Vedanta Integrated Social Studies 7 Final (2078)

EXERCISE

(1) Write True for right statements and False for wrong statements.

(a) A teacher should always use modern and innovative

methods of teaching. .......................

(b) One can relay pieces of information without .......................
confirming them.

(c) It is better to remain silent when conflicts occur. .......................

(d) It is not necessary to clarify when we fail to .......................
communicate effectively.

(e) We should solve conflicts through dialogue and .......................
dual communication.

(2) Answer the following questions.

(a) What do you mean by communication? Why is it important?

(b) Define miscommunication or wrong communication in your own
words.

(c) How can you say that miscommunication is harmful?

(d) What are various ways to solve the problems of wrong
communication? Mention them.

COMMUNITY WORK

There might have been a conflict because of the wrong communication
in your community. Find such a conflict, its causes and possible ways to
solve them. Present the report in your classroom.

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Lesson

31..81 Peace and Its Necessity

Peace has several meanings. Simply, it
refers to a state or period in which there
is no war or conflict between countries
or groups. It also means a condition of
freedom from war and violence, especially
when people live and work together happily
without disagreements. Being calm, happy,
and not worried means being peaceful. If
there is peace in a country or in the world,
there are no wars or violent activities going
on.

A person is said to be living a peaceful life
if:
(a) She or he lives a life full of pleasure

and happiness.
(b) She or he can fulfil her or his desires Symbolic picture of peace and non-violence

without other’s interference.
(c) She or he gets social justice.
(d) She or he receives love and affection from others.
(e) She or he has a feeling of mutual respect.
(f) She or he is away from the conditions of injustice, fear, violence, war

and fight.

The essential elements of peace are as follows.
Public participation
Common understanding
Cooperation
Active listening
Rule of law
Respect and obedience to other
Equality and equity

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Social justice
Transparency
Social harmony
Positive thinking
Security
Fulfilment of basic needs
Democratic culture
Tolerance

Peace and progress go together. A community or country can develop only
if peace is there. When there is peace, people feel secured. They can do
their jobs properly without any fear. Their contribution to their job also
leads to national progress. They can make creative plans and policies for
development and implement them. They can enjoy their freedom. People
can utilise the means and resources of their country only if the nation is
peaceful. Preparation of plans and policies, their implementation and
utilisation of means and resources are not possible in a violent or conflictive
situation. Proper development of a nation or a place is possible only if peace
and order are there.

Internal peace is necessary for an individual to live a happy and meaningful
life. Social justice is equally important for peace. Without it, violence
flourishes indirectly in society. One can live a peaceful life if she or he
has self-respect, respects others, becomes transparent, thinks positively
and demonstrates good character. In order to maintain peace and order in
society, we shouldn’t harm others, hurt other’s self-esteem, do any activities
against law and order and encourage the culture of mutual understanding
and cooperation.

Since school is the centre of learning and education, it should be maintained
a peace zone. The following things should be carried out to maintain the
school as a peace zone.
(a) There should be a fearless environment in the school.
(b) There should be an environment of equal opportunities for all students

in the school.
(c) There should be an inclusive environment in the school.
(d) The school environment should be free from any type of violence,

discrimination, exploitation and torture.
(e) Every student and teacher should be disciplined.

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(f) Every student and teacher has to speak politely and show good
behaviour.

(g) The conflicts and problems of the school should be settled peacefully.
(h) There should be child-friendly teaching-learning environment.
(i) The students should be encouraged to participate in social and creative

activities.

Glossary

interference : hindrance, involve in something without invitation

transparency : state of being transparent

tolerance : acceptance of different views

implement : carry out or fulfil something

inclusive : including people or ideas of all kinds

ACTIVITIES

(1) What roles can students play to make their school a peace zone?
Discuss among your friends and write any ten ways. Examples:

(a) Living with friends in harmony

(b) Speaking politely with friends and showing cordial behaviour

(2) Conduct an oratory competition in your classroom on the topic,
“Peace as the basis for development.”

EXERCISE

(1) Fill in the blanks with a suitable answer.

(a) If there is ............................ in a country or in the world, there are no
wars or violent activities going on.

(b) Peace and ............................ go together. A community or country
can develop only if peace is there.

(c) Internal peace is necessary for a person to live a happy and
............................ life.

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(d) We should develop a culture of mutual understanding and
............................ to maintain peace in society.

(e) Schools should be maintained a............................ .

(2) Answer the following questions.

(a) Define peace in your own words.
(b) What are the necessary elements for peace? Mention any six of

them.
(c) How does a peaceful environment help in the development of a

country?
(d) How can one live a peaceful life?
(e) What should we do to maintain peace and order in society?
(f) What should be done to maintain the school as a peace zone? Write

any six ways.

(3) What attempts have been made to eradicate social problems and
evils in your community? Make an enquiry and write.

(4) Differentiate between social problems and evils with examples.

(5) What can be the roles of schools and local organisations in eradicating
social problems and evils? Discuss among your friends and write a
conclusion. Share that with your teacher.

COMMUNITY WORK

There might be some social problems and evils in your community.
Divide your classroom into three to five groups on the basis of the
number of students and write about them with the help of the following
questions.
(a) What types of social evils have you experienced in your community?
(b) What are the social problems that are prevalent in your community?
(c) What are the causes of such social problems and evils?
(d) How can we solve those social problems and evils?
(e) What can be the roles of school and social organisations to solve

them?
Prepare a report based on the answers to the above-given questions.

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UNIT

4 CIVIC SENSE

Learning On the completion of this unit, we will be able to:
Outcomes • introduce the fundamental components of the state;
• say the fundamental rights given by the constitution;
• state the meaning of child rights and their importance;
• make a list of the efforts made in the protection of child rights;
• take part in the activities related to human rights protection;
• demonstrate democratic culture;
• behave equally with all in the family, school, and neighbourhood and among

the friends; and
• identify the social rules and follow them.

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Lesson

41..11 Basic Elements of State

Introduction

The word ‘state’ refers to a country or a kingdom. It has a different
meaning in a political sense. A state is an organised political community
with sovereignty which includes different ethnic groups, classes, genders
and communities living in a definite territory under the coordination of a
government formed according to the constitution. A state is formed for the
welfare of the people. A Greek philosopher, Aristotle, defined the state as
“union of families and villages having for its perfect and self-sufficient life.”
Similarly, James Garner defined it as, “state is a community of persons,
more or less numerous, permanently occupying a definite portion of territory,
independent or completely free from external control and possessing an
organised government to which the great body of inhabitants render habitual
obedience.”
It is believed that the state was originated along with human beings.
According to Aristotle, the state was originated to fulfil the political and
social needs of human beings. It is a natural organisation. It is originated to
fulfil the needs of people. It is better to compare state with the government.
Government is one of the components of the state. The government may
change from time to time, but, the state remains the same. The government
has only rights and power given by the constitution, but the state has
fundamental rights and power.

Elements of State

Our body is made up of bones, muscles, water and so on. The house where
we live also is made up of various elements such as soil, stone, bricks,
wood, iron rod, etc. Similarly, a state is also made up of various elements.
According to Garner’s definition, a state has elements such as territory,
people, sovereignty, and government. The thought, the government has to
be formed according to the constitution comes into practice in recent days.
On the basis of these all, territory, population, sovereignty, government and
constitution are the basic elements of a state.

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Territory

Territory is an important element of a state. No state can exist in the absence
of the territory. It is just like the
body of a person. The territory is
the physical basis of the state.
There is no fixed limit of land
area to form a state. However,
there should be a balance
between the land area and the
population. The territory should
contain natural things such as
fertile soils, rivers, mountains,
plains, minerals, forest, and Map of Nepal

other things required for the
survival of population.

Population

Population is the total number
of people living in a particular
area in a specific time period. It
is another important element of
a state. It is considered as the
first and compulsory element
of the state. There must be a
number of people living in a
particular area to form a state.
Different philosophers had fixed
the number of people to form a People of different background

state. For example, Plato, a Greek philosopher, fixed 5040 people for a state,
and Rousseau, a French philosopher, fixed 10,000. However, Aristotle did
not fix the number of population for a state. He said that the size of the
population should be large enough to be self-sufficient and small enough to
be well organised. There may be people who speak different languages and
practise different religions and cultures in a state. The prosperity of every
state depends on the quality and abilities of its people. Therefore, qualified,
dedicated, hard working and honest people with nationality feeling are
essential for a state.

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Government

Government is another and important element of a state. Only people and
territory cannot form a state without government. People will be incoherent,
unorganised, and anarchic mass with no means of collective actions without
a government. The government provides border security, prepares law
and maintains peace and security. Similarly, it also collects revenue, runs
the day to day administration, maintains the foreign relationship and
works for all-round development of the country. In order to carry out its
all functions, it has main three organs such as the legislature, executive
and judiciary as well as other constitutional bodies. National Human
Right Commission, Commission for Investigation of Abuse of Authority,
National Women Commission, National Inclusion Commission and Public
Service Commission are some of the important constitutional bodies in
Nepal. Democratic, autocratic, parliamentary, presidential, federal and
monarchical governments are the different forms of the government. A
democratic government that works according to the will of the people is
considered as a good government these days.

Sovereignty

Sovereignty is the supreme power of a government to carry out its functions
without any external interference and internal disturbance. It is believed to
be the soul of a state. The qualified people living in a definite territory, under
the control of stable government only cannot form a complete state in the
absence of sovereignty. Therefore, it is an important element of the state.
Sovereignty provides the state with national and international importance
and values. Constitution has a clear provision to whom the sovereignty to
be vested on. According to the constitution of Nepal, Nepal’s sovereignty is
vested on in the hands of the people.

Constitution

The constitution is the supreme law of the country. It provides a procedure
for the government to carry out its administrative activities. It describes
the structure and functions of the organs of the government. It also explains
the relationship between the organs of the government and guarantees the
rights of the people. The democratic ruling system based on people’s will
is the need of the present world. Therefore, the democratic constitution is
essential for a good state.

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Every state provides various services to its people through the government. It
is the main responsibility of every state to keep peace and maintain security.
It is not possible in the absence of interrelationship among the elements
of a state. Therefore, all the elements of a state are equally important for
sustainable development in any country.

Glossary

philosopher : theorist, thinker
sovereignty
incoherent : complete power of the governing country

anarchic : badly organised or expressed and therefore difficult to
understand
revenue
stable : behaving in a way that ignores the normal rules or limits
vested on of your society or group, especially when this causes
trouble, lawless,  disordered 

: the money that the government receives from the taxes

: firmly fixed, not changing

: inherit with

ACTIVITIES

(1) Prepare a short speech on ‘Elements of a state’ and deliver it in the
class.

(2) You have learnt that a state has different elements. Your school may
also be formed with a combination of different elements. Make a list
of such elements through a discussion in the class and note down the
points.

EXERCISE

(1) Fill in the blanks with suitable answers.

(a) The state is an ...................... political community with sovereignty.

(b) According to Plato, a state should have ........................ population.

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(c) French philosopher, Rousseau fixed the number of population at
............................... for a state.

(d) Nepal’s sovereignty is vested on .................. as per the constitution.

(e) There are ...................... (number) main elements to form a state
according to Garner.

(2) Answer the following questions.

(a) Define the terms government, population, and sovereignty in your
own words.

(b) What is the role of the government in the country?

(c) Make a list of the constitutional bodies of our country.

(d) Why is sovereignty considered as the soul of the state?

(e) “Sovereignty is an important element of a state.” Explain the
statement in your own words.

(3) What size of the population of a state did Plato, Rousseau and
Aristotle prescribed? Which number do you agree with and why?

(4) Make a list of the advantages and disadvantages of having a state
with small territory.

(5) Introduce the term state in a short paragraph.

COMMUNITY WORK

Prepare some questions as given below to know the view of the people
in your community about its components and ask those questions to
the people of your community. Then, prepare a report about it on the
basis of their answers.

What makes your community?
What are the fundamental components of your community?

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Lesson

41..21 Fundamental Rights

Right is the claim accepted by society, granted by a state and achieved by
performing duties related to it. There are different types of rights that people
enjoy these days. Among them, the fundamental rights are basic rights which
are essential for the well-being of a person. The constitution of a democratic
country grants such fundamental rights to the people. Therefore, they are
also called constitutional rights.
The constitution of Nepal was promulgated on 3rd Ashoj 2072 BS. This
constitution has guaranteed 31 fundamental rights to Nepali people. The
provisions of these rights are given in the articles 16 to 46 of part III. They
are as given below.

Article Fundamental Rights Article Fundamental Rights
16 Right to live with dignity 17 Right to freedom
18 Right to equality 19 Right to communication
20 Right to justice 21 Right of victim of crime
22 Right against torture 23 Right against preventive
detention
24 Right against untouchability 25 Right to property
and discrimination
26 Right to religious freedom 27 Right to information
28 Right to privacy 29 Right against exploitation
30 Right regarding clean 31 Right to education
environment
32 Right to language and 33 Right to employment
culture
34 Right regarding labour 35 Right to health care

36 Right to food 37 Right to housing

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38 Right of women 39 Right of children

40 Right of Dalits 41 Right of senior citizens

42 Right to social justice 43 Right to social security

44 Right of consumers 45 Right against exile

46 Right to Constitutional Remedy

The provisions for various aspects and freedoms given under these
fundamental rights in the Constitution of Nepal. Our constitution has given
several provisions for the rights to the citizens. But, many people in our
country are unknown about these provisions of fundamental rights. Those
who know about the provisions are also not utilising them properly.

Every citizen has the right to enjoy the fundamental rights given by our
constitution. However, they should not forget to perform a duty to enjoy
the particular right. Right and duty are two sides of a coin. They cannot be
separated from each other. A right is meaningless in the absence of duty.
All the people have to utilise their right without harming others’ right. This
helps to maintain peace and order in the county.

Glossary

claim : assertion on something
essential : very important
dignity : respect
detention : an act of limiting in a particular place

ACTIVITIES

(1) Discuss in the class on the fundamental rights and their importance
and write the points accepted by all in the class.

(2) Write the fundamental rights with their respective articles in a chart
paper and display it in the class.

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EXERCISE

(1) Fill in the blanks with suitable answers.
(a) The present constitution has granted ................. fundamental rights.
(b) The article 45 has the provision of ……………………………………
(c) The fundamental rights are also called ………………………………
rights.
(d) Right about labour has been given in article……………………..
(e) Our constitution has a provision about fundamental rights in Part 3,
from articles …….....…….to ….......………… .

(2) Answer the following questions.
(a) What do you mean by rights?
(b) Define fundamental right in your own words.
(c) In which article is the right to constitutional remedy given in our
constitution?
(d) How many fundamental rights are mentioned in our constitution?
(e) Why are the fundamental rights essential for individuals and the
community?

(3) Which provision of right to religious freedom do you like? Write
about it. (consult our constitution for this question)

(4) “Right and duty are two sides of the same coin.” Explain this statement
in your own words.

COMMUNITY WORK

Read the provisions given under the rights of women, children, Dalits
and senior citizens in the constitution of Nepal (2072) and prepare a
short report highlighting the common provisions of these rights.

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Lesson

41..31 Child Rights

Children are the young human beings up to
the age of puberty from their birth. Different
countries have variation in the age limit of
a child as per their existing law. In Nepal,
a human being up to 14 years of age is
considered as a child. Children’s number is
counted as dependent in every census. But,
the Children’s Act 2048 has recognised the
human beings below 16 years of age as the
children. According to the UN Convention Children enjoying their rights

on Right of the Children 1989, human
beings from mother’s womb to 18 years of age are children. In such variation,
there is a trend of accepting the international provision. Therefore, human
beings, up to the age of 18 years, are considered children.

Children are physically small, psychologically innocent and economically
dependent. However, children of today are the future citizens of a nation.
They need proper care and facilities to grow and develop physically,
mentally, emotionally, and socially. They need a healthy environment
to live in, nutritious food to eat, proper clothes according to the seasons,
proper education, security, entertainment and freedom for their all-round
development. The human or legal rights of children, specifically the rights
of children to humane treatment, appropriate living conditions, health care,
education, etc. are children's rights. The child rights are the special rights
given to the children for their all-round development. Children should enjoy
these rights from their mother’s womb to 18 years of age. The children are
not matured enough to enjoy these rights with their own efforts. Therefore,
it is the duty of parents, society and state to protect and promote child rights.
All children should be provided with the following common rights.

Right to food and proper nutrition. Right to clothing

Right to education Right to entertainment

Right to shelter Right to good health

Right to name and nationality Right against exploitation

There are differently able and helpless children in society. Such children

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should get special rights along with the common rights to the children.
United Nations had made a convention on Rights of the Child in 1989 AD
The article 54 of this international convention on Right of the Child 1989
has classified the children rights into the following four categories

Right to Survival:
The right of children needed for the survival of the children is right
to survival. This right includes the right to obtain nutrition, shelter,
clothes, health care, maternal and child care, pure drinking water, etc.

Right to Development:
The right related to the physical, mental, emotional, intellectual, moral
and social development of the children is right to development. This
right includes the right to obtain the education, co-operation, love and
affection as well as opportunities of games, exercise and entertainment.

Right to Protection:
The right which protects the children for survival and all-round
development is the right to protection. The right against discrimination,
right against violence, right against exploitation, right against
abduction and right to be protected from any kind of risk are categorized
under this right.

Right to Participation:
The rights related to the participation of the children in the decision-
making process in family, community and society for all-round
development of the children with the freedom to express their view
come under this right.

The children rights are essential for Awareness programme
survival and development the children.
These rights encourage the participation
of the children in the task related to them
within their family, community and society.
Similarly, they also focus on the protection
of children from exploitation and violence.
These all support the children for their
all-round development. If all the children
enjoy all types of child right, the future of
a country will be secured. This is why child
rights are important to us.

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Glossary

dependent : needy, reliant
innocent : blameless, not guilty
exploitation : abuse, manipulation
survival : staying alive, existence, being alive

ACTIVITIES

(1) Discuss in the class on the common child rights and their importance.
Then, prepare a report after your discussion.

(2) Write a short introduction to different categories of child rights and
share in the class.

EXERCISE

(1) Answer the following questions.
(a) Who are children according to the children’s Act 2048?
(b) What do you mean by children's right?
(c) Make a list of common child rights in a table.
(d) Explain in brief the importance of the children rights in your own
words.
(e) What are the rights that you enjoy in your school and society?

(2) Write about the different categories of child rights as classified by
UN Convention on Right of Child 1989.

(3) What will you do if you see someone violating child rights in your
community? Explain giving an example of an incident.

(4) “The children of today are the future citizens of a nation.” Justify this
statement in your own words.

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Lesson Efforts for Protection of
Child Rights
41..41

Various sectors of economy of Nepal have not developed in Nepal. This
situation has created problems in up growing children. Many children are
deprived of education, as they are compelled to do household work instead
of going to school. Many of them are working for small wages in factories
and other’s houses. Some children live a difficult life on the street. They are
called street children. Many of them have become victims of child marriage.
According to a report of the National Human Right Commission, many
school-going children are also victimised these days. They are often used
in the procession organised by many organisations and political parties.
Corporal punishment, students’ bullying and mistreatment to the students
in the schools prove that many schools have not been fully child-friendly till
now.

Children enjoying their rights

Today's children replace the present human resources after their retirement
in the future. We can expect the best future of the nation if we can secure the
child rights. In order to have secured the future of the nation, the children of
today should be given opportunities for their all-round development. Their
rights should be protected and promoted for the prosperity of the country in
the future. Therefore, several efforts have been made for the protection of
children rights in Nepal. Some of them are as given below.

Nepal has committed to protection of child rights by signing UN
Convention on the Rights of the Child,1989 on 14th November 1990 AD.

Nepal observed the year 1990 AD as ‘Girls Year’, the decade of 1991
AD to 2000 AD as the ‘Girls Decade’ and the decade of 2001 AD to
2010 AD as ‘Children’s Decade.’ Various programmes were organised

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throughout the country in this period.

Various acts and regulations such as Children Act 2048, Children
Regulation 2051, Child Labour Act 2056, Education Act 2028 and
Education Regulation 2049 have been enforced for the protection of
child rights.

Various programmes for the welfare of the children have been conducted
by the Ministry of Education and Ministry of Women, Children and
Social Welfare.

The provision of child court in every
district court has been implemented.

Several child centres like Child Welfare
Homes and Child Reformation Centres
have been established in various parts
of the country for the promotion of
children rights.

The Constitution of Nepal has made Street children
a separate provision about right
of children in article 39 for legal
arrangement in the country to protect
child rights.

Various work for the welfare of the children has been done through
Children organisation, District and Central Children Welfare
Committees.

Glossary

compelled : forced
bullying
: the  repeated  use of  threats  or  violence  in an attempt
retirement to harm or threaten others

: the act of retiring from one›s work, office, etc.

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ACTIVITIES

(1) Read the following passage and answer the questions that follow.

Children of today are the future of the nation. They should be
moulded into a responsible citizen of the nation. Therefore, they need
an appropriate environment and support from the seniors in their
childhood period. We read different sayings regarding the children’s
all-round development. Children grown up in a protected environment
learn self- confidence. The children grown up in appreciation respect
other. There should be positive environment everywhere for their all-
round development. These are some of such sayings. Now, discussion
these questions in the class.

(a) How do the children grown up in the protected environment
learn self- confidence?

(b) Why do the children who are grown up in appreciation respect
others?

(c) What should be done to create a positive environment in the
family, community, school, and nation for all-round development
of children?

(d) Write your feelings after discussion and share them with your
friends in the class.

EXERCISE

(1) Write ‘True’ for right statements and ‘False’ for wrong statements.

(a) It is not necessary to educate the children if we provide them with

the facilities of food, clothes and shelter. ...............................

(b) It is good to listen to the children while making any decision

regarding them. ...............................

(c) There shouldn't be corporal punishment to children. .......................

(d) Children are cheap labourers so that they should be employed in

factories. ...............................

(e) Our constitution has a provision of a separate fundamental right

regarding children rights. ...............................

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(2) Answer the following questions.

(a) Explain in brief about the present situation of children in Nepal.
(b) What efforts can you make to protect the child rights?
(c) Write the provisions of right of children given in our constitution.
(d) What are the laws enforced in Nepal for the protection of child

rights?

(3) Discuss with your friends on the protection and promotion of the
child rights in your community and write the decisions in points.

(4) Explain the contribution of individual, families, schools, and social
organisations for the promotion and protection of child rights.

(5) Make a list of the problems in the protection of children rights with
appropriate solutions in the following table.

Problems Solutions

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

COMMUNITY WORK

Several efforts might have been done in your community to protect
child rights. Ask some questions to the senior people of your community
regarding this and prepare a short report based on their answer.

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Lesson

41..51 Democratic Culture

Social Studies teacher of a school organised a talk programme among
the students on the topic ‘Democratic Culture.’ Many students took part
actively in the talk programme. The following points were the conclusion of
the programme.

Democracy and Democratic Culture

The word ‘democracy’ is derived from two Greek words, ‘Demos’ and
‘Kratia’ in which ‘Demos’ means ‘People’ and ‘Kratia’ means to
‘rule’. Etymologically, democracy means the rule of people.
Democracy is a political system which guarantees the rights of the
people and makes free and equal participation of people in all state
affairs. Abraham Lincoln, the 16th American president, has defined
‘democracy as a rule of the people, by the people and for the people’. In
democracy, people elect their representatives and form the government.
The government formed by people’s representative govern the people
according to people’s will expressed through the election.
Liberty, equality and fraternity are the components of democracy. All
the people get the freedom of speaking in democracy. They are equally
treated, and the feeling of brotherhood also has been developed. All
people enjoy freedom and opportunities equally. People become
politically conscious and active. They enjoy their rights performing the
duties related to their respective rights. This creates an appreciative
culture. This is known as a democratic culture.

Democratic Norms

The practice of enjoying one’s rights without violating other’s rights is
a democratic culture. The democratic culture contains of the following
democratic norms.

Equality Freedom Rule of law

Sovereignty inherent in the hands of people Periodical election

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Social justice Adult franchise

Public participation in administration and development work

Decentralisation of the power of the government,

Protection of human rights

Ways to Execute Democratic Norms.

Democracy is a good system of ruling in which people participate in the
country’s administration. Co-existence, co-operation, peace and unity are
the backbone of the democracy. Therefore, we have to develop a democratic
culture in our community and country. The following ways help to execute
democratic norms to develop a democratic culture.

Developing positive thought regarding the development of the country.
Using one’s rights properly by performing duties related to the
particular right honestly.
No discrimination but equal treatment to all.
Giving more priority to social welfare than personal ones.
Helping others in need.
Making proper use of public properties and protecting them.
Woking together to eradicate superstition and evil practices from
society.
Respecting laws of the country and following them strictly.
Educating all the people in the country.
Being responsible for society and the country.
Stopping extravagance and making proper use of resources.

Glossary

etymological : connected with the origin and history of words and their
meanings
liberty : freedom
brotherhood, fellowship
fraternity : voting rights given to the people
belonging to the basic nature of someone or something
adult franchise :

inherent :

extravagance : spending too much

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ACTIVITIES

(1) Make a list of common democratic norms and values in a chart paper
and paste it in your classroom.

(2) Discuss in the class on the democratic culture and make a list of
practices that come under the democratic culture.

EXERCISE

(1) Correct the following sentences and copy them in your exercise book.
(a) We should not respect our seniors and love juniors.
(a) There should not be equal treatment to all in our society.
(a) We should prioritise the matters of personal welfare than that of
public welfare.
(a) If we respect others, they won’t respect us.
(a) We should involve in evil practices and criminal activities.

(2) Answer the following questions.
(a) Define the word democracy in your own words.
(a) What type of culture is called democratic culture?
(a) What will you do to maintain a democratic culture in your society?
(a) Make a list of activities done in your school which support democratic
culture.
(a) How do you convince your friend who disturb democratic culture in
your school?

(3) Make a list of democratic behaviours and the behaviours against
democratic culture in the following table.

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Democratic behaviours Behaviours against the
democratic culture
1.
2. 1.
3. 2.
4. 3.
5. 4.
5.

(4) Prepare a short paragraph on ‘Democratic culture in our community.’

COMMUNITY WORK

There are many people with good characters in our community. Their
character and deeds might have good impacts to strengthen the
democratic culture in the community. Make a short study about it and
write a short paragraph based of your study.

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Lesson

41..61 Equal Behaviour

The way somebody behaves with others in
society is called behaviour. It is conduct,
manner and relationship maintained by a
person with others in the society. Behaviour
is formed through a manner or conduct that
one shows to others repeatedly. Therefore,
the behaviour can be different among the
people on the basis of situation, attitude and
nature. The way in which a person behaves
with other people regardless of different
Symbol of justice

sex, caste, religion, occupation, languages,
etc. without any discrimination is equal behaviour. Equal behaviour is a
quality of ideal citizen.

There should be social harmony, co-operation, understanding and peace in
the society. Hostility and fight in the society disturb peace and security.
This situation exists in society due to discrimination in society. That is why;
everyone should show equal behaviour to all for maintaining peace and
order in society. Equal behaviour makes our society disciplined, cultured,
peaceful and respected. Our constitution has granted ‘Right to Equality’ a
fundamental right in article 18 with the following provisions.

All citizens shall be equal before the law. No person shall be denied the
equal protection of the laws.
There shall be no discrimination in the application of general law on
the grounds of origin, religion, race, caste, tribe, sex, physical disability,
health condition, marital status, pregnancy, economic condition,
language or geographical region, or ideology or any other such grounds.
The state shall not discriminate among citizens on the grounds of
origin, religion, race, caste, tribe, sex, physical disability, health
condition, marital status, pregnancy, economic condition, language or
geographical region, or ideology and other such matters. Provided that
nothing shall be deemed to bar the making of special provisions by
law for the protection, empowerment or advancement of the women
lagging behind socially and culturally, Dalits, Adibasi, Madhesi,
Tharus, Muslims, oppressed class, backward communities, minorities,

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marginalized groups, peasants, labourers, youths, children, senior
citizens, sexual minorities, persons with a disability, pregnant,
incapacitated and the helpless persons and of the citizens who belong
to backward regions and financially deprived citizens including the
Khas Arya.
There shall not be any gender discriminations regarding remunerations
for the same work and security.
There shall be no gender discrimination regarding the right to parental
property with regard to all family members.

Inequality is an illegal activity. The provision given in the constitution has
clearly mentioned that any kind of discrimination is punishable. The person
who discriminates others will be punished by law. Therefore, we should
not discriminate others in the name of caste, sex, religion, occupation,
economic status and culture. We should behave equally with all people in
the neighbourhood, community and society. We should also treat our friends
equally. Read the following list of ways of behaving equally among friends
and in the family, neighbourhood and community them. Follow the list in
your daily life for happy, co-operative, peaceful and safety life.

The Way of Behaving with Others

Among Friends In Family In Neighbourhood In Community

Work and Respect seniors Help all at the Do not
play together and love time of need. discriminate
remaining juniors. others in
friendly with Co-operate with the name
all. Honour, love one another. of castes,
and serve all in religions,
Give and take the family. Support for the languages
help. proper utilisation and economic
Respect other of the facilities status.
Understand ‘s views. like roads, water
other’s supply, irrigation, Protect good
problem as Speak politely etc cultures,
they are your and co-operate practising
own. to all family Help others in them
members socialization. properly.
Do not
discriminate Participate
differently able actively
and helpless in cultural
one. activities.

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Glossary

behaviour : way of treating others.

denied : to refuse to admit or accept something

remuneration : money paid for work or service

ACTIVITIES

(1) Make a list of the behaviour showing equality and the behaviour
showing inequality in the following table

Behaviour showing Behaviour showing
equality inequality

Discuss in the class on the problems seen due to unequal behaviour
in society and write the points accepted by the majority.

EXERCISE

(1) Answer the following questions

(a) Write the meaning of behaviour, unequal behaviour and equal
behaviour?

(b) What happens if someone shows unequal behaviour to you? Explain
your feeling in three points.

(c) Write any three differences between equality and inequality.

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(d) Make a list of activities that disturb equality in the neighbourhood.

(e) What should we do to maintain a good relationship among friends
in the school?

(3) Prepare a short speech on ‘equal behaviour to all in society’.

(4) Make a list of good and bad behaviours that you know.

Good behaviour Bad behaviours

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Rewrite the provisions about equality given in the present constitution in
your own words.

COMMUNITY WORK

There may be the people having unsocial behaviours disturbing the
peace and harmony in your community. Discuss with the people in
the community on the effects of unsocial behaviour and the ways of
solving the problems created by it. Then, write the report on ‘Unsocial
Behaviours, Their Effects and Ways to Overcome Them.’

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Lesson

41..71 Social Rules

In the course of living in society, people
make agreements and develop certain codes
of conducts to run society systematically.
Such agreements and codes of conducts
among the people in the society are called
the social rules. Social rules are practised
for common benefits of the people in the
society. Some social rules are in written
form, and some others are not. However,
most of them are mandatory to follow. The
social rules accepted by the people in the society have been practised as a
tradition. Although they are different according to society, some of them are
common in every society. Here is a list of some common social rules.

Respect seniors and love juniors.
Obey the senior member of the family while performing the social
customs, rites and rituals.
Celebrate festivals enjoying together with family members.
Take part in the social customs, rites and rituals such as Marriage,
Bratabandha, Naming ceremony (Nwaran), Feeding ceremony(Pasni)
and Chaurasi pooja and exchange greetings.
Co-operate others while performing such social customs, rites and
rituals.
Gather at the house of a dead person and help in the funeral activities
if someone dies.
Work for the cleanliness, protection and promotion of public properties
like water taps, playgrounds, inns, rest houses and religious places.
Develop the habit to be in a queue to wait our turn while using public
properties as other people also have an equal right to use them.
Provide special care to children, differently able, helpless and sick
people.
Behave friendly with all.
Respect parents, guests and teachers as gods.

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Perform social customs and rites honestly.
Follow our cultures, social norms and values strictly.
Protect and promote the original art, culture and heritage from the bad
influence of foreign cultures.
Use local goods and service to minimize unnecessary expenses.

Social rules are practised in the form of social norms and values. They make
us disciplined. Our conducts and behaviours are determined by such social
rules. They are formed due to regular practice of social rules. Therefore, our
conducts and behaviours are the mirrors of our society. Hence, everybody in
society has to follow social rules properly to make our society civilised and
desirable.

Glossary

rules : a set of laws.
mandatory : obligatory; compulsory
funeral : a procession of people escorting a corpse to burial
queue : a line of people or cars waiting to do something

ACTIVITIES

(1) Discuss in the class among the friends and prepare the classroom
rules. Then, paste them in the class notice board and follow them

(2) Make a list of social rules of your society and compare the list of social
rules given in the lesson.

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EXERCISE

(1) Answer the following questions.
(a) Define social rules in your own words.
(b) Write any three ways to distinguish between good and bad social
rules.
(c) Why are the social rules necessary? Write your opinion in three
points.
(d) How do social rules make us disciplined and civilised?
(e) Make a list of any three things that will happen in our society if we
don’t follow social rules.

(2) What should we do to improve some bad social rules in society?
Write your opinion in four points.

(3) Why do social rules differ from one society to another? Write your
opinion in four points.

(4) “The conduct and behaviour of the people in a particular society is
the mirror of the same society.” Justify the statement in your own
words.

(5) Write a short essay on ‘Social Rules of My Society’.

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Lesson Benefits of
Following Social Rules
41..81

We have studied the social rules in the
previous lesson. Here, we will study about
the remaining aspects of social rules such
as importance, types and benefits while
following them. The social rules are essential
for the development of society. They help in
maintaining peace and harmony among the
people in society. They also bring positive
change in the attitudes and behaviours of
the people in the society. The social rules Respecting teachers and elders

guide the people in the society and make
them disciplined, cultured and civilised one. Therefore, we should follow the
social rules strictly. When the social rules are followed, society gets benefited
much. Here is a list of some social rules and the benefits that a society can
get when people obey them.

Social rules Benefits of obeying them
1. Cleaning and conserving the
Making proper utilisation of public properties
public properties such as water and protecting them.
tap, wells, religious places and Developing the habit of working in a
roads. Being in a queue for disciplined manner.
using such public properties. Increasing the interest and responsibilities of
people in social work.
2. Respecting and loving both
seniors and juniors Developing positive feeling in individuals and
making them more practical.
3. Obeying social rules in a Caring small children and older people
disciplined manner properly.
Gaining good knowledge and life skill
education.

Making the people civilised, disciplined, and
noble.
Achieving ideas about social norms and
values.
Maintaining peace and order in society.

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4. Respecting parents, guests Getting support from everyone to gain
and teachers as gods knowledge.
Developing hospitality in the family and
5. Celebrating festivals society.
Enhancing good individual culture.
6. Performing the cultural rituals
from birth to death Transforming and conserving the culture
Increasing the value of brotherhood.
7. Preserving the national Sharing happiness among ourselves.
heritages
Helps to be adjusted in the family and
community.
Helps to respect others’ contribution
Helps to fulfil our duty properly.

Helps to maintain environmental balance.
Glorifies our nation and people.
Increases national income developing
tourism.

Glossary

essential : completely necessary.
harmony : state of peaceful existence and agreement.
noble : worthy, generous,  honourable

ACTIVITIES

(1) There are many social rules practised in your society. Discuss in the
class and make a list of social rules of your society followed as social
practices under the following categories.
(a) Good social practices that to be followed
(b) Bad social practices that to be removed,
(c) Social practices that need to be corrected.

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EXERCISE

(1) Answer the following questions.
(a) Why should we follow social rules strictly?
(b) Write any three social rules that you follow at home.
(c) Make a list of social rules prevalent in your community,
(d) Why should we respect our parents as gods?
(e) What will you do if you see a visually impaired person crossing the
road?

(2) Make a list of some social rules with their benefits that we get when
we follow them in the following table.

Social rules Benefits of following social rules

Write a short paragraph on the importance of social rules.

(3) Make a list of advantages of following social rules strictly.

(4) How do social rules maintain peace and harmony in society? Write
your opinion in four points.

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UNIT

5 OUR EARTH

Learning On the completion of this unit, we will be able to:
Outcomes • introduce the topography of the Earth;
• explain the ecological regions of Nepal;
• introduce the longitudes and latitudes in the globe;
• explain the diversified land structure of Nepal;
• trace the map of Nepal and study it;
• describe the physical features and socio-cultural life of Europe;
• elucidate the physical features and socio-cultural life of Australia;
• explain the meaning and effects of climate change; and
• give the introduction of disaster management and also able to contribute to

disaster management.

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Lesson

51..11 Longitudes and Latitudes

Longitudes and latitudes are the imaginary lines on the earth surface. Such
lines are drawn geometrically so that they have geometrical values. They are
drawn with reference to the diameter of the Earth. They are very important
to gain detailed knowledge of the Earth and the location of various places.
Longitudes are important to calculate the time variance of the different
places on the Earth. Similarly, the latitudes are also significant to identify
the causes of the change of seasons and their effects.

Longitudes

Longitudes are the geometrical lines drawn
on the earth surface from the North Pole
to the South Pole. They are imaginary
lines which join the North Pole and the
South Pole. The longitudes are the angular
measurement of any place which lies to the
east or west from the Prime Meridians.
They are drawn with reference to the centre
of the Earth. The longitudes of any place of
the Earth denoted as the angular value of longitudes

that place with the straight lines drawn
from the centre of the Earth to the Greenwich line. An imaginary line that
passes through Greenwich of London is called Prime Meridian. It is also
known as the 0° longitudes or Greenwich line. There are 180 lines drawn to
the east from the Prime Meridian and 180 lines to the west. If we go 180°
East and 180° West from the Prime Meridian, we reach the same line, which
is called 360° longitudes. This line is also known as the International Date
Line. Longitudes are important to find the variation of time between two
different places. Nepal lies between 80° 04’ east to 88° 12' East longitudes.
These longitudes support to determine the time of any place or country. The
86° 15' East longitude, which passes through Mt. Gaurishankar is taken to
determine the standard time of Nepal.

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Latitudes

Latitudes are also the geometrical lines
drawn on the globe. They are the imaginary
lines drawn with reference to the diameter
of the Earth. The latitudes are the angular
measurement of any place which lies to the
north or south of the equator. They are drawn
with reference to the centre of the Earth.
There are 180 latitudes all together. Among
them, 90 latitudes are drawn in the north
from the equator. Likewise, 90 latitudes are
drawn to the south from the equator. The north pole is considered as 90°N
latitude, whereas the south pole is known as 90°S latitude. The Equator,
Tropic of Cancer, Tropic of Capricorn, Arctic Circle and Antarctic Circle are
the five major latitudes. The equator lies in 0° latitudes, whereas, tropic of
cancer lies in 23 ½° North latitude and the tropic of Capricorn lies in 23½°
South latitude. The Arctic Circle is considered as 66½° north latitude, and
Antarctic Circle is measured as 66½° south latitude. Nepal lies between
26°22' North to 30°27' North latitudes.

ACTIVITY

Draw the pictures of latitudes and longitudes as given in the lesson
and paste them on the wall of your classroom noticeboard.

EXERCISE

(1) Write very short answers to the following questions.
(a) What do you mean by longitude?
(b) How many longitudes are there altogether?
(c) What is the International Dateline?
(d) What is the longitude of the Greenwich line?

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(e) Write any one importance of longitudes.
(2) Write the longitudinal and latitudinal extension of Nepal.
(3) Show both the hemispheres in two different circles.
(4) Draw a model of the Earth and show five important latitudes in it.
(5) Identify the 86°15' longitudes on the map of Nepal, which determines

the Standard time of our country and write the name of any four
places touched with this longitude by the help of a school Atlas.

COMMUNITY WORK

Find the longitudinal and latitudinal extension of your district by the help of
the internet and present it in your class with the map of your district.

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Lesson

51..21 Topography of the Earth

The Earth is our common home. It provides
shelter for the millions of animals, birds
and other beings. The Earth is providing
an appropriate environment for their
existence. There are diverse land features
on the Earth surface. Water covers about
71 per cent of the earth surface, and the
remaining 29 per cent is enclosed with the
land. Topography refers to the outer surface Continents and oceans on the earth

of the Earth. It is covered with mountains,
plateaus, valleys and plains. Such features of the Earth are also made by
internal and external forces. Some of the land features are made by the
glacier. Others are formed in the desert by wind power. The power of wind
is high in the desert region. They made some land features like sand dunes,
yardang and mushroom rocks in the deserts. Innumerable rivers originate
from the mountains and hills. They make some valleys and alluvial plains
on their way. Rivers are the sources of water for animals and plants. They
are five oceans and seven continents on the earth surface.

Thus, erosion, transportation and Internal elements External elements
deposition are three major work
of glaciers, rivers and wind. These Earthquakes and Glacier, river, rain
three work of the river supports to Volcanic eruption water, wind, ocean,
form various landforms in the earth sea, temperature,
surface. The land and water bodies frost, animals and
of the Earth are divided into various so on.
parts, as shown in the table given on
the side:

There are various factors to bring changes to the earth surface. We can see
several changes on the earth surface every year. Those factors which are
working to bring such changes on the Earth are called agents. They are
categories as the external and internal elements.

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External Elements

We can see some changes in the topographical structures of the Earth every
year. We can see such changes in our country too. The Himalayan region
of Nepal is covered with snow-capped mountains. Such mountains are the
sources of the glacier. Such glaciers made some of the land features like
U-shaped valley on the way of a glacier. Such mountains are the sources
of the perennial rivers as well. Rivers make some valleys and basins in the
hill. As soon as the rivers enter the Terai region, they make alluvial plains.
In some parts of the world, the rivers make ox-bow lakes whenever rivers
change their course and mode.
Likewise, rainwater brings changes to the earth surface. Because it is the
source of flood and landslide, it brings lots of changes in the land topography.
In the coastal areas, seas and oceans bring lots of changes. They make ladder
liked landforms called cliffs. Somewhere, they made caves and coastal plains.
Some activities of the animals like overgrazing may cause to loss of the land
surface of the Earth. Therefore, overgrazing is another component to bring
change to the topography. Rainwater and the wind flow the loose soil and
sands. In the desert area, the wind makes some features like sand dunes,
Yardang, Zeugen, Gara (Mushrooms Rock) and Inselberg. The increment
and decrement of the temperature create compression on the rocks. Finally,
such compression supports to break or create crackers on the rocks. During
the winter season, such cracks are filled with dew. When the dew changes
into the frost, it supports to break the rocks. In this way, external agents are
bringing various changes to the Earth.

Internal Elements

Earthquakes and volcanos are the major internal factors, which bring lots
of changes to the earth surface. Volcanic eruption may change some plain
land surfaces. Mt. Fuji of Japan and Mt. Kilimanjaro of Africa originated
from volcanic eruption. Likewise, some plateaus may change into the rift
valley due to the earthquakes. Some ocean may change into the mountains,
and mountains may collapse into the ocean. It is believed that there was a
Tethys Sea at the place of the present Himalayan mountains. The Himalayan
Mountains was originated from the tectonic movements. It is also proved that
all the continents were joined with each other as a single land. According to
the continental drift theory, they are shifted from tectonic movements. So,
volcanic eruptions and earthquakes may bring lots of changes to the earth
surface.

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Glossary

glacier : moving ice

frost : a very large area of ice that moves slowly down a slope
or valley or over a wide area of land

snow-capped : covered with snow

Yardangs and Zugens : landforms made by the wind in hot deserts

ACTIVITIES

(1) Draw any two pictures showing different land features of the Earth
and paste the best one among them on the display board of your
classroom.

(2) Prepare a small model of the Earth by using local materials and show
oceans and continents in it.

EXERCISE

(1) Fill in the gaps with suitable answers.
(a) The u-shaped valley is formed in the .................................... region.
(b) Yardang is formed in the .................................... region.
(c) Mt. Kilimanjaro is formed by volcanic .................................... .
(d) ............................ per cent of the Earth is covered with water.

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(e) There was a ................ at the place of present Himalayan Mountains.

(2) Complete the following table. Land Features
Yardang
SN Agents U-shaped valley
1. Ox-bow lake
2. Coastal plain
3. Sand Dunes
4.
5.

(3) Prepare a separate list of the external and internal agents which
bring changes to the earth surface.

(4) Try to remember the name of oceans and continents and write their
names in your exercise book.

(5) How is the ox-bow lake formed? Write its formation process.

COMMUNITY WORK

What is topography? Explain the formation process of the land structure
of your locality.

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Lesson

51..31 Land Structures of Nepal

Nepal lies at the lap of the Himalayas. It is a small country, but has varied
topographical structures. The snow-capped mountains are there in the
northern parts which is known as The Himalayas. The zig-zag topographical
structure lies in the middle, which is also known as the Hilly Region. The
plain land surface of the south is called the Terai. In this way, there are
three main topographical regions in Nepal. They are also known as the
ecological region.

The Himalayan Region

Himalayan region

This region lies in the northern part of the country. It occupies 15 % of
the total land. The altitude of this region varies from 3300 m to 8848.86 m
above sea level. The settlement regions of this region are found below 5000
m from the sea level. The land above 5000 m is always covered with snow.
Therefore, 5000 m altitude is called the snow line. Sherpa, Gurung, Thakali,
Hyalmo and Bhote are the major ethnic groups of this region. They wear
thick woollen clothes. Docha, Angdi, Pangden are the major dresses of the
people. The Himalayan region is not ideal for the production of agricultural

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crops. However, barley, oat, apple and potatoes grow in some parts this
region. This region is ideal for animal husbandry. Somewhere, there are
vast grazing lands in this region. They are called Kharka or Patan in the
local term. Animal husbandry, collection of medicinal herbs and tourism are
the major economic activities of the people.

Hilly Region

Hilly region

The hilly region lies between the Mountainous and Terai regions. This
region has zig-zag land topography. This region is neither very cold like the
Himalayan region nor hot like the Terai region. It has a moderate climate.
This region occupies 68 per cent of the total land of the country. The altitude
of this region varies from 610 m to 3300 m above sea level. There are Chure
hills in the southern parts of this region, which is upto 1872-metre-high
above the sea level. This region is 80 to 128 kilometres wider. The western
part is wider than the eastern parts. River basins, valleys, higher hills and
lower hills are the major topographical structures of the land. Rais and
Limbus live in the eastern hilly region. Tamangs and Newars live in the
central region. Magars and Gurungs live in the western part. Thakuris
and Dalits live in the far and mid-western parts. Chhetri, Brahmins and
Dashnami are scattered in most parts of this region. Many ethnic groups
are scattered and are living in the various parts of this region by migration.
The land is suitable for the production of fruits and vegetables. Paddy and
wheat can produce in the valleys and basins. Agriculture, animal husbandry,
horticulture, bee-keeping, collecting medicinal herbs, industry and trade
are the major occupations of the people. Foreign employment is another
important occupation.

Vedanta 145 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

Terai Region

Terai region

This region lies in the southern part of the country. It has plain land surface
with highly fertility. This region has high productivity of the land. This
region covers 17 per cent of the total area of the country. It is varies from 25
to 32 kilometre wider. The terrain of the land varies from 59 m to 610 m above
sea level. Chure, Bhawar and inner Terai lies to the northern parts of this
region and the southern part is called outer Terai. This region is also called
Madesh in the local term. The climate of this region is very hot in summer,
whereas winter remains cold. This region produces lots of food grains for the
country. So, this region is known as the ‘granary of the nation’. People wear
light cotton clothes in this region. Tharu, Yadav, Rajput, Teli, Rajbansi,
Tajpuria, Dhimal and Muslims are the major ethnic groups of this region.
Eastern Terai is suitable for the production of paddy, jute, tobacco, nuts and
coconuts, whereas the western Terai is ideal for the production of wheat and
cotton. Agriculture, trade industry and tourism are the major occupations
of the people. Lumbini, Chitwan National Park and Janakpurdham are the
major tourist centres of this region.

ACTIVITIES

(1) Prepare a chart showing different animals and plants found in different
ecological regions of Nepal.

(2) Draw an outline map of Nepal and divide it into three main geographical
regions.

Approved by Curriculum Development Centre, 146 Unit Five:
Sanothimi, Bhaktapur Our Earth

EXERCISE

(1) Answer the following questions.
(a) What is the elevation of the mountainous region?
(b) Name the grazing lands of the mountainous region.
(c) Write the names of any three ethnic groups living in the Hilly region.
(d) What are the landforms that lie in the northern parts of the Terai
region?
(e) What is the land coverage percentage of the Terai region?

(2) In which geographical region do you live ? Write any four features of
the region.

(3) What are the people of the Himalayan Region do? Write in short.

(4) Why is the Terai Region of our country called ‘Granary of Nepal?

(5) Explain the economic activities of the people of the Hilly Region.

COMMUNITY WORK

(1) Visit a village near your house and write the names of any four
crops that grow in your community.

(2) Write the name of any four ethnic groups living in your locality.

Vedanta 147 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

Lesson

51..41 Diversities in Nepal

Nepal is the land of physical diversity whose altitude varies from 59 to
8848.86 metre. Musaharniya (59 m) of Dhanusha district is the lowest
point of Nepal, whereas Mt. Everest (8,848.86 m), is the highest point. Such
diversities of the land bring variation in climate. Climate determines the
vegetation. That is why the lifestyle and economic activities of the people
also vary in different geographical regions. Among them, some of them are
discussed below:

Natural Diversity

Different natural features found in Nepal

There is topographical diversity in our country Nepal. It brings variations
in climate. Such variations in climate bring variation in bio-diversities.
Such variations show the different types of animals and plants in different
ecological regions. Animals like buffaloes, cows and goats are found in the
hilly and Terai region. Likewise, sheep, mountain goats and yaks are found
in the mountainous region.

Approved by Curriculum Development Centre, 148 Unit Five:
Sanothimi, Bhaktapur Our Earth

Agricultural Diversity

Nepal is ideal for the production of different crops. It is possible due to the
variation in climate. Terai region produces different types of crops such as
jute, tobacco, sugarcane, cotton, mangoes, pineapple wheat, paddy and so
on. The hilly region is ideal for the production of citrus types of fruits. It is
favourable for the production of wheat, maize, millet, buckwheat, oranges,
and lemons. Likewise, The Himalayan region is suitable for the production
of apples, barley, oats and potatoes.

Religious Diversities

Nepal is a multi-religious country. The majority of people follow Hinduism.
Buddhism has the most number of followers in Nepal after Hinduism. Islam
and Kirats are the other important religions. Some people follow Christianity
too. People practise different culture according to their religions.

Lingual and Ethnic Diversities

According to the census report 2011, there are 125 types of castes and ethnic
groups in our country Nepal. They speak 123 types of different languages.
They speak their mother languages in their community. But Nepali is the
common language, which is spoken in the various parts of the country.
Nepali is the official language of the nation.
Besides, there are various economic diversities of people. People follow
various occupations in Nepal. Agriculture, animal husbandry, trade,
services, tourism and foreign employment are the major occupations of the
people. Such occupations of the people are influenced by various factors such
as climate, fertility of land, topography and so on. Such factors influence
different sectors. That is why the economic conditions of the people in the
different regions are not similar. Some people are rich, but still, many people
are below the poverty line.

Glossary

lingual diversity : difference among people speaking different
languages

Religious diversities : differences among people following different
religions

Vedanta 149 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

ACTIVITIES

(1) Draw a map of Nepal showing different geographical regions and
show it by the different colours or sheds and select the best one to
paste it in the display board of your classroom.

(2) Draw any three pictures showing different costumes of the people
representing three main geographical regions.

EXERCISE

(1) Fill in the blanks using appropriate words.
(a) The elevation of Nepal varies from …………………….. .
(b) Jute, tobacco, sugarcane, cotton, mangoes, pineapple and paddy
are produced in the …………. Region.
(c) Nepali people speak…………….. types of languages.
(d) The Himalayan region is suitable for the production of ………….,
……………., …………… and potatoes.

(2) Write a short description of the topographical structures of Nepal.

(3) Differentiate between the Himalayan region and the Terai region in
three points.

(4) Write the names of the crops that grow in the different geographical
regions of Nepal.

(5) What do you mean by the lingual and ethnic diversities? Write a short
description in the context of Nepal.

(6) Elaborate on the social condition of Nepal in short.

COMMUNITY WORK

(1) Visit a village near your house and write the names of any four
crops that grow in your community.

(2) Write the names of any four ethnic groups living in your locality.

Approved by Curriculum Development Centre, 150 Unit Five:
Sanothimi, Bhaktapur Our Earth