M e g h a' s
Integrated
socIal studIes
&
creatIve arts
4
Author
Prof. Harsha Narayan Dhaubhadel
Publisher
Megha Publication Pvt. Ltd.
Kathmandu
Approved by Government of Nepal, Ministry of Education,
Curriculum Development Centre (CDC), Sanothimi Bhaktapur as
an Additional Learning Material.
Megha's Integrated Social Studies - 4
Edition: 2011
Revised Edition : 2018
© Copyright : Publisher
Revised and Updated by:
Saroj Lamichhane
Bharat Bhattarai
Purna Bahadur Shrestha
Murari Prasad Baral
Language Editor
Bharat Bhattarai
Cover, Layout and Design
Ram Kumar Karki
Illustration
Ashok Man Singh
Umesh Chandra Adhikari
Creative Art
Punya Prasad Ghimire
PUBLISHER’S NOTE
Megha Publication Pvt. Ltd. is a publishing house with a difference. It is a venture
involving renowned educationists as well as highly experienced educational
entrepreneurs of Nepal. All the stockholders of the publication espouse a notion of
producing high quality school textbooks within the country. With this strong desire
guiding it, the publication has implemented a well laid out plan for the production of high
quality indigenous school text books.
Each series of books published by the publication has been written by a carefully
selected team of authors comprising experts on curriculum, experienced and reputed
teachers of specific levels and renowned educationists. Some of the special features in
our books are:
Books written by a team of experts on curriculum, pedagogy and education.
Books edited by a board of language editors and made simple and lucid.
Lessons sequenced from simple to complex to facilitate learning.
Sufficient suitable illustrations wherever necessary, after all, ‘a picture speaks
more than a thousand words’.
Activity-oriented books wherein students learn to explore knowledge by doing
rather than cramming.
Printed in good quality paper for lasting impression.
There are many other features which we have pioneered in our books including
pilot- testing of many of our books and incorporating necessary changes. We are also
offering support in different forms to schools/teachers for implementing our books in the
most optimum manner possible. We have also priced our books most competitively. Thus,
we are confident that all school administrators, teachers and parents will appreciate our
books and find these books most suitable for their children.
The publication takes this opportunity to thank Government of Nepal, school founders,
principals, educationists, teachers and many others from all walks of life, who have
provided us with their continuous support in publishing the books. We also thank people
who have purchased our books and solicit their continued patronage. Constructive
suggestions for further improving the books are solicited from all quarters.
Megha Publication Pvt. Ltd.
PREfacE
Megha's Integrated Social Studies series is an appropriately graded series of books for
school students. The primary level series consists of five books and the lower secondary,
three. It has the following salient features which make this series most appropriate for the
students as well as the teachers:
SALIENt FEAtURES oF thE BookS
• The entire curriculum has been divided into 7 Units as specified by CDC/Government
of Nepal.
• Each Unit has Lessons covering the entire curriculum and having add-ons.
• The content has been presented in a simplified and interesting manner to draw the
attention of the students.
• Texts have been supplemented with suitable illustrations.
• The activities have been divided into two basic types.
• think and Write. This allows the student to place himself/herself in a situation, think
and solve questions, which gives an idea to the teacher as to whether or not the
student has been able to internalise the ethos of the lesson.
• textual questions. This is a graded series of activities related to the content which
helps the teacher evaluate the content-based knowledge of the student.
SPECIAL FEAtURES oF BookS
• These are student-centric books with lessons arranged to draw the interest of the
students and expanding spirally from him/herself to his/her world.
• These are language-graded books with the text suitably edited by a board of
language editors.
• These are appropriately illustrated books reflecting the sociocultural touch of Nepal.
• These are activity-oriented books with sufficient activities to test the understanding
and knowledge of the students.
• These are (I - V) Creative Arts supplemented books.
• The book covers all the objectives prescribed by the CDC/Government of Nepal.
Acknowledgement:
We such as to express our sincere thanks and gratidute to Mr. Purna Bahadur Shrestha, Executive
Director of Megha, Mr Ram Kumar Karki, Desktop design, Mr. Ashok Man Singh, Senior Artist
and Ms. Era Shrestha who have credited their support in giving this edition a thorough scrutiny.
We are confident that the use of these books will help in achieving the objectives of social studies
in an interesting manner. Users will appreciate the fact that the book explores all the social and
cultural aspects of a nation as diverse as ours. While using this book, teachers can follow and
adjust to the sociocultural aspect of their particular environment.
Editors
Content
Unit 1
me, mY FamilY and neiGHBourHood (3 - 16)
1. Relationship with Neighbours ..................................................... 4
2. our occupational tools................................................................ 8
3. Mutual help with Neighbours .................................................... 12
Unit 2
our Social ValueS and normS (17 - 35)
1. Respect for Seniors .................................................................... 18
2. Seema A Brave and Clever Girl ................................................. 22
3. our Language and Costume ...................................................... 27
4. My Birthplace .............................................................................. 30
5. Balkrishna Sama ......................................................................... 33
Unit 3
Social eVilS and SolutionS (36 - 53)
1. Let’s help the People in Need .................................................... 37
2. Beware of Bad habits ................................................................. 41
3. Lets Avoid Evil Practices ........................................................... 45
4. Public organizations and Importance ...................................... 50
Unit 4
ciVic SenSe (54 - 88)
1. Rights of Children ....................................................................... 55
2. Rights of Women......................................................................... 61
3. our Natural Resources ............................................................... 64
4. our Culture heritages ................................................................. 70
5. keeping our Surrounding Clean ............................................... 74
6. Rural Municipality ....................................................................... 78
7. Municipality ................................................................................. 82
8. Equal Respect to all .................................................................... 86
Unit 5
our eartH (89 - 113)
1. My District .................................................................................... 90
2. Map of My District ....................................................................... 94
3. origin of the Earth ...................................................................... 97
4. Structure of the Earth ............................................................... 101
5. China - A Neighbouring Country ............................................. 104
6. India - A Neighbouring Country ............................................... 109
Unit 6
our PaSt (114 - 125)
1. the history of My Place Nuwakot ............................................115
2. origin of the Word Nepal ...........................................................119
3. Contributions of our Martyrs ................................................... 122
Unit 7
our economic actiVitieS (126 - 140)
1. Respect to Labour .................................................................... 127
2. Care of Personal Belongings ................................................... 132
3. Local Goods and their Uses ................................................... 135
4. our occupations ....................................................................... 138
creatiVe artS 141
Unit 1
me, mY FamilY and neiGHBourHood
relationSHiP
Lesson 1 Unit 1
witH neiGHBourS
Objectives:
On completion of this lesson, students will be able to:
• Mention the names of their closest neighbours.
• List the importance of unity among neighbours.
I am Naresh. I live in Ramnagar.
Simran, Tshring, Farman, Gopi and Nilu are my friends. They live next to
my house. They are my neighbours.
My village is home to people of different castes, ethnic groups and
religions. Mostly Brahmins, Kshetries, Newars, Magars, Tamangs, Sherpas,
Rais, Yadavs and Mahats are the people. They are engaged in different
occupations. The typical lifestyles have made our village a colorful
habitat.
4 Megha's Integrated Social Studies - 4
The people in
my village are
very helpful and
cooperative. We
help each other in
need. We observe
our rituals and
festivals together.
We respect seniors
and love juniors.
It’s our culture. We
are residents of
Ramnagar.
Mukunda ‘Baje’(grandfather) and his wife, Ganga ‘Bajyai’(grandmother)
love us very much. They are at their seventies. They always tell us stories
with good lessons. We have learnt a lot from them.
Our other neighbours, Keshav Prashad and his wife Tara, almost behave
like our parents. So, we call them as ‘Ba’ (father) and ‘Ama’(mother)
respectively. Similarly, both the children of Mrs. Rai are senior to us. They
study in colleges. Thus, we call them ‘Dai’ (brother) and ‘Didi’(sister),
respectively. Since they are younger than us. Gopi and Nilu are around six
years old. We use 'Bhai' (younger brother) and 'Bahini' (younger sister) to
Gopi and Nilu.
We often address the couple as ‘Kaka’, Kaki’ if they are younger than our
parents. For example, there is a Chaudhary family next to my door having
four members: Umesh and his wife and their two children. We call Umesh
'Kaka' and his wife 'Kaki' since they look much younger. They came here
from the Tarai to settle in. Our Govind Guru (teacher) performs different
rituals in our neighbourhood.
In this way, we address our neighbours as if they were our own
family members. This is how we maintainin a good relationship in the
neighbourhood. Such practices help us to be united together despite
being people of different castes, creeds, ethnic groups and religions.
Megha's Integrated Social Studies - 4 5
Glossary
creed - a system of religious belief; a faith
despite - without being affected by; in spite of
united - joined together for a common purpose
rituals - a religious ceremony consisting of a series of
actions performed according to a prescribed
order
generous - showing kindness towards others
typical - characteristic of a particular person or thing
ethnic - relating to a particular and cultural origin
habitat - the place or type of place where a plant or animal
naturally or normally lives or grows
Teaching instructions: Let the children act as different characters such as grandfather, grandmother,
uncle, aunt, etc. and ask other children to address them accordingly. Local languages can be effective
according to the community of the region.
exerciSeS
exerciSeS
1. Write ‘T’ for true and ‘F’ for the false statements.
a. Neighbours live near to one another.
b. Naresh says 'Dai' or 'Didi' to his juniors.
c. Mukunda and Ganga are called ‘Baje or Bajyai’ in Ramnagar.
d. People in Ramnagar help and cooperates each other.
e. Naresh calls Umesh as 'Kaka'.
2. Fill in the blanking using the following words from the box given
below :
people respect Guru ‘Bhai and Bahini’ neighbours
6 Megha's Integrated Social Studies - 4
(a) There are different …………..living in Ramnagar.
(b) Naresh and his friends are ………………….. .
(c) Naresh calls Gopi and Nilu as ……………….. who are living in
Ramnagar.
(d) We must ………………………our neighbours.
(e) People respect Govinda as ………. in Ramnagar.
3. Answer the following questions.
a. Where do you live?
b. How do you address aged people in your neighbourhood?
Write down in your copy and present your class.
c. How do the people call juniors in your neighbourhood?
d. Why should love and respect our neighbours?
e. Do the people help each other in your neighbourhood?
How?
4. Project Work
Visit your neighbours and complte the following table with correct
information.
Name Relationship Form of address
For example
Mukunda Grandfather Baje
......................... ......................... .........................
......................... ......................... .........................
......................... ......................... .........................
......................... ......................... .........................
......................... ......................... .........................
Megha's Integrated Social Studies - 4 7
our occuPational
Lesson 2 Unit 1
toolS
Objectives:
On completion of this lesson, students will be able to:
• Enlist the names of different tools and their uses.
Bal Krishna Chaudhary’s family lives in
the Terai region. His father’s occupation
is farming. He grows food crops such
as paddy, maize, wheat, etc. and cash
crops such as sugarcane, vegetables,
fruits, etc. Being a farmer, he needs
different kinds of tools. He needs a
plough to plough field, spade to dig
the earth, sickle to cut grass. Besides,
he needs different tools for different
purposes. For example, an axe to split
the wood for firewood, etc. Our tools
Bal Krishna’s elder brother is a carpenter. He makes all types of furniture;
such as desk, bench, table, chair, bed, etc. To make furniture, he needs a
handsaw, a screwdriver, a wrench, a hammer, a plainer, etc.
Rajani Shrestha lives in town. Her mother runs a 'Ladies Tailoring' shop
in the nearby market. She prepares different kinds of dresses for ladies.
She always needs different tools such as scissors, a needle, a measuring
tape, etc.
Dolma Sherpa is a house-wife. She needs different tools such as a knife
to chop vegetables, utensils in the kitchen, a broom to sweep the floor,
an iron to iron clothes, etc. Similarly, her son, Pasang is a doctor. He
works in a hospital and a clinic at the district headquarter. He needs a
thermometer to measure the temperature of the body of his patients.
8 Megha's Integrated Social Studies - 4
He needs different equipments such as stethoscope to listen to patient’s
heart and breathing, scissors to undergo operation, etc.
If occupational tools are kept or used in an improper way.
• They may get damage faster,
• They become len durable,
• They may cause us to be injured,
• They cause allergies (for example machinery oils)
• Some liquids may be highly poisonous.
How to handle properly;
• Clean the tools after use,
• Keep in the safe place,
• Keep those tools out of reach of children,
• Don't let the unskilled people handle them,
• Apply safety measures such as masks, gloves, etc.
In our daily life, different tools are necessary for various works. We should
be very careful to place the tools at right places after we use them.
Glossary
tools – equipments used for different work
thermometer – an instrument to measure temperature
stethoscope – a medical instrument for listening patient’s
heart-beat and breathing
Teaching Instruction: Ask the students to name different types of tools and their uses. Let the students
know what the tools are being used for.
Megha's Integrated Social Studies - 4 9
exerciSeS
exerciSeS
Think about yourself and answer.
1. Write ‘True’ for right and ‘False’ for wrong statements.
a) A farmer uses a sickle to cut grass.
b) A carpenter uses a plough.
c) A needle is used to stitch cloth.
d) A knife is used to cut clothes.
e) A thermometer is used to measure body temperature.
2. Identify the following instruments and name them in your note
copy.
a) b)
c) d)
e)
10 Megha's Integrated Social Studies - 4
3. Answer these questions.
a) What does a farmer do?
b) What are the tools needed for a farmer?
c) What does a carpenter do?
d) What are the tools needed for a tailor?
e) What is an axe used for?
f) What are the tools and equipments needed for a doctor?
4. Draw pictures of the following.
i. a knife ii. scissors iii. a handsaw iv. a stethoscope
5. Project Work
a. Go to your community. List the occupational tools of your
house and write down their proper uses and protections in
the chart below:
Tools Uses Ways to protect
axe to cut wood By keeping in safe and proper place
b. Visit any five nearby families to inquire about their occupations
and tools they use. Make a list of the tools according to the
families.
Megha's Integrated Social Studies - 4 11
mutual HelP witH
Lesson 3 Unit 1
neiGHBourS
Objectives:
On completion of this lesson, students will be able to:
• Help each other in the neighbourhood at the need of time.
• Realize the value of teamwork, unity, love and respect in the neighbourhood.
Jeevan, Pemba, Akhtar and Karina are good friends. They help each other.
They share and borrow books, pencils, note books, etc. among themselves.
They never forget to return things safely after use.
The people in their neighbourhood also help each other. They share things
such as Hasiya, Doko, Dalo, Namlo, etc. and return them to the owners.
They also help their neighbours in the fields. Sometimes, they help each
other to carry sacks of maize or wheat to the watermill. They jointly
participate in community works. They help one another especially when
they are ill and are to be taken to the hospital in the emergency case.
They have already repaired the Chautaro, common well and the street of
their neighbourhood. Jeevan and his friends involve themselves in such
12 Megha's Integrated Social Studies - 4
community works to help people. Everybody knows that the people in
Jeevan’s neighbourhood are helpful, honest and cooperative.
On holidays and saturdays villagers help repair the houses and sheds
damaged during natural disasters like earthquake. Few of them help their
neighbours in fields.
Ramdas, Raman and Dhan Bahadur are very industrious. They are
professional. Ramdas is a mason, whereas Raman is a carpenter. Like
wise, Dhan Bahadur is a helper. They repair the cracked walls, broken
doors and windows of the school. Jeevan and his friends also usually help
them.
Jeevan calls his friends and divids the work among them. Pemba brings a
water bucket from his house because water is needed to repair cracked
walls. Jeevan is supposed to bring a water jug and mug from his house
because they also need water to drink. Karina is ready to bring a Doko and
sacks from her house because it helps Dhana Bahadur to carry dust and
garbage. Akhtar also agress to bring handsaw and hammer for Raman to
repair broken doors and windows of the school.
Megha's Integrated Social Studies - 4 13
They reach their work place with the things. They hand over the things to
Ramdas. Jeevan and his friends also help them by carrying bricks, water,
nail box, etc.
As they work together, few villagers arriv with Karina’s father. They often
talk about the advantages of helping each other. They repair damaged
roofs of the houses and few cow sheds in the neighbourhood. They help
one another by providing whatever they have such as ropes, woods,
bamboo, tools or thatches for cow shed and houses, etc. Now, they have
came to work together at the school.
While working together, Karina’s father remembers something and
tells Karina to get Hasiya and dalo from home and give them to their
neighbour Sarswoti. Sarswoti and few others help Karina’s father by
plucking buckwheat in his field. Karina goes back home. Together they
repair school building. Jeevan and his friends help them as much they
can.
Karina’s father is always impressed with Jeevan and his friends. He says,
"Children in general are very kind-hearted, helpful and cooperative. Help
is the best policy to maintain unity among people. Unity is the power that
helps us bring change and development.”
Jeevan and his friends thank him. They assure that they will always keep
in mind to help the needy and maintaining the unity.
14 Megha's Integrated Social Studies - 4
Glossary
assured - confident, was sure of
cracked - damaged and showing lines on the surface from
having split without coming apart
impressed - make (someone) feel admiration and respect
involved - cause to participate in an activity or situation
plucking - catch hold of and pull quickly
policy - a course or principle of action
respectively - separately or individually and in the order already
mentioned
thatches - straw to cover a roof
Teaching instructions: Ask the children about different things that they can exchange between them.
Help them to develop their helping habit at the need of time.
exerciSeS
exerciSeS
1. Write ‘T’ for true and ‘F’ for false statements in the given box:
a. Jeevan and his friends are living in different neighbourhoods.
b. People in Jeevan’s neighbourhood help each other.
c. We should use things borrowed from others carelessly.
d. We must return things safely taken from others.
e. Helping nature increases love and respect among people.
2. Answer the following questions.
a. When do people help each other?
b. What will happen if neighbours do not help each other?
c. What do you do to get help from your neighbours?
d. How do you feel if your friends do not help you in need?
e. What is a way to maintain love, respect and unity among us?
Megha's Integrated Social Studies - 4 15
3. Prepare a list of the things that you and your neighbours usually
share each other.
Things you give to your friend(s) Things you take from your friend (s)
4. How do you help the people in the following conditions?
Your friend is looking for pencil in
the exam
Your neighbour gets wounded in
the field
To a flood victim (your neighbour-
ing ward)
An earthquake victim (far away
from you)
5. Project Work
Write how the following people help us. (Provide one sentence for
each)
People Way of Helping
Cobbler makes repairs our shoes
Teacher
Carpentor
Plumber
Grocer
Electrician
Social worker
Doctor
16 Megha's Integrated Social Studies - 4
Unit 2
our traditionS, Social ValueS and normS
Megha's Integrated Social Studies - 4 17
Lesson 1 reSPect For SeniorS Unit 2
Objectives:
On completion of this lesson, students will be able to:
• Treat seniors and juniors properly.
• Enact cultural conduct and behaviour.
Nepal is rich in different cultures. Our social norms and values are our
pride. Though respecting elders and loving juniors are common, they are
important social practices. Such social practices are important to maintain
peace and unity among people. A peaceful environment is required for
development.
It’s our cultural discipline to listen and follow good aspects of social
conducts from our seniors. They teach us through voices, actions and
various experiments. Their instructions or advices are useful for getting
knowledge and lessons. They help us to take our life in a right path. They
always want us to be happy and achieve success in life. Their lessons
also help us to come out from different problems and crisis. Our home is
the first school to learn. Such knowledge helps us to be well cultured and
civilized.
18 Megha's Integrated Social Studies - 4
Our seniors usually
instruct us to wake
up and go to bed
on time. It helps
us to be calm and
healthy. They send
us to school to get
knowledge and
help in our studies
and avoid violence.
We should apply
such good lessons
in our daily life. It
helps us to take the
right decision mostly during crisis and save ourselves from different
problems. For instance, we can look at the family of Jamuna.
Let's read and share how Suraj enjoyed his winter vacation. One day, Suraj
went to the kitchen with few old copies and newspapers. He wanted to
make a fire to warm himself as the day was very cold. He could not make
a fire since match sticks were wet. Just then, his mother, Jamuna, entered
the kitchen. Suraj got afraid and tried to hide the match box. Jamuna
gently asked for the matchbox. He handed it to his mother. After this,
Jamuna explained him about the probable dangers of little knowledge.
She said “ Suraj, playing with match box, knives or medicine, etc. without
proper knowledge harms us and results heavy loss of life and property.
Suraj got afraid and felt sorry. He stood bowing his head in front of his
mother. Jamuna said, “You would have almost lit our home on fire.
Luckily, I came here on time. Never play with such things. Ask before
doing something new. Otherwise, the action may harm us in lack of
proper knowledge”.
Finally, Suraj realized his mistake. Jamuna saved Suraj from a serious
accident. He said “Sorry mother, I promise to follow my senior’s good
instructions and lessons. I will always ask my parents, teachers and seniors
before doing new things." At last, Jamuna was pretty delighted with her
son.
Megha's Integrated Social Studies - 4 19
Glossary
realized - become fully aware about a fact
pride - the state of feeling of deep pleasure or
satisfaction
violence - behavior involving physical force intended to hurt
instruct - advise, suggest, guide
required - officially compulsory, needed
crisis - a time of intense difficulty or danger
achieve - successfully bring about or reach a desired
objective or result by effort or skill
experiment - a scientific procedure undertaken to make a
discovery or invention
Teaching instruction: Help the children to acknowledge different words of respect and love. Help them
to be clever, obedient, honest and hardworking too.
exerciSeS
exerciSeS
1. Fill in the blanks using the suitable words given in the box.
obey match box instructions respect accidents
a. Suraj was playing with…..................................
b. The use of knives, match box, medicine without proper
knowledge sometimes creates ….............................
c. We should listen and …................................. our seniors.
d. Finally, Suraj agreed to follow the …………........of his mother.
e. We should always …………..........……… senior members.
2. Write ‘Yes’ for correct and ‘No’ for wrong sentences:
a. Lack of knowledge creates trouble.
20 Megha's Integrated Social Studies - 4
b. We do not get knowledge from seniors.
c. To obey and follow the good instructions of seniors is our
culture.
d. Our cultured behaviour helps us to maintain peace
and harmony.
e. The good instructions of our seniors cannot protect us from
probable accident.
3. Answer the following questions.
a. Make a table enlisting the names of seniors and juniors.
b. Why do we obey and respect our parents, teachers and seniors?
b. What advice do your seniors usually give you? Do you follow
them?
c. Write down the advantages of seniors’ instructions.
d. How do you treat your juniors?
e. How do you feel if your juniors disobey you?
4. Role Play
Parents should be friendly to their children. Convey this message
with the role play of a father, a mother, a son and a daughter
preparing a family drama. And, present it in the classroom.
Megha's Integrated Social Studies - 4 21
Seema a BraVe and
Lesson 2 Unit 2
cleVer Girl
Objectives:
On completion of this lesson, students will be able to:
• Act in response of the good instructions of seniors.
• Present their opinion clearly for the positive results.
Harka Bahadur: Hey, Seema Nani (daughter) where are you coming
from? Where is your father? Tell him to join with us
here.
Seema: (She greets to all). If you don’t mind, should I say
something?
Pulami : Don’t get scared, say it frankly.
(Seema looks at everyone)
Maila and Shyam: Yes, don’t be afraid.
22 Megha's Integrated Social Studies - 4
Seema: Well, I know that, all of you are my seniors. But, you
are drinking, smoking, and gambling openly in the
street. You seem to be happy in this environment.
But, have you ever thought of your children and
family? Are they happy with you at home?
Maila : Hey Seema Nani, what are you talking about? We
are just relaxing after a whole day of hard work. It is
normal.
Seema: Maila Dai(brother), everybody works. Your wife also
handles your entire household. But, you often beat
your wife and children having drunk alcohol, don’t
you? Your daughter is still ill. Pulami uncle, your
wife has just left you because of your drinking habit.
Shyam Dai(brother), you often get violent with your
family members after you drink alcohol. I also have
seen you fighting in air neighbourhood. Are you still
thinking it as normal?
Hariman: I think Seema Nani is right.
Hark Bahadur: Yes, Seema is telling a truth. Though we are seniors,
we still fail to understand these facts.
Megha's Integrated Social Studies - 4 23
Shyam and Pulami: Yes, we agree with Seema . We promise not to drink
alcohol and gamble from today onwards.
All of them: Thank you Seema , you have opened our eyes. We
swear not to drink and gamble in future.
Seema: You all are my seniors. If I have hurt you, please
forgive me.
All: Not at all. But, how do you know all about these
aspects of a better life?
Seema: I have learnt most of them from my parents and
teachers. Smoking, gambling, drinking alcohol, etc.
destroy our health, life and happiness. So, we should
follow such ideals which we can get easily from our
seniors without cost. (She smiled). Namaste and
take care of you all. Bye.
Glossary
ideals - representing an abstract or hypothetical optimum
destroy - end the existence of something
hurt - cause pain or injury to
swear - promise undertaking to do something
entire - whole
relaxing - rest from work or engage in an enjoyable activity
scared - fearful; frightened
Teaching instructions: Help the children to distinguish between common socio-economic activities and
its positive and negative aspects. Make them aware and bold as far as possible to fight against such
activities.
24 Megha's Integrated Social Studies - 4
exerciSeS
exerciSeS
1. Write ‘Yes’ for true and ‘No’ for false statements:
a. Seema is a clever and brave girl.
b. We should not obey our seniors.
c. Seema has learnt about many lessons by herself.
d. Our parents, teachers and seniors teach us good conduct.
e. We should not care about bad activities around us.
2. Fill in the blanks with the given words in the brackets.
a. The …...............……… lessons of our seniors can make our life
better.(ideal/ idol)
b. Ignorance is the root cause of a …….............……. (solution/
problem)
c. Our parents, teachers and seniors usually teach us
……….................... aspects. (good/ bad)
d. Knowledge makes us …………………….........….(foolish/ wise)
e. Mostly the wise people can raise their ……...............……….
clearly without fear.(voice/choice)
3. Attempt the following tasks.
a. Make a chart of good conducts that you have learnt from
your home and school.
b. Write the common issues in which your parents, teachers or
seniors usually instruct you.
c. Have you ever tried to correct yourself by following the
guidance of your seniors? Are they helpful to you? Give a
suitable example.
d. Write any two disadvantages about ignoring advices of seniors.
e. How do you place your opinions while your friend proposes
you to do something else instead of going to school? Give a
sutibale example.
Megha's Integrated Social Studies - 4 25
4. Project Work
a. What do you do in the following cases?
Cases Your reactions
Tell you to go look after cattle
instead of going school.
Take you to Dhami/ Jhankri instead
of hospital when you are ill.
Group Discussion
a. In a group of ten students, discuss and list the advantages
of obeying good things and disadvantages of obeying bad
things.
Advantages of good things Disadvantages of bad things
b. The following personalities are respectable. How do you
respect them? Discuss among friends and write in the
space.
Personalities Respect
Father By bowing to them and obeying to
their good instructions.
Mother
Grand parents
Brother
Relatives
Senior neighbours
26 Megha's Integrated Social Studies - 4
our lanGuaGe
Lesson 3 Unit 2
and coStume
Objectives:
On completion of this lesson, students will be able to:
• Describe about the different language, festivals and costumes of their communities.
Different faces of Nepal
Nepal is a country having different people from various castes living
together. They have their own languages, local dialects, castes, customs
and different ways of living. The people who live in our country are
Chhetri, Brahmin, Rai, Gurung, Limbu, Sherpa, Thakali, Magar, Newar,
Tharu, Dhimal, Damai, Kami, Sarki, Majhi, Rajbanshi, etc. These groups of
people have their own culture. Here, we are going to study about some
of them.
Brahmin and Chhetri: They live almost in all the districts of Nepal.
They usually follow Hinduism and speak our national language, Nepali.
They celebrate various Hindu festivals such as Dashain, Tihar, Janaipurnima,
Teej, etc. Dashain is their biggest festival.
Newar: They are the inhabitants of the Kathmandu valley. Their main
occupation has been agriculture and business. Newars are also called as
the Marwaris of Nepal for they run business in most of the trade centres
Megha's Integrated Social Studies - 4 27
of Nepal. These days Newars are found in different parts of Nepal.
They celebrate different Jatras and festivals such as Indrajatra, Gaijatra,
Bhotojatra, Machhindranathjatra etc. Some of the Newars follow Hinduism
and the others follow Buddhism. They speak Newari and Nepali.
Sherpa: Sherpas live in the Himalayan region of Nepal. They are famous
all over the world for trekking and mountaineering. They follow Buddhism
and worship Lord Gautam Buddha. The main festivals of Sherpas are
Buddha Jayanti and Lhosar. They speak their own language. They speak
Nepali as well with other people. They wear Bakkhu and Docha.
Tharu: Tharus live in the Terai region of Nepal. They follow Hinduism. The
main festival of Tharu is Maghi which falls on 1st Magh. They have their
own language. They also speak Nepali with other people. The traditional
dress worn by Tharu women are Gunew, Lehanga, Choya (blouse), etc.
whereas men wear Bhegwa (lion cloth of white cotton cloth) and Jhulva
(Bhoto).
Gurung: Gurungs live in the western hills of Nepal. They follow Buddhism
and some of them follow Hinduism. They celebrate Lhosar and other
festivals. They speak their own language and also Nepali. They have their
own traditional dress. The famous folk culture of Gurungs are Ghatu and
Rodhi.
Glossary
dialect – local language
costumes – clothes worn by people of a particular place, tribe,
culture
Hinduism – hindu religion
inhabitants – people living in a particular place
occupation – job, profession
traditional – something that has not changed for a long period of
time
Teaching Instruction: Ask the students to name different groups of people, their languages, culture,
tradition, etc. of Nepal.
28 Megha's Integrated Social Studies - 4
exerciSeS
exerciSeS
1. Read the lesson carefully and complete the following table.
Castes Religions Languages Festivals
Gurungs
Newars
Sherpas
Tharus
Brahamins and
Chhetris
2. Fill in the blanks finding words from the lesson.
a) Nepal is a country where different people from various castes
live __________ .
b) __________ is our national language.
c) Sherpas are famous all over the world for __________ and
__________ .
d) Maghi is celebrated on __________ .
e) The famous folk culture of Gurungs are __________ and
__________ .
3. Answer the following questions.
a) What are the main religions of Nepal?
b) Which religion do you follow and why?
c) What are the main festivals of Hinduism?
d) What is our national language?
e) Which festival do you like the most and why?
f) What are Sherpas of Nepal famous for?
4. Project Work
Collect at least five pictures where different cultures and traditions
are shown and present them in your classroom. Describe about
each picture in brief.
Megha's Integrated Social Studies - 4 29
Lesson 4 mY BirtHPlace Unit 2
Objectives:
On completion of this lesson, students will be able to:
• Value and celebrate the importance of their own birth places.
• Contribute for its development as much as possible.
“Our mother and birthplace are greater than heaven.”
-Ramayana
I am Kavita Rai. I live in Pashupatinagar, ward no.4 in Ilam distirct. It is
located in the Eastern Development Region. It is a small but beautiful
village situated at top of a hill.
It is surrounded by hills and thick forest. Mostly, the forest consists of
Pine, Fir, Juniper, Brich and vegetations. But, the forests are gradually
getting thinner due to landslides and new settlements.
We have animals such as musk deer, leopard, porcupine, red panda,
jackals including many birds and rare insects. The rare herb ‘Yarsagumba’
is also found uphill. We also have different kinds of Rhododendron here.
The major river of this region is Mechi. It borders India. The view of Mt.
Kanchangha has made Pashupatinagar more beautiful. The temple of
Devi (also popular as Devisthan) is very popular. Many people visit this
temple from different places.
30 Megha's Integrated Social Studies - 4
Brahmin, Chhetri, Newar, Rai, Limbu,Tamang, Satar, Dhimal, Gurung,
Magar, Marbadi, etc. including few occupational groups such as tailor,
blacksmiths, cobbler, etc. are also living here with their respective culture.
Agriculture is a major occupation. Tea garden and cardamom farming
are popular here. People are involved in other different business and
tourism.
Pashupatinagar is gradually developing. We have black topped roads. We
also have facilities of safe drinking water, electricity, education, health,
communication, post offices, etc.
Local people, government, NGOs/INGOs are involved in preservation of
this area. We are always cooperating to protect and develop our village
Pashupatinagar. I am proud to be a resident of Pashupatinagar.
Glossary
resident - a person who lives somewhere permanently or on
a long-term basis
gradually - slowly
vegetations - plants considered collectively, especially those
found in a particular area or habitat
consisting - comprising, composing, including
situated - fixed or built in a certain place or position, located
preservation - maintain something in its original or existing state
Megha's Integrated Social Studies - 4 31
Teaching instructions: Help the children to understand geographical features/flora and fauna/ available
natural resources, etc. of their respective birth place including Pashupatinagar. Tell them also the value
of birth place and encourage them to be proud on their own place of birth.
exerciSeS
exerciSeS
1. Write a letter to your friend describing about your village.
2. Read the text again and fill in the blanks with correct
information.
a. My birthplace is ……………….
b. The major river of my birthplace is……………………..
c. …………………… is the major religious place of my village/
town.
d. The major attraction of my birthplace is ………………….
3. Attempt the following tasks.
a. Where do you live? Do you love your birthplace? Why?
b. What are the major features of your village or town? List a
few.
c. List the historical and cultural things or places of your native
place.
d. Do your neighbours participate in preservation for such
cultural or historical things or places? What work have they
done for it?
e. Write any five points to maintain a temple near to your
house.
4. Project Work
In a group, find some ideas how you can bring better conditions of
your birthplace. Prepare a dialogue between you and your friend
describing about the importance of your birth place and features.
32 Megha's Integrated Social Studies - 4
Lesson 5 BalkriSHna Sama Unit 2
Objectives:
On completion of this lesson, students will be able to:
• Identify the famous personalities of the districts.
• Explain their contributions.
Balkrishna Sama was born into a Rana
family, on 24th Magh, 1959 BS. at
Gyaneshor in Kathmandu. He is a great
literary figure of our country. He is
still known as a great dramatist of our
country. He was very generous. He was
totally against the autocracy of the Rana
rules. After the end of the Rana Rule in
2007BS, Balkrishna Sama wrote the title
‘Sama’ instead of Shamsher Rana. ‘Sama’
means equal to all.
He made great contribution in Nepali
literature by writing poems and dramas.
He wrote a poem Ishor and a drama Mutuko Byatha. His first drama Mutuko
Byatha was published in 1968 BS. His other dramas are Tansenko Jhari,
Mukunda Indira, Prahlad, Prempinda, Amarsingh, etc. Besides, these he
wrote poems and essays as well. Ago Ra Pani is his short epic and Chiso
Chulho is his long epic, Niyamit Akasikta is a collection of his essay. All
of his dramas and other literary works are based on Nepali culture and
nationalism.
Balkrishna Sama has also made other contribution to the country. He
served as the director of the Radio Nepal, the editor of 'Gorkhapatra' and
Vice Chancellor of Nepal Academy. The nation has given him different
awards for his contribution.
Megha's Integrated Social Studies - 4 33
Glossary
literary – of literature
dramatist – a person who writes drama
generous – kind-hearted
autocracy – a system of government of a country in which one
person has complete power
contribution – something given as help to others
essays – a piece of writing
epic – a long poem about the action of great people or
about a nation’s history
nationalism – a feeling of love for and pride for one's country
Teaching Instruction: Ask the students what they want to be in future. What contribution can they
make for the nation?.
exerciSeS
exerciSeS
1. Fill in the blanks with correct information.
a) Balkrishna Sama is known as a great ______ of our country.
b) He was totally against the __________ of the Rana rules.
c) The first drama of Balkrishna Sama is __________ .
d) __________ is the collection of his essays.
e) All his literary works are based on_________and________ .
2. Answer the following questions.
a) Who is Balkrishna Sama? When and where was he born?
b) What kind of person was Balkrishna Sama?
c) What are the dramas written by Balkrishna Sama?
d) What were other contributions of Balkrishna Sama?
e) What are the literary works of Balkrishna Sama based on?
34 Megha's Integrated Social Studies - 4
3. Draw the picture of any literary figure from your nation.
4. Project Work
a. There must be a man or a woman working for public welfare
in your district/town. Find such personality and collect
information about him/her as given in the model below.
Prepare a passage for his/her biography with the available
information.
Name:
Date of birth:
Address of birthplace:
Father’s name:
Mother’s name:
Contributions:
Inspired from:
Work(s):
Megha's Integrated Social Studies - 4 35
Unit 3
Social eVilS and SolutionS
36 Megha's Integrated Social Studies - 4
let’S HelP tHe PeoPle
Lesson 1 Unit 3
in need
Objectives:
On completion of this lesson, students will be able to:
• Acknowledge about the possible disasters and victims.
• Help victims at need.
24 Shrawan, 2072
Barpak, Gorkha.
Dear friend Rani,
I received your letter yesterday. I am sorry to hear about your village. Flood
destroyed the crops and fields. Many villagers had become homeless.
But, I am proud of you that you and your friends have collected clothes,
foods and money from your school and donated them to the flood victims.
Nedless to say, we should help each other during disasters. As you know,
I am also an earthquake victim.
Natural disasters such as landslide, flood,
earthquake, etc. usually put us in trouble.
We cannot stop them. But, we can
minimize the big losses caused by such
disasters. For example, we should plant
trees at the bank of rivers and the barren
hills around us. So, the negative effects
of flood and landslide can be reduced.
Besides these, we should not play with
fire during windy seasons, mostly in the
months of Chaitra and Baisakh. Our minor
mistake or carelessness may cause the entire village to face the unwanted
danger. We have already experienced such accidents in past.
Rani as you told you had suffered from flood recently. Let me tell you that
we had been the victim of an earthquake.
Megha's Integrated Social Studies - 4 37
Almost all the houses collapsed in my village. Many people lost their lives
and many of them were wounded. We found ourselves helpless. We spent
many days on open space like grounds and fields. The aftershocks still
th
scare us. Did you know that Nepal is the 11 most earthquake threatened
country in the world?
Finally, my father decided to do something. He discussed with our
neighbours to provide instant help and support to the villagers. All of us
agreed to share food, clothes utensils whatever remained with us after the
earthquake. My friends and I were given the responsibility of distributing
foods, clothes, water, etc. to the earthquake victims. The teams of my
father were also making temporary tents and sheds. They often asked
us to bring rope, nails, woods and bamboos. We worked together with
them. Gradually, we started getting support from different places. We
also helped the volunteers to distribute them to the victims. Even today,
we go and help the people or villagers if they are in need or trouble.
Although the earthquake destroyed our village, it taught us few good
things too. We have learnt about precautions that should be taken during
an earthquake. We also understood the importance of self-help. Now
we don’t hesitate to share our things when people are in crisis. The
earthquake has made us bold and strong. Most importantly, it brought us
all together to help one another.
Now, all the people in my village become happy when they get the
opportunity to help needy people. I think help is the best policy to bring
change in us and outside.
Your loving friend,
Jyoti
38 Megha's Integrated Social Studies - 4
Glossary
hesitate - be reluctant to do something
precaution - a measure taken in advance to prevent something
dangerous
disaster - a sudden accident or a natural catastrophe that
causes great damage or loss of life
victim - a person harmed, injured, or killed as a result of a
crime, accident, or other event or action
utensil - a tool, container, or other article, especially for
household use
instant - happening or coming immediately
suffered - experienced something bad or unpleasant
barren - too poor ( land) to produce much or any vegetation
Teaching instructions: Help the children to acknowledge different disasters, its causes and way to be
safe. They should also learn the measures to minimize the probable losses from different disasters.
Encourage them to help people at need.
exerciSeS
exerciSeS
1. Look at the picture and write about it. Do you know how to keep
safe from such disaster?
Megha's Integrated Social Studies - 4 39
2. Write ‘T’ for true and ‘F’ for false sentences.
a. We must help the people in need.
b. We can stop natural disaster.
c. Deforestation is one of the reasons for flood.
th
d. Nepal is ranked as the 11 most earthquake threatened
country in the world.
3. Answer the following questions.
a. Why do people need help?
b. Why is it necessary to help needy people?
c. How do you help a flood victim?
d. Write a letter to your friend describing your experience
about any of the disasters. You have witnessed.
e. “We cannot stop natural disaster but can minimize big loss
caused by them.” Do you agree with this statement? Why?
4. Project Work
a. You may have visited the nearest Red Cross Society, club
or disaster relief committee. Write down their works and
contributions. (Select any one of them for writing.)
b. Complete the following table and prepare separate chart
papers for each subject and paste in your classroom.
Disasters: Effects: Precautions:
Earthquake
Fire
Landslide
Flood
40 Megha's Integrated Social Studies - 4
Lesson 2 Beware oF Bad HaBitS Unit 3
Objectives:
On completion of this lesson, students will be able to:
• List some bad habits and their effects.
• Name some anti-social activities.
• Tell about their negative effects and ways to get rid of them..
Look at this man. He is very lean and thin.
He does not look healthy. Can you think why he is so? He has certain bad
habits. He consumes alcohol, smokes cigarettes and also tries drugs. He is
also involved in some anti-social activities. All these are bad habits. Let's
know something about these bad habits.
A drug addicted person
Smoking
Inhaling fumes of cigarette, bidi, cigar, and tamakhu is called smoking. It
is a bad habit. It is injurious to health. People become sick as a result of
smoking. They suffer from many diseases. It is also a waste of money. Can
you tell about some of the harms caused by smoking?
Megha's Integrated Social Studies - 4 41
Consuming Alcohol
Such as smoking, consuming alcohol is also injurious to health. People
consume alcohol in the form of wine, whiskey, gin, rum, etc. People who
take a lot of such alcoholic drinks lose control over themselves. They may
not be able to differentiate between right and wrong. Some people start
quarreling after drinking. People who drive vehicles after drinking can
cause accidents. Nobody trusts such people in a society.
In our society, some alcoholic drinks are consumed by adults during
festivals and special occasions. However, responsible adults consume
very limited amount of such drink and keep control over themselves. Do
you think people should consume alcohol? Of course, not !
Drug Addiction
Some people get into the habit of taking drugs. Drugs are chemical
substances. They harm to the body when consumed without necessity.
There are many types of drugs. People who get into the habits of
consuming drugs find it difficult to stay without them. Such people are
called drug addicts.
Drug addicts have serious health problems. They become weak and sick.
They get into many bad activities such as stealing, lying, becoming violent,
etc. Drug addicts are liked by the society. Do you think that drug addiction
is a good habit?
Anti-social Activities
We all live in a society. There are many activities that people do
in a society; for example, building temples, opening of a library,
celebrating festivals, etc. Such activities are called social activities.
Sometimes people carry out activities which cause harm to the
society. Such activities are called anti-social activities. Theft, robbery,
fighting, hurting others, killing someone, destroying property, etc. are
anti-social activities. Such activities break the peace of the society. People
involved in such crimes are called criminals.
42 Megha's Integrated Social Studies - 4
Should we get into such habits? Surely not. We should stay away from
people who have such habits. We should tell them that these habits are
bad habits. We should also help them get rid of such habits.
Glossary
inhaling – breathing in
injurious – causing harm
consuming – drinking, eating quite a lot
quarreling – fighting
addiction – habit in negative aspect
anti- social – activities which cause harm to society
activities – works, actions
Teaching Instruction: Ask the students if they have seen the people having bad habits. Suggest to the
students to be far from bad habits.
exerciSeS
exerciSeS
1. Think about yourself and answer.
a) Out of the bad habits mentioned in the lesson, which one do you
think is the worst? Why do you think so? Write your answer in two
sentences.
b) Imagine that an elder brother of yours has started smoking. Write a
few sentences on how you will try to convince him to stop his habit.
Also, write what you will do if he does not listen to you.
2. Write ‘True’ for correct and ‘False’ for wrong statements.
a) Smoking is not injurious to health.
b) Smoking is a waste of money.
c) Consuming alcohol is good for health.
Megha's Integrated Social Studies - 4 43
d) Drug addiction is more harmful than smoking.
e) People who are involved in crime are called criminals.
3. Fill in the blanks.
a) Inhaling fumes of cigarette is called __________ .
b) People who consume alcohol lose________over themselves.
c) Taking drugs regularly is called __________ .
d) Theft, robbery, etc. are called __________ activities.
e) Smoking, consuming alcohol and drug addiction are ______
habits.
4. Attempt the following tasks.
a) What is smoking? Why do you think people smoke?
b) Is smoking injurious to health? How can you say so?
c) In what form is alcohol consumed? What happens to people
who consume alcohol?
d) What does drug addiction mean? Write some harmful effects
of drug addiction.
e) List some anti-social activities. What actions are criminals
prone to get from the concerned authorities?
f) Why are smoking, consuming alcohol and drug addiction
called bad habits?
5. Project Work
Visit a hearby health post and take an interview of a health person.
Ask why youngsters and adults involve in drug abuse. Then, fill in the
table with his/her answer.
Reasons Effects Solutions
44 Megha's Integrated Social Studies - 4
let’S aVoid eVil
Lesson 3 Unit 3
PracticeS
Objectives:
On completion of this lesson, students will be able to:
• Describe different evil practices prevailing in Nepalese societies.
• Act for the society to avoid such evil practices according to their capacity .
(Teacher is taking oral test in the class after completion of the lesson.)
Teacher: We have just completed the chapter about social evils
prevailing in different places, region and community of our
country. Durga, tell me: What do you understand by social
evils?
Durga: Social practices having negative impacts are called social evils.
Such practices usually violate our rights, disturb peace and
harm people. They are also obstacles for development. Few
social practices such as Daijo, Deuki, gambling, etc. are example
of social evils. Some customs and traditions are also evil.
Teacher: Ishmael, can you explain me about any of the social evils that
you have realized?
Ishmael: Yes, sir. Let me tell you that I am from Siraha. Daijo is a serious
social evil at my locality. The demand for money or luxuries
by the family of bridegroom during marriage is Daijo. But,
the family of the bride cannot fulfill such demands usually.
Megha's Integrated Social Studies - 4 45
As a result the family of bridegroom tortures the bride. It’s a
shameful act. It violates human rights.
Teacher: Very good Ishmael. Radhika, do you want to say something?
Radhika: Yes, sir Deuki is such a social practice in the far western region.
Where a young girl such as me usually is offered to the god.
This religious superstition has spoiled the life of girls and has
violated humanity and human rights of the girls.
Teacher: Well said Radhika. Neema, can you tell me the causes of such
evil practices?
Neema: Yes, sir. First of all, there is illiteracy and poverty. They also
have blind faith on such practices. A few months ago, a boy
died with snake bite. He was taken to a Dhami instead of
hospital. Poverty and illiteracy were the causes.
Teacher: Very nice Neema. Accusing
someone of being a Boksi
and torturing her believing in,
superstitions, giving preference
to the son, are some examples
of social evils. Similarly, child
labour, class, caste and gender
discrimination , domestic violence, etc. are a few other serious
evil practices. Rama, tell me about your ideas to avoid such
evil practices.
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46 Megha's Integrated Social Studies - 4
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