Rama: I think, effective education and awareness programs, strict
rules, regulations and laws should be practised to control
such social evils. Besides these, there must be control over
impunity and corruption.
Teacher: Tony, you seem curious to say something. Will you like to add
some more?
Tony: Yes, sir ! We should form a children’s club and raise voices
against such evil practices. We should rally with banners
and placards. We should also aware people with posters,
pamphlets and street dramas. Different NGOs/INGOs, youth
clubs should activate themselves effectively. (Meanwhile, the
bell rings)
Teacher: Now, the bell has rang. All of you have shared your opinions
very well.
Glossary
illiteracy - the inability to read or write
prevailing - existing at a particular time and place
discrimination - the unjust or prejudicial treatment of different cate-
gories of people, especially on the grounds of race,
age, or sex
preference - a greater liking for one alternative over another or
others
superstition - excessively credulous belief in and reverence for
the supernatural
violets - fail to respect someone’s peace, privacy, or rights
obstacles - a thing that blocks one’s way or prevents or hinders
progress
tortured - great physical or mental suffering
luxuries - a state of great comfort and facilities
Teaching instructions: Help the children to acknowledge different social evils prevailing in our society.
It would be better to focus on your own community or region. Show them pictures, news clips and
examples, etc.
Megha's Integrated Social Studies - 4 47
exerciSeS
exerciSeS
1. Look at the picture. what are they about? How can we overcome
from such problems?
Boksi and torturing , gender discrimination, unnecessary
expenses during festivals, child labour.
2. Fill in the blanks with the suitable words given in the box.
Deuki caste child marriage domestic violence superstitions
a. A kind of insulations and ignorance by caste is called
…..................…. discrimination.
b. The social activities lacking scientific and logical values are
called ………................…….. .
c. Those who marry before the appropriate age is called
............................………
d. If the family members torture physically or mentally is called
…….....................…….. .
e. A young girl offered to the temple is called a ……………......... .
3. Attempt the following tasks.
a. Where do you live? Name the social evils prevailing in your
society.
48 Megha's Integrated Social Studies - 4
b. Write down the effects of social evils still prevailing in your
locality. What can you do to control such evil practices?
c. What is your opinion about existing evil practices in your
society?
d. How do you convince an ill person who goes to a Dhami/
Jhakri instead of health post or hospital?
e. Prepare few slogans against social evil prevailing in your
locality.
f. ‘Social evils violate peace.’ Justify the statement.
4. Project Work
Prepare posters for different social evils prevailing in your locality
on chart-papers. Write down their effects and controlling measures.
Hang or paste them in your classroom.
Megha's Integrated Social Studies - 4 49
PuBlic orGaniZationS
Lesson 4 Unit 3
and imPortance
Objectives:
On completion of this lesson, students will be able to:
• Name the local public organizations and their functions.
• Advocate the importance of such public organizations.
We need different facilities and services in our daily life. Our life becomes
difficult without the services such as electricity, drinking water, health
post, hospitals, etc. These types of services should be provided to all
people. So, a single person cannot do that alone. Electricity authority,
post offices, hospitals, etc. are public organizations that provide us with
such services. Hence the word ‘public’ means people. They even work for
social welfare and awareness.
The organizations are either established by the government or by a group
of people. They are different by their nature or objectives. For example,
health post and hospitals are established mostly for the protection of
people from diseases. Similarly, a post office is to deliver letters or parcels.
Electricity authority supplies us electricity.
The major objective of such public organizations is to provide services to
the people. We have to pay certain amount for those services.
50 Megha's Integrated Social Studies - 4
For example, electricity bill, drinking water bill, etc. are to be paid on
time. Having such huge organizations is the symbol of development.
Red Cross Society, Scouts are international organizations. They are
basically established for social services and welfare. They are very useful
during natural disasters. The members of the club rescue and provide
supports to the disaster victims.
Apart from these, there are local clubs that organize local sports, health
camps, awareness programs, entertainment or cleaning campaigns
around our neighbourhood. Now-a-days, some groups of women have
run self employment programs such as knitting and tailoring, beauty
parlor, etc. to generate income.
Glossary
huge - extremely large; enormous
parcels - an object or collection of objects wrapped in paper
in order to be carried or sent by post
welfare - statutory procedure or social effort designed to pro-
mote the basic physical and material well-being of
people in need
authority - the power or right to give orders
campaign - an organized course of action to achieve a goal
employment - the state of having paid work
rescues - save someone from a dangerous or difficult situation
existing - in existence or operation at the current time
Megha's Integrated Social Studies - 4 51
Teaching instructions: Help the children to understand about public organization and its importance.
Ask them the name of public organization of his/ her locality. Conduct a role play by dividing children
in different group and name them as hospital, police, bank etc. Again make few children as sick man,
bank costumer thieves etc.
exerciSeS
exerciSeS
1. Match the followings.
A B
a. a hospital protect our life and property
b. a bank helps in social welfare and awareness
c. a school cures sick people
d. a club provides education
e. the police serves us on financial matter
2. Attempt the following tasks.
a. What do you understand by a public organization?
b. Write any three contributions of public organizations.
c. Your locality/village may have a club. Write three major works
of it.
d. Which public organization do you visit the most? Why?
e. Do you involve in a club? Why?
f. What happens if a village lacks drinking water and electricity?
Write a letter to your friend describing about it.
52 Megha's Integrated Social Studies - 4
3. Write what facilities you get from the following organizations. At
least mention two points.
a. a bank b. a club c. Village Executive
Committee
d. a hospital e. a school
4. Project Work
a. List the organizations or clubs of your locality/ village and
write down the major works they do.
SN Organizations: Established Year Major functions:
Megha's Integrated Social Studies - 4 53
Unit 4
ciVic SenSe
54 Megha's Integrated Social Studies - 4
Lesson 1 riGHtS oF cHildren Unit 4
Objectives:
On completion of this lesson, students will be able to:
• Argue for their own rights.
• Name the different rights of children.
Some rights of children
Can you stay hungry for a long period of time? Can you move around
without clothes? Will you be able to achieve your goals without education?
Do you want to become ill and weak? Sure, your answer to all these
questions will be a big ‘No’. Not only you but all other children will say
‘No’ to the above questions. Children need all these things.
Children should grow and develop emotionally and socially. For this, proper
care and facilities should be provided to them. They need food, clothing,
shelter, health facilities, educational facilities, protection, entertainment
and rest. All the children have to make claims for these things from the
society. These are the rights of children.
Children can demand these rights from their parents or elders. Even
orphans have these rights. However, many children are not aware of their
rights. Thus, it is a responsibility of adults to inform them of their rights.
Megha's Integrated Social Studies - 4 55
Why should children have rights?
Children are tender and small; they are dependent on their elders. The
future of every child depends on the care, facilities and opportunities she/
he gets during his/her childhood. If children do not get what they need,
they cannot grow up to become worthy citizens of the country. In order
to grow up properly, some basic needs are to be fulfilled. These have to
be provided by the elders to all the children. Sometimes, elders ignore
these needs of the children. Hence, children should fulfill these needs, as
their rights.
Some rights of children
All children have the following rights:
- Right to food
- Right to clothing
- Right to shelter
- Right to education
- Right to health facilities
- Right to rest
- Right against torture
- Right to play/recreation
- Right to speak
- Right against labour a child forced to clean the floor:
a violation of child right
- Right to a country and identity
- Right to citizenship
These are some of the rights. There are other rights also which children
have. All these rights are called Child Rights.
Do all children have rights?
Yes! All children have rights. It does not matter whether a child is rich or
poor, has parents or is an orphan, is strong or weak, is ill or healthy-all
children have these rights and can demand these to be fulfilled.
Are all children enjoying these rights?
Many children are lucky as they are enjoying these rights. They are
getting good food, have a house to stay, wear clean clothes and get good
56 Megha's Integrated Social Studies - 4
education and health facilities. However, there are many children all over
the world who are not getting their rights fulfilled. Many children in poor
families and many orphans have to work to earn their daily bread. They
cannot go to school and do not get proper health care. In our country also
there are many children who are working as domestic helpers and cannot
go to school.
What can be done for such children?
We should raise our voices against the violation of children’s rights. We
should approach elders for help. We can also approach the Village Executive
Committee (Village Executive Committee). There are also some social
organizations which help children to get their rights. These organizations
can be approached for help. For example, Nepal Children Organization
and UNICEF (United Nations International Children’s Emergency Fund),
etc. There are laws which protect the rights of the children.
These laws and acts are present in most of the countries of the world.
We also have such an act in Nepal which is called the Children’s Act 2049
BS. Children, whose rights are not met, can take the help of such acts to
get their rights. They can approach the police or other legal agencies and
seek their help.
Do children have only rights?
When children have rights, they also have certain duties to perform. Some
of these duties are:
- respect elders and love youngsters.
- pay attention to personal hygiene.
- help people in need.
- share things with others.
- not to use abusive language or fight with people.
- study, play, eat and sleep at proper times.
Megha's Integrated Social Studies - 4 57
Glossary
tender – immature; not able to endure hardship
rights – things one is entitled to practise or possess
orphan – a child whose parents are dead
dependent – needing somebody in order to survive
ignore – refuse to take notice of
violation – to go against or refuse to obey law
Teaching Instruction: Ask the students if their rights are being violated by someone. Ask them what
rights are they enjoying at home and at school. Must participate the children in both indoor and
outdoor school activities. Encourage them to participate in it.
exerciSeS
exerciSeS
1. What rights are you enjoying at present? List them down in your
exercise book.
2. Write ‘True’ for correct and ‘False’ for incorrect statements.
a) Only some children have rights.
b) It is not necessary for children to have rights.
c) Right to education is a child right.
d) Children can do nothing if their rights are violated.
e) Basic needs of children are not to be fulfilled.
3. Fill in the blanks.
a) Children should _______ and _____ physically and mentally.
b) Children are __________ on the elders.
c) __________ children have rights.
d) We should raise our voices against the __________ of children’s
rights.
e) Children Act _______________ is a powerful act in Nepal.
58 Megha's Integrated Social Studies - 4
4. Attempt the following tasks.
a) What is meant by ‘rights of children’?
b) Why should children have rights?
c) Should all children have rights? Give reasons for your
answer.
d) List some rights of children and explain each in brief.
e) Is it true that all children are not enjoying their rights? Give
some reasons.
f) What can be done if the rights of children are violated?
g) List some duties of children.
5. Participate in following activities.
a. Election of your class monitor in the class.
b. Formation of a children club in your class or school.
c. Have you ever participated in any school program? If yes,
write about them.
d. List all a few works that you do at home. Now, complete the
table below providing reasons for why you need them.
Children rights To survive, enjoy and develop
Rights to nutritious foods
Rights to health
Rights to entertainment
Rights against discrimination
Rights to love
Rights to play
Megha's Integrated Social Studies - 4 59
6. Project Work
a. Visit your community for enlisting the names of children
who are deprived of education. Find out the reasons why
they have not gone to school and motivate them with your
suggestions.
b. Draw some sketches where there are some slogans for various
rights as shown below. Also, you can organize a rally around
the school area on the topic, "Stop Child Abuse, Ensure Child
Right."
DON'T ASK CHILDREN
TO TAKE TOOLS
INSTEAD, SEND THEM
TO SCHOOL
60 Megha's Integrated Social Studies - 4
Lesson 2 riGHtS oF women Unit 4
Objectives:
On completion of this lesson, students will be able to:
• Describe about the rights of women.
• Act for the supressed woman in there localities.
Lakeside - 2,
Pokhara
Baishakh - 2, 2074
Dear Anju,
We are all fine here in Pokhara. I hope you and your family members are
fine as well. I received your letter yesterday. I am very happy to know
about your place Pokhara from your letter. You have asked me about the
rights of women. Thank you for your concern about the rights of women.
Let me try my best to clear you about the rights of women.
As we all know that rights are granted for the overall development of
an individual in the society. Accordingly, we the citizens are granted
different fundamental rights by the constitution. Among them, one of the
Megha's Integrated Social Studies - 4 61
important fundamental rights is right to women which is very important
for all the women of the nation. It helps the women to move forward to
uplift their personal lives.
According to the rights to women, nobody shall be discriminated merely
for being a woman. Every woman shall have the right to reproductive
health. No physical, mental or any violence and torture can be caused to
any woman. Both sons and daughters shall have equal right to parental
(family) property. A woman can obtain and make citizenship to her
children in her own name.
Woman should be given equal opportunity to uplift their lives. Every
woman should utilize her rights without violating other's rights. If women
use their rights wisely then they can be developed in many aspects. It is
necessary for all of us to respect women. They can exercise their rights
freely in the society which can help them to march forward such as men.
Well Anju, I hope you enjoyed reading this letter about the rights of
women.
I look forward to seeing you soon during winter vacation.
Your loving friend,
Deepa Karki
Glossary
concern – inquisitiveness, interest
granted – provided
overall – allround
fundamental – basic, very important
constitution – main law of the nation
uplift – raise
parental – family
vacation – long holiday
Teaching Instruction: Ask the students if their mother, sister and aunt are enjoying the rights of women.
Tell them both men and women are equal.
62 Megha's Integrated Social Studies - 4
exerciSeS
exerciSeS
Think and answer
1. Write ‘True’ or ‘False’ for following statements.
a) There should not be women rights in the constitution.
b) Rights are granted for overall development
c) Right to women is very important for men.
d) Nobody shall be discriminated merely for being
a woman.
e) We should give equal opportunity to uplift the
lives of women.
2. Fill in the blanks.
a) Citizens are granted different __________ rights.
b) Right to women helps them to move forward to uplift their
__________ lives.
c) Sons and daughters have equal right to ________ property.
d) It is necessary for all of us to __________ women.
e) Women should be given equal __________.
3. Attampt the following tasks.
a. What do you mean by woman rights?
B. Why should we respect woman?
C. How can we give equal opportunity to woman?
d. Have you ever noticed any woman violence in your
neighbourhood? If yes, describe it in brief.
e. Write two suggestions to stop woman violence.
4. Project Work
Prepare a dialogue between two friends talking about woman rights.
Keep in mind that woman are often made victims of domestic
violence.
Megha's Integrated Social Studies - 4 63
our natural
Lesson 3 Unit 4
reSourceS
Objectives:
On completion of this lesson, students will be able to:
• List the importance of our natural resources.
• Describe the methods of their conservation.
Nepal is rich in different natural resources. Soil, forest, water, etc. are
natural resources gifted by nature. Nepal is second richest country in the
water resources after Brazil. Natural gifts or resources such as soil, forest,
minerals and water are very important to run our daily lives. We cannot
live without them. They are also important for development of a nation.
Such resources are the properties of nations and cannot be claimed by
anyone as their own. They are even preserved under different national
projects and programs. For example, Sagarmatha National Park, Chitwan
National Park , Annapurna Conservation Area, etc.
We get many things from the nature. They are called natural resources.
They are the gifts of nature.
Natural Resources are of four types.
Natural Resources
soil water forest minerals
Soil
It is the layer of the earth on which we live and cultivate. It is rich in
many things which are important to us. We grow paddy, maize, green
vegetables and fruits on the soil. The more fertile the soil, the more crops
can be grown on it. The soil of the Tarai is very fertile, so more crops are
grown in Tarai than in any other part of the country.
64 Megha's Integrated Social Studies - 4
Uses:
a. Fertile soil is used for growing crops.
b. Soil is used for extracting minerals.
Water
Water is one of the most important natural resources. More than three
fourth of the earth is water.
Water Sources
spring pond well rainfall underground water river
Uses:
Water is used for various purposes.
a. For drinking and daily use b. For running industries
c. For generating electricity d. For irrigation
Forest
Forests are large stretches. hes of land having trees and wildlife. They are
also natural resources as they give us a number of things. About 29% of
our total land area is under forest cover.
Megha's Integrated Social Studies - 4 65
Uses:
a. Provides oxygen to all living beings
b. Provides timber and firewood
c. Provides herbs
d. Helps in bringing rainfall
Minerals
Minerals are substances found in the earth, which contain useful materials
in them. For example, some minerals contain metals in them. Minerals are
also important resources. Our country is rich in many mineral resources
such as limestone, magnesite, etc.
Uses:
Minerals are important for factories and industries. They are used for
producing many things for our use. For example, utensils, wires, cement,
rods, etc. are produced from minerals.
Situation of natural resources
The situation of all our natural resource is not very good. As a result of
wrong activities, the natural resources have been destroyed. Since our
population is rapidly increasing, we are using more and more resources.
Thus the quantity of natural resources is also reducing. Some of our
activities given below are destroying the natural resources.
a. Deforestation
b. Pollution
c. Excessive use of natural resources
Protection and conservation of natural resources
We should take some of the steps given below to protect and conserve
our natural resources.
a. Afforestation (planting trees)
b. Making dams (to control flood)
c. Stop polluting activities
d. Not to waste natural resources
66 Megha's Integrated Social Studies - 4
Need and importance of preservation of natural resources
Our natural resources are valuable for our next generation too. We must
protect them. We should not pollute land and river. We must control
illegal mining. Let’s plant trees so that we can minimize the effects of
landslides and flood. It also helps us to preserve the habitats of wild
animals. The presence of forests is important to minimize pollutions. We
should not make fire in the forests. We should control illegal hunting,
illegal logging and over grazing in the forests. We should not misuse such
natural properties unnecessarily. Strict law should be made and culprits
must be punished.
Glossary
natural resources – useful things existing in nature
wildlife – animals, birds, insects, etc. which are wild and live
in their natural environment
deforestation – an act of cutting down and burning the trees in an
area
pollution – the process of making soil, air, water, etc. dirty
claimed - assert that one has gained or achieved
culprits - a person who is responsible for a crime or other
misdeed
illegal - contrary to or forbidden by law
natural resources - materials or substances occurring in nature which
can be exploited for economic gain
programs - planned series of future events or performances
projects - proposed or planned undertakings
Teaching instruction: Tell the students about natural properties of our nation, its importance, causes
of its exploitation and preservation methods. Encourage children to preserve such national properties
around them.
Megha's Integrated Social Studies - 4 67
exerciSeS
exerciSeS
Think and answer.
1. Which natural resources do you think are most important? Discuss
in your class and copy the different opinions of your friends in your
exercise book.
(Note to the teacher: The teacher should allow students some time to note down
their reasons and thereafter allow each student 1-2 minutes to justify his/her
answer.)
2. Complete the following:
a) Tree plantation is called __________ and tree destruction is
called __________ .
b) Natural resources are the __________ of nature.
c) We can control landslides by __________ .
d) __________, __________, __________ and __________ are
four types of natural resources.
e) We get metals from __________ .
3. List some advantages of the forest resource.
1.
2.
3.
4.
5.
4. Attempt the following tasks.
a) Define natural resources. Give a suitable example of them.
b) What is the importance of soil? What will happen if there is
no soil?
68 Megha's Integrated Social Studies - 4
c) Name the various sources of water. Write about their uses
and ways of protection.
d) What types of minerals are available in your locality?
e) What are the causes of deforestation? How can we preserve
the forest resources?
3. Make a chart for use and advantage of natural resources as
shown in the table below.
Natural resources Advantages Saftey Measure
Water - drink, irrigation - preserve the resource
Forest
Soil
Minerals
4. Project work:
a. Observe the nearest land and forest around you and make
a chart about it as below.
Types of land or soil Types of trees or Available birds and
forest animals
b. Prepare a plan to clean riverside near your locality. Encourage
your neighbours and school friends to work together.
Megha's Integrated Social Studies - 4 69
our cultural
Lesson 4 Unit 4
HeritaGeS
Objectives:
On completion of this lesson, students will be able to:
• Describe the religious, historical and cultural heritages of our country.
• Support in their preservation and promotion.
Our country, Nepal is rich in cultural heritages. There are various places
and objects as cultural heritage of our country. Today, we shall discuss
religious historical places and musical instruments of our country.
Religious places
There are hundreds of well-known
religious places in our country.
Pashupatinath, the most famous
religious temple for all Hindus is
located in Kathmandu. Many Hindus
from all over the world make a
pilgrimage to Pashupatinath every
year. There are other religious
places in Kathmandu. They are Pasupatinath temple
Swayambhunath, Bouddhanath,
Changunarayan, Budhanilkantha,
Dakshinkali, etc.
Some of the other religious places
located outside Kathmandu are
Ashok Sthambha (Lumbini),
Barahakshetra (Sunsari), Pathi-vara
(Taplejung), Janaki Temple (Janakpur),
Manakamana Temple (Gorkha),
Muktinath Temple (Mustang),
Swargadwari Temple (Pyuthan) and Ashok Sthambha
Khaptad (Bajhang).
70 Megha's Integrated Social Studies - 4
Historical places
Our cultural heritage includes our historical places as well. They are
Kathmandu Durbar Square, Patan Durbar Square and Bhaktapur Durbar
Square in Kathmandu Valley; Nuwakot Durbar in Nuwakot district, Lig Lig
Kot and Gorkha Durbar in Gorkha district. Kings of many dynasties ruled
over Nepal. Many artists were engaged to make palaces and temples. All
of these reflect the art and culture of our country, which are our precious
wealth.
Patan Darbar Square
Songs, music and musical instruments
Nepali people are fond of music and dances. Folk songs have been sung
and enjoyed by many generations. To give music to these folk songs,
traditional instruments have also been used. These also form a part of
our cultural heritage. There are more than a hundred traditional musical
instruments. Of these, madal, panche baja, noumati baja, bansuri (flute),
nagara, damaha, sahanai, dholak, tyampko, damphu, dhuture, sarangi,
murchunga, binayo and damaru are famous. Many of these instruments
are still being used to make songs more lively.
Megha's Integrated Social Studies - 4 71
Nepali Traditional Musical Instruments
Importance of cultural heritages:
- Bind us together.
- Help us to practice our religion as per its traditions.
- Teache us about our past.
- Show us great things about our past.
- Help us communicate interestingly with each other.
- And traditional musical instruments add flavour to our songs.
Glossary
culture – the custom and belief, art and way of life of a particular
country or group
heritage – history or tradition of a country which is considered
important and are passed from one generation to
another
folk songs – songs sung in traditional style of a community or a
country
Teaching Instruction: Ask the students to tell the names of religious and historical places. And, the
name of musical instruments. What instruments can they use?
72 Megha's Integrated Social Studies - 4
exerciSeS
exerciSeS
Think and answer.
1. Make a list of religious places, historical places or musical
instruments which are part of our cultural heritage and which you
have seen.
2. Match the following:
a) Janaki temple Mustang
b) Swayambhunath Gorkha
c) Manakamana temple Dhanusha
d) Muktinath temple Kathmandu
3. Attempt the following tasks.
a) What is cultural heritage? How can you say that Nepal has
a rich cultural heritage?
b) Name three major religious places of Nepal and mention
their locations.
c) Why are religious places important? List out some points.
d) Write some points to preserve cultural heritages of Nepal.
e) What do historical places tell us?
f) Name some traditional musical instruments of Nepal. Why
should we use them?
g) Make a list of cultural heritages of your place.
4. Project Work
a. You may have visited nearest religious places of your village
or town. How is the condition of them? Do you think some
corrections or modifications are required? Select one of
them and prepare a note.
b. Write about the activities done in your locality towards
preservation of cultural heritages. Make a list of reasons
you have involved in such activity.
Megha's Integrated Social Studies - 4 73
keePinG our
Lesson 5 Unit 4
SurroundinGS clean
Objectives:
On completion of this lesson, students will be able to:
• To keep the surrounding and public places clean.
• Speak on support of sanitation.
Kanishka Karki lives at Jorpati, Kathmandu. She is very good at her
studies. She studies in Shangri-La Public School in Jorpati. She studies in
grade four. One day her Social Studies teacher prepared a programme to
conduct SUPW (Social Useful Productive Work). All the students of Grade
IV brought materials for the works. They brought baskets, brooms, sickle,
etc. to clean the Jorpati area.
Keeping the Vicinity of temple clean
Similarly, they also had conducted awareness programs for road safety
and traffic rules. Some of the students were telling the people about
74 Megha's Integrated Social Studies - 4
zebra crossing to cross the road. Some of them were telling people to
use footpaths who were using main road. Few of the children were on
loudspeaker to aware people about road safety, traffic signals. They were
requesting people to follow traffic rules and road safety to minimize
different road accidents. Some of them were also helping traffic police
to open traffic jam. They were also carrying the play cards for road safety
and traffic rules. Among them “FOLLOW TRAFFIC RULES”, “PEDESTRIAN
USE FOOTPATH” , “ USE ZEBRA CROSSING TO CROSS THE ROADS” etc.
were major.
All the people were very happy with the work of the students. They made
the villagers aware about need and importance of cleanliness together
with road safety, traffic rules and traffic signals.
Laxman Baral, the secretary of a Rural Municipality became happy and
was impressed with the cleaning campaign organized by the students. The
students not only cleaned their village but also kept their surroundings
neat and clean. They make the villagers aware of the disadvantages and
bad effects of keeping the village dirty.
Megha's Integrated Social Studies - 4 75
The villagers have learnt to keep their surroundings neat and clean. There
are various local bodies such as youth clubs, Aama Samuha, Mahila
Samuha, students both from schools and colleges to keep the village
clean. Now the villagers do not throw the rubbish here and there. They
dispose them off in a container. Nowadays, Jorpati has becomes neat and
clean. The children are not suffering around from illness. If we are aware,
only then we can maintain cleanliness in our surroundings.
Glossary
sickle – a local weapon to cut grass
container – a box or bottle etc. to keep something
litters – rubbish / garbage
dispose – throw
Teaching Instruction: Tell the children to keep clean their surroundings by conducting different programs
as far as possible and road safety together with traffic signals as per need.
exerciSeS
exerciSeS
1. Fill in the blanks.
a. Rubbish should be collected in __________ .
b. The students displayed __________ having good __________
about cleaning.
c. The students also kept their surroundings __________ and
__________ .
d. The villagers __________ the rubbish in a container.
e. We need __________ to be healthy.
2. Answer these questions.
a. What is the full form of SUPW?
b. How can we live a healthy life?
76 Megha's Integrated Social Studies - 4
c. How can we keep public places clean?
d. Is your surrounding dirty? List the adverse effects caused by
dirty surroundings.
e. Why do the pedestrians should walk form footpath?
f. Why should we use 'Zebra-crossing' on the road?
3. Fun Work
a. Write down the meaning of the following traffic signals.
Red Yellow Green
3. Project Work
a. Prepare a list of safety rules on the roads and mention its
advantages and disadvantages too. Hang or clip your work
in your classroom.
b. Conduct a cleaning campaign with the help of your teacher
to clean the school premises. Write in brief about your
experience.
c. Have you ever participated to clean your neighbourhood.
Attempt the following tasks based on your experience.
Advantages of Keeping Our Disadvantages about not Keeping
Surrounding Clean Our Surrounding Clean
Megha's Integrated Social Studies - 4 77
Lesson 6 rural municiPalitY Unit 4
Objectives:
On completion of this lesson, students will be able to:
• Elaborate about Rural Municipality and its functions.
• Sketch the formation of Rural Municipalities for its organs.
Rural Municipality
Students greet their social teacher as soon as he appears in the class. The
teacher makes them occupy their positions and starts his new lesson.
Teacher: Yesterday, we learnt about how to keep our surrounding
clean. Today, we will learn about rural municipality. Does
anyone of you know about it?
78 Megha's Integrated Social Studies - 4
Rupesh: I often hear about it from my parents, but I do not know
what exactly it means.
Teacher: No problem, Rupesh! You will learn it today. Everyone!
Keep attention on what I say. A rural municipality is a
lower administrative division of our nation. There are 460
rural municipalities in the nation by now. The Ministry
of Federal Affairs and Local Development dissolved the
existing village development committees and announced
the establishment of this new local body.
Structure of Rural Municipality
Chairperson
Vice (Deputy) Chairperson
Ward Four woman 2 Members from Dalit or
Chairperson Member Minority Communities
Sunita: What does it do, sir?
Teacher: It has various functions. One of them is tax collection at the
local level.
Pasang: Does it have any Nepali name?
Teacher: Of course! It is known as gaunpalika.
Rupesh: Why is it formed, sir?
Teacher: It is formed to facilitate local people more effectively
and efficiently. The recent Constitution of Nepal 2072
has provided sufficient power to rural municipalities for
executing their plans and projects. A rural municipality
Megha's Integrated Social Studies - 4 79
includes a village assembly and a village executive. The
village executive is formed out of the village assembly.
The chief of the rural municipality remains the chief of the
village executive as well. He is assisted by a deputy chief.
Did you all understand what I said?
Students: Yes sir. (All students spoke aloud.)
Glossary
administrative : managing and organizing unit
dissolved : officially ended
facilitate : make actions easier
effectively : producing successful result
efficiently : doing something with no waste of time, money and
energy
deputy : vice or the second most important post or person
Note to the teachers: Make students imagine that they are the chief of their rural municipality or
municipality and ask them to tell the functions they should carry out. Also ask them what they would
improve in their work places.
exerciSeS
exerciSeS
1. Fill in the blanks with the appropriate words from the text.
a. Students learnt about ____________ the earlier day.
b. Rural municipality is a local _______________ unit.
c. Rural municipality is known as ____________ in Nepali.
d. Village development committees were replaced by
__________________.
e. The _________ of rural municipality acts as the head of
village executive.
80 Megha's Integrated Social Studies - 4
2. State whether the following statements are true or false.
a. Students in the class do not know about sanitation.
b. Rural municipality is a unit of government.
c. Rural municipality is an English equivalent for gaunpalika.
d. The posts of the chief of village executive and rural
municipality are occupied by different persons.
e. Deputy Chief is more powerful than the Chief of rural
municipality.
3. Attempt the following tasks.
a. What is a rural municipality?
b. Who dissolved village development committees?
c. Why are rural municipalities formed?
d. What is a gaunpalika?
e. Who assists the chief of a rural municipality?
4. Project Work
Divide class into three groups, namely, Rural Municipality
(Municipality), Village Assembly (Municipal Assembly), and Village
Executive (Municipal Assembly). And, collect the information as
inquired below. Select a leader in each team and disclose your
findings in turn.
• Name
• Members
• Responsibilities and functions
• Important posts and the persons’ name in the posts
Megha's Integrated Social Studies - 4 81
Lesson 7 municiPalitY Unit 4
Objectives:
On completion of this lesson, students will be able to:
• Catogorize municipality and its types.
• Describe the formation and major functions of a municipality.
Municipality is an organized body of
elected representatives. It has its
own government to deal with local
problems in a city.
A municipality is formed with an
elected Mayor, a Deputy Mayor
(from concerned municipal area)
and ward chairpersons (concerned
wards) including five women
members elected from municipal
assembly and three members Mayor
elected from Dalit-Minorities by
municipal assembly. The flow-chart below gives a vivid information :
Mayor elected
Deputy Mayor elected
Ward Chairpersons (9-35) elected
Five women members elected by Municipal
Assembly
Three members elected by Municipal
(Dalits – Minarities Assembly
82 Megha's Integrated Social Studies - 4
The tenure of municipality committee members is 5 years and a
municipality consists of 9-35 wards.
There are three types of municipality with criteria; include a certain
population, infrastructure and revenues. Presently, there are 293
municipalities in Nepal.
The urban areas need 40 thousand populations to be a municipality but
the government has provisioned only 10 thousand populations to declare
municipality particularly in Hilly and Himalayan.
The major functions of municipality are:
a. Make provision for street lights, planting trees on both side of the
road and waste management.
b. Plans for development works and construction, maintenance of
roads or so on.
c. To approve maps of house, building, etc. to be constructed.
d. Promotion for education and sports; and preservation of historical,
cultural and public properties.
e. Control things or objects that have adverse effects on peoples’ health.
f. Make provision for helpless and orphan children.
g. Promotion and preservation of small scale industries.
h. Make provision for Hatbazaar and fair.
Megha's Integrated Social Studies - 4 83
Glossary
promotion - activity that supports or encourages a cause
provisioned - the action of providing or supplying something for
use
revenues - income, especially when of an organization and of
a substantial nature
criteria - a principle or standard by which something may
be judged or decided
tenure - time of holding of an office
concerned - related to; be about
representatives - based on elected or chosen representatives
organized - arranged or structured in a systematic way
Teaching instruction: Help students to understand the importance of such local development body for
local development. Tell them how does it function. A visit to a municipality would be effective.
exerciSeS
exerciSeS
1. Fill in the blanks with the given words in the boxes.
10 thousand six one problem 9-35
a. There are …………………types of municipalities.
b. A municipality has self governing powers to deal with local
………. .
c. Only ……………………….. population is sufficient to determine
a municipality In Hilly and Himalayan regions of Nepal.
d. A municipality consists of ………………… wards.
e. We have only ……………..metropolitan city in Nepal.
84 Megha's Integrated Social Studies - 4
2. Attampt the following tasks.
a. What is a municipality?
b. How is a municipality formed?
c. Briefly describe the types of municipality.
d. Introduce a sub-metropolitan city.
e. What are the requirements for a Metropolitan city?
f. Write down major four functions of a municipality.
3. Project Work.
Complete the chart below in your copy.
Title Municipality Sub-metropolitan Metropolitan
Population
Income
Infrastructures
Numbers
Megha's Integrated Social Studies - 4 85
Lesson 8 eQual reSPect to all Unit 4
Objectives:
On completion of this lesson, students will be able to:
• Treat all human beings are equal.
• Perform according to socials rules and conduct.
ædflg; 7"nf] lbnn] x'G5 hftn] x'b}gÆ
— dxfsjL nIdL k|;fb b]jsf]6f
Our neighbourhood has different types of people. They can be different
by gender, caste or religion. They may be professional such as teacher,
doctor, engineer, pilot or occupational group such as tailor, cobbler,
blacksmith etc. They may be economically rich or poor. But, they are
human being first. So, all of them should be treated equally with due
respect. Everybody likes to live with self-respect and dignity.
Ramkrishna is a
kind hearted man.
Everybody likes
him in his village.
He treats people
equally and is
always respectful
to them. He never
discriminates
people in the
name of gender,
caste, occupation,
religion.
Although, he could not get a chance to study, he has been sending his
kids to school. He helps his wife and shares the housework. He thinks
that both male and female are equal.
86 Megha's Integrated Social Studies - 4
Yesterday, Santa Bahadur ploughed his field. Cobbler
Sharan had mended shoes of his family. Teacher
Ratnamaya had taught the children too. After they
finished their work Hariman and his wife served
snacks to them. They all sat together and enjoyed
snacks. Sharan and Santa Bahadur were hesitating a
bit at first but Ramkrishna said to them, “No people
can be great by caste, color or occupation. No work
is small. You have not cheated or robbed people.
Why are you hesitating? Since all of our blood is red,
we are not different. We are equal” Ratnamaya also supported Hariman.
All of them appreciate Ramkrishna and his principle.
Our society would be quite better if all the people
began to think like Ramkrishana. So we should
treat equally the women, children, labourers,
poor people, and aged people. There should
be equality for both men and woman. At the
same time, there must be equity as well. Equal
treatment with due respect to the people helps
us to maintain peace in the society. Peace is
necessary for development.
Glossary
economically - in a way that involves careful use of money or
resources
self-respect - pride and confidence in oneself
dignity - the state or quality of being worthy of honor or
respect
appreciate - recognize the full worth of
principle - a rule or belief governing one’s behavior
maintain - enable to continue
Teaching instruction: Help childrens to understand about human as they are equal by birth and the
nature. Similarly, they should not be discriminated for their occupation because ‘no works are small’
Megha's Integrated Social Studies - 4 87
exerciSeS
exerciSeS
1. Write ‘Yes’ for right and ‘No’ for wrong sentences.
a. There are different people living in our locality.
b. Man and woman should not be treated equally.
c. Woman cannot work such as men.
d. We should not discriminate between rich and poor.
e. Occupational groups must be insulted.
2. Attempt the following tasks.
a. What types of people are living in your locality?
b. How do you deal with a rich and a poor person?
c. Do you think that woman should be discriminated?
d. How do you treat a cobbler or a blacksmith?
e. Write two advantages of equal behavior to all.
3. Project Work
a. How do you deal with the people mentioned below?
Types of people/occupation Occupations How you deal
Aged people Teacher
Aged people Cobbler
Adult man/woman Labour
Adult man/woman Officer
Your juniors Students
b. Collect the pictures the that show people from different
occupations and past them in your exercise book.
88 Megha's Integrated Social Studies - 4
Unit 5
our eartH
Megha's Integrated Social Studies - 4 89
Lesson 1 mY diStrict Unit 5
Objectives:
On completion of this lesson, students will be able to:
• Describe the physical features, climate, and vegetations found in his / her district.
• Write about the socio-cultural and economic activities of his /her district.
I live in Chitwan district. Bharatpur is the district headquarter of
Chitwan.
Chitwan district is located in Province - 3. The district boundaries are
marked by Nawalparasi district in the west along with the Narayani river.
Makwanpur and the Parsa districts are in the east. Bihar, India is in the
south. Tanahun, Gorkha and Dhading districts are in the north.
PROVINCE NO. 7 PROVINCE NO. 6
hUMLA
DARChULA
BAJhANG
MUGU
BAJURA
BAItADI
DADELDhURA JUMLA
DotI kALIkot DoLPA
AChhAM
PROVINCE NO. 4
MUStANG
kANChANPUR DAILEkh JAJARkot RUkUM_W
kAILALI
RUkUM_E MANANG
SURkhEt MyAGDI PROVINCE NO. 3
BAGLUNG
BARDIyA SALyAN GoRkhA
RoLPA kASkI
PARBAt LAMJUNG
RASUWA
BANkE PyUthAN PROVINCE NO. 1
GULMI
DANG SyANGJA tANAhU NUWAkot SINDhUPALChok
ARGhAkhANChI
PALPA kAthMANDU DoLAkhA SANkhUWASABhA
DhADING
NAWALPARASI_E BhAktAPUR RAMEChhAP
kAPILBAStU tAPLEJUNG
RUPANDEhI NAWALPARASI_W ChItAWAN MAkAWANPUR kABhREPALANChok SoLUkhUMBU
PROVINCE NO. 5 LALItPUR
okhALDhUNGA
PARSA BhoJPUR tERhAthUM
SINDhULI khotANG
BARA PANChthAR
RAUtAhAt
SARLAhI UDAyAPUR DhANkUtA ILAM
MAhottARI
SIRAhA
PROVINCE NO. 2 DhANUShA SUNSARI MoRANG
SAPtARI JhAPA
Most part of Chitwan district lies on Siwalik (Chure) region followed by
Mid-mountain region and the Terai region. Thus, it has both high and low
lands. Mostly, the low lands are plain.
90 Megha's Integrated Social Studies - 4
The surrounding hills are covered with both evergreen and coniferous
forests. The forest consists mostly of Saal, Sisau, chir pine including bushes
and creepers. It is also rich in flora and fauna. Chitwan National Park is a
major attraction of this district in which different bird species including
the animals such as tiger, Rhino, elephants, etc. are found.
Narayani and Rapti are major two rivers of Chitwan distirct. Manahari
Lothar,Riukho,Kayar, etc. are few other small rivers. The district has many
lakes such as Nanda-Bhausuki Kasara, Gaduwa , Tamoreghaila, Baikuntha
Kunda, Bis Hazari lake, etc.
The average climate is hot but the winter is foggy and cold. Rainfall occurs
during summer between June to August.
Most of the people are farmers in Chitwan. Rice, wheat, maize and
mustard are the major crops. Chitwan is also popular for vegetable
production. People from far and wide come here for ‘bee-keeping’ since
Chitwan is rich in mustard farming. People are engaged in tourism and
other individual businesses too. People also work in factories. Youths of
this district have also gone to work in foreign countries. The remittance
has also become the source of income for Chitwan. Narayanghat Bazaar
is a main commercial center.
Different people, such as Bramhin,Kshetries, Newars, Tamangs, Magars,
Tharu, Chepang people live. Dal-Bhat is the staple food. But, Roti(wheat
bread) is quite popular. Dhindo and Gundruk are also admired.
Bhojpuri, Maithali and Tharu are local languages being spoken. Morever,
Nepalese language is commonly spoken all over in Chitwan.
People mostly wear light clothes such as ‘Dhoti-Kurtha or Lungi in Chitwan.
But, Shirt, pants, T-shirts for male and Dhoti-Cholo, ‘Salwar –Kurtha’ for
female are common dress. Similarly, ‘Daura-Surwal for men and ‘Sari-
blouse’ for woman are formal dress.
People celebrate the festivals such as Dashain, Tihar, Holii, Chath, Rakshya
Bandhan (Rakhi), Eid, Maghi, Buddha Purnima, and Christmas.
Megha's Integrated Social Studies - 4 91
Glossary
formal - suitable for or constituting an official or important
occasion
admired - regard with respect or warm approval
foggy - stuffy or smoky
evergreen - a plant that retains green leaves throughout the
year
creepers - any plant that grows along the ground, around
another plant, or up a wall by means of extending
stems or branches
flora - the plants of a particular region, habitat, or
geological period
fauna - the animals of a particular region, habitat, or
geological period
coniferous - cone shaped tree or jungle having niddle such as
leaves in cold regions
Teaching instruction: Take the children outside from the class safely and let them observe the
surrounding land forms. Help them to understand different vegetations, climates, rivers, special feature
of the location etc.
exerciSeS
exerciSeS
1. Fill in the blanks choosing with the suitable words given in the
brackets.
a. Chitwan district lies in ….....…………… part of Narayani zone.
(northern/ southern)
b. ……………................ is the major river of Chitwan district.
(Narayani/Manahari)
c. Chitwan National Park is the ………attraction of this district.
(minor/ major)
92 Megha's Integrated Social Studies - 4
d. The average climate of Chitwan is…………………(cold/ hot)
e. Major economic activities of Chitwan is …………… (agriculture/
industries).
2. Attempt the following tasks.
a. Briefly describe the physical features of your district.
b. How is the climate of your district? Name the vegetations
found in your district.
c. Why is bee-keeping popular in Chitwan district?
d. Name a major river and a religious place of your district.
e. Name any of the highway links to your district.
3. Project Work
Collect the information of your district as model given below and
write a passage on it.
Name of the district Head quarter
Boarders (North/ Region
south /east/west)
Land form Soil’s type
Climates Vegetations
Ethnic group Language
Festivals Costumes
Popular places Rivers/lakes
Major economic ac- Agricultural
tivities productions
Megha's Integrated Social Studies - 4 93
Lesson 2 maP oF mY diStrict Unit 5
Objectives:
On completion of this lesson, students will be able to:
• Observe the notable things around their district and acknowledge them.
• Sketch outline map with appropriate symbols for them.
Kupandole - 10
Lalitpur
Nov. 12, 2016.
Dear Jyoti,
I received your letter yesterday. You have beautifully sketched the map of
your district, Kaski. The symbols are very clear to tell us about different
important places and activities done over there.
I am also attaching a map of Nepal in which you can see my district
Lalitpur. I have tried my best to indicate the major places in the map with
symbols.
Lalitpur
94 Megha's Integrated Social Studies - 4
I am hopeful that the map will help you to understand some important
information about my district Lalitpur.
Keep in touch. I will see you in the next letter.
Your friend,
Gita.
Glossary
symbols - a shape or sign used to represent something
indicate - point out; show
attaching - add or fasten to another, or to an email
receive - take delivery of something sent or communicated
Teaching instruction: Take the children to visit the major places of their district and help them to sketch
map together with appropriate symbols in it.
exerciSeS
exerciSeS
1. Match the following columns:
Column A Column B
river map symbol of river st
mountain map symbol of mountain
industry map symbol of indusstry
temple map symbol of temple
forest map symbol of forest
Megha's Integrated Social Studies - 4 95
2. Attempt the following tasks.
a. List the historical, religious and major natural places of your
district.
b. Draw the symbols used to show district boarder and
international boarder.
c. How do you show your district in the map of Nepal?
d. Write down any two important things of map.
e. Write a letter to your friend describing your district.
3. Project Work
a. Sketch a map of Nepal and indicate your district using a
separate colour.
b. Sketch the map of your district and show major places
(school, river, temple, hospital/health post, police station,
forest, mountain, lake, roads , agricultural productions,
industries, etc.)
96 Megha's Integrated Social Studies - 4
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