JBD Social Studies Book 10

d. Among Sustainable Development Goals, which goal do you think is more
important. Why? Give reasons.

e. What are the challenges to Nepal in achieving targeted Sustainable
Development Goals?

Extra Questions for More Practice

a. Why would the General Assembly of the UN fix the Sustainable Development
Goals to be achieved by 2030 A.D? Discuss and write the conclusion in points.

b. There are very few examples of achieving the goals/objectives taken by
Government of Nepal and other agencies related to development. What are
the reasons behind it? What suggestions do you give to achieve these goals?

c. You might have fixed your goals. What is your plan to achieve these goals in
coming ten years? Describe.

d. Study the given bar chart and answer the following questions:

60.00% 43.30% Index
40.00% 31.5 0% Proportion of population below $1.25 a day
Proportion of population below national poverty line
Poverty gap ratio at $1.25 per day

Share of protest quintal in national income

22.30% 23.70 %
25.40%

20.00% 11.20 % 12.76 % 9.60% 2.40%
8.90 % 12.00%
1.90% 5.20%
8.30% 0.40%
6.80%
0.00%
Pakistan Nepal Bhutan
Bangladesh

(i) Which country has less population below poverty line, why?

(ii) Analyze the comparative per capita per day income of Nepal and other
countries. What should Nepal be do to increase it?

e. Write down the characteristics of the UN sustainable Development Goal 2016-
2030.

JBD Social Studies Book 10 45

Lesson Formulation of Development
Proposal at Local Level
5

At the end of this lesson, students will be able to
• describe the importance of development plan
• help to prepare local development plan

Introduction

Natural resources and means are limited. A country has to utilize these limited means and
resources to accelerate its development. A country should identify the need and problems
of a nation. In a country, there may be a number of problems of different nature. First,
these problems need to be well identified and priorities should be given to those which
need urgent attention. The government should think the way of achieving such priorities
within a specific time. Therefore, a systematic plan should prepare before an act. So, the
set of programs with the purpose of achieving definite target or objectives within specific
period of time by mobilizing the available resources properly is called formulation of
proposal. Planning decides who does what? when? how? and why? Systematic planning
requires the utilization of time and resources.

Planning at Local Level

There was unitary and centralized ruling system in Nepal for long period. Nepal got
local autonomous according to decentralize policy after first people's movement 2046 BS.
But it could not be implemented effectively. The Constitution of Nepal (2072) declared
Nepal Federal Republic State. Nepal is divided into seven provinces. Local level is made
autonomous. Power is dedicated to the local level to make their own plan for rapid
development. Local level is divided into ward committee, village council and municipality
according to present constitution.

The progress of an individual depends on how he or she is working and how he or she fulfils
the need from the limited earning. In the same way, the progress of a country is concluded
in its development planning. The resources and materials are always limited and so they
should be used for programmes that fulfill the maximum needs. It is possible only from
the good development planning of a nation. For the overall development of the nation,

46 JBD Social Studies Book 10

the development of local level is compulsory. Therefore, the local level should have well
defined set of development plans. Active role of consumers, identification of alternatives,
hypothesis testing and analysis, cost estimation, availability of means and resources, etc
should be considered while making development plan at local level. In conclusion, the
following points should be given high priority while drafting the development plan at
local level.

(a) Clear determination of objectives, priorities, policies, programmes and means
and resources.

(b) Clear source of funding to run the fixed programmes.

(c) Priority for the local people and inclusion of all groups.

(d) Make sure to increase the peoples participation for the sustainable development.

(e) Management of equity, equality and balanced distribution of the development.

(f) Role of state, public, local and NGOs.

(g) Identification of the possibilities of overall development by using available
resources and manpower.

(h) Methods of maintaining social justice and environmental balance.

Design of Preparing Development Proposal at Local Level

The right of preparing plan is given to the local level as the principle of decentralization
in the countries having federal system. The rights of utilizing local resources, decision
making in development and running development projects are delighted to local level.
Village councils and municipalities are the local level (agencies) in our country. A consumer
group of local people is formed to prepare and implement the projects in local level. The
consumer group has to follow the following steps (design) while preparing the project in
local level:

a. Identification of need/problem: There may be different needs of people such
as school, road, drinking water, road maintenance, health post in local level.

b. Selection of alternative: Among different needs, any one alternative should
select at a time)

c. Proposal preparation: After selecting the alternative, a detail proposal including
introduction, objective, catchment area, estimate cost, people participations, project
starting date, project completing period, materials, implementation, benefit after
implementation of project, name list of consumer committee, conclusion should be
prepared. This proposal should be submitted in municipality office or at the office
of village council..

JBD Social Studies Book 10 47

d. Appraisal of investment: The sources of investment should be mentioned in
this part. How much money is collected from the consumers? How much money is
required from local agencies?

e. Approval of project/agreement: The project should be approved or signed
between the representative of local level and local consumer committee.

f. Implementation: Starting of project.
g. Monitoring and evaluation: The concerned person of local authority should

regularly monitor the project. They should observe the progress, resilient and
condition applied or not as mentioned in the agreement paper and need to give
necessary directions.

Process of Project Preparation at Local Level

a. Relation establishment: A good relation should be established with the person,
local consumer or concerned group related to project through group discussion,
personal interaction and formal or informal meeting.

b. Detail Study: Impact on environment, social and cultural impact, effect on
livelihood of local people should be studied in detail.

c. Prioritization of problem: There are many problems in local level. These
problems are ranked in order from top priority to least. While ranking the priority,
proper investment, return from the project, means and resources, interest and
opinion of concerned group and ways of problem solving etc. are kept in mind.

d. Agreement and contract: An agreement or contract is made mentioning
ownership, contribution, partnership, responsibility, work plan with the community.

e. Record keeping and presentation: The record of plan is kept including all the
process from the beginnings to its implementation and evaluation.

Steps of Project Implementation

a. Meeting or Assembly of local people.
b. Project collection from the tole and word
c. Budget
d. Submission in municipality or village council for agreement
e. formation of consumer committee
f. Implementation for project implementation
g. Economic management and record keeping after the completion of project.
h. Distribution of certificate to the members of consumer committee with letter of

thanks.

48 JBD Social Studies Book 10

1 Very Short answer questions.

a. What do you mean by formulation of development proposal?
b. Write two advantages of participating local people in local development work.
c. How is development project prepared at local level? Write in a sentence?
d. In how many steps local level project is accomplished?

2 Short answer questions.

a. Mention the steps of project implementation.
b. Prepare a short proposal of a project required for your community.
c. What points should be given more priority while drafting the development

plan in local level?
d. Write down the projects which are needed for the all round development of

local level.
e. How is a project prepared at local level? Describe its procedure in detail.
f. What are the challenges to be faced while preparing projects at local level?

Write the ways of solving these challenges in points.

Extra Questions for More Practice

a. What do you mean by project cycle? Describe.
b. Prepare a model of drinking water project to be implemented in your locality.
c. The women development ratio is very low in Nepal.
They fall behind in education and administrative field. What programmes will

you run, if you are assigned .
d. If you were the elected the chairperson or Mayor of respective village council or

Municipality, which project would you give more preference? Why? Describe.
e. 'Good and effective development plan preparation is to complete the half work

of project.' Mention your arguments.

JBD Social Studies Book 10 49

3UNIT

OUR TRADITIONS, SOCIAL
VALUES AND NORMS

� Our Heritage
� Folk Songs of Nepal
� Folk Musical Instruments of Nepal
� Our Classical and Folk Dances
� Our National Days
� International Personalities
� Universal Brotherhood
� Duty towards Senior Citizens

50 JBD Social Studies Book 10

Lesson Our Heritage

1

At the end of this lesson, students will be able to
• introduce heritage and tell its importance
• tell the name and brief introduction of world heritage sites of Nepal
• help to promote and protect our heritage

Heritage refers to the place or thing which is culturally, naturally, historically and
religiously significant. These heritages are made by our ancestors for the smooth running
of society and handed over from generation to generation. National heritage are our pride
and identity. These are the sources of knowledge and inspiration. Therefore, it is our duty
to protect, promote and renovate such national heritages. These heritages are classified
in three groups. They are listed below in the chart.

Our National Heritages

Religious Cultural Natural
heritage heritage heritage
Temple Language River
Mosque Art Mountain
Gumba Dress Hill
Church Lifestyle Waterfall
Ornaments Lake, etc.
World Heritage sites of Nepal

Ten important national heritages are enlisted in World Heritage List by UNESCO (United
Nations Educational Scientific and Cultural Organization). In the cultural category, the
seven monuments of the Kathmandu Valley and Lumbini are included whereas the other
two World Heritage Sites in the natural heritages: Chitwan National Park and Sagarmatha
National Park. A short description of these heritage sites is given below:

1. Sagarmatha National Park (1148 sq. km)

It is located in Khumbu area of Solukhumbu district. Fig: Sagarmatha National Park
The major attraction of this national park is Mt. Everest,
the highest peak of the world. This national park is full
of rugged terrain with deep gorges, glaciers and huge
rocks. With its Himalayan terrain and its culture, the

JBD Social Studies Book 10 51

park offers a blend of natural and cultural tourist products. The vegetation at the
lower elevation is dominated by pine and hemlock forest, while above 3500 meters
the forest is dominated with silver fir, birch, rhododendron and juniper trees. The
common wildlife in the park are Himalayan Thar, Ghoral, Musk deer, Pikka (mouse
hare) and Weasel. The region has 118 species of birds. The area also provides
warm Sherpa hospitality and has many monasteries and cultural landmarks. It was
included in World Heritage Sites by UNESCO in 1979 AD.

2. Chitwan National Park

Fig : Chitwan National Park This national park was declared UNESCO
natural heritage site in 1984 AD. The
animals of this park. park that includes in its area a part of the
Shivalik hill is covered with deciduous forest
overlooking the flood plains of Narayani
and Rapti rivers and offering a wildness
of rich ecosystem that includes mammals,
birds, reptiles and water animals of several
kinds. There are around 600 plant species,
50 mammals, 526 birds and 49 amphibians
found in this park. One-Horned Rhinoceros
and Royal Bengal Tiger are the protected

Another factor adding a distinct touch to the Chitwan experience is the colorful
Tharu culture. There are also Devghat, Pandavnagar, Balmiki Ashram, etc. sites of
religious and historical importance.

3. Lumbini, Birthplace of Lord Buddha

Lumbini is located in southern Nepal, where Gautam Buddha was born in 623 BC.
It was enlisted in world heritage list in 1997
A.D. Lumbini is the most sacred place for the
Buddhists. The importance of Lumbini was
testified by Indian Emperor Ashok, who visited
Lumbini and erected a pillar, called Ashok Pillar
in 249 BC. Mayadevi temple, Puskarini pond
where Mayadevi had given the first purification
bath to the infant Buddha, are the main sites of
Lumbini.

Fig : Lumbini

52 JBD Social Studies Book 10

In order to develop Lumbini as a pilgrimage center and a fountain of world peace,
a master plan (Lumbini Development Master Plan) for overall development of
Lumbini has been implemented. The master plan includes canals, gardens, library,
museum, monastic zones and areas for amenities. Lumbini Development Trust is
responsible for the overall development of Lumbini.

4. Swayambhunath

Swayambhunath is located on a lovely little

hillock in the west of central Kathmandu.

This area was included in World Heritage

list in 1979 AD. The Stupa was constructed

in Lichchhavi period. Hundred of votive

shrinesandotherhistoricalmonumentshave

been built in and around Swayambhunath.

The Stupa of Swayambhunath stands on

a typically stylized lotus mandala base.

The hemispherical part of the Chaitya is

made of brick and stone. On the top of Fig : Swoyambhunath

hemispherical part lies the Hermika which

bears the eyes of Vairochana watching in all directions. The Stupa is also laden with

the 13 gold plated spires which symbolize the 13 stages to salvation. Harati temple,

Anantapur, Pratapur, Bajra Dhatu, Mandala, etc. are the important places to visit

here.

5. Bouddhanath, the Biggest Stupa

Bouddhanath, the biggest Stupa of Nepal,

is located 6 km east of central Kathmandu.

The Stupa stands on a three tiered platform

raised over the crossed rectangles. The

Stupa is believed to have been built in

the 5th century A.D. during the reign of

Lichchhavi kings. The Stupa has Vairochana

at the center followed by Aksobhya, Ratna

Sambhava, Amitabha and Amogha Siddhi

in east, south, west and north directions

respectively. Similarly, there are one Fig : Boudhhanath

hundred and eight small niches around the

Stupa. Likewise, at the bottom, it is surrounded with the praying wheels embossed

with the famous mantra 'Om Mani Padme Hum' fixed in more than 104 niches. The

Stupa was enlisted in the World Heritage Sites in 1979 AD.

JBD Social Studies Book 10 53

6. Changu Narayan, the Temple of Lord Vishnu

It is located on magnificent hill top in 6 km north

of Bhaktapur. The temple is full of attractive art

works in metal and wood. In fact, it is one of the

finest examples of Nepalese architecture. The

first epigraphic evidence of Nepalese history is

found in the temple premises. It was during the

reign of Manadev I dating back to 464 AD. This

temple is made in Pagoda style. Viswo Roop,

Vishnu Vikaranta, Garud, Nar Singh Vishnu are

Fig : Changu Narayan the major attractions of this area. It was enlisted

in World Heritage Sites in 1979 AD.

7. Pashupatinath, The Holiest Center of Hindus

Pashupatinath is situated 5 km east from the central Kathmandu on the bank of

Bagmati River. It is regarded as one of the

holiest sites for Hindus all over the world. It

is built in Pagoda style with two tiered golden

roof. It has four silver carved doors containing

on its sanctum a Shivalinga idol with four faces

facing each direction and the other fifth one is

looking up toward the zenith. There are temples

of other Hindu deities in Pashupati premises like

Bhairabnath, Vasuki nag, Parvati temple, Ram

Mandir, Vishws Roop, Gorakhnath, Kirateshwor

Fig : Pashupatinath temple, etc.

In October 1979, Pashupati area was declared as the world heritage site by UNESCO

and the temple is being managed by Pashupati Area Development Trust.

8. Kathmandu (Hanumandhoka) Durbar Square, an Ancient Seat of
the Nepalese Royalty

Fig : Hanumandhoka Durbar Square Kathmandu Durbar Square lies in the heart of the
54 JBD Social Studies Book 10 Kathmandu city. The locals know this area by its old
name Hanuman Dhoka. This place was used as the center
of administration, cultural activities and festivals during
Medieval times. The historical buildings and temples
in the area were built from the time of Ratna Malla to
Prithvi Bir Bikram Shah covering the Malla, Shah and
Rana periods of Nepalese history. Statue of Hanuman,
Taleju temple, Krishna temple, Jagannath temple, stone

column, Big bell, Kal Bhairab, Kumari Ghar, Basantpur Durbar, Kasthamandap,
Gaddi Baithak etc are the prominent monuments of this area. It is enlisted in World
Heritage Sites since 1979 AD.

9. Patan Durbar Square, Home of the Finest Crafts

It is located in Lalitpur district, 5 km south of

central Kathmandu. Most of the monuments

in this square date back to the Medieval

Malla period from 16th to 18th century. The

monuments in this area are mostly credited

to king Siddhi Narsingh Malla, Shri Niwas

Malla and Yog Narendra Malla. Patan Durbar

Square consists of three main courtyards

(Chowk) i.e. Mul Chowk, Sundari Chowk

and Manikeshab Narayan Chowk. Bhimsen Fig : Patan Durbar Square

temple, Vishwa Nath temple, Krishna Mandir, Stone column, Taleju temple, Golden

temple, Mahaboudhha etc. are the other master pieces of this area. It was included

in World Heritage site by UNESCO in 1979.

10. Bhaktapur Durbar Square, the Area of Devotees

It is located at around 12 km away from

Kathmandu city. The Durbar square was

the seat of the Malla kings and the present

structures were erected from the 12th

to the 18th century AD. There are many

monuments including Pagodas, palaces,

Shikhar style monuments, courtyards,

Buddhist shrines and monasteries. The

Lion Gate, Golden Gate, 55 windows

palace, Nyatapola, Yaksheswor mahadev, Fig : Bhaktapur Durbar Square
Dattatreya square, Bhairabnath, Statue

of Bhupatindra Malla, National Art Gallery etc are the noted features and tourist

attraction of this area. It was listed in World Heritage Sites 1979 AD.

Except the above mentioned world heritage sites, there are so many other natural as

well as cultural haritage sites across the country. Among them, Bardiya National Park,

Shivapuri National park, Rara, Phoksundo, Halesi Mahadev Mandir, Swargadwari

Muktinath, Gosaikunda, Bindhyabasini, Fewa, Talbarahi, Chhintangdevi, Pathivara,

Budha Subba, Ramjanaki, Jame Masjid, Dharahara, etc. are some of the examples

of famous heritage sites in Nepal. JBD Social Studies Book 10 55

Ways to preserve our National Heritages
Nepal is rich in natural, cultural and religious heritages. These heritages are our indentity
and source of income. These are common property of all people. So this is the duty of
government, local people and civil society to preserve them. Even more, the heritages
listed in World Heritage list are shared assets of whole world. UNESCO has warned to
exclude some of the World Heritage Sites of Nepal from the World Heritage List due to
their deteriorating condition. Therefore, the heritages of Nepal should be preserved. The
following measures should be taken for their preservation:
(i) The old, damaged and destroyed heritages should be renovated and repaired in

their original form.
(ii) The Heritage sites should be free from pollution and should run cleaning compaign

regularly.
(iii) Local people should be involved in the promotion and protection of the heritages.
(iv) Stop encroachment of the land around the heritage sites and punishe smugglers

severely.

1 Short answer questions

a. What is meant by heritage sites? Why are these important? Make a list of
heritage sites enlisted in World Heritage Sites by UNESCO.

b. Write a letter to your pen-pal explaining
one of the places listed in the World
Heritage List.

c. Study the given picture carefully
and give a short introduction to this
historical place.

d. Describe the religious and historical
importance of Lumbini.

e. Write a news article mentioning the
role of Chitwan National Park in the
protection of biodiversity.

56 JBD Social Studies Book 10

Extra Questions for More Practice

a. What should be done to preserve the places included in world heritage list of
our country? Give any four suggestions.

b. There are indications of removing some Nepalese historical sites from the list
of world heritage sites. In this scenario, what measures do you think, should
be taken to preserve these heritage sites.

c. Write the names of four of the heritage sites listed in the list of world heritage.
What and why are these places famous for? Write a sentence about each of
them.

d. Highlight the statement, 'National heritage reflect socio-cultural aspect of
Nepalese society' in a dialogue between two friends.

e. If you are asked to suggest ten other heritage sites to include in the list of
World Heritage, which one do you choose? Why?

f. Mention the role of students and community in the protection of national
heritage in points.

General Information
Criteria for selecting any cultural sites in World Heritage list.
1. To represent a masterpiece of human creative genius
2. To exhibit and important interchange of human values, over a span of time or

within a cultural area of the world, on developments in architecture technology,
monumental arts, town planning or landscape design.
3. To bear a unique or at least exceptional testimony to a cultural tradition or to a
civilization which is living or which has disappeared.
4. To be an outstanding example of a type of building, architectural or technological
ensemble or landscape which illustrates significant stage in human history.
5. To be directly or tangibly associated with events or living traditions, with ideas, or
with beliefs, with artistic and literary works of outstanding universal significance.

JBD Social Studies Book 10 57

Lesson Folk Songs of Nepal

2

At the end of this lesson, students will be able to

• Identify and respect our typical folk songs.
• sing some folk songs.

Fig: Jhalakman Gandharbha Fig: Kumar Basnet Fig: Komal Oli Fig: Badri Pangeni

Folk songs refer to the traditional songs that are sung in different places by different people
or community. Folk means people or tribes. Therefore, the songs which are originated
among the people or specific tribes and handed down by oral tradition is called folk song.
Folk songs are based on religion, language, culture, tradition, ceremonies, rites, rituals,
daily activities, happiness, sorrow, pain, feeling, experience, etc.

Nowadays, duet folk songs have become more popular in the form of Lok Dohori. Such
popular songs should not be replaced by modern and pop songs.

Importance of folk songs

Nepal is a country of diverse culture and ethnicity. People sing different songs in different
occasions and places. These songs are typical Nepali songs. These songs are also sung
while going in fair, farming and firewood or grass cutting. Folk songs are very important.
The importance of folk songs is listed below in points:

• Folk songs are our identity and pride because they represent our culture,
tradition and contemporary society.

• Folk songs protect our culture, social norms and values.

58 JBD Social Studies Book 10

• Folk songs are the source of recreation.
• Folk songs help to maintain social harmony, empathy and cooperation.
• Folk songs are the sources of knowledge, experience and they provide field

for research.
• Folk songs are also the sources of income and employment.

Type of Folk Songs

Folk songs differ from community to community and people to people. Different folk
songs are sung in different parts in Nepal. They depict village, Lek, Bensi, Hill, Mountain,
Pati, Pauwa, Chautara, Lake, River, tradition, culture, rite, ritual etc. Folk songs are also
sung in different months, occasions, fair and festivals. Different ethnic groups have also
their own folk songs. On the different basses, folk songs can be categorised in following
types:

Festival Songs Songs in different Months/Occasion
Dashain Malshree
Tihar Deusi/Bhailo A save at the time of planting rice
Fagu Hori/Fagu Song (Ashar/Shrawan)
Teej Teej Song
Udhauli/Ubhauli Sakela Dain Song at the time of harvesting rice
(Mangsir)

Ratyauli in Marriage ceremony

Balaan at Bartabandha

Songs in ethnic community Songs in different region or province

Rai Chandi Province 1 Hakpare or Purbeli

Limbu Palam Province 2 Bhojpuri/Maithali

Sherpa Syabru Kathmandu and its vicinity Kathe song

Magar Kaura Gandaki Paschimeli/Thado Bhaka

Gurung Rodi Province 5 (Terai) Jhinjhiya/Awadhi

Tamang Tamang Selo Karnali Aandhikhole Bhakha

Gandharva Karkha Sudurparchim Deuda

Brahmin/ Balaan
Chhetri

Some popular folk songs in Nepal

1. Jhyaure song: It is one of the common songs sung in different parts by different
people.

JBD Social Studies Book 10 59

/z] d lkml//L -emo\ fp/] uLt_

/]zd lkml//L /]zd lkml//L–@
p8/] hfpFsL 8f8F fdf eGHofË /]zd lkml//L /z] d lkml//L –@
Psgfn] aGbs' bO' { gfn] aGb's d[unfO{ tfss] f]
du[ nfO{ dn} ] tfs]sf] xfO] g dfofnfO{ 8fs]sf]
/z] d lkml//L ===================== -@_
s's/' nfO{ s'tL st' L la/fnf]nfO{ ;/' L
ltdf| ] xfdf| ] dfof lkl| t bf]af6fd] f s'/L
/z] d lkml//L ============
2. Hori song: This is one of the popular Song of Mithila region of eastern Terai.
This song is sung on the occasion of Holi/Fagu Purnima. This song is based on the
character of god and goddess mostly of Lord Ram and Sita.

kmfu"÷ xf]/L uLt

/fhfsf] xf]/L hfO hfg nfUof] kf6g nfUof] ;fyL xf]
b]aLsf] cuL k5L 8d? ahfa}
xfO{ xf] efO{ xf] nfn ahf j] .. /l;of ;d+' ?]
of+ lba jf0fL xf] /hfsf] 5f/] L hfO hfg nfUof]
kf6g nfUof] ;fyL xf] ..
3. Tamang Selo: This song is popular among Tamang community living in middle
hill. This song is sung in different occasions.

tfdfª ;n] f]
Rofªa\ f xf] RofËaf, ;g' ;'g xf] RofËaf
8Dkmn' ] cfh s] eG5 hfd stf hfd hfd hfd dR} ofË xf] dR} ofË
8Dkm'n] cfh s] eG5 hfd stf hfd hfd hfd hfd
:joDe' wfgsf] s'n bj] tf afnfh" jugsf] d"n bj] tf
cfdfsf] 5f/] L d Pp6f afa'sf] 5f]/f] tF Pp6f
tnF fO{ xfdf| ] 5f]/fsf] cfkf gagfO{ 5f8l\ bg
Rofª\af xf] Rofª\af================

Fig: Tamang Selo Dance

60 JBD Social Studies Book 10

4. Teej Geet: This song is popular among Nepalese Hindu tLh uLt
women. This song is sung in Teej festival. Generally, gf} 8fF8f kf/L glbP afaf

Nepalese women express their sorrow, happiness, pain, lthdf lng sf] hfnf
ltd/sf e}of ;fg} 5g\
feeling, etc in this song. lthdf lng d} cfpnF f

5. Deuda Song: This song is popular in Sudurpaschim Province and the people sing
this song on different occasions and festivals in group.

bp] 8f uLt
/fO{ emd' f emd' f Sof d:Sof ls 5f} xf], /fO{ e'mdf
-x==== rfa} GbL 9fsfsf] rf]nf,] l56sf] kml/ofls_ @

kftnL 3/ sxfF xf] tD/f] j}z el/ofsL
d t /fO{ em'df, e'mdf Sof d:Sof ls 5f} xf,] /fO{ em'df .

6. Purbeli Song: This is the popular song of eastern Nepal. This song is sung while
going in farm, collecting firewood and other celebrations.

k"j]n{ L nf]s uLt
l3gl3g dfbn sxfF aHof] sfz] L lsgf/df
s] 5 s] 5 ;fGgfgL ltdf| ] lgwf/df
dfbn aHbf efOalxgL v/L /Gs]sf]
pQ/ x]bf{ efO{alxgL lxdfn 6Ns]sf]

7. Occasional Song: These songs are sung in different months or occasions. Mostly
these songs are popular during planting and harvesting the crops.

c;f/] uLt

c;f/] df;df kfgL x} kbf{ vt] x} lehs] f]
afp;] bfOn{ ] laxf8 agfO{ wfg /fk] ]sf]
c;f/] df;sf] baba] lxnf] l5 dnfO{ l3g nfUof]
kftnL HofgnfO{ kml/of lsGbf gf}lj; /Lg nfUof]
c;f/sf] kGw| ut] bxL lrp/f vfPsf]
afp;] bfO{n] lxnf] v]nL wfg} /f]k]sf]

Fig: Singing Asare song

JBD Social Studies Book 10 61

1 Very Short answer questions

a. What is meant by folk song?
b. In which community is Palam Song popular?
c. Name any two folk singers of Nepal.
d. When is Malshree song sung?
e. What roles can you play for the protection of folk songs of your community.

Write any two ways.

2 Short answer questions

a. What are folk songs? Mention some names of folk songs of Nepal.

b. "Folk songs are the identity of our country". Justify.

c. Which folk songs are sung in your locality? Collect any four folk songs that you
have listened.

d. Give a short introduction of Deuda song.

e. Folk songs highlight culture, social norms and values of a specific place. It also
represents way of life of people. Write a model of a folk song that is sung at
festival, religious functions and local fairs in your community.

Extra Questions for More Practice

a. Write down the title, singing time, the main theme of the song and other
characteristics of a folk song popular in your own local community and
district.

b. Nepal is rich in folk songs. Write four lines of the folk song common in your
community.

c. Write a sample of famous folk song that is sung at festival, religious function
and local fairs in your community. What is your role to lifelong it?

d. Prepare a model of news including activities held in your community for
promoting to sing a modern, pop, folk or rap song. Which song would you
prefer to sing among them? Give any three reasons, why do you sing that
song.

62 JBD Social Studies Book 10

Lesson Folk Musical Instruments of
Nepal
3

At the end of this lesson, students will be able to

• Identify our folk musical instruments
• Promote and project our folk musical instruments.

Musical instruments produce melodious tune which makes sweet listening of the songs.
Folk musical instruments are our original playing materials which are practised from
the very beginning. These musical instruments are soul and life of our folk music. These
instruments are played during festivals, fairs, gathering, occasions and social customs.
These instruments are not similar everywhere. These differ according to song, culture,
place, religion, caste etc. It is believed that there are about 400 such instruments in Nepal.

Some major folk musical instruments popular in Nepal

Madal

Juine Madal is a typical Nepali folk musical instrument

found in every part of Nepal. It was first introduced
by Magar Community. It is made of wooden hollow
tube and tightened with leather strings. A black mixed
Khari material called Khari is pasted in the skin/leather
part at either side. It produces very melodious sound.
This instrument is played by hitting with both hands
holding on the waist or lap. The Khari pasted area of Madal is called maidan. The string
tightening ring of Madal is known as Mayara and the skin rope which is used to hold
Madal in the waist is juine. Madal is made from the hollow wood of khamari tree and ox
skin.

Sarangi Gajo

Sarangi is also a typical folk musical instrument of Nepal. It is a
four string musical instrument popular among the Gandarvas.
It is played by rubbing a stick called 'Gajo' and by playing the
fingers on the strings. It was used to sing a Karkha song in the
past but all kinds of folk songs are sung with Sarangi, now.

Murali (Flute) / Bansuri

Murali and Bansuri are similar in nature made from a piece of bamboo
with five or six holes on it. These are played by blowing air from the
mouth and fingers are played over the holes to produce sounds as

JBD Social Studies Book 10 63

need of songs. Bansuri is kept horizontally whereas Murali is made downward slope while
playing these instruments.

Panche Baja

These are the very common, typical and popular musical instruments of Nepal. They are
commonly popular in hilly region among all castes and ethnicity. These instruments are
played at marriage ceremonies and on other special occasions. Panche Baja includes
Nagara (Damaha), Sahanai, Tyamko, Jhyali (cymbal) and Narsinga. A brief introduction
to these instruments is presented below:

a. Nagara (Damaha): It is like a drum made of leather Gajo
stretched over an end of hollow copper bowl. It is played by
hitting with the stick called Gaja.

b. Sahanai: It is made of bronze (metal). It is shaped like a
pipe slightly bent forward. It has couple of holes and a reed
on the top. It is played by blowing air from the mouth.

c. Tyamko: It is similar but smaller than Damaha. It is also
made in hollow copper with stretched leather over at the
end and played by hitting with two sticks.

d. Jhyali (Cymbal): It is made of metal. It is a couple of flat round
dish played by hitting each other.

e. Narsinga: It is made of copper tube. It has curved shape. It is played by blowing
air through its mouth piece.

Naumati baja

It is a set of Panche baja. It includes two Damaha,
Two Sahanai, Tyamko, Karnal, Cymbal, Dholak
and Narsingha. Naumati baja is very popular
traditional musicial instrument in Nepal. It is
mostly played in marriage ceremony, Bratabandha
and other happy occasions.

64 JBD Social Studies Book 10

Some other musical instruments
1. Shankha (Conch): It is played by blowing air during worship

and funeral procession. It is a shell of sea creature.

2. Khaijandi: It is made by a wooden ring mounted with animal skin. It is
played by hitting with fingers while singing Roila and Balan.

3. Pung: It is a musical instrument of Kirant people. It is made of the horn
of ox and played during certain rituals of Kirant community.

4. Pungi (Bin): It is the instrument, which is used to make snake
dance. It is made of hard cover of coconut in which a bamboo piece
like bansuri is attached.

5. Tungana: It is an instrument like sarangi made of rhododendron
wood. The skin of sheep is mounted on it.

6. Yalambar: It is made of bamboo. Two pieces of strings are
attached on it. It is popular in Kirant community.

7. Ektare: An instrument played by yogis, saints and sages. It has single
string in wooden frame.

8. Urni: This instrument is used by Dhimal people while worshiping the
gods. A hard cover of coconut shell is mounted by an animal skin with a string and
is played by plucking the string.

9. Dhol/dholak: It is a kind of large drum like a Madal. It is made of
a hollow wood by mounting the leather covering the both edges and
played with hands.

10. Dhyangro: It is used by Dhami Jhankris during the treating people
who belief in faith healers.

11. Hudko: It is an instrument like Damaru. It is played with two pieces
of cords. This is popular in Mid and Far Western Region. The person
who played this instrument is called Hudko.

12. Binayo: A piece of small bamboo is curved with a small thread at both ends. It is
also popular in Kirant community.

13. Murchunga: This instrument is also popular in Kirant people. It
is made of iron which is played by plucking its metal wire.

14. Masak: It is the most popular instrument of Bhajang which is
made of strings in a wooden frame like Sarangi.

15. Damphu: It is one of the popular musical instruments of Tamang
community. It is mounted by animal skin in one side and another
side is empty. It looks like the Khaijadi of Brahmin and Chhetri.

16. Dafali: It is made up of leather in the wood of Katahar. This instrument
is popular in western and mid western Terai.

17. Fasmuk: It is popular in Limbu community and made of by joining
three pieces of bamboo.

JBD Social Studies Book 10 65

18. Dangmen: It is popular in Sherpa community. This musical instrument is made
from wood and eight pieces of wire.

19. Kakubayan: It is made from bamboo and looks like Bansuri. It is more common in
Jyapu community of Magar.

20. Aarbajo: It is a traditional musical instrument of Gandarva community. Human
face is made on the head part of Aarbajo, which is respected as the first guru of
Gandharva people. It is also a religious or Guru musical instrument for them.
Aarbajo is also known as cock and Sarangi as hen musical instrument.

21. Dakkari: This instrument is played in Mithila pradesh. It is made joining six wires
in wood.

22. Irlung Pipari: It is popular in Kusunda people. It is played by blowing.
23. Shringinath: It is used by Jogi caste. They used it for protecting the other houses

from ghost and thunder. It is used mostly at night and made of horn of black deer.

Ways to Preserve our Folk Musical Instruments

Folk musical instruments are our identity. They are our glory and typical musical
instruments. These musical instruments represent our culture and tradition. Our ancestors
had developed and preserved those musical instruments. Now-a-days, these traditional
musical instruments have gradually been displaced by imported band musical instruments.
But, it is our prime duty to protect and preserve them. The following measures can be
used in order to preserve them.
(i) Our musical instruments should be publicized widely
(ii) Folk musical competitions should be organized throughout the country regularly.
(iii) Community people should organized to protect their traditional instruments.
(iv) It should be included in curriculum of school and college level.
(v) Government shall established national level institution for promoting, collecting

and preservation of such traditional musical instruments.
(vi) By encouraging young generation in playing our own musical instruments.

1 Very Short answer questions

a. How does folk musical instrument represent the culture of a certain place?
Write in a sentence.

b. Which musical instrument is shown in the figure?
c. Name any two musical instruments of Panche Baja.
d. What is Aarbajo? In which community is it popular?
e. To which community is Irlung Pipari to related?

2 Short answer questions

a. What are folk musical instruments? Describe their importance.
b. List the name of Panche Baja and give a brief introduction to each of them.

66 JBD Social Studies Book 10

c. Some of our folk musical instruments are disappearing. What can you do to
preserve them? Write any four ways.

d. Complete the table with the musical instruments mentioned in the
lesson.

Name of the Name of Musical Musical Name of Name of leather mounted
instruments the musical instruments instruments the musical the musical musical
played by instruments played by played by blowing instruments instruments
touching with played by blowing and but not playing played by hitting made of by instruments
rubbing the playing finger mounting with without pasting
finger string with finger leather khari
khari
arrow

e. Write an editorial to a Daily Newspaper entitled "Our Folk Musical Instrument
Our Identity."

Extra Questions for More Practice

a. Write a letter to the editor of the Kathmandu Post about the declining interest
of youngsters in our folk musical instruments.

b. Recently you got an opportunity to observe National Folk Musical Instruments
Museum. But you didn't see a folk musical instrument displayed in the museum
which is popular in your community. Write a letter to the head of the Musical
Instrument Museum to include that instruments including its introduction and
features.

c. Folk musical instruments reflect Nepalese folk culture. But nowadays the
condition of such musical instruments is declining. Why? Write any four reasons
that cause to decline the condition of folk musical instruments.

d. Our typical traditional Panche Baja has gradually been replaced by Band
instruments. Most of the city people play Band Baja during wedding ceremonies.
In this situation write what measures need to be taken for the preservation of
Panche Baja.

JBD Social Studies Book 10 67

Lesson Our Classical and Folk
Dances
4

At the end of this lesson, students will be able to

• identify classical and folk dance of Nepal
• participate in promotion and protection of such dances.

Music, songs and dances are interconnected. Dance cannot be performed without song and
music. Dance refers to the body movement specially hand, leg, waist and other parts with
proper song and music. It makes the body flexible. Dance is a source of entertainment. It
is associated with our tradition and culture. By dancing, people can make their livelihood
better by earning money too. This is an identity of the country too. Dance provides relief
from boredom, anxiety and makes the people happy.

A. Classical dance

It is one of the ancient dances of Nepal. It is based on ancient tradition and accompanied
by the classical music. It is believed that the classical dance was originated in Treta Yug.
Our Hindu gods and goddesses used to perform this dance. Classical dance has special
body gesture in which fingers, feet, eyes, mouth etc. give the meaning. Here is a description
of some classical dances of Nepal.

Charya dance
It is one of the popular classical traditional dances of Kathmandu valley.
It is based on the story of gods and goddesses and dancers perform acting
as gods and goddesses while dancing.

Fig: Charya Dance

Hanuman Nritya Fig: Hanuman Dance
This dance is practised in western part of Nepal mostly in Syangja,
Parbat, Baglung, Kaski. districts. The devotees of Ram perform this
dance. A dancer disguises himself as Hanuman and performs the
dance.

Bhairav dance Fig: Bhairav Dance
This dance is very popular among the Newars of Kathmandu and
Pokhara valley. It is a typical dance and is performed to please God
Bhairav, The Lord of universe.

68 JBD Social Studies Book 10

Manjushree dance

This dance is performed in Kathmandu valley. This dance
depicts the legend of the origin of Kathmandu and is
performed to honor Manjushree.

Sorathi Nritya Fig: Manjushree dance

This is also a classical dance. It is popular among the Gurung Fig: Sorathi Dance
community. It is danced in circle in which a male dancer
dances among the female dancers leading them. The male is
regared as Jaising king whereas the female dancers are his
queen.

Pancha Buddha dance
This dance is based on Boudha tradition. It is common
among the Mahayan Newar community.

Charitra dance Fig: Pancha Buddha Dance
This dance is popular in Terai belt mostly in Mithilanchal
and Bhojpura area. The role of different characters based on
ancient mythological is played while dancing this dance.

Mundhum dance
This dance is based on Mundhum, the religious epic of Kirant people. It is more popular
in eastern hill among the Kirants. Phedangma, the god, dances in this dance saying
Mundhum in musical sense.

B. Folk dance

Nepal is rich in folk tradition. Different ethnic communities have their own folk songs and
dances. The Folk dance is associated with folk song and music. This can be performed
without any well trained body gesture. It has no special steps and rules of dancing. Some
of the major folk dances are presented here.

Dhan Naach (Dance)

This dance is popular among the Limbu community
of eastern hills. This is performed by the youngsters
during different fairs, festivals and occasions.
Dancers hold each other's hand while performing
this dance.

Fig: Dhan Naach 69
JBD Social Studies Book 10

Ghatu Dance

This dance is popular among the Gurung, Magar and Dura
community. This dance starts from Basanta Panchami
(Saraswati Pooja) and ends on Baisakh Purnima each
year. This dance is based on the story of King Parashuram
and queen Yammawati. The girls of mostly 10-13 years
perform the dance.

Kartike dance Fig: Ghatu Dance

This dance is performed for the whole month of Kartik each

year. This dance is common in Lalitpur district. This dance was started by Siddhi Narsing

Malla.

Chandi dance

This dance is the main dance of Rai community. They perform this dance during Udhauli

and Ubhauli festival. Dancers dance with Chandi song by playing Dholak and Jhyamta.

Jutjutin dance
This dance is popular in Tharu community. It is performed whole month from Shrawan
Purnima to Bhadra Purnima. This dance symbolizes love and expresses sorrow and
happiness of the people. This traditional dance is based on the love story of Hero Jut and
Heroin Jutin.

Pulikisi dance
This dance is the dance of white elephant, which is
performed at Kilagal, Kathmandu by Jyapu community
during Indrajatra.

JhiJhiya dance Fig: Jhijhiya Dance
This dance is popular in Mithila pradesh of eastern and
central Terai. A group of women dances in which a pitcher of
mud with burning fire is kept on their head while dancing.

Kaura Dance
This dance is performed during festivals and other special occasions in Magar community.

Deuda Dance
It is very popular and common dance of Mid and far western development regions. It
is performed in a circle with Deuda song. It is a group dance in which dancers hold the
hands of other dancers and touch the shoulder.

Maruni dance
This dance is popular in eastern hills of Nepal. A male dancer disguises as female while
performing this dance. This dance is performed by Magar community and organized
almost all year the round.

Gauna dance
This folk dance is performed in Mithila tradition in Janakpur region.
Apart from these classical and folk dances, there are so many other dances practised in

70 JBD Social Studies Book 10

Nepal. Hudkeli and Chhokra dance of far western region, Singaru dance of Mid-western
region, Tarware dance of Gandarva community, Devi dance of the Newars of Bhaktapur,
Charitra and Dandi dance of Terai region, Chandi dance of Rai community, Balan of
Brahmin and Chhetri, Hopcha dance of Rai community of Dhankuta, Chyabrung dance of
the Sherpa community. Pandure and Modikhole dance etc are the other popular classical
and folk dances of Nepal.

1 Very Short answer questions

a. Write the name of one popular folk dance of your province.
b. Where is Hanuman dance more common?
c. How and by which community is Maruni dance performed in Nepal? Write.
d. Write any two names of classical dance.

2 Short answer questions

a. Differentiate between classical and folk dance.
b. 'Music, songs and dances are interconnected and they go together.' Describe.
c. What is a classical dance? Explain any three classical dances briefly.
d. What type of folk dances are performed in your community? Make a list and

explain any two of them how they are performed.
e. What type of dance is Kartike Dance? Who started it? Write down the

specialities of this dance.

Extra Questions for More Practice

a. Many of the classical and folk dances are losing their importance in our society
and are on the way towards extinction. Write an article for the Gorkhapatra
Daily, mentioning the utmost measures that have to be taken for their
preservation.

b. What are the differences between folk dance and classical dance? Differentiate
any two and mention any two ways to preserve them.

c. A group of students proposes to sing folk songs, play folk music and folkdance
in a cultural programme that is going to be organized in your school. But
another group of students opposed that such old music and dance should not
be included in the programme. What are your suggestions do you give to such
students? Mention any four suggestions in points.

d. Prepare a news item to the local newspaper about the folk and classical dance
competition held in your community.

JBD Social Studies Book 10 71

Lesson Our National Days

5

At the end of this lesson, students will be able to

• tell about national days and activities that follow while celebrating these days.
• say about the importance of national days.
• take part in our national days.

National days are those days in which the specific events of national importance have
been taken place. These days are our identity and glory. These are our national festivals.
These days are celebrated throughout the country each year. On these days, some
important events take place. So, these days are observed to remember the contribution
made during such events. A brief introduction of some of the important national days
which we celebrate each year is given below:

Republic Day: (Ganatantra Diwas)
This day is celebrated on 15th Jestha each year. The first
meeting of the Constituent Assembly declared the end of
nearly 240 years long monarchy system of Shah dynasty on
15th Jestha, 2063 BS. Nepal started Republic System from this day. Since then, 15th
Jestha is celebrated as national day.

International Labour Day
1st May is observed as International Labour Day each year.
This day is observed to promote rights and to respect and
honour the contribution of labour.

Education Day
This day is celebrated by organizing various programmes
in schools, colleges, and universities. People who have
contributed to the field of education are awarded
and honoured on this day. This day is observed on 8th
September each year.

Children's Day
Nepal signed and approved the UN charter on children's right
on 14th September, 1990 AD. On this day, various programmes
regarding the child rights are organized in different parts
of the country. Different awareness programmes have been
conducted to protect the rights of children. This day is
celebrated on 14th September (29th Bhadra) from 2063 BS each year.

72 JBD Social Studies Book 10

Constitution Day

This day is celebrated on 3rd Asoj each year. Constitution is
the supreme law of the country. It helps to maintain rule of
law and protects our fundamental rights. It provides
guardianship to all the citizens. So, constitution is one of
the important legal and political documents of the country.
But unfortunately, Nepal drafted 7 constitutions in short
constitutional development history of Nepal. The latest constitution, 'The Constitution
of Nepal' was promulgated on 3rd Asoj 2072 BS from the Constituent Assembly.
Thus, our government has declared 3rd Asoj as Constitution Day. Government
declares holiday for celebrating Constitution Day. Many organizations, political
parties and government organize various programmes on this day.

Martyr's Day

This day is observed to pay our homage to

known and unknown martyrs who sacrificed

their life for the sake of the country and its

people. Every year we observe Martyr's Day

on 16th of Magh. This day is celebrated since

2007 BS. in the memory of four Martyrs named

Dasharath Chand, Dharma Bhakta Mathema, Fig: Martyr's Gate, Kathmandu
Shukra Raj Shastri and Ganga Lal Shrestha and

others who gave their life to end the autocratic Rana rule.

A week long celebration is made to commemorate the contribution of the martyrs.

Different political parties, Kathmandu metropolitan city, Nepal government, various

organizations organize different programmes and they offer flowers and pay homage

at Shahid Gate. People visit Martyr's memorial at Lainchaur, Pachali, Shiphal and

Shobhabhagawati of Kathmandu where the great sons of our country were hanged

and killed. The martyr's who had fought against partyless Panchayat System and

martyrs of mass movement I, 2046 and Mass Movement - II 2062/063 are also

remembered in the same day.

Democracy Day

One hundred and four years old Ranarchy was ended due to
martyrdom of different people and democracy was established
on 7th Falgun 2007 B.S. People became free from cruel rule of
Ranas. Thus, to celebrate their freedoms, the Democracy Day
is observed on the 7th Falgun each year. Government organizes various programmes,
people organize rally to celebrate this day.

International Women's Day

The population of women is more than half of total population
of Nepal. To respect and to protect their rights, this day is

JBD Social Studies Book 10 73

celebrated on 8th March every year. Various programmes are organized to make
aware the people of the rights of women, education and equal opportunity for them.
Government declares holiday for the women civil employees on this day. Various
feminist organizations celebrate this day by organizing different programmes.

1 Short answer questions

a. What are national days? Why do we observe these days?
b. Make a list of all national days which are observed in Nepal and describe any

one of them.
c. What programmes are being organized at your school on the occasion of

national days?
d. There is a public grivances that National Days are only for celebrating the day,

but not for according to its meaning. What can be done to celebrate these
days effectively? Mention any four effective ways.
e. How do you like to celebrate our national days? Write a letter to the editor of
Gorkhapatra including your suggestions.
f. Make four placard with different slogans that are suitable for different National
Days.
g. 'It is the right of each worker to get right wages for right work.' Write a model
of debate on this topic.

Extra Questions for More Practice

a. Women's Day falls on 8th March. Suppose you are assigned to manage and
conduct the programme. How do you manage to conduct and what kinds of
programmes would you design? Write in points.

b. Imagine that you are a correspondent of a National Day. Prepare a news model
about the activities performed by a school on the occasion of 'Children's Day'.

c. Lokatantra Day is celebrated on the 11th Baisakh. Suppose you are given the
responsibility to manage and conduct the programme. What would be your
programme and how would you manage and conduct it?

d. It has been started to celebrate Children's Day on 29th Bhadra from 2063 BS.
But, its celebration is still in traditional way. What should be done to change
the style of Children's Day celebration? Give your view in four points.

e. Ministry of Home Affairs published a notice that there will not be holiday on
National Days rather it should be celebrated as a programme related with the
days in their office, community and school. An officer was worrying about it
and said 'one day was also dismissed, so boring. No interest in job.' Do you
agree with him? Write four suggestions to him.

74 JBD Social Studies Book 10

Lesson

6 International Personalities

At the end of this lesson, students will be able to

• tell the contribution of Kailash Satyarthi and Dr. Martin Luther King
• get inspiration from them and try to be social worker
• write biography of famous personality of their community

The people whose contribution is remarkable for the welfare and the betterment of the
people in the world are called international personalities. They are boundryless people.
They fight for the mankind. They are selfishless and do not work for their personal life
only. There are so many such international personalities. They are from different fields.
We have to respect them and have to follow their good deeds. We will read a short
biography of two international personalities in this lesson. They are:

(i) Kailash Satyarthi

(ii) Dr. Martin Luther King

A. Kailash Satyarthi

Childhood and Education

Kailash Satyarthi was born on January 11,
1954 in Vidisha, a small town in Madhaya
Pradesh, India. He was born in Sharma family.
His real name is Kailash Sharma. He was a very
compassionate person from his childhood. He
left all the orthodoxy of high caste and changed
his surname as Satyarthi adopting the life of so
called lower caste.

Fig: Kailash Satyarthi He attended Government Boys Higher Secondary
School and completed his degree in electrical

engineering at Samrat Ashok Technological Institute and a post graduate degree in high

voltage engineering. On Kailash Satyarthi's first day at school, he spotted a child of his

age at work as a cobbler on the doorstep of his classroom. This incident stayed with him.

It pushed him to devote his life to fighting child labor years later. Now he is popular as a

loving social worker among the children.

JBD Social Studies Book 10 75

Work and Career

Satyarthi began to working as a teacher in the same institution where he had graduated
than after as an engineer. A lucrative career lay ahead of him but the young man's heart
was not in an engineering job. He wanted to help people especially the poor children who
worked as bonded laborers and thus he quit his job.

He started a journal called, 'The struggle shall continue in 1980 in order to create
awareness about the problem of child labor. He studied about the factories in which
children were forcibly kept and made to work. He established Bonded Labor Liberation
Front in 1980. He worked as the General Secretary and started Bachpan Bachao Andolan
(Save Childhood Movement) in order to create awareness about this widespread evil and
to rescue children from the clutches of bonded labor. The success of the Bachpan Bachao
Andolan (BBA) led to the creation of the South Asian Coalition on Child Servitude (SACCS)
in 1989. He joined hands with a group of like minded people and began his work raiding
carpet factories in East Uttar Pradesh, India in 1990. He adopted the policy of 'raid and
rescue'. BBA with other unlike child rights organizations and the police stormed factories
employing child worker. BBA has till date liberated more than 83,000 child laborers
working in different industries from 144 countries. Satyarthi realized that the work did
not end with the rescue, these children needed to be rehabilitated so that they could live a
normal life. Thus he founded Bal Ashram in Rajasthan where the newly -rescued children
are taught basic skills. He led the global march against child labor in 1998. The march
was a grassroot movement to motivate individuals and organizations to be their bit in
the fight against child labor. He has served as a member of the UNESCO's Education for
All, International Labour Conference, U.N. Human Right Commission, Action Aid, Oxfam,
International Centre for child labour and Education (ICCLE), World wide trade union of
teacher and World Education Organizations. Besides these, he was a part of the Nagarik
Ekta Munch that was justice for the victims of the Sikh riots in 1984. He is working now
for UN after 2015 development agenda to eliminating child labour and slavery according
to the report of Millenium goal.

Identity and Awards
Kailash Satyarthi is a renowned Indian child rights activist. Child labor is a rampant
problem in India where millions young children are engaged in various forms of work
instead of attending schools. Satyarthi has been working as a children's rights activist
from the past many years and has liberated several thousands of child laborers since
1980. International labour organization passed the convention no. 182 by prohibiting all
kinds of child labor because of Satyarthi's tierless effort. He began monitoring and
verification on system of Good Weav in Galaincha factory. Rugmark is used in such Good
weav and it means Galaincha (carpet) made without the use of child labor. He visited USA
and Europe in the decade of 1980-1990 for awaring consumers, and explaining, the
objective of organization through international campaign. He got more encouragement
work against child labor, protect human rights, and to run child welfare activities from
this visit. Moreover, he call to the world to fight against poverty, unemployment, illiteracy,
population growth and other social problems. He has been honored with several awards

76 JBD Social Studies Book 10

for his relentless humanitarian work including the Nobel Peace Prize with Malala
Yousafzai, the youngest Nobel Prize winner in 2014
and fifth person of getting Nobel Peace Prize in
India. The other awards he achieved due to his
humanitarian work are listed below:

1. Haward personality prize 2015
2. Honoured by honorary PhD from
Sauharda University, Goodgaun-2015
3. Nobel Peace Prize 2014
4. Savier of Democracy Prize (USA), 2009
5. Alfonso Comin International Prize (Spain), Fig: Malala Yousufjai

2008
6. Gold medal of Italian Senate - 2007
7. Freedom award (USA) - 2006
8. Walenberg Medal of Michigan University - 2002
9. Fedrich Abert Stiftung award (Germany) - 1999
10. Gold flag award (Netherlands) - 1998
11. Robert F. Kennedy Human Rights Award (USA) - 1995
12. The Trumpeter Prize (USA) - 1995
13. The Aachener International Peace Prize (Germany) - 1994

B. Dr. Martin Luther King, Jr.

Early life and education

Martin Luther King was born from, Alberta King (mother) and

Martin Luther King (father) on January 15, 1929 as Michael Luther

King Junior at Atalanta, USA. Later his name had changed to Martin.

His grandfather was pastors of the Ebenezer Baptist Church in

Atlanta from 1914 to 1931. His father had served from them until

his death. Martin Luther King Jr. acted as co-pastor from 1960

in the same Church. Martin attended segregated public schools

in Georgia and graduated from high school at the age of fifteen.

He received the B.A. degree in 1948 from Morehouse College a
distinguished Negro institution of Atlanta from which both his Fig: Martin Luther
King Jr.
father and grandfather had graduated. He got crozer fellowship in

1951 and enrolled in graduate studies at Boston University, a school

of Theology. He completed doctorate degree in 1955. He got married with Coretta Scott

in Boston. Two sons and two daughters were born into the family.

Martin Luther King Jr. was a Baptist minister and social activist who played a key role in
the American civil rights movement from the Mid 1950s until his assassination in 1968.
He had started nonviolence movement like of Mahatma Gandhi in India. King Sought
equality for African Americans, the economically disadvantaged and victims of injustice

JBD Social Studies Book 10 77

through peaceful protest. He had launched Montgomery Bus Boycott and the March
on Washington. Bus Boycott movement was run for 381 days in which many American
supported him. Dr. King led the Marc o Washington on 18 on August 1963, Stirring the
emotions of millions with the words, 'I have a dream.'

His strong beliefs in civil rights and non-violence made him one of the leading opponents
to American participation in the war in Vietnam. Students, Professors, intellectuals,
clergymen, reformers, human right activists and American people rushed into the
movement supporting him. He called for a guaranteed family income, he threatened
national boycotts, and he spoke of disrupting entire cities by non-violent. His attention
was on the plight of the poor, unorganized workers and on the rights of American blacks
(Africans) and he never back to his poverty plans.

When Martin Luther King Jr. was a little boy, it saddened him that he could not be friend
people who were not black. He knew in his heart that just because people may look
different on the outside, the contents of their hearts and their character is what makes
a person valuable. Martin Luther King Jr. saw a social problem in America, developed a
dream, and eventually he changed the United States as well as the world. He is still today
among the most well known social activists in the world.

His Contributions in short
• Martin Luther King Jr. led the bus boycott in 1955 that was sparked by Rosa
Parks.
• He was the leader of the entire civil rights movement in the 1960s that called
for working out conflicts with kindness and love as opposed to hate and
violence.
• Martin Luther King Jr. fought for and achieve mandatory and voting rights in
America for blacks and whites.
• Martin's nonviolent peaceful demonstrations proved to the world that action
without violence can be effective and successful.
• King with 3200 people marched from Selma to Montgomery to meet president
and other leaders about voting rights for blacks in 1964.
• Civil Rights Act in 1964, and Voting Rights Act in 1965 were passed from the
Senate due to his continuous struggle for rights.
• Martin Luther King Jr. had published two books, 'Stride Toward Freedom' and
'Why We can't wait'. He won the Nobel Prize in 1964 from the book 'why we
can't wait.'

He became more popular all over the world due to his speech. He had delivered his
famous speech 'I have a Dream where' at the Lincoln Memorial in Washington D.C. over
250,000 civil rights were attended on August 28, 1963. He declared that every citizen has
the moral right of food, shelter, cloth, education, health, employment and salary for work.
This activity of Martin Luther King Jr. made unhappy to American government, rich black

78 JBD Social Studies Book 10

and Kuklas clan group. This group believed on autocracy and worshipped to Hitler. So,
Luther was assassinated at Lorraine Hotel Tennessee by James Earl Rayon April 3, 1968.
His death caused a wave of violence in major cities across the country.

Martin Luther King Jr. is respected in United States even today. His birthday, Jan. 15, is
a national holiday celebrated each year with educational programs, artistic displays and
concerts throughout the country. A district of Atlanta state is named as Martin Luther King
by respecting him. The Lorraine Hotel where he was shot is now the National Civil Right
Museum. The standard has been set for all nations to treat everyone equally regardless of
skin colour because of the work of Martin Luther King Jr.

1 Short answer questions

a. Who are called international personalities?

b. What is Bachpan Bachao Aandolan? Who was the leader of this movement?

c. What is Dr. Martin Luther King famous for?

d. Who is Malala Yousafzai? What inspiration did you get from her? Write in a
sentence.

e. Write any two specialities that you have.

2 Short answer questions

a. Give a short introduction of Kailash Satyarthi.

b. Who is the personality given in the figure? Describe his contribution.

c. Write down the similarities and differences between Martin Luther
King Jr. and Mahatma Gandhi.

d. Both Kailash Satyarthi and Martin Luther King Jr. are Nobel prize
winners. What should be done to get the greatest award, Nobel prize? Make a
list of the activities.

e. Kailash Satyarthi is an Indian citizen but his contribution is an example for the
whole world. Justify this statement.

Extra Questions for More Practice

a. What inspiration did you get after reading the biography of Martin Luther
King Jr. and Kailash Satyarthi? Write in any two paragraphs.

b. Malala Yousufzai, a Pakistani teenager activist, got Nobel prize with Kailash
Satyarthi in 1914. Discuss in class and write her short biography.

c. Have you heard of any social worker who made a great contribution in the life
of people from Nepal? Write the contribution of any one of them.

JBD Social Studies Book 10 79

Lesson Universal Brotherhood

7

At the end of this lesson, students will be able to
• tell the meaning of global family and help to develop brotherhood among all.
• tell the causes of universal brotherhood
• point out the advantages and disadvantages of universal brotherhood.

Introduction
This universe is resident of all living beings. It is our common home. The human beings
living in this universe are the members of a family. It is also known as global family due
to globalization. In fact, universal brotherhood refers that different cultures and socio-
economic system around the world are connected to each other. It is the intensification
of worldwide relation that links distant communities. It is a feeling of friendship, support
and understand between people in the world. The power of love is transformed into
an action through intercultural and interfaith dialogues, relations or activities in global
family or universal brotherhood.
Global family is a multi-dimensional concept consisting of economic and cultural
manifestations. Distance communities are in a close contact because of rapid progress
in science and technologies. People can travel one corner of a country to another corner
in the world. The citizens of one state can interact virtually with the citizens of another
state and share their opinions and beliefs that can build up rapport between them. A
person having breakfast in Japan can take the lunch in Dubai and can have the super in
England. The people of the world can meet everywhere. We can play card in casino with
the people of different countries and also we can dance with many people of the world in
night club. Their fraternity goes across the geographical and political territory. Universal
brotherhood has proved our traditional practice of 'Basudhaiba Kutumbakam'. It says all
people are the relatives of one another and they are interconnected each other. They may
develop a shared property regarding their cultures either overtly or covertly. Different
world wide and regional organizations such as UNO, NAM (Non Aligned Movement)
SAARC, ASEAN, commonwealth countries, etc. have established for the promotion of
universal brotherhood. Therefore, we should have the thought of sovereign universal
family.

Causes for universal brotherhood
The whole world is being a boundaryless country, nowadays. The big cities have run home
stay in family environment. The interesting fact is that the religious and racial orthodoxy
is going down due to it. No one hesitate to wear the dresses of other people or community.
People enjoy the fairs and festivals of other community. People do not like stay in a place.
Birds also fly one place to another place according to weather. Naturally, human being

80 JBD Social Studies Book 10

want to learn new things and they want to assimilate in others culture. So they migrate
from a place to other places. They involve in business and do the job going to other places
or countries. The economic sphere and job market of the world has been globalized due
to the extension of multinational companies.

Tourism and foreign trade also cause the Migration Employment
universal brotherhood. People travel
in different places as tourist. They are
the main source of cultural diffusion. Foreign trade Causes Tourism

They acquire as well as transmit the Reciprocal cooperation Development of
cultures. They have developed the science and technology

feelings of friendship. Similarly, the

development of transportation and Fig: Causes of universal brotherhood

communication have also caused the

universal brotherhood. People can travel from one corner to another corner of the world

within a short period of time due the development of means of transportation.

Need and Importance of universal brotherhood
Fraternity and brotherhood between human being is essential need of present day world.
All human beings are equal. Every problem of human beings is solved due to the universal
brotherhood. It has become an inevitable phenomenon. It is very important and needed
to maintain world peace.

Advantages (strength)

• Universal brotherhood can help to maintain peace in the world.

• We can share our love, affection and cultures if we develop brotherhood
among the people.

• Universal brotherhood helps to be an ideal person of family.

• It contributes to the balanced distribution of commodities, reduces trade
barriers, solves the problem of unemployment.

• It increases inter-flow of ideas and consolidations human rights in the world.

• It contributes to removing restrictions imposed by some industrialized and
powerful countries.

• New and advanced technologies are introduced in developing countries.

Ways of strengthening universal brotherhood

Despite some demerits, universal brotherhood is inevitable part of the human life. When
the feeling of universal brotherhood increases on human being it stops conflict. The
universal unity becomes stronger due the sense of universal brotherhood. The prosperity
and happiness of human being increase due to the sense of brotherhood. Therefore, we
should develop the feeling of universal brotherhood in us. The following are the ways of
strengthening universal brotherhood:

JBD Social Studies Book 10 81

• We should treat all people equally without discriminations as high or low
status on grounds or a particular caste, ethnicity or community of any country.

• We should discourage the propagation of attitudes based on caste superiority,
untouchability or hatred.

• There should be love, harmonious attitude and cooperation between person to
person and country to country.

• Everyone should work for the prosperity, progress and happiness of others by
avoiding individualism and proud.

• We should develop the feeling of empathy, sympathy, cooperation and sense of
Basudhaiva kutumbakam on us.

• Castism, racial discrimination, limited nationalism make the sense of universal
brotherhood weaker. Therefore, we should avoid the intolerable behave based
on castism, racial discrimination and other ground.

In conclusion, universal brotherhood or global family is essential for maintaining the
peace. So, we should develop the feeling of it by balancing in our culture and originality.

1 Very Short answer questions

a. What do you mean by universal brotherhood?
b. Draw placard with slogan which shows the universal brotherhood.
c. How do you help to maintain peace and prosperity in your neighbourhood?

Write in a sentence.
d. What does 'Basudhaiva Kutumbakam mean?
e. Write any two ways of strengthening universal brotherhood.

2 Short answer questions

a. How does universal brotherhood affect our culture? What should we do to
keep brotherhood forever?

b. Write a short report on 'universal brotherhood is the base of universal unity.
c. Universal brotherhood is inevitable to keep world peace. Justify the statement'.
d. Complete the following table.

Merits of Universal brotherhood Demerits of limited nationalism

11
22
33
44

e. How is the condition of universal brotherhood in your community? Describe.
f. Write a letter to your friend living abroad describing the importance of

universal brotherhood.

82 JBD Social Studies Book 10

Lesson Duty towards the Senior
Citizens
8

At the end of this lesson, students will be able to

• state the role of the senior citizens in society development

• respect and fulfill their duties towards the senior citizens

• tell the activities done by government towards the senior citizens

All living begins get birth, grow up, become old and die. It is a natural process. Human
beings also cross different stages of their life. They become children, young, adult and
old. The old age people are the senior citizens of the country. According to senior citizens
Act, 2063, senior citizen means, the citizens of Nepal who have completed the age of
sixty year.' They are the source of knowledge and experience. They are the source of
values and traditional practices. Their contribution is great in family and society. They
have already completed their active young life. They are our parents, grandparents. We
can learn many things from them. Therefore, we should respect the senior citizens of the
nation and we need to utilize their knowledge, skill, and experience for the development
of society.

Characteristics of senior citizens

• They are physically and mentally weak.
• They have lack of immunity power.
• They have the nature of showing dissatisfaction.
• They are lazy and cannot work properly.
• They have lack of adaptation and adjustment.
• Increase mental tension and tiredness in them.
• They do not give proper attention in personal hygiene.
• They give more interest in worshipping gods and religious activities.
• They have lack of nutrition and suffer from many diseases.

The population of senior citizen is increasing in Nepal. The following table shows the
percentage of sixty year old and above population.

Census 1961 1971 1981 1991 2001 2011
% of 60 + age 5.19 5.62 5.74 5.81
6.5 8.14

Source: CBS, 2011 AD

From the above table we can conclude that the number of senior citizens is increasing.
The percentage of senior citizens was 4.99 in the census of 2009/11 BS. The percentage
of senior citizens is increasing in each census and has reached 8.14% in the latest census

JBD Social Studies Book 10 83

of 2068 BS. It means the life expectancy has increased in Nepal due to the improvement
in health facilities.

Caring of senior citizens/elderly people

People become physically and mentally weak when they reach in old age. They loss
immune capacity. They may suffer from different diseases such as heart, lungs, respiration,
bones etc. They loss hearing and have poor eyesight. Old age is not itself a problem. It
is one of the stages of human life cycle. Only, the problem is that our changing attitude.
Changing lifestyle, nuclear family, influence of western culture, modernization, going
abroad for study and job, economic crisis, busy life, etc. have led to increase neglect of
the senior citizens by family members. Senior citizens are isolated from family. They lack
proper treatment, health care facility, physical, mental and emotional care. Many elderly
people/senior citizens have difficult and helpless life. They are usually alone at home.
Some families think that they are burden and therefore they are kept in elder home far
from the family.

Elderly people need special care and family support. These people are valuable source
of our society. They are the ways of fulfilling the gap of old and new generation. They
can help in the protection and promotion of nation, nationality and Loktantra. So, we
all should feel that they are important members of family and society. Therefore, the
following care should be provided to them.

• They should be provided regular nutritious and balanced diet.
• Senior citizens suffer from many diseases. So, regular medical checkup should be

provided to them.
• Proper family care and support should be provided.
• Senior citizens need love, respect, sympathy and kindness. We as human beings

have to provide such friendly environment to them.
• We have to encourage them to walk around clean and green environment and need

to discourage long journey as well as hard work.
• They should be provided with spiritual and religious environment.
• Pension of social security should be provided to the senior citizens.
• They should involve in reading religious books, newspaper, visiting park and

shouldn't be kept alone far from their family.
• They should be protected from smoking, drug, alcohol drinks and should be kept

free from mental tension.
• We should listen their voice which they share their experiences of live events.

84 JBD Social Studies Book 10

Effort made by the state for the welfare of senior citizens

Senior citizens are the creators of nation. They sacrificed their young active life for the
development of their family and nation. Therefore, to provide special care for the senior
citizen in organized way is the duty of state and family. This is an universally accepted
human right to provide services for old age and physically challenged people in Loktantra.
This is a great social service. Therefore, some activities have run in Nepal for the welfare

of senior citizens from the state side.

• The Constitution of Nepal has provided the fundamental rights to the senior citizens.

According to this right, the state will provide special protection and social security

to the senior citizens.

• Every senior citizens are provided with free medical check up and 50% discount in

all the services in the hospitals as determined by the government.

• Senior citizens Act, 2063, Senior Citizen

Working Policies, 2064 and senior Citizen

Regulation, 2065 have been implemented to

enhance the rights of the senior citizens.

• The government has provided some amount

per month to all the senior citizens as social

security allowance.

• Senior citizens Act, 2063 has made the Fig : Senior Citizens
provision of caring senior citizens without

their interest.

• The government has made compulsory to provide 50% discount and two seats

reserve in public vehicles to respect the senior citizens.

• The government has focused on elderly homes and has established old age home

(Briddashram) in Pashupati Nath premises in 1976 AD.

• Senior citizens should be kept with them and have to provide proper care those who

want to use movable or immovable property of the senior citizens.

• The government of Nepal has made the provision for free health services for heart

and kidney patients of over 75 years of age.

• The government has managed the pension scheme for retired public servants and

their widows.

• The government has managed necessary services, facilities and cooperation in public

places and in public and religious activities.

The main provisions made in Senior Citizen Act 2063

The Senior Citizen Act was enforced in Nepal from Kartik, 2063 for the welfare of the
senior citizens. Some of the provisions made in act are as follows.

• It shall be the duty of each family member to maintain economic status and prestige
of the member.

JBD Social Studies Book 10 85

• Where the senior citizen has lived separately or wishes to live separately taking his
or her partition share, the family member of his/her choice shall keep with him or
her and maintain the senior citizen.

• No one shall detach the senior citizen from the family or compel the senior citizen
to get detached from the family in against of his or her will.

• A senior citizen shall be entitled to deal exclusively with any movable, immovable
property.

• It shall be the duty of all to provide necessary services, facilities and assistance to
the senior citizens in any public vehicles, public undertakings, medical services,
religious and public places.

• There should be provision of at least two seats reserve in public transport and give
them a concession of at least fifty percent on the passenger fare.

• Each organization providing health services shall provide concession of at least fifty
percent on the fees chargeable on the treatment.

• Other organizations providing public services including drinking water, electricity
and telephone shall give priority to the senior citizens. A welfare fund shall be
established for the protection and social security of senior citizens.

• The government of Nepal shall provide identity cards having the details as prescribed
to the senior citizens through local government where such citizens are residing.

Ageing is a natural phenomenon and an inevitable process, which occurs in human
life cycle. The population of the elderly persons has been increasing over the years. In
Nepal, the population above 60 years of age comprises 8.14 percent which is 2.5 million
population of total population according to the population census of 2068 BS. In the
world, number of the aged 60+ is 760 million at present and this figure is estimated to
reach 2 billion in 2050 AD. The senior citizens constitute a precious reservoir of such
human resource as is gifted with knowledge of various sorts, varied experiences and deep
insights.

We can make better use of knowledge of senior citizens effectively and meet challenges if we
are organized. In this concern, National Senior Citizen Federation (NASCIF) is established
and working in Nepal since 2011 with its strong base at the grass roots level. It was
established with the main objective of protecting the rights, welfare and the best interests
of senior citizens in the country. It is also a national network of the social organizations
working for upholding the rights of the senior citizens across the country. NASCIF strives
for making difference on the lives and advocacy for comprehensive protection policy
and its proper implementation by the government . Like NASCIF, other organizations are
also working in Nepal for the welfare of senior citizens. These organizations are mainly
concerned in the following activities.

• They arrange necessary things and services to the poor and helpless senior
citizens with respect and honour.

• They provide the platform to exchange their thoughts and opinions by forming
small groups.

86 JBD Social Studies Book 10

• They help to build elderly home and distribute cloths, foods, fruits etc
• They can manage regular medical check up in free of cost.
• They can encourage the ageing people in spiritual and religious activities and

make them involve in religious speech or interaction.

1 Very short answer questions

a. Who are the senior citizens?
b. Mention any two characteristics of the senior citizens?
c. What is the main cause of increasing population of senior citizens?
d. Write the Significance of having senior citizens in a family.
e. What does NASCIF stand for?

2 Short answer questions

a. "Senior citizens are the sources of knowledge and experience." Prove this statement
with reasons.

b. What type of facilities are provided to senior citizens in Nepal? List them.
c. Mention the provisions in the constitution and other laws for the welfare and uphold

the rights of the senior citizens in Nepal.
d. Most of the senior citizens are discarded from their family members in Nepal. Why? Is

this type of problem at your home? Give reason.
e. What is your duty towards the senior citizens? Describe.

Extra Questions for More Practice

a. Suppose one of your neighbours is keeping his/her parents in elderly home. Do you
think that your neighbour is doing good? What is your view? Describe.

b. Name any one organization working for the welfare of elderly citizen with its activities.
c. Write an Email to a Non- Residential Nepali to provide necessary help for smooth

functioning of an elderly home which is unable to provide basic facilities to elderly
people.

JBD Social Studies Book 10 87

4UNIT
SOCIAL
PROBLEM AND THEIR
SOLUTION

� Human Trafficking as a Social Problem
� Domestic Violence and Untouchability
� Some social Malpractices
� Role of International Organizations in Solving Social

Problems
� Some other International Organizations

88 JBD Social Studies Book 10

Lesson Human Trafficking
as a Social Problem
1

At the end of this lesson, students will be able to

• tell the social problems existed in their societies.
• say about the causes of human trafficking, girl trafficking and child trafficking.
• help to stop or minimize such social problems.

A society is a web of individual persons. Different people having different thought, ideology
and nature live in a society. Some people involve in different naughty activities. It creates
the problems in the society. Thus, all those evil activities or behaviours carried out to fulfill
one's personal or group interests by hampering other's personal life, rights, dignity and
socio-cultural values are called social problems. These problems create negative impact in
the society. These problems are the obstacles of all round development of the society. Girl
trafficking, prostitution, corruption, drug abuse, gambling, alcoholism, theft, kidnapping,
human trafficking, rape, murder, gender, discrimination, untouchability, child marriage,
women violence, racial discrimination, child labour, superstition etc are great hindrances
to the peace, security, harmony, well-being and development of the society.

Human Trafficking

Introduction

A criminal activity in which people are transported, bought or kidnapped to serve an
exploitative purpose such as sexual slavery, forced labour or child soldiery is called
human trafficking. According to Human Trafficking and Transport Control Act, 2064, 'The
trading of human being for prostitution, forced labor or illegal dismembering of human
organs is defined as human trafficking. Similarly, UN Office for Drugs and Crime defines
that 'human trafficking is the acquisition of people by improper means such as deception,
force or fraud with the goal of exploiting them.

In conclusion, human trafficking as anything that includes – (i) selling and buying for
a person for any purpose, (ii) forcing someone into prostitution with or without taking
profit, (iii) illegal taking and selling of human organs and (iv) engaging people in forced
or boned labor, etc.

Causes

Mostly, young girls and women used to be trafficked from rural areas to the urban centers
for sexual activities and labor exploitation in the past. Now, Nepali victims are trafficked
within Nepal, India, the Middle East and even Europe plus other areas such as Malaysia,

JBD Social Studies Book 10 89

Israel etc and forced to become prostitutes, domestic servants, factory workers, mine
workers, circus performers etc. Moreover, they are compelled to sell their kidney and
children are forced to become beggars. The main causes of human trafficking in Nepal
are as follows:

• Limited economic opportunities and poverty
• Illiteracy or low education.
• Low socio-economic and cultural status of women.
• Gender discrimination
• Lack of job employment
• Open border with India and loophole in foreign employment law.
• Domestic violence.
• No proper punishment to the traffickers, etc.

Mainly, discriminated and destitute women and children, person affected from social and
domestic violence, people those who go in foreign employment, victims of child marriage,
polygamy and raped etc. are in great risk of human trafficking.

Types of Human Trafficking

Human trafficking is one of the illegal and criminal acts. However, traffickers traffic
human beings in different ways. They apply different tactics to trafficking people. They
lure the innocent people with promise of better job in areas such as India, Dubai, Saudi
Arabia, Israel etc. They do the false marriage with girls or women. Traffickers lure or force
indebted families to sell their daughters to pay their debt. The types of human trafficking
are:

A. Girls trafficking

B. Children trafficking

C. Human organ trafficking

A. Girls Trafficking

The act of selling girls to brothels in cities,

factories, garment, India and in other

countries, where the girls are forced to have

unwanted work like prostitution is called girls

trafficking. A recent survey records that nearly

10,000 girls are sold to brothels in India and

other countries each year from Nepal. They

are compelled to adopt prostitution or work as

domestic servitude. The trafficking girls from Fig: Girl Trafficking (Sketch)

Nepal into India for forced prostitution is perhaps one of the busiest slave trafficking

routes anywhere in the world. Many victims who go to overseas are passed through India

first before their final destinations.

90 JBD Social Studies Book 10

Causes and effect of girls trafficking

Girls trafficking is a social crime and

an illegal act in which innocent and Causes of girls trafficking
illiterate girls from villages are sold
inside or outside the country. In most • Poverty

of the rural areas of Nepal, people are • Illiteracy
very poor. They have difficult life even
working for long hours in the field. • Gender discrimination and abuse

They have no other alternative sources • Open border
of income. Similarly, most of girls
or women in villages are illiterate. • Desire of city life and fashion

They are far from various means of • Lack of employment
communication. So, they are not
aware about the problem of trafficking. • Lack of proper punishment

Likewise, girls are attracted in fashion

naturally. They want to spend luxurious city life. So one can easily lure and sell them in

factories or other areas. The criminals once arrested do not get proper punishment. Even

it is said that there is the hand of high profile people or politician in girls trafficking.

Effects

Girls trafficking is social problem. It affects individual, family and whole society. The
following are the main effects of girls trafficking.

(i) Trafficked girls or women who were involved in prostitution suffer from
sexually transmitted infections including HIV/AIDS.

(ii) Such girls/women suffer from Post-Transmatic stress Disorder (PTSD) like
depression, anxiety, drug addiction etc.

(iii) They are rejected from the family and society.

(iv) Their reproductive rights, human rights, right to survive respectful life,
freedoms etc are violated.

(v) They may transfer HIV/AIDS and other venereal diseases in the society due to
their involvement in sexual activity.

(vi) Health consequences like prolonged abuse, suffer from physical and emotional
trauma, weakness, etc.

Rescue and Prevention

Fifteen organizations have joined together and formed an Alliance Against Trafficking of
Women in Nepal (AATWIN) to tackle the issues of girls trafficking in Nepal. Several other
organizations and individuals have contributed a lot to the girls sold by traffickers to
bring back to their home. The work of some non government organizations to rehabilitate
such girls who return from Indian brothels have been praiseworthy. Vocational training
such as knitting, weaving, stiching etc are provided to them. Hostels are provided with

JBD Social Studies Book 10 91

some treatment who are suffering from HIV/AIDS and rejected from society. The NGOs,

local clubs and progressive women etc are counselling the victims to make their life

normal. Maiti Nepal, Shakti Samuha, ABC Shakti Samuha
Nepal, Women Cell of Nepal Police, Ministry of
Women and Children, National Women • Provides shelters to trafficked girls
Commission, Save the Children,UK, Didi-Bahini • Fights against traffickers,
organizations etc. are working to prevent girls • Checks in the border.
trafficking in Nepal. • Provides vocational

training to victims.

Prevention • Runs awareness programs against

In order to protect the girls from trafficking the trafficking

first and the foremost step is to make people

aware of its consequences. Awareness raising Maiti Nepal
programs can be launched in different ways. Mass

meetings, postering, television telecast, producing • Rescues the girls who return brothels.
• Helps to find economic alternative to
film and documentary against girls trafficking the trafficked girls.
help to aware the people. The other ways of
preventing girls trafficking are as follows: • Provides non-formal education.
• Checks in border.
(i) Emphasize girls/women education. • Provides medical
(ii) Employment opportunities should be
treatment and skill

provided to women. trainings.

(iii) Anti-trafficking laws should be

enforced effectively.

(iv) Nepal-India open border as well border with China also should be checked

strictly.

(v) Provide equal opportunity to women by reducing gender discrimination.

(vi) Create public pressure against girls trafficking.

(vii) Give strict punishment of life imprisonment to the traffickers.

B. Children Trafficking

We listen the information of kidnapping of children almost in all the days through media.
But 90% of them are not found.

• Where do they go ?
• Why do not they return?
Because they are trafficked. The process of trading of children by kidnapping or luring
them and compel them to work in hazardous field or to make disappear is called children
trafficking. Most of them are sold in factories, circus and for domestic work. Some are
compelled to begging, some are abused physically, mentally or sexually and some are
sacrificed as a religious system.

92 JBD Social Studies Book 10

Causes
(i) Extreme poverty in family
(jj) Indifference of parents to their children
(iii) Activity of traffickers
(iv) Problem of large family
(v) Mental stress or tension
(vi) Ambitious dream of children etc.

Solution
(i) Launch awareness campaign against children trafficking.
(ii) Provide opportunity to the poor family.
(iii) Parents/ Guardian, family members and children themselves should be
concious.
(iv) Increase effective activities of police, NGOs, government and government
agencies throughout the country.
(v) Give strick punishment to the traffickers.

C. Human Organ Trafficking

Organ trafficking is the buying and selling of kidney, liver, lung, cornea of the eye,
and other human organs. Organ trafficking is an illegal, yet thriving trade around the
globe. Organ trafficking is a crime against humanity. Biomedical instruments have made
easier to transplant kidney and other organs from one person to another. The family
members and other relatives can donate these organs to the patients. But nowadays some
of the traffickers are active in order to buy and sell the human organs nationally and
internationally. They take the advantages of vulnerable people, lure them and buy the
organs in small amount (in Nepal $ 1000 – 5000) and sell such organs by making more
profit. It is believed that nearly 42 percent of transplanted organs are illegal.

The problem of kidney failure is increasing in these days due the food habit of the people.
One report says that approximately 80, 000 patients are in waiting list of kidney each year.
This is why the number of kidney trafficking problem is increased day by day. Poverty,
illiteracy and high ambition of the people are the major causes of organ trafficking. The
following measures help to solve the problem of organ trafficking.

• Poverty alleviation program should be run effectively.
• Make the people health conscious.
• Give hard punishment to the organ traffickers.
• To be aware about the organs during the treatment.
• Make sure that the treatment is only going on from registered hospital or

health institutions.

JBD Social Studies Book 10 93

Legal provision and punishment against human trafficking

To sell or purchase a person for any 20 years imprisonment or 2,00,000 fine or
purpose. both punishment as per the crime
To force or use someone into prostitution.
10-15 years imprisonment or Rs. 50000-
To extract human organ 100,000 fine or both.
To go for in prostitution 10 years imprisonment or Rs. 20000 to
5,00,000 fine
1-3 months jail or Rs. 2000-5000 fine.

1 Very short answer questions

a. What is meant by social problem?
b. Mention any four examples of social problem existed in your society.
c. Write two causes of human trafficking.
d. What are the types of human trafficking?
e. Write one measure to solve the problem of girls trafficking.

2 Short Answer Questions

a. What is human trafficking? List the causes.
b. What preventive measures can we take to prevent girls trafficking? List them

and describe any two.
c. How does the society treat the girls who come back from Indian brothers with

HIV/AIDS?

Extra Questions for More Practice

a. Girls and children trafficking are social evils. What is your view towards it?
Give your view in points.

b. Name the social organizations working against girls trafficking and write the
contribution of any two organizations in points.

c. Suppose you are working in Non-Government organization (NG) fighting
against child labour/trafficking in Nepal. What can you do to rehabilitate the
trafficked girls through your organization? Prepare a plan.

d . Are you agree with the saying that people learn lesson from problem ? You or
your family or your neighbour may be the example of this event. What lesson
do you or other learn from such events? Give a short description.

94 JBD Social Studies Book 10