Revised Social Studies book 5 Correct for 2077 for ctp

Tumlingtar in Sankhuwasabha, Rumjatar in Okhaldhunga,
Khumaltar in Lalitpur, Battar in Nuwakot, Palungtar in Gorkha are
some of the famous tars. Kathmandu Valley, Pokhara Valley, Surkhet
Valley and Dipayal Valley lie in this region. The soil in these places
is very suitable for growing crops and vegetation.

This region has temperate climate. It is neither hot or nor cold.
Largest area of our country is hilly region. It is about 68% of the
total area of Nepal.

Terai Region:

There is very flat land in the
southern part of our country.
It is called ‘Terai Region’. It is
very hot, humid and fertile.

There is alluvial soil found
here. Most of it is deposited
by the rivers flowing down
the mountains and hills.

It is extended from east-
west all along the southern
border. It is suitable for
growing varieties of crops. Some of the important crops grown
in this region are paddy, wheat, maize, mustard, jute, sugarcane,
tobacco, coconut, beetle nut, etc. As there grows a lot of crops, this
region is also called the ‘Granary of Nepal.’ About 17% of our land
is covered by terai.

Other than these distinct geographical regions, there are inner
valleys, which are also called bhitri terai or madhes. The soil in these
areas is again deposited by the rivers flowing from the mountains
and hills around. So, it is very fertile and suitable to grow different
types of crops. The climate also is hot and humid. Chitwan in
Narayani Zone, Dang – Deukhuri in Rapti Zone and Sukhet in Bheri
Zone are combinely called inner terai.

Social Studies & Creative Arts Book Five 101

Evaluation Activities:

1. Look at the map of the world and or Asia. Find out where Nepal is
located.

2. Look at the natural map of Nepal. Identify the physical features:
Mountain, Hill and Terai regions.

3. Read the lesson carefully and complete the sentences given
below.

a. Nepal can be divided into ……………… regions according
to its physical features.

b. There are ……… Region in the north, ……… Region in the

middle and Terai ……………… in the ……………… .

c. Most mountains are covered by ……… throughout the year.

d. There is very hot and humid in the ……………… .

e. There are many ……, …… and …… in the hilly region.

4. Match the followings.

Snows terai

Tar and bensi mountains

Fertile land mountain range

Kumbhkarna hill

Elongated shape

5. Answer the following questions.

a. Into how many geographical regions can Nepal be divided?

b. In which geographical region do you live? Other than the region
you are living, which other region you like the most and why?

c. Which natural region occupies the largest area of Nepal?

d. What are the important valleys in the hill region?

e. Why is the Terai Region called the ‘Granary of Nepal?’

f. Why is the soil in mountain not suitable for growing crops
and vegetation?

102 Social Studies & Creative Arts Book Five

Lesson Climate, Vegetation & Social Life
of Nepal
2
Objectives : At the end of this lesson, the students will be able to:
know the types of climate and vegetations of different regions, and
know the social life of people according to the climatic condition.

Climatic condition of a place largely depends on the geographical
condition and so does the vegetation. Geography, climate and
vegetations are closely related. Generally, it is colder as we go to
higher and warmer as we go to lower altitude.

We find thicker forests with taller trees in lower and warmer places,
whereas there are less trees in higher places. We do not find the
same types of vegetation in all the geographical regions.

The climatic conditions, vegetation and lifestyle differ according to
the geographical condition. As there is diversity in geography, there
is diversity in climate, vegetations and lifestyle in our country.

Climate, Vegetation & Social life in Mountain:

It’s very cold in the mountain throughout the year. Snow falls during
the winter season.
Most of the mountains
are covered by snow.
It rains very little
over here. Very less
vegetation is found
here. Mostly pine
trees like Gobre pine
tree, Dhupi pin tree
and Debdar(Spruce)
are found here. They
are coniferous and
look green throughout the year. They have needle like leaves.

This region is also famous for varieties of herbs and herbal

Note to the teacher: Show pictures of people living in different parts of the country. Ask students
what they know about the life styles of different tribes and castes. They should be told the relation
of geography, climate and social life.

Social Studies & Creative Arts Book Five 103

vegetation like panch aule, guchi chyau, silajit, yarsagumba, etc.

Sherpa, Thakali and Tamang, etc. are the main people living in
mountainous region. They wear thick and warm woolen clothes.
Bakkhus, dochas, pangdens are commonly used clothes. Majority of
people in mountain follow Buddhism.

The houses here are made of wood and stones. They are generally
small and have flat roof. There grows very little crop. The main
food crops are potatoes, millet, buckwheat and barely.

Life in mountain is quite challenging. People rear sheep and yaks.
Some people are engaged in trekking, mountaineering and tourism
business.

Climate, Vegetation & Social Life in Hill:
It is generally temperate in the hill region. However, it is warmer
in summer and colder in winter
season.

This region is rich in vegetation.
Utis, Pine tree, chilaune, Hazzal
tree, chanp, okhar, chiuri, harro,
jatamasi, etc. are some of the
trees found here. These trees are
deciduous. They shed off leaves
during winter.

There live many different ethnic
tribes. Rai, Limbu, Gurung,
Magar, Yakha, Sunuwar, Tamang,
Newar, Biswakarma, Kami, Damai,
Chhetri and Bahun, etc. are the
main tribes of people living in
hills. Different tribes and castes have different languages, cultures
and religions. Majority of Chhetri, Bahun, Magar, Kami, Damai and
Sarki are Hindus, Tamang and Gurung are Buddhists, Rai, Limbu,
Yakha and Sunuwar are Kirat.

104 Social Studies & Creative Arts Book Five

There are also people following other religions like Islam and
Christianity. Majority of people speak Nepali. Many of the ethnic
people have their own mother tongue. Men wear dhura, suruwal
topi, patuka, coat, kachad according to their tribe. Similarly, women
wear choubandi, gunyuo, choli, mekchli, chhitko gunyo, khasto or
pachhyaura according to their castes.

Most of the people in the hill are engaged in agriculture and
horticulture. Paddy, maize, wheat, barley, potato, vegetables and
fruits of different types are the main crops. People rear cattle,
sheep, pig and chickens. Some people are engaged in business and
services too.

Dasain, Tihar, Lhosar, Udhauli, Ubhauli, Saune Sankranti, Maghe
Sankranti, etc. are the main festivals observed by the people
according to their religions and cultures.

Climate, Vegetation & Social life in Terai:

It is very hot and humid in the terai. Winter nights and mornings
are extremely cold due to dew fall (sitlahar). There occurs plenty
of rain.

The soil is very fertile for
growing plants and crops.
We find thick forests with
tall trees like sal, sisau,
khayar, teak, mango, and
so on in this region. Most
of these trees look green
throughout the year. There
grows varieties of crops
like paddy, maize, wheat,
potato, jute, mustard, sugarcane, tobacco, etc.

Like in hills, different castes and ethnic tribes of people like Yadav,
Jha, Tharu, Dhimal, Rajbansi, Sattar, Mushahar, Kurmi, Mandal,
etc. live in Terai. Many of them have their own cultures, religions
and languages.

Social Studies & Creative Arts Book Five 105

The main religion in terai region is Hinduism. There are people
following other religions
like Islam and Christianity
as well. Tharu, Maithali,
Bhojpuri, etc. are the main
languages spoken here.
Similarly, Dasain, Tihar,
Chhath, Ramnawami, Holi,
Maghe Sakranti, etc. are the
main festivals observed in
terai region.
Most of the people are engaged in agriculture. Fishery and cattle
rearing are widely practised. Some people do business, trade and
provide different services.
People generally wear thin cotton clothes. Men wear dhoti, kurta,
kamij, paijama, gamchha, etc. Similarly, women wear sari, blouse,
petani, bona, kurta, suruwal, etc.
As mentioned above, although there are many castes, religions
and cultures, there is unity among the people. Wherever we live,
we are all Nepalese.
We respect each other’s culture, custom and religion. Diversity in
climate, vegetation and ethnicity are our identities and strengths.

106 Social Studies & Creative Arts Book Five

Evaluation Activities:

1. You have learnt about the physical features, climatic conditions
and the social life of Nepal. Write down the main castes, religions,
occupations, crops and clothes of mountain, hill and terai.

2. Match the following. Terai region
Mountain region
Sherpa and Tamangs Hilly region
Rais and Limbus Warm and Woolen Clothes
Tharu and Rajbansi Thin clothes
Terai Region
Mountain Region

3. Read the lesson carefully. Draw smiley for correct statement and
grumpy for the wrong statement.

a. It is very hot in hill.

b. Mountains are usually covered with snow.

c. It rains heavily in mountains.

d. People have different languages, cultures and religions.

e. Nepal is rich in cultures and traditions.

4. Answer the following questions.

a. Why do people wear thick and warm clothes in mountain?
b. Why is Nepal called a country of diverse people?
c. Write two differences between mountain and terai region.
d. Why is it very hot in terai region?
e. Why are there different climatic condition and social life in

Nepal?
f. Write a letter to your friend living in different geographical

region than yours describing the climatic condition and
social life of your region.

Social Studies & Creative Arts Book Five 107

Lesson Outline Map & Important Places of
Nepal
3
Objectives : At the end of this lesson, the students will be able to:
know about map and to draw an outline map of Nepal, and
show important places of Nepal in the outline map of Nepal.

What is a Map?
A map is the representation of the outer surface of the earth in a
flat piece of paper. Many things that are on the earth can be shown
in the map. Maps give us a lot of information.

We can know the location, shape, size, physical and other features,
developmental activities, different natural resources and human-
made infrastructures from the map. There are different types of
maps: physical, political, etc.

Signs & Symbols:
Various signs and symbols are used in the map. Without such signs
and symbols, we cannot show all the facts or information that exist
in the area covered by the map.

Note to the teacher: Students should be explained why maps are important and how an outline
map can be drawn. They should be asked to draw outline map of Nepal following different
methods.

108 Social Studies & Creative Arts Book Five

It is not possible to draw all the objects or 109
things in the map. This makes the map too
big and dirty.

To make the work easier and clearer, many
signs and symbols appropriate to the
object, place or the thing are used in the
map instead of the exact object or thing.
Some of the important basic symbols are
given on the side.

Drawing a map and showing information
in it is important. Let’s learn the methods
of drawing an outline map.

We can draw an outline map using different
methods.

Methods of
Drawing a Map:

Tracing Method: It
is the easiest method
of drawing a map. As
shown in the picture,
take an original map
that you would like to
trace, put tracing paper
over it and gently draw
along the outline of
the map with a pencil.

Once you finish
tracing, an outline of
map is ready. You can
draw an outline map of
any country like this.

Social Studies & Creative Arts Book Five

Freehand Method: Freehand
method is another method of
drawing a map. For this, you
need to have a sheet of clean
drawing paper and an original
map as reference.

You have to look at the map and
try to copy it as far as accurately.
If you make any mistakes, rub
and draw again.

After a lot of practice, you will
be able to draw an outline map
without looking at the original
map.

Following this method, you can
draw an outline map of Nepal.

Graphing Method: We can draw a
map using graphing method.

This method is more accurate
than freehand method.

To draw a map by this method,
you need to first trace the outline
map either from your book, or
atlas or original map and draw
several vertical and horizontal
lines as shown in the maps below.

Draw similar lines of the same
measurements in another blank
sheet of drawing paper.

After that, draw the outline map Social Studies & Creative Arts Book Five
following the map according to
the vertical and horizontal lines.

110

Evaluation Activities:

1. Answer the following questions:

a. What is a map?
b. Why is a map important for us?
c. Mention any three methhods for drawing a map.
d. What is the ‘graphing method’ of drawing a map?

2. Draw an outline map of Nepal using different methods and
compare them with your friends in your class..

3. Draw an outline map of Nepal taking the reference of the atlas
and show the following information:

Mountain region
Hill Region
Terai Region

4. Trace a full page outline map of Nepal from the atlas and show the
following information.

Illam, Dhankuta, Hetauda, Pokhara, Surkhet and Dipayal.
Saptakoshi River, Narayani River, Karnali river.
Phewa Lake, Rara Lake, Shey-phoksundo Lake.
Mt Sagarmatha, Mt Kanchanjungha, Mt Machhapuchchhre.

5. Show any one river, one lake, one mountain and one city drawing
an outline map of Nepal.

6. Identify the given symbols and write their name under them.

Social Studies & Creative Arts Book Five 111

Lesson Uses of Globe & Map

4 Objectives : At the end of this lesson, the students will be able to:
learn about the globe and the map and their uses, and
show the continents and the oceans in a globe and in a map.

Akriti is a student of Class Five. She is quite an inquisitive student
in class. It is the Social Studies lesson. There she sees her teacher
hanging a map on the wall and placing a round thing on the table.
She wants to know about them.

Akriti: What are these things sir?

Teacher: The thing I just hung on the wall is a map and the round
thing on the table is a globe.

Akriti: What’s a map?

Note to the teacher: Student should know how the map and the globe are used. They should be
asked to find out continents, countries, oceans and other information in the map and globe.

112 Social Studies & Creative Arts Book Five

Teacher: A map is a flat picture of an area of land. It represents
the physical and other conditions such as water, land masses,
rivers, lakes, mountain, vegetation, cultivation, important places,
infrastructures, etc. It is usually made in paper or cloth. Maps
represent physical and political features of a country.

Ankur: What are the differences between the Physical and the
Political maps?

Teacher: There are no differences in the way they are made.
The differences are in their depiction. Physical maps show the
physical features like mountain, hill, water, river, lake, landforms,
vegetation, etc. Political map shows the boundary, administrative
divisions, man-made infrastructures and objects such as roads,
towns, cities, railways, airports etc.

Kopila: What are the uses of a map?

Teacher: A map is an important means of information. We can get
a lot of information from a map. By looking at the map, we come
to know the shape, size, features, and important facts of an area of
land. There is a saying, “Picture speaks louder than words.”

Akriti: What is a globe, sir?

Teacher: A Globe is a small model
of the earth. It is round in shape. It
shows the shape of the earth. Like
in the real earth, landmass and
water are shown in the globe. As it
is round like the earth, we cannot
see the whole part of a globe at a
time.

We all know that the earth moves
around from west to east. It is
called the motion of the earth.
This motion causes the day and the
night. We can prove this by moving

Social Studies & Creative Arts Book Five 113

the globe slowly from the left to right. This is how our earth moves
around.

Bigyan: How are the landmass and water mass shown in the globe
and map, sir?

Teacher: Different colours are used to indicate land and water
in the map and globe. For example: blue colour indicates water,
green colour indicates the plain land and yellow colour indicates
the hills. Similarly, brown colour indicates high mountains.

Biswambar: Can you tell us about the landmass and water mass,
please?

Teacher: There is about two-third of water and one-third of land in
the earth. The landmasses are divided into continents and the water
mass is divided into oceans. There are altogether 7 continents and
five oceans. Continents are big landmasses. The continents are:
Asia, Europe, North America, South America, Australia, Africa and
Antarctica.

There are many countries in a continent. Nepal lies in Asia. Asia
is the biggest and Australia is the smallest continent in the world.

Parakram: What are the names of the oceans, sir?

Teacher: The big water mass is called ocean. The 5 oceans are:
Atlantic Ocean, Pacific Ocean, Indian Ocean, Arctic Ocean and
Antarctic Ocean. Atlantic Ocean is located in the west of Africa and
Europe. Indian Ocean lies in the south of Asia. Arctic Ocean is in
the north part of the earth and Antarctic Ocean is in the southern
part of the earth.

Pacific Ocean is the biggest ocean. Now, can you show where the
continents and the oceans are in the map and the globe?

Students: Yes, sir.

114 Social Studies & Creative Arts Book Five

Evaluation Activities:

1. Read the lesson carefully and match the following.

Globe city, capital

Map hills, rivers

North America model of the earth

Atlantic high mountain

Green colour flat picture of the earth

Brown colour plain area

Physical map continent

Political map ocean

2. Write ‘T’ for true and ‘F’ for false statement.

a. A map is used to show different places of the earth.
b. A globe is a flat picture of the earth.
c. A globe is used to show the shape of the earth.
d. A map can be physical or political.

3. Answer the following questions:

a. What is a globe?
b. What is a map?
c. Differentiate between a map and a globe.
d. Write the uses of map.
e. Write the uses of globe.

4. Draw a map of your village/town and show the river, temple, road,
school, health post in it.

5. Draw an outline map of Nepal and show Kathmandu, Bharatpur,
Nepalgunj and Lumbini.

6. Draw an outline map of Nepal and show 7 province.

Social Studies & Creative Arts Book Five 115

Lesson Our Neighbouring Countries

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

to tell about Afghanistan, Bangladesh, Bhutan, Maldives, Pakistan, and Srilanka.
to tell about the geographical, social and economic conditions of these countries.

Nepal lies in South Asia. There are 8 countries in South Asia. You
have already learnt about India in class 3. We will study about the
other countries in South Asia in this chapter.
Afghanistan:
Location & Physical Features: Afghanistan is located to the north-
west of Nepal in South Asia. It is a mountainous country. It has

Note to the teacher: Students should be shown the location, shape and size of the countries in
map and globe. Ask students what they have heard of these countries.

116 Social Studies & Creative Arts Book Five

very rugged landforms. It is land locked country like Nepal. It is
bordered by Iran and Pakistan from the south, by Pakistan and
China from the east, by Tajikistan, Uzbekistan and Turkmenistan
from the north and by Iran from the west.

It is warm in the southern part and cold in the northern part. It
rains very little in Afghanistan.

Socio-economic Condition: Afghanistan is an Islamic country.
Majority of the people in Afghanistan are Islam. There are different
ethnic tribes Pharasi, Pastu, Ujbeki, Dari, etc. They have their own
language and culture. There has been political instability and
internal conflict for a long time. Many people are refugees in the
neighbouring countries.

It is an agricultural country. Agriculture and trade are the main
occupations. There are a lot of different minerals found. The main
crops produced in Afghanistan are maize, wheat, oat, barley, potato

Social Studies & Creative Arts Book Five 117

etc. It is famous for silk. Afghanistan's economy largely depends on
drug trade. It is one of the largest opium producing countries. Its
capital is Kabul. Its currency is called Afghani.

Bangladesh:

Location & Physical
Features: Bangladesh
is located to the
south –east of Nepal
in South Asia. It is
bordered by India
from the east, north
and west. There is
Myanmar and Bay of
Bengal in the south.
Most of its parts are
lowland and plain.
There are low hills
in the south-eastern
parts.

It is very warm in the
southern part and
cold in the northern
part. It rains very
heavily in Bangladesh. It has tropical monsoon climate. Winter is
generally cold and dry. Hurricanes and flooding are main problems
of Bangladesh. Ganga, Brahmaputra, Padma, Meghna are the major
rivers here.

Socio-economic Condition: Bangladesh is an Islamic country.
Majority of the people are Islam. Bengali is the national language
here.

It is an agricultural country. Agriculture and trade are the main
occupations. Rice, wheat, jute, rubber, tobacco, tea, sugarcane,
coconut, etc. are the main products. Fishing is an important
business.

118 Social Studies & Creative Arts Book Five

Bangladesh exports garments, leather, jute, natural gas, etc. Its
currency is called ‘Taka’. Dhaka is the capital of Bangaladesh.

Bhutan:

Location and Physical Feature: Bhutan is a small landlocked country
located to the east of Nepal in South Asia. It is bordered by China
and India. China borders from the north and India from east, south
and west. It is separated with Nepal by the Indian state, Sikkim.

It is a mountainous country like Nepal. There are high mountains,
hills and valleys and plain land just like in Nepal. It has monsoon
climate. It is cold in the northern part, moderate in the central part
and warm in the southern part.

Socio-economic Condition: Bhutan is a Buddhist country. Majority
of the people are Buddhists. Jonkha and Nepali are the main
languages. There is a large number of people of Nepali origin in
the southern Bhutan. It has its own cultures and traditions. Men
wear bakkhu and docha and women wear the dress called kira.

Bhutan is an agricultural country. Its main crops are paddy, maize,
wheat, barley, buckwheat, etc. Its economy is largely dependent
on agriculture, animal husbandry, tourism and hydro-power. Its
currency is called ngultrum. Thimpu is its capital.

Social Studies & Creative Arts Book Five 119

The Maldives:

Location & Physical Feature: The Maldives is located in the Indian
Ocean. It is a country of a
group of islands. It is a low
land. There are no hills and
mountains.

It is the smallest country in
South Asia. It has only 298
square km area. There are
around 1190 small islands.
People live in only about
200 of them. It is closer
to the Equator. Hence, it
is very hot there. It rains
throughout the year.

Socio-economic Condition:
The Maldives is a Muslim
country. Sunni Muslims
are in the majority. Id is
their main festival. They
eat mainly rice and fish.
Tourism, agriculture and
fishing are the main occupations.

It exports coconut oil, rubber and cotton. Literacy is very high,
about 98%. Its currency is called Maldivian Rufiyaa. Male is its
capital.

Pakistan:

Location & Physical Feature: Pakistan lies to the west of Nepal.
There is India between Nepal and Pakistan. It is surrounded by
India from the east, by China and Afghanistan from the north, by
Iran from the west and by the Arabian Sea from the south. Pakistan
is the second biggest country in South Asia.

There are different types of landforms. There is the Himalayan

120 Social Studies & Creative Arts Book Five

range in the north-
west frontiers.

The second highest
mountain in the
world, K2 is in
Pakistan. There
is the plateau of
Baluchistan in
south-west region.
South-eastern
region is plain and
fertile.

There flows

the Indus river.

Pakistan has

extreme type of

climate. It is very

hot in summer and

cold in winter. It gets both monsoon and winter rain.

Socio-economic Condition: Pakistan is a Muslim country. Majority of
people follow Islam. Id and Bakar-Id are the main festivals. There
are a few people following Hinduism, Buddhism and Christianity.
People eat rice, dal, chapatti, etc. men wear kamij & salwar. Women
wear sari, kurtha and salwar. Karachi, Rawalpindi, Lahore and
Hyderabad are the main cities.

Main occupations are agriculture, fishing and trading. Paddy, wheat,
maize, sugarcane, tobacco, cotton etc are the main agricultural
products. It is also rich in minerals. Cement, fertilizer, textile,
leather, cotton, etc. are main industrial products. Its currency is
called Rupee. Islamabad is its capital.

Sri lanka:

Location & Physical Feature: Sri Lanka is in south Asia. It is an island
country. It is to the south of Nepal. There is India between Nepal

Social Studies & Creative Arts Book Five 121

and Sri Lanka. The Indian Ocean surrounds it from all around. Its
shape is like that of pearl. It is also called a pearl island.

It is smaller than Nepal. It has some plain coastal region. The
northern part is rocky and the central part is hilly. It is close to
equator. It is hot throughout the year. It rains heavily throughout
the year.

Socio - economic Condition: Majority of people in Sri Lanka follow

Buddhism. There are

people practising

Hinduism, Christianity

and Islam as well.

People of Sri Lanka are

generally very simple.

They are rich in culture

and tradition. They are

fond of eating rice and

fish.

Sinhala, Tamil and

English are the main

languages. Industry,

business, tourism,

agriculture, fishing and

services are the main

sources of income.

More than 95% people
are literate. The main
agricultural products
are rubber, coconut,
rice, tea, etc. The
currency of Sri Lanka is
called Rupee. Colombo
is its capital.

122 Social Studies & Creative Arts Book Five

Evaluation Activities:

1. Read the lesson carefully and complete the following chart.

Country Capital Currency Language

Afghanistan
Sri lanka
Bagladesh

2. Match the following and write the correct answer in the space provided.

Flooding ……………………… Sri-lanka

K2 ……………………… India

Pearl Like Shape ……………………… The Maldives

Largest South Asian Country ……………………… Pakistan

Group of Islands ……………………… Bangladesh

3. Read the lesson and complete the following sentences.

a. We live in South …………………………… .
b. The countries in South Asia are ………………………………… .
c. The Muslim countries in south Asia are ……………………… .
d. The country having the highest literacy rate in South Asia is

……………………… .
e. The country where the people wear docha and kira is …….

4. Answer the following questions:

a. Why is it hot in Sri lanka throughout the year?
b. Where is the Maldives located?
c. What are the economic activities of the Pakistani people?
d. Which are the main rivers of Bangladesh?
e. How is the climate in Bhutan?
f. Which are the bordering countries of Afghanistan?

5. As you know there are 8 countries in South Asia. Draw an outline
map of South Asia and show the location of these countries.

Social Studies & Creative Arts Book Five 123

Unit -6

Our Past

Lesson 1 In and Around Us
Lesson 2 Ancient Nepal
Lesson 3 Our National Heroes and

Builders
Lesson 4 Our Head of State and Head

of Government

Lesson In and Around Us

1 Objectives : At the end of this lesson, the students will be able to:
identify important personalities in their community,
find and to know historically important things in their community.

Teacher: To-day, we are going to learn about important personalities
and historical things of our community.

Radha: Ma’m, who are called important personalities?

Teacher: Important personalities
are those people who have
contributed to the social and
economic development of their
community. They can be called
Social Workers too. Some of them
have contributed by establishing
schools, and some by abolishing
bad customs and some by carrying
out developmental works, etc.

Ratna: Are there such people in our community also?

Teacher: Of course. There are many such people. Some of them
may be well known and some may not be so well known to us.
It’s our duty to find out and know about them. They deserve due
respect from us. We should not forget them.

This school for example was established by late Sukhbir Dewan.
He was born in a medium class family. There was no school in
this village 25 years ago. He himself had to struggle hard to get
education. After obtaining his bachelor’s degree in education, he
started teaching. He spent his whole life in teaching. After his
retirement, he thought to do something for his village. And this is
what he did.

Note to the teacher: Teacher should make the lesson more interesting asking students if there
are or they have seen or heard of any important personalities and things in and around their
community. You can also take them to visit such places.

Social Studies & Creative Arts Book Five 125

Many people in and around this village have got education from
this school. If he hadn’t established this school, many people of
this place would not have got opportunity to study.

Sankalpa: Now, we understand why there is his photo in the school
office and library. Our school library is also named after his name,
isn’t it?

Teacher: You are right. Now, let’s talk about another important
person of our community. You all must have seen the statue at
Milan Chowk. That is late Ubaraj’s statue. He was a smart boy.
He played an important role during the People’s Movement-II. He
made people in our village aware of the situation and mobilized
them against the system. Unfortunately, he was killed during the
movement at an early age of 25. He is a martyr from our village.

Similarly, if you go around the village, you find pati, pauwa,
chautara, sanghu, dhunge dhara, etc. with some stone inscriptions.
These are things of historical importance. They are part of our
history.

Pragya: What is history, ma’m? Social Studies & Creative Arts Book Five

126

Stone Inscriptions Old Coins and Currencies Copper
(shilalekh) Inscriptions
(tamrapatra)
Teacher: History is a subject of study. It tells us about the past

events. The past events or things that we didn’t see can be known

from history. History is generally in written form, but there are

some in unwritten forms also.

We can know about past from the various things or objects of
those times. Such things are called historical things. Inscriptions,
old coins, fossils, old documents, chronicles, old pictures, etc.
are some of such things. There are some of these things in our
community also. We may even have some in our own home. They
are the sources of history. We should recognize such historical
things and preserve them.

Gygyasa: What’s meant by source of history?

Teacher: Sources of history means the things or objects which tell
us about past things, events and happenings. They can be: stone
inscriptions (shilalekh), copper inscriptions (tamrapatra), old
documents, old coins and currencies, old utensils, statues, pictures
and paintings, stories, etc.

Utsuk: How do they tell us? Please explain to us.

Teacher: There are descriptions of events written in inscriptions.
Old documents have the accounts of important happenings and
activities. Pictures and coins have images, names and dates of
rulers and other things.

Old utensils tell us about the social, economic and cultural status
of that time. Statues reflect the art and cultural aspect of the time.
Stories are also sources of history since they are based on events,
beliefs and practices. This much is for to-day. Thank you.

Social Studies & Creative Arts Book Five 127

Evaluation Activities:

1. List out the names of important personalities and things in and around
your community. You may take your parental or elder’s help.

2. Observe the following things. Write what they are under them.

3. Match the followings:

Historical Things Preservation Methods

(a) Statues and stone inscriptions should not spend

(b) Old documents keep in safe place

(c) Old utensils do not break or make dirty

(d) Old coins and currency keep safely and in dry place

4. Answer the following questions:

(a) Write a paragraph about the old documents?
(b) What is history and why is it important for us?
(c) What are the sources of history?
(d) What are historical things called?
(e) Who are called important personalities?
(f) Who is late Sukhbir Dewan?

It is our duity to know about important personalities and places in and around us.

128 Social Studies & Creative Arts Book Five

Lesson Ancient Nepal

2 Objectives : At the end of this lesson, the students will be able to:
learn about the ruling dynasties of ancient Nepal, and
know the social and economic activities of ancient Nepal.

It is said that the Kathmandu Valley was a big lake many years ago.
Gradually, the water from the lake drained out as the Bagamati
river. As a result, the Kathmandu Valley came into existence as a
fertile land for cultivation and settlement. People started to live
here. In earlier times, only this valley used to be called ‘Nepal’. You
already know how our country got its name ‘Nepal’, don’t you?

Rule of Gopal Dynasty:

It is said that the Gopals, (Gwala) cows herders were the first rulers
of Nepal. As the valley was very fertile and had a lot of grasses,
it was very suitable for rearing cows. The Gopals from Mathura,

Note to the teacher: You can make the lesson interesting by telling stories about how the valley
was created and our country got its name as ‘Nepal’. They should be told that the valley was only
called Nepal in earlier times.

Social Studies & Creative Arts Book Five 129

India came to settle here with their cows. Their main occupation
was to rear cows.

They were also known as ‘Neap’ or ‘Nep’. Some people believe
that our country was named ‘Nepal’ after them. The first king of
that dynasty was Bhumi (Bhuktman) Gupta. This dynasty ruled
for more than 500
years. The last king
from that dynasty
was Yaksha Gupta.

Mahishpal Dynasty:

After the Gopal

dynasty, the

Mahishpal, (buffalos

herders) Dynasty

ruled Nepal. They
are also called Ahir
or Abhir. They used to rear buffalos.

It is said that the last ruler of the Gopal dynasty didn’t have a child.
Hence, after him, one of his relatives, Jayasingh of Mahishpal
dynasty became the king.

They ruled for about 150 years. They involved in agricultural
activities along with cattle rearing.

The last king of that dynasty was Bhuwan Singh.

Kirat Dynasty:

After the Mahishpals,
the Kirats ruled Nepal.
The first Kirat King was
Yalambar and the last
one was Gasti. The Kirat
dynasty is one of the
longest ruling dynasties
of Nepal. It is believed

130 Social Studies & Creative Arts Book Five

that 32 Kirat kings ruled in Nepal. They ruled for about 1200 years.

Kirats were hunters in the beginning. Later they started agricultural
activities. They had their capital in to-day’s Gokarna. There is
Kirateswor Mahadev at Pashupatinath.

Rais, Limbus, Sunuwar and Yakhas call themselves the decendents of
Kirats. Patan is still called ‘Yal’, because it was a part of Yalambar’s
kingdom.

Lichchhavi Dynasty:

Next to Kirats,
Lichchhavi Dynasty
ruled Nepal. They came
to Nepal from Baisali,
North India. Jaydev
First (Pratham) was
the first ruler. Mandev,
Amshuvarma, Shivdev,
and Narendradev were
some of the kings of
that dynasty.

They were rich in art

and culture. They

were successful in

maintaining good

relation with Tibet,

China and India. They

had developed trade

relations with these

countries.

The Lichchhavi Period is called the ‘Golden Period’ in the history
of Nepal.

Social Studies & Creative Arts Book Five 131

Evaluation Activities:

1. Read the lesson carefully. Write ‘T’ for true and ‘F’ for false for the
statement in the given boxes.

a. Kathmandu valley was a big lake in the beginning.
b. Gradually, the water from the lake drained out as the river

Bagmati.
c. The first ruler was from Lichchhavi Dynasty.
d. The Kirat dynasty is the longest ruling dynasty of Nepal.
e. Lichchhavi Dynasty’s rule is also known as the ‘Golden Period

of Nepal’.

2. Complete these sentence:

(a) The first king of Kirat Dynasty was …………………………… .
(b) The last king of Gopal Dynasty was …………………………… .
(c) Gopal means …………………………… .
(d) Mahishpal means …………………………… .

3. Match the followings:

Gopal Gasti

Mashishpal Narendradev

Kirat Bhumi Gupta

Lichchhavi Olden Period

Cowherd Kirat Capital

Gokarna Matura, India

4. Answer the following questions:

(a) What was Kathmandu Valley in the beginning?
(b) Who were the Gopals?
(c) Who were the Lichchhavis?
(d) Who are the Kirats?
(e) Why is the Lichchhavi Period called the ‘Golden Period’?

4. Project Works: Think Kathamndu Valley is full of water as a lake. There
are green hills around it. Draw a picture and show to your class.

132 Social Studies & Creative Arts Book Five

Lesson Our National Heroes and Builders

3 Objectives : At the end of this lesson, the students will be able to:
recognize our national heroes and builders, and
learn their contributions.

Nepal is the birth place of many great personalities. Many famous
people are born here. They are not only famous in our country, but
also all over the world. They have made important contributions to
the well being, development and progress of this country. They are
our National Heroes and Builders. They are our pride and property.
Our country has declared them as our ‘National Luminary’. It is our
duty to recognize them and to appreciate their contributions.

King Janak: King Janak

King Janak was a famous learned king. He
used to rule Mithila of present day Janakpur.
His palace had many learned people. He used
to regard them highly. He himself was a great
scholar. Art, literature and civilization flourished
greatly during his rule.

Sita:

She is described as the daughter of the earth
goddess, and the adopted daughter of King Janak
and Queen Suneyna. She is also known as Janaki.
She is considered an example of an ideal woman.
She is known for her dedication, self sacrifice,
courage and purity. She is the consort of the
Hindu god Ram. The famous epic, Ramayan is
the story of Ram and Sita.

Buddha: (563 B.C. - 483 B.C.) Sita

Gautam Buddha was born in Lumbini. He was

the son of King Sudhodhan. He was a kind and peace loving person

Note to the teacher: You should show the pictures of the National Heroes. They can have
discussion on their contributions.

Social Studies & Creative Arts Book Five 133

from his early age. He was not very happy
with the sufferings of human beings. He
wanted to know the causes and remedies
of such sufferings.

He left his palace at the age of 29 in search
of knowledge and truth. He meditated for
a long time, and finally got enlightenment
and became Buddha.

He preached his knowledge throughout Buddha
his life. There are millions of people
following his teachings. He is also known
as the ‘Light of Asia’.

Amshuvarma:

He was one of the famous kings of
Lichchhavi period. He was learned,
bold and far-sighted. He was also
a lover of art, architecture and
literature. He was a brave king,
fought many battles and extended
the territory of the country.

He married one of his daughters,
Bhrikuti to Tibetan king Tsromg-

tsong Gompo and his sister, Bhoga
Devi to an Indian king, Sursen.
He established good relation with

neighbouring countries. Amshuvarma

His book, ‘Sabda Vidya’ was widely
read in those days. Nepali art, culture and Buddhism spread over

Tibet, China and Japan during his rule.

He also introducted the Sambatvali system. Economically, Nepal
was much developed during his time. His ruling period is known
as the golden period in the history of Nepal.

134 Social Studies & Creative Arts Book Five

Araniko: (1245-1306 A.D.)

He was a famous architect of the 13th century.
He is also known as Balabahu. He built many
pagoda style temples and chaityas. He led
a team of about 80 architects to China on
the demand of the Chinese Emperor, Kublai
Khan, the founder of Yuan Dynasty.

He was only 17 at that time. He built many

pagoda style temples, chaityas, stupas and

buildings in China. He contributed a lot in

Araniko making the Chinese art and architecture rich.
The Chinese government honoured him with

the title of ‘Minghoi’(Great Talent). His works helped to maintain

good relation between Nepal and China.

Amarsingh Thapa: (1808-1873 B.S.) Amarsing Thapa

He was a great warrior. He was born in
Gorkha. He joined the army of Gorkha
at the age of 17. He played an important
role in the unification of Nepal. Many of
the small states were unified under his
strong leadership. He conquered Baise and
Chaubise states and extended the territory
of Nepal. He was in-charge of Nepali forces
during Anglo-Nepal War, 1814-1816 AD.
He fought against the enemy gallantly. He
was given the title of Bada Kaji.He is also
known as ‘The Living Lion of Nepal’.

Balabhadra Kunwar:

He was one of the great warriors during Anglo-Nepal War. He was
in-charge of Nepali force in Nalapani, now in India. He had only
600 troops including women and children.

There were about 3500 British troops attacking his position. They
attacked fiercely with modern weapons. But he didn’t give up.

Social Studies & Creative Arts Book Five 135

Finally, the only source of water to his position,
Nalapani Fort, was cut off.

The enemies wanted him to surrender. But,
he was prepared to die than surrender. When
there was no water to drink, and only some
70 of his troops surviving, he led them out of
the fort with Khukuri in their hands without
fearing death.

Balabhadra Kunwar The British had never expected that to happen.
They were shocked and amazed by his valour and courage. They
were highly impressed with his bravery.
In his honour, they erected a stone pillar
with an inscription - "This is inscribed as a
tribute and respect for our gallant adversary
Bulbudder, Commander of the fort and his
brave Gurkhas".

Bhimsen Thapa: (1775-1839 A.D.) Bhimsen Thapa

He was the first Prime Minister of Nepal. He
was a great warrior, true patriot, reformer
and able administrator. He made many
social, economic, and military reforms. He
was against the British imperialism. He was
for Asian unity against the western countries

encroachment.

Bhanubhakta Bhanubhakta Acharya:(1871 BS – 1925 BS)
Acharya
He is a pioneer (Adhi Kavi) poet of Nepali
136 literature. Before his time, Nepali literature
was not much developed. He made a great
contribution in making the Nepali literature
developed. He helped the country to be unified
through language. He translated Ramayan
into Nepali from Sanskrit. He wrote many
poems like Ram Gita,Badhu Siksha, Bhakta
Mala etc.

Social Studies & Creative Arts Book Five

Motiram Bhatta:(1923 BS -1953 BS)

He is also known as Yuva Kavi as he died at an
early age of 30. He introduced Bhanubhakta
and his work to the Nepalese society. He
collected Bhanubhakta’s works and published
them. He wrote Bhanubhakta’s biography
also. He wrote many essays, plays, gajals and
stories.

Shankhadhar Sakhwa:

Motiram Bhatta He was the founder of

Nepal Sambat. It’s said that

he freed the people of Kathmandu from debts

during the rule of King Raghav Dev and started

Nepal Sambat to commemorate that event. He

was included in the list of National Heroes in

1999 AD. Shankhadhar
Sakhwa
Pasang Lhamu Sherpa:
(2018 BS – 2050 BS)

She is the first Nepalese woman to climb Mt

Sagarmatha. She did it on 10 Baisakh 2050

BS. She died while returning back from

the summit. Her adventurous feat really

encourages the Nepali women. She proved

that the Nepalese women are no less than

anybody. She is the idol of the bravery for

Pasang Lhamu Sherpa Nepali women.

Ram Shah: (1643 Bs – 1693 BS) Ram Shah

He was one of the great rulers of Gorkha. 137
He was very famous for his justice. He made
many rules. He introduced standard system
of measurements like mana, pathi, dhak,
taraju etc. “Nyaya Napae Gorkha Janu” was
the saying during his reign. This shows how
popular his rule was.

Social Studies & Creative Arts Book Five

Prithivinarayan Shah: (1779 Bs -1831 BS)

He was the king of Gorkha. During his time,
Nepal was divided into many small states. He
unified Nepal by conquering Baise and Chaubise
Rajyas.

He was a warrior and a statesman. He was Prithivinarayan Shah
against the British. He saved our country from
the British. He is called the founder of Modern
Nepal.

Tribhuwan (1963 BS – 2011 BS)

He played a very active role to end the Rana
rule in Nepal. He risked his life and throne and
fled to Delhi, India to support the ‘Anti- Rana
Movement’.

Tribhuwan He returned to Nepal on 7 Falgun 2007 BS. It was
the day on which democracy was established in
Nepal.

Phalgunanda Lingden: (1885-1949 A.D.)

He was a great socio- cultural reformer in
the Limbu Community. He is also known as
Mahaguru among the Limbus.

He was against evil practices prevailing in Phalgunanda
the Limbu community. He spread awareness
among his community members and reformed
many social practices. He stressed upon non-
violence and education among his people.

138 Social Studies & Creative Arts Book Five

Evaluation Activities:

1. List out the names of our National Heroes.

2. Match the followings: Light of Asia
Living Lion of Nepal
(a) Araniko Balabahu
(b) Buddha Mahaguru
(c) Amarsingh Thapa Yuwakavi
(d) Motiram Bhatta Adhikavi
(e) Bhanubhakta
(f) Falgunanda

3. Answer the following questions:

a. Who was Phalgunand? What did he do?

b. What lesson do the Nepalese women learn from Pasang
Lhamu Sherpa?

c. How did Balabhadra fight against his enemies?

d. Why is Prithivinarayan Shah called the founder of modern
Nepal?

e. Why is Bhanubhakta called Adhikavi?

f. Why is Motiram Bhatta called Yuva Kabi?

g. Why is the rule of Amshuvarma called "the golden period"
in the history of Nepal?

h. Why is Amarsingh Thapa also called "The living Lion of
Nepal"?

i. What do you think, "Nyaya Napaye Gorkha Janu" means?

4. Project work:

a. Draw pictures of our National Heroes. Write down their
contributions in points and display in your class room.

Social Studies & Creative Arts Book Five 139

Lesson Our Head of State and Head of
Government
4
Objectives : At the end of this lesson, the students will be able to:
know the Head of State and Head of Government of our country.

Head of State: The President

Nepal was a kingdom until 2063 BS. The

Interim Constitution of Nepal 2063 declared

Nepal as a Federal Democratic Republic.

Nepal got a new constitution on 3rd Ashwin

2072. According to this constitution, there is

a President instead of a king. President is the

Head of State. The President has certain duties

and responsibilities as the Head of State. First president

The president’s duties are ceremonial in Dr. Ram Baran Yadav

nature. The president carries out his functions

on the recommendation of the Council of Ministers.

The main function of the President is to safeguard the constitution.
The President is like our guardian.

The first President of our country is Dr Ram Baran Yadav. After him,
Biddhya Devi Bhandari has been elected as our president.

Duties and Responsibilities of the President:
To safeguard the constitution,
To administer the oath of office to the Prime Minister,
To accept the resignation of the Prime Minister,
To administer the oath of office to the Chief Justice,
To proclaim the state of emergency,
To appoint the Head of Constitutional Bodies,
To appoint the Chief of the Army Staff (COAS) and

Note to the teacher: You should explain to students the difference between the terms the Head of
State and the Head of Government. You ask them the names of our Head of State(President) and
the Head of Government(Prime Minister).

140 Social Studies & Creative Arts Book Five

To represent the country as the Head of State.

Head of Government: The Prime Minister

According to the Constitution of Nepal, there is
a Council of Ministers. It is headed by the Prime
Minister. The Prime Minister is elected by the
house of representatives.

The Council of ministers is the

executive body. It exercises all B.P. Koirala
executive powers of the country.

It administers the country according to the

constitution. It is responsible to the parliament

and the people.

The Prime Minister is the Head of Government. He
Bhimsen Thapa exercises all the executive powers.

The first Prime Minister of Nepal is Bhimsen Thapa and Biswesor
Prasad Koirala is the first democratically elected Prime Minister of
Nepal. The present prime minister of Nepal is Khadga Prasad Oli
(K.P. Oli).

Functions of the Prime Minister:

To head the Council of Ministers,
To chair the meeting of the Council of Ministers,
To keep the President informed of the activities of the

government,
To direct, co-ordinate, supervise, evaluate the ministerial

activities,
To chair the meeting of the National Planning Commission,
To recommend the President to call and end the session of

the parliament, and
To represent the country as the Head of Government in

international forums.

Social Studies & Creative Arts Book Five 141

Evaluation Activities:

1. Read the lesson carefully and write ‘T’ for true and ‘F’ for false
statements below.

a. The Prime Minister is the head of the government.

b. President exercises all executive powers of the country.

c. President works on the recommendation of the council of
ministers.

d. President chairs the meeting of the council of ministers.

2. Match the following. (i) Prime Minister
(ii) Chair person of national
a. Head of State
b. Head of Government planning commission
(iii) President
(iv) President
c. Executive Power (v) Council of Ministers
d. Ceremonial Duties
e. Prime Minister

3. Complete the following sentences with correct words:

a. The president works on the recommendation of the …..... .
b. The Prime minister is elected by the …………………………….
c. The President accepts the resignation of the ……………… .
d. The Prime minister chairs the meeting of the ………………. .

4. Answer the following questions:

a. When was the Constitution of Nepal promulgated?
b. What was Nepal before 2063 BS?
c. Who is our first President?
d. Who is the Present Prime Minister of Nepal?
e. What do you understand by a republic?

f. Who elects our prime minister?

4. Write any 5 functions of the Prime minister.

5. Write any 5 duties of the President. Social Studies & Creative Arts Book Five
142

Unit -7

Our Economic
Activities

Lesson 1 Respect to Work
Lesson 2 Care of School Properties
Lesson 3 Use of Local Goods
Lesson 4 Our Economic Activities

Lesson Respect to Work

1 Objectives : At the end of this lesson, the students will be able to:
appreciate the works of the people in their district, and
lend help in their works as much as they can.

Kinley lives in Dolpa district
of Karnali Zone. It lies in the
Mountain Region. It is one of
the most remote districts of
Nepal. It is the largest district
of Nepal. River Bheri flows
through this district. It is not
yet connected by road. There is
an airfield at Juphal.

It borders Tibet (China) on
the north and northeast,
Jumla and Mugu districts
of Karnali on the west, Myagdi,
Jajarkot and Rukum on the

south and Mustang on the east.

Shey Phoksundo National Park
and the deepest lake in Nepal,
the Phoksundo Lake both lie in
this district. The park protects
endangered animals like snow
leopard, musk deer and the
Tibetan wolf. Shey Phoksundo
is the largest and the only trans-Himalayan National Park in Nepal.

It is also one of the two districts that lie beyond the Himalaya or
the Trans-Himalaya, Mustang being the other.

Note to the teacher: Ask the students about various occupations they know. You can invite people
of different professions and have interaction with them in the class.

144 Social Studies & Creative Arts Book Five

Kanjiroba, Mukot and Putha Hiunchuli are some renowned peaks
in this district.

There are snowy peaks, ancient and remote villages, rich wildlife,
lovely Buddhist monasteries and wonderful lakes. The people of
this area are simple and warm-hearted with unique culture and
traditions. The culture and traditions of this area are linked with
the Tibetan culture.

There live different ethnic groups of people. Agriculture, tourism,
animal husbandry such as horticulture, sheep and yak rearing, and
tourism are the main means of livelihood. It does not grow much
crops here. The farmers grow mainly potato, maize, wheat, barley,
oat, buckwheat, vegetables and apples.

Sheep and yaks are kept for milk, wool, meat and as a means of
transport. Yaks and sheep are the
beast of burden. They are used to
carry loads such as salt and other
goods from one place to another.

Local people produce carpet, 145
dari, radi and pakhi from sheep
wool. Basket, namlo, small basket,
wooder bottle, docha, socks, etc.

Social Studies & Creative Arts Book Five

are locally prepared. The products of the villages are taken to
the district headquarters, Dunai and to nearby towns to sell them
there. Some people are engaged in carpentry and mason work.
Agricultural tools like garden rake, spade, sickle, khukuri etc are
produced by blacksmiths. Cobblers make shoes and the tailors
clothes.

Dolpa is very rich in medicinal herbs such as Yarsagumba,
Panchaule, Guchi Chyau, Silajit, etc. During the harvesting time of
Yarsagumba, a large number of people of all ages and sexes swamp
over the mountains to collect this valuable medicinal herb. It is
one of the main sources of income for the people of this district.

The topographical setting
of Dolpa attracts a lot of
tourists. Many domestic
and foreign tourists go to
Dolpa to see the beautiful
landscape, lakes and
Buddhist monasteries and
cultures. Many people
are engaged in tourism,
trekking and trading.
People carry out trade
with Tibet.

People of different places
are engaged in different
occupations. No work
is bigger or smaller as
there is a saying, "Work is
worship." God helps those
who are hard working. We
should respect all works.
We should also help them
as far as possible.

146 Social Studies & Creative Arts Book Five

Evaluation Activities:

1. Make a list of important places of your district and write the main
occupations of the people in these places.

2. Draw an outline map of your district and show the main economic
activities.

3. Explain in a paragraph that all works are equally important and
we should respect all the people engaged in any work.

4. (a) What are the major crops of Dolpa district?
(b) What things are locally produced there?
(c) Write the social-cultural life of Dolpa.

5. Answer the following questions:

a. What are the major economic activities of Dolpa?
b. Why do the people keep animals in this district?
c. Which animals are the beast of burden in Dolpa?
d. What are the centres of attraction in Dolpa?
e. Why is Dolpa different from many other districts?

6. Read the lesson carefully and complete the following sentences.

a. The …………………… lake of Nepal is in …………………… .
b. Dolpa district is the …………………… of Nepal.
c. ……………… is the largest and only …………………… in Nepal.
d. The people of Dolpa are ………………………………………… .
e. Dolpa is rich in ………………………………………… .
f. All works are equally …………………………… .

Social Studies & Creative Arts Book Five 147

Lesson Care of School Properties

2 Objectives : At the end of this lesson, the students will be able to:
take care of the school properties and to make their best uses.

School is our second home. We go to school to learn how to read
and write. We get knowledge about right and wrong things, moral
and civic education in school. Our home is the first school. It is
also called a pre-primary school. We born and grow up there. We
learn to walk, speak and do certain things in our home.

There are many things in our
home. We have clothes, pot, plates,
furniture, TV, radio, telephone and
so many other things. We spend a lot
of money to buy them. We use them
carefully, because these are ours. If
we lose or break them, we will lose
our property. We get deprived of their
uses and we face difficulties in their
absence.

It takes a lot of money to replace them.
Like in our home, there are many important
things in our school.

There are desk, bench, chair, table, white
board, duster, marker pen, dust bin, computer,
sports goods, items of cultural programmes,
map, atlas, globe, lab equipment, overhead
projector, sound box, music system and so
on. They are also our properties.

They are for our use. They are important
things to help our learning and growing. Without these things, our

Note to the teacher: Students should be told to handle school properties as their own. They should
be shown how different goods can be taken care of. They must be encouraged and motivated to
cultivate good habits right from early age.

148 Social Studies & Creative Arts Book Five

education will not be complete, easy and
effective. They play an important part in
our student life.

We need brooms to sweep the floor and to
keep our classroom neat. We need white
board and marker to write important
points. We read books and newspaper in
library to get new ideas and information.
Sports goods are needed to play and get
exercise. We need them for our physical
and mental growth. We should consider them as our own things.

We all should take very good care of these things
as we do with our things at home.

There may be some students having bad habits
of sitting on the desk, writing and scratching on
tables, walls, desks and benches, throwing things
around and damaging goods.

There may be some students misusing
library books, newspapers, lab and computer
equipment, sports and musical instruments.
Such habits are bad and uncivilized. Nobody
likes such people. Such bad habits will ruin
the life of that person one day just like he or she is doing to the
goods. So, if somebody has that type of bad habit, he or she should
change it before it becomes too
late. We have to develop good
habits. Good habits make us
good.

We should inform our teachers 149
if someone is found involved
in such bad activities. It is our
duty to make sure that school
properties are properly handled
and well taken care of.

Social Studies & Creative Arts Book Five

Evaluation Activities:

1. Write ‘R’ for right and ‘W’ for the wrong statements.

a. School is our second home.
b. The goods in school are our property.
c. We should use the things in school carefully.
d. It is a very bad habit misusing of library books, and classroom

items.
e. Bad habit can ruin our life.
f. We should cultivate good habits from early age.

2. Make a list of goods that are both in your home and school.

3. Make a list of goods that are in your school and write how you

take care of them.

Ser No Goods only Ways of taking care of
in school

1. Desk Arranging properly, not writing and scratching.

4. Read the lesson carefully and match the followings.

Pre-primary school Bad and uncivilized

School Our properties

Scratching desks and benches Bad future

School properties Learn to walk and speak

Bad habit Second home

5. Answer the following questions:

a. What do we learn in school?

b. Why are school properties important for us?

c. What are considered bad and uncivilized?

d. How should we handle school properties?

e. What should we do, if we find somebody misusing the school
goods?

150 Social Studies & Creative Arts Book Five