Vedanta Social Studies class 9

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

vedanta's

SOCIAL STUDIES

9Grade

Authors: Youba Raj Dhakal Hritesh Shrestha

Surya Bahadur Gurung

vedanta's

SOCIAL STUDIES

Authors: 9Grade

Surya Bahadur Gurung Youba Raj Dhakal Hritesh Shrestha

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

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

Price: Rs. 540.00





Preface

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

Prominent Features of this book:
It has been written rigorously according to the prescribed curriculum and approved by the Curriculum
Development Centre, Sanothimi, Bhaktapur.
It has been prepared by a team of dynamic, experienced and highly qualified authors who have
extensive knowledge and decades-long experience in teaching, writing textbooks and teacher’s
guides, and facilitating teachers’ training and workshops.
Each unit contains a brief introduction and learning outcomes that enable pupils and teachers to
understand the subject matter of the unit, plan accordingly and delineate learning outcomes.
Each lesson begins with Engage Yourself section. It contains a couple of questions that connect
the subject matter of the lesson with the daily and practical life of the pupils, provides concise
background information of the lesson, and ends with few questions that clearly determine the
learning outcome of the lesson.
The content of the lessons has been written in simple, precise and lucid language so that the
students can study the lessons themselves and grasp the theme of the lessons. They are inclusive
and include the latest and comprehensive data and contemporary issues taken from various
authentic sources.
Almost every lesson has been illustrated with artist-made content-related pictures and attractive
illustrations. They have made the lessons more joyous, meaningful and engaging.
Abundant and a wide variety of Activities, Exercise and Project Work/Community Work are
given at the end of each lesson as per the objectives of the curriculum.
Supplementary Learning Materials have been presented at the end of the book with enough
guidelines and prompts so that pupils also can write on similar topics confidently. Glossary follows
this section that contains the key terms of each unit and their meanings.

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

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

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

Authors

Table of Contents

Unit : One WE AND OUR SOCIETY 9
Lesson 1.1 Development of Society 10
Lesson 1.2 Types of Societies 13
Lesson 1.3 Primary Elements of Society 18
Lesson 1.4 Socialisation 22
Lesson 1.5 Our Identities 26
Lesson 1.4 Our National Pride 30

UNIT: TWO DEVELOPMENT AND ITS INFRASTRUCTURE OF DEVELOPMENT 36
Lesson 2.1 Concept of Development 37
Lesson 2.2 Prerequisites of Development 41
Lesson 2.3 Infrastructure of Development-I 48
Lesson 2.4 Infrastructure of Development-II 55
Lesson 2.5 Traditional Knowledge, Skill and Technology, and Their Use 63

UNIT: THREEOUR TRADITIONS, SOCIAL VALUES AND NORMS 67
Lesson 3.1 Our Traditional Art 68
Lesson 3.2 Nepali Sculpture (Murtikala) 75
Lesson 3.3 Nepali Architecture (Vastukala) 77
Lesson 3.4 Religious Tolerance and Secularism 82
Lesson 3.5 Contribution of Our National Luminaries 87
Lesson 3.6 Empathy and Cooperation 96
Lesson 3.7 Culture of Peace 101

UNIT: FOUR SOCIAL PROBLEMS AND THEIR SOLUTIONS 105

Lesson 4.1 Identification of Social Problems and their Solutions 106

Lesson 4.2 Corruption 111

Lesson 4.3 Prostitution, Addiction and Bullying 117

Lesson 4.4 Contribution of Local and International Organisations in Social Reform 123

Lesson 4.5 Attempts of Social Reform in Nepal 127

Lesson 4.6 Conflict Cycle and Its Remedies 131

UNIT: FIVE CIVIC AWARENESS 134
Lesson 5.1 Introduction to Constitution 135
Lesson 5.2 Constitutional Development in Nepal 138
Lesson 5.3 Constituent Assembly 145
Lesson 5.4 Fundamental Rights 149
Lesson 5.5 Duties of Citizens 157

Lesson 5.6 Right to Information 161
Lesson 5.7 Good Governance 165
Lesson 5.8 Rule of Law 169
Lesson 5.9 Democratic Conducts 173
Lesson 5.10 Civil Society 176
Lesson 5.11 Peace and Order 179
Lesson 5.12 Unity in Diversity 181
Lesson 5.13 Nationality and Matters of National Concern 185

UNIT: SIX OUR EARTH 189
Lesson 6.1 Longitude and Time 190
Lesson 6.2 Physical Features of Nepal 194
Lesson 6.3 Climate of Nepal 200
Lesson 6.4 Physical Diversities and Vegetation in Nepal 203
Lesson 6.5 Geographical Diversities and Lifestyles of Nepal 207
Lesson 6.6 Water Resources and Its Use in Nepal 211
Lesson 6.7 Map Work 215
Lesson 6.8 Knowledge of Distance 221
Lesson 6.9 Asia : Physical Features 224
Lesson 6.10 Asia: Socio-economic Life 228
Lesson 6.11 Europe: Geographical and Natural Environment 235
Lesson 6.12 Europe: Socio-economic Life 239
Lesson 6.13 Australia: Geographical and Natural Environment 245
Lesson 6.14 Australia: Socio-economic Life 248
Lesson 6.15 Asia, Europe, Australia and Nepal 254

UNIT: SEVEN HISTORICAL STUDIES 257
Lesson 7.1 Sources of Nepal's History 258
Lesson 7.2 The History of Shakya Dynasty 263
Lesson 7.3 Prithvi Narayan Shah and Unification Campaign 267
Lesson 7.4 Anglo-Nepal War: Causes and Consequences 275
Lesson 7.5 Role of Nepali Warrior in the Anglo-Nepal War 279
Lesson 7.6 Causes of the Rise and Fall of Rana Rule 284
Lesson 7.7 Effects of Rana Rule 290
Lesson 7.8 Industrial Revolution 293
Lesson 7.9 Genealogy 299
Lesson 7.10 Our Ancestors: Our Guides 303

UNIT: EIGHT ECONOMIC ACTIVITIES 306
Lesson 8.1 Agriculture 307
Lesson 8.2 Modernisation and Commercialisation in Agriculture 310
Lesson 8.3 Industry 314
Lesson 8.4 Medium and Large-Scale Industries 318
Lesson 8.5 Trade 323
Lesson 8.6 Foreign Trade in Nepal 326
Lesson 8.7 Diversification of Trade in Nepal 330
Lesson 8.8 Trade Promotion and Marketing 331
Lesson 8.9 Interrelationship between Agriculture, Industry and Trade 333
Lesson 8.10 Economic Planning in Nepal 335
Lesson 8.11 Contribution of Economic Planning for Employment Promotion
339
and Poverty Alleviation 341
Lesson 8.12 Entrepreneurship 343
Lesson 8.13 Employment Generation and Management 345
Lesson 8.14 Labour

UNIT: NINE OUR INTERNATIONAL RELATIONSHIP AND COOPERATION 347
Lesson 9.1 Donor Countries and Agencies of Nepal 348
Lesson 9.2 Nepal in the United Nations Organisations 356
Lesson 9.3 Nepal's Contribution in International Peacekeeping 359
Lesson 9.4 Diplomatic Missions 362
Lesson 9.5 Current Affairs 365

UNIT

1 WE AND OUR SOCIETY

Learning On the completion of this unit, we will be able to:
Achievements • interpret the concept of society and its features;
• mention the meaning of social development, its forms and elements of a

healthy society;
• express the idea of socialisation and demonstrate it in practice;
• list the socialisation elements and their significance;
• describe the elements of socialisation;
• discuss the importance of socialisation;
• identify, and protect the diversity; and
• explain Nepal's national pride.

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Lesson

1.1 Development of Society

Introduction

Societies are the main subject of study in social sciences. The term 'society' comes
from the Latin word 'socius’. In the Latin language, it means companionship or
friendship. Therefore, society is an organised form of people living together. It refers
to a large number of people who live together in an organised way. They share
common goals, customs, laws, organisations, ways of life, interests, traditions,
institutions, and nationality. Any of these factors make it possible for them to live
together.

1. “Society is a web of social relationship”. – Robert Morrison MacIver (an American
sociologist)

2. “Society is the complex of organised associations and institutions within a society”. –
George Douglas Howard Cole (a British economist)

An individual is a fundamental part of society. Individuals interact with each
other, giving birth to a group. The social groups interact and develop relationships
with each other. The network of such relationship among the individuals leads to
the formation of a society. A definite geographical area is not an essential aspect of
society. There can be more than one community in society. The members of society
have common and diverse interests.

Relationship between Individual and Society

A human being is a social, wise and rational being. She or he needs society to
live, work and enjoy her or his life. Society has become an essential condition for
the beginning and continuation of social life. On the other hand, without people,
there can’t be any society, social relationships and social life at all. Human life and
society, thus, always go together.

Features of a Society

Human societies differ from place to place and from time to time. However, they
still share some common characteristics. They are given below.
(1) Society is dynamic. Change is always present in every society. No society can

ever stay the same for any period of time.

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(2) Society consists of people. Without people, there can’t be any societies, social
relationships and social lives.

(3) Every society is unique because it has its own way of life or culture. Culture
and society always go together.

(4) The members of society always have continuous interaction with each other.
In fact, there is a mutual relationship between the members of society.

(5) There is a feeling of cooperation among the members of society. Such cooperation
leads to social development.

(6) The members of a society depend on one another for various needs and reasons.
(7) The members of societies share some similarities and diversities. They can

have common goals, needs, values, ideas, ways of life, backgrounds, and
interests. However, we can find differences also in society. People with different
sexes, natures, looks, personalities, occupations, abilities, talents, attitudes,
interests, and ways of life live in a society.
(8) Every member secures her or his right in society.

Development of Society

We have already learnt that society is dynamic
in nature, not static. We live in a significantly
different society than that of our ancestors.
Every society has been transforming from
simple to complex and primitive to modern.
Similarly, we can notice more differences or
diversities in terms of ways of life in the present
societies than in the ancient ones. The state of
modern human societies is also different from
traditional ones. In fact, modern societies are
more civilised and developed than ancient ones.
Cooperation in society

Likewise, present societies have become more
complex and dependent on technology in comparison to former ones.

Social development is a universal phenomenon. The population changes,
technologies expand, and social ideologies and values go through several changes
in every society. Each society has been transforming in regard to its processes,
structures and relationship. Most of these changes are progressive. They do not
take place all of a sudden. Several factors, such as the introduction of technology,
awareness, education, wars, conflicts, development of infrastructure, and political
changes, contribute to the development of society. Hence, it is not possible to predict
the rate and route of social development. It can vary from one place to place and
from time to time.

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GLOSSARY : usual and traditional ways of behaving
: different from each other
customs : something that can be observed and studied
diverse
phenomenon

ACTIVITY

(1) What are the characteristics of your society? Prepare a chart reflecting them
and present it in your classroom.

EXERCISE

(1) Write concise answers to the following questions.
(a) What is society? Write in a sentence.
(b) How is modern society different from the ancient one? Explain in a sentence.
(c) What factors lead to the development of society? Make a list.

(2) Answer these questions in brief.
(a) Explain the relationship between an individual and a society.
(b) What are the major characteristics of a society? Mention any four of them.
(c) “Human society is dynamic in nature.” Justify this statement with examples.
(d) How can you say that social development is a universal phenomenon?
Explain in your own words.
(e) Why do you think the pace of societal development differs from place to
place? Clarify in four points.

COMMUNITY WORK

Choose one of the subject areas given below. Take the help of a few senior
citizens of your locality, and make a list of changes that have taken place in
the last twenty years. Present the conclusion in your classroom.

(a) Economic activities (b) Food habits and dressing patterns

(c) Social behaviour (d) Thinking modality

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Lesson

1.2 Types of Societies

Human societies are not uniform. They develop
gradually. Millions of years ago, humans
walked on two legs like us, but they were very
different from us. Early human structure and
anatomy were much different from humans
today. Human beings have gone through
various stages of evolution to come in this
modern stage. The relationship among them
also changed over different phases of time.

Sociologists and anthropologists studying Ancient human lifestyle
the origin and development of human beings
and social structures have classified human
societies into different categories based on various factors. Such aspects include
levels of development, technology, living conditions, culture, language, religion,
and political organisation.

(1) Taylor’s classification:
English anthropologist Sir Edward Burnett Taylor
(1832-1917) has classified society into nomadic
society, barbarian society and civilised society.

Edward Burnett Taylor

(2) Marx’s classification:
German philosopher and sociologist Karl Marx (1818-
1883) has classified human society into hunting and
gathering society, pastoral society, feudal society,
capitalist society, and socialist society.

Karl Marx

(3) Morgan’s classification:
Anthropologist Lewis Henry Morgan (1818-1881)
divided all societies into three groups – savage,
barbarian and civilised.

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Classification of Society and Its Bases

(a) Economic base: capitalist, socialist and mixed
(b) Lingual base: monolingual, bilingual and multilingual
(c) Religious base: Hindu, Buddhist, Muslim, Christian, Kirant, and so on.
(d) Settlement base: rural and urban
(e) Time base: ancient, medieval and modern

Classification of Societies Based on the Means of Survival or the Types
of Technology

(1) Hunting and Gathering Societies

Hunting and gathering societies are the oldest and simplest types of society.
The members live in small primary groups of not more than 40 to 50 members,
mostly related to one another by birth and marriage. They live a nomadic life. There
was no permanent settlement as the people roamed far and wide most of their time
in search of food. They depend on fruits, nuts, vegetables, tubers, fish and wild
animals for their food. They do not have any desire to acquire wealth. Human beings
are only consumers, not producers in such societies. They need to face the dangers
of wild animals, other groups of people and adverse environmental conditions
frequently. There is limited or no division of labour. The males are usually involved
in hunting wild animals using simple stone or wooden tools, and the females are
engaged in gathering edible plants. Until humans began to domesticate plants and
animals about ten thousand years ago, all human societies were hunter-gatherers.
Even today, there are still a handful of isolated groups of people who continue this
lifestyle. They include the San people of Kalahari Desert (South Africa), Bushmen
of South-western Africa, Aranda of the Central Australian Desert, and the people
of Raute and Kusunda tribes in Nepal.

(2) Herding or Pastoral Societies

Some hunting and gathering groups began domesticating herds of animals
about ten to twelve thousands years ago. People started depending on products
obtained through the domestication and breeding of animals. Such societies in
which people tame and rear animals for food and transportation are pastoral
societies. They are also known as animal rearing societies. These societies came
into existence because meat and fruits were not abundant, and many places in
deserts and other regions were not suitable for cultivation. The number of animals
one owned determine her or his wealth during this period. The wealthy people have
more animals, and the poor have few numbers. Animals are the primary source to
meet human needs. In comparison to the hunting and gathering societies, herding
societies are larger and may have hundreds or even thousands of members. Pastoral

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societies still exist today in the modern world, particularly in Africa, Middle East,
Tibet, and the Himalayan Region of Nepal.

(3) Horticultural Societies

People grow fruits and vegetables in horticultural societies. They are the first
type of societies in which people grow their own food, rather than depending on
animals. People clear forest areas by cutting or burning them and making suitable
for farming. Such technology of destroying and burning plants in a forest to prepare
agricultural land and using ashes as fertilisers is called the slash and burn method.
The people of horticultural societies are better settled than the people of pastoral
societies. Therefore, they travel less frequently to look for new fruit-growing areas.
It is found that there are still many horticultural societies in Africa, Asia, South
America and Australia. There are also few societies in Nepal which earn their
livelihoods from horticulture.

(4) Agricultural or Agrarian Societies

People grow different types of crops for food and depend on agricultural
production for living in agricultural or agrarian societies. In fact, the invention
of the plough led to the beginning of the agrarian society. People use animals to
pull the plough. They also combine irrigation techniques with the use of plough
to increase productivity. Agrarian societies first arose in ancient Egypt around
6000 years ago. People in an agricultural society generally lead a more settled
lifestyle than those in hunting and gathering or pastoral societies because they
live permanently near the land that is farmed. Not everyone in an agricultural
society is a farmer. Some people make a living by trading or making and selling
goods such as tools used for farming. Cities begin to appear and grow in these types
of societies. Two distinct social classes exist in such societies. They include those
who own the land (feudal class) and those who work on the land of others (peasant
class). Nepal is also an agricultural country. Two-third of the total population of
our country is involved in agriculture. They grow various kinds of food and cash
crops.

(5) Industrial Societies

People produce various goods and services with the help of machinery in
industries for profit in industrial societies. They emerged from Great Britain in the
18th century.
Advanced technological inventions are used massively in such societies. There is
a large scale division of labour. Social institutions such as family and kinship are
likely to lose their importance. The neighbours often become more important than
distant kins. With the emergence of the two social classes – the rich and the poor,
there is a widening gap between them. As there are rapid means of transportation

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and a wide network of communication, people can exchange their culture with one
another. As a result, there is higher cultural diversity. Throughout North America,
Europe and East Asia, including Japan, Taiwan, Hong Kong and South America,
the most advanced industrial societies are found today. Countries like Mexico,
Brazil and several African countries have also become industrialised to a great
extent.

GLOSSARY : the study of the structure of living things

anatomy : belonging to a community that moves with its animals
nomadic from place to place

barbarian : a member of a violent or uncivilised group of people
especially in past times
savage
tubers : very cruel or violent

adverse : short, thick, round stems that are a part of certain plants
distinct (such as the potato), that grow underground, and that
can produce a new plant

: bad or unfavourable: not good

: strong and definite

ACTIVITIES

(1) What type of society do you like to live in? Discuss the reasons among your
friends.

(2) Divide the entire class into six groups. Make each group prepare a list of any
four important features of each type of society. Write on a sheet of chart
paper and paste them on the wall of your classroom.

EXERCISE

(1) Fill in the blanks with suitable names of types of societies.

(a) People earn their livelihood through the growing of

fruits in this type of society. .....................................

(b) People obtain food primarily by raising and taking

care of animals in this type of society. .....................................

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(c) People survive by hunting animals and gathering
plants for subsistence in this type of society. .....................................

(d) People use advanced technology to produce
goods and service in this type of society. .....................................

(e) The central activity of this kind of society is
agriculture. .....................................

(2) Offer very short answers to the following questions.
(a) Make a list of any four bases on which societies are classified.
(b) According to Karl Marx, what are the different kinds of societies?
(c) What are the types of societies on the basis of the economy?
(d) How is hunting and gathering society different from pastoral society? Write
in a sentence.
(e) Give an introduction to horticultural societies in a sentence.
(f) What is the primary difference between agricultural societies and industrial
societies? Write in a sentence.
(g) Which type of society do the people of Raute and Kusunda tribes belong to?
Give a suitable reason.

(3) Offer short answers to the following questions.
(a) How is rural society different from urban society? Write any four differences
between them.
(b) Write any four major features of the following types of societies.
i. Hunting and gathering societies
ii. Pastoral societies
iii. Horticultural societies
iv. Agricultural societies
v. Industrial societies
(c) Among the different types of societies given in question number (b), which
one do you prefer to live in? Why? Mention any four reasons.
(d) Compare an agrarian society with an industrial society in four points.

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Lesson

1.3 Primary Elements of Society

Society refers to a human group that occupies a bounded territory and has a
distinctive culture and set of social institutions such as family, education, religion,
etc. It is not only an association of people. In order to interpret society in a wider
sense, it is necessary to examine the basic elements or characteristics which set up
a society.

The basic elements of society are as follows.

(1) Territory:

Territory or land is a primary element of society. Every society has its own
geographical area, be it big or small. The members within the territory share their
happiness and sorrow and maintain a close relationship.

(2) Common Life:

The structure of a society determines the lifestyle of its individuals. The
members of the society usually try to make their living by using the means and
resources available within the same society. They fulfil their needs of education,
security, entertainment, etc, from the same society.

(3) Simple Formation of Rules and Obedience to Them:

There are certain unwritten and non- recorded rules and norms in every
society. Every member of society is expected to follow them. Such obligations and
prohibitions determine the behaviour of the members living there. They may differ
from society to society. Some behaviours allowed in a society can be prohibited in
another society.

(4) Sense of We-feeling:

There should be a sense of we-feeling in society for its progress and prosperity.
The members of society are close to one another. They support one another and
participate in one another's ceremonies and festivals. Such participation brings
them together, and feelings of collective sentiment are developed.

(5) Distinct Identity:

Every society has its own distinct identity. The name keeps the members close
to each other.

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(6) Self-origin and Development:

A society originates and develops itself without any prior plans. When a group
of people reside together in a place permanently and start developing the feeling
of common sentiments, a society takes its shape. No single person can give birth to
society as she or he cannot build up social relationships alone.

(7) Stability:

Society is stable. The members have a permanent attachment to their territory,
relationship, means, resources, group, etc.

(8) Feeling of Pride to Ancestral Achievements:

Every new generation inherits norms and values, customs and traditions,
beliefs and other factors from its ancestors. Likewise, they utilise the means and
resources preserved by them. Therefore, the members feel the pride of the historical
achievements of their forefathers in a society.

(9) Size and Population:

Society doesn't have a definite size; it can be big or small. For example, Nepali
society refers to a large society composed of the social relationships of all the Nepali
people. Likewise, there are several societies within this society.

Qualities of a Good Society

A good society is different from a normal society. Not all societies are good societies.
Certain qualities are necessary for the formation of a good society. The following
qualities are necessary for a good society.

(1) Ownership:

Members of a good society have good ownership sense. They feel responsible
for their society. They think that society is for them and they are for their society.
Such a feeling of belongingness develops vigour in them, and such activeness
ensures social progress.

(2) Collective Feeling:

Collective feeling helps in the progress of society. It makes every member
responsible for her or his society.

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(3) Security:

Society gives collective security to its members. One of the main reasons why
people started living in societies is due to the feeling of security one can feel in
society. The members of a society have a feeling of communal welfare and security.
They give priority to common benefits and work collectively for the same.

(4) Unity:

The members of a society are always united for the fulfilment of their common
goals and solutions to their common problems.

(5) Cooperation:

A good society cannot exist without cooperation. Human survival can only be
accomplished if human beings act collectively. The cooperative activity of human
beings produces society, and the human organism becomes human only in society.

(6) Harmony:

Beyond basic survival, members of society require a certain sense of harmony
in order to tolerate the closeness and degree of interaction required for social
behaviour.

(7) Goodwill and Love:

The members of a good society show friendly behaviours and express to one
another. They need love and care from their parents when they are young. Likewise,
they need support from their family members and society when they grow up.
Feeling of goodwill and love help in maintaining a good social relationship.

(8) Obedience to Rules:

Every society has its own social conventions about what to do and what not to
do. Although they aren't in written form, every member has to follow them. Proper
obedience to social rules brings happiness, peace and prosperity, thus helping in
social reform.

(9) Responsibility:

The members of a good society are responsible for their personal and communal
duties.

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GLOSSARY

norms : standards of proper or acceptable behaviour
existing earlier; previous
prior : in a good state or condition that is not easily changed or
likely to change
stable : strength, energy, or determination

vigour :

ACTIVITY

(1) Among the essential qualities of a good society, what qualities do you find in
your community? Make a list and compare it with the lists of your friends.

EXERCISE

(1) Offer very short answers to the following questions.
(a) How is a good society different from a general society? Write in a sentence.
(b) Mention any two social norms practised in your society.
(c) Why should all people follow the rules and regulations of their society?

(2) Write short answers to the following questions.
(a) What are the essential elements of society? Mention any eight of them.
(b) Explain any four essential factors of a good society in brief.
(c) How do 'sense of we feeling' and 'common life' contribute to the formation
of a society? Explain.

COMMUNITY WORK

Take the help of some senior citizens of your locality and discuss how your
society can be better than its present form. Then, write a short report to
present it in your classroom.

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Lesson

1.4 Socialisation

When a child is born, she or he is just a

biological being. Although she or he is born

there, she or he doesn't know the rules and

practices of that society. She or he is unaware

of the way of life or culture of that particular

society. Gradually, the child learns to behave

in a way that is acceptable in her or his society

and culture through various agents such as

family, friends, relatives, teachers, etc. She or

he learns to behave according to the values,

beliefs, customs, expectations and culture of Social cooperation

her or his society. Such a process through which

somebody, especially a child, learns to behave in a way that is accepted in her or his

culture or society is called socialisation. It also refers to the process through which

people learn the expectations of their society.

(1) The Sage Dictionary of Sociology defines socialisation as the process through which a
person (especially a child) acquires both the knowledge and the personality necessary
to become a full member of society.

(2) Britannica Encyclopaedia states socialisation as the process whereby an individual
learns to adjust to a group (or society) and behave in a manner approved by the group
(or society).

Every society prescribes its own ways and means of giving social training to its
newborn members so that they can develop their own personality. Such social
training is socialisation. In this way, socialisation is the process of moulding and
shaping the personality of the human infant. It marks the transformation of a
human infant from a biological being to a social being. She or he learns socially
accepted values, beliefs, norms, principles, ideologies, and ways of life and behave
accordingly. Every society has its own culture. Thus, the ways of the process of
socialisation also differ from one society to another.

Socialisation means social learning. This learning is continuous and not periodic.
The more we try to learn, the more is left to learn. The process of socialisation
continues throughout our life. Human beings belong to different social groups at
different stages of life. As groups change, we need to learn new rules and new
behavioural patterns. Similarly, our social roles change in different phases of our
life. The social roles of children are different from their parents. Therefore, we are
involved in the socialisation process throughout our life.

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Agents of Socialisation

Socialisation helps a child to become a useful member of society. It is not an
accidental process. Various agencies such as individuals, social groups, and
institutions influence her or his self-concept, emotions, attitudes and behaviours.
Such agents that teach us what we need to know in order to participate in society
and enable the socialisation process are called agents of socialisation. The agents
of socialisation are classified into two groups based on their nature.

(1) Primary or Informal Agents

(2) Secondary or Formal Agents

The family is the primary agent of socialisation. Besides it, peers or age mates,
neighbours, marriage, religion, community, festivals, etc, are primary or informal
agents of socialisation. On the other hand, schools and educational institutions,
political and social institutions, mass media, the legal system, literature, etc, are
secondary or formal agents of socialisation.

Elements of Socialisation

Different factors are necessary to occur in the process of socialisation. They are
the elements of socialisation. Such elements or components of socialisation are
described below.

(1) Language:

Language is basically a communication system in which sound or signs convey
objects, actions and ideas. It is the key to human lives and socialisation. A child
or an individual knows about her or his society and culture through language.
People transfer values, beliefs, norms, principles, ideologies, and ways of life of
their society from one generation to another generation with the help of language.
Therefore, it is an essential component of socialisation.

(2) Love, Affection and Cooperation:

Socialisation is the process of shaping and moulding the human infant's
personality. This process is possible only when there is a feeling of love, care and
cooperation between the members of the society. One can acquire the education,
experience and skill necessary for her or him to become a useful member of society
only in a caring and supportive environment.

(3) Social Interaction:

Social interaction is any relation or communication between two people
or more. During her or his life, an individual must communicate, interact and

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cooperate with others. Such activities assist in the socialisation process.

Importance of Socialisation

The socialisation process plays a significant role in the development of every
individual. The importance of socialisation is as follows.
(1) Socialisation transforms a biological being into a useful and practical social

being.
(2) It contributes to the development of the personality of an individual.
(3) It helps us to become socially organised and disciplined.
(4) It supports for reducing social distance.
(5) It helps in the transmission of culture.
(6) It assists a person to live a dignified life in society.
(7) It helps an individual to learn her or his role in society.

GLOSSARY : to get (something); to come to own (something)
: to officially tell someone to use (a medicine, therapy, diet,
acquire
prescribe etc.) as a remedy or treatment
: the act or process by which something is spread or passed
transmission
from one person or thing to another

ACTIVITIES

(1) How can family and friends help in the socialisation of an individual? Discuss
among your friends.

(2) Complete the following table.

S.N Elements of Socialisation Help in Socialisation

1. Language
2. Love, affection and cooperation
3. Social interaction

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EXERCISE

(1) Give very short answers of the following questions.
(a) What is socialisation?
(b) Name the two types of agents of socialisation with two examples of each.
(c) What are the different factors that are necessary to occur in the process of
socialisation? Name them.
(d) Give any two examples of social behaviours which you have learnt from your
home.

(2) Write short answers to the following questions.
(a) How does an individual transform a social being from a biological being
through the socialisation process? Describe the process in brief.
(b) “Socialisation is a life-long and continuous process.” Elaborate this statement
with suitable logic.
(c) What are the different agents of socialisation? Explain their types with
relevant examples.
(d) What are various elements of socialisation? Explain them.
(e) Socialisation plays a very important role in the development of every
individual. Clarify this statement in four points.
(f) Among the two agents of socialisation, which agent is more important at
present? Present your opinion with appropriate reasons.

COMMUNITY WORK

Visit your neighbourhood and find out how the children are being socialised.
Present your findings in your classroom.

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Lesson

1.5 Our Identities

Our country has several distinctive

characteristics, qualities and beliefs that make

it different from other nations. Such features

and attitudes are our identities. People from

other countries recognise us because of these

unique specialities. Although Nepal is a small

country in terms of its geographical area, it has

an enduring identity which no invading power

could erase. It is a multicultural, multi-ethnic,

multilingual, multi-religious and multiracial

country with diverse topography. As a result, Ethnic diversity in Nepal

various social and cultural identities exist

in our country. They make us distinct and proud. Therefore, we should identify,

promote and preserve them.

(1) National Identity:

Nepal is an independent landlocked country situated in South Asia.
Topographically, Nepal can be divided into three ecological regions, from north
to south. They are the Himalayan (Mountainous) region, the Hilly region and the
Terai region. The Himalayan Region is further subdivided into the Main Himalayan
region (more than 5,000 metre altitude), Inner Himalaya/Bhot region (2,400 to 5,000
metre altitude) and Frontier/Marginal Himalayan region (flat area at an altitude
from 6,000 to about 7000 metres). The Hilly region is sloppy and covers the Chure
Hill range (610 to 1872 metre altitude), Mahabharat range (1500 to 3360 metre
altitude), and Midland (big valleys, fertile and flat land between Chure Hill range
and Mahabharat range). The Terai region is made up of flat land from east to west.
The Terai region can be further divided into three sections: Outer Terai, Bhabar
area and Inner Terai. In this way, there is a diverse geographical land structure
despite being a small country in the area. This feature marks our national identity.
On the basis of the river, we can divide our country into the Koshi, Gandaki and
Karnali region. There are over 6,000 big and small rivers in Nepal. Likewise, there
is a difference in climate, soil and vegetation in various physical regions of our
country. A large number of different kinds of animals and plants are found here.
In fact, Nepal's biodiversity is among the richest in the world. It is home to about
3.1 % of the world's flora and fauna. Similarly, there is cultural diversity in terms
of ethnicity, religion, language, etc, in our country. Thus, Nepal is a small world in
itself.

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(2) Ethnic Identity:

People of various ethnic groups reside in Nepal. According to the census of
2011 AD, people of as many as 125 castes live here. Nepal's varied population has
diverse cultures, traditions, skills, and resources. Despite such variations, there
is harmony among people. The state has also adopted a policy to promote and
preserve its all languages, religions, scripts and culture as the national heritage to
maintain national unity.

(3) Lingual Identity:

Nepal is a multilingual country. The constitution of Nepal has recognised that
all 123 languages (according to the 2011 AD census) as the mother tongues in Nepal
as the languages of the nation. Nepali language in the Devanagari script is the
official language of Nepal. It is also the common communication language between
groups of people who speak different languages. The languages spoken in Nepal are
classified into different groups: 79.1% of people speak languages of Indo-European
family (such as Nepali, Maithili, Bhojpuri, Tharu, Urdu, etc.), 18.4% Sino-Tibetan
(like Tamang, Newari, Magar, Rai, Kirant, Gurung, Limbu, Sherpa, etc.), 0.2 %
Aagneya (such as Satar/Santhali and Aadiya) and 0.1% Dravidian family (such as
Jhangad or Dhangad). According to the census, 2.2 % people in Nepal speak other
languages such as Khaling, Doteli, Khas, etc, which do not belong to any of those
language families.

(4) Religious Identity:

Nepal is a multi-religious country, and there is religious diversity here.
There is a system of treating and respecting all religions equally. Such practice is
called religious tolerance. Nepalese people respect one another's religious beliefs.
They also participate in each other's religious activities. Nepal was declared a
secular state on 4th Jestha 2063 BS. Secularism is a belief that religion should not
play a role in government, education, or other public parts of society. Since the
government of Nepal does not interfere in the religious beliefs of people, Nepal
is a secular country. Nepalese people follow more than ten religions. Some of
them are Hinduism, Buddhism, Christianity, Islam, Kirant, Jainism, Sikhism,
Bon, Bahaism, and other religious beliefs. However, the number of people who
remain neutral in religious affairs or who do not follow any religions strictly is also
increasing day by day in our country.

(5) Sex and Gender Identity:

Sex refers to the biological differences between men and women. It has two
main categories, including male and female. The people of the third gender have got

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recognition from the state these days. On the other hand, gender refers to the social
and cultural differences between men and women. It also has two main categories,
namely masculine and feminine. The difference in behaviour and division of labour
in terms of sex is called gender behaviour. It is also recognised as the identity of
a person. Discrimination on the basis of sex and gender that prevailed in Nepali
society for a long time has been declining these days. Our constitution also prohibits
every sort of discrimination based on gender and made several provisions for the
promotion of gender equality. Our religions and culture also lay equal priority to
both males and females. Many goddesses such as Saraswati, Laxmi, Nawadurga
are worshipped devotedly by the Hindus in Nepal. Other religions also promote
gender equality in the same way. In this way, there is a strong gender identity of
females in Nepal.

GLOSSARY : lasting for a long time
: the existence of many different kinds of plants and animals
enduring
biodiversity in an environment
: all the plants that live in a particular area, time, period, or
flora
environment
fauna : all the animals that live in a particular area, time period, or

interfere environment
: to become involved in the activities and concerns of other
recognition
people when your involvement is not wanted
: the act of accepting that something is true or important

or that it exists

ACTIVITIES

(1) How is the condition of sex and gender identity in your family and surroundings?
Discuss among your friends.

(2) Ethnic diversity is an important asset to our country. How? Discuss among your
friends in your classroom.

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EXERCISE

(1) Give very short answers to the following questions.
(a) What are our identities? Define them.
(b) Why should we recognise, promote and preserve our identities?
(c) According to the last census of 2011 AD, how many ethnic groups live in
Nepal? How many languages do they speak and how many religions do they
follow?
(d) Which is the official language of Nepal?
(e) What do you mean by religious tolerance and secularism? Define these
terms.
(f) How is the term sex different from gender? Write in a sentence.

(2) Give short answers to these questions.
(a) "Nepal is a multicultural, multi-ethnic, multilingual, multi-religious and
multiracial country." Justify this statement.
(b) Name all the religions followed in Nepal. Is there religious tolerance among
these religions? Give specific pieces of evidence to support your answer.
(c) What do you mean by gender identity? How has it been maintained in our
country?
(d) What are the different problems that exist in our country in the name of
gender? Make a list of such two problems and suggest any two solutions.

COMMUNITY WORK

Visit your neighbourhood and collect details about various ethnic groups
living there, their languages and religions. Also, find out the status of women
there, and prepare a report including all your conclusions.

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Lesson

1.6 Our National Pride

Nepal is a sovereign and inclusive country full of diversities. The geographical
structures of our country is divided into three regions. Each region has its own
history, natural and cultural diversities. People have different castes, languages,
festivals, religions and ways of life here. Several heritages and features recognise
our country as a unique and diverse country. They are our national pride. There
are a number of things of national pride in Nepal. We should recognise them and
feel proud of them. Some of them are given below.

(1) Cultural Identity

Nepal is a country known for its multiplicity. People belonging to diverse
backgrounds live here. They have their own traditions and cultural identity. They
differ from one ethnic group to another one and place to place. They observe different
festivals, feasts and rituals according to their castes, religions and geographical
locations.

Because of urbanisation, more and more people start to live and work in towns
and cities rather than in the country. As a result, people of one community adopt
to live with people of another geographical location and community. Such trends of
migration results in the formation of heterogeneous communities. Consequently,
people of different communities and backgrounds mix up and adopt one another's
cultural values and beliefs. Typical Newari culture of the Kathmandu Valley,
Khas culture of Karnali region, Deuda culture of Sudurpaschim province, Mithila
culture of the mid-terai region, etc, have spread even in other communities as well
these days. There are many parts of Nepal where people from different linguistic,
religious and cultural background live in harmony.

(2) National Flag

A national flag represents a country and is an
emblem of that nation. It signifies its national identity
in the world. The host and guests always show
respect to the national flag in various programmes.
The national flag is hoisted or flown during formal
programmes, at school premises and government
offices, during the motorcade of VVIPs or VIPs, and
so on. Our national flag collectively represents the
entire Nepal and Nepali people.

National Flag of Nepal

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Usually, flags are rectangular or square in shape. However, our national flag is
different from others. It is unique as it is the only triangular flag in the world.
It has two triangles joined together. The surface of the flag is crimson red, our
national colour, and the border is dark blue in colour. There is the crescent at the
centre of the upper triangle with eight rays and the sun at the centre of the lower
triangle with twelve rays. They are in white colour. They signify that our country
will exist as long as the sun and the moon remain in the universe. The moon also
symbolises the cool of the Himalayas, while the sun represents the heat of the Terai.
The red colour on the national flag symbolises our national flower rhododendron
as well as bravery, and the blue colour indicates our peaceful nature. The two
triangular shapes represent the Himalayas Mountains. Therefore, our national
flag represents our history and nature.

(3) Our National Anthem

A national anthem is the official national song of a country. It is played or
sung on various public occasions, special events, national days, sports events,
morning assembly, and various formal programmes. Every nation has its own
national anthem. It makes citizens feel responsible and loyal to their country. It
usually praises or reminds the glorious history, traditions, culture of the particular
country.

Our national anthem represents the common voice of all Nepalese citizens in its
47 words. We have to stand up from our seat in a disciplined way while singing
the national anthem. Pradeep Kumar Rai (Byakul Maila) composed the lyrics of
our national anthem, and a veteran musician, Late Amber Gurung, composed the
music.

Byakul Maila Amber Gurung

Our national anthem incorporates the feelings of the Mass Movement or Jana
Andolan of 2062/63 BS and also honours the country’s natural, cultural, religious,
geographical, economic, and ethnic diversity. It also praises Nepal’s sovereignty,
unity, courage, pride, scenic beauty, progress, and peace. The current national
anthem of Nepal was officially adopted as the anthem on August 3, 2007 AD.

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(4) Janaki Temple

The Janaki Mandir is a Hindu temple
located at the heart of Janakpur in Dhanusha
district. It is one of the holiest places for the
Hindus and a rare model of Koiri architecture.

It covers an area of 4,860 square feet and is

50 metres high. According to Vedic literature,

the present Janaki Temple is located at the

birthplace of Goddess Sita, consort of Lord Ram. Janaki Temple

As mentioned in the great epic of the Ramayana,

the area belonged to the kingdom of King Janak. Indian Queen Vrisha Bhanu

of Tikamgarhm constructed this temple in 1910 AD (1967 BS). The temple is

popularly known as Nau Lakha Mandir (meaning nine lakhs), as the cost for the

construction of the temple was about the same amount of money.

The temple is in a mixed style of Islamic and Rajput domes. It is an example of
perfect artistry. It is a three-storied structure made entirely of stone and marble.
All its 60 rooms are decorated with coloured glass, engravings and paintings,
with beautiful windows and turrets. The devotees from Nepal, India, and other
countries visit the temple during various festivals and occasions such as Ram
Navami, Vivaha Panchami, Dashain, Tihar, and so on.

There is the Ram Mandir at a distance of a ten-minute walk from Janaki Mandir
built by Amar Singh Thapa. There is also the Laxman Temple nearby. A mosque is
also located on the southwest side. The presence of temples and a mosque within
the same premises offers the best example of religious tolerance in Nepal. Most
probably, the masons to construct the temple were Muslims. They built the mosque
so that they could perform namaz (ritual prayer) while at work. This temple is also
listed under UNESCO's tentative list of World Heritage Sites. The tentative list
of UNESCO World Heritage site means the heritage sites having historical and
cultural value and therefore suitable for inclusion on the World Heritage List.

(5) Pashupatinath Temple Pashupati Area

Pashupatinath is a famous and sacred
Hindu temple located in Kathmandu. This
is the largest temple complex in Nepal. It is
dedicated to Lord Shiva. It is one of the four
most important religious sites in Asia for
devotees of Shiva. Pashupatinath is regarded
as the supreme god of Hindus. Only followers
of Hinduism can enter the main temple, but all
the other buildings are available for foreigners
to visit.

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Pashupati area was enlisted in World Heritage Site by UNESCO in 1979 AD.
Pashupati site has around 492 temples, over 140 stupas, 14 Shivalayas (shrines
of Lord Shiva), and thousands of idols of various gods and goddesses such as
Kiranteshwor, Gaurighat, Guheshwori, Bageshori, etc. A lot of Hindus visit this
temple at Shivaratri, Teej, Balachaturdeshi, and many other festivals.

King Dharma Datta built the temple in the 5th century. It was later renovated by
Malla kings and queens, namely King Pratap Malla and Queen of Shiva Singh
Malla. The main pagoda style temple has a gilded roof. Its roof is made of gold plates,
and the doors are of silver sheets. In fact, the temple is considered a masterpiece of
Hindu architecture. Several temples of Buddhist shrines surrounding the temple
of Pashupatinath is another perfect example of religious tolerance in Nepal. It is
also a cremation site where the final rites of Hindus are performed. It is also very
common to meet sadhus in Pashupatinath.

(6) Mount Everest

Mount Everest is the highest mountain on earth. It lies in Solukhumbu
district of State Number 1. It has a height of
8848.86 m (29031.69 ft) above sea level. It lies
in the Himalayas in the Mahalangur mountain
range. Its Nepalese name is Sagarmatha,
and the Chinese names are Qomolangma and
Chomolungma. It is often simply called Everest.
Local Sherpa people call it Deudhunga.

After it had been opened for mountaineering in

1949 AD, Tenzing Norgay Sherpa from Nepal Mount Everest

and Edmund Hillary from New Zealand made

the first successful ascent on May 29, 1953 AD (2010 BS). Baburam Acharya, the

pioneer historian of Nepal, also known as Itihas Siromani, named the mountain

Sagarmatha in 1956 AD (BS 2013). Sagarmatha means 'Head of the Sky'. As

the surveyor Colonel Sir George Everest surveyed the mountain peaks of Nepal,

the English name Mt. Everest for Sagarmatha was given after his name in 1865

AD. Micheal Karga named Mt Everest as 'the third pole' because it had extreme

weather conditions similar to the North and South poles. Likewise, many people

are attracted to Mt Everest as they are fascinated with those poles.

Mt Everest, the highest peak in the world, is, in fact, a unique gift of nature. The
peak is the symbol of glory and attraction for the entire humankind. It has also
contributed to introducing Nepal as the country of Mt. Everest in the outer world.

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GLOSSARY

sovereign : having independent authority and the right to govern
itself
multiplicity : a very large number
heterogeneous : made up of parts that are different
hoisted : raised (something) especially by using ropes
motorcade : a group or line of cars or other vehicles that travel together
crescent : the shape of the visible part of the moon when it is less
than half full
incorporates : includes (something) as part of something else
consort : a wife or husband of a king, queen, emperor, etc.
domes : large rounded roofs or ceilings that are shaped like half of
a ball
engraving : the art of cutting something into the surface of wood,
stone, or metal
gilded : covered with a thin layer of gold
cremation : the disposal of a dead person's body by burning it to
ashes, typically after a funeral ceremony
ascent : the act or process of rising, moving, or climbing up
a person who helps create or develop new ideas, methods
pioneer : someone whose job is to measure and examine an area of
land
surveyor :

ACTIVITIES

(1) Prepare a list of the things and factors of national pride. Discuss their
significance with your friends.

(2) How have Mt Everest, Pashupatinath and Janaki temple introduced our country
to the rest of the world? Explain the reasons.

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EXERCISE

(1) Write very short answers to the following questions.
(a) What are our national pride? Define.
(b) How can you say that the national flag of Nepal is unique in the world?
(c) Who composed the lyrics and the music of our national anthem? Name
them.
(d) Why is Janaki Temple also known as 'Nau Lakha Mandir'?
(e) What does the tentative list of UNESCO World Heritage Site mean?
(f) How can you say that Pashupatinath Temple is an important religious site?
(g) Who named Mt Everest ‘Sagarmatha’?
(h) Why did Michael Karga name Mt Everest as ‘the third pole’?

(2) Write short answers to the following questions.
(a) Why is our national flag regarded as our national pride? Give reasons.
(b) How can you consider our national anthem as our national pride? Explain in
brief.
(c) What is the significance of the Janaki Temple and Pashupatinath Temple to
maintain our national pride? Mention in brief.
(d) How has Mt Everest become the source of our national pride? Explain in
brief.

COMMUNITY WORK

What are the popular cultural heritage sites present in your community?
Conduct a research in groups and present the conclusion in your classroom.

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UNIT DEVELOPMENT AND
2 INFRASTRUCTURE OF

DEVELOPMENT

Learning On the completion of this unit, we will be able to:
Achievements • discuss the concept of development, be familiar with and mobilise the

means and resources for development;
• introduce the prerequisites of development, and their significance;
• mention Nepal's state of education, health, transportation,

communications, electricity, and drinking water;
• show innovation, teamwork, and transparency in development work; and
• discover the use of traditional knowledge, skills and technology in

Nepal's development.

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Lesson

2.1 Concept of Development

Many positive and progressive changes must have taken place in your society
as compared to the past. Such improved and advanced change in human society
that brings improvement in the lives of all people living in the place is called
development. It is a continuous and dynamic process as it never stops and keeps
on changing. However, the pace of development can be fast or slow.

Individuals, families, communities, cities and villages keep on changing. In fact,
every aspect of society is dynamic. There have generally been improvements in
people’s standard of living, health and access to knowledge. Many important ideas
have arisen quite recently. Such ideas and efforts have made our lives accessible,
comfortable and better. In this way, increment in facilities, positive changes in
lifestyle, improvement in social peace and security, and advanced physical structure
reflect the pace of development.

According to the UN Charter, “Development is concerned not only with the
material needs of the individual but also with the improvement in social conditions.
Therefore, development doesn’t refer to economic growth only. It is also social,
cultural and institutional progress.” Development is a process of improving the
quality of all human lives and capabilities by raising people’s level of living, self-
esteem and freedom. It is also social, cultural and institutional progress.

Developed and Developing Countries

Those countries with a lot of industrial activities and where people generally have
high incomes are developed countries. Such countries have a high progressed
economy. They possess great technological infrastructure. Unemployment and
poverty level are low in such countries. The living condition of citizens is high,
and natural and human resources are utilised effectively in such nations. They are
self-sufficient nations. Life expectancy and per capita income of citizens is high in
those countries. Such countries are also known as first- world nations. Developed
countries have good infrastructure and a better environment in terms of health and
safety, which are absent in developing countries. Such countries include Australia,
Canada, France, Germany, Italy, Japan, Norway, Sweden, Switzerland, United
States, and so on.

On the other hand, countries with little industrial and economic activities and
where people generally have low incomes are developing countries. Such countries
have a low economic and technological growth rate. These countries come under
the category of third world countries. They are also known as lower developed
countries. They have high unemployment and poverty rate. Most of the citizens

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have a low standard of living in these countries. Resources are Ineffectively utilised
in these countries. Life expectancy and per capita income of citizens is low in those
countries. They rely on the developed countries for their growth. Educational,
transportation, communication and medical facilities are not very good in such
nations. Colombia, India, Kenya, Nepal, Pakistan, Sri Lanka, Thailand, etc, are
developing countries.

Gross Domestic Product (GDP):

Gross Domestic Product (GDP) is the total value of goods produced and services
provided by a country in a year. It refers to the total monetary or market value of
all the finished goods and services produced with a country’s borders in a specified
time period. It doesn’t include the income from investments in other countries.

Gross National Product (GNP):

Gross National Product (GNP) is the total value of goods and services produced
by a country in one year, including profits made in foreign countries. It is equal to
the gross domestic product plus the net income from foreign investments minus
income earned within the domestic economy by foreign residents.

GNP = GDP + Net income from foreign investments – income earned within the
domestic economy by foreign residents

Per Capita Income (PCI):

Per Capita Income (PCI) is the total income of a country (GDP) divided by the
number of people in that area or country. It is not the average income because it
includes children and non-working population. It indicates the living standards
of a country and shows how rich or poor the people are on average. The currency
used to express PCI is often the euro or the US dollar, as they are widely used
international currencies.
PCI = Gross Domestic Product
Total Population

Per Capita Income has one major drawback. It cannot reflect the real economic
condition of a country. It doesn't show the different range between rich and poor
people. If few people of a certain nation are affluent, and the majority of the people
are poor, per capita income may be shown high. A country with high per capita
income can have many jobless citizens or people below the poverty line.

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Necessary Means and Resources for Infrastructures of Development

Resources Means

Capital investments, savings, trades and commerce, etc.

Communication televisions, radios, satellites, faxes, post offices, emails,
internet, telephones, etc.

Education Schools, technical/vocational institutions, colleges,
universities, distance learning, skill-based training

Energy Hydroelectricity, gas, petroleum, thermal power, wind
mills, solar power, nuclear energy, etc.

Health Health posts, hospitals, health centres, medicine, health
workers, etc.

Human resource skilled, semi-skilled and unskilled human resource

Irrigation facility Canals, water channels, tube wells, pumps, rainwater
collection, etc.

Market local, national and international markets

Raw materials farming, forest, agro-based products, natural minerals, etc.

Trade and Banks, insurance companies, cooperatives, etc.
commerce

Transportation Roadways, airways, railways, rope-ways, waterways, etc.

GLOSSARY : depend on
: something that causes problems, disadvantage
rely on : having a large amount of money and owning many
drawback
affluent expensive things, rich, wealthy
: power produced by converting heat into electricity
thermal power

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ACTIVITIES

(1) Write a paragraph on the topic, “Changes in my locality.” Make a comparative
analysis of houses, lifestyles, and attitudes of people in the past and at present
in it.

(2) With the help of your parents, calculate the average per capita income in
your family. Find out the annual income of your family and divide it by the
number of members in your family.

(3) Collect the pictures that show the development of a particular country. Paste
them on a sheet of chart paper and name it to make a poster.

EXERCISE

(1) Write very short answers to the following questions.
(a) What is development? Define.
(b) Why is development called a continuous and dynamic process?
(c) Define development according to the UN charter.
(d) What is per capita income?
(e) Why is per capita income often expressed in US dollar or euro?

(2) Answer these questions in brief.
(a) How are developed countries different from developing countries? Write in
four points.
(b) Write any four major differences between GDP and GNP.
(c) Per capita income cannot reflect the real economic condition of a country.
Justify this statement.
(d) Mention any four means and resource essential for the development of a
country.

COMMUNITY WORK

Many changes will take place in your locality after 20 years. Many new houses,
roads and schools will be built. Methods of cooking, earning, and recreation
will vary with due course of time. What could be those changes? Ask senior
people of your locality and prepare an article based on it.

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Lesson

2.2 Prerequisites of Development

Development is a continuous process. However, it doesn't take place automatically.
Various positive preconditions are essential for it. Such basic conditions,
environment and requirements that are essential for the development of a place are
prerequisites of development. Although human beings are agents of development,
it is not possible for them to launch and accomplish any development projects
without such 'preconditions of development'. There can be many prerequisites of
development. The following are some major ones.

Literacy

In an ordinary sense, literacy means the ability to read and write. Therefore,
the focus of literacy programmes was on making people able to read and write,
basically reading and writing their names, making them able to read news and
short articles, and perform simple calculations in their mother tongue in the past.
They were expected to acquire basic skills of reading, writing and calculating simple
arithmetic sums. However, the notion of literacy has gone through significant
changes these days.

Thetraditionalconceptofliteracywasbasedon3R's(Reading,WritingandArithmetic).
Anybody who could read, write and perform basic arithmetic calculations were
considered to be literature in the past. However, the modern concept of literacy
rests on 7R's (Reading, Writing, Arithmetic, Rights, Responsibilities, Relationship,
and Recreation). Besides reading, writing and arithmetic, modern literate people
are expected to be aware of their rights, responsibilities, relationship and ways of
recreation. Literacy provides an opportunity for an individual to develop her or his
individual inherent capacity. Literacy programmes are considered to have started
from Gurukul education system in Nepal.

According to the census of 2011 AD, the literary rate of Nepal is 65.9 per cent. It
means around 34 people out of 100 people are still illiterate in Nepal. Literacy is
not only the skills of reading and writing but also the pattern of citizen’s daily life
and behaviour. Thus, literacy also includes economic, cultural and social aspects.

Significance of Literacy for Development

Literacy is an essential means of empowerment. Empowerment is associated
with development.

Literacy involves using reading, writing, speaking, listening, and viewing to
gain more knowledge about development.

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Improved literacy contributes to economic growth, reduces poverty, reduces
crime, promotes democracy, and grant human benefits such as self-esteem,
confidence, and empowerment.

Literacy encourages peoples’ participation and promotes social cooperation
and goodwill.

Only literate people are capable of preparing plans and policies for long-lasting
development and implementing them.

One of the essential features of the development is the elimination of social
discriminations and problems. Literate people are capable of doing so.

Census 2011 AD (for population aged six years and above)

Male Female Total

75.1% 57.4% 65.9%

Public Participation

The involvement of people in various Public participation
development activities such as making plans
and policies, supervisions and management
of projects, and decision making is known as
public participation. Public participation is
a must for development. The failure of many
development projects in Nepal is primarily due
to a lack of people's participation. Development
was carried out for the people, but not by them.
So, there were high chances of corruption and
carelessness. Public participation has come
to be recognised as an absolute factor for
development.

Public participation has been a key ingredient in the recipe for the development
of the nation. According to the United Nations Development Programme (1993)
"participation means that people are closely involved in the economic, socio-cultural
and political processes that affect their lives." Participation in development is
usually said to mean the full involvement of the people in development, which affect
their lives regardless of gender, race, age, class, sexual orientation or disability.

Necessity of Public Participation for Development

Public participation contributes to increase in transparency and promote
ownership of citizens in the decision-making process.

If citizens are involved in the policy, decision and development, they will be

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able to make government officials more accountable and responsive for their
actions and needs. There are fewer chances of corruption and carelessness.

Public participation plays an important role in making appropriate decisions
for development, mobilising resources, realising responsibility and taking
ownership of work.

As a result of the direct involvement of the public in the development, people
develop a sense of ownership and pride in development activities taking place
in their locality.

The public realise the essence of unity, mutual understanding, teamwork, and
cooperation.

Development projects become sustainable and economical.

Two Examples of Public Participation in Development Work

Success Story of Farmers in Syangja
Farmers in a village of Syangja, despite having ample land, could not grow crops well due
to a lack of irrigation facility. Therefore, the locals formed a consumer group to irrigate with
the water of a nearby river. They formed a consumer group. The consumer group mobilised
some local labourers for the construction of canals and made arrangements for irrigation. All
available water was distributed equally to the members of the group. The members made
good use of the facilities available to them. These days, they have been farming for twelve
months and earning ample income from it. From that income, they will be able to repay the
loan, bear the cost of the project and contribute to the improvement of the project.

Adult Literacy Classes and Library with Efforts of Women
Most of the women were illiterate in one of the villages in Dhading district. They were eager
to read, write and perform simple calculations. Therefore, they requested a local female
teacher of their village to conduct adult literacy classes in the afternoon. They collected some
money and bought books. They also formed consumer groups and raised group membership
fees. From that, a library was established. Some NGOs helped them in collecting more
books. They welcomed children and men also in their library.

In this way, the women were able to prepare projects and implement them with
their own efforts.

Entrepreneurship

The activity of making money by starting or running businesses, especially when
this involves taking financial risks, is called entrepreneurship. This process
consists of seeing new opportunities. Entrepreneurs contribute to the development
of a country in many ways. Without entrepreneurship, one cannot achieve the

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expected development even by engaging in industry, trade, agriculture, etc.

Entrepreneurship is a business activity in which an individual is involved in the
production process at risk. The economy of a nation depends on the development and
expansion of industry and commerce. The growth and expansion of industry and
commerce depend on the entrepreneurship of entrepreneurs. Entrepreneurship of
entrepreneurs has led to the rapid development of the world economy today. Areas
of new industry and trade have expanded in the world. Modern machinery and
equipment have made human life standard and convenient today. Entrepreneurship,
thus, has a special role to play in changing human lifestyles and behaviours.

Role of Entrepreneurs in the Development

They make maximum utilisation of available resources and means.

They create large-scale employment opportunities in society.

They develop and expand the national economy.

They help in the formation of capital and improvement in the standard of
living.

They help to remove regional disparities by setting up industries in less
developed and backward areas.

They explore opportunities, encourage effective resource mobilisation of capital
and skill, bring in new products and services for the growth of the economy.

Peace

Peace is another essential prerequisite of development. It generally refers to a
situation or a period in which there is no war or violence in a country or an area.
People live with mutual understanding and cooperation without the feeling of
conflict, enmity, disagreement, jealousy, ego, bitterness, etc, in a peaceful society
or country.

Relationship between Peace and Development

Peace and development are complementary to each other. Development is possible
only when there is peace in our society. In times of war or violence, there is unrest
among every member of society. Development cannot be based on misunderstandings
because they are at odds with each other. Development is not possible alone.
For that, everyone should work in peace, understanding and consensus. Even in
society, development is possible only if there are understanding, consensus and
unity among every member of society.

Sustainable peace is a must for long-lasting development. Sustainable peace means
the situation in which there won't be any misunderstanding among the people of

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the society in the future. It is the identification of the causes of conflict in time and
solving it immediately. It reflects not only the present momentary peace but also
long-term peace.

Dialogue and effective communication are essential factors for development.
Interaction or dialogue generates new ideas. Development activities can be carried
out only in a peaceful situation without any hindrance. Therefore, peace should be
established and maintained in our society and country. There should be effective
communication between people in society. Communication helps to understand
each other. Empathy is also a means of establishing peace. Uniformity of speech
and behaviour, prediction of impacts of any action, positive thinking and a sense
of service are also key elements of peacebuilding. Self- evaluation of one's thoughts
and actions is essential in this situation.

GLOSSARY

notion : an idea or opinion
belonging to the basic nature of someone or something
inherent : to give power to (someone)
a kind, helpful, or friendly feeling or attitude
empowerment : the quality of being transparent
having or providing enough or more than enough of what
goodwill : is needed

transparency :

ample :

ACTIVITIES

(1) Organise an oratory art competition titled 'Literacy is the backbone of the
country's development'.

(2) Meet some literate people in your community from the non-formal education
program and note down the benefits of the literacy program and present it
to the class.

(3) Is the definition of literacy given in the lesson appropriate for differently able
students? Discuss in groups and present conclusions.

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ACTIVITIES

(4) Read the following paragraph and answer the questions.
Bill Gates

Bill Gates is a US computer programmer and businessperson. His real name
is William Henry Gates. He started the Microsoft Company and is famous for
being one of the richest men in the world. In fact, he became the youngest
multi-billionaire in American history. He was born in 1955 AD in Washington
DC. He has been interested in computer programmes since he was 13 years
old. His creativity, business strategy and aggressive competitive tactics
helped him become a successful entrepreneur.

Entrepreneur Bill Gates is a talented businessperson who became the world's
second-richest entrepreneur in 2012 AD. He is now also well known for
giving large amounts of money to charity through the Bill and Melinda Gates
Foundation, which was started in 2000 AD.

Questions:
(a) Which field is Bill Gates related to?
(b) What did you learn from this paragraph? Mention.
(c) Discuss the factors that make Bill Gates a successful entrepreneur.
(d) Collect facts about an entrepreneur like Bill Gates and present them in the

classroom.

EXERCISE

(1) Write very short answer to the following questions
(a) What are the prerequisites of development? Define.
(b) What do you mean by literacy?
(c) What is public participation?
(d) Write the meaning of entrepreneurship in a single sentence.
(e) Define peace in your own words.
(f) What is meant by sustainable peace?

(2) Offer short answers to the following questions.
(a) How is the recent concept of literacy different from the traditional one?
Explain.

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(b) What is the need for literacy for development? Explain in four points.
(c) Explain the necessity of public participation for development.
(d) ‘The failure of many development projects in Nepal is due to lack of effective

public participation.’ Justify this statement, and suggest any two ways of
promoting public participation in our country.
(e) ‘Entrepreneurship is a prerequisite of development.’ Justify this statement
with strong arguments.
(f) Write any four roles of entrepreneurs in development.
(g) Peace and development are complementary to each other. Explain this
statement discussing the relationship between peace and development.
(h) Compose a dialogue between two friends on the topic, ‘School should be
made a zone of peace.’
(i) How can sustainable peace be established in society? Write any four ways.
(j) There are many entrepreneurs like Bill Gates, such as Binod Chaudhary (the
chairperson and president of the Chaudhary Group), Shesh Ghale (the CEO
of Melbourne Institute of Technology), Ambica Shrestha (the president of
Dwarika´s Hotels and Resorts) etc. in our country, too. Choose one of them,
and write about her or him, focusing on her or his entrepreneurship.
.

COMMUNITY WORK

Prepare a profile of your own school, which can be useful to parents and
other guests. Include answers to the following questions in your profile.
(a) When was it established?
(b) Who contributed to the establishment of the school?
(c) What facilities does it provide besides studying?
(d) How does it manage its fund for daily administrative and operational purpose?
(e) What efforts are being made for the further improvement of the school?

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Lesson Infrastructures of
Development-I
2.3

The basic systems, structures and services that are necessary for a country for
its economic and social development are called infrastructures of development.
They include basic things that are necessary for a nation to function smoothly. The
availability of such factors marks the level of development in a country. Education,
health, transportation, communication, drinking water, electricity, and peace are
necessary infrastructures of development. Besides them, trained and qualified
human resource is necessary to utilise them.

(1) Education

Education is the most important

infrastructure of development. It is a process

of teaching, training and learning, especially

in schools, colleges or universities, to improve

knowledge and develop skills. It is essential

for the physical, mental, social, cultural and

moral development of a person. Education is a

lifelong process as one continues to learn from Education
birth to death through different means. People

get education in different ways. Generally, a

person gets education through formal, informal or non-formal means.

The most important resource of any country is its human resource. However, they
must be educated to work in a comfortable, active and sensible way. Education
raises the level of consciousness. Consciousness supports the all-round development
of a person. Education teaches skills, efficiency and behaviour. It enables us to lead
a quality life. Since education opens the door to develop in other areas, it can be
considered an important infrastructure for development. Education helps various
development sectors to produce knowledgeable and skilled human resource. It
prepares responsible citizens who are aware of their rights and duties and have a
sense of responsibility towards the individual, family, society and the nation.

Education helps citizens to be creative. Its importance is growing as it helps in
economic development, problem solving and entrepreneurship and self-reliance.
Education is also important to be able to behave decently, to handle household
affairs successfully, to play a role for change in the society, to make the right
decision at the right time, to be honest, and of good character. It is important to
increase awareness, take responsibility and develop a spirit of cooperation.

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Education in Nepal

In the past, the education system was based on the Gurukul system. The Gurus or
teachers used to teach religious texts and preach on various moral themes such as
discipline, character, duties and responsibilities.

Formal education began with the establishment of Durbar High School in 1910
BS. Junga Bahadur Rana established the institution at Thapathali, Kathmandu to
educate the children of the upper ruling class Rana families only. Later, members
of the public also were allowed to enrol, but only those from wealthy families could
afford to send their children to the school. Attending Durbar High School, which
was renamed Bhanu Secondary School in 1967 AD, was a matter of prestige, as it
was the only English medium school in the country. Then, in 1950 AD, the Rana
regime fell. And with the advent of democracy, more schools opened up.

At present, there are more than 35,000 elementary and secondary schools, 11
universities with 14,32 colleges and campuses throughout Nepal.

builds up helps to gain provides job
moral and social knowledge, opportunities
sklills, and and raises one's
qualities such living standard
as discipline, wisdom
charatcter, etc.

Education

helps to helps to earn
distingush right better social
and wrong and,
solve any sorts of prestige

problem exercises our
mind and

satisfies our
curiosity

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(2) Health

Health is one's most significant wealth. Health service
Generally, it refers to the condition of a person's
body and mind. However, being healthy doesn't
mean the absence of diseases only, as many
people assume. According to the World Health
Organisation (WHO), "Health is a state of
complete physical, mental and social well-
being and not merely the absence of disease or
infirmity." It means one needs to be physically
fit, mentally alert and socially adjustable to
remain healthy. Healthy citizens are assets of a
nation. Unhealthy people cannot contribute to
their country as much as healthy ones.

A famous Greek philosopher, Plato, said, "A healthy mind exists in a healthy body."
It means only a healthy person can think better, perform well, and contribute more
to the development of her or his country. An unhealthy person is concerned about
her or his health, medicines and diseases. She or he has to depend on others for
basic things. She or he has to spend much time and wealth visiting hospitals and
buying medicines. Other factors do not matter much if one's health is not well. In
this way, unhealthy people cannot raise the economic status of their country.

Due to the prevailing poverty, illiteracy and lack of public awareness, the health
of the people has not improved much in our country. Our government hasn't been
able to establish an adequate number of hospitals and send doctors to every corner
of the country. There aren't necessary equipment and medicine in most of the
government hospitals and health centres. It is necessary to change this situation
and improve the health of the people.

Adequate nutrition, lack of disease transmission, proper medical treatment
facilities, regular exercise, etc, make a person healthy. These factors make her or
his life expectancy high. The higher the life expectancy of a country, the better the
health status of its people. The average income of the people of our country is much
lower than that of the people in developed countries. In our country, too, the urban
population has increased significantly. But lack of regular exercise, balanced diet,
and physical labour has led to health problems. At present, there are sub-health
posts, health centres and hospitals in villages and towns to provide basic health
facilities in Nepal. Health volunteers are deployed in every tole and ward.

Therefore, health is another important infrastructure of development. Healthy
human resource can work harder and play a useful role in the development of the
country.

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