Lesson 3 oriGin oF tHe eartH Unit 5
Objectives:
On completion of this lesson, students will be able to:
• Explain basic idea about the origin of universe and the earth.
• Identify the planets from the solar system.
The earth is about 4.54 billion years old.
Many of the scientists agree with the ‘Big Bang Theory’ where an expansion
of space occurs. As a result, the universe was formed about 13.8 billion
years ago. The solar system in which, the sun, the moon, and the planets
were formed about 4.54 billion years ago. Including the solar system, our
beautiful planet the earth is also a part of the universe.
The sun was made first through compression of materials (hydrogen
75%, helium 24% and oxygen, carbon, gold, silicon, uranium water
vapor, etc. 1% by mass by its own gravity and grew bigger. The sun
attractes the surrounding materials because of its gravity. But, those
materials around the sun that didn’t fall into the sun became different
planets. The moon was made from the same materials and the same
process. The Moon revolves round the Earth. So, it is called a ‘satellite’.
Megha's Integrated Social Studies - 4 97
At the beginning, all the planets were very hot. The earth was with an
ocean of hot magma. After millions of years, they started cooling down.
Later comets (Icy bodies revolve around the sun) caused the presence of
water as they hit the earth.
The low lands became oceans, lakes, seas or rivers and the high lands
became hills and mountains.
Gradually, virus and bacteria appeared in the water of the ocean. Similarly,
plants appeared in the water and later in the land. Similarly, animals
appeared first in the water and then in the land.
After this, the diversification process began. This process has been
modifying the creatures on the earth to be fit for the time and the
environment.
Humans are considered as the latest modifications of the diversification
process.
98 Megha's Integrated Social Studies - 4
Glossary
modifying - making partial or minor changes to something
diversification - the action of making or becoming more diverse or
varied
universe - all existing matter and space considered as a
whole; the cosmos
expansion - the action of becoming larger or more extensive
magma - hot fluid or semi-fluid material below or within the
earth’s crust
satellite - the moon such as celestial body or artificial
machine orbiting the earth or another planet
revolves - move in a circle on a central axis
gravity - the force that attracts a body towards the centre of
the earth
compression - flatten by pressure; squeeze or press
Teaching instruction: Put a tiny drop of ink on a balloon and blow it. Show the children the expanding
dot of ink, as space is such as elastic (Big-Bang Theory). Help them to understand about the existence
of plant and animals begin from one cell (Ameba/hydra, etc.) at first to multi cells (nucleus) and natural
diversification process helping them to adjust in time and environment accordingly( by being in different
shape, size, skills and ability as per the need of time or nature.)
exerciSeS
exerciSeS
1. Match the followings columns.
Column A Column B
a. Big Bang Theory produce heat and light
b. Universe revolve around the sun
c. The sun satellite, revolve around the earth
d. Planets expansion of space
e. Moon sun, moon, planets, galaxy
Megha's Integrated Social Studies - 4 99
2. Fill in the blanks with suitable information given in the box.
water 13.8 billion Comets 4.54 billion diversification
a. The universe was formed around …………………..years ago.
b. The earth is…………………years old.
c. Plants and animals appeared first in …………….. .
d. ……………..brought the water on the earth first.
e. The………………. process is helping us to adjust in time and
environment.
3. Attempt the following tasks.
a. What happened after the ‘Big-Bang’?
b. What is a universe?
c. Why does the sun attract the materials around it?
d. How was the earth formed?
e. How were the mountains, rivers, oceans formed on the
earth?
4. Briefly explain.
i. The sun
ii. Diversification process
5. Project Work
Prepare a picture of solar system. Name the planets as well.
100 Megha's Integrated Social Studies - 4
Structure oF
Lesson 4 Unit 5
tHe eartH
Objectives:
On completion of this lesson, students will be able to:
• Explain basic information about the structure of the earth.
• Draw a rough sketch of the earth.
The earth is not exactly round in shape. It looks such as an orange. It is
a little bit flatten both at the North and the South Poles. Similarly, the
middle part of the earth surface is bulged a bit.
The earth is naturally tilted at 23.5 on its axis. Both North and the South
0
Pole have been covered with thick layer of ice. Rest of the earth’s surface
is covered with water and land. There is about 71% of water and 29 % of
land on the earth.
Core, mantle and crust are the three layers of the earth.
a. Core: Core is the central part of the earth. The core is also divided
into two parts. The outer core is in liquid form and the inner core
is in solid form. There are nickel and iron mostly in both outer and
inner core. It is about 5100 km thick. It is very hot.
Megha's Integrated Social Studies - 4 101
b. Mantle: The thickest part of the earth’s mantle found in between
crust and the core of the earth. It is in semi-solid form of magma
such as toothpaste. It is about 2800-2900 km thick.
c. Crust: The outer most part of the earth is called crust. It is the
thinnest layer of the earth. It is made up of soil, rock and other
minerals. It is about 100 km thick.
The crust has mountains, plains, oceans, valleys, rivers, deserts,
etc.
Core
Mental
Crust
Our earth surface is covered with a layer of gases (air). It is called
atmosphere. The air (oxygen) contained in the atmosphere helps us to
breathe. The different living beings are found on the earth. Thus, the
earth is also called a living planet.
Glossary
flatten - become flat or uniform
tilted - move or cause to move into a sloping position
bulged - a rounded swelling
exactly - accurately; emphasize the accuracy of a figure or
description
contained - be made up of a number of things
axis - an imaginary line about which a body rotates
Teaching instruction: Help the children to make them understand the structure of the earth by comparing
with boiled egg and orange for its shape.
102 Megha's Integrated Social Studies - 4
exerciSeS
exerciSeS
1. Match the followings.
A B
a. The earth middle part of the earth
b. Core layer of different gases
c. Mental outer part of the earth
d. Crust tilted 66.5 on its axis
0
e. The atmosphere most inner part of the earth
2. Fill in the blanks choosing the correct answer.
a. The earth is shaped such as…………...........…… .(an orange/
round ball)
b. The earth has………………………of land. (71% / 29%)
c. We live in the …………………part of the earth. (inner/outer)
d. Mountains and oceans are found in ………… of the earth.
(crust/ core)
e. The earth is a …………………..planet. (death/ living)
3. Attempt the following tasks.
a. What is the shape of the earth like?
b. What is core?
c. How is mental?
d. Briefly explain about the crust.
e. Why is the earth called a living planet?
4. Project Work
Draw a picture of earth showing core, mental and crust in it.
Megha's Integrated Social Studies - 4 103
cHina - a neiGHBourinG
Lesson 5 Unit 5
countrY
Objectives:
On completion of this lesson, students will be able to:
• Talk in brief about china.
• State the main feature of China.
The People’s Republic of China is our neighbouring country. We share our
northern border with Tibet, the autonomous region of China. China is
situated in the eastern part of Asia. It is a very large and powerful country.
We have had friendly relations with China since ancient times.
Shape and size
China is roughly crescent
(half-moon) shaped. Its
area is 95,96,961 sq km. It is
about 63 times bigger than
Nepal. Its population is about
1,200,000,000. China is the
most populated country in the
world.
Physical features
Such as Nepal, China is divided Physical map of China
into three geographical regions
according to the nature of the land. These are:
- the eastern plains,
- the north-western plateau and
- the south-western plateau.
On the eastern side are plain land with fertile soil and river system. On
the western side are plateau regions bounded by the Himalayas. The
northern plateau regions have a desert called the Gobi Desert. The
southern plateau regions have snow-covered areas. Tibet is the highest
104 Megha's Integrated Social Studies - 4
plateau in the world and is called the ‘Tableland of the world”. Some of
the important rivers of China are Hwango Ho and Yangtse Kiang. Hwang
Ho is called ‘Sorrow of China’ as it often causes floods.
Climate
China is cooler than Nepal and India. From November to January the
climate remains very cold. In summer, the deserts in the north become
very hot. The rainy season begins from May.
History
The Chinese civilization is one of the oldest civilizations of the world. In
the past, China was ruled by the emperors of several dynasties such as the
Ming dynasty and Manchu dynasty. During the rule of Manchu dynasty,
a revolution took place under the leadership of Dr. Sun Yat Sen. China
became republic in 1911 AD. A communist government was established
by Mao Tse Tung in 1949 AD.
Political system
China is a people’s republic. The capital of China is Beijing. Some other
important cities are Shanghai and Chongquing. Hong Kong is under the
Chinese rule since 1998 AD and Macau since 1999AD. The head of the
state is the Psresident. There is a communist government which carries
out all governmental functions.
Social life
As China is a communist country, it has no state religion. However, most
of the people follow Confucianism. There are also a large number of
people following Buddhism and Taoism. China also has a few Christians
and Muslims. The people of China speak Chinese. They eat rice, different
vegetables and a lot of sea food. They drink a lot of tea. Chinese food is
enjoyed all over the world.
Economic life
China is an agricultural country. It produces rice, wheat, sugarcane,
tobacco, etc. Chinese silk is famous all over the world. It has coal, iron,
tin and aluminum mines. There are many large scale and small scale
Megha's Integrated Social Studies - 4 105
industries producing various goods such as textile, cement, steel and iron,
cigarette, tobacco, etc.
Chinese goods are also famous for being very cheap. China exports plenty
of goods such as silk, clothes, toys, sports equipment, tea, etc. worldwide.
It imports cotton, rubber, fertiliser, etc.
Co-operation between Nepal and China
The relationship between Nepal
and China is very old. During
the Lichchavi period, Bhrikuti,
the daughter of Amsuverma,
was married to the Tibetan King
Tsrong Tsang Gompo. She spread
Buddhism in China. During the
Malla period, a Nepalese architect
Araniko went to China and built
pagoda style temples and houses in
China. The Chinese liked it so much
that they adopted it completely.
Today most Chinese structures
have Araniko’s pagoda-style. Our
diplomatic relations with China
started since 1955 AD.
There has been a very good trade Arniko
relationship between the two
countries. Nepal imports a lot of goods from China. There are frequent
visits of heads of the state and other senior officials. Cultural exchange
also takes place between the two countries. China helps Nepal in many
ways. It has completed many projects in Nepal and helped Nepal set up
many industries such as paper mills, sugar mills, brick factories, etc.
106 Megha's Integrated Social Studies - 4
Glossary
autonomous – able to govern itself or control its own affairs
plateau – an area of flat land that is higher than the land
around it
dynasty – a series of rulers of a country who all belong to the
same family
communist – a person who believes in or supports communism
republic – a country that is governed by elected representative
of the people, where there is no king or queen
Confucianism – religion founded by Confucius in China
Taoism – religion founded by Tao
Teaching Instruction: Teach the students about the relationalship between Nepal and China. Explain
them the importance of the relations.
exerciSeS
exerciSeS
1. Name any two Chinese things you like most and write why you like
them.
2. Tick () the correct answer.
a) The capital of China is:
i. New Delhi ii. Beijing iii. Kathmandu iv. Shanghai
b) Hong Kong came under Chinese rule in the year:
i. 1996 AD ii. 1997 AD iii. 1998 BS iv. 1999 AD
c) The main religion of the Chinese is:
i. Confucianism ii. Hinduism iii. Buddhism iv. Taoism
d) River __________ is called the Sorrow of China:
i. Bagmati ii. Hwang Ho iii. Yangtse Kiang iv. Gange
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e) An autonomous region of China is
i. Shanghai ii. Beijing iii. Tibet iv. Macau
3. Fill in the blanks.
a) The area of China is __________ .
b) The population of China is __________ .
c) Macau is under the Chinese since __________ .
d) Bhrikuti was married to a Tibetan King named _________ .
e) __________, a Nepali architect, established the pagoda
style in China.
4. Attempt the following task.
a) Write a paragraph on the shape, size and physical features
of China.
b) Give a brief description of China’s history and the present
political system.
c) Which river is called the ‘Sorrow of China’? Why?
d) How did Araniko and Bhrikuti help in strengthening Nepal
China relationship.
e) Write a brief description on the social and economic life of
the Chinese people.
f) Write some lines on the relationship between Nepal and China.
5. Project Work.
Draw the physical map of China. Include possible domestic borders.
108 Megha's Integrated Social Studies - 4
india - a neiGHBourinG
Lesson 6 Unit 5
countrY
Objectives:
On completion of this lesson, students will be able to:
• Write an introduction of India.
• State the main features of India.
Our neighbours include China,
India, Pakistan, Bangladesh,
Bhutan, etc. Nepal shares its
borders with some of these
countries and is physically very
close to both India and China.
However, Nepal also shares
friendly relations with many
other countries. Today we are
going to learn about one of our
closest neighbours – India.
India – an introduction
India is one of the largest
countries of the world. It is
our neighbour. We share our India and its neighbours
border with India on three sides – east, west and south. Let us know
something about our neighbour, India.
Shape and size
India has an almost triangular shape. Its area is 32,87,590 sq km. It is
about 23 times bigger than Nepal. It has a population of over 900 million
people. It is the second most populated country in the world.
Physical features
India has a variety of physical features. It has mountains in the north,
Megha's Integrated Social Studies - 4 109
followed by fertile valleys. The central part has a plateau called the Deccan
plateau. The western and the eastern flanks are the coastal areas which
are flat. The western part of India has a desert and some of her important
rivers are Namada, Kaveri, Gange, Indus, Bramhaputra, etc.
Climate
In the northern mountains the climate is cold throughout the year. The
climate becomes warmer as one travels south. The coastal regions have
almost similar climate throughout the year. This country receives monsoon
rain in summer.
History
Indian civilization is one of the oldest civilizations in the world. Many
rulers ruled over different parts of India in the past. Some great Indian
rulers include Ashoka the Great and Harshavardhan, Akbar the Great and
Shah Jahan. India was also occupied by the British till 1947 AD. India got
independence from the British rule on the 15th of August 1947 AD.
Political system
India is a democratic country. It is divided into 27 states and six Union
Territories. Its capital is New Delhi. Some other cities of India are Chennai,
Mumbai, Kolkata and Bangalore. Each state has an elected government.
There is also an elected central government working from New Delhi.
India does not have a king. It is a republic and has an elected president.
The President is the head of the state.
Social life
India is a secular country. There are Hindus, Buddhists, Muslims, Sikhs,
Jains, Christians and many other religious groups. They perform their rites
and rituals similar to ours.
People eat rice or chapati along with dal, vegetables and meat. They drink
tea, coffee and milk. They celebrate different festivals such as Durga Puja,
Depawali, Holi, Eid, Lhosar, etc.
110 Megha's Integrated Social Studies - 4
Economic life
Agriculture is the main occupation of the people. In recent years,
industries have developed as well. It manufactures many things including
electrical and electronic goods, vehicles, etc. It exports tea, coffee, jute,
tobacco, vehicles, medicines, etc. It imports oil, copper, tin, fertilizers, etc.
Most parts of India are connected by roads, railways and air services. The
important sea ports for trade are Mumbai, Kolkata and Chennai.
Co-operation between Nepal and India
There has been a very close relationship between Nepal and India. The
social, religious and cultural life of the people in both countries are similar.
Every year many Indian pilgrims visit Pashupatinath temple, Lumbini,
Janakpur, etc. and the Nepalese people visit Kashi, Gaya and other places.
There is a good trade relationship between the two countries. Nepal
exports food grain, ghee, herbs, ginger, timber, etc. to India and imports
salt, iron, machinery goods, etc. Both the governments of Nepal and
India have helped each other in many ways. Many projects of common
interest have been executed which have helped the people. A constant
contact has been maintained, both at the levels of the government and
the people.
Trauma Center
Megha's Integrated Social Studies - 4 111
Glossary
desert – a large area of land that has very little water and a
very few plants growing on it
coast – a land beside or near the sea or ocean
civilization – a state of human society that is developed and
organized
independence – a state when a country is politically independent
Teaching Instruction: Teach the students about the relationship between Nepal and India and about the
similarity of religion and culture.
exerciSeS
exerciSeS
1. Have you ever visited India? If yes, which places have you been
to and what did you see? Write a few paragraphs on them. If no,
which place would you like to visit and why?
2. Tick () the correct answer.
a) Which country lies to the north of India?
i. Pakistan ii. Bangladesh iii. Sri Lanka iv. Nepal
b) When did India get independence?
i. 1949 AD ii. 1946 AD iii. 1947 AD iv. 1948 AD
c) Which is the capital of India?
i. Mumbai ii. Chennai iii. Kolkata iv. New Delhi
d) What is the main occupation of the people of India?
i. industry ii. agriculture iii. trade iv. service
e) How many states are there in India?
i. 27 ii. 28 iii. 29 iv. 30
112 Megha's Integrated Social Studies - 4
3. Attempt the following task.
a) Describe the physical features of India.
b) Write one paragraph on the history and one on the political
set up of India.
c) Describe the social and economic life of the people of India.
Compare it with that of Nepal.
d) ‘Nepal and India share a common culture’. Justify this
statement.
4. Project Work
i. The picture of India with its neighbouring countries is given
below. Locate them and write their names.
ii. Name any two for each of the following with reference to
India.
i. cities ii. rivers iii. ports iv. festivals
v. religions vi. occupations vii. importing items
viii. exporting items
Megha's Integrated Social Studies - 4 113
Unit 6
our PaSt
114 Megha's Integrated Social Studies - 4
tHe HiStorY oF mY
Lesson 1 Unit 6
Place nuwakot
Objectives:
On completion of this lesson, students will be able to:
• Describe in brief, about historical background of their places.
• Write about some of the places of historical importance.
Importance of historic place/heritage We can preserve them by:
Source of historical foundation Effective rules and regulation
Pride and identity Efforts from government/NGos/
INGOs
Place of tourist attractions By different project and program
Source of foreign currency By local clubs and organizations
Source of employment By people’s participation( we
ourselves)
Nuwakot is a small town in Nuwakot District. Bidur Municipality is one of
the popular centers of it. It lies at the bank of Trishuli river about 75 Km
North-West from the capital city, Kathmandu. It is a historic and major
place for tourist attraction.
Megha's Integrated Social Studies - 4 115
Nuwakot used to be a kingdom of Chaubise states before. The great King
Prithivi Narayan Shah had invaded Nuwakot for greater Nepal in 1801 BS.
Nuwakot was also made capital city of Nepal from 1801 to 1825 BS.
Nuwakot was popular as ‘Nawakotta’ before. It means, there used to be
nine forts (Killa). Nuwakot was the main fort among Belkot, Bhairabkot,
Kaliakot, Malakot, Dhuwankot, Pyaskot, Simalkot and Salyankot. In course
of time, people felt comfortable to say Nuwakot instead of ‘Nawakott’.
So, it is believed that the name ‘Nuwakot’ was derived from ‘Nawakott’.
The forts were usually made on high altitude to protect kingdom from
enemies.
The famous Sat Tale Durwar (seven storey palace) of Nuwakot was built by
Prithivi Narayan Shah in 1762 AD. He had called the architects and labours
from Lalitpur to build this palace. In 1793 AD the King Rana Bahadur Shah
met the British representative Mr. William Kirkpatric in the same palace
just after the Nepal-China war.
Apart from this, rest houses, dabalis(inn), temples and stupas of historical,
cultural and archeological significance were built in Nuwakot. Among
them Rangamahal, Garad Ghar, Topkhana and Barudkhana are major.
Similarly, the cultural performances such as Bhairabi Jatra, Narayan
Jatra, Gai Jatra, Shipai Jatra, Devi Jatra, Lakhe dance, Fulpati and Krishna
Janmastami, etc. are still observed with pride since Malla period. Bhairab
Bhairabi temple is popular for ferocious forms of Lord Shiva and goddess
Parvati with a significant model of sculpture art.
Now, ‘Prithvismarak,’ has a statue been erected in Devighat to pay
respect to the Great King Prithvi Narayan Shah.
116 Megha's Integrated Social Studies - 4
Glossary
erected - rigidly upright or straight
sculpture - carving stone or wood or by casting metal or plaster
ferocious - savagely fierce, cruel, or violent
significance - the quality of being worthy of attention; importance
archeological - the study of human history and prehistory through
the excavation of sites and the analysis of artefacts
and other physical remains
enemies - persons who are actively opposed or hostile to
someone or something
invaded - an armed forced enter into a country or region and
occupy it
Teaching instruction: Help the children to learn about the history of their community/region including
historical personality, heritages, culture, traditions, historical events and protection of such property
and heritages.
exerciSeS
exerciSeS
1: Tick (√) for true and cross (X) for the false sentences.
a. Bidur municipality is in Nuwakot of Bagmati zone.
b. Nautale Durwar (palace) was built by PN Shah in Nuwakot.
c. There used to be nine ‘Kott’ (fort) around Nuwakot before.
d. The great king Prithivi Narayan Shah unified Nuwakot in
1801 BS.
e. Nuwakot was the part of twenty two states before
unification.
2. Fill in the blanks choosing the correct answer.
a. Nuwakot was the major …….........………… during unification.
(fort/ court)
Megha's Integrated Social Studies - 4 117
b. Nuwakot was also made as ……………….of Nepal for 25 years.
(capital/hospital)
c. There used to be ………….’Kott’ around Nuwakot. (8/9)
d. ‘Prithivi Smarak’ has been built at ……..(Devighat/Deughat)
e. …………………….met the British representative Mr. William
Kirkpatric in Saat Tale Durwar, Nuakot.
3. Attempt the following task.
a. Where do you live? Is there any historical place in your
village/town? Write some sentences.
b. Write any three importances of a historical place.
c. Should we destroy historic place/things or preserve them?
d. How can we preserve such historical places /things?
e. What are the methodologies used to preserve such historical
place in your village / town?
4. Project work:
Collect information as the given model below and prepare a report
either on the historic place or temple or historic thing available in
your village/town.
Name : ...............................................................................................
Location : ...........................................................................................
Background : ......................................................................................
Story : ................................................................................................
Present Condition: .............................................................................
Events : ..............................................................................................
Your View : .........................................................................................
118 Megha's Integrated Social Studies - 4
oriGin oF
Lesson 2 Unit 6
tHe word ‘nePal’
Objectives:
On completion of this lesson, students will be able to:
• Write and elabrate the meaning of ‘Nepal’ and its origin.
We all know the name of our
motherland is Nepal. And, it is very
important for all of us to know how
Nepal is named. We can read about
Nepal and its facts in ancient books.
Nepal was in existence as early
as three thousand years ago. In
ancient times the Kathmandu valley
was called Nepal. There are different
beliefs and opinions about the origin
of the word “Nepal”. It is believed
that Nepal is named on the basis of
religions, races and languages.
According to the religious belief of
Hindus, Lord Krishna came to Nepal with some milkmen in Dwaparyuga.
The milkmen brought their cows with them. The milkmen were called
Gopals. It was believed that one cow used to give milk only at a particular
place everyday. One milkman saw this and tried to find the reason. Before
the milkman could find the reason, he was killed by some powerful rays
coming out from the shrine of Pashupatinath. Later the saint Ne made
Bhuktiman, the son of the milkman, the king of Nepal. It is said that
from the name of saint ‘Ne’, Nepal was named. In the same ways, the
Gopals(milkmen) were called ‘Nippa’ and then home was called ‘Aalaya’.
From the coinage of these two words ‘Nepal’ was named.
Megha's Integrated Social Studies - 4 119
According to Swayambhu Puran, in the beginning, the present Kathmandu
valley was a lake. Manjushree Bodhisatwo came to Nepal from China and
cut the hill near Chobhar. Then the water passed out through the gorge
and the Kathmandu valley became suitable for settlement. The Chinese
people started to call it ‘Nipolo’. Since then, it is believed that the word
Nepal derived from Chinese word ‘Nipolo’.
In the other hand, it is said that Nepal was named after Tibetan words ‘Ne’
and ‘Pal’. In Tibetan language ‘Ne’ means home and ‘Pal’ means ‘wool’.
The joint form of these two words mean ‘home of wool’. In ancient times,
Nepal was famous for sheep and wool. It may be true that the word Nepal
originated from Tibetan language. Besides, in the Limbu language, Nepal
means a plain land. As the Kathmandu valley is a plain, it may have been
named as Nepal. Old people still understand Kathmandu as Nepal.
Glossary
motherland – a country of birth
existence – a state of being alive
origin – point of beginning
gorge – a deep narrow valley
Teaching Instruction: Explain to the students about the origin of the word ‘Nepal’ according to religions,
languages and castes.
120 Megha's Integrated Social Studies - 4
exerciSeS
exerciSeS
Think and answer:
1. Fill in the blanks.
a) In ancient times __________ was called Nepal.
b) Nepal means wool house in __________ language.
c) According to Hindus view, Lord __________ came to Nepal.
d) According to the Limbu language, Nepal means ________ .
e) In the beginning, the Kathmandu valley was a __________ .
2. Attempt the following task.
a) How is Nepal named according to the Hindus view?
b) What is the meaning of Nepal in Tibetan language?
c) Why did people call Kathmandu valley as Nepal?
d) Who still understand Kathmandu valley as Nepal?
e) What did saint Ne do?
3. Write a paragraph using the following information.
Nepal ......... area (1,47,181 km2) ............. 7 states, 77 districts .......
............................. three geographical belts (Mountains, Hilly, Tarai)
......................... 35,290,342 (2074 BS)............ peaceful ...............
democratic
4. Project Work
Draw a picture of any temple in your exercise book.
Megha's Integrated Social Studies - 4 121
contriButionS oF
Lesson 3 Unit 6
our martYrS
Objectives:
On completion of this lesson, students will be able to:
• Name the martyrs of our country.
• Enlist some contributions made by them.
Dasrath Chand Dharma Bhakta Mathema
Martyrs are those people who sacrifice their lives for the sake of the
nation and its people. Soldiers, civil servants, politicians, social workers,
etc. cannot be called as martyrs if they die in accident during their duties.
Only the people who sacrifice their lives when the nation is in great risk
can be called martyrs.
We should feel proud of our martyrs because it is due to them that we
are enjoying our rights and freedom. Many selfless brave Nepalese have
sacrificed their lives for the sake of the nation and the people in different
movements. During the Rana regime for 104 years, four brave Nepalese
sons attained martyrdom in 1997 BS. They are Dharma Bhakta Mathema,
Ganga Lal Shrestha, Sukra Raj Shastri and Dasarath Chand. We should
122 Megha's Integrated Social Studies - 4
Ganga Lal Shrestha Shukra Raj Shashtri
pay great tribute to them. They raised voice against the Rana regime.
They made the people aware of democracy in the country. Due to their
contributions, the people fought against the Rana regime and democracy
was introduced for the first time in Nepal in 2007 BS. These four great
sons of Nepal sacrificed their lives to bring democracy in Nepal. Thus
every year on 16th of Magh, we observe Martyrs’ Day to honour and
remember the contribution of these martyrs. During the Martyrs’ Day,
the officials, ministers and common people visit Sahidgate in Kathmandu
to pay homage to them. They offer flowers and garland on the statues of
the martyrs.
Similarly, during the first people’s movement 2046 BS Sagar Singh of
Lalitpur district attained martyrdom. Besides many people had sacrificed
their lives in this movement to end the Panchayat system. Finally, people
overthrew the panchyat system and multiparty system was introduced in
Nepal.
During the second people’s movement 2062/63 BS, thousands of people
came to the street to oppose the direct rule of the then king Gyanendra Bir
Bikram Shah. Bhimsen Dahal of Pokhara attained first martyrdom in this
movement. Besides twenty five people attained martyrdom in different
places of the country. Finally, the king handed the state power over to the
people on 11th Baisakh, 2063 BS.
Megha's Integrated Social Studies - 4 123
Recently, government of Nepal declared 8500 people as martyrs. This
decision was taken by the government on 9th Poush 2065 BS. These
martyrs were taken from Maoist revolution, Madhes movement and
racial group movement in different places of the country. Still there may
be many martyrs in our country who have sacrified their lives for the sake
of the country. We should search for them and honour them. We should
fulfill the dreams of our martyrs.
Glossary
regime – reign or ruling period.
martyrdom – the suffering or death of a martyr
tribute – great respect
homage – deep respect often after death
sacrifice – to give up something that is valuable
revolution – an attempt to bring change
movement – an act of moving something
Teaching Instruction: Explain to the students about the Martyrs. Who can be called martyrs?
exerciSeS
exerciSeS
Think and answer.
1. Write True or False for the following statements.
a) Martyrs sacrifice their lives for the sake of their family.
b) We should show deep respect for the martyrs.
c) Any people can be called martyrs if they die during
their duties.
d) Martyrs are great sons of the nation.
e) We should not fulfill the dreams of our martyrs.
124 Megha's Integrated Social Studies - 4
2. Match the following dates with events.
a) 2007 BS Four martyrs attained martyrdom
b) 2046 BS People's Movement II
c) 1997 BS Martyrs Day
d) 2062 BS Democracy Day
e) 16th of Magh People's Movement I
3. Attempt the following task.
a) Who are called martyrs?
b) How many martyrs attained martyrdom in 1997 BS? Name
them.
c) When do we observe Martyrs’ Day?
d) How is Martyr's Day celebrated?
e) What was the main achievement of the first people’s
movement 2046 BS?
4. Project Work
Identify two martyrs and write a paragraph on each.
Name:
Name:
Megha's Integrated Social Studies - 4 125
Unit 7
our economic actiVitieS
126 Megha's Integrated Social Studies - 4
Lesson 1 reSPect to laBour Unit 7
Objectives:
On completion of this lesson, students will be able to:
• Describe the occupations or professions
• Suggest some points why to respect all kinds of labour
(Ramu, Hushain, Tshring and Rubin are good friends and neighbours too.
They are talking while getting back to home from school. The summary of
their conversation was about need and importance of labour)
Tshring: (looking at Ramu’s shoes) Ramu, did you throw your torn
shoe? You are wearing a new pair.
Ramu: No, I have given them to the cobbler Basanta Dai (brother)
to repair them. He is a very hard working person.
Rubin: You are right. Tailor Nirmala Didii (sister) also works hard.
She is sewing frock for my sister.
Hushain: I agree to you both. If they stop their occupations we may
have to come in difficulties.
Tshring: Yes, probably we have to walk bare foot or without
cloths.
(They saw potter man Bir Bahadur taking rest with his
potteries on the chautaro.)
Megha's Integrated Social Studies - 4 127
All the boys: Namaste, Bir Bahadur Dai (brother).
Bir Bahadur: Namaste Nani (children). I just got tired, so taking a rest.
Tshring: It’s all right Bir Dai. You work very hard. You have made
Gagris for us to keep water. We make popcorn in Handi.
Makal is very useful during winter to make fire in it even
inside the room. It works as heater. I have many coins in
my piggy bank made by you.
Bir Bahadur: (smiles) Thank you Nani(children), It’s our occupation and
it helps us to run our family too. But, I am worried because
people are attracted over plastic or aluminum vessels.
Our occupation is gradually coming at extinction.
Ramu: Yes, I agree. Our teacher was also telling that clay pots are
comparatively environmentally friendlier than plastic items.
But it is difficult to make people understand about it.
BIr Bahadur: You small children have known a lot about the value of
soil and clay. May God bless you all!
All the boys: All right Bir Dai, our parents will get worried. We have to
reach at home on time and help them in work. Namaste.
(All of them join their hands to Bir Bahadur and continuing
their conversation)
128 Megha's Integrated Social Studies - 4
Hushain: Rubin, do you know the occupation of the people in our
village?
Rubin: Yes, I know. Most of the villagers are farmers. They grow
food crops, vegetables, pulses and fruits. My father milks
buffalo and we sell milk, ghee and yoghurt in the market.
This work helps us to live a better life.
Tshiring: Yes. If the farmers stop working we cannot have food to
eat. As you know my parents are running a small tea stall.
It helps us to survive. Our neighbour, Naresh and his
family also weaves clothes. Samar Bahadur is an expert
in weaving Doko, Dalo ,Nanglo, etc. They sell them in the
market and it helps running their family.
Ramu: Yes, people are engaged in different occupations or
professions. Their hard works provide all those things
necessary to us. I think each and every works are equally
important and no works are small because we need such
things and services every day.
Hushain: Yes, we should not under estimate the labour. All the
sweats of people from genuine labour are same. Each
and every works need labour, skill and ability to do. We
shouldn’t stay idle without work.
All the boys: Yes, we should not care about size and grade of the works.
Otherwise, we cannot have food to eat. We should engage
ourselves at any of the suitable work. We should try our
best to modify our works and occupations suitable in
accordance of time and place. We should not hesitate to
do labour. We must respect labour.
Megha's Integrated Social Studies - 4 129
Glossary
potteries - pots, dishes, and other articles made of fired clay
modify - make partial or minor changes
genuine - truly what something is said to be; authentic
estimate - roughly calculate or judge the value
expert - a person who is very knowledgeable about or
skilful in a particular area
survive - continue to live or exist
comparatively - to a moderate degree as compared to something
else; relatively
vessel - a hollow container, especially one used to hold
liquid, such as a bowl or cask
Teaching instruction: Help the children to understand the value of work as they are our source of living.
Show them the pictures of different professions and the occupations. Encourage them to work at home
or help the parents on their work since no work is small. Respect to labour is important.
exerciSeS
exerciSeS
1. Look at the pictures and write about them.
130 Megha's Integrated Social Studies - 4
2. Prepare a bar diagram for the people involving in different
occupations in your neighbourhood as shown below:
Bar diagram for the number of people involve in different
occupations in the neighbourhood of Ramu
30
No of people 20
25
15
10
0 5
agriculture trade service other (cobler/mason/
carpenter)
3. Attempt the following task.
a. Name the occupation or profession of your parents/family.
Do you like it or not? Why?
b. Prepare a chart for any of your five neighbours and their
different works.
c. What would happen if people stopped work?
d. Why do people work?
e. Why do we need to respect labour?
4. How do you help your parents at home? Show in the table as below.
Type of the work How do you help
At the kitchen
To clean the house
5. Project Work
Visit your community. Write a letter to your friend about ‘No Work Is
Small’ with examples.
Date: ..............
Dear .................
........................................................................................................
........................................................................................................
........................................................................................................
Megha's Integrated Social Studies - 4 131
care oF PerSonal
Lesson 2 Unit 7
BelonGinGS
Objectives:
On completion of this lesson, students will be able to:
• Take care of their belongings.
• Suggest their friends some measures to protect them.
Karima is an ideal student. She always
obeys and respects her teachers,
parents and elders. She is very good
at studies. She is smart in every field.
Being a student, she always takes
care of her belongings, especially her
clothes and other materials.
Karima loves her clothes. She always
wears clean clothes. She has three
sets of clothes. They are uniform to
wear in the school, clean clothes to
wear at home and clean and nice Karima washing her clothes
clothes to wear when she goes out with her parents during ceremonies
and festivals. She always changes her school uniform and party wears
when she is at home. She keeps them herself at right places. She always
goes to the school in neat uniform. She is like by the teachers and her
friends in the school.
Karima knows that wearing new clothes doesn’t make a person beautiful.
She does not ask her parents to buy more new clothes. Rather she protects
her cloths. She washes her clothes herself with washing powder or soap.
She rinses them properly and dries on a rope.
She does not twist her clothes to dry. It causes damage to the clothes.
All of her clothes look such as new. There is no stain in her clothes at all.
132 Megha's Integrated Social Studies - 4
They are not torn and discoloured.
She knows that protection of clothes
gives them long life.
Karima asks her parents to bye
clothes as many as she really needs.
Otherwise, she thinks buying more
clothes is spending parents money.
She like to save her parents’ money
for her further studies. She always
helps her parents to save money by
not wasting the money on buying Karima ironing her clothes
unnecessary things. The money that
is saved becomes useful for the further studies.
Karima always takes care of her other materials as well. She takes care of
her books, copies, bag, toys, etc. She has a quality of a student. She can
be a great person in future.
Glossary
ideal – good
belongings – materials or things of our daily use.
rinse – clean with water only
twist – to turn
stain – a spot or dirty mask
discoloured – changed colour.
Teaching Instruction: Ask the students to take care of their belongings by citing the example of
Karima.
Megha's Integrated Social Studies - 4 133
exerciSeS
exerciSeS
Think and answer.
1. Rewrite the following sentences with correct information based
on your experience.
a) I look smart in dirty clothes.
b) I always wear the same clothes.
c) I wear party clothes in school.
d) I throw the clothes on the floor.
e) I never wash my clothes.
2. Write True or False for the statements.
a) Mud makes our clothes clean.
b) We should buy new clothes every month.
c) We should wash our clothes ourselves.
d) We should not take care of our belongings.
e) We should wisely use our clothes.
3. Answer these questions.
a) What types of clothes do you wear most of the time?
b) How do you take proper care of your dress?
c) Do you put on school uniform in a party? Why?
d) When do you such as to buy new clothes?
e) Is it wise to buy new clothes all the time?
f) Why should not we buy more clothes?
g) What are the good habits of Karima?
4. Draw a picture of your school uniform and colour it.
134 Megha's Integrated Social Studies - 4
local GoodS and
Lesson 3 Unit 7
tHeir uSeS
Objectives:
On completion of this lesson, students will be able to:
• Enlist some names of local goods.
• Suggest some points for their promotion.
Nepal is a developing country. It has
many remote places. It has many
villages. The people who live in the
villages are mostly farmers. They
grow different kinds of crops in
different seasons. Farmers grow food
crops as well as cash crops. Besides
agriculture, the farmers in the villages
also produce some goods for their
daily use.
They make different goods for different
purposes. They mainly produce goods
such as, furniture, utensils, mats,
baskets, ropes, clay pots, blankets,
beaten rice, mustard oil, ghee, curd,
jam and many more.
They also grow some seasonal fruits
and vegetables. They use most of the
products at their homes and villages.
If they have surplus, then they sell in Local goods being produced
the market to earn money. The money
is used to buy the goods which they cannot produce in their villages.
Whatever goods the villagers produce, they use them for different
purposes. They use mat and furniture for sitting. Similarly, they use
baskets to keep things. Some female members weave woollen blankets,
Megha's Integrated Social Studies - 4 135
woollen sweaters for in winter season.
They also weave woollen as well as
pashmina shawls for their own use.
They also make beaten rice locally
and use for Tiffin.
The villagers rear different kinds of
domestic animals such as goat, cow,
buffalo, sheep, duck, hen, yak, etc.
They produce milk products such
as ghee, butter, curd from the milk.
They also produce leather and fur from animals. They eat meat of some
domestic animals such as goat, sheep, duck, etc. They sell most of their
products in big towns and cities of the country.
To use local goods is to create job opportunity villagers. It can increase
their earning which can be helpful to the villagers to uplift their living
standard. We should always remember that to use local goods is to
develop the nation right from the grass-root level.
Glossary
produce – make
seasonal – of the season
surplus – overflow
weave – knit
rear – to look after, grow
Teaching Instruction: Ask the students to list out the goods made in their locality and how they are
used.
136 Megha's Integrated Social Studies - 4
exerciSeS
exerciSeS
Think and answer.
1. Fill in the blanks.
a) The people of villages are mostly __________ .
b) Farmers grow different __________ .
c) Farmers sell their surplus products to earn __________.
d) Villagers ________ different kinds of domestic_________.
e) To use local goods is to create job __________ .
2. Write Yes or No in the books.
a) Is your family involved in agriculture?
b) Does your mother run a shop?
c) Does your brother work in an office?
d) Does your sister weave sweater?
e) Does your family keep animals at home?
3. Attempt the following task.
a) What is the main occupation of the people of villages of Nepal?
b) What are the other activities done by farmers?
c) What are the main works of female of villages?
d) Why do people rear animals?
e) Why should we use local goods?
4. Make a list of goods produced in your locality.
i)
ii)
iii)
iv)
v)
Megha's Integrated Social Studies - 4 137
Lesson 4 our occuPationS Unit 7
Objectives:
On completion of this lesson, students will be able to:
• Enlist different occupation in a village.
• Differentiate among various occupations.
Nepal is a developing country. It has
many villages. Villagers do different
activities in the villages. Agriculture
is usually the main occupation of the
villagers. Besides agriculture, they are
also involved in different occupations.
The villagers make mats, carpets,
baskets, pots, sweaters, school bags,
clay pots etc. These products are sold in
the local market to earn money. Some Pottary
villagers are attracted to commercial bee-keeping, animal husbandry,
pig farming and poultry farming. They are attracted in these occupations
because of less money required to run the activities and also they make
good profit.
These days, the villagers are attracted
towards mushroom farming. They
grow mushroom at their home and
sell in the market to earn money.
Some of the villagers are involved in
growing fruits such as apple, orange,
banana, mango, etc. The fruits are sold
in the market. The villagers also grow
vegetables and sell in the market. Dairy farm
The villagers produce milk products from the milk of cow, buffalo, yak,
goat and sheep. They make cheese, curd, butter, ghee from the milk
138 Megha's Integrated Social Studies - 4
and sell in the market. Besides, they also weave baskets, woolen socks,
sweaters, etc.
Gardening
The villagers carry out different economic activities in the village. They
work hard to earn money. They spend the money for the education of
their children. Their children also help them to do different activities. The
villagers try their level best to raise their living standard doing different
economic activities.
Glossary
activities – tasks/actions
commercial – business purpose
animal husbandry – rearing cattle
poultry farming – rearing chickens
Teaching Instruction: Ask the students about the occupations of their parents, elders, etc.
Megha's Integrated Social Studies - 4 139
exerciSeS
exerciSeS
Think and answer.
1. Fill in the blank.
a) Villagers do different __________ in their villages.
b) Some villagers are attracted to __________ bee keeping.
c) __________ is the main occupation of the villagers.
d) The fruits are sold in __________.
e) The villagers spend their money for the __________ of
their children.
2. Answer these questions.
a) What is usually the main occupation of villagers?
b) What are the other economic activities of villagers?
c) What do villagers do with their products?
d) Why do villagers earn money?
e) How can villagers raise their living standard?
3. Visit your locality and make a list of different occupations that the
people there are engaged with.
4. Project Work
Visit a few farmhouses nearby your house to inquire about their
products and complete the following table. Prepare a questionnaire
before you visit the farmhouses.
Types of farmhouse Types of goods
140 Megha's Integrated Social Studies - 4
creatiVe art
LINE ARt
1. Let's Draw Different Figures 142
CoLoUR ARt
2. Let's Create Light and Bright Colours 143
PRINtING WoRk
4. Printing Work 144
CoLLAGE
5. Collage 147
CLAy WoRk
7. Clay Work 148
oRIGAMy
8. Handwork from Paper 149
CoNStRUCtIoN WoRk
9. Construction Work from Wire 151
VoCAL
10. Singing National Anthem and Class Song 152
11. Local or Folk Songs 154
MUSIC
12. Practicing Madal 155
DANCE
13. Dance 156
ACtING
14. Acting 158
Megha's Integrated Social Studies - 4 141
let'S draw
Lesson 1 Unit 1
diFFerent FiGureS
Students can draw pictures of
different objects keeping them
in the front. It will help them to
know their colour, shapes and
other things and draw them.
Objects have different shapes
such as triangle, round, half Bucket Fish
round, square. etc. Such objects
can be brought in the class for
drawing. Things which have fixed
shape outside the class can be
observed and drawn.
Observe the pictures above Flower Bird
having fixed shape.
exerciSeS
exerciSeS
Attempt the following instrctions.
a) Collect some objects from class and draw looking at them.
b) Draw five objects with different shapes.
c) Look outside the window of your class and draw the scene that you
see.
d) Draw three pictures of objects having fixed shape and three not
having fixed shape.
142 Megha's Integrated Social Studies - 4
let'S create liGHt
Lesson 2 Unit 1
and BriGHt colourS
Objects around us have light and bright colours. In order to make objects
real, we can make their colours light or bright. By adding water, colours
can be made light. Pictures look bright and beautiful if bright and light
colours are arranged properly. By colouring an object once, it gives light
shade while repeated colouring gives dark shade. Observe the pictures
below with light and dark shades:
Object in dark shade Object in light shade
exerciSeS
exerciSeS
Attempt the following instrctions.
a) Draw a picture and colour it with light colour.
b) Practise to get light shade by mixing water in colour.
c) Mix white colour to get light shade.
d) Try to get dark shade by colouring it repeatedly.
e) Try to get dark shade by mixing little black colour.
f) Draw a picture using different colours.
Megha's Integrated Social Studies - 4 143
Lesson 3 PrintinG work Unit 1
We can print different shapes and patterns by painting the surface of
different objects. Such painting in known as printing. Printing can be done
by sprinking, pressing and rubbing.
A. Printing using the surface of a potato
We can print (impress) different patterns from potatoes. Look at the
following process of making potato print.
Potato cut into half Make pattern on
the surface of potato
Smear colour on potato Print by impressing the cloloured
potato on a target surface
144 Megha's Integrated Social Studies - 4
B. Smearing colour on the surface of leaves
Leaf Painted leaf Leaf impression
There are different types of leaves. By smearing colours on the back of
these leaves, printing can be done on plain paper. You can create pictures
by using leaf printing. Select the leaves which have distinct vains and smear
any colour on the back and print on the plain paper as shown above.
C. Printing by scratching coarse object having pattern by keeping paper
on it
Impression of coins on paper Impression of objects on paper
We can get impression as above by scratching pencil or crayon on the paper
kept on a hard object. Such printing is known as printing by scratching.
For this work, take a page of white paper, keep a coin under it, then rub
crayon on it. You can see the figure of coin on the paper, after a while.
Megha's Integrated Social Studies - 4 145
D. Printing by using stencil
Stencil is a design as shown above which is made by cutting a thick paper.
Put the designed part in another paper and colour the empty space
spraying colour with a tooth brush. Follow the following procedure:
Design of stencil Impression from the stencil
exerciSeS
exerciSeS
Attempt the following instrctions.
a) Using potatoes, carve two designs.
b) Create designs using these impressions.
c) Get impression using leaves.
d) Make a flower using leaf impression.
e) Prepare stencil of different shapes cutting papers.
f) Make stencil of two objects sprinkling colours using tooth brush.
146 Megha's Integrated Social Studies - 4
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