LIFESTYLES OF PEOPLE
Lesson 2 Unit 5
IN NEPAL
Objectives:
On completion of this lesson, students will be able to:
• Describe social-economic lifestyle
• Tell about the language, ethnicity, religion and customs
Geographically, Nepal has been divided into mountainous, hilly and Tarai
regions. Although Nepal is a small but it is rich in cultural, geographical
and climatic diversity. The settlement of different people has made Nepal
a beautiful and colorful garden.
a. Mountainous region:
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Mostly, the Sherpa people live in the mountainous region.
This region remains cold and dry throughout the year. Lacking
agricultural land and the unfavorable climate means only a small
amount of millet and barley is produced. But this region has good
grazing lands. So, people rear yak, Chauri, mountain goats and
sheep. Small cottage industries like carpets or dairy farms for
cheese, churpi, ghee are running here . Fruits are also grown here.
Jumla, Manang and mustang are popular for apple farming.
People are mostly involved in the tourism industry. Mountaineering,
expeditions, trekking, hiking are major fields of tourism. They are
also involved in porter, cook or tourist guide like professions.
Due to the extreme cold, people wear heavy clothes such as Docha
and Pangden. Lohsar and Buddha Puunima are the major festival of
this region. People speak Sherpa language but Nepali the national
language is also popular here.
b. Hilly region.
The hilly region is between Chure and Mahabharat ranges. This
region is full with hills, tars, valleys, etc. the climate is temperate.
Bramhins, Kshetries, Magars, Tamangs, Rai, Limbus including
different occupational groups such as Sarki, Damai, etc. are living
here.
Terrace farming is the attraction of this region but it is of subsistence
type. Animal rearing like cow, buffalo goats’, etc. including river
98 Megha's Integrated Social Studies - 5
and forest based lifestyle can be found mostly in hilly region.
Daura, Surwal, Coats are the typical dress of this region which is
also considered as the national dress of Nepal.
Dashain, Tihar, Krishna Janaustami, Maha Shivaratri, Maghi Sakranti
are major festivals celebrated in the hilly region. The people in
Kathmandu valley also celebrate Bisket Jatra, Machentra Jatra,
Indra Jatra, etc. Although farming is a major occupation of this
region, but people are still involved in business, industry, offices
and foreign employment. A good remittance has been collected
for national economy from the foreign employment.
c. Tarai region:
The Tarai region is considered as a ‘granary’ for Nepal. Having
good alluvial soil and favorable climate, this region is suitable for
agriculture. Different food and cash crops are grown here. Most of
the people in Tarai are farmers. Some people are also working in
industries and offices.
Yadav, Chaudhari, Tharu, Kalwar, Teli, Dhimal are the residents
of this region. The society is influenced by the north Indian
culture. Dashara, Dipawali, Holi, Chhath, Eid are celebrated in this
part.
In the hot climate of Tarai, people wear light clothes namely Dhoti,
Kurtha, Lungi and Pajama, etc. They speak Tharu, Maithali, Bhojpuri
languages but Nepali as a national language is equally used here.
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Glossary
alluvial - a deposit of clay, silt, and sand left by flowing
floodwater in a river valley or delta, typically
producing fertile soil
expedition - a journey undertaken by a group of people with a
particular purpose, especially that of exploration
extreme - reaching a high or the highest degree; very great
grazing - grassland suitable for pasturage
hiking - a long walk or walking tour
remittance - a sum of money sent in payment or as a gift
subsistence - denoting or relating to production at a level
sufficient only for one’s own use or consumption,
without any surplus for trade
temperate - climate characterized by mild temperatures.
trekking - a long arduous journey, especially one made on
foot
Note to the teacher: Help the students to understand the natural regions and its climates by which their
life style has been guided.
ExERCISES
ExERCISES
1. Write ‘T’ for true and ‘F’ for false statements:
a. Mostly the Sherpa people live in Tarai.
b. Mountainous region is popular for animal rearing.
c. Terrace farming is done in Hilly region.
d. People in Tarai region wear ‘Bakkhu’ and ‘Docha’
e. Dashain, Tihar, Eid, Chath, Lhosar, Christmas are festivals of
Nepal and Nepalese people.
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2. Fill in the blanks using the following words given in the box.
colorful Tarai agriculture ‘docha’ common
a. ‘Bakkhu’ and ……… are traditional dress of mountain people.
b. Tarai is popular for ……………………..
c. The set of Daura, suruwal and coat is ………………. dress of
Nepal.
d. ‘Chhath’ is a popular festival of ………………… people.
e. The different people such as Sherpa, Thakali, Bramhim,
Kshetry, Shah, Teli, Chepang, Raute making Nepal a ……………….
garden.
3. Answer the following questions.
a. What region do you belong to? Introduce about your region.
b. Why is Mountain region popular for animal rearing?
c. What festivals are popular in the Hilly region?
d. What type of clothes do the Tarai people prepar? Why?
e. Describe your socio-economic activities of your area/region.
4. Project Work
Consult with your teacher or parents/guardians and fill in the boxes
with correct information
Economic Major Major
Region People Dress Festivals
activities religions language
Mountain
Hill
Tarai
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Lesson 3 DRAWING A MAP Unit 5
Objectives:
On completion of this lesson, students will be able to:
• Draw a map of Nepal by various methods.
• Put various facts on a map.
We may have learnt to draw many different things in the school. Let us
add another type of drawing to that list—drawing a map. Drawing maps
is a fun; it is interesting and very useful. Before learning the various ways
of drawing maps, let us first know what a map is.
What is a map?
A map is the representation of the earth's surface on a flat piece of paper.
A map gives us a lot of information about a place. Maps are always drawn
according to scale. That is why, some maps are big and some are small.
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What is a scale?
A scale is a unit of measurement. For example, the size of our country is
1, 47,181, sq. km. To represent our country we either need a paper having
an area of 1, 47,181 sq. km. or represent this area on a smaller scale.
How do we do it?
We can take a scale of 1 sq. cm. representing 10,000 sq. km. (or any other
scale). This means 1 sq. cm. on the paper represent 10,000 sq. km. on the
land. Thus, 1, 47,181 sq. km. area can be represented on a piece of paper,
measuring about 14.7 sq. cm. A scale helps us to draw a map of any size.
Various methods of drawing a map
There are various methods of drawing a map. Some of these are:
1. Tracing
Requirements: Original map, a sheet of tracing paper, and a finely
sharpened pencil.
Method: i. Put the tracing paper over the map to be
traced.
ii. Gently draw an outline of the original map
with a pencil.
Result: The map is ready.
Original Map
Tracing paper
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2. Carboning
Requirements: Original map, a white sheet of paper, a sharp
pencil and a piece of carbon paper.
Method: i. Keep the white sheet of paper on a table or
desk.
ii. Put the carbon paper on top of it.
iii. Now put the original map to be reproduced
on the top.
iv. With the help of a sharp pencil mark along
the outline of the original map pressing
a little hard, but without damaging the
map.
v. When the process is complete remove the
carbon paper and the map.
Result: The map is ready.
Sheet of paper
Original Map
Carbon paper
3. Copying
Requirements: Original map, blank sheet of paper, pencil and
an eraser.
Method: i. For this method, look at the map and try to
draw it free hand.
ii. First, the copied map will look distorted,
but with several practices one will be able
to draw a perfect map.
104 Megha's Integrated Social Studies - 5
iii. Now without looking at the original map, try
drawing it.
4. Graphing
Requirements: Original map, tracing paper, a blank sheet of
paper, and a pen / pencil.
Method: i. Trace the map from your book or atlas.
ii. Now on the traced map, draw several vertical
and the horizontal lines as shown below.
iii. Draw the vertical and horizontal lines of the
same measurement on another blank sheet
of paper.
IV. Look at the map (Traced map).Try to draw a
similar outline of the map on the blank sheet
of paper, using the lines as guidelines.
The map can be enlarged by changing the measurement of the lines.
Scale : 1 cm. sq. box
Scale : 2 cm. sq. box
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5. Geometrical measuring
This is a convenient method of drawing a map. Let us explain it with the
help of an example. Example: Draw an outline map of Nepal.
Requirements: An outline map of Nepal, blank sheet of paper,
pencil, eraser and ruler.
Method: i. Draw a rectangle ABCD, AB=20 cm; CD=20cm;
AD=1 0 cm; BC=1 0 cm.
ii. Measure 4 cm from A along AB, mark E
iii. Measure 4 cm from A along AD, mark F
iv. Measure 4 cm from C along BC, mark G
v. Measure 4 cm from C along CD, mark H
vi. Join the parts EF, GH, EG, FH. A paralelogram
is formed.
vii. Now we can draw the map of Nepal inside
the parallelogram.
A 4 cm D
E
F
G 10 cm
H
B 20 cm C
Showing facts on a map
Learning to draw a map only does not complete our work. We should be
able to show various facts on the map. A map which represents no facts
or information is a useless map.
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Many facts can be shown on a map, like physical features (mountains,
rivers, lakes), political features (districts, zones, cities), agricultural features
(crops growing regions); etc. These facts are represented on the map with
the help of symbols or indices. For example: Water is represented by blue,
plain land by green, hills by yellow and mountains by brown colours. Some
common symbols or index are given below:
Mountain River Lake Town
Road Airport Forest Industry
Glossary
information – facts or details about something/somebody
measurement – the act or the process of finding the size, quantity
or degree of something
process – a series of things that are done in order to achieve
a particular result
tracing – to follow the shape or outline of something
Note to the teacher: The teacher should help the students understand the different ways of drawing
maps by practically demonstrating the different methods and helping the students practise these
methods.
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ExERCISES
ExERCISES
Think yourself and carry out the following task.
1. Which method of map drawing do you like the best? Use this method
to draw a map of Nepal on a blank A4/foolscap size paper.
Read the text and answer.
2. Answer the following questions.
a. What is a map? Why do we need maps?
b. How can you represent a large country on a piece of paper?
c. List the different ways of drawing a map. Explain each in brief.
3. Look in the map of Nepal given in your text book. Practise drawing
the map of Nepal and mark the 14 zones accurately.
4. Draw a Map of Nepal according to the given scale.
Rectangle ABCD in which AB = 18 cm, CD = 18 cm, AD = 9 cm,
BC = 9cm, AE = 3.5 cm, AF = 3.5 cm, CG = 3.5 cm, CH = 3.5 cm.
5. Draw an outline map of Nepal. Insert the following facts, by using
symbols.
River: Bagmati, Koshi, Gandaki, Karnali, Mahakali
Lake: Fewa, Rara, Phoksundo, Tilicho
Mountain: Sagarmatha, Kanchanjanga, Gaurishankar
Crops: paddy, maize, tea, sugarcane
Highway: Mahendra (East-West) Highway
Industry: Birganj, Hetauda
Airport: Tribhuwan International Airport
Religious Place: Swayambhu, Janakpur, Lumbini, Muktinath
108 Megha's Integrated Social Studies - 5
Lesson 4 GLObE AND MAP Unit 5
Objectives:
On completion of this lesson, students will be able to:
• Differentiate between globe and map.
• Explain the use of globe and map.
A globe is a small model of the earth. It shows the shape of the earth
which is round in shape. But, a map is a flat picture of the earth. It is a
flat piece of paper which we hang on the wall.
Uses of Map
We can see the whole of the earth at a glance on the map. Besides, we can
see land, water, countries and their capitals, rivers, lakes, hills, mountains,
transport, climate, rainfall etc. on the map. But, one map cannot show all the
above information such as physical map, political map, climatic map, etc.
PROVINCE NO. 7 PROVINCE NO. 6
hUMLA
DARChULA
BAJhANG
MUGU
BAJURA
BAItADI
DADELDhURA JUMLA
DotI kALIkot DoLPA
AChhAM
PROVINCE NO. 4
MUStANG
kANChANPUR DAILEkh JAJARkot RUkUM_W
kAILALI
RUkUM_E MANANG
SURkhEt MyAGDI PROVINCE NO. 3
BAGLUNG
BARDIyA SALyAN GoRkhA
RoLPA kASkI
PARBAt LAMJUNG
RASUWA
BANkE PyUthAN PROVINCE NO. 1
GULMI
DANG SyANGJA tANAhU NUWAkot SINDhUPALChok
ARGhAkhANChI
PALPA kAthMANDU DoLAkhA SANkhUWASABhA
DhADING
kAPILBAStU NAWALPARASI_E BhAktAPUR RAMEChhAP tAPLEJUNG
RUPANDEhI NAWALPARASI_W ChItAWAN MAkAWANPUR kABhREPALANChok SoLUkhUMBU
PROVINCE NO. 5 LALItPUR
okhALDhUNGA BhoJPUR
PARSA tERhAthUM
SINDhULI khotANG
BARA PANChthAR
RAUtAhAt
SARLAhI UDAyAPUR DhANkUtA ILAM
MAhottARI
SIRAhA
DhANUShA SUNSARI
PROVINCE NO. 2 MoRANG
SAPtARI JhAPA
Legend
International Boundary
Province Boundary
0 50 100 200 300 400
District Boundary Km
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Uses of Globe
The main importance of a globe is to show
the shape of the earth. We can see land and
water in the globe. Our earth is also moving
from west to east which causes the sun to rise
in the east and set in the west. The movement
of the earth from west to east is called the
daily motion of the earth. We can prove the
daily motion of the earth by moving the globe
slowly from the left to the right side. This is
the way our earth moves. The globe gives us
information about the earth but not so much
in detail unlike the map.
There are various colours indicating the land and water portions on the
map and globe. Blue colour indicates water, green plains, yellow hills
and brown indicates high mountains. The land portion of the earth has
been divided into seven continents of the world. A continent is a group
of countries. The masses of land is called continent. There are seven
continents in the world. They are Asia, Africa, North America, South
America, Europe, Antarctica and Australia.
Similarly, there are 5 oceans. They are: Pacific, Atlantic, Indian, Antarctic
and Arctic.
Glossary
model - shape
indicates - shows
information - knowledge about something
portions - parts
Note to the teacher: Bring globe and some maps on the class and ask the students to find out the
names of some places in them.
110 Megha's Integrated Social Studies - 5
ExERCISES
ExERCISES
1. Fill in the blanks using the correct information.
a) _______________ is the model of the earth.
b) _______________ is the flat picture of the earth.
c) Blue colour indicates ______________ and green colour
indicates _______________ .
d) A continent is a group of __________________ .
e) There are _________________ continents in the world.
2. Answer the following questions.
a) What will you use to see the whole earth at a glance: Globe
or Map?
b) What is the difference between a globe and a map?
c) Why is a globe useful? Write its two uses.
d) How many continents are there in the world? Write their name.
e) How many oceans are there in the world? Write their names.
3. Write short notes on:
a) Globe b) Map
4. Project Work
a) Draw a model of the globe
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OUR NEIGHbOURING COUNTRIES
Lesson 5 Unit 5
- THE SAARC NATIONS
Objectives:
On completion of this lesson, students will be able to:
• Describe details of SAARC nations.
• Write about their structures.
Introduction
We live in a family. We get help and co-operation from other members of
the family. Similarly, all the countries of the world form a global family. No
country can remain isolated. Therefore, co-operation between countries is
necessary. Countries therefore, have formed various types of associations
or groups which are helping them in many ways. There are many such
groups. One such group is SAARC. Let’s discuss about the location, size,
features, climate and socio-economic life of SAARC nations.
SAARC consists of eight nations; viz: Nepal, India,
Pakistan, Bhutan, Maldives, Srilanka, Bangladesh and
Afghanistan. It has a white flag with its logo.
Bangladesh
Bangladesh is a founding
member of SAARC. Dhaka is
the capital of this country. Bangladesh
Location and Boundaries Dhaka
Bangladesh is located to the
south-east of Nepal. It is
surrounded by India from three
sides, in the east, west and
north. The Bay of Bengal and
Myanmar are on its south.
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Size
It has an area of about 144,000sq km with a population of about 111
million people.
Physical features
Bangladesh does not have any mountain. It has low hills in the eastern
and north- western regions. The rest of the land is more or less low-lying
plain. The Gangetic plain is very fertile. Rivers like Brahmaputra and Padma
help to collect fertile soil. So, this part is rich in natural vegetation.
Climate
Bangladesh lies in the tropical zone, so it is very hot in summer. It also
has heavy rainfall. Flood destroys lives, crops and properties every
year. Hurricanes from the Bay of Bengal have become the sorrow of
Bangladesh.
Socio-Economic life
Bangladesh is a Muslim country. Rice and fish are the main food of the
people. Bengali is the official language. Id is the main festival.Bangladesh
is also an agricultural country. People grow mainly rice, wheat, jute, tea,
sugarcane and tobacco. Bangladesh is the main jute producing country in
the world. Fishing is an important occupation of the people. Jute, paper,
fish, leather and tobacco are the main exporting goods of Bangladesh.
Railways and waterways are the chief means of transport.
Bhutan
Bhutan is a kingdom. Its capital city is Thimpu.
Location and Boundaries
Bhutan is located to the east of Nepal. It is surrounded by India from
three sides, east, west and south and China in the north.
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Size
It has an area of 47,000
sq km. The population
is about 1.4 million
people.
Physical features
Bhutan is divided into
three geographical Bhutan
regions. The northern
part of the country has
the high Himalayas
which are covered Thimpu
with snow. The hilly
region of central part
has hills and valleys.
The southern part has
plains with evergreen
forests.
Climate
Bhutan has different types of climate according to its geographical
features. In the north, the climate is very cold, the central region is windy
and the south has mild type of climate. Bhutan receives monsoon rains
in summer.
Socio-Economic life
Bhutanese people eat mainly rice and meat. They follow Tibetan customs
and traditions. Most of the people are Buddhists. The people in the south
are mainly of Nepali origin. They have their own tradition and follow
Hindu religion. Men wear Bakkhu and Docha. Women wear the dress
called Kira. The national language of Bhutan is Jhonkha. Nepali is also
spoken and understood by most of the people.
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Agriculture is the main occupation of the people of Bhutan. They grow
rice, wheat and maize. Barely and buckwheat are grown at places in high
altitude. There is no big industry. Animal husbandry is another profession
practised by the people of Bhutan.
India
India is the biggest member
country of SAARC in terms
of size and population. It
surrounds Nepal from the
east, the west and the south.
India shares its boundaries India
with Bangladesh, Bhutan, New Delhi
China, Nepal and Pakistan.
Its capital city is New
Delhi.
Size
India has almost a triangular
shape. Its area is 32,87,590
sq km. It is about 23 times
bigger than Nepal. It has
a population of over 900
million people. It is the
second most populous country in the world.
Physical feature
When we move from the north toward the south, we see mountains in
the north, followed by fertile valleys. Central India has a plateau called
the Deccan plateau. The western and the eastern sides have coastal areas
which are flat. The western part of India has a desert. Some of India’s
important rivers are Gange, Yamuna, Indus, Brahmaputra, Narmada,
Kaveri, etc.
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Climate
The climate in the northern mountainous regions is cold throughout the
year. The climate becomes warmer as one travels to the south. The coastal
regions have almost similar climate throughout the year. India receives
the monsoon rains in summer.
Socio-Economic life
India is a secular democratic republic. The majority of the people are
Hindus. Muslims, Sikhs, Jains, Christians, etc. also live in India. Many
languages are spoken here including Hindi, Bengali, Punjabi, Tamil, Telgu,
Urdu, Malayalam, etc. The people celebrate different festivals. Agriculture
is the main occupation of the people. Rice, wheat, sugarcane, jute, cotton,
etc. are grown here. There are also many industries employing many
people in them.
Maldives
Maldives is the smallest member
country in SAARC. It consists of islands
and is located to the south of India.
It lies in the Indian Ocean. Male is its
capital.
Size Maldives
Male
Maldives has an area of 300 sq km
and a population of about 200,000.
Physical feature
Maldives is an island nation. It is
made up of more than 2000 small
islands. The biggest island is about 6
kms long. The land is flat with no hills
or mountains.
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Climate
Maldives lies near the equator, so it has a hot climate throughout the
year. Heavy rainfalls occur and natural vegetation is evergreen.
Socio-Economic life
Maldives is a Muslim country. It has a very little cultivable land. There are
hundreds of ‘no man’s islands’. People eat mainly rice and fish. Fishing is
the main occupation of the people. Tourism industry is also flourishing
now-a-days.
Pakistan
Pakistan is also a founding
member of SAARC. Islamabad is
the capital of Pakistan.
Location and boundaries
Pakistan is located to the north Islamabad
west of Nepal. It shares its eastern Pakistan
border with India, the western
borders with Iran and Afghanistan
and the northern with Afghanistan.
On its south lies the Arabian Sea.
Size
Pakistan has an area of 803,940
sq km and a population of about
110 million people.
Physical features
Physically, Pakistan can be divided into four regions. They are:
i. The north-western frontier region: This region includes
the Hindu Kush and the Himalayan ranges. There are many
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rivers and passes here. The famous Khyber Pass is in this
region.
ii. The south-western region: This region includes the plateaus of
Baluchistan. This area is dry and barren.
iii. The north-eastern region: This region mainly consists of
plateaus. This is also a dry and barren area.
iv. The south-eastern region: This is the most fertile region
of Pakistan. This area is irrigated by the Indus River and its
tributaries.
Climate
Pakistan has an extreme type of climate. It is very hot in summer and
very cold in winter. Jacobabad is the hottest place in Asia, which is in
Pakistan.
Socio-Economic life
Pakistan is a Muslim country. The people of Pakistan eat bread, dal,
vegetables and meat. Men wear salwar and shirt. Women wear kurta
and salwar. Most of the women cover their face with veil called burka.
They observe fasting during the Muslim month of Ramzan and celebrate
Eid festival. The national language of Pakistan is Urdu.Pakistan is an
agricultural country. People grow rice, wheat, maize, sugarcane, cotton,
tobacco, fruits and vegetables. Steel iron, cement, fertilizer, textile and
paper are the main industries of Pakistan. Karachi is the main seaport for
international trade. Rawalpindi, Lahore, Quetta and Peshawar are other
famous cities.
Sri Lanka
Sri Lanka is also the member country of SAARC. Its capital city is
Colombo.
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Location and boundaries
Sri Lanka is located to the
extreme south of Nepal. Sri
Lanka is an island country. It
is surrounded by the Indian
Ocean from all sides. Its Sri Lanka
closest neighbour is India,
which lies to the north of
Sri Lanka.
Size
The area of this country is
about 65,610 sq km and Colombo
population is about 15
million.
Physical features
Sri Lanka is divided into three regions. They are:
i. Coastal region: The capital city lies in this region. The land is plain
and full of green forests, coconut trees and lakes.
ii. Northern rocky land: The northern part of the country is rocky.
However, the Jaffna plain has some rivers whose basins are
fertile.
iii. Central hilly region: This is the middle part of the country.
There are some small hills.
Climate
Sri Lanka is near the equator, so the climate is hot throughout the year.
Socio-Economic life
Rice and fish are the main food of the people of Sri Lanka. Most of
the people live in small homes made of wood, bamboo, clay and mud.
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However, in towns and cities they live in big cemented buildings. The main
religion of this country is Buddhism. Men wear shirts and lungi. Women
wear sari and blouse. They speak Sinhali, Tamil and English. Almost 100%
of the people are educated. It has the highest literacy rate among the
SAARC countries. Education is free here up to the university level.
Only 45% of people are engaged in agriculture. Others depend on
industry and other services. Tea, rubber and coconuts are grown on a
large scale. Rubber, sugar, paper, leather, fertilizer and cement are the
major industries.
Afghanistan
It has the boundaries
with Pakistan and
China to the east,
Iran to the west,
Turkemenistan and Kabul
Tagekistan in the
north and Pakistan
to the south. It has
an area of 6,52,000
sq. Km. Its capital is
Kabul.
Afganisthan
Physical Features
The southern part of Afghanistan is warm and its northern part is cold
with very little rainfall in summer.
Socio-Economic life
It has the population of about 29,929,000 (sourec: http://www.worldatlas.
com/webimage/countrys/asia/af.htm). Pharasi, Pasta, Dzbeki and Dani are the
languages spoken in Afghanistan. They grow different crops but wheat and
silk are the main crops. The main occupation of the people of Afghanistan
are agriculture and trade.
120 Megha's Integrated Social Studies - 5
Glossary
hurricanes - violent storms with very strong winds
islands - piece of lands that are surrounded by water
secular - without any religious domination
Note to the teacher: Inform the students about the purpose of the formation of the SAARC and also
about its functions.
ExERCISES
ExERCISES
1. Identify the countries with the clues given below.
a) The smallest country of SAARC.
b) A Muslim country having the hottest place in Asia.
c) The main jute producing country of the world.
d) The country where the people wear Docha and Kira.
e) The country having the highest literacy rate among the
members of SAARC.
f) The most populated country in SAARC.
g) The country where Sagarmatha is located.
2. Complete the following chart.
Country Capital Religion National Dress Language
Pakistan Islam Salwar, Shirt
Dhaka Bengali
Jhonkha
Sri Lanka Shirt, Lungi
Male
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India Secular
Afganistan Islam Salwar, Shirt
3. Carry out the different activities.
a. Draw and colour the national flags of SAARC member
countries.
b. In a tabular form, compare the location, size, physical features
and climate of SAARC member countries.
c. Write about the socio-economic life of any two SAARC
countries.
4. Answer the following questions.
a) What are the four important cities of Pakistan?
b) What are the three geographical regions of Sri Lanka?
c) What are the similarities between Bhutan and Nepal?
d) Why is fishing an important occupation of the people of Maldives?
e) Why is there a hot climate in Sri Lanka and Maldives?
f) How is the socio-economic life of Afghanistan a unique one.
g. Can you identify the following countries and write the names
of their capitals?
8. Project Work
Take any single country which is a member of SAARC. Collect
additional information about the place and pictures related to that
country. Prepare a write-up, stick pictures and present it to the
class.
122 Megha's Integrated Social Studies - 5
Unit 6
OUR PAST
Megha's Integrated Social Studies - 5 123
HISTORICAL PERSONALITY
Lesson 1 Unit 6
OF MY COMMUNITY
Objectives:
On completion of this lesson, students will be able to:
• Write a paragraph about the historical personalities of their community/region.
• Enlist some points about their contribution.
Different people live in the society. Some of them have contributed good
things to the society. Their contributions toward social, economical or
political sectors have made them famous as historical personalities.
Similarly, those personalities who sacrificed their lives to bring political
reforms in the nations are called martyrs. Thus, such contributors including
martyrs are our historical persons. For example, Dayavir Sing Kansakar
(Paropakar Samstha), Bal Krishan Sama(Nepali literature), etc. are few
famous name as historical personalities of Nepal. Likewise, Dashrath
Chand, Dharmabhakta Mathema, Ganga Lal Shrestha and Sukraraj Shastri
are the martyrs who had sacrificed their lives to end the Rana Rule from
Nepal.
Such personalities and their contributions are important for necessary
changes in the society and the nation. Such changes are the need of time
for development. We should learn from them. It’s our duty to serve our
society and the nation. Social service, science, literature, education, art,
culture etc are few fields of our interests by which we can serve to the
nation.
124 Megha's Integrated Social Studies - 5
Contextually, the students of Grade V were assigned a project work to
prepare a report on historical personality of their community. Rajan has
submitted his work as below.
Few historical personalities of my community
The father of Jagatman was a farmer. His father wanted him to study and
become an officer. But, during Rana rule in Nepal, ordinary people were
not allowed to go to school except Rana’s children. His father had got
martyrdom to throw out the Rana rule from Nepal. He was inspired by
his father very much. After the death of his father, Jagatman involved
himself in social work. He had renovated the school building. He had
also contributed to make a well and a temple in the village. He also had
donated his land close to our school before his death. Now, the same land
is use as a playground for the students. People always remember his good
contribution to the village. His name is on top of the stone inscription
placed at the school wall.
The next historical personality of my community is Brindadevi. She was a
religious a widow. Her husband died before she gives birth to a child. So,
she had opened an orphanage home. She loved the children as mother.
The children are having food, shelter, clothes there. They go to school.
But she died 17 years ago. People remember her good works of her to the
community especially for the poor and orphan children.
Late Bansiram is also a historical person. He had sacrificed his life during
the mass movement 2046 (Jana Aandolan-I). His contribution toward
bringing democracy had made him martyrs. It was a great sacrifice toward
the democracy and the nation. His family as well as the people of the
nation can be proud of him. We respect such personalities.
Megha's Integrated Social Studies - 5 125
Glossary
contributed - the part played by a person or thing in bringing about
a result or helping something to advance
inscription - a thing inscribed, as on a monument or in a book
inspired - of a person displaying a creative impulse in the activity
specified
renovated - restore (something old, especially a building) to a
good state of repair
sacrificed - an act of giving up something valued for the sake of
something else regarded as more important or worthy
scare - cause great fear or nervousness in; frighten
sectors - an area or portion that is distinct from others
Note to the teacher: Help the students to understand about such good historical personalities who had
contributed to the society /nation in any of the field. Take them to the temples or any public places in
which people’s contribution as well as the inscription is placed.
ExERCISES
ExERCISES
1. Collect the pictures of historical personalities and discuss about
their contribution for your community.
2. Tick () for true and cross () for false sentences.
a. Good people are selfish.
b. Dayavir Sing Kansakar is an historical personality.
c. We can serve the nation in any field if we wish.
d. Serving the community and the nation are our moral duties.
e. Historical persons are the sources of our inspirations to do
well.
126 Megha's Integrated Social Studies - 5
2. Answer the following questions.
a. Who are historical persons?
b. Introduce such historical personality who is serving selflessly
to your community.
c. Who are martyrs? Do you know any martyrs of your
community?
d. What do we learn from the historical persons?
e. What is your plan to serve your community in the future?
3. Project Work
a. There may be historical persons in your community/ district.
Find out their contributions and complete the chart below.
historical person contribution
b. You may know about a famous person of your community.
Prepare a biography of about him or her. Use the following
points:
- Introduction
- Life and contribution
- Inspiration
- Conclusion
Megha's Integrated Social Studies - 5 127
OUR HISTORICAL AND
Lesson 2 Unit 6
ARCHEOLOGICAL WEALTH
Objectives:
On completion of this lesson, students will be able to:
• Enlist the place of historical and archeological importance.
• Suggest some points how to preserve them.
Nepal has an ancient history. We have proved evidences from Gopal Dy-
nasty to Shah Dynasty who had ruled over Nepal since the ancient time.
Such evidences are found in different form of scripts, legends, coins, trav-
el accounts, architectures, sculptures, paintings, inscriptions or so on.
They are considered as historical property of the nation. But knowingly or
unknowingly, some of such properties are being ignored. Children even
sometimes play with them and get spoiled such valuables. So, we must
be aware enough to protect them accordingly.
Our civilization is very old. Our ancestors used many different things
during their time. In order to get an idea of life in ancient times we
need to study the remains of things of the past. These things are found
in different places, preserved partially or fully. From a study of these
preserved remains we can get an idea of the past. The study of historical
artifacts is called archaeology”.
128 Megha's Integrated Social Studies - 5
stone script written in stone about the founder of the
inscription monuments with date and other events etc.
copper script written in copper plate about the founder of
inscription the monuments with date and other events etc.
old documents also helps to find out the past history even available
in our home, offices etc
stories/ legends Tales that help to have idea about the past history
coins can have knowledge about the ruler and date about the past
sculpture the sculptures placed at public places, temples,
‘chautaro’ etc also give knowledge about the past
ornaments, dress and cultures
pottery pottery (old ) are also the source of history that also
tell us about the lifestyle of people in the past.
Our country has a rich collection of archaeological
things. These are our wealth. The smaller,
movable things like coins, have been preserved
in museums and galleries. Such museum
exhibits and studies the objects of antiquity, art,
science or so on. Among them coins, costumes,
bones of animals, jewelry, weapons, shields,
portraits, paintings inscriptions, idols, etc. are
the major ones. an archaeological finding
Similarly, the larger immovable things like statues, pillars, temples, etc.
have been preserved in their original sites. We are very rich for this types
of wealth too. Some of them are Sinja valley civilization, Simroungurh-
Bara, Kathmandu Patan and Bhaktapur durwar squares, Janaki temple-
Janakpur, birth place of lord Buddha-Lumbini, Gorkha palace-Gorkha,
Swyambhunath, Bouddhanath, Pashupatinath, 55 windows durwar-Bhak-
tapur, Changunarayan temple, statute of Buddhanilkantha, etc.
Such historical and archaeological wealth has great importance as they
are the remains of our ancient civilizations, art, crafts and culture. They
are our identity, glory and pride. Thus, such national wealth as well as
sources of history must be preserved.
Megha's Integrated Social Studies - 5 129
Nepal government, archaeological department, different NGOs/INGOs,
local clubs including UNESCO is involving in preservation of such histori-
cal and archaeological national wealth. They are either preserved in mu-
seum, galleries or in different heritage sites. But, the local participation
is equally important for its effective preservation. Some of the steps for
preservation of such wealth are:
- Making people aware about such valuables
- Working out joint programs with the government and the public
- Surveying the status of various archaeologically valuable things and
taking steps to preserve them
Importance of archeological wealth
Archaeological wealth has a great importance. The archaeological sites
are our identity, glory and pride. They are the symbols of our glorious past.
They are the remains of our ancient civilization, art, craft and culture.
Preservation of archaeological wealth
It is the Nepalese government which takes care of all the
archaeological wealth. However, archaeological wealth can only be
preserved by the active participation of the people and the government.
Some steps that can be taken to preserve our archaeological wealth
include:
- making people aware of the importance of archaeological wealth.
- working out joint programmes with the government and the pub-
lic.
- surveying the status of various archaeologically valuable things and
taking steps to preserve and protect them.
130 Megha's Integrated Social Studies - 5
Glossary
glory - magnificence or great beauty
shield - a broad piece of metal or another suitable material
antiquity - an object, building, or work of art from the ancient past
exhibits - publicly display (a work of art or item of interest) in
an art gallery or museum or at a trade fair
legends - a traditional story sometimes popularly regarded as
historical but not authenticated
scripts - handwriting as distinct from print; written characters
dynasty - a line of hereditary rulers of a country
archaeology - the study of the culture of the past by examining the
remains of buildings and objects
antiquity - of ancient times, the quality of being old or ancient
ancient - very old
ancestors - persons in your family who lived long ago, forefathers
preserve - to keep something in an original state or in good condition
inscriptions - words written or cut in stone or metal
Note to the teacher: Ask students to list out as many archaeological assets as they can found in their
locality. Then ask them to explain how they can preserve them.
ExERCISES
ExERCISES
Think yourself and carry out the following tasks.
1. List out a few archeologically important places of Nepal, collect
pictures and write why they were important in few lives about
each.
Megha's Integrated Social Studies - 5 131
2. How do you preserve the following historical objects?
Historical objects Measures to preserve
Stone inscriptions
Old documents
Pottery
Coins
3. Write ‘True’ or ‘False’ to the following sentences.
a. Archaeological wealth means the money we have with us.
b. Our country is poor in archaeological wealth.
c. Archaeological wealth is preserved in bank lockers.
d. The government and the people need to work together to
preserve archaeological wealth.
4. Write short notes on the following.
a. Museums
b. Importance of archaeological wealth
c. Preservation of archaeological wealth
5. Answer the following questions.
a. What is the meaning of the archaeological wealth?
b. List the various things that are of archaeological importance.
c. What do the archaeological things reflect?
d. Why should we maintain and preserve the archaeological
things?
e. Who should preserve the archaeological things?
6. Project Work
Visit a temple/monastery of historical importance in your
neighbourhood. Collect information about it and prepare one
page report. Present the report to the class.
132 Megha's Integrated Social Studies - 5
ANCIENT HISTORY OF
Lesson 3 Unit 6
NEPAL
Objectives:
On completion of this lesson, students will be able to:
• Describe various dynasties who ruled over ancient Nepal.
• Describe about socio economic conditions of those eras
In the beginning, Kathmandu valley was a lake. River Baghmati dragged
its way to the south and the water drained outside. The valley became
fertile and suitable for settlement and people started to live here.
Rule of Gopal dynasty
The Gopals came to the valley from Mathura
(India) and settled here. Due to plenty of
grasses grown in Kathmandu valley, they
started to rear animals. Animal husbandry
was their main occupation. Mainly, they
reared cows. They were also called ‘Neep or
Nep’. It is said that ‘Nepal’ was named after
their name. The first king of Gopal dynasty
was king Bhuktaman. There were eight Gopal kings who ruled over Nepal
for 521 years. The last king of this dynasty was Yaksha Gupta. They had
their residence in Matatirtha.
Rule of Mahispal dynasty
After the Gopal dynasty, Mahispal came to
power. They were also called Ahir or Abhir.
They were from the Plains of India. They
used to keep buffaloes. In sanskrit, buffalo
is called Mahis. So, they were called the
Megha's Integrated Social Studies - 5 133
Mahispal. The three kings of this dynasty ruled over the country for 161
years. The last king of Gopak Dynasty Yaksha Gupta was childless. So, after
his rule, his relative Jaya Singh became the king of Nepal. Both animal
husbandry and agriculture were the main occupation. Para Gasti was the
last king of Kirant dynasty. Current Gokarna, Kathmandu valley was the
capital of Kirant dynasty. Since being the kingdom of Yalamber, Patan city
of Lalitpur is even called as ‘ Yala’ in Newari language. Later the army of
the Kirat attacked the Mahish kingdom, captured the power and started
ruling it.
Rule of Kirat dynasty
In the beginning, the Kirat people lived by hunting
in the jungle. Later, they started agriculture.
Yalambar was the first king of the kirat dynasty.
Yalambar, Humati, Jitedasti and Sthumko were
the famous rulers of this dynasty. They ruled over
the country for 1000 years.
The time of kirat rulers had its own importance in
the ancient history of Nepal. There was harmony
in the society. The society was free from a strict kirat king, Yalambar
caste system. Agriculture and trade were their
economic activities. They had trade relations with India, Tibet and Sri-
Lanka. The people used to rear sheep and produce woollen clothes to
export to other countries.
They worshipped Kirateshor Mahadev of Pashupati. They were also
the followers of Shaivaism. They used to worship nature such as trees,
mountains, the sun, serpents and shivalinga.It is believed that the people
such as Rai, Limbu living around eastern region of Nepal are the further
generations of the Kirant.
134 Megha's Integrated Social Studies - 5
Glossary
economic – linked with trade, industry and
development of wealth
trade – the activity of buying and selling
serpents – snakes
Note to the teacher: Help the children to understand ancient history of Nepal and the origin of
Kathmandu. Also, tell them about the socio economic condition of that era.
ExERCISES
ExERCISES
1. Fill in the blanks.
a) In the beginning, Kathmandu valley was a _____ .
b) _____ was the first king of the Gopal dynasty.
c) Yalamber was the first king of _____ dynasty.
d) After Gopal, _____ came to the power.
e) ____________ worshipped Kirateshor Mahadev of Pashupati.
2. State whether the following sentences are true or flase.
a) The Gopal dynasty came to power after the Ahirs.
b) Jaya sing was the first king of Gopal dynasty.
c) Yalamber was the first king of Mahishpal dynasty.
d) Sthunko was the last king of Kirant dynasty.
e) The Gopalas came to Kathmandu valley from Tarai.
Megha's Integrated Social Studies - 5 135
4. Answer the following questions.
a) How many years did the Gopal dynasty rule in Nepal?
b) How was Kathmandu valley in the beginig?
c) Where did the Ahirs come from?
d) What sorts of occupations were there in Mahishpal dynasty?
e) How many years did the Kirat dynasty rule in Nepal?
f) How was the society during their rule?
5. Write a short paragraph about the religions during the Kirat rule.
6. Write an interesting historical story about ancient Nepal.
7. Project Work
You may have studied carefully about ancient history of Nepal. Fill
the information in the table below.
Dynasty Tenure Economic activities Social condition
Gopal
Mahishpal
Kirant
136 Megha's Integrated Social Studies - 5
NATIONAL LUMINARIES OF
Lesson 4 Unit 6
NEPAL
Objectives:
On completion of this lesson, students will be able to:
• Introduce about Nepalese luminaries and their contributions
• Give some points why to serve the nation.
Such personalities he who contributes to highlight the name and fame of
the nation called as ‘National Luminaries. They are also the great national
personalities. We remember and respect them for their contributions. So,
we should also try our best to follow them so that the nation could pride
about us.
KING JANAK:
Janak was the king of ‘Mithila’ currently known as
Janakpur of Nepal. He was a wise king but lived as a
sage. He had made Mithila as a center for intellectual
gathering. His contributing toward promoting
art, literature, language, philosophy, culture and
civilization were remarkable. His court (Durwar) used
to have great philosophers like Aruni, Yagyavalkya,
Gargi, Maitreyi, etc. Thus, his name including, etc.
‘Mithila’ was famous all over in Bharatvarsha (India). He was also called
as ‘Bideha’ and his kingdom is even popular as ‘Baidehi’ today.
SITA:
Origianally, Sita is known as a daughter of earth
goddess (Jamin/bhumi). Hence, King janak of ‘Mithila’
(Janakpur,Nepal)found her during plough the field
and adopted as own daughter. Sita is famous for
her dedication, self-sacrifice, courage and purity. It
is believed that she never compromised her virtue
even if she suffered many difficulties in her life. She is
Megha's Integrated Social Studies - 5 137
respected for her personal character, toleration and patience. She had
married with lord Rama, according to epic Ramayana. It is a great pride of
us that she is the daughter of Nepal. There is a famous Ram Janaki Mandir
in Janakpur.
LORD BUDDHA:
Lord Buddha (Siddhartha Gautam) was born in
Kapilvastu Lumbini in 563 BC. He left his wife, son and
principality at the age of 30. He started meditation and
attained enlightenment by which he became ‘Buddha’.
He preached four noble truths and the eightfold
path. Love, compassion, nonviolence, kindness, right
conduct and tolerance are some of his teachings and
principles which later became popular as ‘Bunidhism’.
Lumbini is the source and inspiration of peace in the world. Lumbini, the
birthplace of Buddha, has become a popular pilgrimage site and a center
of tourism in Nepal. Buddha is also known as the ‘Light of Asia’. He made
Nepal known all over the world.
AMSUVARMA:
The Lichhavi King Shivadev had appointed Amsuvarma as
a ‘Mahasamanta’ like a prime minister. He was learned,
bold and farsighted ruler. He made Nepal popular
through art, architecture and literature. ‘Shabda Vidya’
is popular book of Amsuvarma. Kailashkut Bhawan was
an excellent example of architecture even noted by the
Chinese traveler Huen Tsang. He married his daughter
‘Bhrikuti’ to Tibiten king Tsrong Tsong Gyampo
to maintain good relationship with them. Vrikuti had also introduced
‘Buddhism’ and made Nepalese art and culture popular there.
ARANIKO:
Araniko(Balbahu) was a famous architect of Nepal . On the request of
Chinese emperor ‘Kublai Khan’, Araniko had led about 80 Nepalese artists
to make pagoda models in Lhasa. He had also made many stupas, temples
138 Megha's Integrated Social Studies - 5
not only in Tibet, China but also in Mangolia and
Indonesia. The white Pagoda designed by Araniko in
Peking, China still exists as a monument of Nepalese art
and architecture. Kublai Khan had also appointed him
as ‘Controller of the imperial architectural studies’. His
good work helped to maintain good relation between
Nepal and China.He was posthumously awarded the
Chinese title of ‘Ming Hoi’ and decorated with the title of ‘Duke of Liang’.
He died in China on March 11, 1306, at the age of 62.
SHANKHADHAR SAKSWA:
Sankhadhar Sakhwa was a social worker and the
founder of Nepal Sambat. The Nepal Sambat was
started on 20 Oct 879 (1/2 Kartik 936 BS). It is
believed that he used to collect gold from the sand of
Bishnumati River and made the people debt –free with
the same golds. But, according to the second belief, he
made the country debt-free from the people as he was
a rich merchant for Tibet. Nepal Sambat that’s why came into existence
on the occasion of such economic freedom of the country.
Glossary
compassion - sympathetic pity and concern for the sufferings or
misfortunes of others
dedication - devote (time or effort) to a particular task or purpose
intellectual - a person’s mental powers
luminaries - a person who inspires or influences others
patience. - the capacity to accept or tolerate delay
plough - a large farming implement with one or more
blades fixed in a frame
posthumously - a clever person
preached - deliver a sermon or religious address to an
assembled group of people,
purity. - freedom from adulteration or contamination
sage - (especially in ancient history or legend) a
profoundly wise man
virtue - behaviour showing high moral standards
Megha's Integrated Social Studies - 5 139
Note to the teacher: Show the pictures of different national luminaries’/personalities and their
contributions.. Encourage the Students to do something good for the society and the nation
ExERCISES
ExERCISES
1. Write down the major works done by following personalities
Personalities Major works
Janak
Sita
Amsuvamra
Araniko
Shankhadhar Sakhwa
2. Match the following columns.
‘A’ ‘B’
Janakpur Janaki
Araniko Kailaskut bhawan
Sita collects gold from Bishnumati river
Amsuvarma Mithila
Shankhadhar Sakswa Expert of Pagoda Model
3. Answer the following questions.
a. How has Janakpur become a famous city?
b. How did Araniko highlight the name and fame of Nepal?
c. Why is Lord Buddha called as Light of Asia?
140 Megha's Integrated Social Studies - 5
d. How did Vrikuti highlight the name and fame of Nepal in Tibet?
e. What can you do for the nation as our great luminaries
contributed?
f. What did you learn from the following personalities?
Personalities You have learnt from them
Lord Buddha
Janak
Sita
Araniko
Amsuvarma
Shankhadhar Sakhwa
4. Project Work
Divide the class into six groups according to the names of national
luminaries as discussed in the lesson. Make every group search
for more details from external sources and read aloud in the
classroom.
Megha's Integrated Social Studies - 5 141
Lesson 5 OUR NATIONAL HEROES Unit 6
Objectives:
On completion of this lesson, students will be able to:
• Identify some of our national heroes.
• Describe their great deeds.
Nepal is a country of warriors. Many brave warriors have taken birth here
and spread the glory of Nepal all over the world. The bravery, courage and
patriotism they have shown in the battlefields have been praised even by
the enemy. Let’s learn about some such brave Nepalese.
Prithvi Narayan Shah
King Parithivi Narayan Shah was born in 11 January, 1723 AD (1779 BS).
th
He became the King of Gorkha in 1743 AD at the age of twenty.
Nepal was divided into several principalities even during his rule in Gorkha.
Those small kingdoms were called ‘Baise’ and ‘Chaubise’ Rajya(Kingdoms)
.They were weak and poor due to frequent war. So, East India Company
(British) was also looking for an opportunity to conquer such small king-
doms. But, Clever Prithvi Narayan Shah launched unification campaign
for greater Nepal. He conquer first Nuwakot (1744 AD) and later many
principalities around Kathmandu valley.. Finally, he invaded Kathamandu
(25 Sept, 1768), Lalitpur (6 Oct,1768 ) and Bhaktapur (17 Nov,1769)
th
th
th
into the greater Nepal respectively.
King Prithivi Narayan Shan himself was a brave warrior. He was not only
a farsighted leader but also a skilled organizer. He was a good political
diplomat too. His policies and ideas about nationality, self-reliance, and
foreign relations have been collected in the book called ‘Dibyopadesh’. He
had served his whole life to build the nation. He died at the age of 52 in
1775 AD. We remember him as a ‘founder of Modern Nepal’
142 Megha's Integrated Social Studies - 5
Bahadur Shah
Bahadur Shah was the youngest son of Prithvi Narayan
Shah. After the death of the king Prithvi Narayan Shah,
his eldest son Pratap Singh Shah become the king of
Nepal. He died soon and his two and half years son Rana
Bahadur Shah ascended the throne of Nepal. As he was
an infant, his mother Rajendra Laxmi Shah ruled Nepal
as a regent.
Relationship between Bahadur Shah and Rajendra Laxmi was not very
good. So, Bahadur Shah went to live in India. He returned to Nepal after
the death of Rajendra Laxmi and started to rule as the regent of his
nephew Rana Bahadur Shah.
Prithvi Narayan Shah wanted to unify the whole country. Bahadur Shah
helped to fulfill this dream of Prithvi Narayan Shah. He unified all the
Baise states including Kumaun, Gharhwal and Almoda in the west and
up to Sikkim in the east. He proved himself as a worthy son of a worthy
father.
Bahadur Shah was a brave patriot and a great diplomat. He married the
daughter of Mahadutta Sen, the king of Palpa. He did so as Palpa was a
powerful state then and could be an obstacle in his unification attempt.
When Rana Bahadur Shah became old enough he did not like his uncle
Bahadur Shah. He accused Bahadur Shah of misusing the state treasure
and imprisoned him. He died in prison in 1795 AD.
Amar Singh Thapa
Amar Singh Thapa was the son of Bhimsen Thapa.
Bhimsen Thapa was a brave soldier in the army of
Prithvi Narayan Shah.After the death of Bhimsen
Thapa, Amar Singh Thapa was brought to the palace
of Prithvi Narayan Shah. He grew up there.
Amar Singh Thapa was a great warrior. He played
Megha's Integrated Social Studies - 5 143
a vital role in conquering western states of Nepal. He extended the
boundary of Nepal upto Kangada.
Due to a border dispute, a war broke out between Nepal and the British
in 1814 AD. In this war, Amar Singh Thapa was in charge of all the battle
on the western side. He defeated the British troops. The British General
Octorlony tried to take Amar Singh Thapa on his side by offering him a
large amount of money, land and promised to make him king in some
states. Amar Singh Thapa refused and fought bravely to save his country.
As an honour to his bravery, he was given the title of Bada Kazi. There were
no comparisons between the military strength of Nepal and Britain. The
British had more troops and modern weapons. At last Nepal was defeated
and compelled to sign a treaty. According to the treaty Nepal had to leave
a big part of the western region. It shocked Amar Singh Thapa very much.
He died in Gosaikund.
Bhakti Thapa
Bhakti Thapa was a brave son of Nepal. In the beginning he was the soldier
of Lamjung. When Lamjung was conquered by Prithvi Narayan Shah, he
joined the Nepal army.
During the Anglo - Nepal war, he was in charge
of Deuthal Fort. He had only a few soldiers and
weapons like khukuri, sword, etc. and the British
troops had modern weapons. A fierce battle was
fought. Bhakti Thapa killed many British soldiers
with his khukuri. He fought fearlessly. While he
tried to capture a British cannon, a bullet hit him
and he died. The Nepalese troops suffered a heavy
loss. The British General Octorlony was so impressed with his bravery that
he returned his dead body to Amar Singh Thapa covered with a shawl.
Bhakti Thapa lived more then seventy years.
144 Megha's Integrated Social Studies - 5
Balbhadra Kunwar
Balbhadra Kunwar was a brave warrior of Nepal like
Bhakti Thapa and Amar Singh Thapa.
During the Anglo-Nepal war, Balbhadra Kunwar
was in charge of Khalanga Fort. It was also called
Nalapani. He had about 600 troops including
women, children and aged people. The British
General, Gillespie, had sent a letter to Balbhadra
asking him to surrender. In reply he tore the letter
and said “I shall meet your general in the battlefield”.
The very next day English troops fired cannon balls at the Fort. In reply
the Nepalese troops counter attacked the bullets with arrows and rocks.
Many British troops including two commanders Ellis and Gillespie were
killed in the battlefield. The English troops could not face the Nepalese
attack and they returned to Dheradun.
The British troops attacked the fort for the second time with full
preparations. They stopped the water supply to the fort and kept it
surrounded. Due to lack of food and water, women and children died
one after another. Balbhadra had no alternative. He came out with the
remaining troops and moved to Jeetgarh. He did not surrender.
The British were very impressed with the bravery of Baldhadra. In his
memory they erected a stone monument in the battlefield of Nalapani
with an inscription as follows : “This is inscribed as a tribute of respect
for our adversary, Bulbudder, Commander of the Fort, and his brave
Gurkhas”.
Megha's Integrated Social Studies - 5 145
Glossary
warrior - a person who fights in a battle or war
worthy - having qualities that deserve your respect, atten-
tion
compel - to force somebody to do something
regent - a person who rules a country because the king or
queen is too young, old, ill, etc.
diplomat - a person whose job is to represent his country in
a foreign country
ascend a throne - become king or queen
Bulbudder - Balbhadra(as British could not pronounce the
name Balabhadra, they called him Bulbudder)
conquer - overcome and take control of (a place or people)
by military force
invaded - (of an armed force) enter (a country or region) so
as to subjugate or occupy it
principalities - a state ruled by a prince
self-reliance - reliance on one’s own powers and resources
rather than those of others
Note to the teacher: Describe the qualities of a national figure to the students with examples of the
persons given in this chapter.
ExERCISES
ExERCISES
1. Who is your favourite national hero and why? Prepare a write-
up and present it to the class.
146 Megha's Integrated Social Studies - 5
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