Raman : We should also inform the nearest police station if we see
any suspected people in the neighbourhood.
Raman : We should also not trust strangers and say ‘no’ if they offer
us anything.
Rita : Now, I know all about the precautionary measures against
theft and robbery.
Raman : We should also understand about our duties and
responsibilities .
Rita : Yes, I know them all. First of all, we should inform the police.
We should not touch anything and do not let anybody enter
into the place of theft or robbery. Otherwise, evidences will
be lost. Police identify the thief or robber through such clue
and evidences. We should co-operate police to catch them
by providing information whatever we know.
Raman : You are absolutely correct.
Glossary
absolutely - with no qualification, restriction, or limitation; totally
evidence - signs or indications of something
luxurious - extremely comfortable or elegant, especially when
involving great expense
precaution - a measure taken in advance to prevent something
dangerous
precious - of great value; not to be wasted or treated carelessly
suspected - doubted the genuineness or truth of
violate - break or fail to comply with a rule or formal agreement
Note to the teacher: Help the children to understand about the theft and robbery. Tell them also the
precaution measures for protection of our wealth from them. A role play will be effective.
Megha's Integrated Social Studies - 5 47
ExERCISES
ExERCISES
1. Tick () for true and cross () for false sentences.
a. Thieves and robbers are good people.
b. Alcohol, gambling and unnecessary luxurious ambition forced
people toward theft and robberies.
c. Poverty and unemployment cause theft, robbery and social
violence.
d. We should show off our gold and silver ornaments or cash to the
people.
e. We should call the police even any suspected person moves around
our locality.
2. Prepare some posters and pamphlets against ‘Theft’ and ‘Robbery’
3. Answer the following questions.
a. Where do you live? What is the condition of the theft and robbery
around your locality?
b. Why are people involved in theft and robbery?
c. Write four measures to protect ourselves from being theft and robbery.
d. Why do you think the activities such as theft and robbery are social
problems?
e. Are theft and robbery considered as the obstacles for development? Why?
4. Project Work
Visit a nearby police station. Ask and enlist the precautions that
should be followed for safety to set the society free from theft and
robbery. Keep in consideration to the following things :
Street lights, information to police, night watch committee, public
awareness, etc.
48 Megha's Integrated Social Studies - 5
IMPACT OF FOREIGN
Lesson 3 Unit 3
CULTURE
Objectives:
On completion of this lesson, students will be able to:
• Describe the impact of foreign culture.
• Differentiate between local culture and foreign culture.
western music
Nepal is a multi ethnic, multi lingual, multi-cultural country. Different arts
and cultures, costumes, folk music and dances, Jatras, traditions are our
typical identities. We are rich in such culture and traditions according to
our respective community. They are our national properties and helping
us to introduce ourselves even internationally. We should not lose them
by imitating other. Our culture, traditions customs, foods, dresses, etc. are
designed beautifully in accordance of our typical geography, climates and
available resources . Thus, it is not necessary to copy or import other’s
cultures. We should preserve our valuable culture.
Megha's Integrated Social Studies - 5 49
People’s behaviour is
determined by culture and
society where they are born
and brought up. Our culture
is very good as we respect
our elders and love juniors.
The lifestyle of the people in a
society is directly or indirectly
influenced by culture.
western song
Now-a-days, most of the youths living in
urban areas are lured and influenced by
western culture. They are forgetting their
own culture and imitating the culture
which may hamper the society. We should
better imitate or copy the things such as
hard working, sincerity, responsibility,
self-reliance, etc. from others instead
dominating our own rich cultures.
Our typical cultures are our identity and are
quite valuable. But, it has been encroached
gradually. Poverty, unemployment,
western dress lacking effective rules and regulations and
corruptions are few reasons for it. Besides, internet and medias are also
equally responsible. We should not blame other rather we should be
aware enough to preserve our own culture.
We can preserve our valuable culture in the following ways:
- By exploring our hidden art and culture (music, dance, rite and
rituals, dresses, etc.) from every corner of the country.
- By organizing cultural programs at schools, neighbourhood and
the villages or districts.
50 Megha's Integrated Social Studies - 5
- By conducting competitions of such cultural program locally,
regionally or at the national level.
- By establishing local, regional or national clubs and institutes to
conduct frequently such cultural programs.
- By maintaining the provisions of award or prizes.
- By maintaining the strict and effective law for preservation of
culture and to discourage the copied culture.
- By following our own culture during different rites and rituals,
jatras and festivals.
Glossary
influence - effect that someone or something that cause change
encroached - intrude on (a person’s territory, rights, personal life,
etc.
exploring - inquireing into or discuss (a subject) in detail
imitating - copying a person’s speech or mannerisms, especial-
ly for comic effects
Note to the teacher: Ask students which culture they like and also the reason why they like it..
ExERCISES
ExERCISES
1. Write “True” or “False” for the following statements.
i. We should never ignore our parents.
ii. It is compulsory to follow western culture.
iii. Forgetting own culture means to lose identity.
iv. Many people are badly affected by western culture.
Megha's Integrated Social Studies - 5 51
2. Answer the following questions.
i. What determines one’s behaviour ?
ii. Why do people copy unnecessary things from others?
iii. How can we stop the negative impact of western culture ?
iv. What type of culture should we copy from others ?
v. What can we do to preserve our typical Nepalese cultures?
3. Why do youths enjoy western culture more than tradtional Nepali
culture ? Write your opinions.
4. List out some of the western cultures that are followed by our
youths in the society.
5. Identify the following things and make a chart whether they are
typical Nepali or imported from other countries.
Madal Guitar Damphu Tabala Drum set
Our folk song rap song Cholo Blouse Sarangi
Deuda nach Disco dance Jhyaure geet Sahanai Pop song
52 Megha's Integrated Social Studies - 5
6. Project Work
a. Your village/district is also rich in different arts and cultures. Visit
different communities. Complete the following table with typical
things of your village in which you feel pride.
Community Ornaments Dresses Names of mu- Popular Cultures/ Measures
sic and dances food festivals/rites to protects
item and rituals
b. Find some culture, tradition or social practices prevailing in your
locality/ village whether they should be continued, removed or
modified. Then, make a chart as below:
Culture /tradi- Continue modify Remove Why?
tion/ social
practices Give a reason
To respect or Parents are considered
bow the parents as god
Witch doctor Health posts and hos-
- - pitals are available.
Trend of sacri- Sacrificing something
ficing birds and - - dead object like wood,
animal leaf, flower, etc.
Megha's Integrated Social Studies - 5 53
SOCIAL ORGANIZATIONS
Lesson 4 Unit 3
AGAINST SOCIAL PRObLEMS
Objectives:
On completion of this lesson, students will be able to:
• Explain the role of the social organizations working against social problems
and evils
• Act in support of reducing such social problems and evils
A social problem is an undesirable
condition that pushes the entire society
backwards. Theft, robbery, smuggling,
violence, drug abuse, poverty, etc. are
some examples of social problems that
may societies in the world are suffering
from. Similarly, problem of sanitations,
pollutions, deforestation, flood or land
slide, etc. are also occurred in different
places. Such problems cannot be
solved by only a man. The government
is also needed for the help of people helping a neighbour
and its group. There is necessary to
join hands together selflessly to solve such problems. Thus, different
social organizations, clubs, groups are established to work against those
problems.
Such individual or group of people if gathered together for social welfare
are called social organizations. The organizations could be different by its
objectives. For example Bal Mandir has been established for the poor and
orphan children where as Maiti Nepal is working against girls trafficking.
Contextually, our society consists of different types of people. It includes
differently able people such as blind, lame, deaf. Some people are even
mentally retarded; others are homeless. Some aged people are being
protected in Bridhashram as well. These people need more help than
the others. We should all help them. It is often not enough for individuals
54 Megha's Integrated Social Studies - 5
alone to help them. Thus, various governmental and non-governmental
agencies are there, which are helping such people. Different government
authorities, local clubs, NGOs/INGOs are working against social evils and
problems. They conduct different awareness program and the campaign
against gambling, alcohol, girls trafficking, drug abus, etc. They also work
for the domestic conflicts. Some of such agencies working against social
problems and evils are described below:
Paropakar Sanstha
This social organization was founded by Dayabir Singh
Kansakar at Bhimsensthan in Kathmandu in 2004 BS.
In the beginning, this organization provided only
health services and distributed free medicines.
However, after 2007 BS, this organization increased
its services. The services provided by the Paropakar
Sanstha include providing shelter and education to
orphans, health services to the needy and other Dayabir Singh Kansakar
services during social events.
Some of the services offered by this organization are given below :
• Initially, this organization served the sick people through
medicine distribution and other free health services.
• Later, it provided many other services including establishing
an orphanage.
• It provides ambulance services.
• It conducts blood donation programmes.
SOS Children Village
The full form of SOS is “Save Our Soul”. ‘SOS’
is an international organization founded by an
Austrian professor, Dr. Herman Gmeiner in 1949
AD. SOS establishes residential educational
and skill development centres for children.
These are called SOS villages. At present such
SOS villages have been established in 128 Herman Gmeiner with SOS
children
Megha's Integrated Social Studies - 5 55
countries of the world and there are 1,535 such villages altogether.
In Nepal, SOS village was established for the first time at Sano Thimi,
in Bhaktapur in 1973 AD. At present such villages are set up at Jorpati,
Pokhara, Itahari, Surkhet and Banepa. About 1200 children are being
sheltered in 89 ‘SOS’ houses. The main aim of the SOS is to help those
children who are helpless, homeless and orphans.
Some of the services provided by them are given below:
- They provide shelter, food and clothing to helpless and
homeless children.
- They provide a ‘mother’ (an elderly lady) to look after the children
and give them a homely environment.
- They provide education and health facilities to such children.
- They provide vocational training to them so that they can earn a
decent living.
- They also provide social service to needy mothers and children.
Nepal Scouts
Nepal Scouts is a part of international Boy
Scouts and Girl Guides organization. The
international Scouts movement was started
in 1907 AD by an Englishman, Robert Beden-
Powell. The Nepal Scouts was founded in
1953 AD. Its headquarters is in Lainchour,
Kathmandu.
Some of the services provided by this organisation are:
- It provides different types of help like crowd control , drinking water,
etc. During social or religious functions.
- It provides first-aid facilities to the injured or wounded.
- It provides help during natural calamities such as earthquakes, fire,
storm, flood, etc.
- It helps to spread awareness on various social issues through different
programmes.
56 Megha's Integrated Social Studies - 5
Khagendra Nawajivan Kendra
This social organization was established by Khagendra Bahadur Basnet in
2026 BS. It is at Jorpati in Kathmandu. This institution provides education
from class 1 to 8 to disabled children. It also provides many types of
skill developing training to the disabled children. The training includes
tailoring, weaving, bamboo works like making baskets, trays, mats, etc.
Such training makes the disabled people self-dependent.
Nepal Red Cross Society
Nepal Red Cross Society is a part of International
Committee of Red Cross (ICRC). It was founded
by Jean Henry Dunant of Switzerland on 27
th
October 1863 AD. Today this organization has
been established in 165 countries of the world.
Nepal Red Cross society was established in 1963
AD in Nepal. blood bank
The services rendered by Nepal Red Cross Society include helping people
during natural calamities like flood, earthquake, landslide, etc. providing
health services such as blood banks, ambulance services, etc.
Other organizations
In addition to the above mentioned
organizations, there are several other
social organizations established in our
country. They are: Nepal Blind and
Disabled Association, Nepal Children’s
Organization, Bal Mandir, Leprosy
Eradication Organization, etc. These
organizations provide help in their own a patient in a leprosy center
specific areas.
In order to provide uniform services to different sections of the society by
these organizations, a Social Welfare Council has been established at the
centre. This council provides advice, coordination, economic and technical
help to these various organizations. Its headquarters is in Lainchaur,
Kathmandu. Now many NGO’s (Non-Government Organizations) and
INGO’s (International Non-Government Organization) are working to
help the needy and helpless people of our society.
Megha's Integrated Social Studies - 5 57
Importance of social services
A society consists of different types of people. People need to help each
other in a society. There are many people in a society who need special
care and attention. For example, we often have orphans in a society. They
need people to take care of them and provide them with opportunities of
growth, development, education, etc. There are also physically challenged
people like the blind, deaf, lame, etc. Such people also need special care
and support. Social services offer help to such groups of needy people, so
that they can lead a good life.
In addition, social services also provide sufficient care and support for
a large number of needy people at the same time. Moreover, social
services help the needy people by providing opportunities for growth
and development. Thus, social services are very important.
Glossary
suffering - the state of undergoing pain, distress, or hardship
sanitations - conditions relating to public health, especially the
provision of clean drinking water and adequate
sewage disposal
against - in opposition to
welfare - social effort designed to promote the basic physical
and material well-being of people in need
conflict - a state of mind in which a person experiences a clash
of opposing feelings or needs
retarded - less developed than a normal person for a particular age.
movement - a series of organized activities working towards an
objective.
devoted - having great love for somebody/something and
being loyal to
shelter - a place or protection to somebody
social services - services helping the needy people in a society.
attention - interest that people show in something
opportunities - situations which make it possible to do something.
support - to help or encourage somebody
vocational - skills which help to do a particular job.
render - to provide; supply; to give
58 Megha's Integrated Social Studies - 5
Note to the teacher: Ask the students weather they can talk about any social organization existing in
their society and its objectives.
ExERCISES
ExERCISES
Think yourself and carry out the following tasks.
1. Find out the names of some social organizations/ clubs in your
locality. Collect information about them and their functioning and
prepare a one- page report on them.
2. Prepare a short speech on the importance of ‘social service’ and
deliver it to your class.
3. Write about Scouts doing their duties.
4. Match column ‘A’ with column ‘B’
Column A Column B
Beden Powell SOS
Dayabir Singh Kanskar Red Cross Society
Jean Henry Dunant Scout
Hermann Gmeiner Paropakar Sanstha
5. Write ‘True’ for right and ‘False’ for wrong statements.
a. Social organizations work for making profits.
b. In a society, there are many people who need special support.
c. Social service helps the needy people with opportunities to
lead a good life.
d. Herman Gmeiner founded the SOS Children’s Village.
e. Dayabir Singh Kansakar founded Nepal Scouts.
Megha's Integrated Social Studies - 5 59
6. Answer the following questions.
a. What do you understand by a social organization?
b. What sorts of works do the local social organizations carry out
to remove social problems and evils? Make a list.
c. How do you convince or suggest avoiding alcohol and drug to
those addicted people?
d. List the contributions of Nepal Red Cross Society and Nepal
Scout forward removing social problems.
e. Are there peace clubs, children’s clubs or Eco-clubs in your
school? If not, how do you take initiation to form them?
f. Name any two social organizations. Why is it necessary to have
such organizations?
7. Project Work
a. Divide the class into four groups and ask them to collect
information on one social evil prevalent in his/her community
and present a report in the class.
b. Prepare play cards/slogans against different social problems
and evils and paste them on the notice board.
60 Megha's Integrated Social Studies - 5
Unit 4
CIVIC SENSE
Right
to
freedom
Megha's Integrated Social Studies - 5 61
OUR FUNDAMENTAL
Lesson 1 Unit 4
RIGHTS
Objectives:
On completion of this lesson, students will be able to:
• Identify some fundamental rights.
• Tell about these fundamental rights.
Everyday, we make dozens of simple decisions that require assigning a
value to each specific option as our mind quickly mulls over the choices
and makes a final decision. We often need to be guided by others as
well as by our experiences. We want freedom to decide about the things
concerning our lives. As citizens, we also need certain freedom to be
guaranteed to us. These freedoms are commonly called rights. But we
should not violate others rights while enjoying ours own.
Nepal is a democratic republic. We have a constitution which guides us
how to lead our lives as good citizens. Our constitution has given certain
basic rights to us. These rights are called fundamental rights. These are
very necessary for the all-round development of an individual.
Some fundamental rights granted by our constitution are:
Right to freedom
Our constitution has granted us the right to freedom. According to this
right, every citizen has freedom to:
- speak on any matter, individually or in Right
groups. to
- express opinions on any matter through freedom
speech or writing.
- practise any religion of choice.
- form association like clubs, unions, etc.
- engage in any profession.
- travel to any part of the country.
62 Megha's Integrated Social Studies - 5
Right to equality
Our constitution has given us the right to
equality. According to this right, all the people
of the country are equal. Nobody is greater or
smaller on the basis of caste, creed, religion
and sex. However, special laws have been
made for the protection and development
of women, children, the aged and those who
are socially and economically backward. Some other points under this
right are:
- all citizens have equal status.
- all citizens are treated equally as per the law.
- all citizens should have equal opportunity for work.
- all citizens should have equal salary and benefits for the same work.
- all citizens should have equal access to religious and other
public places.
Right to information
The constitution has also granted this right to
-------------------
-------------------
the citizen. Some points under this right are: -------------- -------------------
-------------------
----------------
Millennium Publication P. Ltd.
- all citizens can seek information on Tel.: 5250411, 5250046
Hattiban, Lalitpur
matters of public interest. A Printing and Publishing --------------------------
House With a difference.....
--------------------------
--------------------------
- all citizens should be provided --------------------------
---------------------
information on such matters.
Right to property
As per this right,
- all citizens can buy and keep
property in the country.
- all citizens can sell or give property
belonging to them.
Megha's Integrated Social Studies - 5 63
Right to religion
According to this right, all the citizens can
practise any religion. But no one can force to
practise or convert religion.
Right to privacy
The constitution has also granted right to privacy to individuals. As per
this right,
- all citizens have a right to private
life.
- all citizens can maintain the privacy
of their house, property and other
personal matters.
Other fundamental rights are:
Right to live with dignity Right to communication
Rights relating to justice Right of victim of crime
Right against torture Right against preventive detention
Right against untouchability and discrimination
Right against exploitation Right to clean environment
Right relating to education Right to language and culture
Right to employment Right to labour
Right relating a health Right relating to food
Right to housing Rights of women
Rights of the child Rights of Dalit
Rights of senior citizens Rigth to social justice
Right to social security Rights of the consumer
Right against exile Right to constitutional remedies
64 Megha's Integrated Social Studies - 5
Protection of rights
Fundamental rights are granted by the constitution. Any person whose
fundamental rights are violated can seek protection under the law. The
affected person can appeal to a court of law for the protection for his/her
rights. The court will ensure that the rights are protected and the guilty
is punished.
Glossary
mulls - thinks about sth. deeply
democratic - favouring social equality
constitution - the basic principles of law of a nation
fundamental rights - basic rights, legal claim
profession - a type of occupation that needs special training
or skills
engage - to get involved in a particular work
Note to the teacher: Ask the students about the rights they enjoy. Tell them how they can safeguard
these rights.
ExERCISES
ExERCISES
1. State wheather the following statements are true or false.
a. Nepal is not a democratic country.
b. According to the right to freedom, we are free to hurt a person.
c. We are not allowed to follow our religion.
d. Citizen of one place of Nepal can settle in another place within
Nepal.
e. All the people of our country are equal before the law.
f. Nothing happens to people who violate fundamental rights.
Megha's Integrated Social Studies - 5 65
2. Fill in the blank with suitable words.
a. In a democratic country, citizens enjoy various ___________.
b. We have the freedom to_________ to any part of the country.
c. All the_________ of the country are equal by law.
d. Right to freedom is a _________ right.
e. If a right is violated, we can approach a ________ for justice.
3. What short notes on the following rights.
A. Right to freedom
B. Right to equality
C. Right to property
D. Right to information
E. Right to privacy
F. Right to religion.
4. Answer the following questions.
a. What are the fundamental rights? Why do we need them?
b. How are the fundamental rights granted?
c. Untouchability was once in practice in our country. Which
fundamental right was it violating?
d. If all the people of Nepal are forced to follow a particular religion,
which right would it violate?
e. Under which fundamental right can we buy a piece of property in
any part of the country?
5. Project Work
Prepare a simple questionnaire among your friends and visit a social
worker. Interview him/her asking how well the fundamental rights
are exercised and protected. Then, present it in the classroom.
66 Megha's Integrated Social Studies - 5
OUR FUNDAMENTAL
Lesson 2 Unit 4
DUTIES
Objectives:
On completion of this lesson, students will be able to:
• Identify our duties.
• Tell the importance of these duties.
Freedom comes with responsibility. While our Constitution gives us
certain freedom or rights it also imparts of certain responsibilities on
our shoulders. These responsibilities are called fundamental duties. For
example, our parents give us the freedom to play games, watch television,
etc. At the same time, they also expect us to be responsible to our studies
and other duties.
A duty can also be considered as the work that
people need to do. A traffic policeman controls
traffic. It is his duty. Examining the patients
and advising them medicine is the duty of a
doctor. To provide food, clothes and education
to the children is the duty of the parents. It is
the duty of children to obey and respect their
parents, teachers and elders.
Megha's Integrated Social Studies - 5 67
Types of Duties
Duties are tasks or actions that one is required to perform as parts of his/
her job. There are many types of studies. Some of them are:
Moral Duties
These duties deal with behaviour. Some of these are:
- to show respect to the parents and
elders.
- to love youngsters.
- to help people in need.
- to love our country and be loyal to it.
- to help the children and senior citizens.
Social Duties
These duties deal with relationship with society. Some of these duties are:
- keeping surroundings clean.
- preserving the public places.
- maintaining peace at the public
places like hospital, library.
- using public property with care.
- participating in electing public
representative.
Legal Duties
Laws are made by the government for the
welfare of the society. Thus, every citizen
should obey the laws of the country. Our legal
duties include:
- following our law.
- contributing to the development of
the country by paying taxes.
- helping to punish law breakers.
68 Megha's Integrated Social Studies - 5
Relationship between duties and rights
Duties and rights go hand
in hand. They are very
closely related. Before
asking for our rights we
should ensure that we
have fulfilled our duties.
In addition, while we use
our rights, it is our duty
not to violate the rights
of others. For example, it
is my right to assemble a election
group for expressing my opinion. However, I cannot assemble people in
somebody else’s property without taking the person’s permission. This
is because it is my duty to respect other person’s right to protect his/her
property and right to privacy.
Glossary
duty - task that is part of our job.
responsibility - a duty to take care of somebody/something.
moral duty - concerned with principles of right and wrong be-
haviour.
social duty - duties dealing with relationship with society.
legal duty - duties related to the law of the land.
welfare - well-being.
Note to the teacher: Group the students and let them ask each other in groups the duties they do so
that they can exchange their opinions.
Megha's Integrated Social Studies - 5 69
ExERCISES
ExERCISES
1. Fill in the blanks with suitable words.
a. Duty is the ________ that people do for their job.
b. Our responsibility towards other _______ are social duty.
c. To obey the parents is ________ duty.
d. To pay tax is our ________ duty.
e. Laws are made for the ________ of the society.
2. Read the given statements and identify the rights and duties.
a. Following own religion.
b. Paying taxes.
c. Obeying parents.
d. Forming association.
e. Voting.
f. Publishing newspaper.
g. Helping the needy people.
3. Answer the following questions.
a. What is meant by duty? Do we have any fundamental duties?
b. Explain the term moral duties with the help of some examples.
c. What are social duties?
d. What is legal duty? Give examples of some legal duties.
e. Explain the relationship between rights and duties with the
help of an example.
70 Megha's Integrated Social Studies - 5
4. Project Work
a. How do you assign the duties for your class/ section if it has
been divided into four groups as below?
Groups Duties of the groups
Sunday Monday Tuesday Wednesday Thursday Friday
Mars Classroom Classroom
cleaning decoration
Saturn Prepare
teaching
materials
Earth cleaning
Jupitar garden
b. Make some play cards writing some roles and duties of different
people. Then, paste in your display board.
Megha's Integrated Social Studies - 5 71
NATIONAL PROPERTIES
Lesson 3 Unit 4
AND ITS PRESERVATION
Objectives:
On completion of this lesson, students will be able to:
• Name the major national projects functioning in preservation of national properties
• Help and co-operate on preservation for such national properties
Krishna Mandir, Lalitpur
Nepal is rich in natural resources and cultural heritages. Such resources
and heritages are also considered as national properties. Forests, water,
art, culture, Pati-Pauwa (Inn), Chautaro, roads, cannel and parks are few
examples of national property. Such things are also important to run our
daily life. For example, forests give us woods, herbs, grass and leaves,
etc. Similarly, folk music and dance have become our typical identity and
the means of entertainment. Likewise, our architectural models such
as temples (Pashupatinath, Nytapola) monasteries (Swyambhunath,
Bouddhanath, Lumbini) and different sculptures, art and cultures, etc.
72 Megha's Integrated Social Studies - 5
are introducing Nepal even internationally. They are our heritages too.
Such National heritage and properties should be preserved.
National heritages and properties are very important to us. They are the
sources of income, our identity and the pride. Thus, local people, clubs,
students, teachers, parents should take initiation to preserve them. We
can either plant the trees on the barren hills or keep clean the rivers and
ponds around us. They also can renovate the temples and Chautaro or
mend the roads and rivulets, etc. Thus, the Government has run different
programs and projects to preserve such heritage and properties. A project
is ‘An individual or collabourative enterprise that is carefully planned to
achieve a particular aim’. Big projects are also considered as the projects
of national pride.
Among such program and projects, community forest program has been
successfully operating to preserve forests of Nepal. This project has made
the community people the owner of the forests. They are now conscious
enough about right use of the forest resources, tree plantation and
exploitation of forests.
community forest and tree plantation
Likewise, Nepal is the second richest country in the water resources after
Brazil. Water resource is important for various purposes such as hydro
electricity, irrigation, drinking water, etc. Water resources are being
preserved by making dams and collected them in reservoir. Indra Sarovar
Megha's Integrated Social Studies - 5 73
(Kulekhani), Pancheswor (Mahakali), Koshi Dam (Koshi), etc. are few
major dams and reservoir constructed under the big projects of Nepal.
dams, drinking water electricity
Similarly, we cannot imagine our life without electricity. Electricity is
necessary not only to run industries but also to run our daily life. Hydro
electricity is produced through water (rivers) resources. For this, different
hydro electricity projects are running in our country. Pharping Hydropower
Project of 500 Kw (1911 AD) capacities was established first in Nepal.
Kali gandaki, Middle Marsyangdi, Khimti, Kulekhani, etc. are few running
projects. Budhi gandaki, Kaligandaki second, Karnali (Chisapani) are few
upcoming big projects.
hydro electricity projects
74 Megha's Integrated Social Studies - 5
Nepal is an agricultural country. Irrigation system is necessary for
agriculture. Chandra Nahar (Canal) is the first modern irrigation system in
Nepal. It was initiated during the rule of Chandra Sumsher JBR in 1922 Bs.
Similarly, Juddha Nahar, Gandak, Phewa Bandh (dam), Jagadispur Jalasraya
(Banganga) Bagmati, Marchabar Sikta project, etc. are notable.
Besides these, Nepalese art, culture, physical features, flora and
fauna, etc. have made Nepal a beautiful country. All these sources
are our national properties. They are also protected under different
national parks, restricted areas, wild-life reserves and national tourism
department. For example, The National Trust for Nature Conservation
(NTNC), Sagarmatha National Park,
Chitwan National Park, Bardiya
Wildlife Reservations, Annapurna
Conservation Area (ACAP), The
International Centre For Integrated
Mountain Development (ICIMD)
Pashupati Area Development Trust,
Lumbini Area Development Trust,
etc.
In this way, many other national properties have been preserved under
different programs and the projects. We also can help and cooperate to
preserve such properties by:
• Raising awareness
among people for
preservation of such
properties through
rally, seminars,
meetings and school
education
• Participating in
programs such as tree
plantation, renovation, etc.
Megha's Integrated Social Studies - 5 75
• Stopping illegal logging or exploitation of forest resources and
illegal hunting
• Not making rivers, ponds or surrounding of temple dirty
• Notifying the authorities about wrong activities over such
properties
• Implementing effective rules and regulations to control corruption
and impunity.
Glossary
architectural - relating to the art or practice of designing and
constructing buildings
authorities - the power or right to give orders and enforce
obedience
collabourative - produced by or involving two or more parties
working together
enterprise -- a business or company
exploitation - the action or fact of treating someone unfairly in
order to benefit from their work
impunity - exemption from punishment or freedom from the
injurious consequences of an action
initiations - the introduction of someone to a particular activity
or skill
monasteries - a building or buildings occupied by a community
of monks living under religious vows
renovation - restore especially a building to a good state of
repair
reservoir - a large natural or artificial lake used as a source of
water supply
sculptures - the art of carving stone or wood or by casting
metal or plaster
76 Megha's Integrated Social Studies - 5
Note to the teacher: Help the children to understand about national properties with examples available
around them and the importance of ‘Projects’ for preservation of national heritage, properties.
Encourage them to involve in cleaning park, road, temple/masque/church /school premises or tree
plantation as per their skill and abilities.
ExERCISES
ExERCISES
1. Write ‘Yes’ for true and ‘No’ for false statements.
a. Nepal is rich in national properties and heritages.
b. Temples, forests, water resources, etc. are not national properties.
c. Different projects and programs help to preserve national
properties.
d. We should not help and co-operates in preservation of national
properties.
e. National properties are our pride and identity.
2. Fill in the blanks.
national parks pride reservoir preserve water
a. Projects are necessary to ………….………….national properties.
b. Big projects are considered as the projects of national ….....……
c. Indra Sarovar is a kind of ……………………...……….
d. Dams are made to utilize ……...............…….resources properly
e. The flora and fauna are preserved under wild life reserve
and …................................…..
3. Answer the following:
a. What is national property? Write down importance of national
properties.
b. What do you understand by project? Enlist any two advantages
of project.
c. How is community forest project helping in preservation of
forests?
Megha's Integrated Social Studies - 5 77
d. What types of projects are in operation in your village or town
to preserve national properties?
e. How have Pashupati Nath and birth place of lord Budda been
preserved?
4. Project Works
Go to a field observation to find out the national properties and
main projects. Prepare a report stating about their conditions and
suggestions for promotion. Use the following outlines
Properties/projects Location Condition Promotion
78 Megha's Integrated Social Studies - 5
OUR SOCIAL RULES AND
Lesson 4 Unit 4
SYSTEMS
Objectives:
On completion of this lesson, students will be able to:
• Act according to the social rules and the system prevailed in the societies
• Maintain and adopt good rules/trends and modify or avoid the irrelevant one.
Different customs, traditions or social rules and regulations are prevailing
in our communities. Many of such rules are even not written formally
but they are very useful to systematize our society. It helps us to reduce
probable violence and maintain social discipline. But, we should not
overlook those bad practices of our societies which have become obstacles
for development. Either such practices should be modified according to
the need of time; place or we should avoid them.
Megha's Integrated Social Studies - 5 79
Respecting elders and loving juniors, putting ‘Tika’ before a long journey,
visiting temples from time to time, etc. are amongst many social systems
that are part of our culture. But, some of them are superstitious namely
accusing people of being a Boksi or visiting witch doctor for illness.
Most of them are still important to run our socio-cultural and economic
life. Such social systems were even found as organized form in the past.
Dhikuti, Bheja and Ghuthi are even considered as the foundation for
current co-operative organizations.
Such social systems were useful for socio cultural performances, mutual
help and co operations. They were also important during emergency or
crisis management. The social systems such as ‘Parma’ or ‘Paincho’ are
few examples of it. Such social systems encourage them to help and co
operates each other as well as unites people together for peaceful living.
(Seema and Suman are talking about some social rules and systems of
different community while returning home from school)
Seema : Suman, what are you holding in your hand?
Suman : It is a book of our school library. It is telling us about many
good social systems about different community. Some of
them are still in practice.
Seema : Interesting. Could you please tell me about them?
Suman : Sure. Guthi, Bheja, Paincho, Parma, Badaghar are few of
such social system, operated under an organization .
Seema : Oh! My father told me about Guthi. We are also the member
of a Guthi. It is like a social trust and works as an organization.
It performs religious and socio economic functions. It is still
practising mostly in the Newar community of Kathmandu Valley.
Suman : Yes, you are right. Likewise, Bheja is a systematic organization,
popular mostly in the Magar community of Nepal. It helps
in organizing religious performances, agricultural works and
social services such as building temples, Gumbas , orphanage
etc. Bheja is usually led by an eldest member of the group,
called as Mukhiya. Do you have any idea about Badaghar?
80 Megha's Integrated Social Studies - 5
Seema : Sorry, I am hearing this for the first time.
Suman : Oh! Listen carefully. Badaghar is like a senior citizen or leader
of Tharu community around Mid and Far western regions of
Nepal. The Badaghar works for the welfare of the village or
community such as repairing canals, mutual help on socio
cultural performances and during agricultural works. As Badghar
is an unpaid leader, the community members may also help
him by farming for a day free of cost as a token of respect.
Seema : Oh! But, I think the social system Parma is little bit different.
It is a social practice of exchanging labour or services in a turn
by turn basis. This practice is useful while carrying out major
social, cultural and agricultural activities such as harvesting
crops, building shelters, roofing houses, etc. People in the
community lend labour to each other as Parma. This is
mostly prevalent in rural and agricultural societies.
Suman : Correct! You also have good knowledge about our social
systems. I think you can tell me about Paincho too.
Seema : Thanks. Let me tell about it. Paincho is a typical practice
of rural Nepalese society in which people borrow for rice,
maize, flour, money, etc. to fulfill their instant need. They
deal mostly with their friends, close neighbours or relatives
without any cost or interest. But, they return the borrowed
item in due time almost in the same form what they have
taken before. It is still in practice in rural areas. But, I am still
confused about Dhikuti.
Suman : All right, listen. Dhikuti is like a storage room for food grains.
People store rice, maize, wheat, etc. in it. Later, it is even said as
Dhukuti and become popular as ‘cash box’ in which people keep
money or ornaments safe and utilize them when they need. It
is an ancient practice similar to a cooperative organization. It
is also called Dhikur in Thakali community. The personality he
who runs Dhikuti is called ‘Bhupas’. Now this system has been
declared as illegal by law because many Bhupas disappeared
with member’s money. Neverthless, there is lacking honesty
and discipline among its member too.
Megha's Integrated Social Studies - 5 81
Glossary
foundation - the lowest load-bearing part of a building, typically
below ground level
harvesting - the process or period of gathering in crops
illegal - contrary to or forbidden by law, especially criminal
law
modify - make partial or minor changes to (something
mutual - held in common by two or more parties
instant - happening or coming immediately
obstacles - a thing that blocks one’s way or prevents or hinders
progress
Note to the teacher: The text is intended to cover the community or region in which the social systems
used to prevailed. So the teachers are encouraged to focus on the systems of their region or community,
but introduce all about the social system prevailed in the past in different community of Nepal as they
are such social rules have been made to systemize the society.
ExERCISES
ExERCISES
1. Match the following columns.
‘A’ ‘B’
a. Dhukuti exchanging of labour or service
b. Bheja a senior citizen or guardian in Tharu community
c. Paincho a kind of financial cooperative
d. Badaghar a socio cultural system of Newar community
e. Parma a social system of Magar community
f. Guthi returned exactly the things borrowed
2. Fill in the blanks with the given words in the box.
emergency Badaghar witch doctor problem organization
82 Megha's Integrated Social Studies - 5
a. Dhukuti system was established to solve the economic………. in
a community in the past.
b. Paincho is an unique system to solve one’s need in…………..
c. Bheja is an systematic……….....that works for community welfare.
d. The…………. is served with a day of free labour by its community
as a token of respect.
e. Few mal-practices such as accusing as ‘Boksi’ or ……………must
be discouraged.
3. Answer the following questions.
a. Where do you live? List the social rules prevailing in your locality.
b. Why are socials rules important to us?
c. Is there any community organization such as Guthi or Bheja in
your region? What is it for?
d. What is your suggestion for mal-practices such as ‘witch doctor’
or ‘Boksi’?
e. Briefly describe about Guthi, Paincho and Parma.
4. Project Work
a. Discuss with friends, teachers and parents to prepare few rules
for school and the home to make the living more better.
Rules to follow at home Rules to follow at school
b. Visit one of the social organizations of your locality collect the
required information about it and prepare a report. You may
use the following hints to collect information.
• Establishments of the organization
• Objectives of the organization
• Management committee members
• Functions of the organization
• Location and contact information
Megha's Integrated Social Studies - 5 83
EQUAL TREATMENT TO
Lesson 5 Unit 4
ALL
Objectives:
On completion of this lesson, students will be able to:
• Describe why with all the people are equally important.
• Suggest some ways to manage common conflicts around them.
Nepal is a multi-diversed country. Our community has been formed with
different kinds of people. There are: male, female, old, young, literate,
illiterate, professional, occupational people, etc. They are even from
different religion, culture and community. They can be fully efficient to
their duty. We may not know all of them personally what type of behavior
then have. In such situation, our minor mistake in dealing with such people
may create conflict. Thus, we should deal all the people equally without
discriminating religion, caste, color, gender, rich, poor and disability. So,
we should develop such skill and the ability to manage conflict around us
as far as possible. Let’s read about what happened recently.
Last Friday, Bikram got into the bus. Slowly the bus filled with people. Few
boys were sitting at the first row of the seats. A woman also got into the
bus with her small baby. She was looking for a seat. Those boys were not
leaving their seat for her. So, Bikram left his seat and said to the woman “
Madam, please sit down here”. She thanked Bikram.
At the next stop, few more people got into the bus together with an old
couple. There were no seats empty. Again, those boys did not leave their
seats for the old couple. Bikram told them “ Brother, could you please
offer the seat for the old couple? They are weak and they cannot stand
properly”. One of them said “Why need we leave the seat? We also have
paid the bus fare.” Bikram said to them again” Sorry brother, the first three
rows of seats are separated for women. This is a public bus, not a private
one. I think you cannot let your own old grandmother stand here the way
this couple are standing? The passengers also supported Bikram. They
left the seat angrily to the old couple. The old couple thanked Bikram.
84 Megha's Integrated Social Studies - 5
At the next stop, Bikram and those three boys got off. A small boy around
10 years old without leg was waiting with his seniors for some body. The
small boy told his uncle that the same boys had bullied him at the market
yesterday. The uncle was about to slap the boys but Bikram stopped him
and said “Namaste uncle. Please do not beat them. Yes, these boys were
wrong. They don’t know how to deal with others. They often violate
others’ rights. They might not have gone to school for education. You
seem to be a wise man so forgive them. Revenge only creates violence.
The uncle was impressed with Bikram He said, “I don’t know who you
are. You told the truth that violence is not the solution for problems. We
should live together with love and peace.”
The boys then understood the situation. One of the boys said to Bikram,
“We are really very sorry, brother. We didn’t get chance to go to school.
He turned to the man and apologized for the mistake. He added that they
would never make such mistakes in days to come.
Megha's Integrated Social Studies - 5 85
The uncle said to the boys,” Bikram is really a nice boy. You can learn
many things from him. You should not tease or bully people even they
are disable or handicap. We must behave equally to everyone with due
respect especially to elderly people, woman and children. We should
not discriminate people by caste, color, occupation, etc. We should try
to understand their needs even in the public places. We even do not
humiliate or insult people because everyone would like to live with dignity.
Now, you may go. Make sure you behave properly with strangers.
The boys said” Thank you, uncle. We will certainly change ourselves”.
Then, they disappeared in the crowd of people.
Glossary
bullied - a person who uses strength or influence to harm or
intimidate those who are weaker
compromise - an agreement or settlement of a dispute that is
reached by each side making concessions
dignity - the state or quality of being worthy of honor or respect
discrimination - the unjust or prejudicial treatment of different cat-
egories of people, especially on the grounds of
race, age, or sex
forgive - stop feeling angry or resentful towards (someone)
for an offence, flaw, or mistake
impressed - made (someone) feel admiration and respect
revenge - the action of hurting or harming someone in return
for an injury or wrong suffered at their hands
slap - hit or strike with the palm of the hand
tease - make fun of or attempt to provoke (a person or ani-
mal) in a playful way
wise - having or showing experience, knowledge, and
good judgment, clever
Note to the teacher: Conduct a role play for behaving equally to handicapped, disables, old people,
children etc with strangers. Make them understand about the causes of conflict and its solutions.
86 Megha's Integrated Social Studies - 5
ExERCISES
ExERCISES
1. Think and write on how do you help the following people.
Type of people Your efforts Results
Elderly people (tired and thirsty)
Physically impaired person wants to
get in the bus
Two of your friends quarrell
2. Write (T) for true and (F) for false sentences.
a. We should deal with the people equally.
b. Able and disable people should be treated differently.
c. Equal treatment to the people helps to maintain peace.
d. A rude behavior is the major cause of conflict.
e. It’s not necessary to behave with strangers.
3. Answer the following questions.
a. Why do we need to treat equally to all kind of people?
b. How do you deal with a stranger? Give an example.
c. Give two reasons for conflict.
d. How do you play the role as a mediator to solve the problem
(arguments) between your friends?
e. How can we maintain peace and harmony in the society?
4. Project Work
Write a set of rules and regulations to be followed by the people in
the public places such as temple, bus park, cinema hall, etc.
Megha's Integrated Social Studies - 5 87
DISTRICT COORDINATION
Lesson 6 Unit 4
COMMITTEE
Objectives:
On completion of this lesson, students will be able to:
• Tell about the permation of district co-ordation committee.
• Enlist some points about the functions of DCC
District Coordination Committee (DCC) is a district-level authority. It was
formed on March 14, 2017 to replace the existing district development
committee. There are 77 district coordination committees in Nepal.
The district coordination committee is elected by the District Assembly,
which consists of the Heads and Deputy Heads of all the rural municipalities
and Mayors and Deputy Mayors of all the municipalities in the district.
Nine members are elected for a term of five years by the District Assembly
including, one Head, one Deputy Head, at least three women and at
least one person from the Dalit or minority community. Only members
88 Megha's Integrated Social Studies - 5
of the village assembly or municipal
assembly in the district are eligible
to candidates.
The Head of a district development
committee is elected by the district
assembly.
Functions of DCC road construction under DCC project
The DCC acts as an executive to the District Assembly. The DCC coordinates
with the Provincial Assembly to establish coordination between the
Provincial Assembly and rural municipalities and municipalities and to
settle disputes, if any, of political nature. It also maintains coordination
between the provincial and Federal government and the Local government
in the district.
Glossary
authority - a rightful post or person who practise power
elected - selected by voting system
deputy - vice or the next most important person
eligible - suitable
executive - the part of the government responsible for putting
laws into effect
Note to the teacher: Make students imagine that they are the chief of the DDC and ask them to tell the
function they should carry out.
ExERCISES
ExERCISES
1. Fill in the blanks.
a. There are ________ districts in Nepal.
b. DCC was formed on ___________ BS.
Megha's Integrated Social Studies - 5 89
c. The district coordination committee is _______ by the District
Assembly.
d. The DCC acts as an ___________ to the District Assembly.
2. Write ‘True’ or ‘False’ in the boxes.
a. DCC is a central level authority.
b. DCC is a government unit.
c. Local development officer is elected by district assembly.
d. Local development officer leads the district in absence of the
head and deputy head.
3. Answer the following questions.
a. What does DCC stand for?
b. What does district coordination committee mean?
c. What are the functions of DCC?
d. Who are the members of a DCC?
e. What does district assembly do?
4. Name the following posts in your DCC.
a. Head of DCC
b. Deputy Head of DCC
c. Local Development Officer
5. Project Work
a. Arrange the class into three categories; Head of DCC, Deputy
Head of DCC, and Local Development Officer. Ask them to
inquire about their posts and responsibilities. Make them recite
their learning in the classroom.
b. Prepare three placards on the name of the posts in DCC
informing about their responsibilities. You can include the
name of the persons in the posts from your district.
90 Megha's Integrated Social Studies - 5
Unit 5
OUR EARTH
Megha's Integrated Social Studies - 5 91
THE PHYSICAL FEATURE, CLIMATES
Lesson 1 Unit 5
AND VEGETATIONS OF NEPAL
Objectives:
On completion of this lesson, students will be able to:
• Tell the basic idea of the country.
• Describe the landforms, climate and natural vegetation of Nepal.
Nepal is one of the most beautiful mountainous countries in the world. It
is surrounded by lands. Thus it is a landlocked country. it covers 1,47,181
sq. km. in area. It is located in the southern part of Asia. It lies between
China and India. China lies in the north and India lies in the east, west
and south. Naturally Nepal is divided into three regions. They are the
Himalayan region, the Hilly region and the Tarai region. Politically, there
are 7 provincial states and 77 districts in Nepal.
India
China
Himalayan region India
Hilly region
Tarai region India
Gandaki, Koshi, Karnali, Narayani, etc. are the major rivers of Nepal.
The Himalayan Region – This region lies in the northern part of the
country. There are many high snow peaks and mountain ranges extending
all the way from east to west. The world famous peak Mt. Everest is in
92 Megha's Integrated Social Studies - 5
this region. This region is situated between
3,000 to 8,848 metres above sea level. It
occupies about 15% of the total land area of
Nepal. Few of the districts such as Manang,
Mustang, Mugu, Humla, Jumla and Dolpa lie
north of the mountain ranges too.
In the Himalaya region, the soil is formed by
different rocks, sand and stone. These types
of soil are also called ‘Debris soil’. It is not considered suitable for growing
crops. However, potatoes, phaphar, jau and fruits are grown here.
The Himalayan region remains cold and dry throughout the year. It has
both tundra and alpine type of vegetations. Tundra vegetation is found in
the higher Himalayan range above 5000 meters which is always covered
with snow. Only moss and lichen are the vegetations found here.
Alpine vegetation belt extends approximately between 4,000 -5000
meters. Rhododendrons, willows, primroses and junipers grow here.
Alpine meadows with herbaceous vegetation and short duration flowers
are found around this belt. Likewise, coniferous forest belt spreads
between 3000 metres and 4,000 metres. The trees are silver fir, pine,
spruce and deodar.
The Hilly Region – This region extends from east to west and lies in the
middle part of Nepal. It lies between 300 to 3,000 metres above sea
level. The two ranges, the Mahabharat
and the Chure are in this region. Hills,
Valleys and the inner Tarai are the major
landforms of this region. It covers about
68% of the total land area of Nepal.
Different soil forms are found in the Hilly
region of Nepal. Generally red soil, dry
soil, sandy soil, etc. are found. However, most of the soils are formed by
pieces of rocks, stones and sand. This type of soil is called Rocky-sandy
Megha's Integrated Social Studies - 5 93
soil too. This type of soil is not suitable for agriculture. However, potatoes,
barley, Phaphar, millet, etc. can be grown. Tea, coffee, cardamom and
fruits are also grown in some part of this region.
The hilly region has temperate climate. The winter is cold and the summer
is hot. Temperate deciduous vegetations are found mostly in the hilly
region. This type of vegetation usually sheds leaves during winter and
become green again during warm climate of rainy summer. Pine, beech,
elm Katus, Utish, Lapsi, Okhar and Rhododendron are found in this belt.
The Tarai Region – This region is the plain area in the southern part
of our country. It stretches all the way from Mechi in the east and
Mahakali in the west. Alluvial soil is found in this region. This type of soil
is made by the deposition of the river.
So it is mostly found in the river basin. It
is the most fertile region of our country.
Therefore, it is known as the granary of
Nepal. The climate and landform is most
favorable for the growth of food crops
such as paddy, wheat, maize, oil seeds
and cash crops like jute, sugarcane, etc.
It covers about 17% of the total land area of Nepal.
Tarai region of Nepal has hot climate. It is also called sub-tropical climate.
Chure (Siwalik) range has extended from east to west just north to the
Tarai plain. The soil just down the Chure range consists of small pieces
of stones and sand. So the soil of this region is not much favorable for
agriculture but good for forest.
Sub-Tropical Evergreen forest is found from the northern Tarai to Chure
range. The popular ‘Char Koshe Jhadi’ lies in this belt. The forest consist
mostly the trees like sal, teak, sisau, cane, bamboo, etc.
94 Megha's Integrated Social Studies - 5
Glossary
parliament - the law making body of the government
consist - have
college - a type of organization
assigned - given, task
alpine - relating to high mountains
approximately - used to show that something is almost, but not
completely, accurate or exact; roughly
debris - scattered pieces of rubbish or remains
deciduous - of a tree or shrub shedding its leaves annually
herbaceous - a plant whose growth dies down annually but whose
roots or other underground parts survive
meadows - a piece of grassland, especially one used for hay
ranges - lines or groups of hills
temperate - relating to or denoting a region or climate
characterized by mild temperatures
tundra - a vast, flat, treeless arctic region of europe, asia, and north
America in which the subsoil is permanently frozen
Note to the teacher: Make students imagine that they are the chairperson of the DDC and ask them to
tell the function they should carry out. Help students to use atlas and find out major cities, places of
pilgrims, lakes, national parks, mountains etc.
ExERCISES
ExERCISES
1. Match the following columns:
‘A’ ‘B’
Mountainous region plain land form
Hilly region the low lands surrounded by hills
Tarai region The flat top of the hills
Valley 3000-8848 metres
Plateau 300-3000 metres
Megha's Integrated Social Studies - 5 95
2. Fill in the blanks.
deciduous landlocked river landform Tarai
a. Nepal is mountainous and a ………………..country
b. Gandaki, Koshi, Karnali are the big ………..system of Nepal.
c. ‘Charkoshe Jhadi’ is found in ……………….
d. The hilly region mostly consisting of …………….forests.
e. Mountain, hills and Tarai are the natural ……………of Nepal.
3. Answer the following questions.
a. Why is Nepal called a landlocked country? Write the area of
Nepal.
b. How is the landform of Tarai? Write down its importance.
c. Describe the physical feature of mountainous region in brief.
d. How is the climate of Tarai, hill and mountainous regions?
e. Write each two vegetations of mountain, hill and Tarai region.
f. Complete the chart given below
Region Area in % Soil and land forms Climates Vegetation
Mountain
Hill
Tarai
4. Project Work
a. Look at the map and places of Nepal in the atlas and complete
the table below.
Natural region Major places Major pilgrims places
Mountain
Hill
Tarai
b. Draw a map of Nepal and color according to different regions.
c. Prepare a model of Nepal with of clay and show different land
forms in it.
96 Megha's Integrated Social Studies - 5
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