Social Studies 7

• Ministry of Education and Ministry of Women, Children and Social
Welfare conduct various programmes. Likewise, children's clubs and
child welfare committees are working in district and central levels. There
are centres for mentally retarded children. These authorities are working
for preserving children's rights.

• The constitution of our country has included children's rights as the
fundamental right. Likewise, it has also ensured special provisions for
preserving children's rights.

But the state alone cannot preserve children's rights. Each family, student and child
needs to be conscious about children's rights and take steps to preserve them.

Free the Words
signatory : one who signs and is bound by a document
rehabilitate : to help someone to have a normal life after they have been

very ill/sick
mentally retarded : less developed mentally

In-class Activities

Recall what you did on last International Children's Day. How did your school
observe that day? What was the chief purpose of that particular programme? Be
prepared to tell the class.

Exercise

1. Match the following. Nepal's constitution
SAARC
Child rights convention UN
Children's Regulation government of Nepal
Children's right as fundamental right
1990 as year of the girl child

2. Write True or False against the following statements.

a. We need to give children food and clothes, education is
not important.

b. We need to listen to the children and understand their
problems.

Oasis Social Studies & Population Education # 7 101

c. Children's rights won't help them unless they are
implemented.

d. State is the only responsible institution to ensure
children's rights.

3. Answer these questions.
a. What will happen to the children if their rights are not protected?

b. Describe SAARC's initiatives in protecting children's rights.

c. How do you think can a family help in preserving children's rights?
4. What has your rural municipality or municipality done recently to

preserve children's rights? Explain.
5. What are the major efforts made in the protection of child rights? What

roles can we play in the protection and promotion of child rights? Write
in points.
6. There might be some organizations working in your community for
the protection of child rights. Find out these organizations and list out
the major tasks so far they have carried out till date.
7. What problems have you seen in the protection of child rights? Make
a table with the problems and solutions to them.

Problems Solutions to the problems

102 Oasis Social Studies & Population Education # 7

Lesson Right to
Information
4.6

Pre-reading Activities

Right to Information is one of the fundamental rights. Why has it been under
fundamental rights? Discuss in the class.

Reading

In simple understanding information
means news, facts or events about
something. Information has become a
key means to understand the events
taking place around the world.
Information keeps one update with
different phenomenon occuring in
every nook and corner of the world.
Owing its importance Right to
Information has been kept under the
fundamental rights.
The Constitution of Nepal has the provision of Right to Information which
says "Every citizen shall have the right to demand and receive information
on any matter of his or her interest or of public interest." It means each citizen
is empowered to seek information of his/her individual interest as well as
information of public interest. Public interest means concern of many people.
Many areas like schools, hospitals, bridges, roads, etc. come under public
interest.
Why Right to Information?
In the modern age Right to Information is viewed with great importance. Every
c itizen has the right to demand and obtain information held by public agencies
on any matter of public importance. This right of citizen has significant role to
bring change in many aspects such as:

Oasis Social Studies & Population Education # 7 103

- change the traditional bureaucratic practices
- lead the society towards transparency and accountability
- establish a democratic society
- maintain rule of law
- minimize corruption
- establish a just society
- discourage rumor
Procedure of exercising Right to Information
If you are interested to get the information related to individual or public
concern follow the following procedure:

- Write an application to the information officer.

- Mention the information clearly you are looking for.

- No fee is taken to obtain information from public library or any other
source provided publicly to everyone.

- No fee is charged to observe or inspect notice record, documents in any
office or workplace for the first half an hour. Thereafter, 50 rupees is
charged per hour for an individual.

- No charged is taken for the information up to 10 pages in A4 size paper
and thereafter, Rs 5 per page is charged.

- Rs 50 fee per diskette is charged for the information provided in diskettes,
CD or any other digital form of technology.

Free the Words

empower : to give power
bureaucratic : a system of government where most of the decisions are
made by state officials
accountability : the quality of being responsible
rule of law : a principle of governance where everyone is guided by state
law
just : reasonable, lawful
rumor : unproven information passed from person to person
diskette : floppy disk

104 Oasis Social Studies & Population Education # 7

In-class Activities

Prepare any two slogans related to Right to Information. Share with your friends.

Exercise

1. Write True or False against these statements.
a. Information has become an inseparable part of our life.
b. We need not to be updated with the current news.
c. It is the right of citizens to demand and obtain information held by
public agencies.
d. Right to information helps to maintain good society.
e. Right to information indicates the right to be informed with only
good things.

2. Answer these questions:
a. What is information?
b. How has the Constitution of Nepal defined the 'Right to Information'?
c. Write some examples of public concern.
d. Write down the importance of Right to Information.
e. Write down the procedures of exercising Right to Information.

3. What do you think should be done to make Right to Information more
effective? Write any three points.

Oasis Social Studies & Population Education # 7 105

Lesson

4.7 Democratic Culture

Pre-reading Activities

Think how democratic your class is. Do you ask questions to your teacher in
class? Are you encouraged to express your views in class? How do you feel when
someone stops you from expressing your opinion? If your answers are mostly
"No", then your class needs to be more democratic.

Reading

Compare these two families. Family
A is tyrannical. The family head
sends girls to work and sends only
boys to school. He does not allow
other members to express their
views. He is the one who tells others
not to smoke. But he himself smokes
heavily. He forces his children to
sing and dance even when they don't
want to. He looks down upon people
of lower castes. Everyone in the family is unhappy, frustrated, and agitated.
They could do anything to the family head if he does not change.
Then there is family B. The head of the family smiles to everyone. He listens
to everyone's problem. He sends both boys and girls to school. When his
children don’t want to go to school, he tries to understand the reason before
scolding them. He lets everyone put forward their views. He respects people
of his village. He works for protecting public property, does not believe in
superstition and tells others to follow it. He practises what he preaches. He
believes in coexistence, peace, cooperation and dignity.
What's the difference between family A and B? A lot. One fundamental difference
is family B has a democratic culture, family A does not. A democratic culture is
a state in which all members have an equal right to be involved in running an
organization. It is a culture which believes that all members of the society are equal

106 Oasis Social Studies & Population Education # 7

and that none is superior or inferior because of wealth or social class.

In democratic culture everyone is treated equally. People do not believe in
superstition. They are against discrimination on the basis of sex, colour and caste. In
democratic culture, there is no room for inhuman activities like crime and violence.

Everyone has freedom to speak and express their opinions. Coexistence, peace,
reconciliation, self-esteem, etc. are the backbone of democratic culture. Hence, the
following things need to be considered while implementing democratic culture.
• Treat everyone equal.
• Do not show greediness.
• Make social interest above the personal interest.
• Make proper use of time.
• Speak and act against superstition and social evils.
• Keep good thoughts.
• Show respect and honour others.
• Make proper use of public property.
• Discharge your responsibility.
• Do not be extravagant.
• Eradicate the untouchability.
• Respect and obey the law.
• Give opportunity of education to all.
• Do not discriminate on the basis of caste, color, religion, sex, race and region.

Free the Words

tyrannical : unfair and cruel
frustrated : sad, depressed
agitated : angry, not calm
coexistence : existing peacefully together
superior : better than others
inferior : worse than others
reconciliation : reestablishing of cordial relations

In-class Activities

Draw a two-column table on a page. Write “examples of equal treatment” on the
right column and “examples of discrimination” on the left hand side column.
Then, fill the table with particular examples, collecting the cases from newspapers
published during a week.

Oasis Social Studies & Population Education # 7 107

Exercise

1. Statements below suggest democratic culture or undemocratic culture.
Write 'Democratic culture' or 'Undemocratic culture' next to each
statement.
a. I must get to exercise my rights. I don't mind
if others' rights are violated.

b. I think good for all.

c. I put social interests first. Personal interests
are secondary.

d. I believe in violence and crime. They help you
gain power.

e. I abide by country's law. No one is above the
law.

f. Don’t eat from his hand. He does not belong
to our caste.

g. I have certain responsibilities toward my
society. I should fulfill them.

2. Answer these questions.
a. What do you mean by democratic culture?
b. What do you think is a fundamental difference between family A
and family B?
c. State three characteristics of democratic culture.
d. Democratic culture drives a society toward better future. Explain.
e. What happens in absence of democratic culture?

3. Make a list of three friends who display democratic behaviour. Also
write about those behaviours.

4. How do you find out whether a family is democratic or not? Explain.

5. What are the things to be considered while implementing democratic
culture?

6. There might be some events in your community which are against
democratic culture. List them out.

108 Oasis Social Studies & Population Education # 7

Lesson Equal Treatment

4.8

Pre-reading Activities

Maya is 10 years old. She lives in the Acharya family in Kathmandu. She does
not go to school but she helps two Acharya kids to school, carrying their back
packs and dropping and picking them from school. What do you think about it?
Is Maya fairly treated?

Reading

Have you ever insulted someone because they are not as fortunate as you?
Have you sometimes felt you are superior to others because you belong to
one religion and they belong to another? Are there people who send their
daughters to public schools and sons to private ones? Do you look down on
your neighbour because he is poor? If your answers to these questions are
'Yes', be on guard. You are committing a mistake. You are not treating people
equally.

We live in a community with people of different castes, religions and classes.
We interact with them. A person deals with other persons and behaves in a
particular way. We call it treatment. Behaving with people with equal respect
and consideration irrespective of their gender, ethnicity, language and religion
is called equal treatment.

Oasis Social Studies & Population Education # 7 109

Equal treatment is very important for the well-being of a society. If there is no
equality, it can lead to conflict and violence. Thus, equal treatment is necessary
to keep the society disciplined and dignified.

Our constitution has given special importance to equality. It has included right
to equality under fundamental rights of people. It states:

1. All citizens shall be equal before the law. No person shall be denied the
equal protection of the laws.

2. There shall be no discrimination against any citizen...on grounds of reli-
gion, race, gender, caste, tribe, origin, language or ideological conviction.

3. There shall be no discrimination with regard to remuneration and social
security between men and women for the same work.

If we don't practise equality among ourselves, there can't be equality in the
society. Thus we need to treat everyone in the society equally. We need to treat
everyone equally in school, family, neighbourhood and the community.

How can we develop the habit of treating everyone equally? Here are some
ways. Among friends we should sit and play together, share problems with
each other and understand each other's problems. We should help the helpless
and disable friends. Likewise, we should respect every member in the family,
love and serve them and respect their feelings. We should help others in need
and be polite to them. In the neighborhood, we should help people when in
need, take and offer advice; help them to have equal access to community
services, etc. And in the community, we should not discriminate people on the
basis of caste, religion, language and occupation. If we follow these rules, we
happen to be practising equal treatment.

Free the Words

look down on : to be critical about others
dignified : respected
remuneration : salary

In-class Activities

Go to your community and find out whether equality exists or not over there.
Find out the type of inequality.

110 Oasis Social Studies & Population Education # 7

Exercise

1. Write True or False against the following statements.

a. We are superior to others because of caste and religion.

b. People should be treated on the basis of whether they
are rich or poor.

c. We interact with people in a community.
d. The constitution has guaranteed equal salary to man

and woman.

e. Law treats rich and poor people differently.

2. Answer these questions.
a. What is equal treatment?

b. Why is unequal treatment bad for the society?

c. How can we practise equality among friends and in the family?

d. Make a list of equal and unequal behaviours that happen among
friends.

e. What problems can occur due to unequal behaviours? Write
solution to the problems.

f. What provisions have been made in the Constitution of Nepal
under 'Right to equality'?

3. Make a list of equal and unequal behaviour among friends.

Equal behaviour Unequal behaviour
• To live, play, etc. in harmony
• To stay away from friends, to insult and
tease while plying, etc.

Oasis Social Studies & Population Education # 7 111

Lesson Social Norms

4.9

Pre-reading Activities

Parents often tell children: 'Don't talk back' 'Don't speak untill you're spoken to',
etc. These are rules as to how you speak and behave. Do you follow them? Which
"rules" in your family mostly annoy you and why?

Reading

We respect our seniors and
love our juniors. We regard the
family head with respect and
obey his orders. We get together
during the festivals and have
fun together. We express best
wishes to neighbours when
they have wedding or birth
ceremonies. Similarly, we all take
part in funeral procession when
someone passes away. We extend
condolences to the bereaved
families. But we don’t perform
these activities because we are
obliged by law or constitution.
Why do we do so? It is because
they are our social norms or social
rules. Sometimes social rules are
more powerful than laws.

The rules, practices and norms which are established in the society to keep it
in discipline are called social rules. They can also be described as social norms.
Social norms are guided by tradition and customs. Therefore, not all social
norms can be good. Some of them can be bad as well. We need to promote the
good ones and discard the bad.

112 Oasis Social Studies & Population Education # 7

Some social rules are essential
to observe for the betterment of
our society. They are: helping to
keep tap, well, temples, etc clean;
helping orphans, disabled and
old people; respecting guests,
teachers and parents, among
others. Being economical; using
local products; avoiding bad
aspects of foreign culture and
protecting our own tradition and
culture; protecting natural and
national heritage. These are the
part of social rules. If we observe
these social rules, we can make our society disciplined and civilized. They will
also make us disciplined and civilized.

Besides, there are other benefits of observing social rules. For example, if we
keep our temples, tap and wells clean, we protect public property. We become
more disciplined and we learn to participate in social work. If we respect senior
members, teachers and parents, we earn their love. We can learn more from
teacher, and learn practical things from parents. By honouring guests we give
impression of a civilized person. And in this process we contribute to preserve
social norms and values.

Following social rules, we learn to be socialized with friends, family and
neighbours. We understand our duties and responsibilities. All this helps us
to become good citizens. We should understand that social rules are meant
for making us more responsible toward the family, neighbourhood and
community. Social rules are for our own good.

condolence Free the Words
discard
economical : an expression of sympathy with another's grief
honour : give up
: spending less
: respect

Oasis Social Studies & Population Education # 7 113

In-class Activity

The picture below shows some social rules being observed. Describe
them.

Exercise

1. There may be some bad practices observed in your society in the name
of social traditions. List them under three different categories as shown
in the example.

Practices to be followed Practices to be Practices to be
reformed discarded

Honouring guests Religious intolerance Dowry system

..................................... ..................................... .....................................

..................................... ..................................... .....................................

..................................... ..................................... .....................................

..................................... ..................................... .....................................

..................................... ..................................... .....................................

114 Oasis Social Studies & Population Education # 7

2. Write True or False against the following statements.
a. Social rules are made by man.
b. Social rules are codified in the laws and constitution.
c. All social practices are good.
d. Observing social rules has its own advantages.
e. Social rules help us become more civilized and responsible.
f. Social rules are for our own good.

3. Answer these questions.
a. Whom do we give respect and love?
b. When do we give wishes to others?
c. When do we extend condolences to people?
d. What do you mean by social rules?
e. Why are social rules necessary?
f. List three advantages of observing social rules.
g. How are social norms guided?
d. Why are social rules important?

4. State five important social rules followed in our society.
5. List some activities that come under social rules/norms.

Oasis Social Studies & Population Education # 7 115

Unit Revision

In this Unit, we have learnt that :
• population and a demarcated territory are the basic elements of a state.
• A state must have its own government and sovereignty.
• citizens have been guaranteed rights; their rights are provided by the

constitutions.
• the Constitution of Nepal has made special provision for child rights.
• right to life, protection, security, and right to have a name and identity are

most important child rights.
• in a democratic culture, everyone is treated equally, everyone is entitled to

justice and equal opportunity to develop.

Project Work for This Unit
1. Ask at least five friends whether they are enjoying the rights of
children as mentioned in the constitution. If they say yes, ask how;
if they say no, ask the reasons and prepare a short report.
2. Collect news cuttings related to government, assemble them onto
a chart paper and display them on the classroom wall.
3. How are these two children observing the social rules? Write about
the occasion in which you contributed for social causes and tell the
class.

116 Oasis Social Studies & Population Education # 7

Unit

5

Our Earth

Learning Objectives

After the completion of this unit, students will be able to:
• identify longitudes and latitudes and locate a place on a map or globe.
• introduce external factors that bring changes on land structure.
• identify with three geographical regions of Nepal.
• draw the map of Nepal using appropriate scale and indices.
• describe various aspects of Europe and Australia by studying the maps.
• define climate change and be familiar with its effects.
• seek ways to manage disaster and involve in rescue works.

Oasis Social Studies & Population Education # 7 117

Lesson Introduction to
Latitudes and
5.1

Longitudes

Pre-reading Activities

What does the figure
alongside show? Why are
the lines shown in the figure
important?

Figure: Projection of longitudes and latitudes

Reading NP 900° N

Look at the given figure. It shows longitudes and latitudes. Equator 00
You have already read about latitudes and longitudes in
grade six. Longitudes and latitudes are useful to identify
the location and distance of any place from the equator
and the prime meridian.

Latitudes SP 900° S

Latitudes measure the angular distance from the equator. They are parallel

to equator and stretch to north or south from the NP (900 N)

equator. Lines of latitude are called parallels. There 66 10 N Arctic circle
are 900 latitudes to north and 900 latitudes to south 2

making 1800 in total. Latitudes help locate a point on 23 10 N Tropic of cancer
2

the surface of earth. They are also helpful to identify 0° Equator
the climate condition of the earth. Generally, the Tropic of capricorn
23 10 S
climate of the same altitudes tends to be similar. But, 2

the climate in places located on the north latitudes 66 10 S Antarctic circle
tends to be different from places located on the 2 SP 900S
south latitudes.

118 Oasis Social Studies & Population Education # 7

For example, if there is summer in a place located on the north latitude, at the
same time there will be winter in the place located on the south latitude.

Importance of Latitudes

• Latitudes are useful to identify the distance of a place from the equator.

• Latitudes are useful to find the climate condition of a place on the surface
of earth.

• They are useful to find out the duration of day and night of a particular place.

Major Latitudes of the Earth

1. Equator (00 latitude)

2. TATArrrnooctpptaiiirccccctooiiffcrcccclaaeirnpc(cr6liee6cro(126(r0°26nN312(120°2l0°a3SNt12ilt0°aulatSdittieluta)udtdiete)u)de)
3.
4.
5.

Longitudes

Longitudes measure the angular distance of a place from
Prime Meridian (also known as Greenwich line). They go
parallel to Greenwich line and stretch to east and west
from the Prime Meridian. There are 1800 longitudes in the
east and 1800 in the west. If we go 1800 east and 1800 west
from the prime meridian, we reach at the same line which
is called international date line.

As we know, it takes 24 hours for the earth to complete its rotation. The earth
is round (3600).

To make a complete round,

The earth takes 24 hours.
3600

= 2 346×0600 minutes

= 40 minutes [∴There are 60 minutes in an hour.]

Therefore, the earth takes 4' minutes to cover 1° distance.

Importance of Longitudes

• Longitudes are useful to find the difference of time between two places.
• They are also useful to find the local time of a place.

Oasis Social Studies & Population Education # 7 119

• They are also useful to find the distance between two places.

Longitudes are helpful to calculate standard and local times. For example,
86°15' east longitude, which passes through Mt. Gaurishankar, determines
the standard time of Nepal (NST). The standard time of Nepal is 5 hours 45
minutes faster than the Greenwich mean time (GMT).

Free the Words
international date line : an imaginary curved line of 1800 meridian where each

calendar day begins.

In-class Activities

You may have a globe in your school, identify the longitudes and latitudes and
also identify the Prime Meridian, Equator, International date line, Arctic circle
and Antarctic circle.

Exercise

1. Match the following.

Group A Group B

Greenwich 3600° longitude

Equator Parallel with Equator

International date line 00° longitude

Longitudes Parallel to Prime Meridian

Latitudes 00° latitude

2. Answer the questions.
a. What are longitudes?
b. Define latitudes.
c. Prepare a list of important latitudes
d. Mention the importance of longitudes and latitudes.

3. Draw two different figures to show longitudes and latitudes and also
mark the major longitudes and latitudes in the figure.

4. If the distance between Kathmandu and Delhi is 6° longitudes,
calculate the difference of time between them.

120 Oasis Social Studies & Population Education # 7

Lesson Land Structure

5.2

Pre-reading Activities

You might have heard about changes that have occurred on the earth surface. For
example, the place where we have the Himalayas now once was a huge ocean.
What might have brought changes on the earth surface? Discuss in the class.

Reading

You may have visited many places of our country. You can see different
landforms such as mountains, hills, valleys, river basins, plains, Chures and
so on. Such outer surface of the earth is called topography. Such landforms are
not permanent. They were not like this in the beginning and they will change
in future. For example, it is believed that once there was a great sea called the
Tethys where we have our country Nepal at present. Geologists believe that
salt deposits and other sediments found in places like Mustang prove that
there once was a great sea where we have Mountains, Himalayas, and valleys
these days.



Mainly there are two major features of the earth surface. They are continents
and oceans. They are the permanent features. Mountains, plains, plateaus,
valley, lakes, rivers, gorges are formed inside the continents. Similarly, coasts,
oceanic plains and oceanic hills are formed in the ocean. Both internal and
external factors are responsible to bring changes on the earth surface.

Oasis Social Studies & Population Education # 7 121

External Factors

Rivers, glaciers, wind, rains, heat, seas or oceans are responsible to bring
change on the earth surface. They are the external factors. Animal and human
activities are also responsible factors to bring change in the outer surface.
Rivers develop valleys, basin and plains as they deposit sediments on their
banks. Winds create sand dunes. For example, Yandang Mountains in China
are coastal mountains created by wind. Likewise, glaciers create U-shaped
valleys on their paths. Seas and oceans also create coastal plains.

Figure: (a) Yandang: Made by wind (b) Plain: Made by river

Internal factors

Internal factors are also responsible to bring change on the earth surface.
Earthquakes and volcanoes are the major internal factors to bring changes on
the earth surface. They bring sudden change on the earth surface. Volcanic
eruptions cause to form mountains. Mt. Kilimanjaro of Africa and Mt. Fuji of
Japan are the examples of mountains created by a volcanic eruption. The Rift
valley of Africa is also formed due to the tectonic movements. The Himalayas
were also formed by the internal factors.

Figure: (a) Mt. Fuji of Japan (b) The Rift valley of Africa

122 Oasis Social Studies & Population Education # 7

geologists Free the Words
tectonic : scientists who study rocks, soils, etc. in order to learn the
history of the Earth and its life
: relating to changes in the structure of the Earth's surface

Exercise

1. Answer the following questions.
a. What do you mean by topography?
b. Why do geologists believe that there was Tethys Sea in place where
our country is now?
c. What are the two permanent features of the earth surface?
d. What kinds of features are formed inside the continents?

e. What are the major internal factors which bring change on the earth surface?

2. Complete the following table.

a. Plains, valley .................................

b. Sand dunes .................................

c. U-shaped valley .................................

d. Coastal plain .................................

e. Delta .................................

3. Draw a figure to show any two features of the earth surface made by
the external factors.

4. Explain the major land features of the earth surface around you. Then,
list the possible factors that may have formed such features.

Oasis Social Studies & Population Education # 7 123

Lesson Geographical
Features of Nepal
5.3

Pre-reading Activities

What kind of place do you like? Hilly, mountainous or plain? What are the
most interesting feature of the place you like the most? Make a list and share
with the class.

Reading

As you know, Nepal is the country of diverse topography. There are mountains,
hills, valleys, tars, churés and plains. So, topographically, Nepal can be divided
into three main regions.

Terai Region

The southern low land of Nepal is known as the Terai. It extends from Mechi in
the east, Mahakali in the west, the Churé and the Mahabharat Mountain range
in the north and Bihar and UP of India in the south. The land is fertile which is
ideal for agriculture. So, it is often called as the granary of Nepal. Its altitudes
range from 60 to 610 meters above the sea level. It has extended 25 km in the east

124 Oasis Social Studies & Population Education # 7

and 32 km in the west. It occupies 17
percent of the total land of Nepal. There
are altogether 22 districts in this region.
The plain land between the Churé and
the Mahabharat Mountain range is
known as the Inner Terai.

People of this region are engaged in
agriculture, industry and trade. They
produce paddy, wheat, maize, jute,
sugarcane, cotton, tobacco, mango and so on. Now a days, farmers have begun
to use modern equipment in agriculture. Major industries such as sugar mills,
paper industries, rice mills, cement factories, cigarette factories, tea processing
plants, and jute factories have been established in this region. People like
Brahmins, Rajputs, Tharus, Muslims, Chamars, Dhimals, Satars, Rajbansis,
Tajpurias, Meches, Jahngads live in this region. They follow different cultures
and traditions.

Hilly Region

The area between Mountains and Terai is
called Hilly Region. It consists of 68 percent
of total land of Nepal. The region stretches
from 610 to 3300 meters above the sea level.
Its width ranges from 80 km to 128 km. The
hilly region comprises the Chure and the
Mahabharat range. The Chure hill ranges
between 610 m and 1872 m. While the
Mahabharat ranges between 1500m and 3660m. There are valleys, lakes, basins
and large hills that lie between the Chure and the Mahabharata range. There
are 41 districts in this region.

People of different castes and ethnic groups reside in this region. Rais, Limbus,
Sherpas, Tamangs, Newars, Magars, Gurungs, Thakalis, Thakuris live in
closely-formed communities whereas the Chhetris, Brahmins and others are
scattered everywhere. People produce potatoes, wheat, maize, cardamom,
coffee, orange, lemon, millet, buckwheat to earn their livelihood. Animal
husbandry is a popular occupation. Tourism, trade and foreign employments
are major sources of employment.

Himalayan Region (Mountain Region)
The Himalayan Region lies in the extreme northern part of Nepal. It remains

Oasis Social Studies & Population Education # 7 125

colder than other regions. The mountains
above 5000 meters are always covered with
snow. This region consists of 15 percent of
the total land of Nepal. There are altogether
16 districts in this region. The region extends
from 3300 m to 8848 meters above the sea level.
A very limited portion of land of this region
is suitable for agriculture. Potato, barley, and
buckwheat are the major crops. Animals like
sheep, yaks and mountain goats are common in this region. Mountaineering,
animal husbandry, collection of herbs are the major occupations of the people.
Sherpas, Bhotes, Thakalis, Gurungs, and Lepchas are the major groups of
people living in this region.

Free the Words

basins : broad areas drained by rivers

In-class Activities

Consult the atlas and name the 16 districts of the Himalayan region.

Exercise

1. Answer the following questions.
a. What are the major physical features of Nepal?
b. Which region of Nepal is known as the 'Granary of Nepal' and why?
c. Mention the East, West, North and Southern boundaries of the Terai
region.
d. Which region is called the Inner Terai?
e. What are the major agricultural products of the Hilly region?
f. Name the ethnic groups residing in the Terai region.

g. Differentiate between the Terai, the Hilly and the Himalayan region.

2. Draw a topographic map of Nepal by using graphic method and also
divide it into three main regions.

3. In which geographical region do you live? What are the major
geographical and cultural features of the region?

126 Oasis Social Studies & Population Education # 7

Lesson Nepal as a Nation
of Diversity
5.4

Pre-reading Activities

As you know Nepal is a country of diversity. Among other things her geography
is extremely diverse. We have plains, mountains, and the Himalayas. Think about
Nepal's geographical diversity and discuss how it affects development.

Reading

Nepal abounds in both physical and cultural diversity. It extends from 60 to
8848 meters above the sea level. As a result, there is geographic diversity in the
country. We have Tilicho Lake, which lies at the highest altitude. Similarly, we
have the deepest gorge (Kaligandaki), deepest valley (the Arun Valley) and the
highest mountain (Mt. Everest) in the world.

Nepal is also rich in cultural diversity. There are 123 languages, and 125 castes
of people. They follow different religions. Because of the diverse topography,
there is variation in climate pattern and vegetation. The Terai region is quite
hot; the hilly region is moderate and the Mountain region remains very cold.
The following facts show the diversity of Nepal.

S. N. Areas Diversification
1. Geographical diversity Nepal has three main geographical regions
which are also divided into several regions. Terai
2. Natural diversity region is divided into Outer Terai, Inner Terai and
3. Agricultural diversity Churé. The Hilly region is divided into higher
hill, lower hill and the Mahabharata region.
Likewise, the Himalayan region is divided into
higher Himalayas, lower Himalayas and Tibetan
Himalayas.
It has diversity in land, climate, vegetation and
other bio-diversity.
Different types of crops can be grown in different
regions.

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4. Cultural diversity Bhrikuti and Aaraniko played a vital role to
extend Nepalese culture towards China whereas
5. Ethnic diversity Janak and Buddha extended Nepalese culture
6. Diversity in language towards India.
7. Religious diversity There are more than 101 castes and 59 ethnic
8. Social diversity groups with various surnames and Gotras found
9. Diversity in class in Nepal.
There are more than 123 languages spoken in
Nepal. Among them, many face extinction.
Hinduism, Buddhism, Islam, Kirant, Jain,
Christainity are the major religions practices in
Nepal.
Nepal is rich in cultural diversity. Various
languages, cultures and costumes are in practice
in different communities.
There is a wide gap between rich and poor
people. About 25 percent people are below the
poverty line.

Free the Words

abound : to be present in large number or quantity

extinction : disappearance

In-class Activities

Prepare a report about a family living in your neighbourhood. Use the clues listed below.

(i) Ethnicity they belong to (ii) Language they speak

(iii) Religion they follow (iv) Cultural activities they practise

(v) Occupation of the family members

Exercise

1. Answer the following questions.
a. What do we mean by diversity? Explain.
b. Describe the geographical diversity of Nepal.
c. Write any four specialities that give distinct identity to Nepal in the world.
d. 'Nepal is small but resembles the world'. Justify the statements.
e. What diversities and specialities do you find in your locality? Write about them.

2. 'Nepal is a land of diversity'. Explain with examples.

128 Oasis Social Studies & Population Education # 7

Lesson Map Work

5.5

Pre-reading Activities

Look at the map of Nepal in the Atlas. Then note where the following places are
located:
Kathmandu valley, Sagarmatha region, Rara Lake and Janaki Temple.

Reading

A map is the proportional representation of the land surface on a paper. We
need to undertake survey to draw the real map. But, we can copy the real map
by tracing and applying graphic, carbon-copying or pantographic methods.
Different signs and symbols are used to indicate mountains, rivers, religious
places, cities, national parks, lakes, etc. We need to give a proper title to the
map; we should show the north line, scale and index in the map. A border line
is a must in a map.

Mainly there are two types of
map.

1. Physical map: that shows
physical features such as
deserts, mountains, rivers, etc.

2. Political map: that shows man-
made objects such as countries,
cities, boundaries, etc.

Beside these maps, there are other
maps such as topographic map,
climate map, economic or resource
map, road map, etc.

A thematic map is a map that is based on certain theme. In it we find focused on only
one aspect. Such as river or mountain, or city or road network, etc. It is very difficult
to show exactly the same objects in a map. Hence, certain symbols or signs are used to
denote them. Some features that are shown on a map using symbols are:

Oasis Social Studies & Population Education # 7 129

• Man-made features: road, temple, house, bridge, etc.
• Water bodies: river, ocean, lake, canal, sea, etc.
• Land forms : mountain, hill, plain, etc.
• Vegetation : forest, crops, fruits, etc.

How to draw the map of Nepal?
1) Draw a rectangle of 20 × 12 sq. cm. in your exercise book (twice as big as

the rectangle above).
2) Indicate major segments using numbers from 1 to 8. The numbers represent

the places as: 1-Mt Api, 2-Changla Mt., 3-Mustang, 4-Mt. Ganesh, 5-Mt.
Langtang, 6-Mt. Gaurishankar, 7-Mt. Everest, 8-Mt. Kanchanjunga.
3) Now, use numbers 9 to 16 to represent the following places:
9-Bhimdutta Nagar, 10-Nepalgunj, 11-Lumbini, 12-Chitwan, 13-Birgunj,
14-Janakpur, 15-Koshi Barrage, 16-Jhapa.
4) You should practise many times to
remember and indicate the places
properly.
5) Once you have sketched the map,
indicate the north line, scale, border
line, boundary line and index in the
map as shown below.
Some of the conventional symbols used in the map are given below:

130 Oasis Social Studies & Population Education # 7

In a map, different colours are used to show natural and man-made objects.
For example, blue colour is used to show oceans, seas, rivers, and lakes. Red
colour is used to show highways. Black colour is used for borders, railways
and roads. Green colour is used to show forests. Brown colour is used to show
mountains.

Free the Words

proportional : relative; having similar to or corresponding to
surface : the outer space; extent or area of outer face
indicate : show

In-class Activities

Draw a map of Nepal by using the square method and show at least 5 mountains,
5 rivers, 5 national parks, 5 important cities and 5 religious places on it.

Exercise

1. Answer the following questions.
a. What is a map?
b. What are the methods used to copy a real map?
c. What is required to draw a proper map?
d. What colour is used to show oceans, seas, rivers and lakes?
e. How can we draw a real map?
f. What is the thematic map?
2. What kinds of conventional symbols are used to show the following?

Objects Symbols
1) Rivers …........................…
2) Town …........................…
3) Ropeway …........................…
4) Airport …........................…
5) Health post …........................…
6) Temple …........................…

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Lesson Europe

5.6

Pre-reading Activities

Think of a city or a country located in Europe. Use the map if you need to. And
list as much information as you can about the place you have selected. What is so
special about this place?

Reading

Europe is located in the northern hemisphere. It extends from 20 0W to 60 0E
longitude and 36 0N to 72 0N latitude. It is the second smallest continent after
Australia. It extends towards the Arctic Ocean in the north and the Atlantic
Ocean in the west. The Mediterranean Sea lies to the south. The Black Sea and
Ural Mountain separate it from Asia in the east.

Physical features
Europe is divided into three main geographical regions. They are Northern
Highlands, Central Plain and Southern Mountains. Northern Highland is also
known as Scandinavian Highland. Norway, Finland and Sweden are located

132 Oasis Social Studies & Population Education # 7

in this region. This region is mostly cold and covered with coniferous forest.
The Central Plain is fertile land which is used for wheat farming and animal
husbandry. Alps, Carcasses and Pyrenees mountains are in the south. The
highest mountain of Europe, Mt. Elbrus (5642 m), is also located in the region.
the Volga River is the longest river in Europe. Vistula, Rhine, Thames, Elbe, etc.
are other major rivers of this continent. The southern part of this continent has
the Mediterranean climate which is suitable for fruit production. The southern
region is also known as the ‘Garden of the World’.

People and their lifestyle

Most of the European countries are highly developed. They have developed
arts, literature, science, and other infrastructures. Countries like Norway,
Luxemburg, Spain, France, United Kingdom, Germany, Italy, Switzerland, the
Netherlands, etc. are highly developed. Life expectancy, per capita income and
literacy rate are higher in these countries. People depend on different non-
agricultural professions. Industries, trade and tourism are highly flourishing
economic sectors. Very few people depend on agriculture but they produce
large amount of food and cash crops by using modern farming methods.
Because of the moderate climate, the density of population is also very high.
The southern Mediterranean region is famous for the production of grapes
and the region supplies more than 80% wine in the world.

English, Spanish, French, Russian and Dutch are the major languages spoken
in this region. A large number of Europeans follow Christianity. Christmas and
Easter are the major festivals of European people.

Free the Words

hemisphere : one of the halves into which the earth is divided
coniferous forest : a type of forest with cone shaped trees
cash crops : crops cultivated for earning money

Oasis Social Studies & Population Education # 7 133

In-class Activities

On a map of Europe mark up the following items.

1. Mt. Elbrush 2. River Volga

3. Strait of Gibraltar 4. London

5. Switzerland 6. Black Sea

7. North Sea 8. Mediterranean Sea

9. Alps Mountain Range 10. Scandinavian Highland

11. English Channel 12. Denube River

13. Ural Mountain 14. Central Plain

15. Paris 16. Arctic Ocean

Exercise

1. Answer the following questions.
a. Write the longitudinal and latitudinal extension of Europe.
b. What are the three main geographical regions of Europe?
c. Name the major rivers of Europe.
d. What are the major languages spoken in Europe?
e. Which climatic region of Europe is known as the ‘Garden of the
World”?
f. Describe the landform of Central Europe.

2. Choose the best alternatives to make meaningful sentences.
a. There is Alps/Ural Mountain in the east that separates Europe from
Asia.
b. Northern Highland of Europe is called Labrador/Scandinavia.
c. Volga/Rhine is the longest river of this continent.
d. There is Atlantic/Pacific ocean to the west of Europe.
e. The per capita income of Europeans is higher/lower than the Asians.

3. Explain the socio-economic conditions of Europe.

134 Oasis Social Studies & Population Education # 7

Lesson Australia

5.7

Pre-reading Activities

When someone says "Australia" what comes to your mind? Take a few minutes
and write several words/information you can think of Australia.

Reading

Australia is the smallest continent in the world. It is entirely located in the
southern hemisphere. The Tropic of Capricorn passes through the middle
of this continent. It extends from 1120°E to 154 0E longitudes to 90 S to 440 S
latitudes. The continent is comprised of the mainland of Australia and some
islands, including Tasmania, New Guinea, and the Aru islands. New Zealand
is not entirely within the same continental mass. In fact, Australia and New
Zealand together are part of Oceania. There is the Pacific Ocean to the east
of the continent; the Indian Ocean is to its north and west and the Antarctic
Ocean is to its south. It has an area of 79,69,978 sq. km.

Oasis Social Studies & Population Education # 7 135

Australia has been divided into eight provinces. They are: Queensland, New
South Wales, Capital Territory, Tasmania, Victoria, Northern Territory, South
Australia and Western Australia. There is a mountain range in the east which is
called the Great Dividing Range. Mt. Kosciuszko (2228 m.) is the highest peak
of this continent. The central part of this continent is covered with a desert
which is known as the Great Australian Sandy Desert. Lake Eyre, the largest
lake of this continent, has a fertile basin which is 15 m. lower than the sea level.
The climate in the north near the Gulf of Carpentaria is hot and wet in summer
and cold and dry in winter. South-east and South-west Australia experiences the
Mediterranean type of climate which is warm and wet in winter and hot and dry
in summer. The Murray Darling is the longest river which flows in the south-
east of the continent. New Zealand is located about 1800 km east of Australia.

People and their lifestyle

Although Australia is the sixth largest country in the world, only about 20
million people live in this continent. This continent is inhabited by the migrant
people. The majority of them had migrated from United Kingdom and other
European countries. Some people have migrated from Asia too. More than
85% people are living in urban areas in the coastal region. Sydney is the largest
city of this continent which is one of the major tourist destinations. Canberra,
Brisbane, Melbourne, Adelaide and Perth are the other important cities of this
continent. Christianity is the major religion of the people.

Australia is famous for wool and milk products in the world. Wheat is the
major crop of Australia. Besides, maize, paddy, sugarcane, cotton and fruits like
orange, lemon and grapes also grow here. Mining is another important economic
activity. Gold, uranium, aluminium, iron and steel are major mineral products.

Free the Words

tropic of Capricorn : 23 1 o south latitude on the globe
2
desert
migrant : a region with sparse or widely spaced vegetation
: a person who moves from one place to another

136 Oasis Social Studies & Population Education # 7

In-class Activities

Compare the map of Australia with that of Nepal. Show at least three differences
you find out.

Exercise

1. Answer the following questions.
a. Name the latitude that passes through the middle of Australia.
b. Write the names of all eight provinces of Australia.
c. What kind of climate is experienced in the Gulf of Carpentaria?
d. Where did the inhabitants of Australia migrate from?
e. What are the major agricultural products of Australia?

f. Where do the majority of the people of Australia live?

2. Explain the physical features and climate of Australia.

3. Match the following:

Group A Group B
a. Longitudes About 20 million
b. Latitudes 100°S to 400°S
c. New Zealand 1800 km far
d. Population Canberra
e. Capital city 1120°E to 1540°E

4. Copy the given map of Australia in your exercise book by using graphic
methods and divide it into eight provinces with the help of an Atlas.

5. In an outline map of Australia show the following
facts.

GreatDividingRange,AustralianDesert,Tasmania
Island, Gulf of Carpentaria, New Zealand, Pacific
Ocean, Indian Ocean, Tropic of Capricorn, Sydney,
Melbourne, Adelaide, Perth

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Lesson Climate Change

5.8

Pre-reading Activities

"Weather" and "Climate" are words used frequently. Think about these words and
discuss how they are different and also similar. Share your views with the class.

Reading

The adverse effects on water, air and environment due to the increase in atmospheric
temperature is known as climate change. Generally, we cannot realize or feel
climate change within a short period of time; it takes longer time.

Our activities cause climate change
primarily. Smoke produced by
forest fires, vehicles, factories
are the main causes of climate
change. Many equipment such
as air conditioners, refrigerators,
generators that we use also produce
harmful gases in the atmosphere.
The ether gas produced from the
garbage is very harmful. Methane
gas is 21 times more harmful than
carbon dioxide for green house effects. The increase of green house gases such
as carbon dioxide, methane, ozone, water vapour, nitrous oxide, halocarbon in
the atmosphere causes global warming. Green house gases deplete the ozone
layer and allow the sun's heat and light enter the earth surface easily but they
do not let the radiation escape from the atmosphere. It primarily causes global
warming.

Due to the green house effects the temperature of the earth increases. Snow
melts and sea level may rise; heavy rainfall may cause floods and landslides.
In the year 2017 the eastern plain disricts of Nepal received heavy rainfall;

138 Oasis Social Studies & Population Education # 7

the rain caused destruction of properties and lives. Presently, snow in some
mountains has begun to melt gradually. One indication of climate change is
that mosquitoes are found in different parts of cold places of our country.

Free the Words

adverse : unfavourable
garbage : waste products
ozone : aatfmoromsphoefroexygen present in a layer high in the earth's
halocarbon : any of various compounds of carbon and one or more

In-class Activities

Collect the news published in any newspaper related to climate change and paste
in your exercise book.

Exercise

1. Answer the following questions
a. Define climate change.
b. What activities of people are primarily responsible for producing
green house gases?
c. What causes global warming?
d. What are the major effects of Green House?

2. Fill in the blank spaces with appropriate words.
a. ..................produced by vehicles, factories, etc. cause climate change.
b. Gases such as...................present in the atmosphere cause global
warming.
c. Green house gases deplete the ...................layer.
d. The green house gases have caused ..................in the temperature.
e. Climate change has caused the snow of the mountains ............... .

3. Give some examples of disasters caused by climate change in Nepal.

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Lesson Effects of
Climate Change
5.9

Pre-reading Activities

If the climate of the world suddenly changes and temperature rises by 10º, what will
happen? Make a list of possible changes such a rise in temperature would cause.

Reading

Climate change brings adverse effects on water resources. Approximately, 60%
of climate change affects directly on water resources. As you know, most of the
perennial rivers in Nepal originate from the snow capped mountains. There
are 3,252 glaciers and 2,323 glacial lakes in Nepal which are the main sources
of drinking water for the people of South-East Asia. But, they are in danger due
to the climate change. Major effects of climate change are as follows:

• Drought and deluge • Change in the pattern of rainfall

• Off season rainfall • Destruction of bio-diversity

• Adverse effects on agriculture • Adverse effects on human health

• Probability of glacier and glacial lakes melting

• High probability of GLOF (Flood caused by the explosion of glacial lake)

Moreover, climate change causes natural disasters such as floods, hurricanes,
and landslides. Sometimes sources of water around us may dry, while at
other times, we may suffer from floods and landslides. We may lose our life
and property. In our country, more than 20 glacial lakes are in danger due to
the climate change. Most of the farmers of Nepal depend on rainwater for
irrigation. Long period of dry season and drought may decrease agricultural
production.

Mostly climate change is caused by human activities. Therefore it is our
responsibility to stop climate change. The following measures can be taken to
minimize the adverse effects of climate change.

140 Oasis Social Studies & Population Education # 7

• Using electronic devices instead of firewood, gas stove, kerosene while cooking food

• Creating public awareness

• Discouraging the use of coal, firewood and petroleum

• Minimizing industrial pollution

• Minimizing the activities that produce green house gases

• Developing proper national policies regarding the climate change

• Encouraging the use of alternative energy like solar power, bio-gas and hydro power

Besides, international conferences and meetings should be conducted to raise
awarenss about climate change. Such meetings can find ways of minimizing the
effects of climate change. A cabinet meeting held at Kalapatthar of Everest Base
Camp (2009), SAARC level cabinet meeting conducted under the ocean in the
Maldives (2009), the 2010 United Nations Climate Change Conference in Mexico,
etc. are some examples. The conference has established a 'Geen Climate Fund' and
has committed to collect one hundred million dollars every year till 2020 AD. This
has kept the objective to control the effect of climate change in poor nations.

perennial Free the Words
snow cap : present at all seasons
drought : a covering cap of snow
: a long period of dryness

In-class Activities

Ask your parents or elders about their experience of climate in the past. How has
climate changed over time? How have patterns of rainfall, river flows, weather
pattern changed over the years in your locality? Report the findings to your class.

Exercise

1. Answer the following questions.
a. What do you mean by climate change?
b. Which sector is more affected by climate change?

c. How many glacier and glacial lakes are there in Nepal?

d. Write down the attempts made to minimize the effects of climate
change at global level.

2. Make a list of the major effects of climate change.

3. What measures should we take to minimize the adverse effects of
climate change?

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Lesson Disaster
Management
5.10

Pre-reading Activities

Every year many people die of simple diseases such as cold and diarrhoea in
remote places in Nepal. We often struggle to manage and control diseases before
they become epidemic. What might be some reasons behind our inability to
control epidemic?

Reading

Disasters are very destructive incidents such as earthquake, flood, landslide,
epidemic, accident, war, hurricane, hailstone and so on. A large number of
people lose their lives and properties during such incidents. Most of the
disasters are unpredictable. We can hardly predict when and how disasters
are going to occur. Amid disasters, epidemics are very common. Epidemics are
spread of diseases such as cholera. We are going to learn about the causes of
epidemic cholera and accidents.

Epidemic Cholera

Cholera is a serious disease which is caused by drinking contaminated water
and food. It is common in our country. Few years ago, about 1000 people were
killed by cholera in Jajarkot district. It is caused due to the following reasons:

• Lack of public awareness • Lack of medical facilities

• Polluted water • By using contaminated food

• Due to blind faith • Carelessness

• Unplanned settlement • Lack of vaccination

• Lack of sanitation

Accident

Generally, accidents are caused due to the carelessness of the people. But,
sometimes they happen suddenly. Sometimes accidents are also caused due to
the natural disasters. The major causes of accidents are as follows:

142 Oasis Social Studies & Population Education # 7

• Lack of preventive measures during construction
• Lack of awareness

• Accidents in the transportation such as bus, car, motorbike, train, boat,
ship, plane crash and so on
• Mishandling the weapons
• While crossing the river or flood water
• Weak infrastructures such as building, road, dam and so on
• Misuse or leakage of electricity or fire

• Falling from the slide road, tree, cliff or building

We can save our life and prevent disasters if we adopt certain measures.
Disaster preparedness drill is a very useful way for preventing and minimizing
the effects of disasters.

epidemic Free the Words
cholera : a condition in which a disease spreads very quickly and
affects a large number of people
: a disease which causes vomiting and diarrhoea

In-class Activities

More than 70 air crash accidents have occurred within 65 years of air service in
Nepal. What might be the reasons behind it?

Exercise

1. Answer the following questions.
a. What do we mean by disaster?
b. What causes cholera?
c. Mention the preventive measures we can take to control cholera.
d. What are the major causes of accident?

2. You may have heard about or seen an accident in your life. Write a
paragraph describing your experience.

3. What precautions can be taken to control the disasters? Write in points.

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Lesson

5.11 Importance of

Disaster Preparedness

Pre-reading Activities

Do you have fire exits and fire fighting tools installed at your school? How has
your school prepared for unwanted disaster such as fire, earthquake and others?
Discuss and suggest ways of remaining prepared to face the disasters.

Reading

(Chairperson of District Red Cross Society of Nuwakot has arrived at Sundaradevi
High School to train Junior Red Cross Society Members. Students ask her about

disaster preparedness.)
Students : Good morning, Madam.

Chairperson : Good morning. Thank you, sit down please.

Pasang : What does disaster preparedness mean?

Chairperson : Listen, in most cases, we can't predict disasters. They may
occur at any place at any time, so we should prepare to save
ourselves from the disaster. This is what we mean by disaster
preparedness.

Mithalesh : Thank you Madam. But, what kinds of preventive measures
should we take?

Chairperson : A very good question. There are different kinds of disasters.
Among them, let us take the epidemic cholera and accident.
If we eat contaminated food and water, we suffer from
cholera. So, we should always keep our surroundings clean.
We should also conduct awareness programmes so that
people know about it. We should not believe in blind faith.
We should preserve our environment.

Neelam : Madam, what kinds of accidents may occur in our life?

Chairperson : Well, there are different kinds of accidents. Sometimes we
may fall off a ladder or the roof of a house; sometimes we
may slide down the road while walking. We may also get

144 Oasis Social Studies & Population Education # 7

Pratima : electric shock while using an electronic equipment.
Chairperson : Then, what measures should we take to save ourselves from
such accidents?
Rajesh : We should be very careful while handling the tools and
equipment. We should be careful while driving vehicles,
working on the top of building, tress and others. We should
also be careful while crossing the rivers, climbing the
mountains and so on.
Thank you Madam. But, I wonder what can we do to prepare
ourselves against disasters?

Chairperson : We should conduct rescue programme after the disaster. We
should take the injured persons to the hospital. We should
conduct health camp, vaccination programme, sanitation
camp, awareness programme and so on for prevention.

Students : Thank you Madam. We learned a lot about disaster
management and the need to prepare ourselves for disasters.

Chairperson : Thank you children! I am very happy to meet you and share
information with you all.

Free the Words
contaminated : polluted, made impure or dirty
vaccination : the act of giving a vaccine to prevent infection by a disease.

In-class Activities

Prepare a poster showing preventive measures for different kinds of disasters.

Exercise

1. Answer the following questions.
a. What do we mean by disaster preparedness?

b. What are the major disasters discussed in the lesson?

c. What kinds of programmes should we conduct to protect our
society from the epidemic cholera?

d. Mention the ways to avoid different kinds of accidents.

Oasis Social Studies & Population Education # 7 145

2. Write down the role of the following in case of an outbreak of epidemic
in your village or locality.

Your School Community Health organization

3. Write a paragraph on your experience of witnessing an accident or
disaster.

Unit Revision

In this unit, we have learnt that :
• longitudes and latitudes are imaginary lines drawn on the surface.
• longitudes and latitudes help locate a place and determine time zone.

• the earth surface is varied in structures: there are mountains, hills, plains, and gorges.
• geographically, Nepal has been divided into three main regions: Terai, Hilly region,

and the Himalayan region.
• people who live in these regions have adopted to the geography and climate of the

region.

• Europe is the most developed continent. Geographically it is divided into Northern
Highlands, Central Plains and Southern Mountainous Region.

• Industry, trade and tourism are the main economic activities in Europe.
• climate change is a serious problem we are facing today.
• drought, floods, and destruction of biodiversity are some of the effects of climate

change.
• disasters are very destructive incidents such as earthquake, flood, landslide, epidemic,

and hurricanes; we have to be prepared to avoid destructions of lives and properties
during the disaster.

Community Projects for This Unit

1. How has the topography of Nepal proved to be boon and curse to Nepal?
List them in a separate column.

2. Climate change is a serious threat world is facing today. Climate change
has brought several negative impacts in the world. Ask your teachers or
intellectuals around your community the measure to the problems that
can be done at local level.

146 Oasis Social Studies & Population Education # 7

Unit

6

Human Civilization
and Our Past

Learning Objectives

After the completion of this unit, students will be able to:

• introduce medieval Nepal, its economy, politics, social conditions and
art and culture.

• acquaint with early civilizations of China, Mesopotamia and Greece,
and impacts of those civilizations in human development.

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Lesson Medieval Nepal:
An Introduction
6.1

Pre-reading Activities

Think of a historical site located in your area. Write a few lines about it, explaining
its cultural and historical significance. Then, share the information with the class.

Reading

Medieval Period

You might find it hard to believe it. But Nepal was not like what it is today
during the medieval period. Medieval period is said to start from 936 BS and
last until 1825 BS, the year when King Prithvi Narayan Shah got victory over
Kathmandu Valley. This period of 888 years is known as the Medieval Period
in Nepal’s history.

Geographical Division

Nepal then was completely different from the Nepal of our times. It was divided
into more than sixty small principalities or kingdoms. These principalities can
be grouped into the following categories.

A) Kathmandu Valley Kingdoms

Kathmandu Valley was divided into three kingdoms. They were Kantipur
(today’s Kathmandu), Bhadgaon and Patan. There were different kings
in these states. Lichchhabi and Malla kings governed these states. These
states remained in existence until 1825 BS when King Prithvi Narayan
Shah annexed them into greater Nepal.

B) Simraungadh (Mithila) Kingdoms

King Nanyadev is said to have founded this kingdom in 1154 BS.
Nanyadev had defeated the King of Sen Dynasty, Laxman Sen and
become the king of Mithila. This kingdom is also known as Tiruhat and

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Doya. The capital of this kingdom was in Simraungadh which falls in
Bara district these days. The kingdom stretched up to northern Bihar. But
the exact size of this kingdom is unknown.

C) The Sen Kingdom

The Sen Dynasty rose to power around the middle of the 16th century
in the eastern and central parts of today’s Nepal. Rudra Sen is said to
be the first king of this dynasty. Makawanpur (Bara, Parsa, Rautahat),
Bijayapur (Morang, Sunsari, Jhapa) and Chaudandi (Saptari, Siraha,
Mahottari, Dhanusha, Sarlahi, Okhaldhunga, Bhojpur) were the parts of
the Sen kingdom. Later the Sen kingdom also included places like Palpa,
Butwal, Rajpur, Paiyu and Tanahun.

D) 22 and 24 Principalities

Before 22 and 24 principalities came into being there was a great Khash
kingdom in the Karnali region of western Nepal. Khash kingdom was
a powerful kingdom. It extended all the way to Trishuli River in the
east, Kumaun and Gadhwal in the west, Manasarobar in the north and
Bodhgaya in the south. It also touched on many parts of Tarai. But by 1450
AD this kingdom started to crumble down. Then, 22 and 24 principalities
came into existence. There were 22 principalities, known as Baise Rajyas
in the Karnali Region and 24 principalities known as Chaubisi Rajyas in
the Gandaki Region. The exact names and numbers of these principalities
are debatable. But historian Rishikesh Shah mentions the following as
principalities of the medieval Nepal.

Twenty-four kingdoms

1. Piuthan 2. Malebas (Parwat) 3. Galkot 4. Isma

5. Dhurkot 6. Argha 7. Khanchi 8. Gulmi

9. Palpa 10. Garahun 11. Paiyun 12. Satahun

13. Bhirkot 14. Nuwakot 15. Kaski 16. Dhor

17. Gajarkot 18. Rising 19. Ghiring 20. Tanahu

21. Lamjung 22. Gorkha 23. Turki 24. Musikot

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Twenty-two kingdoms

1. Jumla 2. Doti 3. Bajhang

4. Acham 5. Thallara 6. Dailekh

7. Jajarkot 8. Baphi 9. Dang-Deukhuri

10. Phalebang (Salyan) 11. Rolpa 12. Rukumkot

13. Musikot 14. Khungrikot 15. Dhingrikot

16. Jahari 17. Chilli 18. Malnetta

19. Kalagaun 20. Gotam 21. Goriakot 22. Gajur

Besides, Banepa, Nuwakot and Dolakha were also separate kingdoms.

During the ancient and medieval Nepal, Karnali kingdoms were ruled by Khas
kings, Gandaki region by Shah kings, the Kathmandu valley by Malla kings and
Terai kingdoms by Sen kings. These small kingdoms often fought with each
other. There were frequent battles between one kingdom and another. Most
kings were pretty arrogant and did not have a vision for the future. So they
would wage war even for petty reasons. As a result, the number of kingdoms
kept changing. While Nepal was fragmented, the East India Company had
made its position strong in India and was waiting for an opportunity to invade
Nepal. It was against this background that king Prithvi Narayan Shah started
the unification process (you’ll study about it in Grade Eight).

Free the Words

principality : state ruled by princes
annex : add by conquest
arrogant : stubborn; uncompromising
fragmented : broken into pieces, or divided
invade : attack
unification : the process to unifying, putting together

In-class Activities

Nepal has become a federal nation. In a group of 4-5 students, discuss the
meaning of “Federalism.” Also suggest what should be done to ensure unity
among people in a federal system.

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