Social Studies 7

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

Social Studies

and

Population Education

7

Editor : • Dr. Anirudra Thapa

Authors : • Nawa Raj Prasai

• Mahabir Paudyal

• Youba Raj Dhakal

Oasis Social Studies & Population Education # 7 1

Social Studies

and

Population Education

7

Oasis Publication Pvt. Ltd.

Anamnagar, Kathmandu

Authors:
Nawa Raj Prasai
Mahabir Paudyal
Youba Raj Dhakal
Langauge Editor:
Sedunath Dhakal
Edition:
First 2073 BS
Second 2074 BS
Third 2075 BS
Fourth 2076 BS
Fifth 2078 BS

Copyright ©
Publisher
Computer Layout:
Atharai Desktop Group
(Ramesh Bhattarai)

Printed in Nepal

2 Oasis Social Studies & Population Education # 7

Preface

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

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

The series takes up the task of providing quality teaching materials and invites
instructors to approach teaching Social Studies creatively. Therefore, each
book in the series addresses the age-specific mindset and psychology of the
students. For example, books for primary level abound with stories, sketches,
profiles and illustrations. In the higher level, the books focus more on factual
information with appropriate examples and illustrations. In class nine and ten,

Oasis Social Studies & Population Education # 7 3

we have made effort to address the SEE requirements without much deviating
from the textbooks prescribed by the government with significant updates on
data, facts, and current affairs. While exploring the flexibility allowed by the SEE
testing scheme, the books still adhere to functional pedagogy in that they aim to
make students understand concepts and ideas through presentation, examples
and illustrations. Overall, through pre-reading activities, in-class activities and
project work the series fosters participatory pedagogy.

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

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

Authors April 2021

4 Oasis Social Studies & Population Education # 7

Contents

Unit - 1 We and Our Society................................................................... 7-27
Lesson-1.1 Evolution and Importance of Society.................................................. 8
Lesson-1.2 Stages of Social Development.............................................................. 11
Lesson-1.3 Socialization............................................................................................ 15
Lesson-1.4 District Coordination Committee........................................................ 19
Lesson-1.5 Boons of Local Development............................................................... 24
Unit - 2 Our Social Norms and Values................................................. 28-57
Lesson-2.1 Our Religious Traditions...................................................................... 29
Lesson-2.2 Our Social Customs............................................................................... 33
Lesson-2.3 Some Caste-based Rituals.................................................................... 36
Lesson-2.4 Promoting Our Nationality.................................................................. 40
Lesson-2.5 Gehendra Shamsher.............................................................................. 43
Lesson-2.6 Historical/Political Personalities........................................................ 46
Lesson-2.7 Special Features of Nepali Customs and Traditions........................ 51
Lesson-2.8 Nepali Folk Culture.............................................................................. 54
Unit - 3 Social Problems and Their Solutions..................................... 58-86
Lesson-3.1 Social Evils.............................................................................................. 59
Lesson-3.2 Know the Social Problems.................................................................... 64
Lesson-3.3 Causes of Social Evils/Problems......................................................... 67
Lesson-3.4 Social Problems and Their Solutions.................................................. 70
Lesson-3.5 Role of Schools and Social Organizations in Addressing Social Problems 74
Lesson-3.6 Misunderstanding: A Cause of Conflict............................................. 77
Lesson-3.7 Conflict Management........................................................................... 80
Lesson-3.8 Importance of Peace.............................................................................. 83
Unit - 4 Civic Consciousness................................................................. 87-116
Lesson-4.1 Elements of State-I................................................................................. 88
Lesson-4.2 Elements of State-II............................................................................... 91
Lesson-4.3 Fundamentals Rights............................................................................ 94
Lesson-4.4 Child Rights............................................................................................ 97
Lesson-4.5 Initiatives for Preserving Child Rights............................................... 100
Lesson-4.6 Right to Information ............................................................................ 103
Lesson-4.7 Democratic Culture............................................................................... 106
Lesson-4.8 Equal Treatment..................................................................................... 109
Lesson-4.9 Social Norms........................................................................................... 112
Unit - 5 Our Earth...................................................................................117-146
Lesson-5.1 Introduction to Latitudes and Longitudes........................................ 118
Lesson-5.2 Land Structure....................................................................................... 121
Lesson-5.3 Geographical Features of Nepal.......................................................... 124
Lesson-5.4 Nepal as a Nation of Diversity............................................................. 127
Lesson-5.5 Map Work............................................................................................... 129
Lesson-5.6 Europe..................................................................................................... 132
Lesson-5.7 Australia................................................................................................. 135

Oasis Social Studies & Population Education # 7 5

Lesson-5.8 Climate Change........................................................................................ 138
Lesson-5.9 Effects of Climate Change...................................................................... 140
Lesson-5.10 Disaster Management............................................................................. 142
Lesson-5.11 Importance of Disaster Preparedness................................................... 144
Unit - 6 Human Civilization and Our Past....................................... 147-178
Lesson-6.1 Medieval Nepal: An Introduction......................................................... 148
Lesson-6.2 Political Situation of Medieval Period.................................................. 152
Lesson-6.3 Social Life during the Medieval Period............................................... 155
Lesson-6.4 Medieval Economy.................................................................................. 160
Lesson-6.5 Medieval Art and Culture ..................................................................... 164
Lesson-6.6 The Hwang-Ho Valley Civilization...................................................... 167
Lesson-6.7 The Mesopotamian Civilization............................................................ 171
Lesson-6.8 The Greek Civilization............................................................................ 175
Unit - 7 Our Economic Activities....................................................... 179-198
Lesson-7.1 Natural Resources I................................................................................. 180
Lesson-7. 2 Natural Resources II................................................................................ 183
Lesson-7. 3 Industrial Activities................................................................................. 186
Lesson-7. 4 Interrelations between Industry and Agriculture............................... 189
Lesson-7. 5 Trade in Nepal......................................................................................... 193
Unit - 8 Our International Relations and Cooperation.................. 199-220
Lesson-8.1 SAARC: An Introduction....................................................................... 200
Lesson-8.2 SAARC Secretariat and Its Function.................................................... 204
Lesson-8.3 SAARC and Nepal.................................................................................. 206
Lesson-8.4 Landlocked Countries............................................................................ 208
Lesson-8.5 International Relations of Nepal........................................................... 212
Lesson-8.6 Contemporary World Events................................................................. 217
Unit - 9 Introduction to Population and Demographic Conditions........2 21-248
Lesson-9.1 Introduction to Population Education................................................. 222
Lesson-9.2 Scope of Population Education............................................................. 225
Lesson-9.3 Evolution of Population Education ..................................................... 228
Lesson-9.4 Population Statistics................................................................................ 231
Lesson-9.5 Vital Registration....................................................................................... 235
Lesson-9.6 Population Growth in Nepal................................................................. 237
Lesson-9.7 Population by Age, Sex and Religion................................................... 240
Lesson-9.8 Population by Language, Caste and Occupation............................... 243
Lesson-9.9 Population Distribution Based on Region........................................... 246
Unit - 10 Population Growth and Management........................................... 249-272
Lesson-10.1 Population Growth Trend in Nepal...................................................... 250
Lesson-10.2 Causes of Rapid Population Growth and Its Effects.......................... 254
Lesson-10.3 Population Management and Quality of Life...................................... 257
Lesson-10.4 Population Management Methods....................................................... 260
Lesson-10.5 Meeting Standards of Living.................................................................. 263
Lesson-10.6 Family Life Education............................................................................. 266
Lesson-10.7 Role of Different Organizations in Population Management............ 269

6 Oasis Social Studies & Population Education # 7

Unit

1

We and Our Society

Learning Objectives

After the completion of this unit, students will be able to:
• acquaint with the origin and development of society.
• involve in the socialization process.
• understand the formation of District Coordination Committee and its

functions.
• find out status of development work in the district.
• realize the importance of development infrastructures like communication

and transportation.

Oasis Social Studies & Population Education # 7 7

Lesson

1.1 Evolution and

Importance of Society

Pre-reading Activities

If someone were to live on his or her own without family, friends, and society,
how would the person live a life? What challenges such a person face? Or, would
it even be possible ? Think of these questions and share your views with the class.

Reading

Here is a letter from a grade Seven student to his sister.

Sinamangal, Kathmandu
March 8, 2021
Dear Rita,

You may already know what I'm going to
write today. But today's Social Studies lesson
truly surprised me. I learned very interesting
facts about human beings. Can one believe we
human beings, who have set foot on the moon
and the Mars and live in concrete houses, once
lived in caves and ate wild roots? But sister,
that's 'true. Years and years ago, men lived in caves. They ate fruits and nuts
and the animals they killed. They did not grow crops. So they did not eat rice
and bread. They lived in jungles and had to fight against wild animals to protect
themselves and their families. But slowly, they moved toward the river-banks
and coastal areas. They made weapons out of stones. And by striking stones
against each other, they discovered the way of making fire. Fire made human
life much easier. They started to live in groups. They shared problems with
each other. They began helping each other when in need. And in time, they
also found ways to protect themselves from wild beasts. This is how society
was born. Sister, isn’t it interesting to know how we evolved? Well, my teacher

8 Oasis Social Studies & Population Education # 7

has asked me to list a few points as to why we need a society. Perhaps I should
stop here for today.

Love from,
Sohan

Rita writes back to Sohan.
Dumre, Tanahu
April 10, 2021
Dear Sohan,

It's great that you have learnt so many things about the evolution of the society.
But you know, men didn’t create society for nothing. They had strong reasons
to live in the group and form a society. They needed society for the following
reasons:
• to fulfill each other's needs
• to do personal and social work
• to protect their tradition and values
• to pass social values and traditions to newer generations
• to develop the feeling of social cooperation

• to ensure social justice

In fact, these are the reasons why we still live in a society today. Thus society
has a great importance for us.
Love from,

Rita

Free the Words

evolve : to develop slowly

social justice : system in which people are treated equally, irrespective of
caste, colour and religion

In-class Activities

If the society continues to develop like this, we are sure some people will
lead different lives in one hundred years from now. Imagine a society after
100 years and write a letter to your friend describing what the society in
future would be like. Be imaginative to write the letter.

Oasis Social Studies & Population Education # 7 9

Exercise

1. Find the statement for each of the following from the text above that show
the characteristics of human beings in the past.
a. Men live in concrete houses in developed cities.
They lived in caves and jungles.
b. Men eat cooked food.
........................................................................................................... .
c. They hunt with guns.
........................................................................................................... .
d. Man uses electric lighter to light fire.
........................................................................................................... .
e. Men buy foodstuffs from the market place.
........................................................................................................... .

2. Here are some statements which justify the need of the society. Support
these statements with points mentioned in the text.
a. Shyam lent Ram money in need. Ram returned it to Shyam within
an agreed upon point of time.
Helping each other, fulfilling each other's needs
b. Men and women donated labour to build a school building.
................................................................................................................. .
c. People celebrated local festival.
................................................................................................................. .
d. Elders taught youths how to sing traditional songs.
................................................................................................................. .
e. Youths of a village promised never to discriminate people on the
basis of caste and religion.
................................................................................................................. .

3. Answer these questions.
a. How did men live years and years ago?
b. How do you think fire made human life much easier?
c. List three important reasons why men created a society.
d. How was the society created?
e. List some advantages of society.

4. How would life be like if men had not created a society? Write an essay
and present it in the class.

10 Oasis Social Studies & Population Education # 7

Lesson Stages of Social
Development
1.2

Pre-reading Activities

There are some people still in the world who live a nomadic life. They depend
on hunting and gathering to survive. The example of the Rautes in Nepal can
be taken as people who still live a life devoid of modern facilities. What do you
know about the Rautes or similar tribes? Share your views with the class.

Reading

In the previous lesson, you have learnt how early men lived in caves and
jungles. You also learned how they discovered fire and started a society. You
remember that it took a long time for a modern society like ours to develop.
In fact, it took hundreds and hundreds of years for men to develop into
modern beings.

Human society has passed through different stages before it became civilized.
Thus the evolution of society can be divided into three broad periods.

Stone Age: The early men lived in caves and
jungles. They ate fruits and nuts and the animals
they killed. They would go hunting and fishing
and collecting wild fruits from the jungle. They
lived in small groups.

They didn’t wear clothes as we do today. So

they used animal hides as clothes and kept

their bodies warm. How did they hunt then?

Well, they made weapons out of stones and bones. They also used bows and

arrows to hunt. Men discovered an important thing during this age. They

learned to make fire by striking one stone against another. Fire helped them

keep warm and in time they learned to roast flesh and cook food. Likewise,
they also started to make sculptures. They lived in a certain place and made
it their home.

Oasis Social Studies & Population Education # 7 11

Middle Age (Barbarism): In that time,
men began to stay in a particular place
and made it their permanent home.
They started to grow crops in the field.
And, slowly they gave up hunting and
living in caves. They started to raise
animals. Then, they started to make
iron weapons. So stone weapons were replaced slowly.

It was in the Middle Age that language was developed. They started to
communicate through language and also started to create art and literature.
So they started to call their children sons and daughters and the children
perhaps called their parents father and mother. Perhaps the biggest change of
the Middle Age was that they started to believe in Gods. They also started to
observe birth and death rituals.

Modern Age (Civilized stage): Modern Age
started with the invention of machines. With
machines, men developed industries. They
started to work in factories. Machines made
men's work easier.

They started trade and commerce.And agriculture
was also modernized. They developed science
and technology. And with the help of technology,
men have set foot in the moon and the Mars.
Today we do most of our work with the help of
machines like computer. Likewise, means of communication like telephone
and the internet have made our living very comfortable. Therefore, modern
age is also called the age of science and technology. Today, our society is in a
developed state. There have been great changes in culture, art, literature and
music.

12 Oasis Social Studies & Population Education # 7

civilized Free the Words
sculpture
invent : well organized, with a very developed culture
: work of art on wood or stone
: to produce something that has not existed before

In-class Activities

Make a table in which you compare the lives of people living in the Stone
Age with the Modern Age. Which life would be more challenging and
why? Briefly write your thoughts.

Exercise

1. The following statements refer to three stages of human development.
Write in the margin which stage they refer to.

a. Men ate raw food and flesh. Stone Age

b. Men modernized agriculture by using

machines in agricultural work. ........................

c. They started to identify their blood relation. ........................

d. Iron weapons replaced stone weapons. ........................

e. Animal hides were used as clothes. ........................

f. Man set foot on the moon. ........................

2. State True or False against the following statements.

a. Early men used to communicate with each other by using modern
language.

b. Early men discovered agriculture and farming.

c. Religion and culture was the discovery of the Middle Age.

Oasis Social Studies & Population Education # 7 13

d. Modern age is also called the Industrial Age.
e. Machines didn't help men to develop industries.

3. Answer these questions.
a. What are the basic features of the Stone Age?
b. How did discovery of fire change men's life in the Stone Age?
c. In what way is the Middle Age different from the Stone Age?
d. What do you think are the biggest achievements of the Middle Age?
e. Write five characteristics of the Modern Age.
f. Write down the positive and reformative aspects of your society.

4. Make comparison between two pictures given below:

i. ii.

5. Human society is a process of evolution. Justify this statement on the
basis of what you learned in this lesson.

Community Work: Finding about Social Development

In this project, we are going to find out how our own society (where
we live) has changed over the time. For this, you will have to
interview at least five elderly people from your locality. Ask them
about how things were like in the past and then compare them with
how things are at present. Based on your findings, prepare a brief
report on “How My Community Has Changed.” Present your report
to the class.

14 Oasis Social Studies & Population Education # 7

Lesson Socialization

1.3

Pre-reading Activities

Remember your first day at school when you were enrolled there and left there
by your parents. How did you feel about it? Think about it and write a few lines
about how you felt on that day. Share your ideas with the class.

Reading

When you were young you didn't know how to
speak, how to respect your seniors and love your
juniors. You also did not know about cultural and
religious practices. But as you grew, you learned
to speak and read. You learned to respect the
elders. You started to go to school and learned
about cultural, social and religious values. You
started to observe social and religious functions
like festivals. You may sometimes go to a local
Gaunpalika/Nagarpalika office with your parents.
All these activities you now do and perform are
part of the socialization process.

What's socialization? It's a process in which a
person learns social norms and values, and culture and social behaviour. The
person behaves in socially-accepted ways and becomes a part of the society.

From our birth until death we become involved in various activities. We go to
school to receive education. We live with neighbours and help each other in
need. We follow our culture and tradition. We follow the rules of our family
and society and behave in a disciplined manner. We behave in a socially-
accepted manner. Thus, the process of observing social rules and contributing
to social development is called socialization. Socialization helps a person to
become a good member of the society and the country.

Oasis Social Studies & Population Education # 7 15

Socialization is a life-long process. It is also a part of passing cultural values to
the new generation. It makes a person a member of the society and builds his
or her self-confidence.

But the process of socialization is not the same in all places and all times. It
differs from place to place and from one time period to another.

Means of Socialization

Can a person become socialized on their own? No. For example, if you didn't
live in the society, you would not know about your social culture and norms.
There are various factors which help us in the socialization process. They are
called the means or agents of socialization. There are two such means. Primary
means and secondary means.

Primary means/agents: Means
or agents which help a person
to become socialized in informal
way are called primary means of
socialization. Primary means of
socialization are family, friends,
neighbours, relatives, social
functions like festivals, jatra,
marriage, local markets, etc.

All these help a person to know
his/her place in the society, to understand the social practices and to interact
with other people of the society.

Secondary means/agents: Means or agents which help a person to become
socialized in a formal way are called secondary means of socialization.
Secondary means of socialization are: school, college, social organizations (such
as political parties), business organizations (such as companies, factories), etc.
Secondary means of socialization help a person to understand broader aspects
of social life.

We cannot live away from the society. To live in the society, we have to develop
a habit of helping each other. We should participate in the development
activities to make our society a better place. This process of taking part in
social development is also called social participation. Social participation is
the backbone of socialization.

16 Oasis Social Studies & Population Education # 7

Free the Words

contribute : to help
self-confidence : having confidence in yourself
interact : to communicate
backbone : the most important part of something

In-class Activities

Make a list of activities that you perform in the following situations.

With the neighborhood In religious places During social functions

children such as wedding, jatra and

religious festivals

Now, on a detachable page, write how each activity helps you to become a
part of the group.

Exercise

1. Fill in the blanks with the correct expression from the text above.
a. Socialization is a process in which a person ................... behaviours.
b. A socialized person becomes ........................the part of the society.
c. ....................helps a person to become a good ........................ .
d. ............. differs from one place to another and one period of time to another.
e. ....................are called primary means of socialization.

Oasis Social Studies & Population Education # 7 17

2. The following are some other means of socialization. Write PM for primary
means and SM for secondary means against each of the following.

a. Work-place (office) ..................................

b. Health post/hospital ..................................

c. Radio, television, newspapers ..................................

d. Brothers/sisters ..................................

e. Parents ..................................

3. Match the following:

Socialization social animal

Social participation father and mother

Primary agents of socialization secondary means of socialization

Man builds self-confidence in a person

College/university participation in social development
activities

4. Answer the following questions in short.
a. What is socialization?

b. How do we get involved in various activities from our birth until our
death?

c. How is socialization a life-long process?

d. What do you mean by means of socialization?

e. What are two major means of socialization?

f. Why is school taken as secondary means of socialization?

g. Define social participation.

h. How is the socialized person?

5. Write long answers to the following questions.
a. Discuss the means of socialization in detail.
b. Discuss various features of socialization.

c. What should a person do to become socialized?
Project work:

1. What sort of problems related to the socialization do you have in
your community? How can you solve those problems? Talk to the
intellectuals of your community and find out the answer.

18 Oasis Social Studies & Population Education # 7

Lesson District
Coordination
1.4
Committee

Pre-reading Activities

Name the district you currently live in. Write five interesting facts about the
district. Are there any development projects going on in your district? If so, name
them and tell the class what they are for.

Reading

This is Rojina's first visit to the district headquarters. Her father, Mr. Sharma,
has taken her along because she wanted to see the district headquarters. Her
father had to get a land ownership certificate made. Rojina's father took her
to District Education Office, and District Administration Office. At the District
Coordination Office, she sees a notice on the board.

The notice goes like this:
Office of District Coordination Committee
Chandragadi, Jhapa
February 10, 2021
Members of District Coordination Committee,
All the area members of Jhapa,

This is to notify that the District Assembly meeting is scheduled for August 17,
2021. The meeting plans to endorse development programmes for this fiscal year.
The members are requested to prepare development plans and programmes
and submit them to the office by August 15, 2021. The members are requested to
follow the following criteria while preparing the development plans.

• The programmes and plans have to be approved by respective ward com-
mittee and village assembly.

• The programmes have to benefit the general public, and need to address
the unemployment problems of the respective areas.

• The programmes should help to enhance production of local foods and need
to be conducted with the help of local resources and skills of the local people.

Oasis Social Studies & Population Education # 7 19

• The programmes should help to conserve the local environment and they
have to address the problems faced by poor and deprived class of people.

The following areas should be covered by development plans and programmes:
Agriculture activities, construction of road, forest conservation, irrigation
and soil conservation, health, drinking water and local development, land
reform, education, language, culture, sports, tourism, hydropower, women
empowerment, domestic industries, job creation, etc.

We hope that concerned members will submit their plans within the mentioned
date and help the District Coordination Committee perform its work.

Mohan Koirala
Chairperson

Rojina read the notice with interest. But she didn't understand many things in the
notice. She asks her father about District Coordination Committee on their way home.

Rojina : Daddy, did you see me reading the notice on District
Coordination Committee noticeboard?

Mr. Sharma : Yes, I did. What was it all about dear?

Rojina : It was a notice issued by the chairperson to other members. But
I didn't understand many things about District Coordination
Committee.

Mr. Sharma : Maybe I can help you.

Rojina : What's a District Coordination Committee, dad?

Mr. Sharma : You know Rojina, there's a government in each province but
it can't oversee the development work in all the villages and
districts. So in each village people elect their representatives.
They form ward committees in the rural municipal and
municipal committees in towns. These rural municipalities
or municipalities function as local governments. These units
are granted rights to carry out development activities in their
areas.

Rojina : You didn't answer my question, dad. I know about rural
municipalities and municipalities. I read about them in

20 Oasis Social Studies & Population Education # 7

grade Six. Tell me about District Coordination Committee and
District Assembly.

Mr. Sharma : A District Coordination Committee is a local government
body like a rural municipality but it operates at the district
level. Similar to a Village Assembly, the members in District
Coordination Committee are elected. The District Assembly
elects a District Coordination Committee with a maximum of
nine members including a chairperson, a deputy chairperson,
at least three women and at least one person from the Dalit or
minority community. The members of the village Assembly
or Municipal Assembly within the district concerned is
eligible to be a candidate for the post of the chairperson, the
deputy chairperson or member of the District Coordination
Committee.

Rojina : Ok, then what is District Assembly?

Mr. Sharma : There is a District Assembly for coordination and
essential management among the rural municipalities and
municipalities within the District. The members of the
District Assembly include the chairperson of all the rural
municipalities and Mayors of all the municipalities within the
district.

Rojina : What does the District Coordination Committee or District
Assembly do then?

Mr. Sharma : The District Coordination Committee executes all tasks to be
carried out on behalf of the District Assembly. Its functions
duties and powers are as follows:

i) to coordinate among the rural municipalities and
municipalities and province within the District

ii) to carry out monitoring so as to maintain balance in
development and construction works

iii) to maintain coordination among the federal and provincial
government offices and village assembly and municipality
within the district

Oasis Social Studies & Population Education # 7 21

iv) to perform other tasks as per the provincial law
Rojina : Thank you so much father.
Mr. Sharma : It's my pleasure, dear.

Free the Words

headquarters : a place where most important offices are located
criteria : standard or principle to be followed
respective : related to
representatives : elected or chosen persons to perform certain work
nominate : to name or select someone to do a job
eligible : suitable

In-class Activities

Imagine that your class is a district and you all are the people living in
that district. Select a name for your district. And then, conduct an election
and form the District Coordination Committee, selecting members from
among yourselves. Also make a list of work the District Coordination
Committee is likely to perform in the next four years. Consider drawing
an organizational chart of the Committee and display it in your class.

Exercise

1. State whether the following statements are True or False.
a. There is a District Coordination Committee in each district.
b. The District Assembly coordinates other local bodies within the
district.
c. The District Coordination Committee has a maximum of 8 members.
d. The district Coordination Committee is a district level local
government.
e. The members of District Coordination Committee are determined by the
size and population of the district.
f. The District Coordination Committee does not have any female
members.

22 Oasis Social Studies & Population Education # 7

2. Match the following. coordinate among the local bodies
District Coordination Committee within a district
chairperson
Function of District Assembly head of the District Coordination
Committee
Areas of development plans
elects a District Coordination
Committee

District Assembly domestic tourism

3. Answer these questions in short.
a. What's a District Coordination Committee?

b. Why do we need a local government body?

c. Mention two criteria to be followed while preparing development
plans by a District Coordination Committee member.

d. What are the three priority areas of District Coordination Commit-
tee's development plans?

e. How is the District Assembly formed?

4. List the functions of the District Assembly.

5. What are the benefits of local government body for the people?

6. Are you satisfied with the way different development activities are
being carried out in your district? Write your views in three points:

i. .................................................................................................................. .

ii. .................................................................................................................. .

iii. .................................................................................................................. .

Oasis Social Studies & Population Education # 7 23

Lesson Boons of Local
Development
1.5

Pre-reading Activities

Get into small groups of 4-5 students. Choose an area such as library, playground,
classroom, etc. that needs to be improved. Then, write how you will benefit from
the improvement.

Reading

Read the news story below from The Kathmandu Post, December 25, 2013.

JAYA BAHADUR ROKAYA
HUMLA, DEC 24
The road connection to Gamgadi, the Mugu district headquarters, has come
as a great relief to the people in some of neighbouring Humla district as
well. People from nine VDCs in Humla can now purchase daily essentials
at Gamgadi and transport their purchase to their villages on mules.
The road access means the opportunity to buy daily goods at cheaper prices
without the air transport fare. Local people used to pay at least Rs 120 per
kilogram as transport fare on the goods delivered to Simikot, the Humla
district headquarters, from Surkhet via airplanes.
"We used to pay up to Rs 250 for 1 kg sugar. Now we can purchase the goods
at much lower prices in Mugu," said Karna Bahadur Shahi of Srimasta VDC
of Humla.
The people in villages from Humla district can now visit Gamgadi whenever
they need supply of grocery and other commodities. Some villagers like
Prakash Bahadur Shahi of Saya VDC have even set up their own shops.
"I purchase the goods at Gamgadi and sell them through my shop at
Sarkeghat," he said. "I charge extra money on the price of the goods to
collect my transport fare." The road access to Gamgadi is also expected to
address the problem of food shortage faced by the people in Humla.

Note : Now VDC has been converted into rural municipality or municipality

24 Oasis Social Studies & Population Education # 7

As you have read in the news, the road connection to Gamgadi of Mugu
district is an example of development. The road is a basic infrastructure of
development. It provides a lot of facilities to people. It also opens doors for
other development activities. And people can benefit from it. For example,
because of the road, people of Mugu district can sell their products to the
market. The goods they need can easily be purchased.

Local bodies like District Coordination Committees and rural municipalities
(Gaunpalika) can carry out several such development activities in villages and
districts. District Coordination Committee allots budget for road construction in
the district. Likewise, rural municipalities can conduct development activities
like road construction, installationof taps, building schools and health posts in
the villages. These bodies can work for tourism development as well.

When development activities take place in the village, villagers are directly
benefited by this. They get to study in their local schools. They don’t have to
depend on central government for each and every thing. Such development
activities also help to make democracy strong.

There must be similar development works taking place in your districts and
villages. Take notes of such activities and share them with the class.

Free the Words

daily essentials : things like food, water, and fuel needed on a daily basis
food and other goods
grocery : products like rice, flour, etc.

commodity :

In-class Activities

Think of a recent development that took place in your locality such as road,
library, hospital, etc. Then briefly write how the local people benefitted
from the development.

Oasis Social Studies & Population Education # 7 25

Exercise

1. Read the news story and state whether the following statements are
True or False.
a. Gamgadi is the district headquarters of Humla.

b. Road connects only Gamgadi.

c. Road access has allowed villagers to buy goods at cheaper price.

d. The road link won't help to address food-shortage in Humla.

2. Answer these questions.
a. How has the road link helped people of Humla?

b. How do you think will it help address the problem of food shortage
in the Himalayan district? Elaborate.

c. How do District Coordination Committees and rural municipalities
help local development initiatives?

d. How do people benefit from local development initiatives?

3. Take an example of development initiative being conducted by District
Coordination Committee and rural municipality/municipality in your
village or town. Write an essay on how it has helped the people of your
village.
Unit Revision

In this unit, we have learnt that :
• human being and society have gradually developed into modern form.
• early human beings lived in caves and survived by hunting and eating animal

flesh.
• the discovery of fire was the first step towards civilization.
• agriculture helped develop human beings to the modern form.
• the evolution of human society can be divided into various stages such as the

Stone Age, the Middle Age and the Modern Age.
• socialization is a process by which one learns rules, customs, and culture
• the family, peers, school, etc. are agents of socialization.
• District Coordination Committee is the local administrative unit. It looks after

the development and administration of the entire district.
• local people get benefits from local development .

26 Oasis Social Studies & Population Education # 7

Community Projects for this Unit

1. Search on the Internet pictures of men from the Stone Age, the
Middle Age and the Modern Age and assemble them, in order, on
a chart paper to present in the class.

2. Find out the names of the members of your District Coordination
Committee and complete the information below.

District Coordination Committee,............ (name of the district)

Chairperson: .................................................

Deputy Chairperson: .................................................

Members 1. ...................................................

2. ...................................................

3. ...................................................

4. ...................................................

5. ...................................................

6. ...................................................

7. ...................................................

3. Write a letter to rural municipality/municipality or District Coordination
Committee requesting for funds to add books to your school library. Get
the letter signed by all the students of your class and send it to rural
municipality/municipality/District Coordination Committee. Take
help from your teacher/principal.

Oasis Social Studies & Population Education # 7 27

Unit

2

Our Social Norms
and Values

Learning Objectives

After the completion of this unit, students will be able to:
• identify and preserve different cultural, religious and social traditions,

customs and rituals.
• protect nationality and be involved in activities to promote it.
• understand the importance of Nepali folk culture, folk songs, dances and

musical instruments.
• learn about scientific inventors and historical personalities and take

inspiration from their life and identify similar personalities in the local
community and tell others about the roles they played for the country.
28 Oasis Social Studies & Population Education # 7

Lesson Our Religious
Traditions
2.1

Pre-reading Activities

Which religion do you follow? Besides your religion, which other religious places
temples, mosques, monasteries or churches do you visit? Share with the class.

Reading

When did you last have a public holiday on a religious and cultural festival? May
be you had a day off on Lhosar or Christmas, or Eid or Krishna Asthami (the
birthday of Lord Krishna). Perhaps you'll need to see the calendar to find out.
We mark these special days as holidays to pay respect to every religion and their
followers.

People in Nepal follow many religions such as Hinduism, Buddhism, Islam,
Jainism, Christianity, and Kirat, among others. People from one religious group
also celebrate religious festivals belonging to other groups. As a result, there is a
strong unity and harmony among us.

The Hindus worship Brahma, Vishnu and Maheshwar
(Shiva), Durga, Saraswati, Laxmi, Ganesh the Sun
and the Moon. Actually the Hindus worship several
gods and goddesses. The Hindus celebrate festivals
like Dashain, Tihar, Chhath, Shivaratri, and Krishna
Asthami. They read various classical books such
as the Vedas, Puran, Upanishad, Gita, Mahabharat,
Astrology and so on. They follow their traditions and
culture as per the guidelines marked by these books. They use the methods like
Panchopachar, Dasopachar, Shodsopachar to worship different deities. People fast on
different days and Tithis.

They visit temples and offer prayers. They believe in worshipping idols. They
believe that helping the poor and helpless will earn them virtues.

The Buddhists worship Lord Buddha. They recite prayers and meditate in Gumbas.
They believe in the teachings of Lord Buddha, who is the symbol of world peace.

Oasis Social Studies & Population Education # 7 29

Buddhists believe in truth and non-violence. To donate
to the needy people is another major feature of this
religion. Tripitaka and Jataka are their religious books.
The Buddhists celebrate Buddha Jayanti, the birth day
of Lord Buddha, as the greatest festival.

The followers of Islam do not worship idols. They
recite Namaj and remember Allah. the Quaran is their
sacred book. They believe in helping others and give
alms to the poor people. The so donated alm is called
Fitra. Eid is their greatest festival.

The Kirats regard nature as god. So they worship trees, rivers, rocks, hills and
mountains as gods. They consider and worship these objects as the symbol of
Paruhang, Sumnima and Manghang. They believe that worshipping nature gets
them closer to god. Mundhum is the religious book of the Kirats.

The Christians regard Jesus Christ as
the son of God. The day of Jesus's birth,
December 25, is their greatest festival.
The Bible is their holy book. They follow
their tradition and culture based on the
same book. They go to Church to pray.
They believe that praying to Christ take
them close to god.

The Jains regard Tirthankar as their God. Mahabir is considered as the founder
and Tirthankar of Jain. They donate and do service in the name of god. In doing so
they get eternal peace and prosperity. The Shiks regard Guru Nanak as their god.
Sri Guru Granth Sahib is their religious scripture. Gurudwar is considered as their
holy place where they worship. In doing so they believe to achieve god.

People celebrate different festivals and religious ceremonies according to their
beliefs. But we must respect every faith equally. Nepal does not discriminate
people on grounds of their religious belief. It's a secular nation.

30 Oasis Social Studies & Population Education # 7

idol Free the Words
virtue
meditate : statue that is worshipped as god
secular : good quality
: to think deeply in silence
: not concerned with religious matters

In-class Activities

In a detachable page, write your name. Then make a list of cultural practices you
and your family observe during a year. You can list only the important ones. Select
one cultural practice that is very important for you and your family. Write a brief
description of the practice, including what it is, how it is celebrated, what main
activities you perform during it. Read the description to the class. Then, ask the class
what they like and dislike about the practice.

Exercise

1. Match the following:

Worshipping idols Kirats

Symbol of world peace Buddha Jayanti

Birth of Lord Buddha Shikhs

Nature is God Hindus

Guru Nanak Lord Buddha

2. State True or False against the following statements.

a. Religious festivals are observed to respect religions and
their followers.

b. Our country gives importance to one religion over others.

c. Different religions have divided people in Nepal.

d. The Kirats regard nature as god.

e. People celebrate different festivals according to their
religious beliefs.

Oasis Social Studies & Population Education # 7 31

3. In the table below write names of your five close friends and also
mention which religion they follow and which festivals they celebrate.

Friends Religion Festivals

1.

2.

3.

4.

5.

4. Answer these questions.
a. What are the major religions of Nepal?
b. Mention any six names of Gods and Goddesses that the Hindus
worship.
c. How are the Kirats different from the Hindus and the Muslims?
d. Write down different holy books of Hindus.
e. What do Buddhists believe in?
f. Which is the greatest festival of Islam?
g. Why is December 25 a special day for Christians?
h. Name the found of Jainism.
i. What is a secular nation?

5. Write about the religious festival that you have recently celebrated. In
your response, include:

• what festival it is • how it is celebrated

• when it is celebrated • how you have participated

• what main activities mark the celebration

6. Complete the following table:

Religions Holy books Holy places Believe in
i) Hinduism
ii) Islam
iii) Christainity
iv) Kirants
v) Jainism

32 Oasis Social Studies & Population Education # 7

Lesson

2.2 Our Social Customs

Pre-reading Activities

Which caste or ethnic group do you belong to? Make a list of five important
customs related to the group you belong to. Share your ideas with the class.

Reading

Sophia belongs to a Chhetri
family. Her youngest sister
became 11 days old today.
Her family priest came
to their home early in the
morning to perform the
naming ceremony of the baby.
Sophia's mother carried the
baby in her lap. Her father
and her grandparents sat
round the fire. The priest put tika to everyone. He named Sophia's sister as
Roopali. And he declared that naming ceremony was complete. Now Sophia
can call her 11 days old sister “Roopali”.

Sophiya's family observed a social custom. A social custom is a part of religious
and cultural practices. People in Nepal follow different religions and cultural
traditions and values. They perform different rites and rituals according to their
traditions and values. Such rites and rituals help to preserve their traditions.
They also make people feel proud of their cultures.

Customs, rites and rituals are different from one community to another. For
example, bel bibaha (marrying with a bel) is common in the Newar communities.
But the Brahmins and the Chhetris do not observe this ritual. Social and
religious rituals make one community different from another. These rituals
reflect the characteristics of the community.

Oasis Social Studies & Population Education # 7 33

Cultural rituals differ according to place as well. For example, the rituals
observed in the Terai may be completely different from the ones observed in
the high hills and the Himalayas.

Despite differences, we all observe common rituals such as birth ritual,
initiation ceremony, marriage and death rituals. The methods of performing
these rituals may be different. But they are common to all of us.

Everyone is free to observe their cultural and religious customs in our country.
Actually, it is a right of citizens to celebrate rites and rituals of their cultures.
Our constitution has protected this right under the provision called “right to
religion.” It says:

1. Every person shall have the right to profess, practice and preserve his or her own
religion as handed down to him or her from ancient times paying due regard to
social and cultural traditions.

Provided that no person shall be entitled to convert another person from one
religion to another, and no person shall act or behave in a manner which may
infringe upon the religion of others.

2. Every religious denomination shall have the right to maintain its independent
existence, and for this purpose to manage and protect its religious places and
religious trusts, in accordance with law.

Source: The Constitution of Nepal, 2072

Thus our constitution has guaranteed religious and cultural rights. The best
thing about Nepali people is that we do not fight among each other in the
name of religion and culture. There is great religious tolerance in Nepal. There
are some bad things about our social customs too. Practices of untouchability,
discrimination, etc. also exist in some communities. Likewise, people tend to
spend unnecessarily in functions like wedding and birth rituals. We need to
avoid these bad practices. And we need to preserve our social and cultural
rituals as well.

Free the Words

ancient : very old, belonging to early period of history
profess : believe
infringe : to break a law or rule
denomination : branch/sect of a religion

34 Oasis Social Studies & Population Education # 7

In-class Activities

Select a custom or tradition popular in your community. Briefly write what
it is and how it is observed. Read out to the class.

Exercise

1. Match the following.

Rice feeding ceremony religious ritual

Period of mourning cultural ritual

Keeping fast birth ritual

Jatras death ritual

2. The following are some good and bad practices. Write ‘Practice to be
preserved’ for good ones and 'Practice to be avoided' for bad ones.

a. Observing naming ceremony

b. Spending unnecessarily on feasts

c. Participating in religious and cultural festivals in the
community

d. Discriminating people on the basis of caste and religion

e. Observing Deusi and Bhailo during Tihar

f. Gambling and playing cards during the festival

3. Answer the following questions.
a. How do you define social customs?

b. How does observing rites and rituals help people?

c. What are some of the rituals commonly observed by people across
the country?

d. What does our constitution say about conversion?

4. Select one cultural or religious ritual your family observes. Then,
identify some of the bad practices related to the ritual. Also suggest
ways to avoid such bad practices.

Oasis Social Studies & Population Education # 7 35

Lesson Some
Caste-based Rituals
2.3

Pre-reading Activities

Name one special ritual your caste or community observes. Briefly list the main
activities. Then, share with the class.

Reading

Tenzing is a Sherpa boy. His naming
ceremony was observed on the
seventh day. However, naming
ceremony in the Sherpa community
can be observed on any day between
the fifth and the eleventh day. In this
community, the Lama performs the
naming ritual.

Arranged and chori marriages are in practice. Arranged and love marriages are
common in Tenzing’s community. Jari and chori marriages are also in practice
though such customs have become quite outdated by now. After a person is
dead, death rituals are performed on the seventh and the eleventh day. It is called
Napar. The Sherpas celebrate Lhosar, Dumji and Osho as their major festivals.

Tina is a Tamang girl. Her naming ceremony was performed when she was
three-days old. She was fed rice when she was five-month old. But Tamang
boys are fed rice in six month. Dead bodies are buried. They observe mourning
for three days. Major festivals are Lhosar and Buddha Jayanti.

Ashok belongs to the Rai community. His naming ceremony was held when
he was five-days old. It can be held on any day between the third and the sixth
one. Arranged and love marriages are common in Ashok’s society. When a
person dies, the dead body is buried. They open gunshot during the funeral
procession. Sakela, Sakewa and Nwagi are special festivals.

36 Oasis Social Studies & Population Education # 7

Aarti is a Limbu girl. Her naming ceremony
was held on the third day after her birth.
If she were a boy, it would have been held
on the fourth day. Love and arranged
marriages are in practice. Dead bodies are
buried. Udhouli, Ubhouli and Chamacha
are her major festivals.

Sopun is a Magar boy. His naming
ceremony was held when he was thirteen-day old. It can be held on any day
between eleventh and fifteenth days after the birth of a baby. Arranged and
Jari marriages are in practice. Marriage between a person's daughters and
his sister's sons are allowed in his community. This is popularly known as
mama-cheli/phupu-chela marriage. Dead bodies are buried. The mourning
period lasts for 10 to13 days. Kaura Nach, Nag Puja, etc. are special festivals.

Sapana is a Gurung girl. She is the first child in her family. So her birth was
celebrated with much fanfare. Arranged and love marriages are common in her
community. Dead bodies can be buried or cremated. But mourning is observed
for 13 days. Tamu Lhosar, Ghatu, Sorathi dance, and death anniversary rituals
are observed.

Thakur is a Brahmin boy. His naming
ceremony was held on the eleventh day
after his birth. Rice-feeding ritual is
held after the baby reaches the age of
five or six month. When the boy reaches
seven years, initiation ceremony is
held. Arranged and love marriages
are in practice. But the Brahmins and
the Chhetris do not marry within the
same caste lines (gotras). Dead bodies
are cremated according to Hindu tradition. Mourning is observed for 13
days. Dashain, Tihar, Teej, Krishna Asthami, Maghe Sankranti, etc are special
festivals for them.

Sekina is a Dhimal girl. Her naming ceremony was held on the third day after
her birth. If she were a boy, it would have been held on the seventeenth day.
Arranged, love, chori, jari, widow marriage and supari marriage are common
in her community. Dead bodies are buried. The Dhimals worship nature.
Ubhouli and Udhouli are major festivals.

Oasis Social Studies & Population Education # 7 37

Dhaniram is a Tharu boy. His naming ceremony
was held on the seventh day after his birth.
It can be done on any day between sixth and
ninth. Arranged, love and jari marriages are
common. The dead bodies are burnt or buried
according to the tradition. Maghi and Fagu are
major festivals.
Hisila is a Newar girl. Her naming ceremony
was held on the fifth day after her birth.
However, the naming ceremony in the Newar
community may take place on any day between the fourth and eleventh day.
Iihi (Belbibaha), arranged and love marriages are in practice. Dead bodies are
cremated. The Newars celebrate Jatras. Mhapuja is one of the special festivals
for the Newars.

Free the Words
jari marriage : marrying someone’s wife by paying a fine (jari)
chori marriage : marrying without the consent of parents
bel marriage : a custom among the Newars to marry their daughter with a bel

In-class Activities

Customs like "Chori Marriage" are very rare these days. In fact, such a practice
is violation of women's rights. Find out a similar social custom that needs to be
stopped. Offer some reasons as to why the custom should be stopped.

38 Oasis Social Studies & Population Education # 7

Exercise

1. Complete the table below with information from the above lesson.

Castes Birth rituals Marriage Death rituals Major
naming ceremo- festivals
Tamang ny in between 5th
Sherpa and 11th day

Dhimal
Magar
Gurung
Tharu
Rai
Limbu

2. In the table below make a list of friends from at least five different
castes (if possible) and complete the chart.

Friends Birth rituals Death rituals Festivals
1.
2.
3.
4.
5.

3. Answer these questions.
a. What rituals have you observed so far? List them.
b. What should be done to preserve different cultural rituals of a
community? Write in brief.
c. Why are cultural rituals important? Explain.
d. Write any five advantages of preserving the cultural rituals of
community.

Project work:

4. Choose a community other than yours. Talk to people from that
community to know about how birth, marriage, and death ceremonies
in that community are observed. Prepare a short report about it.

Oasis Social Studies & Population Education # 7 39

Lesson Promoting Our
Nationality
2.4

Pre-reading Activities

If you met a foreigner and introduced yourself as a "Nepali", what would the
person perceive about you? How are Nepalese known to people in the world?
List five traits that the Nepalese are known for.

Reading

Aarti is a Limbu girl. Her parents speak the Limbu language at home. She
speaks English and Nepali with her friends at school. But she speaks Limbu
with her parents. Udhauli and Ubhauli are her great festivals.

Thakur is different from Aarti in many ways. He is a Brahmin boy. His parents
worship Hindu Gods. He does not speak the Limbu language. His festivals are
Dashain and Tihar. Aarti and Thakur could be different in many other ways.
But there is one thing common between the two. Both are Nepalis.

40 Oasis Social Studies & Population Education # 7

Nepal is our nation. Nepali is our nationality. Nepal is a country of diverse
languages, ethnicities, cultures and castes. But all Nepalis feel they belong to
the same nation and have a common identity. This is nationality. Nationality is
a shared feeling of people towards their nation. Wherever we live and whatever
language we speak we have a deep sense of love and respect for our country.
This shared feeling of love and respect for the country is called nationality. It
unites people despite differences in caste, culture, language and lifestyle.

Each nation has same historical personalities, geographical regions,
and national symbols. All this makes nationality even stronger.
Nepal has several things to be proud of. Mt. Everest, the highest peak in the
world, is in Nepal. Lumbini, the birthplace of Lord Buddha, lies in our country.
These two things have made the country known to the world. Nepal is also
known as the land of brave Gorkhas.

Our historical personalities have also made our country known to the world by
their good deeds. Araniko had made Nepali art and architecture famous in China
in the 7th century. Bhrikuti also helped promote the image of Nepal in Tibet.

The best thing about our country is that it has always remained free and
independent. Our country was never colonized. And our ancestors have
taught us to live with dignity.

We all need to work to protect our nation and nationality. The students can
also do their part. They should study properly. They should help in building
schools and temples and protecting public property. They should contribute to
social work, remain disciplined and inspire others. They should speak against
social evils like corruption and misconduct. If they do so, they will be helping
to protect their nationality.

Free the Words

independent : free, having their own government
colonize : to take control of a country which is not yours
dignity : self-respect

In-class Activities

• In a blank sheet of paper, write “Being a Nepali” at the centre of the page. Then, make
a word-web around “Being a Nepali” by listing as many words as you can that are
associated with the idea of being Nepali.

• Then, separate words that mean something positive and those that mean something
negative. Discuss whether you possess the qualities you have listed in your word-web.

Oasis Social Studies & Population Education # 7 41

Exercise

1. Write True or False against the following statements.
a. Caste, language and culture divide people.

b. Nepal is a country of multiple castes, cultures and religions.

c. Nationality is the common feeling of all Nepalis.

d. Nepal has not always been an independent country.
e. Students play a vital role in promoting nationalism.

2. Answer these questions.
a. What unites Aarti and Thakur despite many differences between
them?
b. What is nationality? How does it unite people?
c. What are some of the things that have made Nepal known to the
world?
d. In what way is our country different from others?
e. How can students help to protect nationality?
f. Compose a song or a poem that reflects the nationality.

3. Remember the national anthem and write how our national anthem
reflects Nepal's nationality.

4. Interpret the following song.

g]kfn xf] xfdf| ] bz] g]kfnL xf}+ xfdL
ljZjdf g} g]kfnLx? ag]sf 5g\, gfdL
g]kfnsf hfthflt, efiffefifL ;a} gk] fnL
;a} wd{, ;+:s[lt, j0f{ / ji] fei" ff g]kfnL .
lxdfn, kxf8, t/fO,{ dw]; ;a} xfdf| ] gk] fn
eb] xf]Og, åGå xfO] g, ;dtfdn" s gk] fn .
;lxi0ft' f, ;b\efj;fy sfod 5 /fi6« Pstf
cfTd ;Ddfg, :jfledfg /fvL u/f+} ldqtf
otf lxdfn ptf kxf8 ;dy/ t/fO{
gk] fnL 5g\, ;a} oxf“ sfx] L 5}gg\ k/fO{ .

42 Oasis Social Studies & Population Education # 7

Lesson Gehendra
Shamsher
2.5

Pre-reading Activities

Among poets, historians, social workers, who do you like the most? Select
one person and then write some reasons as to why you like the person. What
inspiration can we get from the life of the person? Share your views with the class.

Reading

Read Khushi’s diary dated Magh 25, 2077

Magh 25, 2077, 9:30 P.M.

My Social Studies teacher asked me to find
information about Gehendra Shamsher.
“Who is he, by the way?” I asked. “You
should find out yourself,” he said. I know
why he wants us to speak about Gehendra
Shamsher. Our next lesson is about him. So I
went to the library after school and borrowed
history books. One of them contained a
short biography of Gehendra Shamsher.
Tomorrow, I am going to share the following information about Gehendra Shamsher
with my class.

Gehendra Shamsher was born in Poush 1928 BS. He was the son of Rana Prime
Minister Bir Shamsher. He was educated at Durbar High School of Kathmandu.
Gehendra Shamsher was an active, inquisitive, creative, argumentative and
serious person since his childhood. He was interested in music, physical
exercises and sports more than studies.

Gehendra Shamsher would spend most of his time by doing creative work.
Understanding the creativity of his son, his father Bir Shamsher appointed
him as the in-charge of arms and ammunitions. He was still young at the time.

Oasis Social Studies & Population Education # 7 43

After his father became the Prime Minister,
Gehendra Shamsher felt more encouraged to
carry on with his creative work. He received
support and inspiration from his father. Then
he established factories to manufacture arms
and ammunition. He started making shoes,
ammunitions, rice mill, wind motor, etc.
He set factories for this at Jamal, Sundarijal,
Balaju and Bhojpur. He imported a motorcar
from Britain in 1956 B.S. He wanted to study
the car and make a similar car in Nepal.

Gehendra Shamsher invented rice mill
and water pump. He was the one to generate hydroelectricity in Nepal
for the first time. After his father passed away, Dev Shamsher became the
prime minister in 1958 BS. Then he was sent to Japan to study technology.
Just by observing things he could invent weapons. He made Bir guns and Dhir
Guns. He brought the machines required to make guns from Britain. Some
of these guns are in our national museum today. Gehendra Shamsher is also
called the first scientist of the country. He passed away at the young age of 35,
in 1963 BS.

Once I tell the class all these things, I'm sure they will be surprised. Friends will
applaud me. It seems I'm going to have a very good day tomorrow. It's 10:30 now. I
must go to bed.

Free the Words

argumentative : willing to debate ideas

inquisitive : curious

arms and ammunition : weapons, bullets, etc.

In-class Activities

Divide the class into four groups. Each group selects one of the following
personalities: Historian Baburam Acharya, Poet Laxmi Prasad Devkota,
Politician B.P. Koirala, Businessman Binod Chaudhari. Then, prepare a brief
biography of the person and present it to the class.

44 Oasis Social Studies & Population Education # 7

Exercise

1. Fill in the blanks.

a. Gehendra Shamsher was born in ........................... .

b. The son of .................... he was educated at ………............. .

c. He …….....….. for the first time in Nepal.

d. He was sent to Japan to …...........…….. .

2. Answer the following questions.
a. Make a list of things that Gehendra Shamsher invented.
b. What do you aim to be in the future? What plans do you have to
fulfill that aim?
c. What qualities made Gehendra Shamsher a scientist?
d. What lesson do you learn from the life of Gehendra Shamsher?
e. Write the name and task of any one person who has contributed a
lot to your community.

3. Write a paragraph about Gehendra Shamsher from the following hints.

Birth : Poush, 1928

Death : 1963 BS

Education in Durbar school, established factories to make arms,
invented Dhir guns, Bir guns ………..................... .

4. Write a similar diary to Khusi on any one of the personalities you like.

Oasis Social Studies & Population Education # 7 45

Lesson

2.6 Historical/Political

Personalities

Pre-reading Activities

These days we tend to use the word "Martyr" too causually. In your opinion, who
should be a martyr? How should we honour martyr?

Reading

In the history of Nepal, many people have sacrificed their lives for the country.
Many others have fought for good cause. Several others have done their best
for the country and people. We call such people historical personalities. We'll
read about some of them in this lesson.

Four Martyrs

Sukraraj Sastri, Dharmabhakta Mathema, Gangalal Shrestha and Dasharath
Chand (you must have read about them in previous grades as well) are
collectively known as the “four martyrs” of Nepal. They fought against the
Rana rule in the late 1940s. They wanted to establish democracy in Nepal.

Dasharath Chand Dharmabhakta Mathema Gangalal Shrestha Sukraraj Shastri

But Rana rulers were against democracy. The four martyrs continued their
fight for democracy. The rulers of the time killed them because of their strong
commitment against the Ranas.

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Bishweshwar Prasad Koirala

Bishweshwar Parsad Koirala was born in 1914 AD. He
was the leader of the Democratic Movement of 1950AD.
He introduced democracy in Nepal and became the
first elected Prime Minister of Nepal in 1959AD. But
later he was deposed by the king. Yet he didn’t give up
his struggle for democracy. He led the anti-Panchayat
movement of 1979 AD and stood for multi-party system
of democracy in the national referendum of 1980 AD.
Koirala passed away in July 1982 AD.

Pushpalal Shrestha

Pushpalal Shrestha was born in 1924 AD. He was
the founder member of Communist Party of Nepal.
He also started communist movement in Nepal.
Many people still regard him as the father of Nepali
communism. Shrestha passed away in 1978 AD.

Geneshman Singh 47

Ganeshman Singh was born in 1915 AD.
He was a Nepali Congress leader and the
commander of the people's movement
of 1990 AD. He led the anti-Panchayat
movement of 1990 AD. He played a leading
role in reintroducing democratic system in
Nepal. Singh was a self-less leader, devoted
to democracy and freedom. He passed
away in 1997 AD.

Oasis Social Studies & Population Education # 7

Krishna Prasad Bhattarai

Krishna Prasad Bhattarai was born in 1924 A.D. He
also fought for the restoration of democracy in Nepal.
After the anti-Panchayat movement became successful,
Bhattarai became the Prime Minister of interim
government in 1990 AD. The main objective of this
government was to draft a democratic constitution.
Bhattarai played a great role in drafting the constitution
of kingdom of Nepal, 1990 AD. Bhattarai was a saintly
leader. He had no greed for power and wealth. He
passed away in 2011 AD.

Manamohan Adhikari

Manamohan Adhikari was born in 1920 AD. He became
the first elected communist Prime Minister of Nepal
in 1994 AD. As the PM, he brought some popular
programmes in favour of people. He passed away in 1999
AD.

Girija Prasad Koirala

Girija Prasad Koirala was born in 1925 AD. He was a
Nepali Congress leader. He became country's Prime
Minister for four times. He played an important role
to bring the Maoist rebels into mainstream politics. He
played a key role in bringing the ten-year old Maoist
rebellion to an end. He led the People’s Movement
of 2006 AD. He played a key role in drafting Interim
Constitution of Nepal, 2007 AD. He also served as the
prime minister and head of state of the Republic of Nepal. Koirala Passed
away in March 2010 AD.

Gajendra Narayan Singh

Gajendra Narayan Singh raised the voice against
discrimination of Madheshi people. He founded Nepal
Sadbhawana Party in 1985 AD. Singh was the first
leader to stress the need for federalism in the country.
Singh passed away in January 2002.

48 Oasis Social Studies & Population Education # 7

Mangaladevi Shrestha

Mangaladevi Shrestha led women's movement in Nepal.
She spread awareness among women and inspired
them to fight for their rights. Likewise, Dwarika Devi
Thakurani set the record by becoming the first woman
minister. Shailaja Acharya became the first woman
Deputy Prime Minister.

Ram Raja Prasad Singh

Ram Raja Prasad Singh is considered as a republican
leader with communist ideology. He was born in 1936
AD. He played a vital role in re-establishing multiparty
system in 2046 B.S. He died on 12 September 2012.

Free the Words

sacrifice : to lose something for an objective
referendum
restoration : act of taking an important issue to vote
rebel
: restating something lost
federalism
republican : a person who takes part in an armed rebellion against the
existing governance system with certain political motives for
movement the welfare of th country

: idea of making self-governing units in the country

: a person supporting or believing in representative
government

: an organized activity to achieve certain goal

Oasis Social Studies & Population Education # 7 49

In-class Activities

• Make a list of five national heroes that you have read about in your
previous grades. Compare them with the historical personalities you
have read about in this lesson.

• Choose a historical personality that you like the best (does not have
not from this lesson). Offer three reasons why you think the person
is a great historical personality.

Exercise

1. Complete the table below with correct information from the
above text.

Historical personalities Born Passed away Contributions
B.P. Koirala
Pushpalal Shrestha

Ganeshman Singh
Krisha Prasad Bhattarai
Girija Prasad Koirala
Gajendra Narayan Singh
Ram Raja Prasad Singh

2. Answer these questions.
a. Who do we call the historical personalities?

b. What do historical personalities do?

c. What is the main contribution of BP Koirala in Nepali history?

d. What is the role of Krishna Prasad Bhattarai in Nepali politics?

3. How can you contribute to your country? Have you ever thought
about it? Write in short.

4. 'Martyrs have special position in the formation of nation.' Justify the
statement.

5. Collect the information from various sources and write about the role
Girija Prasad Koirala played in Nepali politics.

50 Oasis Social Studies & Population Education # 7