, etc.

Addiction

An obsessive desire for something which interferes
with someone’s social, physical and mental health can
be termed as an addiction. Generally, when talking
about social problems, addiction refers to drug abuse,
gambling, alcoholism and smoking.

In our society, people are addicted to drugs, gaaza,
cigarettes, card games such as juwa, and even social
media sites such as facebook.

In order to protect ourselves from harmful habits, we should follow the guidelines below:
• We must refuse offers from strangers and friends alike regarding drugs, cigarettes,

etc.
• We should avoid addicts and try and stay away from them as far as possible.
• It is also important to maintain a friendly and loving atmosphere within our family.
• We must abide by all laws regarding the restriction of harmful substances.

In addition to the above preventive measures, the following methods can be adopted to
control addiction:

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• Employment opportunities should be offered, especially to youths.
• Addicts should be encouraged to quit harmful habits and be facilitated with

rehabilitation centers.
• In addition, they should be given opportunities to engage themselves in creative or

otherwise productive work.

• Domestic disputes should be reduced and an environment of peace and love must be

created within the family.

Bullying

The act of threatening, oppressing, insulting and/or
humiliating another person is known as bullying.
Such ill behaviour encompasses both verbal and
physical assault. Excluding a particular person from
a group and gossiping about someone behind their
back also fall under bullying. This type of social
problem is most common in children of school-
going age. However, the mental and emotional
after-effects of bullying sometimes carry through
the rest of the person’s life.

Bullying causes aggression and violence in teens and also fosters the development of a
strong desire for revenge. There have been many cases of children who have been bullied
lashing out at their oppressors, which has sometimes resulted in fatal injury. In order to
stop bullying, we need to encourage mutual respect and love at home and school. We
must respect others’ opinions, talents, and weaknesses. Activities that promote mutual
respect and friendship among peers should be conducted as well.

Glossary

hub : centre
brothel : a place where sex trade takes place
obsessive : excessive
strangulation : the out of killing someone by squeezing the throat

In-class Activity

Study the following table that shows the data of violence-related death in Nepal.

Reasons for death Number of death in percentage

Forced use of violence 14
Use of sharp weapon 21
Strangulation 11
Arson (Burning) 2
Firing (Shooting) 4
Unknown 13
Others 25

Source: WHO, 2014

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a) Undertake a mini research to find out what the government, local bodies, and
communities are doing to solve the problem of violence-related deaths.

b) What should be your role to raise awareness against domestic violence, the
major cause of violence-related deaths in Nepal?

Exercise

A. Offer very short answer to the following questions.
1. What is prostitution?
2. How will you respond to a friend who asks you to taste drugs? Write in a
sentence.
3. What is bullying ?
4. Why is bullying taken as a social problem?

B. Offer short answer to the following questions.
1. How is prostitution a social problem? Explain.
2. How do you evaluate the effects of girl trafficking and prostitution on the society
and the nation? Mention in points.
3. "Where women are honoured, there the gods are pleased." We ourselves make
the women stand in a very praiseworthy status by saying this. But, still we are
unable to check women trafficking in Nepal. Give any four solutions to this
repellent activity.
4. What are the possible reasons for a person becoming an addict? Write in points.
5. How is it possible to reform an addict? What organizations are working for the
rehabilitation of drug abusers and alcoholics?
6. Describe in detail the harmful effects of drug abuse on an individual, their
family, and their society.
7. What is bullying? How can it be stopped?
8. "Give respect to receive respect." Present your thoughts on this topic.

Self- Discovery: Project Work

Discover and make note of the social problems/evils occurring in your community.
Discuss these findings in the class and find the root cause of such problems.

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Lesson Local Organizations in

4.4 Solving Social Problems

Pre-reading Activity

Have you heard about Maiti Nepal or CWIN? If so, what kind of work does each
organization do to solve social problems? If you were to devote yourself to social
work, what kind of social problem would you like to work on and why?

Reading

Thanks to the development of science and technology as well as changes in human
attitudes, now we are able to solve many social problems the country faced in the past.
As the society develops and people become more educated, it is easier to tackle problems.
However, solving a social problem not only requires an individual effort, but it also needs
community participation.

We still face various social problems such as drug abuse, dowry system, and child labour.
Local organizations play an important role to solve social problems. Such organizations
work in different sectors such as education, health, culture, and environment. Youth clubs,
health clubs, sports clubs, women’s groups, environmental protection groups, women’s
right groups, children’s rights and welfare groups are the examples of institutions and
organizations that actively work to solve a range of social problems. The traditional self-
help organizations such as Guthi, Rodhi, Dhikur, etc. have also played significant roles for
the development and transformation of the society. For instance, various Aama Samuhas
(mothers’ groups) work against alcoholism, gambling and domestic violence. Similarly,
Buhari Samuha (daughters-in-law groups) of Nawalparasi works against dowry system.
Childrens’ club of Siraha supports child education and works against child marriage.

Some local organizations for social development in Rasuwa District

Institutions Major functions

Uttargaya Women’s To organize women to facilitate saving
Group

Janajagaran Forum To promote saving and coordinate with the concerned people

Paldopik Youth Club Conservation of Buddhism and the environment

Institute of Manekor Conservation of educational, social, and historical heritage

Lahare Pauwa Buffer Raise awareness about the preservation of environment
Zone Committee

Kalika Youth Group Promote culture and maintain sanitation in the urban area

Laligurans Group Community development

Long Foundation Nepal Development of education, economy, and infrastructure

Micro Entrepreneurship Provide training and conduct income generating programs
Corporation

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Guthi Glossary

Rodhi : organization that looks after the property and management
attitude of a religious trust

: group promoting culture such as folk song and dance
: the way one looks at things

In-class Activity

Collect the names of social organizations working in your district and write
what their main functions or objectives are.

Exercise

A. Offer very short answer to the following questions.

1. What is a local organization ?
2. Write down the areas in which local organizations work.
3. State the significance of local organizations.

B. Offer short answer to the following questions.

1. Some traditional organizations like Rodhi, Guthi, Bheja, and Dharmapanchayat
may still be active in your community. Describe the functions of any one of them.

2. You may be involved in a local club, a children’s society, or any other organization.
Write the main functions of the organization you are involved in and share it
with your friends.

3. Newspapers often publish the activities of Aama Samuha. Collect a couple of
news clips about this organization and discuss the importance of Aama Samuha
in your class.

4. Prepare a brief report on a contemporary social problem and submit it to the
concerned local organization for its solution.

Self- Discovery: Project Work

Visit a local club, NGO or any other organization and prepare a report about the
organization on the following headings:

• Name • Year of establishment

• Members • Objectives

• Contributions • Future plans

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Lesson National Organizations in

4.5 Solving Social Problems

Pre-reading Activity

Read the following code of conduct for National Non-Government Organizations
(NGOs) regarding human rights and discuss the questions that follow:

• NGOs should not perform any act that may violate the human rights of any
individual.

• The NGOs are obliged to comply with international humanitarian laws,
treaties, conventions, and declarations to which Nepal is a state party.

• The NGOs should not engage in any activity that undermines fundamental
principles of democracy, and norms and values of social justice.

• NGOs should be sensitive towards the moral norms and values, religion,
language, culture and tradition of their target communities.

• The activities of the NGOs should be socially inclusive, gender-friendly and
free from child labour.

Now, discuss in a group and propose at least three codes of conduct that you
would like the NGOs to follow. Give reasons as to why you want them to follow the
guidelines you have set.

Reading

In Nepal, a lot of non-governmental organizations work towards solving social problems.
At present, more than 25 are active and working in different sectors while others are less
active. They have assisted in different sectors of development. Currently, we cannot isolate
I/NGOs from the development efforts in Nepal. The National Planning Commission and
the government include these organizations while planning for national development.
Although NGOs and INGOs are important parts of development, they have some
weaknesses as well. The following are some of the major problems related to NGOs and
INGOs:

• There is lack of coordination among the I/NGOs
• Very few of them work in remote and rural areas.
• Income and expenditure is not often transparent.
• They spend more on administration than development.
• They work according to the policies of the donors but not as per the needs of the local

community.
• They increase dependency on the local as well as national level organizations.

92 Oasis Social Studies Grade - 9

Despite the weaknesses, I/NGOs have assisted in the development of Nepal. They are
involved in various sectors of development. The following are some of the NGOs and
INGOs currently working in Nepal.

Organizations Areas of Work

Maiti Nepal Girl trafficking and their rehabilitation

TEWA Nepal Health sector

ETC Children’s education

CWIN Child right, child labour and rehabilitation of children (especially
street children)

FPAN Family planning and maternal health

CVICT Working against violation in jails

INSEC Human rights

FEDO Dalit women

NARCONON Drug abuse; rehabilitation of addicts

NEFES Environment

GESSO For the welfare of ex-British army personnel

ECO HIMAL To uplift the living standard of Himalayan people

BASE Education and community development in the west Terai Nepal
(especially for ex-Kamaiyas)

Bal Bikas Samaj Development of children and their education

Health Net Nepal Tele-health education via the Internet

LWF Nepal Skill development for people from backward communities located
in the west hilly region of Nepal and for the Bhutanese refugees

NLA Welfare of labours

Action Aid Nepal Community development

Care Nepal Health and nutrition

SNV Nepal Research and good governance

UN related agencies About two dozen UN agencies are working in different sectors of
development. Some of them are UNDP, UNFPA, FAO, UNICEF,
UNESCO.

LWS Working for the development of dalits

JICA Nepal Community development and forest

ADRA Nepal Health sector and Bhutanese refugees

AMDA Nepal Health sector

IOM Management of refugees

INF Working against drug abuse and rehabilitation of addicts

DANIDA Local government bodies and politics and forest

Oxfam Nepal Gender and skill development

GTZ Nepal Forest, culture and historical heritage

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Glossary

rehabilitation : resettling in home and community
expenditure : expenses
transparent : open; making records available to public

In-class Activity

Briefly introduce any two NGOs or INGOs not mentioned in the lesson. Also
include their contribution towards solving the social problems.

Exercise

A. Offer very short answer to the following questions.
1. Write one difference between NGOs and INGOs.
2. Write any one of the major tasks of NGOs.
3. What does the National Planning Commission do?
4. Write one major task of IOM.

B. Offer short answer to the following questions.
1. CWIN works in the area of child welfare. Write a brief report on the work done
by this organization. You may need to consult various sources to find
out the required information.
2. Why have so many NGOs and INGOs emerged in Nepal? Give
reasons.
3. What are the drawbacks of I/NGOs in Nepal?
4. What kind of social problem does the figure show? What role should
I/NGOs play to solve the problem? What would be your role in solving
such a problem?

Self- Discovery: Project Work

The picture shows Anuradha Koirala, the
founder of Maiti Nepal, receiving CNN
Hero Award. Prepare a report about Maiti
Nepal and its contribution to solve social
problems. Include a brief introduction to the
organization, its activities and major work
done by the organization.

94 Oasis Social Studies Grade - 9

Lesson Attempts at Social
Reform
4.6

Pre-reading Activity

a) List a few things that you like about your school.

b) List a few things that you do not like about your school.

c) Now, get into small groups of 4-5 students and draw a plan to improve your
school. Present your ideas to the class.

Reading

Just like the plan to improve
your school, anything
we do to improve the
existing condition of an
organization or a society is
called reform. As societies
grow and develop, human
beings begin to face many
social problems related
to environment, social
management, and cultural
practices. In the past, there
was lack of knowledge, skill
and technology to tackle the
problems. Gradually, people
began to accept social problems such as superstition, religious fanaticism, autocracy,
despotism, etc. as parts of human life. Some social practices that we think as social
evils, might have been a way of life and a means to manage and control the society. For
example, caste system is a major social problem in Nepal, but it was believed to be a
revolutionary idea at the time of its introduction. In course of time, people identified such
social problems as being harmful to the society.

Malla king Jayasthiti Malla brought social reform through caste system based on people’s
occupations. Ram Shah established the system of justice. He made justice accessible
for everyone. He used to decide disputes on the basis of religious belief, social norms,
tradition, rites, and rituals.

Junga Bahadur Rana introduced the first ever written law, known as Muluki Ain (Civil
Code) in 1910 BS. It can be taken as an important reform, although it could not bring
any drastic change in the society. Another Rana prime minister Bir Shumsher established
the library. Similarly, Dev Shumsher opened more than 150 schools across the country.
Chandra Shumsher abolished Satee system in 1977 and slavery system in 1981 BS.

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However, the Rana regime itself was a social problem from the political point of view. So,
it was overthrown by Nepali people and democracy was introduced in 2007 BS. People
got fundamental rights such as freedom of speech, education, cultural practice and right
to choose an occupation.

The Interim Constitution of Nepal 2007 introduced different fundamental rights and
opened the door for social and economic development. The New Muluki Ain (new Civil
Code) was introduced on 1st Bhadra 2020 BS, which brought some changes in the society.
It allowed inter-caste marriage, remarriage, and widow marriage; it also prohibited caste
system, unequal marriages, child marriage, and polygamy. The practice of witchcraft was
also banned from the society. Similarly, Land Reform Act was brought in 2021 B.S. It set
the ceiling for land holding in order to utilize the land properly. The Act also aimed at
reducing the unequal distribution of land. The Act, however, could not be implemented
properly. A concept of "back to village" was implemented in 2024 for the development of
villages and to encourage the youth to return to their own villages after higher education.
It brought political awareness among the people living in remote areas.

The New Education System was implemented in 2028 to improve the education system.
The political movement of 2036 brought some political changes. The referendum held in
2037 imposed the partyless Panchayat System. In 2043, the first Panchayat election was
held. People got a chance to know about election, civil rights, voting right; it prepared the
background for the people’s movement of 2046 and restored the multi-party democratic
system in Nepal. The Constitution of Nepal 2047 introduced different fundamental
rights to the people. Political power was decentralised through local government. It gave
decision making rights to the local people. Since 2052 BS, the government began to allocate
budget directly to VDCs and Municipalities. It increased the pace of development at the
local level. This also allowed people to choose their development projects and address
the local needs. In Shrawan, 2057 B.S., the government abolished Kamaiya and Kamlari
system from the country.

People’s Movement II (2063 BS) brought changes in the political system. On 4th Jesth 2063,
the parliament was revived and the newly restored parliament made important decisions,
some of which are listed below:

• Nepal was declared as a secular state.

• The government now on would be called the Government of Nepal, not His Majesty’s
government.

• The word "Royal" was removed from the name of different institutions and agencies
of the government of Nepal.

• Tax was imposed on the property of the royal family.

The Haliya system prevalent in nine districts of the western region of Nepal ended on
Bhadra 21, 2065 B.S. The Constitution of Nepal guarantees human rights and equal
opportunities to people. The constitution envisions an inclusive society where all the
people get an equal opportunity irrespective of caste, gender and class.

96 Oasis Social Studies Grade - 9

Glossary

superstition : believing in things without reason
despotism : rule of a person with unlimited power
autocracy : rule in which one person possesses all the power
secular : separation of religion and state

In-class Activity

Write brief notes on the following social problems: Kamaiya, Chhupadi, Haliya,
Jhuma, Deuki.

Exercise

A. Offer very short answer to the following questions.
1. What is social reform ?
2. Which Shah king was famous for giving justice?
3. Which was the first written law of Nepal ?
4. When was Nepal declared a secular state ?

B. Offer short answer to the following questions.
1. Briefly introduce the reforms brought by Jayasthiti Malla.
2. What is Satee system? When did it appear in society and when was it abolished
from Nepal?
3. The end of the Rana government in 2007 BS was a kind of abolition of major
social problem of Nepal. Give reasons.
4. What types of social problems were abolished by New Muluki Ain of 2020?
5. "These days many social problems are created by human attitude and mentality
rather than the lack of proper laws." Do you agree? Why?
6. What provision has the Constitution of Nepal made to ensure social justice?

Self- Discovery: Project Work

Interview a couple of elders in your community to find out the status of caste
system in the past. Compare how it was in the past and how it is now. Share your
findings with the class.

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Lesson Vicious Cycle of Social

4.7 Problems and Their

Solutions

Pre-reading Activity

Make a list of social problems that you are familiar with. For each problem listed,
think of at least two solutions that you would like to implement.

Reading

A meeting was organized in Indreni Village today. Yesterday morning, two strangers took
away two young girls from the village, promising them high-paying jobs in India. The
villagers came to know about the missing girls hours after they left the village. Apparently,
it seemed that the girls were taken to India to be sold in brothels. The villagers were
saddened and angry because of what happened. However, this is not the first such case
in the village. To help the villagers, a social worker is also present in the meeting. So it is
a special meeting for them.

After a long discussion, the villagers found out that girl-trafficking was not a problem
on its own; it was connected with poverty, unemployment, illiteracy, conflict and lack of
coordination and cooperation among the villagers. The village was divided on the basis
of caste, financial status, and cultural traditions. After the villagers identified the issues
related to the problem, the social worker divided the villagers into five groups and asked
each group to find possible solutions to the problem. After a three-hour discussion, each
group came out with the following solutions:

Group –A

“We must have cooperation, coordination, fellow feeling and community sentiment in
the village irrespective of caste, class, gender, and traditions."

Group –B

“We need social awareness program in the village about a range of social problems.
Developing awareness about social problems will help us prevent social evils from
happening. Through awareness raising programs, we must bring changes in people’s
mentality, attitudes, and interests."

Group C

“The state and other concerned agencies must publicize the problem. We should use TV,
radio, newspapers, hoarding boards, banners, placards, and cultural events to publicize
such problems.”

98 Oasis Social Studies Grade - 9

Group D

“Social workers, teachers, students, lawyers, politicians, and civil servants should play
an active role in the village to prevent similar incidents from happening in the future.”

Group E

"We need education, training to develop skill, an easy access to funds to begin income
generating programs, and market to sell our products. We also need employment-
generating programs for the youth."

The villagers further discussed another serious problem which could threaten their unity.
It was conflict. Since the villagers had little idea about the conflict, the social worker
himself spoke to them about conflict in the following way:

Conflicts occur when there are hostile interests among the individuals. People have
different aspirations, feelings, desires and instincts. These qualities of human beings tend
to involve them in conflict. Mainly conflicts are of three types: Individualistic, Groupism,
Organizational.

Lack of
security,
distrust

Condition of Violence/
being free from conflict
discrimination
and exploitation, Conflict cycle

peace

Aftermath of Agreement/
conflict discussion,
agreement and
establishment of

peace

Features of conflict

• Conflict is a condition of stress and struggle.
• Two or more than two groups involve in a conflict.
• Conflict brings both positive and negative result.
• Conflict is an indispensable part of a society.
• Conflict needs to be accepted as a challenge.
Villagers were very much pleased.


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brothels Glossary
mentality
persuasive : places for prostitution, sex trade
: way of thinking
: convincing; believable

In-class Activity

Get into small groups of 4-5 students. Form a mock organization to tackle one
social problem such as girl-tracfficking, drug addiction, etc. Then, write out at least
four objectives of the organization.

Exercise

A. Offer very short answer to the following questions.

1. Who is a social worker ?

2. What is social awareness ?

3. List out any two major social problems in Nepal.

4. What is conflict ?

5. What are different types of conflict?

B. Offer short answer to the following questions.

1. Draw a table with three columns. In one column, write a list of social problems;
in another, briefly write about the condition of each problem listed; and in the
final column, suggest remedial measures to solve each problem mentioned.

2. If you were a social worker, what would you do to prevent the problem of child
labour? Draft a plan.

3. With the help of your teacher, organize an essay competition on the ‘Role of
Students in Solving Social Problems’.

4. Recently, the following news appeared in a national daily:

A few girls from the Badi community of Dang are unable to continue their
study because the government has not provided scholarship as promised. It is
the end of session and they are unable to enroll in schools yet. Yesterday, they
urged the local government authority, in front of some journalists, to provide
scholarship in time. If they do not get the scholarship, they will drop out from
school.

Who is responsible for the problem? Why are the girls compelled to seek others'
help for their study?

5. Identify a social problem in your area. Prepare some placards to publicize the
issue with persuasive slogans. Then, display them around your school premises.

6. What is conflict cycle ? Describe the negative aspects of conflict.

100 Oasis Social Studies Grade - 9