Vedanta Social Studies Book 8 Final (2078)

Approved by the Government of Nepal, Ministry of Education, Science and Technology,
Curriculum Development Centre, Sanothimi, Bhaktapur as an Additional Learning Material

vedanta

INTEGRATED SOCIAL STUDIES
AND

POPULATION EDUCATION

8Grade

Authors: Youba Raj Dhakal Hritesh Shrestha

Surya Bahadur Gurung

vedanta

INTEGRATED SOCIAL STUDIES
AND

POPULATION EDUCATION

8Grade
Authors:
Youba Raj Dhakal Hritesh Shrestha
Surya Bahadur Gurung

All rights reserved. No part of this publication may
be reproduced, copied or transmitted in any way,
without the prior written permission of the publisher.

Design: Manoz Manohar
First Edition: BS 2078 (2021 A. D.)

Price: Rs. 510.00





Preface

Vedanta Integrated Social Studies and Population Education is a carefully graded multidimensional
textbook series of Social Studies for school-level children. The series consists of ten books from grade
one to grade ten. A team of subject experts has prepared it in adherence to the latest national curriculum
of the Curriculum Development Centre. This series aims at promoting civic competence in the students,
helping them grow into responsible, honest, dedicated, hardworking, and influential citizens with positive
attributes and a profound sense of patriotism.

Prominent Features of this book:

It has been written rigorously according to the prescribed curriculum and approved by the Curriculum
Development Centre, Sanothimi, Bhaktapur.
It has been prepared by a team of dynamic, experienced and highly qualified authors who have
extensive knowledge and decades-long experience in teaching, writing textbooks and teacher’s
guides, and facilitating teachers’ training and workshops.
Each unit contains a brief introduction and learning outcomes that enable pupils and teachers to
understand the subject matter of the unit, plan accordingly and delineate learning outcomes.
The content of the lessons has been written in simple, precise and lucid language so that the
students can study the lessons themselves and grasp the theme of the lessons. They are inclusive
and include the latest and comprehensive data and contemporary issues taken from various
authentic sources.
Almost every lesson has been illustrated with artist-made content-related pictures and attractive
illustrations. They have made the lessons more joyous, meaningful and engaging.
Abundant and a wide variety of Activities, Exercise and Project Work/Community Work are
given at the end of each lesson as per the objectives of the curriculum.

We are earnestly indebted to Mr Suresh Kumar Regmi (Chairperson), Mr Jiwan Shrestha (Managing
Director), Mr Hukum Pd. Dahal (Academic Director), Mr Manoj Kumar Regmi (Executive Director, Sales
and Marketing), Mr Pradeep Kandel (Manager, IT Department) and all the members of the Vedanta
Publication family for their entrustment and cordial assistance to bring the series to this form. Likewise,
we owe gratitude to Mr Manoz Manohar for his sincere and utter diligence in the designing and layout
part.

We have attempted to make the series student-friendly, up to date, and cogent in every possible way.
However, we are always eager to welcome feedback, comments, and constructive suggestions from the
teachers, facilitators, and readers to further improve the series. Thank you!

NB: Supplementary learning and practice materials related to maps, contemporary affairs, and other
topics are available on www.vedantapublication.com.np.

Authors

Table of Contents

UNIT : ONE WE, OUR COMMUNITY AND NATION 9

Lesson 1.1 Development 10
Lesson 1.2 Provinces in Nepal 14
Lesson 1.3 Importance of Federalism 26
Lesson 1.4 Drinking Water 29
Lesson 1.5 Energy 35
Lesson 1.6 Human Resource 38
Lesson 1.7 Development Projects in Nepal 42
Revisiting the Unit
47
UNIT: TWO OUR SOCIAL NORMS AND VALUES
48
Lesson 2.1 Our Social Traditions and Customs 55
Lesson 2.2 Popular Religions in Nepal 62
Lesson 2.3 Social Harmony 66
Lesson 2.4 Unity in Diversity in Nepal 69
Lesson 2.5 Our National Heritages 73
Lesson 2.6 Some International Personalities
Revisiting the Unit 80

UNIT: THREE SOCIAL PROBLEMS AND THEIR SOLUTIONS 81
86
Lesson 3.1 Social Problems and Evils 90
Lesson 3.2 Corruption 94
Lesson 3.3 Drug Abuse 99
Lesson 3.4 Conflict and Its Management 103
Lesson 3.5 Sustainable Development 107
Lesson 3.6 Good Governance
Lesson 3.7 Some International Organisations 112
Revisiting the Unit
113
UNIT: FOUR CIVIC SENSE 117
121
Lesson 4.1 Social Rules 125
Lesson 4.2 Human Rights 129
Lesson 4.3 Rights of Women
Lesson 4.4 Inclusiveness
Lesson 4.5 Inclusiveness in Constitution of Nepal

Lesson 4.6 Salient Features of the Present Constitution 133
Lesson 4.7 Duties of Citizens in a Democratic Republic Country 137
Lesson 4.8 Federal Legislature and Its Functions 141
Lesson 4.9 Federal Executive and Its Functions 145
Lesson 4.10 Judiciary and Its Functions 148
Revisiting the Unit
154
UNIT: FIVE OUR EARTH
155
Lesson 5.1 Change of Seasons 158
Lesson 5.2 Weather and Climate 161
Lesson 5.3 Factors Affecting the Temperature of the Earth 164
Lesson 5.4 Longitudes and Latitudes 167
Lesson 5.5 Districts and States of Federal Nepal 170
Lesson 5.6 Measuring Distance on Map 172
Lesson 5.7 Map of Nepal 177
Lesson 5.8 Earthquake 181
Lesson 5.9 Storm 184
Lesson 5.10 North America 192
Lesson 5.11 South America 199
Lesson 5.12 Africa 206
Lesson 5.13 Climate Change
Revisiting the Unit 212

UNIT: SIX OUR PAST 213
217
Lesson 6.1 People's Participation in Unification Campaign 221
Lesson 6.2 Unification Campaign in Nepal 225
Lesson 6.3 Continuation of Unification Campaign and Its End 230
Lesson 6.4 Political Events After the Suguali Treaty 235
Lesson 6.5 Major Political Events During Rana Rules 241
Lesson 6.6 Socio-economic Activities of Rana Rules 245
Lesson 6.7 Major Political Events And Achievements After 2007 250
Lesson 6.8 Greek and Roman Civilisation
Lesson 6.9 The Renaissance
Revisiting the Unit

UNIT: SEVEN OUR ECONOMIC ACTIVITIES 256

Lesson 7.1 Tourism in Nepal 257
Lesson 7.2 Foreign Trade 262
Lesson 7.3 Currency 267
Lesson 7.4 Banks 271
Lesson 7.5 Price Determination of Goods and Price Hiking 275
Lesson 7.6 Capital Formation and Cooperatives 279
Lesson 7.7 Condition of Employment in Nepal 283
Revisiting the Unit

UNIT: EIGHT OUR INTERNATIONAL RELATION AND COOPERATION 287
Lesson 8.1 Our Friendly Nations 288
Lesson 8.2 Organs of the United Nations 291
Lesson 8.3 United Nations and Nepal 296
Lesson 8.4 Diplomatic Missions 300
Lesson 8.5 Contribution of Nepal in International Sector 303
Revisiting the Unit

UNIT: NINE INTRODUCTION TO POPULATION AND DEMOGRAPHIC SITUATION 307

Lesson 9.1 Concept of Demography 308

Lesson 9.2 Demographic Measurements 311

Lesson 9.3 Mortality and Migration 315

Lesson 9.4 Determinants of Population Change 320

Lesson 9.5 Population Composition of Nepal 322

Lesson 9.6 Population Distribution in Nepal 324

Lesson 9.7 Internal and External Migration in Nepal 326

Lesson 9.8 World Population Size and Growth Rate 329

Revisiting the Unit

UNIT: TEN POPULATION GROWTH AND MANAGEMENT 333
Lesson 10.1 Population and Quality of Life 334
Lesson 10.2 Methods of Population Management 337
Lesson 10.3 Challenges of Population Management in Nepal 339
Lesson 10.4 Roles of International Organisations in Population Management 343
Revisiting the Unit

UNIT WE, OUR COMMUNITY
1 AND NATION

Learning On the completion of this unit, we will be able to:
Outcomes • define development;
• explain the meaning of federalism and its importance in Nepal;
• mention the meaning and importance of drinking water;
• explain the importance of energy and the prospect of hydroelectricity

production in Nepal;
• illustrate the meaning, sources, and uses of energy;
• discuss the meaning of human resource and its importance; and
• find out the developmental activities being carried out in Nepal.

Vedanta
Integrated Social Studies and
Population Education - Book 8 9 Approved by Curriculum Development Centre,
Sanothimi, Bhaktapur

Lesson

11..11 Development

Many changes have taken place in your community as compared to the
past. Some of them are positive, while some of them are negative as well.
Development refers to the process of positive change in human life or places.
It brings improvement in the lives of everyone living in the place. It is a
continuous and dynamic process as it never stops and keeps on changing.
However, the pace of development can be fast or slow. It depends on various
factors.
If all the people of a society are honest, hardworking, qualified, active and
sincere, it progresses rapidly. People are educated, trained, skilled, healthy
and prosperous in developed societies. They are the human resources
of those places. Proper utilisation of available resources is important for
development. Resource means a source of wealth to a country. Such resources
are of three types.

(1) Natural Resources:

Materials or substances occurring in nature
are natural resources. People exploit them
for their economic gain. Minerals, water,
air, vegetation, solar power, geographical
features, mountains, and hills are natural
resources.

Natural resources

(2) Human Resources: Human resources

The people who make up the workforce of society
are human resources. They use their skills to
produce goods and service. The progress of a
nation or society heavily depends on its human
resources. The skills, energies, abilities and
knowledge used for the production of goods
and services can also be defined as human
resources.

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(3) Capital Resources:

Money, products and supplies used in the production of goods and
service are called capital resources. They are also called financial
or economic resources. They include capital, buildings, machinery,
currency and financial system.
The countries that have abundant means and resources progress quickly.
However, capable and qualified human resources are necessary to utilise
such means and resources. Several countries have lagged behind due to a
lack of skilled labour. Therefore, human resource is an important resource
for development.
Economic activity is the primary basis for
the development of a country. The economic
activities of people depend on their income
and expenditure capacity. As the economic
activities keep on flourishing, development
activities go on increasing. Stable government,
honest and visionary politicians, committed Public participation in development
leaders contribute to the smooth development
of a country. Likewise, the citizens should be creative, hardworking and
willing to participate in development activities.
Nepal is an underdeveloped country in terms of its infrastructure and
standard of living of the majority of people. Although Nepal is rich in natural
resources, it is backward in development due to several factors or reasons.
They include political instability, lack of proper utilisation of resources,
difficult topography, lack of skilled workforce, corruption, lack of proper
plans and policies, and lack of public participation.

Vedanta
Integrated Social Studies and
Population Education - Book 8 11 Approved by Curriculum Development Centre,
Sanothimi, Bhaktapur

Various efforts need to be made for the development of our country. They
are given below.

(1) Maintain political stability.
(2) Formulate proper plans and policies to make proper use of the means

and resources available in the country.
(3) Implement effective programmes to check corruption.
(4) Provide technical education and training to carry out development

activities.
(5) Promote education and empower women.
(6) Create employment opportunities focusing on tourism, hydropower,

forest resource, and agriculture.
(7) Encourage the public to participate in development activities.

Glossary

dynamic : constantly changing and progressing
pace : the speed at which something happens
exploit : develop and use for industrial or commercial activities
abundant : present in large quantities
stable : not likely to change suddenly

topography : the physical shape of an area, including its hills

ACTIVITIES

(1) What are the possible sectors of development in Nepal? Mention any
five of them. Include the prospects like rural tourism, hydropower etc.

(2) Read the given paragraph and write a dialogue between you and one
of your friends expressing your feelings.

Nepal is rich in water resources. It has a capacity of producing some
83,000-megawatt of electricity. However, we have not been able
to produce around 1000 megawatts until now. Our country would
be rich if it could produce 10,000-megawatt electricity and export
it to other countries. When will this dream of Nepal come true?

(3) Do you have any information about developed countries such as the
US, Canada, the UK? Compare the development situation with our
country and point out some topics of differences.

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EXERCISE

(1) Write very short answers to the following questions.
(a) Define development in your own words.
(b) When does society progress rapidly?
(c) What do you mean by resources?
(d) What are human resources?
(e) How are natural resources different from capital resources? Write in
a sentence.
(e) What factors contribute to the smooth development of a country?

(2) Write short answers to the following questions.
(a) What should people do to make Nepal a developed country? Write
any six ways.
(b) Our country is rich in water resources but it still lags behind in
development. In your view, what are the reasons behind this?
Mention them.
(c) What are the different types of resources? Write how each of them
affects the development process.

PROJECT WORK

Divide the entire class into seven groups. Allot a province to each group
and assign them the responsibility of finding out the possible sectors
of development in each province.

Vedanta
Integrated Social Studies and
Population Education - Book 8 13 Approved by Curriculum Development Centre,
Sanothimi, Bhaktapur

Lesson

11..21 Provinces in Nepal

The constitution of Nepal has declared Nepal as a federal democratic
republican state. There are 7 provinces and 753 local bodies in our country
at present. Below is a brief overview of the seven provinces of our country.

Karnali CHINA

Gandaki N

Sudurpashchim Bagmati Province 1

Lumbini

INDIA Province 2

(1) Province No 1

Capital : Biratnagar

Area : 25, 905 km2 (17.60 % of total area)

Population : 45,34,943 (according to the census
report of 2068 BS)

Names of Districts : 14 (Taplejung, Panchthar, Ilam,
Sankhuwasabha, Dhankuta,
Terhathum, Bhojpur, Khotang,
Solukhumbu, Okhaldhunga, Sunsari,
Udayapur, Jhapa, and Morang)

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No. of Local Levels : 137 (1 metropolitan city, 2 sub-
metropolitan cities, 46 municipalities,
Major Rivers and Lakes : and 88 rural municipalities.)
Mechi, Koshi, Tamor, Arun,
Major Religious Sites : Maipokhari, Sabhapokhari, Chho-
Rolpa, etc.
Mountains : Barahakshetra, Pathibhara, Haleshi
Mahadev, Larumba, Tengboche
Protected Areas : Monastery, Budhasubba Temple, etc.
Mt Sagarmatha (8848.86 m), Mt
Major Ethnic Groups : Kanchenjunga (8586 m, the third
highest peak in the world), Mt Makalu,
Major Trade Centres : Mt Cho Oyu, Ama Dablam, etc.
Sagarmatha National Park, Makalu
Major Crops : Barun National Park, Kanchenjunga
Conservation Area, Koshi Tappu
Wildlife Reserve
Rai, Limbu, Chhetri, Brahmin, Sherpa,
Meche, Koche, Rajbanshi, Lepcha, etc.
Biratnagar, Ilam, Dharan, Gaighat,
Okhaldhunga, Bhadrapur, etc.
Tea, jute, sugarcane, tobacco,
cardamom, paddy, maize, wheat, etc.

Vedanta
Integrated Social Studies and
Population Education - Book 8 15 Approved by Curriculum Development Centre,
Sanothimi, Bhaktapur

Projects of National Pride :Koshi Highway Project, East-west
Railway Project

Typical Features : Has high prospect of tourism and
mountaineering; has pocket areas
for various cash crops such as tea,
cardamom, jute, tobacco, etc.

(2) Province No 2

Capital : Janakpur
9661 km2 (6.56 % of total area)
Area : 54,04,145 (according to the census
report of 2068 BS)
Population : 8 (Saptari, Siraha, Dhanusa,
Mahottari, Sarlahi, Rautahat, Bara,
Names of Districts : Parsa)

No. of Local Levels : 136 (1 metropolitan city, 3 sub-
metropolitan cities, 73 municipalities,
Major Rivers and Lakes : and 59 rural municipalities.)
Major Religious Sites : Bagmati, Kamala, Ganga Sagar, etc.
Ramjanaki Temple, Gadimai Temple,
Protected Areas : Chhinnamasta Temple, etc.
Parsa Wildlife Reserve
Major Ethnic Groups : Yadav, Tharu, Rajput, Musahar,
Muslims, etc.

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Major Trade Centres : Birgunj (Gateway to Nepal), Janakpur,
Simara, Lahan, Rajbiraj, etc.

Major Crops : Sugarcane, paddy, wheat, pulses, etc.

Projects of National Pride :Nijgadh International Airport Project

Typical Features : The only province lying entirely in
the Terai region; has high prospect of
agriculture as the soil is fertile and
irrigation facility is available; has
significant number of industries.

(3) Bagmati Province

Capital : Hetauda

Area : 20, 300 km2 (13.79 % of total area)

Population : 55,29,452 (according to the census
report of 2068 BS)

Names of Districts : 13 (Dolakha, Ramechhap, Sindhuli,
Kavrepalanchowk, Sindhupalchok,
Rasuwa, Nuwakot, Dhading, Chitwan,
Makawanpur, Bhaktapur, Lalitpur,
Kathmandu)

Vedanta 17 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 8

No. of Local Levels : 119 (3 metropolitan cities, 1 sub-
metropolitan city, 41 municipalities,
and 74 rural municipalities.)

Major Rivers and Lakes : Bhotekoshi, Trishuli, Bagmati, etc.

Major Religious Sites : Pashupatinath Temple,
Swoyambhunath, Gosainkunda,
Palanchowk Bhagwati, Kalinchowk,
Jame Masjid, Assumption Church, etc.

Mountains : Ganesh Himal, Gaurishankar,
Langtang, Jugal, etc.

Protected Areas : Chitwan National Park, Shivapuri
Nagarjuna National Park, Langtang
National Park

Major Ethnic Groups : Newar, Brahmin, Chhetri, Tamang,
Tharu, Jirel, Dashnami, Dalit, etc.

Major Trade Centres : Kathmandu, Hetauda, Chitwan,
Bhaktapur, Lalitpur, Dhulikhel,
Banepa, Kerung, Tatopani, etc.

Major Crops : Paddy, wheat, maize, potato, etc.

Projects of National Pride :Pashupati Area Development Trust,
Melamchi Drinking Water Project,
Upper Tamakoshi Hydroelectricity
Project, Kathmandu-Terai-Madhesh
Fast-track Project

Typical Features : The most populated province among
all; more than 40% of total poultry and
eggs production are from this province
and mainly in Chitwan; large scale
agro-based industries are situated in
this province.

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(4) Gandaki Province

Capital : Pokhara

Area : 21,504 km2 (14.61 % of total area)

Population : 24,03,757 (according to the census
report of 2068 BS)

Names of Districts : 11 (Gorkha, Lamjung, Tanahun,
Kaski, Manang, Mustang, Parbat,
Syangja, Myagdi, Baglung, Nawalpur)

No. of Local Levels : 85 (1 metropolitan city, 26
municipalities, and 58 rural
municipalities.)

Major Rivers and Lakes : Kaligandaki, Marshyangdi, Seti,
Tilicho, Phewa, Rupa, Begnas, etc.
Major Religious Sites : Muktinath, Manakamana, Tal Barahi,
Baglung Kalika, Bindabasini, etc.
Mountains : Dhaulagiri, Machhapuchhre,
Vedanta Annapurna, Manaslu, etc.
Integrated Social Studies and
Population Education - Book 8 19 Approved by Curriculum Development Centre,
Sanothimi, Bhaktapur

Protected Areas : Manaslu Conservation Area,
Annapurna Conservation Area,
Dhorpatan Hunting Reserve

Major Ethnic Groups : Gurung, Magar, Brahmin, Thakali,
Chhetri, Dura, etc.

Major Trade Centres : Pokhara, Waling, Damauli, Kawasoti,
Baglung Bazaar, Kusma, Besisahar,
Jomsom etc.

Major Crops : paddy, maize, millet, wheat, potatoes,
coffee, apple, oranges, etc.

Projects of National Pride :Pokhara International Airport Project,
Budhigandaki Hydropower Project

Typical Features : Has huge potentiality of hydro-
electricity generation with existing
more than 28 hydro-electricity projects;
has high prospect for mountaineering,
trekking, rafting and paragliding ; has
great potentiality of promoting agro-
tourism.

(5) Lumbini Province

Capital : Dang

Area : 22,288 sq. km (15.14 % of total area)

Population : 44,99,272 (according to the census
report of 2068 BS)

Names of Districts : 12 (Nawalparasi, Rupandehi,
Kapilbastu, Palpa, Arghakhanchi,
Gulmi, Rukum East, Rolpa, Pyuthan,
Dang, Banke, Bardiya)

No. of Local Levels : 109 (4 sub-metropolitan cities,
32 municipalities, and 73 rural
municipalities.)

Major Rivers and Lakes : Tinau, Bandganga, Rapti, Babai,
Satyawati Lake, Syarpu Lake, etc.

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Major Religious Sites : Lumbini, Swargadwari, Thakurdwara,
Resunga, Ruru Chhetra, Bageshwori
Temple, etc.

Protected Areas : Banke National Park, Bardiya
National Park

Major Ethnic Groups : Magar, Tharu, Brahmin, Chhetri,
Muslims, etc.

Major Trade Centres : Butwal, Bhairahawa, Tansen,
Nepalgunj, Kohalpur, Gulariya, etc.

Major Crops : Paddy, maize, wheat, oilseed,
sugarcane, cotton, coffee, potato, etc.

Projects of National Pride :Gautam Buddha International
Airport Project, Lumbini Development
Trust, Babai Irrigation Project, Sikta
Irrigation Project

Typical Features : Has significant number of irrigation
projects

Vedanta 21 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 8

(6) Karnali Province

Capital : Birendranagar
27,984 km2 (19.01 % of total area)
Area : 15,70,418 (according to the census
report of 2068 BS)
Population : 10 (Rukum West, Salyan, Dolpa,
Jumla, Mugu, Humla, Kalikot,
Names of Districts : Jajarkot, Dailekh, Surkhet)

No. of Local Levels : 79 (25 municipalities, and 54 rural
Major Rivers and Lakes : municipalities.)
Thuli-Bheri, Sani-Bheri, Tila, Humla-
Major Religious Sites : Karnali, Mugu-Karnali, Lake Rara,
Shey-Phoksundo, Bulbule, etc.
Mountains : Chandannath, Kankrebihar, Deauti-
Bajai, Tripurasundari, etc.
Mt Changla, Mt Kanjirowa, Mt Kanti,
Mt Gorakh, Mt Gautam

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Protected Areas : Rara National Park, Shey-Phoksundo
National Park

Major Ethnic Groups : Dolpo, Thakuri, Chhetri, Brahmin,
Dalits, Tharu, etc.

Major Trade Centres : Birendranagar, Jumla, Dailekh, etc.

Major Crops : Barley, oats, apples, paddy, maize,
millet, buckwheat, wheat, potato, etc.

Projects of National Pride : Karnali Corridor Project

Typical Features : The biggest province in size; has
abundant availability of aromatic and
medicinal plants, has high prospect of
animal husbandry.

(7) Sudurpashchim Province

Capital : Godawari

Area : 19, 539 km2 (13.27 % of total area)

Population : 2,552,517 (according to the census
report of 2068 BS)

Names of Districts : 9 (Bajura, Bajhang, Doti, Achham,
Darchula, Baitadi, Dadeldhura,
Kanchanpur, Kailali)

No. of Local Levels : 88 (1 sub-metropolitan city, 33
municipalities, and 54 rural
municipalities)

Major Rivers and Lakes : Karnali, Budhi-Ganga, Seti-Ganga,
Mahakali, Lake Ghodaghodi, etc.

Major Religious Sites : Badimalika, Ugratara, Shaileshwori,
Siddhanath, etc.

Mountains : Mt Api, Mt Byas, Mt Gurans, Mt
Saipal, etc.

Protected Areas : Shuklaphant National Park, Api
Vedanta Nampa Conservation Area, Khaptad
Integrated Social Studies and National Park
Population Education - Book 8 23 Approved by Curriculum Development Centre,

Sanothimi, Bhaktapur

Major Ethnic Groups : Brahmin, Thakuri, Chhetri, Tharu,
Dalit, etc.

Major Trade Centres : Dadeldhura, Tikapur, Dhangadhi,
Sanphebagar, Attariya, etc.

Major Crops : Barley, oats, apples, paddy, maize,
millet, buckwheat, wheat, sugarcane,
cotton, potato, etc.

Projects of National Pride :West Seti Hydroelectricity Project,
Ranijamara Kulariya Irrigation Project

Typical Features : Has good potentiality of external trade
as it boarders both India and China.

Glossary

republican : based on a form of government in which representatives
are elected and there is no king or queen

prospect : an opportunity for something to happen

agro-tourism : tourism in which customers stay in accommodation on
working farms and may have the opportunity to help with
farm work

abundant : existing or occurring in large amounts

aromatic : having a pleasant smell

Approved by Curriculum Development Centre, 24 Unit One:
Sanothimi, Bhaktapur We, Our Community and Nation

ACTIVITY

(1) What can the government do to develop each province equally?
Discuss among your friends and present your conclusion in
points.

EXERCISE

(1) Complete the given table.

Names No of Capital Two Two Two major Two
of districts major major mountains major
rivers trade
province religious centres
places
Province
No 1

Province
No 2

Bagmati
Province

Gandaki
Province

Lumbini
Province

Karnali
Province

Sudur
paschim
Province

(2) Write short answers to the following questions.

(a) Which province do you live in? What are the challenges and problems
here? Write any two problems and offer any two solutions.

(b) Bagmati Province is more developed than other provinces? What
are possible reasons? Mention any six of them.

(c) Draw an outline map of Nepal and show all provinces with their
headquarters in it.

Vedanta 25 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 8

Lesson

11..31 Importance of Federalism

Importance of Federalism

(The grade eight students and the Social Studies
teacher of Lok Aadarsha Academy are holding a
discussion about the importance of federalism in
their Social Studies period.

Phurwa : Ma'am, we have heard a lot about federalism on different
media such as radio, television and newspaper. Could
you please explain what that term means?

Teacher : Federalism is a system of government. In this system,
the entire nation is divided into several provinces
or states. Each of them has its own government and
autonomous power.

There are the central or federal government, state
government and local government. There is a federal
government in the centre and a provincial government
in every province. The central and provincial units have
their own executive, legislative and judiciary. Several
rights, duties and responsibilities are divided between
the two levels of the government. There is a provision
of the local government at the local level to carry out
various development work.

Nashita : Our country was divided into five development regions
in the past. Wasn’t it possible to transform those
development regions into provinces or states?

Teacher : That’s a good question! Yes, our country was divided
into four development regions in 2029 BS and into five
development regions in 2037 BS. It was a concept of
decentralisation. Decentralisation is the distribution

Approved by Curriculum Development Centre, 26 Unit One:
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of functions and powers from a central authority to
regional and local authorities. The reasons for dividing
Nepal into five development regions were to bring out
balanced and proportionate development in all parts
of the country, for the smooth and effective running
of administration, to conduct development work more
rapidly at the local level, to foster the democratic
principle of decentralisation, and to reduce regional
disparities.

However, this practice of regionalism was not so effective
and fruitful. The problem of regional disparities and
internal migration remained unsolved even after more
than three decades. Therefore, the leaders sought a
substitute to regionalism and introduced the concept
the federalism with new systems and structures.

Jonathan : Ma'am, how are rights and responsibilities divided
between a federal government and a provincial
government?

Teacher : Rights and responsibilities of federal and provincial
governmentaredividedaccordingtotheconstitution.The
federal government is responsible for border security,
foreign affairs, mobilisation of the army, the formation
of economic policy and its implementation. Likewise,
the responsibilities of the provincial government
include maintaining the internal security, operating
daily administration and conducting development
activities within their states. The state authority holds
the authority to formulate and implement development
policies and utilisation of natural resources.

Students: Thank you so much for your information, Ma'am.

Teacher : It is my pleasure.

(Bell rings, and the teacher goes out of the classroom.)

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Glossary

entire : whole
independent, self-governing
autonomous : fair, balanced
promote, develop something
proportionate : noticeable difference
searched, looked for
foster : alternative

disparity :

sought :

substitute :

ACTIVITY

(1) Which countries of the world have a federal system of
government? Consult various authentic sources and find out
their names and locate them in an atlas of the world.

EXERCISE

(1) Write very short answers to the following questions.

(a) What is federalism?

(b) What are the different administrative units under the federal system?
Name them.

(c) Define decentralisation.

(2) Write short answers to the given questions.

(a) When and why was our country divided into five development
regions? Write any five reasons.

(b) Why was the concept of federalism sought in our country? Mention
its cause.

(c) What is the importance of federalism? Discuss.

(d) State the structure of the federal system of government.

(e) What are the functions of a federal government and a provincial
government? Write any three functions of both of them.

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Lesson

11..41 Drinking Water

The water pure or clean enough for drinking Drinking water
is drinking water. It is an infrastructure or
prerequisite of development. Infrastructures
of development refer to the basic facilities
and services necessary for the social and
economic development of a country. Just
as a solid foundation is necessary to build
a strong house, they are necessary for the
progress of a nation. Besides drinking
water, education, electricity, health,
transportation, communication, and skilled
human resources are infrastructures of development.

Water is the most important basic need of all living beings. Not only human
beings but other living organisms also need water for survival. About 70
% of the human body is made up of water. Human beings can live without
food for more than three weeks, but they cannot live for more than a week
without water. In the past, almost every civilisation, such as Hwang Ho
River Valley civilisation, Indus River Valley civilisation, Nile River Valley
Civilisation and others started from the banks of rivers.

We use water for drinking, cooking food, washing clothes, bathing,
irrigation, generating hydroelectricity, and construction work. Nepal is one
of the richest countries in water resources. In fact, Nepal is believed to be
the second richest country in water resources after Brazil. There are more
than 6,000 sources of water in Nepal. However, most of the settlements in
Nepal are deprived of pure drinking water. The major reasons for an acute
shortage of water in Nepal are population growth, unplanned urbanisation,
unmanaged industrialisation, deforestation, environmental degradation,
and lack of proper utilisation of water sources.

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Importance of Drinking Water

We drink water not only to quench our thirst. Pure drinking water is
important for the following reasons.
(1) We need pure drinking water to regulate our body temperature. Our

body needs water to carry oxygen and nutrients to cells.
(2) Drinking water is necessary to be safe from dehydration. Dehydration

means a dangerous lack of water in our body. It can cause tension,
anxiety, poor visibility, fatigue, and a short memory. It also results in
dry skin and wrinkles.
(3) Pure water is necessary for the proper digestion of our food. It also
helps to remove toxins from our body.
(4) Drinking water helps to convert food into energy. It helps our body to
absorb nutrients.

Drinking water is one of the most important basic needs of human beings.
We need safe and pure drinking water as it ensures our good health. If
the citizens of a country are deprived of clean drinking water, they cannot
contribute actively to the development of the nation. Thus, drinking water
is closely related to the development of a country.

Our body obtains various minerals such as salt and iron from water. Polluted
water is not just dirty; it is deadly. Impure drinking water causes several
diseases such as cholera, dysentery, diarrhoea, typhoid, and jaundice. A
huge amount of money is necessary for the treatment of such diseases. If the
citizens of a country are healthy, then only the development of the nation
is rapid. Therefore, the government should make enough efforts to supply
clean drinking water to its citizens to prevent several epidemics and save
unwanted expenses.

Problems of Drinking Water in Nepal

Two-thirds of the total population of Nepal is deprived of pure and safe
drinking water. People have to walk for miles to get drinking water in many
places in Nepal. They have to waste a lot of labour and hard work for bringing
water. If they are accessible to clean drinking water easily, they can utilise
their time and labour in doing other productive work. People have polluted
the sources of water due to a lack of awareness. The shortage of water is
acute in urban areas. There are not enough public taps. If there are taps
too, there is no regular water supply in those taps. People have to stay for
hours in a queue to get a bucket of water. The limited sources of water are

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always crowded. Most of the people have to buy water from tankers to fulfil
their needs.

Many people have to rely on underground sources of water in the Terai
region. Some of those sources contain a harmful and poisonous chemical
substance called arsenic. It harms the skin and muscles in the human body.
We should not use the water from sources that contain arsenic. We can
identify those sources by looking at the red signs over them. In most of the
rural and remote areas of Nepal, people drink water directly from rivers,
springs, ponds or wells. These open sources of water are often polluted and
contaminated. They are not always safe for drinking as they can contain
harmful germs. As a result, people suffer from various water-borne diseases
such as typhoid fever, cholera, dysentery and diarrhoea because of infected
water.

It is difficult to run drinking water projects in some parts of our country due
to difficult topography. In some places, there is no proper maintenance of
water pipelines. Some people let the taps open after use. It causes wastage
of water. People should be responsible for themselves to solve the problems
of drinking water.

Solutions to Problems

To solve the problems of drinking water, people should:
(1) conserve and clean the sources of water;
(2) conduct training to local people on proper utilisation and management

of water resources;
(3) carry out plantation programme on a regular basis;
(4) collect and utilise rainwater during the rainy season;
(5) create awareness among local people about the conservation of sources

of water;
(6) appeal to the private and government agencies to manage safe and

clean drinking water;
(7) maintain pipelines and clean reservoirs of drinking water from time to

time;
(8) install standard purification and filtering system;
(9) make access to WASH (Water Sanitation and Hygiene) in every remote

area; and

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(10) teach the various methods of purifying water Water treatment methods
such as boiling, filtration, use of different
chemicals, using water guard (chlorine) and
solar water disinfection system (SODIS).

We have had enough discussions on drinking
water. However, water is also essential for
running industries, hospitals, schools and other
institutions. The constitution of Nepal also
recognises water and sanitation facilities as the
fundamental right of people.

Glossary

deprived : lacking the things needed for a comfortable life

acute : very great or bad

degradation : loss of quality

quench : satisfy the thirst

anxiety : a feeling of worry

fatigue : mental or physical tiredness

toxin : poison from the living organism

epidemic : fast-spreading disease

accessible : easily available

rely on : depend on

contaminated : mixed with harmful substances

appeal : urgent request

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ACTIVITIES

(1) Draw the source of water at your home and display it in your
class.

(2) Read the notice issued by the Drinking Water Supply Corporation
below. Discuss some ways to utilise water and present it in your
classroom.

You can save life of someone by just saving a glass of water. So, please
consider the following points.

Let’s develop the habit of turning the tap off after use.

Let’s not do other work turning the tap open.

Let’s put the nozzle on the tap.

Let’s not use the tap water for irrigation or other purposes.

Let’s use rainwater for washing and sanitation purposes.

Let’s not drink water directly from the source. Let’s develop the habit
of drinking water only after filtering, putting medicine, boiling or
treating with SODIS method.

Only clean water is not enough. Let’s make sure that the utensils for
keeping water are clean to prevent contamination.

Let’s keep the sources of drinking water clean and tidy.

Let’s make sure that the water tap is accessible to differently able
people and children.

(3) Among the methods of purifying water given in the lesson,
which one do you use to purify drinking water at your home?
Why? Also, describe the method.

EXERCISE

(1) Write very short answers to the following questions.

(a) Define drinking water in your own words.

(b) What do people use water for?

(c) What are the reasons behind the shortage of water in our country?
List any two of them.

Vedanta 33 Approved by Curriculum Development Centre,
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(d) Mention any four diseases caused by polluted or contaminated
water.

(e) How can we identify the sources of water that contain arsenic?

(2) Answer the following questions in detail.
(a) Why is drinking water important for human life? Write any four
points.
(b) The scarcity of water drinking water has increased due to rapid
population growth. In this context, make a list of any six points for
conserving the sources of drinking water.
(c) Explain the current situation of water supply in Nepal.
(d) What are the problems of drinking water in Nepal? Write in three
points. Also, suggest any three possible measures to solve them.
(e) Write a letter to the Nepal Water Supply Corporation requesting it
to repair the water pipeline as the tap of your house has stopped
dispensing water.

COMMUNITY WORK

Identify the sources of water in your locality, and find out whether the
water from those sources is safe to drink or not. If it is not suitable for
drinking, identify the methods of purifying it, and present it in your
classroom.

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Lesson Energy

11..51

A source of power, such as fuel, to do different activities such as driving
vehicles, running machines, and providing heat is called energy. We use it to
light bulbs, cook food, drive vehicles and run machines. We get energy from
various sources such as water, sun, firewood, biogas, natural gas, wind and
battery. Petroleum products, atomic plants and biotic or wasted materials
are also some other sources of energy.

Energy plays an important role in daily life. It is necessary for us in household
and official purpose. People also need it to run various types of equipment in
hospitals and factories. Energy has become the essence of human life. The
developed nations consume more energy than developing and underdeveloped
countries. Energy development is related to human comfort, prosperity and
economic development.

Nepal has a huge potentiality for energy Wind energy
production. There are several perennial
rivers that flow continually from the high
mountains. They have a great prospect of
producing hydroelectricity up to 83 thousand
megawatts. Hydroelectricity means the
production of electricity by water power. It
is the most important and reliable source
of energy in Nepal. From the financial
and technical point of view, around 43,000
Megawatt hydroelectricity can be produced
in Nepal. However, our country has not
been able to produce enough electricity.

There has been an unequal distribution Hydro electricity
of hydroelectricity in Nepal. Urban areas
consume more amount of hydroelectricity Approved by Curriculum Development Centre,
than rural areas. Most of the rural Sanothimi, Bhaktapur
settlements of Nepal are deprived of
reliable sources of energy. Inadequate
energy supply is another problem in Nepal.
It has hampered the social and economic

Vedanta 35
Integrated Social Studies and
Population Education - Book 8

development of our country. It doesn’t have its Solar energy
own reserves of gas, coal or oil. To solve such
problems, the government has to focus more
on the proper utilisation of water resources.
Apart from hydroelectricity, the government
should focus on other alternative sources of
energy such as solar and wind energy in Nepal,
especially for rural settlements.

Glossary

equipment : necessary item
prosperity : success
prospect : possibility of something happening soon
inadequate : not enough or not good enough
hamper : make progress difficult

ACTIVITIES

(1) What would have happened if there were no sources of energy?
(2) Read the information given below. Then, write the points on a

separate chart paper and display it in public places.

A responsible citizen has to consider the following points:
Use the pieces of equipment that consume less electricity at homes.
Use CFL or LED bulbs as they consume less electricity.
Paint the inner walls with bright colours such as yellow or white.
Use an improved oven for cooking food. It consumes less firewood
and produces less smoke.
Keep the windows open while using LPG and turn the regulator off
after using it.
Use biogas instead of dung-sticks (Guintha).

(3) Nepal is a rich country in water resources. We can produce
hydroelectricity and export it to foreign nations. Our country can
be a rich and developed country by exporting hydroelectricity.
What should be done to do so? Present your views in the class.

Approved by Curriculum Development Centre, 36 Unit One:
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EXERCISE

(1) Write very short answers to the following questions.
(a) What is energy?
(b) What do we use energy for?
(c) Define hydroelectricity.

(2) Answer the following questions in brief.
(a) Write any six measures to prevent the energy crisis in Nepal.
(b) ‘Hydroelectricity is the most important source of energy in Nepal.’
Write any four points to prove this statement.

COMMUNITY WORK

What sources of energy do people use in your community? Visit any ten
houses of your community and present the findings in your classroom.

Vedanta 37 Approved by Curriculum Development Centre,
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Lesson

11..61 Human Resource

The positive changes that take place in an individual, family, community
or a country as a whole is called development. It is a continuous and never-
ending process. It never stops and keeps on changing. Our modern lifestyle
is different from the standard of living of our ancestors. The modern way of
life is easier and better than the past lifestyle. It is due to development. If
there were no development, there wouldn't be many differences between past
lifestyle and modern way of living. However, development does not happen
automatically. Human resource is an essential factor for development.
Human resources refer to the educated, learned, skilled and experienced,
physically healthy, and mentally sound people. They make up the
workforce of a country and play a significant role in its social and economic
development. They make plans and policies for development activities. They
are also responsible for the proper and effective utilisation of natural and
economic resource. They are known as workforce, human capital or labour
force. There are three types of workforce or human resource.

(1) Skilled Workforce:

The group of people who have special skill, training, knowledge and
ability in a particular field is known as skilled labour. Example: doctors,
engineers, lawyers, etc.

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(2) Unskilled Workforce:

The group of people who do not
have any type of skill or training
to do work is called unskilled
workforce. Example: farmworkers,
dishwashers, sweepers, general
workers, etc.

(3) Semi-skilled Workforce:

The group of people who have less training
than skilled labour and more than unskilled
labour is known as semi-skilled workers. Example:
construction workers, drivers, typists, etc.

All these three types of human resource are equally necessary for the
development of a nation. However, human resource alone is not enough for
national development. Other means and resources should also be available
and utilised. Proper mobilisation of all types of human resource is essential
for the optimum utilisation of available means and resources.

The development of a single sector is not enough for the development of
a nation. The human resources of a country should develop every sector
proportionately for its overall national progress. Various health professionals
such as women health caretakers, rural health workers, maternity health
workers, and health assistants are necessary for the development of the health
sector. Likewise, nurses, lab assistants, doctors, Vaidyas, pharmacologists
and administrators are also required for this sector.

The vital human resources for the development of the farming sector are
farmers, JTAs, JTs, agriculture labourers, etc. Most of the farmers in
Nepal are not trained. They follow the traditional method of farming. If
they are trained well, several agricultural activities such as fishery, fruit
farming, vegetable farming, animal rearing, and floriculture have a good
scope in Nepal. Not only the agriculture sector but also other sectors such as
education, tourism, construction, transportation, and communication also
have high potentiality in our country. We need qualified and skilled labour
related to those fields for their proper development.

Out of various economic sectors, agriculture, trade and service sectors have
enough workforces, but there is a lack of professionals in the sectors like
engineering, media, health and medicine. The pace of development in those

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sectors is slow due to a lack of skilled human resource.
Some people of our society regard intellectual labour as more important
than manual labour. However, no occupation is superior or inferior. All the
professions are equally important as they contribute to national development
in the same way. Unequal treatments of people of different occupations
create unemployment problems in society. Lack of workforce of any type of
human resource hinders the overall development of the country. The lives of
the people living there becomes difficult. A country develops well only when
all the citizens utilise their knowledge and skill creatively, honestly and
sincerely. Education and skill-based training are key factors for efficient
human resources. They make people innovative, creative, responsible,
independent, rational, and helpful.
There is a lack of a skilled workforce in our country. Similarly, there is
systematic production of the workforce in Nepal. There is a need for effective
and visionary plans and policies too. For the economic progress of our country,
more priority should be given to the science and technology sector. Skilled,
creative and able workforce needs to be produced in this sector. For this,
ample training should be provided to the people. The governments should
set up numerous technical and vocational institutions in various parts of the
country. Much emphasis should be given to practical education system. The
government has to create more job opportunities in our own country so that
skilled workers do not need to go to other countries for better opportunities.
Our country has to depend on its own human resources to formulate plans
and policies for its overall balanced and long-lasting development.

Glossary

maternity : hospital section caring for newborns

pharmacologists : a person who studies drugs or medicines

floriculture : the cultivation of flowers

pace : speed

efficient : well-organised, capable

rational : reasonable and sensible

ample : more than enough

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ACTIVITY

(1) What kind of human resource do you want to be when you grow
up? Why? Give reasons.

EXERCISE

(1) Write very short answers to the following questions.
(a) Define development in your own words.
(b) What do you mean by human resources?
(c) What are the types of workforce? Mention them.
(d) What do you mean by skilled human resources? Give some examples.
(e) Why are all professions equally important?

(2) Give brief answers to the following questions.
(a) What is meant by semi-skilled workforce? Write any two differences
between skilled and unskilled human resource.
(b) Explain the roles of human resource in national development.
(c) What are the problems of human resource in Nepal? Mention them.
(d) What should be done for the production of skilled human resource
in Nepal? Write any six ways.

COMMUNITY WORK

What kinds of human resources are there in your community?
Make a list of all types of workforce.

Vedanta 41 Approved by Curriculum Development Centre,
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Population Education - Book 8

Lesson Development Projects in
Nepal
11..71

A project is a set of plans or ideas to be carried out to achieve a certain goal.
It also refers to a planned piece of work designed for development. Several
projects are being carried out in our country for its progress. They are
development projects. They consist of planned actions with fixed objectives.
They need to be achieved within a fixed time. Nepal Government launches
some of them, while international donor countries and organisations
fund some others. Such projects are usually related to road construction,
drinking water supply, electricity expansion, communication, cleanliness,
education and health. Among them, some development projects have already
been completed, whereas some others are in progress. Some important
development projects in our country are described below.

School Sector Development Plan (SSDP):

The Government of Nepal has conducted this project in all 77 districts
of our country. The objectives of this project are (i)to provide access to
education to children who are out of school (ii) to bring improvement in all
educational infrastructures, and (iii) to improve the quality of education.
The Government of Nepal has developed this plan to continue its efforts to
ensure equitable access for all. Various INGOs have supported this project.
The vision of SSDP is to contribute to the development of self-sustainable,
competitive, innovative and value-oriented citizens for the socioeconomic
transformation of the nation. Likewise, its mission is to produce the essential
human resources to elevate Nepal’s status from a least developed country
by 2022 AD and to reach the status of a middle-income country by 2030 AD.
This project is also committed to the development of school infrastructures,
the establishment of child development centres, organising teacher’s
training, and improving the examination system.

Dhulikhel-Sindhuli-Bardibas Road Project:

Japanese International Cooperation Agency (JICA), a governmental
agency of Japan, provided assistance in the operation of this project. The
construction of the road began in November, 1996 AD. The total length of

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this road is 158 km, and this road has been
named after BP Koirala, the first elected
prime minister of Nepal. BP Highway has
connected the districts of eastern Nepal to
the capital city Kathmandu, which was its
main objective. This project has brought
social and economic changes in the lives of
people living in the area.

These development projects are matters of
national pride. They transform and bring
several positive changes in the lifestyle of B.P. Highway

the people living in the concerned regions.
People can get access to better transportation and irrigation facilities. There
will be proper development of the education sector and communication
facilities. Such projects also assist in the development of the agriculture,
trade, and business sector. The local people get adequate health service
and their socio-economic status uplifts. Such sorts of development projects
provide employment opportunities and benefit a large number of people as
well. In this way, all these factors mobilise available means and resources
and contribute to the development of the entire nation.

Besides these projects, Budhigandaki Hydropower Project, Kathmandu-
Nijgadh Road Project, and East-West Electrified Railway Project are some
important projects being carried out in Nepal

.

Glossary

donor : somebody who gives or donates something

expansion : the process of increasing in size or extent or number

venture : project

ensure : make sure

equitable : fair, impartial

self-sustainable : supporting or able to support oneself

innovative : new and creative

elevate : raise something up

Vedanta 43 Approved by Curriculum Development Centre,
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ACTIVITIES

(1) What benefits do people get after completion of various
development projects? Discuss among your friends and make a
list.

(2) There may be some development projects in operation in your
community. Take the help of your parents, teachers, neighbours
or concerned authorities and complete the given table.

SN Name of the Name of Estimated date of
project donor(s) completion

1

2
3

EXERCISE

(1) Besides the development projects given in the lesson, there are some
other important projects of national pride ongoing in Nepal. Name
them with the help of the following background information.

Budhigandaki Hydropower Project Kathmandu Nijgadh Fast Track

Pokhara International Airport Puspalal (Mid-hill) Highway

(a) The primary objective of this project is to solve the problem of the
power crisis in Nepal. The project site is along the border of Dhading
and Gorkha districts. The production capacity of this project is 1200
MW. It is a reservoir type of hydropower, and electricity can be
generated even during the dry season. The estimated cost is over
Rs 205 billion funded by the World Bank, ADB and international
financial agencies. It has been estimated to be accomplished within
eight years of its initiation.

..........................................................................................................

(b) This development project will serve as the second international
airport in Nepal. It will ensure sustainable development in Pokhara
because it is the most preferred tourist destination in our country.

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It will also assist in the extension of tourist activities and trade in
Pokhara and western Nepal. The construction was formally started
on 1st Baisakh, 2073 BS, and it is under construction by a Chinese
Company now.

...........................................................................................................

(c) This development project connects Chiyo Bhanjyang of Panchthar
district in the far east to Jhulaghat of Baitadi district in the far west
covering the length of 1,776 kilometres. It shall cover more than
twenty districts of the hilly region when it is completed, bring socio-
economic progress in their lifestyle. It will also discourage migration
from the Hilly region to the Terai region.

..........................................................................................................

(d) This development project is 76 km long fast track (expressway) that
started in 2065 BS. It is ongoing at a high speed. The Nepal Army
has taken the responsibility of completing his project. This track
connects Kathmandu with the Terai region.

..........................................................................................................

(2) Supply very short answers to these questions.

(a) Define project.

(b) What are the various projects launched in Nepal related to?

(c) What is the main vision of the School Sector Development Plan?

(d) Name the main donor agency that assisted in the operation of the
Dhulikhel-Sindhuli-Bardibas Road Project.

(3) Answer the following questions in brief.

(a) What are the objectives of the School Sector Development Plan?
Mention them.

(b) What is the mission of the School Sector Development Plan? Clarify
the commitment of this project.

(c) What is the primary objective of the Dhulikhel-Sindhuli-Bardibas
Road Project? Write.

Vedanta 45 Approved by Curriculum Development Centre,
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Population Education - Book 8

Revisiting the Unit

(1) Study the following table about the current situation and goal of the
fifteenth five-year plan about the supply of drinking water and answer
the questions that follow.

SN Particular Current Situation Goal
(2075/76 BS) (2080/81 BS)
1 Population that has access to the 89
basic level drinking water facilities 99
(in %) 21
40
2 Population that has access to
the higher level or mid-standard
drinking water services (in %)

(a) What programmes should the government launch to increase the
access of drinking water facilities to all citizens?

(b) Is it possible to meet the objective of the high-level or mid-standard
drinking water facilities within the targeted deadline?

(2) Consult an atlas or other authentic reference materials and complete
the following table.

Provinces Major trade Major tourist Popular Available Agriculture
centres destinations products minerals products

(3) Write short answers to the following questions.
(a) Write a dialogue on the importance of alternative energy.
(b) Compose a song or a poem on the title ‘Clean Drinking Water for
Healthy Life’ and present it in the class.
(c) Mention the importance of skilled human resources for the
development of a nation.
(d) What are the major challenges of federalism in Nepal? Discuss
among your friends and write any six of them.

Approved by Curriculum Development Centre, 46 Unit One:
Sanothimi, Bhaktapur We, Our Community and Nation

UNIT OUR SOCIAL VALUES
2 AND NORMS

Learning On the completion of this unit, we will be able to:
Outcomes
• explore and explain the social traditions of Nepal and participate in their
preservation;

• introduce Nepal as a land of unity of diversity and play a significant role to
maintain social harmony and tolerance;

• identify the national heritage of our community and take part in their
conservation; and

• discover, learn about and respect the international personages and be
inspired by their contribution.

Vedanta 47 Approved by Curriculum Development Centre,
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Population Education - Book 8

Lesson Our Social Traditions and
Customs
21..11

The students of Himalayan Academy have taken part in a speech competition.
The topic of the competition is ‘Our Social Traditions and Customs’.
Let’s hear what they say.

Teacher : Nepal is a multi-religious, multi-lingual, multi-
racial and multi-cultural country. Nepali peple
follow several religions such as Hinduism,
Buddhism, Christianity, Islam, Kirant, Jainism,
Sikhism, Bon, Bahaism and some other ones.
People speak some 123 languages all over Nepal.
They belong to different races, such as Aryan and
Mongols. Similarly, people from various regions of
our country have different ways of living.

There are many sets of beliefs and ways of doing
something in our society. They have existed for a
long time among us. They are our traditions. In
the same way, there are many accepted ways of
behaving or doing something in our community.
They are our customs. People of different
backgrounds have various traditions and customs.
Now, Rikesh is here to deliver his speech on 'Guth'.

Rikesh Shrestha : Honourable chairperson, respected judges,
teachers and my dear friends. I am going to deliver
a short speech on ‘Guthi’ in today’s programme.

Guthi is a social organisation that helps to
maintain the socio-economic order in the Newar
community. The word, ‘Guthi’ has been derived
from the Sanskrit word ‘Gosthi’ that means the
collection of people. It refers to a group of persons
united for common objectives such as preserving
the culture and protecting religious sites. Many
people believe that Guthi has been in practice
since the Lichchhavi period in Nepal. The eldest

Approved by Curriculum Development Centre, 48 Unit One:
Sanothimi, Bhaktapur We, Our Community and Nation

Dinesh Magar : Jatra organised by a Guthi
Vedanta
Integrated Social Studies and member of the Guthi is known as Thakali and the
Population Education - Book 8 members of the Guthi are known as Guthiyaars.
They help each other in various social, cultural
and religious work according to the instruction
and guidance of the Thakali. They also help
one another during the emergency and special
occasions such as a wedding ceremony, funeral,
Jatra, Puja and Bratabanda. There is a strong
common feeling among its members. The common
Guthis in the Newar community are Diwali
Guthi, Si Guthi and Sana Guthi. Diwali Guthi is
responsible for worshipping clan deity (Kulpuja).
Si Guthi lifts corpses, and Sana Guthi performs
the funeral rituals.
Respected chairperson, teachers and my beloved
friends. I am delighted to speak on the topic ‘Bheja’
in this programme.
Bheja is a religious, cultural and economic
organisation of the Magars. It controls and
manages various religious, agricultural, economic
and social activities. It also helps in performing
celebrations, festivals, traditional practices, rites

49 Approved by Curriculum Development Centre,
Sanothimi, Bhaktapur

Nabina Tharu : and rituals. The eldest member of the Bheja is
Asmita Gurung : known as Mukhiya. He has the responsibility
Anuma Sharma : of leading the group. The Bheja also appoints a
religious priest (Pujari) and makes essential
reforms in the existing rites and rituals.
Good morning, ladies and gentleman. I am going
to speak on the topic ‘Badghar’ in this programme.
The tradition of Badghar has been common in the
Tharu community since ancient time. The term
‘Badghar’ refers to the chief of a community or
a village. The Badghar leads to maintain unity
in the community, organises the rituals related
to birth and death, and implements the social
rules. To work for the welfare of the village is also
an important role in the Badghar. The Tharu
community appoints the Badghar in Magh after
celebrating Maghi festival on Magh 1.
Hello, everyone! I am going to talk about ‘Rodhi’
in this programme.
Rodi is a tradition prevalent in the Gurung
community. It is the tradition of young people in
which they gather, sing, dance and joke at a house
known as the Rodhighar under the supervision of
a senior person called Rodi Ba or Rodi Aama. The
gathering of youths at Rodhighar promotes the
relationship among themselves. They also get the
chance to discuss what to do the next day in such
meetings. Therefore, Rodhighar is an ideal place
for making plans, promoting cordial relationship
besides entertainment.
Namaste! I am going to speak about ‘Parma’ and
‘Paincho’ in this programme.
Parma and Paincho are common traditions found
in many communities in our country. They are not
related to any specific ethnic group. Parma means
the practice of giving and taking help in labour
or service turn by turn while carrying out any
agricultural or social activity. When an individual

Approved by Curriculum Development Centre, 50 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values