Vedanta Integrated Social Studies 7 Final (2078)

Glossary

philosophy : set of beliefs
civilisation : the society, culture, and way of life of a particular area
provision : the act of providing something
profess : declare something openly
breach : failure to maintain something
periphery : boundary
remarkable : amazing, outstanding
shrine : holy place of worship
abolish : to put an end to something
welfare : well being, happiness

ACTIVITY

Ask your friend and write about a popular ritual in her or his house
and write a short paragraph about it.

EXERCISE

(1) Fill in the blanks with suitable answer.

(a) A ............................. is a network of social relationships among
organised groups of human beings.

(b) ......................................... are ways of behaving that are considered
normal in a society.

(c) The moral principles and beliefs or accepted standards of a person
or social group are .................................

(d) The typical features of Nepali society are unity in diversity
and .....................................

(e) We have to abolish social evils and problems for the .......................
of our society.

Vedanta 51 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

(2) Answer the following questions.

(a) What do you mean by rituals?

(b) What does culture refer? Write any three major features of our social
culture.

(c) What are the common rituals in many Nepali societies? Mention
them.

(d) What type of provision is there regarding right to freedom of religion
in our constitution? Write it.

(e) How can you say that there is tolerance and unity in diversity in
Nepal?

(f) Make a list of social evils or superstitious beliefs that exist in our
society. How can we solve them? Suggest any four measures to
solve them.

(3) “Our country is a common garden of different castes, languages,
cultures and civilisations.” Explain this statement in brief.

COMMUNITY WORK

List down the popular social cultures in your society based on various
aspects given below and present them in your classroom.
(a) Birth ritual, Chhaiti (Hindu ceremony observed on the sixth day of

a child’s birth), Nwaran (naming ceremony), Pasni (rice feeding
ceremony), Bratabandha (thread wearing ceremony), Gufa rakhne or
Guniu Choli dine (Hiding or giving traditional clothes),
(b) Bihaha (Marriage)
(c) Daagbatti ra Shraddha (Death Rites)
(d) Rituals related to food and costumes
(e) Rituals related to festivals
(f) Chief religious rituals and
(g) Rituals related to respect of guests

Approved by Curriculum Development Centre, 52 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Lesson

21..31 Some Castewise Rituals

Although Nepal is a small country, it is rich in natural and cultural
diversities. It is a nation of multi castes and ethnic groups. According to
population census of 2011 AD, some 125 castes and ethnic groups reside
in our country. They have their own languages, costumes, social practices,
religions and way of living as a whole. They also have their own rituals
(religious ceremonies). Some caste wise rituals of people are as follows.

Castes Birth rituals Marriage rituals Death rituals Main festivals
Sherpa Arrange, Gyalpo Lhosar,
Naming elopement, Napur Karma Dumji, Oso,
Tamang ceremony is love and Jari on 3rd, 7th and Mani Rimbu,
conducted by a marriage 11th day after etc.
Rai Lama between the death
the fifth and the Arrange and according Sonam Lhosar,
eleventh day marriage by to Buddhist Buddha Jayanti,
after the birth abduction tradition etc.
according to
Buddhist tradition Arrange and Bury the Sakela or
love marriage corpse, Sakewa,
Naming perform Nwangi,
ceremony is funeral rite Wadangment,
conducted for three etc.
after three days days which
of birth, Rice is called
feeding ceremony ‘Ghewa’
(pasni) for boy
in the 5th month Bury the
and for girl in the dead body,
6th month firing a gun
in the funeral
Naming procession
ceremony after
the 3rd to the 6th
day of the birth

Vedanta 53 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

Limbu Naming Arrange and Bury the Nature
Magar ceremony on the eloped marriage corpse in worshipping,
Gurung 3rd for a daughter the defined observe Udhauli
Brahmin and on the 4th Marriage of a cremating and Ubhauli
or Chhetri day for a son boy with his place twice a year,
maternal uncle’s Chamachasok
Dhimal Naming daughter, Funeral rites
ceremony from arranged and performed Naag Puja, Luta
Tharu the 11th to 15th jari marriage within 10 to Phalne, etc.
day of the birth Arranged and 13 days
love marriage
Special ceremony Mourning Pitri Karya
on the occasion Arrange or love lasts for 13 (Argha offering),
of the first child, marriage except days, bury or Tamu Lhosar,
perform Putpute of their own clan cremate dead Sorathi dance,
dance (Gotra) body etc.

Naming Arranged Cremate the Dashain, Tihar,
ceremony marriage, Jari dead body, Teej, Janai
within 11 days marriage, widow mourning Purnima, Shree
according to marriage, love lasts for 13 Panchami, Ram
Hindu tradition, marriage, supari days Nawami, etc
rice feeding marriage
ceremony in the Bury the Tihar and Jatri
5th or 6th month, Arranged, corpse in festival or
Bratabandha Jari and Love the fixed 'Dhangdhange
ceremony after marriage graveyard Fair'
the 7th year
Bury the Maghi (as the
Naming corpse or new year),
ceremony on the bury it Phagu etc.
3rd day of the
baby is female
and on the 4th
day if the baby is
female

Naming
ceremony within
the 6th to 9th day
of birth

Approved by Curriculum Development Centre, 54 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Newar Naming Ihi (Bel Bibaha), Death ritual Various Jatras,
ceremony on the arranged and according Mha Puja at
11th day of the love marriage to their own Tihar, etc.
birth religion
(Hinduism or
Buddhism)

Glossary

reside : live somewhere
corpse : dead body
funeral : ceremony for someone who has died
cremate : burn dead body
mourning : show of sadness at somebody’s death
graveyard : area people are buried

ACTIVITY

(1) What are the popular rituals found in your own community as
mentioned in the above table? Discuss among your friends and write
them.

EXERCISE

(1) Which caste groups have the following rituals? Write them in the
blank spaces.

(a) The practice of celebrating Gyalbo Lhosar and

Dumje as major festivals ...............................

(b) The tradition of worshipping nature as God ...............................

(c) The practice of performing Kauda dance and

worshipping snakes ...............................

Vedanta 55 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

(d) The tradition of performing Sorathi and ...............................
Ghatu dance

(e) The tradition of observing Mha Puja and ...............................
various jatras

(f) A ceremony of marrying pre-adolescent girls

to a fruit named Bel ...............................

(g) The tradition of observing Maghi festival at

Maghe Sankranti ...............................

(h) The tradition of not marrying within the same

clan (Gotra) ...............................

(2) Answer the following questions.

(a) Take help of your parents and write about the birth, marriage,
death rituals and major festivals observed in your own caste.

(b) What should we do to conserve local rituals found in our
community? Write any five ways.

(c) What benefits do we get when we protect our own local culture?
Mention any five advantages.

COMMUNITY WORK

Identify the caste of the majority people of your community and write
a short description about their festivals.

Approved by Curriculum Development Centre, 56 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Lesson Respect of Nation and
Promotion of Our Nationality
21..41

Rashmi, Chhiring and Kamlesh study
together at a school in grade seven. One
Friday afternoon, they held a discussion
about nation and nationality during their
leisure time.

Rashmi : I often hear the words
‘nation’ and ‘nationality’.
Chhiring, do you know what Discussion of children during leisure period
do they mean?

Chhiring : I have also heard those words but I also don’t know their
meaning. Kamlesh, do you have any idea about those terms?

Kamlesh : Yes, I know about those words. Listen, nation means a large
group of people living in one area with their own government,
language, and traditions. Territory, sovereignty, population
and government are essential elements of a nation. Since
Nepal has all these elements, it is a nation.

People of diverse background live in our nation. However,
they bear a feeling that they belong to the same country and
have a common identity. This is the feeling of nationality.
Nationality is a shared feeling of people towards their
nation. One has to respect her or his homeland and promote
the feeling of nationality. She or he has to do several work
for the well-being of her or his nation.

Chhiring : Rashmi, have you done any work for the welfare of our
nation?

Rashmi : I am a student right now. Students cannot contribute as
much as the adults can towards their nation. However, I
have taken part in several awareness programmes against
social evils, corruption and several misconducts. I have also
participated in cleanliness campaign of public places in my
locality. I can contribute much to my nation when I grow up.
I can help in social and development work. I can encourage

Vedanta 57 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

Chhiring others to be disciplined. I can grow into a skilled, qualified
Kamlesh and ideal human resource for the progress of my country. I
think these activities contribute to improvement of a nation,
Chhiring don’t they?
: Of course they do. In my view, one can gain self-respect if
Rashmi she or he serves her or his nation like the way Kamlesh said.
Chhiring : Yes, I feel proud to call myself a Nepali. My country is full of
Kamlesh cultural and natural diversities. People belonging to various
castes, costumes, languages, religions and cultures reside in
different geographical regions in my country. They respect
each other’s way of living. They have a feeling of mutual co-
operation. They regard the entire nation as their common
or single home. There is unity among the people of diverse
backgrounds. Therefore, Nepal is also a nation of unity in
diversity.
: Nepal is a magnificent nation. There are numerous things
that recognise our country in the world. It is the land of Mt.
Everest, the highest peak in the world. Gautam Buddha,
the founder of Buddhism and apostle of peace and non-
violence was born in Lumbini, Nepal. It is also popular as
the homeland of the brave Gurkhas. Our unique triangular
national flag, national anthem, coat of arms, national flower
and national birds are also our matters of pride.
: Besides them, Araniko popularised Nepali art and
architecture in China and the world. Bhrikuti played a
major role in the development of Buddhism in Tibet. She
also helped to maintain international relationship of our
country with other countries in the world.
: Our country has never been colonised by any other country
till now. Our brave warriors such as Balabhadra Kunwar,
Amar Singh Thapa and Bhakti Thapa have taught us that we
should never bow our head in front of others and live our life
with dignity. Our country is also famous for our hospitality
towards our guests. We have the tradition of regarding our
guests as god. Therefore, my country is heaven for me.
: All right friends. Have you practised the song given by our
music teacher to sing on National Unity Day?

Approved by Curriculum Development Centre, 58 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Rashmi : Yes, we all were practising before you came. Shall we wear
traditional dresses to show our respect towards our nation
Chhiring on that day?
Rashmi
Kamlesh : That’s a good idea. I will wear Daura and Suruwal on that
day.

: I will wear Gunyu and Cholo. What about you Kamlesh?
: I will wear Kurta and Suruwal.

(Then, they start to study their book.)

Glossary

territory : land, governed geographical area
sovereignty : independence, the right to self-government without

entire interference from outside
magnificent : whole
numerous : beautiful, exceptionally good
dignity : many
rehearsal : self-respect
: practise performance

ACTIVITIES

(1) Have your school or community launched any programmes to
promote the feeling of nationality? If yes, collect the opinions of the
participants or experienced persons and share in your classroom. If not,
encourage your school or community to organise such programmes
and participate yourself in it.

(2) Compose a story or song that promote the feeling of patriotism and
share it among your friends.

Vedanta 59 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

EXERCISE

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

(a) A nation must have its own territory, .............................
sovereignty, population and government.

(b) Nationality is a shared feeling of people .............................
towards their country.

(c) Students cannot do anything for the .............................
welfare of their nation.

(d) One can gain self-respect if she or he .............................
serves her or his motherland.

(e) Our country was colonised by powerful .............................
nations in the past.

(2) Answer the following questions.

(a) Define nation and nationality in your own words.

(b) What are the responsibilities of students towards their nation?
Mention any such five duties.

(c) How can you say that Nepal is a land of unity in diversity?

(d) What are the things that recognise our country in the world? Mention
them.

(e) What should we do to live with dignity?

(3) ”It is the duty of all Nepali people to promote the feeling of nationality
and work for national welfare.” Elaborate this statement.

Approved by Curriculum Development Centre, 60 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Lesson Some Important Aspects of
Our Customs and Traditions
21..51

A custom is a traditional and widely
accepted way of behaving or doing
something. It is specific to a particular
society, place or time. Likewise, a
tradition is a custom or belief that has
existed for a long time. It is transmitted
from generation to generation. It is a
collective form of attitudes, practices
and behaviours existing in our society
from past time till now. It includes
various aspects of birth, death and
marriage rituals. Likewise, typical People of different backgrounds from Nepal

occupation, language, religion,
culture, costume, food habit etc., also come under traditions.

Nepal is a multi-caste, multi-religious and multi-lingual country. According
to the census report 2068 BS, people belonging to some 125 castes,
following more than 10 religions and speaking some 123 languages reside
in our country. Each community, religious group and region has its own
specific norms and values. However, the traditions of showing hospitality
towards our guests, respecting and serving the elder members of the family,
constructing and renovating Chautaras and Patipauwas for porters and
travellers, making taps and wells are common in every community, society
or religion. Similarly, Nepali people have the tradition of planting holy trees
such as Bar, Pipal and other plants in religious places, paths and roads. We
also have the culture of helping one another during periods of happiness
and sorrow.

We have the tradition of participating in each other’s cultural rituals. People
work together to perform social and cultural performances held either in a
family or in a community level. The tradition of Paincho, Sapati and Parma
is common in rural setting of our country. Various social organisations such
as Guthi, Club, Mother’s Group and Religious Group work together for the
welfare of the community. The Nepali society rejoices throughout the year
during the celebration of festivals of different communities or religions.

Vedanta 61 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

Nepal is well known in the world through its typical music and dances. The
specific costume makes this country an attractive cultural land.

Special Costumes

Special costumes are sets of clothes that are different from usual or casual
wears. People wear numerous types of social costumes in different parts of
our country according to the climate, ecological region, their sex, caste and
religion.

People Special Costumes
Females of the Hilly region Sari, Cholo, Fariya,
Pachhyaura,Patuka, Dhoti, Jama, etc.
Males of the Hilly region Daura, Bhoto, Suruwal, Jwarikot,
Waistcoat, Topi, etc.
Males of the Terai region Kurta, Kamij, Paijama, Dhoti,
Gamchha, Pagari,etc.
Females of the Terai region Fariya, Sari, Blouse, etc.
Females of the Mountainous region Pangden (worn below waist)
Females of Muslim community Scarf/Burka (to cover head and body)
Males of Gurung or Magar Bhangro, Gado
community
Females of Gurung, Magar and Ghalek and Tikiya (worn at the back
Tamang community of the waist)
Males of Sherpa, Tamang and Bakkhu
Gurung community

Ornaments:

Ornaments refer to pieces of jewellery that people wear on their neck, ear,
nose, hand and leg. They are made up of gold, silver, diamond, pearl and iron.
They reflect our traditions. People living in different geographical regions
belonging to various castes, genders or religious wear a range of ornaments.
Ring, chain and Bala are the common ornaments of people throughout the
country. The people belonging to Brahmin, Chhetri, Gurung, Magar, Rai
and Limbu community wear Sirbandi, Dhungri, Fuli, Bulaki, Tilhari, and

Approved by Curriculum Development Centre, 62 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Naugedi. Hansuli is a common ornament worn around the neck in the Terai
region. Makasi worn on the ear and Taye worn on the neck are popular
in the Newari community. Women of almost all communities wear Chura
(bangle), Pote, Dhago, and Tika in our country.

Glossary

renovate : make something new again
rejoice
typical : be happy, celebrate

: having the distinctive qualities of a particular type of
person or thing

ACTIVITIES

(1) Draw the pictures of any five ornaments found in your community.
(2) Collect the names of costumes and ornaments worn by people in your

neighbourhood. Classify them according to their castes.

EXERCISE

(1) Fill in the blanks with suitable answer.
(a) A .............................. is a traditional and widely accepted way of
behaving or doing something.
(b) Tradition includes various aspects of birth, death and
.............................. rituals.
(c) Nepali people have the tradition of participating in each other’s
cultural ..............................
(d) Special .............................. are different from casual or usual wears.
(e) .............................. means pieces of jewellery that people wear on
their neck, ear, nose, hand, and leg.

Vedanta 63 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

(2) Answer the following questions.
(a) What is a tradition?
(b) What are the common traditions found in every Nepali community
or society?
(c) Mention any three primary features of Nepali traditions.
(d) Make a list of some special costumes that people wear in our
country.
(e) What ornaments do people wear in our nation? Make a list.

(3) ”The specific costumes make our country a colourful cultural land.”
Explain this statement with supporting details.

COMMUNITY WORK

Prepare a list of the ornaments and the customs that the people of
your community wear.

Approved by Curriculum Development Centre, 64 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Lesson

21..61 Our Folk Culture

The traditional and typical idea, custom,
habit, way of life and behaviour of people
living in a particular group, community or
nation is called folk culture. It is passed
on from one generation to another one
over a long period of time. It depicts the
traditional way of living and the beliefs
of people in a certain area or region. It
includes traditional songs, music, dances,
folklores, proverbs, legends, arts and
Folk culture

crafts. The fundamental elements of folk
culture are customs, traditions, beliefs, religions, rituals, and thoughts
related to folklife.

We discuss about our folk songs, folk musical instruments, folk tunes and
folk dances within our folk culture in this lesson.

Folk Song

A folk song is a traditional song that is
typical of a particular community or nation.
Folk songs are the shared original songs of
a group or a community of people. They are
composed locally and sung with traditional
tunes. They are passed from generation to
generation at family gatherings or other
special occasions. They represent the
common happiness, sorrow, manner and
beliefs of a particular community. These People singing folk songs

songs melt rigid or hard hearts and make
us forget our sorrow, tiredness, hunger and pain. Some folk songs are as
follows.

Vedanta 65 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

Types of folk songs Examples
Prayer (Prathana) songs Maagal, Chudkila, Hymns (Bhajans)
Sanskar (Ritual) songs Ratyauli, songs related to birth and death
Parba (Festival) songs Deusi, Bhailo, Gaura, Teej
Caste related common Kaura, Maruni, Jhyaure, Sorathi, Deuda,
popular songs Selo, Palam

Folk Musical Instruments Folk musical instruments

People play several traditional local
musical instruments while singing folk
songs during festivals and occasions. They
are folk musical instruments. They are
made up of locally available materials
such as wood, bamboo, animal horns and
metal. People of different communities
and regions play different folk musical
instruments. They are mainly of three
types.

Types of folk musical instruments musical instrument
Percussion (played by beating) Madal
Wind (played by blowing) flute
String (played by vibrating strings) Sarangi

Panchai Baja is a popular musical instrument in Nepal played mainly during
a wedding ceremony. It consists of a set of five musical instruments namely
the Sahanai, Tyamko, Damaha, Narsinga and Jhyali. Beside them, Tungna,
Damphu, Majura, Khaijadi, etc. are common folk musical instruments of
our country.

Folk Tune

A traditional popular vocal or instrumental melody of a folk song, music or
dance is called a folk tune. It reflects the identity of a place or a country.
Some typical folk tunes of Nepal are Malshree (played during Dashain),
Chachari, Sorathi, Brijbar, etc.

Approved by Curriculum Development Centre, 66 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Folk Dance

A popular dance considered as part of the tradition of a particular people or
area is a folk dance. People perform folk dance according to folk music. Such
dances depict our culture and lifestyle. The popular folk dances of Nepal
are Deuda, Dhan, Maruni, Kauda, Ghatu, Khyali, Sakela, Jhijhiya, Hudke,
Satar, Jhangad, Basanta, etc.

Deuda dance Ghatu dance

Folk culture is of great importance. It depicts our traditional lifestyle and
culture. So, we have to preserve it. For this, there should be wide awareness
programme about importance of folk culture. Government should respect
and reward the people involved in promotion of folk culture. More training
institutions should be set up to teach folk music, folk dance or folk tunes.

Glossary

folklore : traditional local stories
legend : old story that has been passed down for generations
rigid : firm and stiff

ACTIVITIES

(1) What roles can students play to promote and preserve Nepali folk
instruments, songs, dances and tunes? Discuss among your friends
and make a list of any four plans.

(2) Divide your class into several groups. Let each group sing a popular
folk song of their community. Form an evaluation committee to find
out the best singing team.

Vedanta 67 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

EXERCISE

(1) Match the following. Deuda, Dhan, Hudke, Maruni
(a) Folk songs Bhailo, Gaura, Maagal, Palam, Selo
(b) Folk musical instruments Binayo, Damphu, Khaijadi, Majura
(c) Folk tunes Damaha, Jhyali, Narsinga, Sahanai
(d) Folk dances Tyamko
Brijbar, Chachari, Malshree, Sorathi
(e) Panche Baja

(2) Write short answers of the following questions.

(a) What do you mean by folk culture?

(b) What types of songs are folk songs? Write any three features of
them.

(c) What are folk musical instruments? Name any six of them.

(d) What are folk tunes? Give any three examples.

(e) In which festival do people play Malashree tune?

(f) Name any six popular folk dances of Nepal? In which region is the
Deuda song popular?

COMMUNITY WORK

(1) How is the condition of a local folk song in your community?
Discuss it in your community and write some ways to promote it.

(2) Collect a folk song popular in your community. Write its lyrics and
present it in your classroom.

Approved by Curriculum Development Centre, 68 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Lesson Gehendra Shumsher: The First
Scientist of Nepal
21..71

Gehendra Shumsher was born in the month of Poush Gehendra Shumsher
in 1928 BS. He was born in Calcutta. His father, Bir
Shumsher, had gone there as a representative of Nepal. He
studied at home with an English teacher and later joined
the Durbar High School, the first school in Nepal. He
was restless, logical and imaginative since his childhood.
He never wanted to put off his work. He was interested
in physical exercise, games and sports, music and new
inventions. He was more interested in creating and doing
new things rather than studying about others’ works.

His father made him in-charge of the arms and ammunition
of Nepal Army at a young age. He got the full responsibility of making the
weapons, gunpowder, ammunition and Pataka. He used to recommend
for the means and resources needed for doing so. His father became the
Prime Minister (Shree Tin Maharaj) of Nepal in 1942 BS. After that, he
got full opportunity to work with full concentration and spend as much
money as needed. He made significant contributions to develop the field
of arms and ammunitions in our country. He established factories to
manufacture essential equipments for soldiers such as weapons, electricity
power generators, rice mill, wind motor, etc., in various places of Nepal
like in Jamal (Seto Durbar), Sundarijal, Balaju and Ramechhap. During
those days, coal and iron used to be brought from abroad to make arms and
weapons. Realising the situation, he started using the coal and iron of our
own country. He consulted and studied the maps, charts and catalogue to
design and manufacture rifles with his new, improved skill and ability.

By the end of 1956 BS, he imported a motor car from Ford Company in
Britain to study every part of the car in detail, willing to make one himself.
By taking out one by one part, he tried to make a new one. Later, King
Prithvi Bir Bikram Shah was interested in riding that vehicle. Therefore, he
offered the motor car to the King and his effort got stopped.

Gehendra Shumsher established a rice mill on the premises of his residence
named White Palace (Seto Durbar) and made wind motors to draw
underground water. He also established a leather factory at Balaju to refine

Vedanta 69 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

and produce leather products. He generated electricity for the first time with
the help of Muse Thapa in Nepal. He had also demonstrated that electricity
could be used even in water. He made guns for the first time in our country.
He made G-rifles, a double barrelled machine gun (Birgun) and Dhirgun.
Since Gehendra Shumsher initiated several scientific works in our country,
he is regarded as the first scientist of Nepal. He died in 1963 BS at the age of
35. His works are preserved in the National Museum at Chhauni. He would
have done much more in the field of science and technology if he had lived
longer.

Glossary

logical : sensible and based on facts

ammunition : bullets and missiles or explosive materials such as bombs
and grenades

recommend : suggest something as good idea

catalogue : list of goods for sale

rifle : long gun

premises : a piece of land and the buildings on it

demonstrate : explain or describe how something works or how to do
something

barrelled : tube-shaped part of gun

ACTIVITY

Consult different newspapers or magazines and the internet to find
out about scientists or people who have contributed in the field
of science and technology in Nepal. Present your findings in your
classroom.

Approved by Curriculum Development Centre, 70 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

EXERCISE

(1) Write whether the following pieces of information related to Gehendra
Shumsher are right or wrong. Also, correct the wrong ones.

(a) He was born in 1928 BS in the month of Poush. .......................

(b) He was the son of Chandra Shumsher. .......................

(c) He was more interested in studying about other’s

works than doing new things. .......................

(d) He made major contributions to develop the field

of arms and ammunitions in our country. .......................

(e) He generated electricity and made guns for the .......................
first time in Nepal.

(f) He died at the age of 45. .......................

(2) Answer the following questions.

(a) Introduce Gehendra Shumsher in five sentences.

(b) Make a list of inventions created by Gehendra Shumsher.

(c) Why did Gehendra Shumsher import a motor card from the Ford
Company?

(d) Why is Gehendra Shumsher considered the first scientist of Nepal?

(e) What lesson did you get from the biography of Gehendra Shumsher?

(f) What work have you planned to do when you grow up? Why?

(g) Write the name and work of a person who has contributed in your
community.

Vedanta 71 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

Lesson

21..81 Some Historical Personalities

There were many great people in the past who performed great deeds for
our society and country. Those personalities who have made remarkable
contribution to creating the history of a nation are historical personalities.
Many such personages have played a significant role to constructing Nepali
history from ancient time to this date. They are the sources of inspiration
to us. We should respect them and try to follow in their footsteps. Here is a
brief account of some famous persons.

Name Contribution

The four great martyrs : Sukraraj They opposed the Rana regime and
Shastri, Dharma Bhakta Mathema, were given the death penalty in 1997
Gangalal Shrestha and Dasharath BS. They sacrificed their life to uproot
Chand the autocratic rule and establish
democracy in our country.

Bisheshwor Prasad (BP) Koirala He is the first elected prime minister
(1971 BS to 2039 BS) of Nepal. He is also one of the
most revered democratic leaders
Pushpalal Shrestha and littérateurs in our country. He
(1981 BS to 2035 BS) participated actively to abolish the
Rana rule. He struggled a lot to remove
partyless Panchayat system and led
the Peoples’ Movement of 2036 BS to
establish multi-party democracy in our
country.

He is the founder leader of the Nepal
Communist Party. He was a pioneer of
communist ideology in Nepal.

Approved by Curriculum Development Centre, 72 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

Ganeshman Singh He led the peoples’ movement in 2046
(1972 BS to 2054 BS) BS. He contributed for the restoration
of multi-party democracy in Nepal. He
Krishna Prasad Bhattarai is also called the ‘Ironman of Nepali
(1981 BS to 2067 BS) Politics’ because he continuously
struggled for democracy and the
Manamohan Adhikari welfare of the people. He is the only
(1977 BS to 2056 BS) person ever in the history of Nepal to
refuse to become prime minister even
Girija Prasad (GP) Koirala when requested by the monarch.
(1981 BS to 2066 BS)
He is a pioneer leader of the Nepali
Gajendra Narayan Singh Congress. He became the prime
(1929 AD to 2002 AD) minister of the Interim Government
of Nepal in 2047 BS. He participated
Mangaladevi Shrestha actively in the democratic movement
(1982 BS to 2053 BS) in 2007 BS and 2046 BS.

Vedanta He is Nepal’s first communist prime
Integrated Social Studies and minister. He dedicated most of his
Population Education - Book 7 youth life to fight against the monarchy.

He led Comprehensive Peace Accord
in 2006 AD. Nepal was declared a
republic state during his tenure. He
played an important role to bring the
Maoist into mainstream politics. His
role in drafting Interim Constitution of
Nepal 2063 was significant.

He raised his voice against
discrimination towards the Madhesi
people. He was a propounder of
political , social and cultural awareness
campaign in the Terai region.

She led women’s movement in Nepal.
She spread awareness among women
and inspired them to struggle for their
rights. She was the founder of Nepal
Women Association.

73 Approved by Curriculum Development Centre,
Sanothimi, Bhaktapur

Dwarikadevi Thakurani She is the first woman minister of
Ram Raja Prasad Singh Nepal.

He was a pioneer leader of republican
thought.

Glossary

remarkable : worthy of notice
personage : important or famous person
uproot : remove or destroy something
revered : treated somebody with respect
litterateur : a person who is interested in and knowledgeable about

abolish literature
pioneer : to put an end to something
monarch : inventor or innovator
interim : a head of state, especially a king or a queen
mainstream : having temporary effect
propounder : main current of thought or behaviour
: one who puts forward (an idea or theory) for consideration by

others

ACTIVITIES

In addition to the personalities given in the lesson, there are several
other martyrs, political leaders and personalities, who have played
a significant role for national development and welfare. Consult
different sources and find out information about them. Present the
conclusion in your classroom.

Approved by Curriculum Development Centre, 74 Unit Two:
Sanothimi, Bhaktapur Our Social Norms and Values

EXERCISE

(1) Identify the following personalities with the details given below.

(a) He established the Communist Party of Nepal and became its
founding general secretary.
...................................................................................................

(b) He is known as ‘Ironman in Nepali Politics’ for his determination
and life-long struggle for democracy.
...........................................................................................................

(c) He is the first communist prime minister of our country.
...........................................................................................................

(d) He is the first elected prime minister of Nepal.
...........................................................................................................

(e) He was a founder leader of Nepali Congress party who is still
remembered for his selflessness.
...........................................................................................................

(f) He was a Madhesi activist who founded the Nepal Sadbhawana
Party.
...........................................................................................................

(g) People’s Movement II was fought under his leadership and Nepal
was declared a republic nation.
...........................................................................................................

(h) She is a female leader who works for women right.
...........................................................................................................

(i) She is the first woman minister of Nepal.
...........................................................................................................

(2) Answer the following questions.

(a) Who are historical personalities?

(b) Choose one of the personalities given in the lesson and write a
short paragraph about her or him.

(c) The role of the martyrs is considered as the most important
contribution for national welfare. Why?

(d) What contributions can you make for your nation when you grow
up? Mention any four of them.

Vedanta 75 Approved by Curriculum Development Centre,
Integrated Social Studies and Sanothimi, Bhaktapur
Population Education - Book 7

UNIT SOCIAL PROBLEMS AND
3 THEIR SOLUTIONS

Learning On the completion of this unit, we will be able to:
Outcomes • identify social problems and social evils;
• recognise the problems caused by superstitious beliefs;
• participate in activities against frugal expenditure that people make during

social rituals such as marriage, Bratabanda and festivals;
• participate in the awareness programme against human trafficking;
• play an active role to prevent human trafficking;
• be aware of the solution to social problems and take part in preventive

activities organised by various schools and national level organisations;
• contribute to managing conflicts within the family or in the neighbourhood;
• mention the role of communication in conflict management; and
• apply the various measures to establish and maintain sustainable peace.

Approved by Curriculum Development Centre, 76 Unit One:
Sanothimi, Bhaktapur We and Our Society

Lesson

31..11 Social Problems and Evils

Some practices of our society create obstacles and
have negative impacts on the progress humanity
and society. They are social problems. They also
disturb the peace and harmony of society. Some
examples of social problems are alcoholism, child
labour, corruption, drug abuse, human trafficking
and domestic violence. On the other hand, social
evils are bad social practices that people practise
in the name of religions, cultures or rituals. Bribery

They are morally wrong and cause suffering to people. Some examples of
social evils are child marriage, dowry system, untouchability and gender
discrimination. In fact, all social evils are social problems, but all social
problems are not social evils.

Let’s read about a real incident about social problems and evils in one of the
villages of Nepal.

Bikram lives with his wife and children in Semjong village. His ten years old
daughter does all household chores. He has fifteen years son too. He studies in
grade nine in a local school.

Bikram is going to get his daughter married. When people ask him, “Why are you
going to get your daughter married so soon?” He states, “Our tradition is like this.
The whole family loses its prestige if a daughter is kept for a long time without
marrying.” He further adds, “It is difficult to get her married later on if we don’t
marry her now. We can enjoy a life full of sanctity if she gets married at this age.
The bridegroom’s family asks for dowry. So, instead of spending money on her
education, I saved the amount for her dowry. The more she studies, the more it is
difficult to find an educated husband for her. “

Other farmers in his village work less in their field. They enjoy playing cards and
involve in gambling. They also drink alcohol and fight with their family members.
Some of them make extravagant expenditure while organising feasts, celebrating
festivals and charity works. If any member of the village falls sick, they take her
or him to a witch doctor for treatment. Most of the villagers believe if anybody is
accused as a witch. She is treated brutally afterwards.

Various social problems and evils such as gender discrimination, child

Vedanta 77 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

marriage, dowry system, unnecessary expenditure during festivals, belief
in superstitious beliefs, gambling and alcoholism are mentioned in the
story. These bad practices are stain of society. They create an obstacle in
the development and prosperity of the village. Therefore, these problems
need an immediate solution.

Glossary

obstacle : hindrance, something or somebody that prevents
progress
chore
prestige : ordinary household tasks

sanctity : widespread respect and admiration felt for someone or
extravagant something based on a perception of their achievements
accuse or quality
brutally
stain : sacredness, a holy thing

: spending too much

: blame or charge

: cruelly and harshly

: a moral dishonour

ACTIVITY

Discuss among your friends and make a list of social problems that
exist in your community. Suggest some measures to solve them
through discussion.

EXERCISE

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

(a) Social problems disturb the peace and harmony of

society. .....................

(b) Education is more important to daughters than .....................
dowries.

Approved by Curriculum Development Centre, 78 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

(c) Parents go to heaven if they marry their daughter at

an early age. .....................

(d) It is good to play cards and games of chance during

leisure time. .....................

(e) We should eradicate superstitious beliefs and .....................
discrimination from our society.

(f) Taking alcoholic substances is injurious to health. .....................

(2) Answer the following questions.

(a) What are social problems? Give some examples.

(a) How are social problems different from social evils?

(a) Make a list of some social problems and evils that exist in your
society.

COMMUNITY WORK

Visit one of the families that has been suffering from social evils in your
community. Find some measures to solve them and write a paragraph
on it. Share your writing with your teacher and friends.

Vedanta 79 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

Lesson Social Problems: Their Causes
and Solutions
31..21

Different types of conservative, traditional and
superstitious beliefs exist in our society. They
hinder social justice and development. We should
understand that social problems or evils emerge
up not because of an individual person. Instead,
they are created when many people of society
believe them. Therefore, the effort of the whole
society is essential to solve such social stigmas.
In order to solve them, we need to find their root Dowry system

causes. Only then we can seek appropriate ways or measures to solve or
uproot them. The given table contains some common social problems and

evils found in our society with their causes and solution measures.

Social problems Causes Solution Measures
and evils

1 Child Marriage Traditional and Raise awareness
superstitious beliefs Increase opportunities for
Lack of education education
Poverty Publicity of legal provision
Ignorance
Religious superstition

2 Gender Traditional beliefs Provide equal rights and
discrimination No access to the opportunities
parental property to Awareness campaign about
women (in spite of legal provisions
legal provision) Increase in women-
Superstitious customs friendly education and job
opportunities

3 Dowry system Continuity of bad Educating and making
custom people aware
Greed of people Social restriction on giving
Imitation and taking dowries
Lack of awareness Boycott people who ask for
Male domination dowries
Provide equal opportunities
for education

Approved by Curriculum Development Centre, 80 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

4 Superstitious Illiteracy and Raise the awareness
beliefs (Belief in ignorance campaign through various
witch doctor, witch Conservative social social institutions
and Dhami) though
Orthodox behaviour Socially boycotting or taking
5 Extravagance legal action against those
Bad sense of who mistreat people in the
6 Gambling, competition name of the witch
alcoholism and Lack of awareness
drug abuse Showy behaviour Encourage one to lead a
frugal life and develop a
7 Untouchability Bad company saving habit
Unemployment
8 Polygamy Lack of effective Advise such people not
punishment to make unnecessary
9 Child Labour Bad practices in the expenditure
name of traditions
Increase employment
Traditional beliefs and opportunities
practices
Ignorance and Launch awareness
illiteracy programmes
Religious superstitions
Lack of effective Make people engaged in
punishment creative works
Lack of awareness
Gender discrimination Proper implementation of
Patriarchal domination laws and order
Ignorance
Raise awareness campaign
Poverty
Lack of awareness Spread education
Lack of strict laws
Implementation of laws and
order

Gender equality and women
empowerment

Launch public awareness
programmes

Effective implementation of
laws

Raise the economic condition
of people
Conduct awareness
programme against child
labour
Implement strict laws and
order

Vedanta 81 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

Glossary

emerge : come out

stigma : the sign of social unacceptability

ignorance : lack of knowledge

imitation : an act of copying or imitating something

boycott : refuse to deal with somebody or something

orthodox : following traditional way of life

frugal : involving very little expense

patriarchal : characteristic of rule by men

women empowerment : the process of giving power and status to women

ACTIVITY

Discuss in the class about the root causes of some social problems
and evils with their measures.

EXERCISE

(1) Several social problems and evils are mentioned in the lesson. Which
of them do the following situations explain?

(a) Baburam consumes alcoholic drink and beats his

wife and children. ......................................

(b) Dhaniram wants to get his daughter married

before the age of 20. ......................................

(c) Dhruba bets money in cards and also plays

games of chance for money. ......................................

(d) Nanimaya accuses a helpless woman named

Priyadevi of witchery. ......................................

(e) Pasang has married and kept three wives at

the same time. ......................................

Approved by Curriculum Development Centre, 82 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

(f) Phul Prasad forces his son to accept property
and money from his bride on their marriage. ..................................

(g) Prabhu Narayan treats his daughters less well

than his son. ......................................

(h) Ramila employs children of below 18 years

to work at her hotel. ......................................

(i) Ramlal holds a belief that people of one

caste are superior to other ones. ......................................

(j) Sitaram spends more money than he can
afford during festivals and ceremonies. ......................................

(2) Answer the following questions.

(a) What are the major causes of social problems and evils in our
society? Mention any six of them.

(b) What do you mean by dowry system? How can you say that it is a
social problem?

(c) How does superstition cause gender discrimination? Explain.

(d) ‘The trend of spending money extravagantly during festivals, feasts
and ceremonies lead to poverty.’ Elaborate on this statement.

(e) Untouchability is one of the major causes of social problems and
evils. How? Explain.

(f) Thousands of children in Nepal are still compelled to work as
labourers in different hotels, vehicles and factories. What should be
done to solve this problem?

(g) Write some six ways to solve the social problems and evils that are
prevalent in our society.

Vedanta 83 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

Lesson

31..31 Human Trafficking

Human trafficking is an illegal activity of Human trafficking
transporting people from one country or
area to another. Such people are treated
inhumanly. They are traded for the purpose
of prostitution, forced labour, organ removal
and other types of exploitation. No national
and international laws allow the trading or
procuring of human beings. It is a social
evil. As per the Human Trafficking and
Transportation (control) Act, transporting
people to foreign countries for forced labour
is called human trafficking.

However, it is a burning problem in the least developed country like Nepal.
Many innocent girls, women and men are transported illegally every year
for various purposes. This problem needs an immediate solution.

Tulasa is a news reporter of a local newspaper in Kathmandu. Last Sunday,
she took an interview of Manamaya, a human trafficking survivor.

Tulasa : Manamayaji, can you please introduce yourself?

Manmaya : I am Manamaya Tamang. I am permanently from Dhading.
These days, I have been living in Gaushala.

Tulasa : How did you come to this rehabilitation centre?

Manmaya : I was rescued by a social organisation from India. They
brought me from there to this place and provided skill-based
training to me. I sew clothes and earn my livelihood these
days.

Tulasa : How did you happen to reach India?

Manamaya : I come from one of the rural areas in my district. I happened
to reach India because of my poverty and inexperience. I
couldn’t go to school with my younger brother because of the
poor condition of my family. My parents were farmers who

Approved by Curriculum Development Centre, 84 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

couldn’t afford the tuition fees of my brother and me. So, I
used to look after cattle and do household chores. One day,
a stranger came to our village for a visit. I was 16 years old
then. He looked rich, and his lifestyle was sophisticated. He
proposed to me showed his desire to marry me. He wanted to
take me to his city after marriage. I agreed with his proposal.
Later on, he took me to India, saying to visit his relatives
and sold me there.

Tulasa : You said that your brother went to school. He was an
educated person. Hadn’t he made you aware of that type of
issue?

Manamaya : No, He didn’t continue his education because of the bad
influence of his friends. He quit his education when he was
in the sixth grade. He didn’t show any interest in farming
and went to Pokhara to look for a job. He was compelled to
wash dishes as a child labourer in one of the hotels there.
He used to be treated inhumanly by the hotelier. After I was
sold, he returned to the village. Later on, I came to know
that he had asked for some money with few villagers to go
abroad for foreign employment. But, he fell into the trap of a
broker. He has been getting many troubles in a foreign land
due to his duplicate passport till now. The broker had sent
him to a foreign land with fake documents.

Tulasa : Oh, it is a tragic incident. It was his blunder. He should have
collected enough information about his job, company and
necessary documents before going for foreign employment.
He should have tried to know whether there was labour
permission or not. One has to know about the company,
amount of cost, nature of work and necessary training
beforehand going for foreign employment.

Manamaya : Yes, my brother and I are victims of trafficking. I suffered
a lot, and my brother has been suffering, but the traffickers
are roaming freely. Such traffickers must be punished. I was
depressed in the past, but I have become more confident
these days. I want to do several things. First of all, I want
to arrest the broker who sold me and hand him to the police
administration. Then, I also want to launch an awareness
campaign against girl trafficking and human trafficking. I
also have a desire to involve in the relief work of those women

Vedanta 85 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

who were trafficked in foreign countries. The persons like
my brother should get justice. I want to file cases against the
brokers and provide justice to my brother and other people
like him. I think I can’t sleep peacefully until these wishes
get fulfilled.

Tulasa : I hope and wish that your wishes would get fulfilled soon.
And, thank you for your valuable time for this interview. It
will be printed in the Friday issue. Please don’t forget to go
through it.

Manamaya : Sure, I will. Thank you for providing a platform to share my
experience.

Glossary

prostitution : having sex with people in exchange for money

exploitation : unfair treatment

procure : acquire something

rehabilitation : the process of helping a victim to live a normal life again

livelihood : job, work, or source of income

sophisticated : one who knows about culture and fashion

blunder : a serious mistake

ACTIVITIES

(1) Collect news stories related to human trafficking from various
newspapers and paste them on the wall of your school notice board .

(2) Compose a song or a poem, or a story related to awareness against
girl trafficking and present it in your classroom.

Approved by Curriculum Development Centre, 86 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

EXERCISE

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

(a) No national and international laws allow the trading

of human beings. .....................

(b) Many girls of Nepal are sold in India because of .....................
their innocence and poverty.

(c) It is not necessary to collect enough information .....................
about the job, company and facilities before
going for foreign employment.

(d) One should seek a legal solution instead of getting

depressed after a fraud case. .....................

(e) We should launch literacy and awareness programmes

to solve the problems of human trafficking. .....................

(2) Answer the following questions.

(a) What do you mean by human trafficking?

(b) ‘Human trafficking is a serious crime.’ Write your opinion on this
topic in about ten sentences.

(c) ‘Ignorance and poverty are the main reasons behind social evils.’
Explain this statement.

(d) What should be done to minimise the problems of human trafficking?
Write any four ways.

Vedanta 87 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

Lesson

31..41 Ways to Solve Social Problems

We discussed several social problems and evils and their solutions in the
previous lessons. Every problem has its solution. Various local, national and
international organisations can play a significant role in eradicating of such
social problems and evils.
Here is a report of a community-based research project on social problems
and evils that exist in our society.

Report of a Community Work

Social Problems and Evils in Our Society

A. Introduction
People of different caste groups, classes and communities live in

Nepal in harmony. They have their own traditions, religious beliefs,
customs, way of living and habits. Nepali people are involved in
different professions to maintain their livelihood. Our community is
an example of such a trend. Various types of values and norms exist in
our society. Some of the positive aspects of our society are the existence
of mutual cooperation, maintenance of religious tolerance, the offering
of hospitality towards our guests, and so on. However, several social
problems and evils have ruined the peace and prosperity of our society.
This report has been prepared under the community work to study
social problems and evils.

B. Objectives of the Community Work
(i) To identify social problems and evils that exist in society.
(ii) To collect suggestions about the solutions to such social
problems and evils.

C. Methods of the Community Work
(i) To make a questionnaire by forming a group and take an
interview on the basis of the questionnaire.

Approved by Curriculum Development Centre, 88 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

(ii) To prepare a final list of social evils and problems by
collecting information from all groups.

(iii) To prepare a short report of the community work with the
solutions to social problems and present in the classroom.

D. Findings of the Community Work
Many social problems and evils are prevalent in society. They are

alcoholism, belief in superstition, child labour, discrimination between
rich and poor, disrespectful behaviours towards the disabled and
helpless people, dowry system, drug abuse, extravagant expenditure
during festivals and certain occasions, gambling, gender discrimination,
human trafficking, robbery, sexual abuse, slavery system, smoking,
untouchability, and so on.

E. Causes of the Problems and Evils

The causes of social problems and evils in the community are as
follows.
(1) Belief in conservative and superstitious ideology
(2) Discrimination on the basis of caste, class and region
(3) Extreme poverty and economic crisis
(4) Ignorance and lack of awareness
(5) Influence of bad culture and tradition
(6) Lack of opportunities and access to education
(7) Lawlessness
(8) Unmanaged population and migration

F. Solution to Social Problems and Evils

In order to solve social problems and evils, the following
measures should be carried out.
(1) Increase in the opportunities and access to education.
(2) Awareness programmes should be launched on a large

scale.
(3) Various programmes should be conducted to alleviate

poverty.
(4) Provision of employment opportunities should be made.
(5) Information regarding legal provisions against various

Vedanta 89 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

sorts of provisions should be provided.
(6) Several measures should be carried out to manage and

control the population.
(7) Local knowledge, skills and techniques need to be

developed and promoted.
(8) Effective and strict laws should be put into effect.
(9) There should be a proportionate distribution of national

income and budget.

Index

Questionnaires for Group Work
(1) What sorts of social problems and evils exist in your
society? What are their names?
(2) What are the causes of such social problems and evils?
(3) How can we solve those social problems and evils?
(4) Do you have anything more to say?

Name of the interviewee: ....................................................................

Age : ........................................... Sex : ...........................................

In this way, the government, local institutions, various organisations, and
civil society should work together to put the above suggestions into action.
For this, school and national level social welfare organisations can conduct
awareness and self-employment programmes.

Glossary

prosperity : the condition of enjoying wealth, success, or good
fortune
prevalent : found frequently
theft of property
robbery : entry or approach
lessen something
access : balanced, fair

alleviate :

proportionate :

Approved by Curriculum Development Centre, 90 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

EXERCISE

(1) Tell the answer to these questions.
(a) What is the report given in the lesson about?
(b) What are the objectives of the report?
(c) What are the methods used for community work?
(d) If you have to write the solutions to the given problems in the lesson,
what will you write?

(2) Answer the following questions.
(a) What are the positive aspects of our society?
(b) What are the social problems and evils that are prevalent in our
society?
(c) Write the six major causes of social problems and evils.
(d) Make a list of any six measures to solve the social problems and
evils.

Vedanta 91 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

Lesson Role of Schools and National
Level Organisations in Solving
31..51

Social Problems

Kamala talks with some of her friends
about various social problems and the role
of schools and national level organisations
to solve them.

Kamala : We have read about several
social problems and evils
such as child marriage,
polygamy, dowry system,
untouchability, child Discussion in the classroom about solution
labour, corruption, human measures to social problems

trafficking and so on in our
previous lessons. What role can school or students play to
solve them?

Reeyarth : Schools can play a significant role in the eradication of social
problems and evils. Students get education at school through
which they will be aware of the negative impacts of various
social problems and evils such as drug addiction, smoking,
gambling, dowry system, early marriage, polygamy,
bribery, human trafficking, child labour and so on. This
can contribute to the end of discrimination, conservative
thoughts and superstitious beliefs, which are root causes of
social problems and evils.

Rian : Education also provides creative, logical and analytical skills
to students. Thus, they can analyse the good and bad aspects
of their social values and norms. Ultimately, they can decide
which customs and beliefs to continue and which to discard.

Pramik : Schools also teach cooperation and teamwork skills through
various extra-curricular and co-curricular activities.
Students can use such skills to work collectively in the
elimination of social problems and evils. They can conduct
various awareness programmes or perform street dramas

Approved by Curriculum Development Centre, 92 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

against different social problems. They can also inform the
concerned authorities when they witness or experience any
sort of discrimination or other inhuman, illegal, unwanted
and immoral activities.

Upashana : Students are pillars of the nation. The future of a nation
depends on its young minds who grow up to be the citizens
of the nation. If the students are taught about various social
problems and evils at their school level, they can play an
important role to combat them when they grow up. They will
never get involved in such activities themselves. Moreover,
some of them will even set up or get involved in different
organisations in order to eradicate them.

Nagma : Besides schools, there are various social organisations, such
as CWIN, Maiti Nepal, INF, etc. that are playing important
roles to eradicate social evils, violence, child abuse and
social crimes. Child Workers in Nepal Concerned Centre
(CWIN) works to prevent girl trafficking, child labour
and sometimes even drug addiction. Maiti Nepal works to
protect Nepali girls and women from crimes like domestic
violence, trafficking for flesh trade, child prostitution, child
labour and various forms of abuse, exploitation and torture.
International Nepal Fellowship (INF) serves Nepali people
through health and development work. Individual roles are
not sufficient to eradicate social problems. Combined efforts
of government, civil society and various social organisations
can eradicate such social stigmas.

Glossary

polygamy : having multiple spouse (husbands or wives) at the same
time

bribery : offering money or bribes to do dishonest or illegal things

discard : reject something
witness : someone who sees an occurrence

combat : fighting

eradicate : get rid of something completely

flesh trade : the business of prostitution

abuse : maltreatment

torture : to give pain or punishment to somebody

Vedanta 93 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

ACTIVITIES

Prepare a model of a letter of appreciation to be given by your school
to one of the social activist who has been working against the social
problems and evils in your society.

EXERCISE

(1) Fill in the blanks with a suitable answer.
(a) The ............................... that students get at school makes them
aware of various social problems and evils.
(b) Knowledge gained at schools helps the students ...............................
the good and bad aspects of their social values and norms.
(c) The students can perform ............................... to make general
people aware of social problems and evils.
(d) The students grow up to be the ...............................of the nation in
future.
(e) ............................... efforts of government, civil society and social
organisations is necessary to eradicate social problems and evils.

(2) Answer the following questions.
(a) What roles can schools play to eradicate social problems and evils?
Write any four roles.
(b) ‘Students are the pillar of the nation.’ Elaborate on this statement.
(c) Besides schools, what are other organisations that work to eradicate
social problems and evils? Mention them.
(d) Write the works of CWIN, Maiti Nepal and INF.

COMMUNITY WORK

Consult any social organisation working in your community to solve
the social problems and evils and make a list of their programmes or
works.

Approved by Curriculum Development Centre, 94 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

Lesson

31..61 Conflict Management

Conflict is an active disagreement and
argument between people with opposing
opinions or principles. If two people or
groups are in conflict, they have had a
serious disagreement or argument and have
not yet reached an agreement. Conflicts can
have both positive and negative impacts.
The positive impacts of conflicts are they
lead to new ideas, motivate change, clarify
the understanding and allow for a healthy
Fight led by conflict

release of feelings. On the other hand, the
negative effects of conflicts are they waste one’s time, weaken unity among
people, build a feeling of defeat and increase the feelings of enmity.

Causes of Conflicts in the Family and the Society

(1) Misunderstanding between individuals and groups

(2) Lack of proper communication or exchange of wrong information

(3) Lack of respect for each-other

(4) Clashes of interest

(5) Lack of compromise

(6) Intolerance

(7) Desire for power

(8) Lack of empathy

(9) Unequal distribution of means and resources

(10) Exploitation

(11) Lack of mutual respect

(12) Injustice

Vedanta 95 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

(13) Sense of revenge
(14) Suppression
Conflicts always must be settled in time. Otherwise, they can give birth to
further destruction. So, one must try to settle them as soon as possible. The
final solution or settlement of the conflict is known as conflict resolution. It
can be done in various ways.
(1) Identification of the root cause of the conflicts and treating them.
(2) Circulation of the right information.
(3) Assurance of equal opportunity and participation
(4) Settlement of conflict through dialogue
(5) Management of conflict through dual communication
(6) Proportionate distribution of means and resources
(7) Obedience to rules and regulations
(8) Development of the habit of mutual cooperation and understanding
(9) improvement in positive thinking and attitude
(10) Usage of clear language and expression

Glossary

compromise : agreement
suppression : forceful prevention

Approved by Curriculum Development Centre, 96 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

ACTIVITIES

(1) If any conflicts occur between your friends in the classroom, what will
you do to solve them? Discuss among your friends and write some
ways.

(2) What are the effects of the conflicts that occur in family and
neighbourhood? How can they be solved? Discuss among your friends
and write a short paragraph.

EXERCISE

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

(a) Two persons or groups are said to be in conflict ......................
if they haven’t reached an agreement yet.

(b) Conflicts always have negative impacts. ......................

(c) Conflicts occur mainly because of miscommunication

and misunderstanding. ......................

(d) We must settle conflicts in time before they can give

birth to further destruction. ......................

(e) Conflicts can be settled well without finding the ......................
root cause.

(2) Answer the following questions.
(a) What do you mean by conflict?
(b) What are the positive and negative effects of conflicts?
(c) What are the various causes of conflicts in the family and society?
(d) Why should we solve conflicts in time?
(e) What do you understand by conflict resolution?
(f) What are the different ways to solve conflicts? Mention any six of
them.

Vedanta 97 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

Lesson Miscommunication and
its Impacts
31..71

Communication is the process of exchanging message, ideas, and feelings
between senders and receivers. It is important to establish and maintain
a smooth relationship between people. However, people sometimes fail to
communicate their ideas or intentions clearly, effectively and successfully
with others. Such failure is known as miscommunication or wrong
communication. A miscommunication creates misunderstanding, confusion
and clash in the society.
Here is an event that reflects the impacts of wrong communication.
Prabhat Secondary School was regarded as
a reputed school in its locality. There was a
cordial relationship among the members of
the school management committee, principal
and students. All of them had contributed
as much as they could from their side to the
progress of the school. In fact, it was awarded
as one of the model schools in its area by the
government.
However, an unexpected event occurred in
the year 2075 BS. Out of 74 students who
had appeared in the basic level examination, seven students scored very
poor grade in English, including the first position holder of the class. Other
students had obtained good scores in English except them. Everyone was
shocked. Mr Shrestha, the English teacher of the school, was an experienced,
qualified and innovative teacher. He often taught his students using the
modern method of teaching. Nobody had ever complained regarding his
teaching skill and methodology before. This news spread like wildfire in the
entire district.
One of the local online news portals of the district published news stating
that the event happened because the teacher was weak in his subject matter.
Local radio and FM stations highlighted that event. Due to the broadcast,
the guardians became furious with Mr Shrestha. The school management
committee and the principal also believed that it was his fault. They asked
for clarification with him. Mr Shrestha couldn’t find out what had happened.

Approved by Curriculum Development Centre, 98 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions

He felt as if he was left out. He was discouraged. His productivity started
decreasing. He became hesitant to work. He began to develop a feeling of
anger and hostility towards his colleagues and students. The situation
became worse in the terminal examination. Many students scored poor
grades in English.
The principal of the school, Mrs Shanta was anxious to find out the cause.
She conducted action research for a week. After a week, she concluded the
following facts.
(1) Last year, the students who scored fewer grades in their English exam

couldn’t do well because of their sickness. They couldn’t write well on
the exam day as they were suffering from vomiting and diarrhoea due
to a common unhygienic feast they had taken that day.
(2) The teacher lost his self-confidence because the local online news
portal, radio and FM stations had broadcast the news without finding
the root cause of the failure.
(3) The impact was the opposite as the members of SMC and the principal
attempted to punish the teacher, failing to find the real cause.
(4) Because of the feeling of hostility between Mr Shrestha and his
colleagues, the students were affected.
After finding the real cause, the local media apologised for their mistake and
broadcasted the real news. Likewise, the relationship among Mr Shrestha,
his colleagues, principal and the members of the SMC got improved. Mr
Shrestha again enhanced his teaching-learning skill and methodology. The
students again started scoring better grades in their examination. The
school again revived its reputation.
From the above incident, it is clear that miscommunication is harmful. It
hurts people’s feelings and decreases their productivity. It also demotivates
them and leads to frustration. They become unwilling to work and feel as
if they are left out. Wrong communication also leads to misunderstanding
and damaged relationship. Silence or tolerance is not the solution to
conflicts. Silence can sometimes be understood as an act of opposition.
Therefore, one should seek the causes of conflicts and solve them through
dual communication and dialogue. Then only, the relationship between an
individual and his organisation becomes cordial.

Vedanta 99 Approved by Curriculum Development Centre,
Integrated Social Studies and
Population Education - Book 7 Sanothimi, Bhaktapur

Glossary

clash : fight or argue
innovative : new and creative
furious : extremely angry
hostility : a feeling of hatred and anger
hesitant : not quick or confident
apologise : say sorry for the mistake
revive : recover consciousness

ACTIVITIES

(1) Based on the incident given in the lesson, answer the following
questions.

(a) Why did seven students get a poor grade in English?

(b) What was the impact when the media didn’t broadcast the
correct information?

(c) Why did the students score poor grade in English in the terminal
examination?

(d) How has the conflict been solved?

Approved by Curriculum Development Centre, 100 Unit Three:
Sanothimi, Bhaktapur Social Problems and Their Solutions