2. Match the following columns.
A B
Prithivinarayan shah in charge of Nalapani
Bahadur Shah regent of Rana Bahadur Shah
Amar Singh Thapa in charge of Deutal
Balbhadra Kunwar unified Western States
Bhakti Thapa Unification campaign of greater Nepal
3. Introduce the following personalities with their contribution to the
nation.
a) Prithivi Narayan Shah b) Bahadur Shah
c) Bhakti Thapa d) Amarsingh Thapa
e) Balbhadra Kunwar
4. Answer the following questions.
a. Why did Bahadur Shah go to live in India?
b. How did Bahadur Shah prove himself as a ‘worthy son of worthy
father’?
c. Why did war break out between Nepal and the British?
d. How did the British General try to take Amar Singh Thapa in his
favour? Why did he want to do so?
e. “I shall meet your General in the battlefield.” Who said this
statement and why?
5. Discuss and write a paragraph about your opinion.
‘What would happen if Prithivi Narayan Shah did not launch the
unification campaign of greater Nepal’.
6. Prepare a dialogue.
a. Between Prithivi Narayan Shah and a citizen focusing on
objectives of unification campaign
b. Amarsingh Thapa and Octorlony focusing on Patriotism and
nationalism.
7. Project Work
List out some national heroes of Nepal and prepare a dialogue
between two friends about the life and contribution of them.
Megha's Integrated Social Studies - 5 147
OUR NATIONAL
Lesson 6 Unit 6
PERSONALITIES
Objectives:
On completion of this lesson, students will be able to:
• Write about the national personalities and their contributions
• Collect information about some other national personalities
Those who contribute to the nation toward development, welfare or for
the name and fame are called national personalities. We remember and
respect them for their contributions. We should follow them and learn to
do good work to the people and the nation.
Ram Shah:
Ram Shah was born in 1643 BS who was a great
ruler of Gorkha. People still remember for his equal
justice skills even for the common people. ‘Go to
Gorkha if deprived for justice’ (‘Nyaya Napaye Gorkha
Janu’) is famous says about him. Besides he had also
systemize the standard system of weight scale and
measurement in which ‘Mana’, Pathi’ ‘Dhak’ Taraju,
etc. are remarkable. He has been considered as a national personality
because of his social, economic, judicial and administrative reformations.
For example, fixed rate of interest, land classification by its use and
quality, establishment of the courts for justice, development on trade with
neighbouring kingdoms, religious reforms, etc. He died in 1693 BS.
Bhimsen Thapa:
Bhimsen Thapa was born on 1832 BS in Gorkha. He
was a brave, farsighted and diplomatic prime minister
of Nepal. He had contributed a lot to protect Nepal
from East India Company (the British). He was against
British imperialism. His policy was to chase away
148 Megha's Integrated Social Studies - 5
British not only from India but also from Asia. Thus, he joined hands
together with different alliance in India. Besides, his efforts toward making
Asian organization against British that proved him as a true patriot. He had
strengthened the Nepalese army too. He is also popular as soial, cultural
and economic reformer. The Dharahara (Bhimsen Stambha), Sundhara of
Kathamandu and the Thapathali bridge were made by him. Although he
(Nepal) had to sign ‘Sugauli Treaty’ after Anglo-Nepal war it affixed the
Nepalese boarder forever. He died in 1896 B.S.
Bhanu Bhakta Acharya:
Bhanu Bhakta Acharya was born in 1871 in Ramgha,
Tanahu. It is believed that he was inspired by a forager
to do something for the nation. So, he translated
the epic Ramayana into an easy Nepali language
from Sanskrit. He has written many books for poems
and Gajals such as ‘Badhu Kshikshya’,Bhakta Mala’,
Prasnottari’, Ram Geeta, etc. to make Nepalese
literatures rich. All those contributions were made
first in Nepali language by Bhanubhakta therefore he has been titled as
‘Aadi Kavi’ (the first poet). Bhanubhakta has not only served in Nepali
language and literature but also contributed in uniting Nepali people
culturally. He died in 1953 BS.
Motiram Bhatta:
Motiram Bhata was born in 1923 BS in Kathamandu.
He is known as ‘youth poet’ (Yuwa Kabi). He has served
in Nepali literature mainly forp oem and Gajals. He
had also introduced printing press in Nepal. Besides
that he had researched on Bhanubhakta Acharya and
established himself the ‘First poet of Nepal’(Aadi
kabi). He had printed the ‘Ramayana’ written in
Nepali language by Bhanubhakta. He died at the age
of 30 in 1953 BS.
Megha's Integrated Social Studies - 5 149
King Tirbhuwan:
King Tribhuwan was born on 1963 in Kaathamandu.
He had played very important role to end the ‘Rana
Rule’ in which fundamental rights of people were
suppressed. He even didn’t hesitate to take risk of
his life and throne for people’s rights. He had actively
cooperated in democratic revolution of 2007 BS
to end the Rana rule. The Ranas wented to keep
Tribhuwan under their grip. As a result, he had to fly
to Delhi, India. Finally, the Rana rule end on 7 Falgun 2007 BS. Thus, he
th
is entitled as the ‘Father of democracy’ in Nepal. He died in 2011BS.
Pasang Lamhu Sherpa:
Pasang Lamhu Sherpa was born in 2018 BS in
Solukhumbu. She is the first Nepalese woman who
reached the summit of Sagarmatha (Mt. Everest). She
has proved on 10th Baisakh 2050 BS that Nepalese
women are as brave as others. Women of Nepal are
inspired from her to do such work of bravery. She has
added one more brick on Nepalese pride and prestige
even internationally. Nepalese name and fame has been spreading all over
the world. Unfortunately, she died while returning from the summit of
Sagarmatha on10th Baisakh 2050 BS. (April 22, 1993 )
Maghaguru Falgunananda:
Mahaguru Falgunananda was born in 1942 BS in
Ilam. He was declared a National Luminary on 16th
Mangsir 2066 BS. He was a great teacher (Guru) of
Kirat community. He was also a social reformer. He
had called a great assembly (Chumlung) of ‘Kirant’
and decleared ‘Satya Dharma Muchulka’. He had
raised voices against discrimination between son and
daughter. He also had urged about the use of alcohol
and sacrificing animals in the temples. He was in favor of education in
respective mother tongue as well. He died in 2005 BS at the age of 63.
150 Megha's Integrated Social Studies - 5
Glossary
alliance - a union or association formed for mutual benefit,
especially between countries or organizations
assembly - a group of people gathered together in one place
for a common purpose
farsighted - showing a prudent awareness of future
possibilities
forager - one who collect hey for cattle
imperialism - a policy of extending a country’s power and
influence through colonization
interest - money paid regularly at a particular rate for the
use of money lent
prestige - widespread respect and admiration
reformations - changes in (something, especially an institution or
practice) in order to improve it
summit - the highest point of a hill or mountain
throne - used to signify sovereign power
urged - recommend (something) strongly
Note to the teacher: Show the pictures of different national personalities and their contributions .
Encourage the children to do something good for the society and the nation
ExERCISES
ExERCISES
1. Fill in the blanks with the suitable words given in the brackets.
a. King Ram Shah was a great ……………….(reformer/ destroyer)
b. Bhimsen Thapa was against …………….imperialism (Indian/
British)
c. Bhanu Bhakta had translated ……………………….in easy Nepali
language.(Mahabharat/ Ramayana)
Megha's Integrated Social Studies - 5 151
d. Moti Ram Bhatta had proved …………………….as a first poet.
(Dharma Bhakta/ Bhanu Bhakta)
e. Pasang Lamhu Sherpa was the ………….Nepali woman who
reached the summit of Mt Sagarmatha. (first/ second)
2. Write ‘Yes’ for correct and ‘No’ for incorrect sentences.
a. Moti Ram Bhatta is an old poet.
b. The contributin of King Tribhuwan was to bring democracy in
Nepal.
c. Mahaguru Falgunanda was in favor of alcohol and sacrificing
animals.
d. Moti Ram Bhatta died in the age of 30.
e. Aadi Kabi Bhanu Bhakta Acharya was inspired from a wood cutter.
3. Answer the following questions.
a. What is Ram Shah popular for?
b. What should we learn from Pasang Lamhu Sherpa?
c. How did Bhanu Bhakta make Nepalese literature rich?
d. What can you do for the society and the nation? How do you
plan for it?
e. What would happen if such personality didn’t think for the
nation?
4. Write down the major contributions of national personalities with
their brief introduction in the following table.
National personalities Brief introduction Contributions
Ram Shah
Bhimsen Thapa
Bhanu Bhakta Acharya
Moti Ram Bhatta
King Tribhuwan
Pasang Lamhu Sherpa
Mahaguru Falgunananda
152 Megha's Integrated Social Studies - 5
OUR HEAD OF THE STATE AND
Lesson 7 Unit 6
HEAD OF THE GOVERNMENT
Objectives:
On completion of this lesson, students will be able to:
• Write about the function and power of the Prime Minister and the President.
According to our constitution, the head of
the state is the President and the head of the
government is the Prime Minister.
President
President Bidya Devi Bhandari
The president is the supreme personality of
the country. Bidya Devi Bhandari is the present president of Nepal. The
president has many functions as the chief of the state. The main function
is to safeguard the constitution and bring it in action. The other functions
of the president are:
a) to administer the oath of office of the Prime Minister.
b) to accept the resignation of Prime Minister.
c) to call and end the House of Representatives on the
recommendation of the Prime Minister.
d) to present yearly guidelines to the government plans and policies.
e) to proclaim the state of emergency on the
recommendation of the Council of Ministers, etc.
Prime Minister
The council of Ministers is headed by the Prime Minster who is appointed
by the President on the recommendation of the elected members of the
largest political party after the general election.
Megha's Integrated Social Studies - 5 153
Functions of the Prime Minister
a) to conduct the meeting of the council of Ministers.
b) to report to the President about activities performed by the
government
c) to supervise, evaluate and direct ministerial activities,
d) to represent in international forum as the Head of the Government
e) to chair the meeting of the National Planning Commission, etc.
Glossary
oath – to make promise.
interim – for a short period.
proclaim – announce.
recommendation – the act of giving certification or permission.
council – organizational body.
Note to the teacher: Describe in detail the qualities and responsibilities of a leader.
ExERCISES
ExERCISES
1. Write ‘T’ for true and ‘F’ for false for the following statements.
a) President has to safeguard the constitution.
b) Head of the government of a country is the Prime Minister.
c) The Prime Minister chairs the meeting of the National
Planning Commission.
d) The President chairs the meeting of the Council of
Ministers.
154 Megha's Integrated Social Studies - 5
2. Answer the following questions.
a) Who is the head of the state?
b) Who is the head of the government?
c) Name the current president and the prime minister of
Nepal.
d) Who represents as the head of the government in the
international forum?
3. Write any four functions of the President and the Prime Minister.
President Prime Minister
4. Quiz time
You have read unit 6. Now, prepaer a set of quiz questions and
conduct a quiz programme in the classroom. Take the different
roles.
Megha's Integrated Social Studies - 5 155
Unit 7
OUR ECONOMIC ACTIVITIES
156 Megha's Integrated Social Studies - 5
ECONOMIC ACTIVITIES AND
Lesson 1 Unit 7
RESPECT TO LAbOUR
Objectives:
On completion of this lesson, students will be able to:
• Tell about different economic activities including profession and occupation
of his/ her district.
• Compare the economic activities with other districts.
People are doing different works for their livelihood. Agriculture and
animal rearing are major economic activities of the districts of Nepal. But,
people involve in different trade and industries too. For example, some of
the people are farmer and some of them work as labour in the factories.
Some of them may be employed in the offices or some of them may
have run cottage industries. They either could be cobbler, tailor, mason,
carpenter, blacksmith or goldsmith. People in few places are also engaged
in herbal trade. The cottage industries produce ghee, cheese, pottery,
carpets including Doko, Dalo Nanglo, Radi, Pakhi etc. Such productions
are sold in the markets.
Economic activities are such human efforts which are undertaken by
people to earn income, money or wealth. Thus, economic activities are
related to production, distribution, exchange and consumption of goods
and services. In simple term, economic activities indicate toward people’s
professions, occupations, employment or business.
Similarly, labour is needed to perform all these activities. All those works
if done in turn of wage is called labour. People work hard for their living.
Thus, 1 May has been celebrated as “International Day of Labour” to pay
st
due respect to the labour every year.
For instance, Siraha district of Tarai region consists of a plain land with
alluvial soil. It has hot climate where there is a good rainfall too. This
environment is suitable for agriculture.
Megha's Integrated Social Studies - 5 157
People in this region are mostly farmers. They grow plenty of rice, maize,
wheat, sugarcane, Dal and vegetables. Farmers work hard in the land and
provide us food to eat. The farmers are also earning money by selling
those agricultural products in the market. People also rear buffaloes,
goats, pigs, chickens and duck. These are also the sources of food and
income.
Siraha is also popular for cottage and small scale industries in which
people works in different sectors. Such industries and factories provide
employment opportunities.
Traditional skilled based occupations such as blacksmiths, tailors,
carpenters, clay potters, and weavers are also present. Such people are
serving the village and fulfill the need of people by offering their skills and
abilities. For example, we could not have homes if mason or carpenter
stops working. We may have to walk with bare foot or nude if cobbler or
tailor changes their occupations.
Besides, there are several rural markets within the district. They are
providing wholesale facilities to retail shops, firms and small to large-scale
industries, lodges, tea shops, medical shops, telephone services, etc. So
that, people are getting facilities to produce, distribute and consume
good and services. Such chains of economic activities are found in Siraha
district now.
different types of occupation
158 Megha's Integrated Social Studies - 5
All these economic activities become possible because of labour. Thus,
Labour should be respected. We can respect labour by paying reasonable
wage for their work or services before the sweat become dry. We should
behave them equally without discriminating the occupation because no
work is small and they are equally important for a society. It helps to unite
people together because they are supplementary to fulfill each other’s
need.
Glossary
backwarded - back towards the starting point;towards or into a
worse state
composed - having one’s feelings and expression under control
conclusion - the end or finish of an event, process, or text
hesitate - pause in indecision before saying or doing some-
thing
retail - the sale of goods to the public in relatively small
quantities for use or consumption rather than for
resale
sectors - relating to a distinct part or area
supplementary - completing or enhancing something
wage - a fixed regular payment earned for work or ser-
vices, typically paid on a daily or weekly basis
wholesale - the business of selling of goods in large quantities
and at low prices
Note to the teacher: Help the students to understand different kinds of economic activities and the
labour found around their district. Let them compare the economic activities of their district with other.
Tell them also to respect all kind of labour without discriminating.
Megha's Integrated Social Studies - 5 159
ExERCISES
ExERCISES
1. What sort of problems do we have to face in absence of following
occupational people in our society?
a) cobbler b) carpenter
c) blacksmith d) tailor
2. Fill in the blanks with the suitable words given in the box.
wages skills farmers. 1 may equally
st
a. People with different ………. are living in our societies.
b. We can respect the labour by paying ………for their services.
c. We should behave ......... to all the works and occupations.
d. People in Siraha are mostly ……………….
e. ……………………… is celebrated as ‘International labour day’
3. Answer the following questions.
a. What do you understand by economic activities? What is labour?
b. Why do we respect all the work and labour?
c. How can we respect the labour?
d. Why are farmers found mostly in Siraha district?
e. What types of works mostly done in your district?
f. List the economic activities of your district.
4. Project Work
a. Draw a map of your district and locate the place with symbols
about agricultural production (rice, wheat, maize, etc.),
animal husbandry, livestock, Location of industries (cottage
and large scale), and major place of markets.
b. Prepare a chart about similarities and differences about
the works between the district of Suraj (Siraha) and your
district.
160 Megha's Integrated Social Studies - 5
CARE FOR SCHOOL
Lesson 2 Unit 7
PROPERTIES
Objectives:
On completion of this lesson, students will be able to:
• Give some points why to take care of their school properties.
• Tell how to economise the things used in the school.
Chalks, duster, blackboards, furniture, etc. are the properties of the school.
It is impossible for teachers to teach and students to learn without such
things. Therefore, we should take good care of them. We shouldn’t play
with the chalk and write unnecessary things on the blackboard when the
teacher is not there. We should not sit or jump on the desk. We should
not misuse and waste our school properties.
Sometime, the class-room gets dirty as the students throw litters or
papers. We should keep the dustbin and it should be used properly. We
should keep our school surroundings neat and clean. We should avoid bad
activities such as damaging desks and benches. We should take care of
our school property. We should use the school property without wasting
or damaging them.
cleaning school surrounding
Megha's Integrated Social Studies - 5 161
There are many things in the school that needs to be used properly and
carefully without wasting them. Library books are to be read and gained
knowledge. We must not tear the pages and the cover. We should put
them back at the right place after we finish reading them. We must
cultivate the habit of reading newspaper to know the news about the
country and the world.
using library properly
There are many things for games and sports like football, badminton,
volleyball, chess, carrom, etc. in school. We should use them properly. We
should keep them at a proper place after we finish playing. If we follow
these good habits all the time, our school properties will be properly used
and will not be damaged. They will remain in a good condition forever.
School properties are our property. We must take good care of them by
using them wisely.
Glossary
damaging – destroying /breaking.
library – a place where books are kept for reading.
wisely – to act cleverly.
162 Megha's Integrated Social Studies - 5
Note to the teacher: Ask the students to list out the properties of their school and make them say how
they should care for them.
ExERCISES
ExERCISES
1. Make a list of things that belong to your school.
2. Write ‘T’ for true and ‘F’ for false statements.
a) We can throw litter everywhere in and around the school.
b) It is good to use chalk to write unnecessary things.
c) Library books must be kept at a proper place after reading.
d) We should not damage the desks and benches of our
classroom.
3. Make a list of things that you ‘should take care of’ and ‘should not
waste’ by making a column as given below.
Things to take care of Things not to waste
4. Answer the following questions.
a. Name the things that you can be in your class room.
b. Write an economic way to use chalk or marker in the classroom.
c. How do you preserve the library books?
d. Do you write on the wall or on the benches? How do you
keep clean your classroom?
e. Where should the sports materials be kept in the school?
f. List out the things which are at poor condition at your school.
Give solutions to each of them separately.
Megha's Integrated Social Studies - 5 163
UTILIZATION OF OWN
Lesson 3 Unit 7
PRODUCTS
Objectives:
On completion of this lesson, students will be able to:
• Suggest some points about the importance of using own products.
• Write about the benefit of using own products.
We need many things to use from our birth to our death. These things
are either industrial products such as sugar, clothes, medicines, cement,
etc, or agricultural products such as rice, fruits, vegetables oil or animal
products such as meat, eggs, etc. Each house spends a certain amount of
money on such things every day. We produce some of them ourselves and
we buy others in the market. The products which we buy in the market are
either produced in our own country or in foreign countries. The products
produced in our country are our own products. The products brought
from outside are imported goods.
selling domestic goods
164 Megha's Integrated Social Studies - 5
As we know, a large amount of our currency goes to other countries
for importing foreign goods every year. We are importing goods which
are available in our country. This means our money is decreasing in its
quality. Our country will be poorer every year. A poor country means
poor citizens.
It is because we are more inclined to use foreign goods rather then our
own goods. It is right time to be serious. We should be mentally prepared
to use our own goods and discourage using foreign goods. If we use our
own goods, ultimately, we will be benefitted.
Benefits of using our own goods
Our own products are easily available and they are cheap. We can help
promote our local industries and prevent the flow of money to other
countries. Our economy will be stronger. Using our products creates a
sense of patriotism in us. It is our responsibility to develop the nation
through using the products produced by our own country.
Glossary
incline – tend to think and behave in a particular way
patriotism – love of own country and willingness to defend it
importing – bringing products or goods from another country
Note to the teacher: Let the students make a list of ten foreign and ten national goods.
ExERCISES
ExERCISES
1. List each 5 national and foreign products.
_______________ _________________ _______________
_______________ _________________
Megha's Integrated Social Studies - 5 165
2. Make a list of products used at your home.
National/ domestic products Foreign/ imported products
3. Write ‘T’ for correct and ‘F’ for wrong statements.
a) The goods produced in another country are ours.
b) We should not like foreign goods.
c) Students should use only foreign goods.
d) Utilizing national products is directly helping the nation.
4. Answer the following questions.
a) What are the benefits of using our own products?
b) Why should we discourage to use foreign goods?
c) How can we stop the flow of money to foreign countries?
Write your suggestions.
5. Make a list of goods that we use which are produced in Nepal.
6. Project Work
a. Prepare some posters to use national products.
b. Name the products popular in following places
Place Product Place Product
Musatang /Jumla Apple Bhojpur
Birgunj Bhaktapur
Palpa Ilam
b. Write a letter to the editor of ‘The Rising Nepal’ requesting
people about using own products of respective district area.
166 Megha's Integrated Social Studies - 5
ECONOMIC ACTIVITIES OF
Lesson 4 Unit 7
OUR COUNTRY
Objectives:
On completion of this lesson, students will be able to:
• Enlist various economic activities.
• Describe about the professional activities of different parts in Nepal.
Economic activities are the characteristics of community activities.
Without economic activities, there cannot be a community life.
There are different types of economic activities
in our country. They are different due to the
difference in physical features. But, there are
many similar activities also. Trading (business)
working in the field, animal rearing and fruit
growing are done every where in the country.
The only difference is in quality and quantity.
Economic activities of a departmental store in Nepal
The Tarai Region
The Tarai is called the granary of Nepal. The
main occupation is agriculture. The main
food crops are paddy, wheat, mustard, maize,
varieties of pulses, sugarcane, tobacco,
vegetables, etc. Most of them do business and
fulfill their needs for living. Having the plain
land and good transportation facilities, people
enjoy good trading activities. They make trade
of their agricultural products and industrial goods to other parts of the
country. Being near to the border they make trade with India also.
There are many industries like sugar, cigarette, cotton, jute, soap, textile,
leather, etc. Some people work in industries in different positions for
their living. Besides, fishery is also a major source of income among the
Megha's Integrated Social Studies - 5 167
local farmers in the Tarai region. According to an estimate three thousand
people have been employed in fishing in Banke district.
The Hilly Region
It is in the central part of Nepal. It has
activities more or less as in the Tarai except
fishery. Most of the people are farmers.
They produce paddy, maize, wheat, millet,
vegetables, etc. They are sustaining from
farming. But, they are not self-sufficient in
production. They get foodstuffs from the
Tarai. tourist trekking in the Hilly Region
Business is another economic activity next to agriculture. They do business
in towns, cities and in small market places. They have some industries
too.
Tourism has a great prospect in the region. There are places of natural
beauty in almost all the areas. Many tourists come to visit those places
for trekking. So, if we improve transport facilities this business can be a
blessing to the people of the region.
The Himalayan Region
Life is difficult in this region. The main
occupation of this region is animal
rearing and horticulture. Due to cold
climate and land features, they grow
only some maize, wheat, barley and
millet in the southern part. They import
all the foodstuffs from the Tarai.
They rear animals as their occupation.
They mainly rear animals like sheep,
goat, yak, horse and donkey. They trade those animals among themselves,
and outside the region. They use horses for their travelling, donkeys for
carrying loads and sheep and goats for meat.
168 Megha's Integrated Social Studies - 5
They develop horticulture too. Apples,
grapes, apricot are mostly grown in this
region. Apple is the most famous for
trade. Mustang, Jumla and Helambu are
famous for its trade.
Animal based cottage industries are
developed in some places. Woollen
blankets, carpets and leather shoes are
the products of cottage industry.
Tourism is another source of income
of this region. Many tourists go for
mountaineering and trekking purposes.
We should make easy access for tourists
to reach the places of interest so that we can develop tourism industry. It
may help in economic activities of the local people as well as the nation.
Glossary
horticulture – the practice of growing fruits
fishery – fish farming
sustaining – maintaining
trekking – journey in the mountains for pleasure
Note to the teacher: Ask the students to make a table of economic activities of the three regions of
Nepal.
ExERCISES
ExERCISES
1. Fill in the blanks with suitable words.
a) Tourism is an ___________ activity in the Himalayan Region.
b) Without economic _________ there cannot be a community life.
Megha's Integrated Social Studies - 5 169
c) _______ is a major source of income in the Tarai region.
d) Fruit production is one of the activities in ______ region.
2. Match the following columns.
Colums ‘A’ Column ‘B’
We see tourists rear animals as their occupation
The Tarai region fishery in Banke district
People are engaged in second economic activity in the Hilly
region
Business is the in historic places
People in the Himalayan Region is the granary of Nepal
3. Answer to the following questions.
a) Which region is called the granary of Nepal?
b) Is fishery possible in the Mountain region?
c) Name any four types of fruits grown in the Mountain region.
d) Describe the way of life of the people living in the mountains.
e) Write two benefit of using national products.
f) What are the activities done by the people in your community to
generate income?
4. In which region do you live? Describe the economic activities of
your region.
5. Project Work
Visit your community and make a list of occupations that are oriented
to income generation.
170 Megha's Integrated Social Studies - 5
CREATIVE ART
LINE ARt 172 CoNStRUCtIoN WoRk 184
1. Drawing sketch 13. Reusing waste materials
2. Drawing through 14. Construction work using
geometrical shape geometrical figures
3. Drawing pictures of trees,
birds and animals WEAVING 186
CoLoUR ARt 175 15. Weaving
4. Local colours Weaving from paper strips
5. Preparing different colours
6. Mural art VoCAL 187
16. Voice practice
PRINtING WoRk 178 17. National anthem
7. Different uses of printing 18. Class song
19. Singing children's song,
poems and local songs
CoLLAGE 179
8. Collage MUSIC 192
9. Making different types of 20. Practicing clapping
collage and using colour 21. Playing tabala
22. Voice practice in madal,
CLAy WoRk 181 tabala and clap
10. Clay work
DANCE 195
23. Dance practice
oRIGAMy 182
11. Origami
12. Making design by cutting ACtING 199
paper. 24. Converting story into play
Megha's Integrated Social Studies - 5 171
Lesson 1 DRAWING SKETCH
We can draw pictures based on our experience and imagination. We
can express the feeling of frustration, happiness, pleasant moment,
unpleasant moment, anger through pictures.
Playing Football Flying Bird
ExERCISES
ExERCISES
1. Select any subject matter you like.
2. Think about it minutely and find out necessary thing to include.
3. Draw sketches of what you have thought.
4. Draw a picture of your classroom by observing it properly.
5. Look at your friends playing in school ground and draw it.
6. What makes you happy, draw it.
7. Draw an unhappy incident that took place in you.
8. Collect all the pictures you have drawn in class V note book and
make it your art book.
9. Use colours to make your pictures attractive.
172 Megha's Integrated Social Studies - 5
DRAWING THROUGH
Lesson 2
GEOMETRICAL SHAPE
The things around us do not have identical or similar shapes and sizes.
They have triangular, oblong, square or round shapes. While drawing a
picture, you can use one or many geometrical shapes.
Observe the following shapes and discuss how can we use them in
pictures.
Rectangle
Triangle
Square
Cylindrical
Round
ExERCISES
ExERCISES
1. Draw geometrical figures you have learnt.
2. Repeat drawing one shape a couple of times.
3. Draw a picture using geometrical shapes you have learnt.
4. Draw geometrical shapes you have seen in the picture.
5. Keep one object in front of you and looking at the geometrical
shapes, draw its figure.
6. Using one geometrical shape, draw at least five figures.
Megha's Integrated Social Studies - 5 173
DRAWING PICTURES OF
Lesson 3
TREES, bIRDS AND ANIMALS
Look at the scene around you and plan how to draw trees, birds and
animals. Observe the following pictures and discuss how they have been
drawn.
ExERCISES
ExERCISES
1. Draw a tree that is near to your school.
2. Draw a bird that you have seen.
3. Draw an animal that you have seen.
174 Megha's Integrated Social Studies - 5
Lesson 4 LOCAL COLOURS
Colours are very important while drawing. We can use colours like red
mud, turmeric, red tika(Abhir) blue(neer), chalk powder, charcoal powder,
leaf juice, flower juice etc. which are easily available around us. To make
local colours sustainable, you can use starch. Add two spoon powder
colour, one spoon starch in half a spoon of water. Mix them and your
colour is ready. Prepare at least three or four colours to use in pictures.
What colours are the things shown above ?
ExERCISES
ExERCISES
1. Collect local colours from around you.
2. Make colours from Abir, Keshari, turmeric, neer (blue) etc. and draw
three pictures.
3. Grind leaves and flowers of different colours. Squeeze their juice, get
different colours and make designs and patterns using them.
4. Mix black powder in the colour you have prepared. Mix ash in another
colour of your choice. Observe the different colours and write the
name of their colours.
5. Draw different pictures using colours you have prepared.
Megha's Integrated Social Studies - 5 175
PREPARING DIFFERENT
Lesson 5
COLOURS
We need different colours to paint the pictures we have
drawn. To draw a mustard plant, we need different colours
for root, stem, flower, leaf and seed.
We can mix different colours to create
new colours. Observe the following
mixtures of colours:
ExERCISES
ExERCISES
1. Get red, blue and yellow colours. Follow the following mixing
instruction and write which colour is created.
Red + blue = ?
Red + yellow = ?
Yellow + blue = ?
Red + blue + yellow = ?
4. Use the soaked brush, to paint colours. What do you find ?
5. Paint one colour over another. What do you find?
6. Soat a sheet of paper in water, drop different colours on it. What
colour do you get ?
7. Explain your feelling through drawing on any topic colouring them
with different techniques you have learnt up to activities 6.
8. Take a sheet of paper, draw a picture with a crayon and colour it
with other colours. What do you get ?
176 Megha's Integrated Social Studies - 5
Lesson 6 MURAL ART
Drawing different pictures on the wall is called wall art or mural art. Wall
paintings are used to publisize different things, to give information and
to aware people. Artists express their feelings through wall paintings.
Observe the following examples and discuss.
ExERCISES
ExERCISES
1. Select a wall with the help of your teacher .
2. Using locally available colours draw mural art on the selected wall.
3. Get a 48”x60” cardboard or newsprint and draw poster pictures
discussing the topic to draw in group.
4. Distribute different activities like colouring, drawing to each other to
make the art attractive.
Megha's Integrated Social Studies - 5 177
DIFFERENT USES OF
Lesson 7
PRINTING
Getting impression from the surface of different
coloured objects on plain paper is called printing.
Printing can be done by carving different patterns on
potatoes, reddish or pumpkin. Observe the following
examples of printings and discuss how they have been
done.
ExERCISES
ExERCISES
1. Procedure of painting work from potato (The same procedure is
applicable for radish and pumpkin).
i. Take a potato and cut it into circular shape.
ii. Carve any pattern/ design you like.
iii. After making design, dip the surface in colour. Get its impression
on a paper.
iv. Arrange the design to make different patterns.
v. Using printing technique from potatoes, radish and pumpkin print
different shapes.
vi. Make several designs using potato and radish.
vii. Keep coarse paper on a coarse object and scratch pencil on it to
get impression of it.
2. Printing by cutting paper into different shapes and dipping them in
colour.
i. Take a thick paper and cut it according to the shapes of your choise.
ii. Colour these shapes and print them on paper pressing them.
3. Cut different shapes on the paper. Paint them with different colours,
press them in plain paper and get different designs.
178 Megha's Integrated Social Studies - 5
Lesson 8 COLLAGE
Plan for collage preparation
in group. Different ideas
can be included in one topic
(theme). After planning
outline has to be drawn on
the paper before making
the collage. After drawing
the outline, discuss what
object or paper should be
stucked (pasted) and then
start making the collage.
Observe the example and
discuss what material has been used in it:
ExERCISES
ExERCISES
1. Draw an outline figure of a collage in group on any topic (theme).
2. Prepare the collage in a group of four or five.
3. Make a collage by drawing figure on pages and cutting and pasting
them.
4. Cut different pictures from magazine and make a collage.
5. Paste different things on a paper or a piece of cloth and prepare a
collage.
6. By pasting bits of cloth make collage of a temple.
7. Make a collage based on any story in group.
Megha's Integrated Social Studies - 5 179
MAKING DIFFERENT TYPES OF
Lesson 9
COLLAGE AND USING COLOUR
If a collage is prepared using only one material, it does not look attractive.
To prepare a big collage of different materials, we can use different things
like paper, clothes, etc. After pasting different things, the collage can be
made beautiful and attracting by colouring them. Observe the following
examples and discuss how they have been made.
ExERCISES
ExERCISES
1. Collect different materials and store them in different boxes.
2. Make a collage using only one material.
3. Make a collage pasting different materials.
4. Prepare a colourful collage.
5. Prepare a collage joining colourful pieces of card board.
6. Collect waste material in the class and make a collage on a subject.
180 Megha's Integrated Social Studies - 5
Lesson 10 CLAY WORK
Clay can be moulded into different shapes. To prepare clay for different
works, follow the following procedure.
Preparing Clay:
1. Select the clay without sand and stones.
2. Pound the clay to dust and mix it with water to make dough like
flower.
3. Pound the dough with a stone or stump.
4. Remove stones, splinter or mud that is mixed in the clay.
5. Make the clay sticky by pounding it properly.
6. When the mud is ready, cover it with a
plastic and store in a cool place, avoiding
direct sunlight. This mud can be used
for several days. Slabs can be made
from this mud to create flat and square
objects. By joining slabs creative objects
can be prepared, e.g box, table, house,
etc. Another method of creating artistic
things is by making coils. In this method,
thick rope like coils are made by rolling
the mud in palms. This rope like coil can
be twisted round in circular shape, square picture from slab and coil
or any other shape to create things you
like. To join the twisted coil sticky mud has to be used.
ExERCISES
ExERCISES
1) Prepare clay for clay work.
2) Make any two objects using slab technique and colour them.
3) Make any two objects using coil technique and colour them.
4) Make a table using slab technique.
5) Make a flower vase using coil technique.
Megha's Integrated Social Studies - 5 181
Lesson 11 ORIGAMI
The art of folding paper falls under hand work. Different figures or things
can be made by folding or cutting sheets of paper. This art of folding is
called origami. We are going to learn the art of origami by folding paper
in this lesson. Observe the following origami with your teacher.
1 2 3 4
5 6 7 8 9
1 2 3 4 5
6 7 8 9 10
ExERCISES
ExERCISES
1. Construct an origami of bird.
2. Construct an origami of anything you like.
3. Construct an origami of paper boat and paper plane, cap and so on.
182 Megha's Integrated Social Studies - 5
MAKING DESIGN bY
Lesson 12
CUTTING PAPER
We have seen decorative things prepared by using paper during our
festivals and religious ceremonies. Decorative patterns, boarders and
designs are made using paper. For preparing such art skill of folding and
cutting paper is necessary. These decorative items look more attractive if
colourful paper is used. Observe the following samples made by cutting
paper.
ExERCISES
ExERCISES
1. Take a paper of 8” long and 4” wide, fold it in a distance of 1 inch
inside and outside. It will become an ablong. Draw any figure you like
on the ablong paper. Cut the figure slowly with a blade or a scissors
and open it . What do you get ?
2. Take a piece of colour tissue paper, cut it into triangular shape in a
distance of 2-3 inches. Make triangular strips. What do you see? Paste
these strips in a string and decorate the window with it.
3. Fold the paper as you like and make patterns of your choice by
cutting them.
Megha's Integrated Social Studies - 5 183
Lesson 13 REUSING WASTE MATERIALS
We can make artistic things from the waste materials like chocolate
wrapper, wrapping paper, ice cream sticks and tooth-pick etc that we
throw. Observe these following models prepared from waste materials
ExERCISES
ExERCISES
1. Collect different waste materials.
2. Construct different figures you like tying with string or sticking with
tape.
3. Construct things using paper box or wooden pieces.
4. To make the construction attractive, colour them.
184 Megha's Integrated Social Studies - 5
CONSTRUCTION WORK USING
Lesson 14
GEOMETRICAL FIGURES
In this lesson you will learn to construct different things using geometrical
figures like cylinder, cone, square and triangles, etc. Look at the following
samples made from the geometrical shapes:
ExERCISES
ExERCISES
1. Prepare geometrical shapes measuring paper.
2. Make diagrams using compass and cut the figures. Construct artistic
things sticking or pasting one after another on the top.
Megha's Integrated Social Studies - 5 185
WEAVING
Lesson 15 WEAVING FROM PAPER STRIPS
We can make different things weaving paper strips. We can also use
bamboo strips, hay, wire, rope, etc to weave out things. In this lesson
we will learn to make things weaving paper strips. Look at the following
examples:
ExERCISES
ExERCISES
1. Cut different coloured paper into strips.
2. Weave paper strips to construct calender, mat and basket for keeping
animals.
3. Observe weaving done in your community and learn to weave
discussing with the facilitator who knows weaving.
4. Do weaving using bark of banana, plant, hay or long leaves.
186 Megha's Integrated Social Studies - 5
Lesson 16 VOICE PRACTICE
In order sing in good voice regular practice is necessary. It helps one to
understand taal and enables to sing. Practice the following taal.
ExERCISES
ExERCISES
A. cf/f]x ( rising) ;f /] u d k w lg ;f+
cj/f]x ( Falling) ;f+ lg w k d u /] ;f
B. Pracitce two swor in one beat (Dugun)
cf/f]x - ;f ;f, /] /], u u, d d, k k, w w, lg lg, ;f+ ;f+
cj/f]x - ;f+ ;f+, lg lg, w w, k k, d d, u u, /] /], ;f ;f
C. Practice three swors continuously.
cf/f]x - ;f /] u, /] u d, d k w, w lg ;f+
cj/f]x - ;f+ lg w, lg w k, k d u, u /] ;f
D. Practice four swors continuously.
cf/f]x - ;f /]] u d, /] u d k, u d k w, d k w lg, k w lg ;f+
cj/f]x - ;f+ lg w k, lg w k d, w k d u, k d u /], d u /] ;f,
Megha's Integrated Social Studies - 5 187
Lesson 17 NATIONAL ANTHEM
You have been singing national anthem since class I. In class v you will
practice it with musical notation.
National Anthem
ExERCISES
ExERCISES
1) Practice singing musical notation of the national anthem in the
taal of madal.
Musical notation of the national anthem
lg w k d k lg ;f /] lg w k d k d /]
;of}+ y'ª\uf k'mnsf xfdL Pp6} dfnf g]kfnL
lg ;f /] df k lg ;f /] lg w k w k k
;fj{ef}d k}mlnPsf d]lrdxfdf sfln
.....................................................................
188 Megha's Integrated Social Studies - 5
Lesson 18 CLASS SONG
You must have been singing class song since class I. Classwise songs
have been prepared for students of our country from class 1 to class 10.
The class song of class V has been prepared in order to build students
character, feeling of responsibility and to introduce our country. Try to
sing the following class song.
ExERCISES
ExERCISES
Practice singing class song in dadara taal with your teacher in group or
alone.
Megha's Integrated Social Studies - 5 189
SINGING CHILDREN’S SONG,
Lesson 19
POEMS AND LOCAL SONGS
After we learn about different taal and tempos (Laya), we can sing class
song and children’s song sweetly and even dance in them. It is also easy
to remember the song. Read some children’s songs and poems given in
your Nepali textbook, and sing them.
A. Upadesh.
Taal ( beat) count
1 2 3 4 5 6 7 8
cN5L u/L g;'t afa' laxf gs ;d\ ds
;f/f z/L/ u/ ;fkm eP /s 6d ds
hf]8] /s xft u/ O{Zj/ dfk| 0ffs ds
;ª\sif 6s x6 5s h;af 6t dfs ds
Sing the other stanzas of the poems organizing words in sound and taal.
B. Kishanko Rahar
Taal (beat) count
1 2 3 4 5 6 7 8
;fgf]5 v]t ;fgf]5 af/L ;fg}5 hxf gs ss
gu/L sfd k'Ub}g vfg ;f“em / laxf gs ss
laxfg kv e'mlNsG5 3fd b]p/fnL kfvf dfs ss
c;f/] uLt 3lGsG5 clg ;'l/nf] efvf dfs ss
sf“wsf] zf]ef xnf]/ h'jf xftdf sf]bf nLs ss
hLjg wfGg ug{'g} kg{] psfnL cf]/f nLs ss
In the same way, convert the following song into taal.
C. Local Song
Songs which reflect local environment and lifestyle of people of different
places are called local songs. For example hoil ko geet, resham firiri,
190 Megha's Integrated Social Studies - 5
rajamati kumati, yethi thia tikuli hara gele and pan ko pat, etc.
/];d lkml/l/ /];d lkml/l/
p8]/ hf“p ls 8f“8fdf e~hfª
/];d lkml/l/
s's'/nfO{ s'tL s'tL la/fnf]nfO{ ;'/L
ltd|f] xfd|f] dfof a:of] bf]af6f]sf s'/L
====================================================
====================================================
/];d lkml/l/ /];d lkml/l/
p8]/ hf“p ls 8f“8fdf e~hfª
/];d lkml/l/
ExERCISES
ExERCISES
1. Sing the poem, 'Updesh’ in tune.
2. Sing the poem, ‘Kishanako Rahar’ in any local tune.
3. Sing the poem, 'Jharana’ converting it into beats and taal.
4. Sing other children’s song or poems in the text book in tune.
5. Practic singing different local songs of your place.
Megha's Integrated Social Studies - 5 191
Lesson 20 PRACTICING CLAPPING
It is enjoyable to sing with clapping. Clapping in right tempos helps to
understand counts and beats. To practice clapping, do the following
activities.
Tali
Khali
ExERCISES
ExERCISES
1. Sing class song clapping.
2. Sing children’s song clapping.
3. Divide into two groups; one group will clap and the other will sing.
4. Clap and sing local songs like 'Panko Pat' and 'Reshem Firiri' etc.
192 Megha's Integrated Social Studies - 5
Lesson 21 PLAYING TAbALA
Tabala is an important musical
instrument. Without tabala, classical
music is incomplete. It is used in popular
music as well. For creating pleasant sound,
it is used in folk music also. Many bol can
be produced from tabala. You will learn
kaharwa and dadra taal in this class.
1. Taal Dadra
x ( clap ) o(empty)
Matra ! @ # $ % ^
Bol wf lw gf w t' gf
2. Taal Kaharwa
x ( clap ) o(empty)
Matra ! @ # $ % ^ & *
Bol w lu gf lt gf s l3 gf
ExERCISES
ExERCISES
1. Review the bol and taal of madal you have learnt in class IV.
2. Play khyali taal counting matra and bol.
3. Practice playing kaharwa and dadara taal counting matra and bol.
4. Practice locally available musical instruments like basuri, damphu,
sarangi, etc.
Megha's Integrated Social Studies - 5 193
VOICE PRACTICE IN MADAL,
Lesson 22
TAbALA AND CLAP
Practice the following swor, bol, matra and tali (clap) in voice practice.
Practice according to the given swor, lipi, and taal.
1. Taal Kaharawa
x (tali) o ( khali)
;f /] u d k w lg ;f -cf/f]x_
wf u] g lt g s lw gf
;f lg w k d u /] ;f -cj/f]x_
w u] g lt g s lw gf
2. Taal Dadra
;f /] u ;f lg w w lg /] ;f – – u – /] u d –
d u /] ;f – – ;f /] u /] u d u d k d k w
k w lg w lg ;f+ ;f lg w lg w k w k d k d u
d u /] u /] ;f ;f/] ud kw+ lg;f+ lgw kd u/] ud kw kd u/] ;f
194 Megha's Integrated Social Studies - 5
Lesson 23 DANCE PRACTICE
After learning basic steps of dance like moving forward, backward, right,
left, toe movements, hand movements like spreading and squeezing,
sitting, etc, basic dance movements are complete. You have learnt such
movements since class I. In this class you will learn and practice Namaskar
dance, making semi circle, circle in group and local dances.
A. Namaskar Dance.
In the beginning of this dance, permission is taken from the audience
left, right, at the front or behind, from the earth, from the god and the
guru. Hence in order to make the dance successful, Namaskar dance is
performed. Learn to do Namaskar dance with your teacher or friends as
per the following procedure.
Procedure of Performing Namaskar Dance:
Position : Stand still in line with friends, hold hands on the waist.
Position Ready : Put together two hands in the position of like that of beaks
of duck (hasyasya) bending the chest forward.
Position 1-2 : With the beat of music spread the hands towards right
from the mid chest and move one step forward with hand
together with right foot.
Position 3-4 : Do the same activities to your left.
Condition 5 : Stretch your hands.
Condition 6 : Come to attention position.
Condition 7 : Move the hands towards head coming to straight
position.
Megha's Integrated Social Studies - 5 195
Ready 1-2 3-4
7
6
8
5
B Making different shapes while dancing
- Making Semi circle
Different shapes like semi circle, circle and two lines can be made while
dancing. Follow the direction below and try to make semi circle while
dancing.
1. Stand in line with students not more then 16 and less then 9, name
each one with 1,2,3,4,5,6,7,8 and 9 simultaneously.
2. Move 1 and 2 forward, 3 and 4 towards left, 5 in the same position
moving right foot in taal, 6 and 7 towards right and 8 and 9 towards
left.
3. While making semicircle you can move hand, waist, head and chest
in any uniform notation.
196 Megha's Integrated Social Studies - 5
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search