Nova Social Studies 8

NOVA

Social Studies

Grade 8

Author
Binod Kumar Pathak

NOVA

Publication

NOVA PUBLICATION

Satungal, Kathmandu

NOVA

Publication

Price :

Edition : First 2017

Revised : 2018

Layout : Image Graphic

Printed in Nepal

© All rights reserved with the Publisher – No part of this publication may be reproduced or
transmitted in any form or by any means

Preface

This text-book of Social Studies for Grade-8 has all the features to instill
the fundamental concepts of Social Studies in the students. Clarity of
the complex concepts, vision to change the attitude of students and
precision in the presentation of the text are the pillars of this book.
Students and teachers will find this book very wll organized and of
course informative. All the topics have been written in accordance
with the prescription given by ‘New Curriculum’ framed under the
guidelines and supervision of the Government of Nepal. Latest data
and information are the supportive inputs in the lessons which require
the same. Learning Guidelines given at the end of every lesson helps a
teacher to devise a proper plan to teach the concerned topics effectively
to students. Students’ activities and along with exercises after the
completion of every lesson help in honing their skills to reproduce the
learnt topics in effective manner. Students are expected to do various
kinds of project-work and report-writing.

I sincerely thank Mr. Meghraj Poudel, Managing Director of this
publishing house, for undertaking this project to make it a success. I
thank him for all kinds of support given to me during the course of
writing this book. I also thank Mr. Birendra Shrestha for working on
the layout and design of this book.

March 18, 2018 Author
Chaitra 4, 2074 Binod Kumar Pathak

Table of Contents Page
1
Unit 1: We, Our Community and Nation
1. Development 1
2. Provinces in Nepal 5
3. Significance of Provinces and Federalism 8
4. DrinkingWater 10
5. Energy 13
6. Human Resource 17
7. Development Projects In Nepal 20
24
Unit 2: Our Social Norms and Values
1. Our Social Traditions and Customes 24
2. Popular Religions In Nepal 28
3. Social Harmony 34
4. Nepal – A Beautiful Living Garden 37
5. National Heritage 40
6. International Personalities 44
51
Unit 3: Social Problems and Solutions
1. Social Problems 51
2. Corruption 56
3. Drug Abuse 60
4. Conflict And Its Management 64
5. Sustainable Development 68
6. Good Governance 71
7. International Organization 75
80
Unit 4: Civic Sense (Consciousnes)
1. Social Rules 80
2. Human Rights 83
3.Women’s Rights 87
4. Inclusiveness 91

5. Provisions on Inclusiveness in Nepal 94
6. Main Features of Our Constitution 97
7. Civic Duties and Responsibilities 101
8. Legislature 104
9. Executive 108
10. Judiciary 112
Unit 5: Our Earth 117
1. Change in Season
2.Weather and Climate 117
3. Factors Affecting Temperature on The Earth-Surface 122
4. Climate-Change 126
5. Effects of Latitude And Longitude 131
6. Districts and Regions in Nepal 137
7. Use of Distance in Study of Map 142
8. Map of Nepal 145
9. Earthquake 148
10.Windstorms 152
11. Africa 156
12. North America 160
13. South America 164
Unit 6: Our Past 169
1. People’s Participation in Unification Campaign 175
2. Unification Campaign
3. Continuation of Unification Campaign and Its Conclusion 175
4. Political Developments after The Sugauli Treaty 178
5. Political Activities During Rana-Rule 181
6. Socio-Economic Activities in Rana-Rule 183
7. Important Political Events and Achievements after 2007 BS 187
8. Greek and Roman Civilization 191
9. Renaissance 194
198
204

Unit 7: Our Economic Activities 210
1.Tourism Industry
2. Foreign Trade 210
3. Money 215
4. Banking 219
5. Price Determination and Price Rise 222
6. Capital Formation and Cooperatives 225
7. Employment Status in Nepal 229
233
Unit 8: Our International Relations and Cooperation 236
1. Our Friendly Countries
2. United Nations Organization and Its Organs 236
3. United Nations Organization and Nepal 240
4. Diplomatic Mission 244
5. Nepal’s Contributions in International Affairs 247
250
Unit 9: Introduction to Population and Demographic Status 253
1. Concept of Demography
2. Basic Demographic Measurement 253
3. Mortality and Migration 256
4. Factors Affecting Population Change 259
5. Population Structure of Nepal 262
6. Population Distribution in Nepal 264
7. Internal and External Migration in Nepal 267
8.World’s Population Size and Population Growth-Rate 259
271
Unit 10: Population Growth and Management 275
1. Population and Quality Of Life 275
2. Measures for Population Management 277
3. Problems of Population Management in Nepal 280
4. Roles of International Organization 282

Unit

1

We, Our Community
and Nation

Learning Objectives:

At the completion of this Unit, students will be able to:
 Describe the concept of development region and federalism.
 Explain the concept and significance of foundation (pre-requisites) of development such

as drinking water, energy, and human resource along with the concept of development.
 Assess the present level of country’s development after taking stock of different kinds of

completed and on-going development-work.

Lesson

1 Development

The word “development” is not new for us as we use this word often in some way
or the other. The word ‘development’ creates a mental picture of something that has
been better or has been more improved than what it was earlier. After seeing your
“report card” of the second term examination, if your parents say that you have shown
‘improvement’ in your grades then you immediately understand that your marks have
gone better than before. That reflects your higher or better understanding of concepts
in different subjects. Again in another example, if census report of the country shows
that literacy rate amongst the women has increasingly gone higher and higher in the
last three decades then it means that the development of women in that society has
gone up than what it was before. This is the example of group development at the level
of entire society. DEVELOPMENT is understood as a positive change in human life.
Development is an on-going process and hence cannot be stopped. Yes, it can be fast
or slow as we notice at individual and community (group) level. Some of the countries
in the world are developing fast. Those countries which have honest, laborious and
healthy people develop much faster. In developed societies, people are skilled, educated,
healthy and prosperous. This is why such type of population is called ‘human-resource’.
DEVELOPMENT is the upward positive growth which is dynamic and continuous in

<< Nova Social Studies And Population Education Grade-8 1

nature at both individual and group levels. Group here represents family, community,
organization, institution, society, nation and even global society. Both individuals and
groups interact with each other in case of development because individuals are the part
of a society. Development of an individual has a positive impact on a society (group)
and such society becomes a progressive society with many successful individuals.
A progressive society further creates a favorable environment for development of
individuals. Development brings success which makes things happen and there is a
ripple effect of it. A success in turn brings development which favors in our training for
getting more success. This is how we go on learning more about getting more success
which creates further development.

Development makes things happen through training and learning.
Development is a holistic (all-inclusive or all encompassing) concept (phenomenon) that
shows positive dynamic growth in economic, socio-cultural, political and environmental
dimensions (aspects) of human life at individual and group level in the society.
Development if understood only as economic growth is one-dimensional and, therefore,
not holistic in nature. Development as economic growth is the quantitative concept of
development which is just limited to accumulating more money and material wealth.
This is a narrow vision of development which does not add qualitative dimensions
like education, health, housing, good governance, fundamental rights, environment
protection, check on pollution and similar others. As Aristotle said in ancient Greece,
“Wealth is evidently not the good we are seeking, for it is merely useful for the sake of
something else.”

Upward positive gains are signs of development.

2 Nova Social Studies And Population Education Grade-8 >>

Of course, development is the progression, not regression. If regression is the case, it is
“backwardness” and that does not fit into the concept of development. Development
is not possible in absence of required (requisite) interaction and relationship between
RESOURCES and MEANS. These resources and means have three categories such as
natural, human and economic. Natural resources and means include mineral-ores, water,
air, plant-vegetation, SUN, topography-- mountains, hills and plains and so on. Human
resource and means include intelligent humans, skilled labors and diligent (laborious)
work-force. Economic resource and means include capital, money, financial structure
and economic model, etc. A country with sufficient availability of resources and means
grows to become prosperous and developed. In absence of human resource, a country
will not develop and hence remain least-developed country even when all other resources
such as natural resources are present. The base-line for country’s development is the
economic activity. The economic activities in a country grow with the proportionate
increase in people’s income and expenditure. Increase in economic activities steps up the
development of a country. Development of a country depends upon stable government,
honest politicians and visionary and committed leadership. People too must show their
creativity, ingenuity and inventiveness along with industriousness for development to
happen.

Words and terms you would like to know

Regressive (adj.) : opposing progress
Phenomenon (n.) : circumstance, event, incident
Evidently (adv.) : obviously, plainly, manifestly
Accumulate (v.) : collect, gather
Interaction (n.) : a mutual or reciprocal action
Visionary (adj.) : a person with powers of foresight (great ideas to implement)
Ingenuity (n.) : the power of creative imagination
Industriousness (n.) : showing continuous determination to perform a task

Learning Guideline
Development is the upward growth which brings progress and prosperity by capacity building. Let the
students form a group and discuss means of development which they have observed in their surroundings
or seen in electronic media. Having discussions with the elders and the old people is always helpful in
understanding the nature and scope of development within the community.

<< Nova Social Studies And Population Education Grade-8 3

Activities

1. Highlight the possibilities of development in Nepal, for example there is a great possibility in
areas of rural tourism in Nepal.

2. List out the changes in a society you have been living in and being brought up. Describe the
changes in light of development till the present day.

3. Read the following texts and prepare a dialogue based on feelings it generates in you:
A. Export of Hydro-electricity: Great-Destiny waiting for Nepal
Nepal is a country of abundant water resources. Nepal is said to have the capacity of producing
83,000 MW of hydro-electricity but the country has not been able to produce even 1000 MW
Hydro-electricity till the beginning of 2016 AD. Nepal can become prosperous by exporting
hydro-electricity only when it produces 10,000 MW of electricity. When shall this dream come
true for Nepal?
B. Unspent Budget-money on Physical Infrastructure: Worrisome Trend
It seems that Government shows lack of political will when it comes to financing construction
of physical infrastructure without which no economic development will take place. Roads
are crucial infrastructure that link villages to cities, provide access to marketplaces and help
in movement of both goods and people. Unfortunately, huge portion of budget allocated for
expansion of road networks goes unspent. Government had allocated Rs. 2.13 billion in 2071-
2072 BS for Postal Highway, which extends from east to far west of the country. But, only Rs.
1.35 billion was utilized in that year. Due to inability to spend funds on development projects,
the Government could not meet the target of building 20 other bridges on the highway and
black-topping 64-km segment of the road. Another road project that has met similar fate is the
Kathmandu-Tarai fast track road – a 76-km stretch that is to link the Capital of the nation with
southern plains and work as a life-line after the second international airport is built in Nijgadh.
The Government takes a long time in deciding whether to hand over the project to private sector
or build it on its own.

Exercise

1. What is development? Illustrate.
2. Describe how development happens by giving examples of factors responsible for development.
3. What are the steps to be taken for making Nepal a developed nation?
4. Development is not possible in absence of both means and resources. Analyze the statement in the

context of Nepal.
5. As Aristotle said in ancient Greece, “Wealth is evidently not the good we are seeking, for it is

merely useful for the sake of something else.” Examine Aristotle’s quote in light of the concept of
development.

4 Nova Social Studies And Population Education Grade-8 >>

Lesson

2 Provinces in Nepal

The Constitution of Nepal, 2072 BS has embraced the political system of federalism in a democratic model of
governance. Therefore, the constitution has created 7 provinces which function under the overall supervision
of federal government seated in Kathmandu, the capital city of Nepal. Under the scheme of democratic
federalism in Nepal, provincial governments have been given their own legislative and executive powers.

The following are the provinces of Nepal:

1. Province Number – 1:

This province has about 4,534,943 people living in a total area of 25,905 km² area of land. Its capital
is Biratnagar. This province has following districts under its geographical boundary:

Dhankuta, Ilam, Jhapa, Khotang, Morang, Okhaldhunga, Panchthar, Sankhuwasabha, Solukhumbu,
Sunsari, Terhathum, Udayapur, Bhojpur, Taplejung

2. Province Number – 2:

This province has about 5,404,145 people living in a total area of 9661 km² area of land. Its capital is
Janakpur. This province has following districts under its geographical boundary:

Bara, Dhanusha, Mahottari, Parsa, Rautahat, Saptari, Sarlahi, Siraha

3. Province Number – 3:

This province has about 5,529,400 people living in a total area of 20,300 km² area of land. Its capital
is Hetauda. This province has following districts under its geographical boundary:

Bhaktapur, Dhading, Dolakha, Chitwan, Kathmandu, Kavrepalanchok, Lalitpur, Makwanpur,
Nuwakot, Ramechhap, Rasuwa, Sindhuli, Sindhupalchok

<< Nova Social Studies And Population Education Grade-8 5

4. Province Number – 4:

This province has about 2,413,907 people living in a total area of 21,504 km² area of land. Its capital
is Pokhara. This province has following districts under its geographical boundary:

Baglung, Gorkha, Kaski, Lamjung, Manang, Mustang, Myagdi, Nawalpur, Parbat, Syangja, Tanahun

5. Province Number – 5:

This province has about 4,891,025 people living in a total area of 22,288 km² area of land. Its capital
is Butwal. This province has following districts under its geographical boundary:

Arghakhanchi, Banke, Bardiya, Dang, Gulmi, Kapilvastu, Parasi, Palpa, Pyuthan, Rolpa, Eastern
Rukum Rupandehi

6. Province Number – 6:

This province has about 1,168,515 people living in a total area of 27,984 km² area of land. Its capital
is Birendranagar. This province has following districts under its geographical boundary:

Dailekh, Dolpa, Humla, Jajarkot, Jumla, Kalikot, Mugu, Western Rukum, Salyan, Surkhet

7. Province Number – 7:

This province has about 2,552,517 people living in a total area of 19,539 km² area of land. Its capital
is Dhangadhi. This province has following districts under its geographical boundary:

Achham, Baitadi, Bajhang, Bajura, Dadeldhura, Darchula, Doti, Kailali, Kanchanpur

Words and terms you would like to know

Province: It is an admistrative unit carved out within a country and its governance is looked after by Governor and
Chief Minister under the overall supervision of federal government

Federalism: Federalism s a political system which functions at three levels in Nepal -- federal , provincial and local
levelss.

Learning Guideline:
Let the students collect more and more information regarding all the provinces. Guide them to organize
all the information regarding all the provinces. Discuss prospects of development in all the provinces
along with their respective problems and challenges.

Activities

1. Provincial government functions through two contitiutional functionaries who function under federal
government represented by the President and Prime Minister:

President: ................................... Prime Minister: ..........................................
Province Name of the Province
1 ........................................... Governor Chief Minister
2 ...........................................
3 ........................................... ........................................... ...........................................
4 ...........................................
5 ........................................... ........................................... ...........................................
6 ...........................................
7 ........................................... ........................................... ...........................................

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

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

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

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

2. Which province of Nepal do you live in? Name the Governor and Chief Minister of your province.

3. Prepare a report on the performance of your provincial government.

6 Nova Social Studies And Population Education Grade-8 >>

4. Conduct a detailed comparative analysis of all the provinces of Nepal from the perspectives of
geographical area, road-network and socio-cultural aspects.

5. Prepare a chart of all the districts lying in each of the seven provinces. And, briefly explain about your
own district where you live at present.

6. Do self-research and find out reasons for the following:
a) Why does Pokhara receive maximum rainfall in Nepal?
b) Why are Manang and Mustang called cold deserts of Nepal?
c) Why doesn’t Rara Lake attract more tourists?
d) Why is Kathmandu called treasure trove of art and culture and gateway to Nepal?

Exercise

1. Answer the following questions.
a) Which province does have a province with a larger area than any other provinces in Nepal.
b) Which province does have Mount Everest?
c) Which province has less grass land and pasture? What is its effect on the development of the
province?
d) What are the problems and challenges of the province in which you live?
e) What are the future prospects of development of your province? Describe with examples.
f) Compare and contrast the Province Number–1 and 7.
g) Differentiate between Province Number 4 and 6.

2. Identify the province and describe its physical and socio-cultural features:
a) Pancheshwor Multi-purpose Project is located here; Tikapur is one of the major trading centres.
b) Rapti River flows through the province and Lake Satyawati adorns the region.
c) Hetauda and Chitwan are major urban centers in this province.
d) Ram-Janaki temple is located in this province and Birjgunj is the busiest trading point for external
trade.

3. Your grandfather’s childhood friend lives in Patna (capital of Bihar, India). He is coming to see
your grandfather next week and has a plan to visit important places of your province. Which four
important sites would you choose for him and why?

4. Draw a pie chart on the following data.

Total area of Nepal: 147,181 km²

Province Numer Total area (in square kilometers)

1. 25,905

2. 9,661

3. 20,300

4. 21,504

5. 22,288

6. 27,984

7. 19, 539

<< Nova Social Studies And Population Education Grade-8 7

Lesson Significance of Provinces and
Federalism
3

Today, there was a discussion on ‘provinces’ and ‘federalism’ in the class. Here is the
excerpt of the discussion:
Student: Sir, I learnt about the ‘provinces’ in previous chapter. Now, I want to know
about its significance.
Teacher: Well, the following points highlight the significance of having provinces in
Nepal under the scheme of federalism::

• To bring proportionate development in all the areas of the country
• To solve the local problems at local level itself by applying the principle of

decentralization
• To end the situation where one hast to rely on the Central Government for getting

an ordinary work done
• To strengthen unity and integrity of the country by honoring the diversity that

exists in our country
• To create and develop regional balance
Student: Sir native people of every province raise their demands to get natural resources
and comparatively bigger geographical area. They come out in open and protest against
the government to put pressure on the politicians forcing them to meet their demands. If
not handled wisely, violent clash between the protestors and the police worsen the peace
and order in the region. How do you look at it?
Teacher: The peaceful protest in democracy is the way to place the valid demands
before the Government. This kind of protest is considered valid in federalism. People
of Madeshi origin in Tarai region rose in protest for demanding more geographical area
for their province and other related rights for more than four months starting from the
month of Bhadra in 2072 BS. This protest was not at all against the Constitution of Nepal,
2072 rather it was political demands to get more space and rights to be included in the
constitution. Not only people but also the provincial government put pressure on the
federal government for better prospects of specific province.
Student: Okay sir, I understood that democracy allows the right to protest. And the
government must solve the political demands of people without delay and discrimination. Sir,
explain to me how federalism works in context of Nepal.
Teacher: Federalism divides the nation into several provinces with their own elected
governments. Provincial governments work under the supervision of the federal (or
central) government in accordance with the Constitution of Nepal, 2072 BS. In federalism,
two or more than two levels of governments exist…one at national level and other at
provincial and local level. The existing Constitution of Nepal divides the political powers
and functions between different levels of governments. Government at the national level
is popularly called the central or the federal government while the government at the
provincial level is known as the state government. At present, the Constitution of Nepal,

8 Nova Social Studies And Population Education Grade-8 >>

2072 BS has endorsed three levels of governments with their respective powers and
functions to be exercised by the elected executive.
Student: Thank you sir. Now, I fully understand the mechanism of federalism as
envisaged in the present constitution. In our school, some parallel of federalism exists
as ‘management committee’ behaves exactly like the central government. And teachers’
union and students’ union are like provincial governments which remain under the
oversight of the ‘management committee’. Isn’t it so, sir?
Teacher: Yes, you are right. Powers, functions and responsibilities are divided between
the central and provincial government in accordance with the provisions mentioned
under the written constitution. Subject matters of national importance like border
security, foreign affairs, army control, national economic planning and its execution
remain under the control of the central government functioning at the national level.
The provincial or state government looks after the daily administration along with the
law and order situation within the geographical boundary of the province. Besides, the
provincial government can make a plan for development of the province and implement
the same. It can further evaluate the strengths and weaknesses of both the natural and
human resources in order to develop a province.
Student: It means that federalism has not been put into practice and we are still waiting for
it.
Teacher: Yes, we are still waiting for its implementation.

Learning Guideline
Concept of development region and its practical implementation could not empower the people residing
in different districts of Nepal. This led to the rise of demand for federalism. Federal provinces are expected
to fill the gaps of development that the development regions failed to achieve. Let the students understand
the expectation for development arising out of structure of federalism by adopting the method of practical
demonstration. Examples of other federal democratic countries shall be extremely useful.

Activities

1. Find out the democratic countries which have opted for federalism and locate them in the map of
the world. What is the status of federalism in these countries so far as good governance, rule of
law and welfare to citizens are concerned? Explain and share the same in your class.

2. Divide your class in four groups likening them with provinces and appoint the monitor of the class
as the head of the central government assisted by two deputies. Explain the powers and functions
with regard to cleanliness of the class, collection of home assignment copies, checking diaries,
supervising daily dress code, noise-management and so on amongst the four groups functioning
as provinces and to the monitor as well. Monitor is over-all in charge of all the functions and his/
her instructions have to be followed. In case of any dispute, matter will go to the class-teacher
who is supposed to act like an independent judiciary whose decisions will be binding and final
for all in the class.

Exercise:

1. What is federalism?
2. Discuss the nature and importance of federalism.
3. Describe the model of federalism adopted by Nepal.
4. List out at least three powers and functions of the Central Government and the Provincial

Government.

<< Nova Social Studies And Population Education Grade-8 9

Lesson

4 Drinking Water

Drinking water is one of the basic needs of development. Drinking water is the most
essential need for human life. If you look at the old civilizations of the world, all of them
flourished at the bank of rivers where sufficient water resource was available. Nepal
stands just next to Brazil in term of wealth of water resource. But, most of the people
of Nepal suffer from problems related to drinking water. Supply of drinking water
has not been at par with the annual growth rate of total population, urbanization and
industrialization in Nepal.

Drinking water is the essential need for human survival.
In general, two-thirds of human body is water. Essential minerals required for healthy
survival are only supplied by water to human body. Water is also needed for daily
house chores apart from drinking purposes. Polluted water is a source of a number of
contagious diseases like cholera, jaundice, typhoid, and so on. In this way, absence of
pure drinking water adversely affects the availability of productive and efficient work
force. Besides, both the state and the citizens have to expend a lot of money for the cure
of such diseases. Thus, pure drinking water saves a lot of money which is spent to cure
diseases and the saved money can be used for welfare of citizens.
There are some places in Nepal where people have to walk a long distance for collecting
potable water. If the supply of drinking water reaches every home of Nepal, these people
would utilize their time and labor in other productive work instead of running around
for water. The problem of drinking water is equally complex in urban areas of Nepal.
Problems like not having enough force in water-supply, tap without any water, supply
of contaminated water have made the urban life more challenging and worrisome.
People in the Tarai are dependent upon the ground-water source to get drinking water
for daily survival. At some places in the Tarai, the ground-water source has been badly
contaminated with the dangerous element called ‘Arsenic’. The arsenic water poses
health-hazard if consumed as drinking water, therefore, specific red mark is put on the
taps and tube-wells in Tarai which have arsenic-contamination in the water. Thus, water
from taps and tube-wells marked red must not be consumed as drinking-water.

10 Nova Social Studies And Population Education Grade-8 >>

State must provide pure and safe drinking water to all.

According to the WaterAid Nepal, an INGO, the water supply coverage is only 53
percent of the population. In a 2014 report, the DWSS (Department of Water Supply and
Sewage) said that more than 70 percent of the water supply schemes in the country are
in need of repair, rehabilitation or reconstruction. National Water Plan had envisaged
supplying drinking water to entire population by 2015 AD. Unfortunately, we could not
meet this target. As we have read in earlier paragraph supply of or access to water is
not the only challenge in Nepal. Water pollution and contamination is one of the main
health problems in Nepal.

Words and terms you would like to know

Urbanization (n.): the social process whereby cities grow and societies become more urban
Industrialization (n.): the development of industry on an extensive scale
Contamination (n.): the act of polluting
Rehabilitation (n.): the conversion of wasteland into land suitable for use of habitation or cultivation

Learning Guideline
Encourage the students to go for ‘field visit’ in order to know different sources of drinking water,
cleanliness level and its pattern of use. Engage the students in awareness campaign regarding economic
use of water and maintenance of different sources of water through a role-playing method and short
street-play (or skit).

Activities

1. Find out all the possible sources of drinking water currently available in your community and
classify them into two categories: Fit for drinking and Not-fit for drinking. Explore different
ways to purify water which is not-fit for drinking through practical techniques and experiments.
Explain the same to class with the help of drawings and suitable model.

2. Draw the picture of the source of drinking water which is being used in your house and show the
same in the class.

3. Prepare a plan to clean the area around the source of drinking water near your school with a team
formed from your class. Let it continue without break on every Saturday as this will motivate and
encourage the community people regarding sanitation and cleanliness of the source of drinking
water.

4. Department of Drinking Water has issued a public request given below with regard to proper use
of drinking water. Discuss it in the class and prepare the list of do’s and don’ts regarding proper
use of drinking water.

11<< Nova Social Studies And Population Education Grade-8

Public request from the Department of Drinking Water

Every drop of water is precious....as drops make the pool of water. No matter what you save but
what you save is worth saving because even a glass of water saved by you shall save other’s life
dying due to lack of water. That is why follow the instructions given below:

 Develop the habit of closing the tap after use.
 Do not continue other work while the tap is still open.
 Have a system of open and close in the tap-water.
 Never use drinking water for irrigation.
 Avoid using drinking water for cleaning and cloth-washing.
 Do not consume water directly without filtering, disinfecting and boiling it.
 Use clean pot to store pure drinking water, clean the place regularly and never forget to

have your hands washed before touching the water in order to avoid water-borne diseases.
 Keep the source of water at easily accessible place for the handicapped.
 Do not allow children to make the water dirty or play with it. Therefore, keep the water at a

height so that they cannot reach it.

Exercise

1. List out the importance of drinking water in human life.
2. Discuss the present status of drinking water in Nepal.
3. Write a formal letter to the Department of Drinking Water requesting for maintenance and repair

of water pipe connecting the tap which carries water to your house.
4. Do you face any difficulty of water in your house? Do your relatives or other people in your

community face difficulty regarding drinking water? List out the difficulties in points.
5. What are the personal arrangements your family members have made in order to collect and

conserve water for daily essential use?
6. What are the precautions you take to save water and to avoid waste in your school, neighbourhood

and your home?

12 Nova Social Studies And Population Education Grade-8 >>

Lesson Energy

5

Energy is the capacity to perform work. Energy can be converted from one form to
another in various ways. For instance, the mechanical or electrical energy that we use
is produced by many kinds of devices, including fuel-burning heat engines, generators,
batteries, transformers, solar-panels, wind-mills, bio-gas plants, etc. Use of energy and
the capacity for doing work are inseparably linked. More use of energy requires more
production (generation) of energy which creates more capacity of doing work. And, more
capacity of doing work brings development in individual’s life at personal level as well
as development of a country at community level. Less use of energy because of its low
production reduces (lessens) the capacity of doing work. And less capacity of doing work
brings backwardness and poverty in the life of an individual and a society. Therefore,
poverty prevailing in Nepalese society can easily be removed by using more energy in
agriculture, industry and in daily life by enhancing the capacity of doing work at every
possible level. In order for using more energy in every walk of life, the Government of
Nepal has to go for more and more generation (production) from different sources. For
Nepal to attain the level of “energy-sufficiency”, it is imperative (essential) to motivate
and sponsor the scientists to do research and development in areas of renewable energy.
Guiding young minds towards science and technology in areas of energy is highly
recommended. NAST (Nepal Academy of Science and Technology) has, definitely,
important role to play in promoting research and development. The development of
renewable technology in Nepal is expected to make Nepali products competitive in the
global market.
Energy is required for lighting the house, charging and operating the appliances,
instruments and gadgets. Hospitals, factories and other home-based trade centers cannot
function without energy. We are quite familiar with the use of energy in our daily life
in the form of fire, heat, light and other mechanical work. Energy displays its power
and presence when we cook food, drive a vehicle, fly in an air-plane, use a tube-well to
get water from under ground, or we just heat up the room in extreme cold. The energy
that we use comes from sources such as hydro-electricity, generator, solar-power, bio-
gas, forest-wood products, coal, natural gas, wind-energy and battery. Similarly, nuclear
plant, petroleum and bio-degradable waste have also emerged as sources of energy.
Kathmandu Valley and major industrial centers in Nepal have a great potential to
generate electricity from bio-degradable waste as these urban areas produce more waste
due to high density of population and economic activities.
There is no moment of life in our daily activities when energy does not show its strength.
Energy is used for operating different kinds of appliances at home and offices cannot
function without energy as computer, fax, and other office activities require energy in
the form of electricity. All the surgery tools and other medical appliances require energy
to function. Supply of energy is very essential without which machines and factories

13<< Nova Social Studies And Population Education Grade-8

stand still in non-performance or under-performance. A level of energy-sufficiency is
required for the industrial development of the country. Energy in the form of electricity
has become the part and parcel of human life. A developed country consumes more
energy in comparison to developing and least-developed country. In fact, any country
that has gone up to become developed has managed and used more sources of energy
in different fields of human activities. Least-developed countries are backward simply
because these countries have not been able to generate more energy from different sources
and use the same in different human activities. Thus, generation and development of
energy provides peace, prosperity and economic development to human community.

Hydro-electricity Wind-Mills for Energy Solar-Panels for Energy

Nepals Potential in Hydroelecticity

Nepal has a great potential in the field of energy production and generation. Nepal is estimated
to have 6,000 rivers, rivulets and tributaries. Nepal is considered to have a potential of 83,000 MW
of hydro-electricity because of having a great number of rivers flowing from the mountains down
the Hilly region and then to the plains (Tarai) of Nepal. Out of 83,000 MW of hydro-electricity,
generation of about 43,000 MW of hydro-electricity is practically possible from economic and
technological point of view. But, Nepal has not been able to produce even 1,000 MW of hydro-
electricity so far. The country’s installed capacity stands at 762 MW during rainy season. During
winter, the generation capacity falls down to around 350 MW because most of the hydro-electric
projects here belong to run-of-the-river type. Run-of-the-river hydro-projects generate electricity
only when there is water in the river. So, as soon as the water level dips (lowers down), electricity
production from these projects falls. To solve this problem, at least 50 percent of the upcoming
hydro projects should be reservoir-type which can hold water during rainy season and use it during
winter to generate electricity when river runs out of water. Urban areas of Nepal use more electricity
in comparison to rural areas. Rural and inaccessible areas of Nepal still require dependable (reliable)
source of energy. Currently, 58% of the total population is connected to the national grid.
Following are the top five projects generating highest amount of electricity in Nepal:

Hydropower Projects Capacity in MW
Kali Gandaki A 144 MW
Middle Marsyangdi 70 MW
Marsynangdi 69 MW
Khimti-I 60 MW
Kulekhani-I 60 MW

14 Nova Social Studies And Population Education Grade-8 >>

Words and terms you would like to know

Energy-sufficiency: a stage or situation where energy supply fully meets (fulfills) the demands for energy
Inseparably (adv.): without possibility of separation
Bio-degradable (adj.): capable of being decomposed
Appliance (n.): a device or control that is very useful for a particular job; durable goods for home or office
use
Rivulet (n.): a small stream
Tributary (n.): a branch that flows into the main stream

Learning Guideline
Arrange an ‘educational tour’ for students to watch the functioning of hydro-electricity projects and other
technology which produces renewable source of energy such as bio-gas plant, solar panel, wind-mills,
waste-recycling mechanism and so on.

Activities

1. Make a list of activities in which energy is used in your house.
2. Read the instructions below. Select the point of instruction that you like the most and display it at

public places.
Responsible citizens must pay attention to the following points:
 Use the electric appliances which consume less electricity
 Use Compact Florescent Lamp (CFL Bulb) which consumes less electricity
 Use white or light color on the wall in your room.
 Do not use defective oven and any other electric appliances
 Open the window while using cooking-gas and turn the regulator off after the use of the gas

is over (finished)
 Use bio-gas instead of cow-dung cake
3. Think for a moment:
a) What would happen in absence of electricity?
b) What would happen if petrol was finished in the world just now?
c) What would happen if petroleum products such as petrol, diesel, aeroplane fuel, kerosene,

and cooking-gas were exhausted?
4. Nepal is a rich country in water resource. Nepal can export enormous amount of electricity after

generating hydropower. Nepal has all the possibilities to become one of the most developed
countries in the world by selling electricity to our neighboring countries. What are the efforts
required to make for it happen in reality? Present your views on the prospect of generating hydro-
electricity.

Exercise

1. What do you mean by the term energy? What are its different sources?
2. List out the importance of energy in human life.
3. List five ways which would take Nepal out of the present energy-crisis.

15<< Nova Social Studies And Population Education Grade-8

4. Explain the role of Government of Nepal and NAST to attain the level of “energy-sufficiency” in
our country.

5. Explain with examples how use of energy brings development.
6. Briefly describe the potential of generating electricity in Nepal from the renewable (or alternative)

sources of energy.
7. Explain how the dependence on forest resources for energy supply, especially firewood in the

wake of economic blockade or any kind of emergency, is dangerous both economically as well as
environmentally.
8. Prepare a chart highlighting the significance of renewable source of energy after reading the
following observation.
Are you suffering from the problem of constant load-shedding? Do not be anxious. Now, your house
will always have electricity. Thanks to solar panel that supplies constant flow of electricity without
any interruption. Yes, solar panel seems expensive to begin with but later on it becomes cost-effective
because every month you are not asked to pay the electricity bill. Moreover, sun-energy is all-free
and solar-panel promotes the use of this free energy received from the SUN. And, solar panel is
available in all categories; just choose the one which suits your need of energy. The solar energy
practically drives all the important appliances and instruments like lighting the bulb, listening to
radio, charging mobile phone, working on computer and watching television. Solar energy driven
car has been practically experimented and it is economically possible to have solar-paneled car
running on the road without petrol and diesel.
Do you live in the windy areas?
Think of another alternative source of energy....and that is wind energy. Wind can give us energy
and that is all for free because we do not have to pay a single penny for having used wind to convert
it into energy. Okay, we require wind-mill and that incurs expenditure but that is affordable. The
wind-mill converts wind into energy. ........Program for developing and promoting ‘alternative
sources of energy’.

Community Work

Prepare a list of sources and types of energy which are being used in your house, school and community.
Also mention the work for which the energy is being used.

16 Nova Social Studies And Population Education Grade-8 >>

Lesson

6 Human-Resource

A positive change in the life of individual, family, community and nation is generally
understood as development. Development is a process which continues for ever
unless retarded or slowed down due to bad politics. Today, we have better facilities
and enjoy better life-style than our ancestors did. That has become possible only due to
development. Our life would have been the same as our ancestors had if development
had not taken place. Human resource has always been an important means (instrument)
for bringing social and economic development.
Who do we call human-resource? Human resource are those (sections of population) who
are physically and psychologically (emotionally) healthy apart from having necessary
education, skills and experience to contribute. Human resource is also known as work-
force or human capital. Human resource is categorized as unskilled, semi-skilled and
skilled. All kinds (categories) of human resource are needed for the development of a
country (nation). But, human resource on its own is not sufficient to bring development
in a country. Other resources and means available in a country must be combined with
human resource in order to register (create) development. Different kinds of human
resource are capable of utilizing available range of resources and means in the country.

Nepal needs skilled human resource in field of engineering to develop the country.
Integrated development of entire country requires proportionate development of all the
regions. For example, in order to develop health sector within the country, we require
volunteers working for bringing improvement in women’s health, rural health, maternity
and infant care and so on. Similarly, administration and delivery of health services
need doctors, nurses, lab assistants, pharmacologists and other health administrators.
For development of agricultural sector, we need informed farmers, agricultural labors,
rural banks, agricultural science and technology, seeds, pesticides, micronutrients,
fertilizers, etc. There exists strong possibility for developing fishery in Nepal after
providing appropriate skill training to farmers. This is how horticulture, floriculture,
animal husbandry, and sericulture and so on can easily be promoted and developed. A
great potential of development exists in areas of health, education, agriculture, tourism,

17<< Nova Social Studies And Population Education Grade-8

physical infrastructure and construction, transportation, communication and so on if
only human resource is utilized in the best possible manner. Specifically trained human
resource for each of these sectors creates expertise and efficiency. But, Nepal is lagging
behind in development due to lack of “specifically trained human resource” popularly
known as skilled man-power (workforce).

Nepal and Present status of Human Resource

Though there is adequate number of human resource in areas of trade and business, agriculture,
and public services, Nepal has less number of human resource in areas such as medical science,
engineering, information and communication technology. Developmental activities have been
seriously affected because of having less number of trained man-power (human-resource) in
these areas of national economy. Another huge problem that Nepal suffers from is the problem of
unemployment. We must respect dignity of any work instead of dividing it into respectable and not-
so-respectable jobs (work). Unfortunately, we are very choosy about the kind of work we do in our
country giving rise to number of unemployed people in the country. But the choice of work is not a
big issue in foreign countries as far as one is paid for it. A country may lack skilled human resource
in a particular economic sector (area) which retards the other economic sectors too. All the people
must strive for developing their skills, creativity and ingenuity in order for a country to develop.
Providing education and skill training to all without gap will definitely develop our country. Thus,
every individual shall transform into a creative, responsible, self-reliant and wise citizen.
Nepal requires to develop creative, capable and skilled human resource in areas of ‘science and
technology’ to increase the rate of economic development. Nepal has to stress more on research and
invention rather than borrowing technology from other countries. Students must be selected early
in their life to groom them as scientists and researchers. Government must develop laboratories and
fund the experiments in areas of agriculture, industry, bio-technology, climate change and so on. Too
much emphasis on bureaucratic procedure and spending too much on salary and perks do not leave
much fund for scientific research and inventions. This is the high time to come out with national
policy on development and devise suitable strategies for long-term development plans for proper
utilization of public money on developing skills and funding scientific research and inventions.

Doctors and nurses are skilled human-resource in health-care sector
Words and terms you would like to know

Integrated (adj.): formed into one; not segregated (separated)
Maternity (n.): the state of being pregnant
Horticulture (n.): gardening, the cultivation of plants
Sericulture (n.): the production of raw silk by raising silkworms
Biotechnology (n.): the branch of molecular biology that studies the use of microorganisms to perform
specific industrial processes
Utlilization (n.): the act of using

18 Nova Social Studies And Population Education Grade-8 >>

Learning Guideline
Let the students collect photographs and newspaper cutting showing skilled, semi-skilled and unskilled
workforce. Allow the students to prepare a chart mentioning all the categories of human resource with
names like clerk, carpenter, scientist, rickshaw-puller, potter, driver, etc.

Activities

1. List out the kinds of human resource available in your community.
2. What kind of human resource should you like to become in future for developing your country?

Write with reasons.

Exercise

1. Describe the role of human resource in bringing about development of the country.
2. What efforts have been undertaken in Nepal to develop skilled human resource for bringing

social and economic development?
3. Distinguish between skilled and unskilled human resource with examples.
4. Critically evaluate the present status of human resource in Nepal.
5. Suggest the ways to build up the base of base of quality human resource in Nepal.

19<< Nova Social Studies And Population Education Grade-8

Lesson

7 Development Projects in Nepal

Development projects related to road-construction, drinking water, communication,
electricity generation, community education, and public health have been taken up in
Nepal. Amongst these projects, some have already been completed while others are
waiting to be completed. Examples of such projects are given below:

Rural drinking water and sanitation project in Western Nepal: This project has been
sponsored by Government of Finland with the cooperation of Government of Nepal.
As the name indicates, this project aims at providing drinking water and promoting
sanitation plus cleanliness in rural areas of western Nepal. Zones like Dhawalagiri,
Gandaki and Lumbini from the Western Development Region and Rapti from the Mid-
Western Development Region have been the focus-area for this project.

School Sector Reform Program: Government of Nepal has sponsored this program
in all the 75 districts. This program has objectives like bringing drop-outs back into
mainstream education system, improving the present quality of education by reforming
educational structure in the country, providing continuous training program for teachers,
refurbishing the existing physical infrastructure of schools and, if required, erecting new
buildings. Government of Nepal has been receiving support from donor agencies from
different countries in order to make this program a success. This program has wide-
ranging objectives which cover almost everything to bring a total reform in education
sector of Nepal. Opening up child development centre, revision in the contents and
curriculum along with the examination system are other objectives of “School Sector
Reform Program”.

Dhulikhel-Sindhuli-Bardibas Road Construction Project: This project started from
November 1996 with an objective to connect the capital city Kathmandu with the districts
of Eastern Tarai region of Nepal. This project has become possible all because of grants
given by JAPAN. The length of the road is 158 km. This road-network is being taken
as alternative route to connect Kathmandu. This road-network has definitely brought
socio-economic transformation of the people of Eastern Tarai.

Bio Energy Project: This project aims to reduce poverty by promoting production
and use of bio-energy which reduces carbon emission and generates employment in
the GREEN ECONOMY. At present, use of bio-energy as an alternative to imported
fossil fuels (LPG, Kerosene and Coal) has become all the more necessary in the wake of
“economic-blockade” that Nepal went through in 2072 BS. European Union is leading
and sponsoring this project in several districts of Nepal like Kathmandu, Lalitpur,
Bhaktapur, Nuwakot, Dhading, Kavrepalanchowk, Sindhupalchowk, Banke, Bardiya,
Kailali, and Kanchanpur.

20 Nova Social Studies And Population Education Grade-8 >>

Bio-mass improved stoves
Strengthening Climate Resilience in Nepal: Mountainous and landlocked country....
Nepal is the fourth most vulnerable country in the world in terms of climate change. A
total of 1.9 million people living in Nepal are highly vulnerable to climate change and
10 million more are considered to be increasingly at risk. Agriculture which contributes
a third of Nepal’s economy is worst-hit by climate change affecting the survival of poor
farmers all across the country. ADB (Asian Development Bank) is working to reduce that
risk with the help of a $ 7.6 million grant to raise awareness about climate change and
incorporate climate risks into all policies and planning. This involves training planners
across 61 of Nepal’s 75 districts to help them identify and integrate climate change
adaptation measures into the district development plans. Training in the remaining
districts is being conducted by other development partners.

Electricity Line to all the 75 districts of Nepal
Electricity Line to all the 75 Districts of Nepal: Among 75 districts of Nepal, Mugu
was deprived of electricity in Nepal. ‘Difficult geographical terrain’ and ‘inconvenience
in transportation’ were held responsible for not having access to electricity for long.
“Agam-Garh: Hydroelectricity Project” which started construction in 2058 BS was
abandoned incomplete. Electricity has finally reached Mugu after Nepal Electricity
Authority has completed this project with its own means and efforts. Only five villages
began to receive electricity to start with which shall be later extended to other villages
too. Electricity generation in Nepal first started in 1968 BS and now after 100 years Nepal
has been able to supply electricity to all the 75 districts.

21<< Nova Social Studies And Population Education Grade-8

Words and terms you would like to know

Sanitation (n.): the state of being clean and conducive to health
Mainstream (n.): the present or ongoing current of thought
Wide ranging: many available options and alternatives, well spread
Resilience (n.): capacity to overcome or face the problem
Adaptation (n.): adjustment
Inconvenience (n.): a diificulty that causes anxiety; the quality of not being useful or convenient

Learning Guideline
Let the students collect all kinds of news and clippings related to ongoing development projects in various
sectors of Nepal. Organize a debate and discussion on the fate of these projects as some of them have
been either delayed or abandoned. Allow the students to come out with suggestions to launch more
development projects and their timely completion.

Activities

1. Collect the news related to ongoing projects in Nepal and have a discussion on those news items
in the class.

2. Your community must have been benefitted by some development projects. Discuss these
projects with your guardians and other neighbors. Prepare a report about already completed
development projects and about the projects which still continue. Your report must include all the
details regarding sponsors and fund of the project, targets to be achieved, duration of time it takes
to complete, nature of the project, role of the local community and the Government of Nepal and
so on. Discuss the report in the class.

3. Discuss the benefits of the project in a group and draw conclusions.
4. What kinds of development projects does your community really need? List them out and mention

reasons behind adoption of such projects.
5. Do research on following ongoing infrastructure projects and prepare a brief description on each

of them:

Hydropower Projects Airport & Road-construction Projects
Upper Karnali Hydropower Project Pokhara International Airport
Arun III Hydropower Project Nijgadh International Airport
Pancheswar Multipurpose Project Kathmandu-Tarai Fast Track
Kulekhani III North-South Corridor Roads

Exercise

1. Describe the Rural Drinking Water and Sanitation Project in Western Nepal.
2. Explain what kinds of programs and activities ‘School Sector Reform Program’ is conducting.
3. Highlight the main objective of Dhulikhel-Sindhuli-Bardibas Road Project.

Community Work

Make a group and pay a visit to any project site or the place where any development work is going on.
Prepare a report based on your visit with a view to submit that report in the class. In case, you didn’t
make the above visit, meet a social worker or an NGO working at local level. Note down the activities

22 Nova Social Studies And Population Education Grade-8 >>

of government and non-government organizations in areas of bringing development at local level.
Discuss the qualitative change that their activities have brought in the local community along with the
suggestions, if any.

RECAPITULATION EXERCISE
1. Following table shows the target of the 13th Three Year Plan (2070/71 -- 2072/73 BS)

Description Status in 2069-70 BS Target of 13th Plan

Population having access to Drink- 85% 96.25%
ing Water (%)

Population having access to 62% 90.5%
sanitation and hygiene (%)

A. To increase the access of drinking water up to 96.25%, apart from the Government’s effort
public participation is also required. Explain the efforts and steps to be taken in order to
achieve the targeted goal.

B. Long-term drinking water projects are still waiting completion and they are not widespread
in different regions of Nepal. Delayed completion, lack of political commitment and
negligence in supervision are some of the causes behind the problem in making drinking
water accessible to all. Identify the areas in Nepal where drinking water projects are needed
the most. What are the other ways where people in the community can work for having
drinking water at their house?

2. Highlight the specific strengths of each of the development regions along with the challenges
being faced in achieving the goals of development.

3. Prepare a dialogue on the importance of alternative energy.
4. Compose a song or a poem on “Pure drinking water, disease-free life”.
5. Explain the importance of having skilled human resource.
6. Melamchi Water Supply Project, which commenced in 2001-02 and was supposed to have been

completed in 2014-15 is still waiting as on April, 2018. Due to the delay in construction, the cost
of developing the project went on increasing as compared to initial cost estimation. Highlight the
reasons behind such a delay in completing the projects and what are the methods to check the
delay in completing the development projects.

23<< Nova Social Studies And Population Education Grade-8

Unit

2

Our Social Norms
and Values

Learning Objectives

At the completion of this Unit, students will be able to:
 Preserve the social and religious traditions of Nepal which hold the community together

and conduct research on them to understand the socio-cultural and economic value of
such traditions.
 Maintain communal harmony and tolerance in the Nepalese society in light of “unity in
diversity” as the main integrating force in the society.
 Appreciate the importance of heritages of Nepal and make efforts to preserve them.
 Research on various international personalities to take inspirations from them so that our
country and community become all the more resilient and efficiently productive.

Lesson

1 Our Social Traditions and Customs

Indigenous organizations have always been traditionally significant. These indigenous
organizations are in fact community-based organizations which act as self-help groups
in order to help the specific community. Most of the ethnic communities have such
indigenous organizations. An indigenous organization is a part of life of rural people
and their livelihood depends entirely on it. Class discourse is going on and various
participants are expressing their views on social traditions and customs which are
connected with functioning of indigenous organizations in Nepal.
Ritika Tuladhar: Respected Chairman of this Assembly,
There is a tradition in Newar community to have GUTHI. Guthi as a social organization
maintains the socio-economic order of the Newar community. Tradition of GUTHI in
Nepal has its origin in GOSTHI from the Lichhavi period (in 5th century BC). Guthi
is composed of Guthi-members and headed by the eldest person of the Guthi called
THAKALI. Without the consent of Thakali, no decision is taken. The formulation of most
of the norms of the Guthi requires affirmative consent of Thakali. In fact, the Guthi system
functions as a trust to which land is donated. This land generates revenue which sustains
the community and funds important community works such as restoration of temples,

24 Nova Social Studies And Population Education Grade-8 >>

PATI (rest house), MATHA (priest house), DHUNGE-DHARA (stone water spout) and
so on. This revenue is also used to observe various festivals, customs, rites and rituals.
Thus, the Guthi plays a very important role in preserving traditions, managing religious
property, organizing religious YATRA, conducting rituals related to birth and death
and so on. There are popular Guthis like Dewali Guthi, Sana Guthi, Se Guthi in Newar
community.
Karan Thapa Magar: Respected Teacher and Friends,
Bheja is a religious, cultural and economic organization of Magars. Bheja in Magar
community helps in performing religious festivals, rites and rituals, celebrations,
traditional practices and agricultural works. Bheja also helps in conducting economic
activities and resource mobilization. Bheja consists of a group of 15 to 20 households.
The leadership lies in the hands of the eldest member of the group and is known
as Mukhiya. The members of a Bheja follow the norms and values of the group. It helps
in strengthening the bond among the group members providing them financial and
emotional support.
Dina Nath Choudhary: Present Members,
Tharus from the mid west and far west of Nepal have been practicing the Badghar
system, where a Badghar is elected chief of a village or a small group of villages for a
year. The election generally takes place in the month of Magh (January/February), after
celebrating the Maghi Festival and after completing major farming activities. Generally,
each household in the village which engages in farming has one voting right for electing
a Badghar. Thus the election is based on a count of households rather than a headcount.
The role of the Badghar is to work for the welfare of the village along with overseeing
and managing the cultural traditions of the villages. The Badghar directs the villagers
to repair canals or streets when needed. They have an authority of punishing those who
do not follow their order or who go against the welfare of the village. Generally, the
Badghar has a Chaukidar to help him. With the consent of the villagers the Badghar may
appoint a “Guruwa” who is the medic and chief priest of the village.
The Badghars of different villages elect a person for the position of Chaudhary to manage
a canal system. Whenever required, the Chaudhary orders the Badghars to send people
to repair or build the canals. In most cases the Badghars and Chaudharis are unpaid
leaders of the community.
Palista Gurung: Respected Teacher and My Dear Friends,
Let me tell you something about traditional system of Rodi and Rodi-ghar in Gurung
community. Rodi is a time to have recreation, discussion and relaxation and provides an
opportunity for young adults – both boys and girls to know each other better. The Rodi
also helps in creating a team to help in farming and other related activities. Rodi-ghar is
a place for social gathering where young adults – both boys and girls from the Gurung
community gather to sing, talk and share their experiences. In some areas, the Rodighar
seems to be shifting rather than being fixed as per the wish of the Gurung-guardian
because having fixed Rodi-ghar and allowing young adults to have their gathering can

25<< Nova Social Studies And Population Education Grade-8

invite social disapproval now-a-days. So, the Rodhi-ghar functions under the direction
and guidance of the old and experienced Gurung member.
Teacher: I thank all the participants today who described the nature and functioning
of different indigenous organizations existing mostly to socio-cultural and economic
purposes. But, there are indigenous organizations which carry out just credit and economic
activities in order to economically empower the concerned ethnic communities. Let us
take the example of Dhikur which exists in ethnic communities like Thakali, Gurung
and Bhote. Dhikur engages in economic activities (collecting money and circulating it
by charging interest). It usually consists of 15-20 people who collect money at a certain
interval of time (e.g. monthly) and the money thus collected is circulated among the
members.
Relevance and importance of indigenous organizations having traditional roots cannot
be overlooked in the Nepalese society.

Words and terms you would like to know

Indigenous (adj.): native, aboriginal
Affirmative (adj.): saying yes; giving assent
Relevance (n.): up-to-date, applied to the context
Formulation (n.): making or preparing something according to a pattern

Learning Guideline
Encourage the students to search for more social traditions and customs from the community life which
are beneficial in promoting economic growth as well as socio-cultural progress. Involve the students in a
group-discussion to highlight the importance of such traditions and customs and guide them to suggest
steps (measures) to preserve these traditions.

Activities

1. Discuss other traditions and customs prevailing in your community in the class and write down
the conclusions in clear points.

2. Prepare a song and a poster on the title “Social Traditions” and display it on the wall-magazine.
3. Read the news item given below and prepare a similar news report on any such tradition

prevailing in your community.

DHIKUTI transformed the life of Surabhi
Pokhara, 18 Bhadra – Surabhi Gauchan from Thak-Khola has seen a big change in her life. Thanks
to Dhikuti, she received a lump-sum payment which she has been contributing in small amount
for the last six months. She used that money in crop-farming which gave her enough return. She is
now quite comfortable in meeting all her needs and that of her family members. Dhikuti in Thakali
community is also known as Dhikuri or Dhikur. Members of Dhikuti use the collected money or
things (Goods) turn by turn. One in whose guidance Dhikuti runs is known as GHOPA. Ghopa
is responsible for any wrongdoings, if any, while managing and organizing Dhikuti. Members of
Dhikuti must have trust with each other.
4. We hear and read about the cases of cheating and deception being practiced in management of
Dhikuti. Prepare a list of measures to be applied with a view to avoid such kinds of forgery and
malpractices in managing DHIKUTI ...... traditionally a proven method to extend economic help to
ethnic community members.

26 Nova Social Studies And Population Education Grade-8 >>

Exercise

1. Compare and contrast GUTHI with DHIKUTI.
2. Badghar system in Tharu community is a classical example of self-governance at community level.

Describe its socio-economic significance plus its political nature within the Tharu community.
3. Evaluate the importance of prevailing traditions and customs in Nepalese society.
4. Distinguish between Rodi and Bheja.
5. Outline the similarities and dissimilarities between Guthi, Rodi, Badghar and Bheja.

Community Work

Choose a social tradition and a custom from your community that you think promotes social good
along with community welfare. Explain the nature and significance of the social tradition and the
custom you have chosen.
Find out all the traditions and customs being practiced in your community at present. Discuss their
practical usefulness and relevance in the present time with your elders and community members. Be
cautious to assess the impact (both positive and negative effects) of these traditions and customs on
women, children and the old members of the family and the community. Share the conclusions and
findings of your research and investigation in the class.

27<< Nova Social Studies And Population Education Grade-8

Lesson

2 Popular Religions in Nepal

Religion is an institutional practice which makes our life easy and natural by shaping
individual’s behavior and character. Religion is a cultural system of behaviors and
practices, world views, moral values and social organization that connects humanity with
an order of existence. Religion influences the human culture. Secularism is the essence of
Nepalese culture. Secularism is an ideology according to which political governance is
not dictated or influenced by any religion and STATE remains neutral towards practice
and observance of a religion by the citizens. Nepal was declared a secular state on 4th
Jestha 2063 BS (18th May, 2006). Secular STATE does not discriminate one religion against
another. All the religions are given equal status. State does not interfere with individual
belief and religious practice. All the religious groups live in harmony in Nepal. A proper
understanding of popular religions will help us appreciate diversity of the Nepalese
society. These popular religions are:

Hinduism

Hinduism is a major religion of Nepal. In the 2011 census, more than 81 percent of the
Nepalese people declared themselves as Hindus. Hindus prefer to use the Sanskrit
term sanātana dharma for their religious tradition. It is often translated into English as
“eternal tradition” or “eternal religion”.

Hindu Sadhus Pashupati Temple dedicated to SHIVA

Dharma has many meanings in Sanskrit like moral order, duty, and right action.
Hinduism has a basic trinity of three gods - Brahma the Creator, Vishnu the Preserver and
Shiva the Destroyer. Many Hindu festivals in Nepal are dedicated to dozens of different
deities. For example, Dashain is dedicated to Goddess Durga, Tihar (Deepawali) is
dedicated to Goddess Laxmi, Chhath to sun God and Holi for paying respect to Prahalad.
Dashain also reminds us of victory of Lord Rama over demonic forces led by Ravana.
Ramayan and Mahabharat are famous Hindu epics which explain good and bad values
in individual and community life through the stories of Lord Rama and Lord Krishna
respectively. Other religious sacred texts of Hinduism are VEDAS, Upanishads, Puranas

28 Nova Social Studies And Population Education Grade-8 >>

and so on. Hindus believe in the law of KARMAS which stress on doing the right Karmas
(good actions). Right Karmas return rewards, success and happiness in life by placing
us in heaven (SWARG) and wrong Karmas (bad actions) return sorrows, failures and
punishment in the life by throwing us into hell (NARAK). Hindus perform a series of
rituals in the form of pujas, prayers, bhajans, yagnas, fasting, feasting, yatras, pilgrimage,
festivals and so on for purifying one’s own KARMAS (actions). Hindus believe in
respecting ancestors and live in well-knit family. They undergo important SAMSKARAS
(proceedings or essential rites and rituals) at the time of birth, marriage and after death.
Hindus visit temples dedicated to different deities (Gods and Goddesses) for offering
prayers and worship. Hindus conduct their Samskaras (essential rites and rituals) at
major events of their life in temples with the help of priest (called Pujari or Pundit).

Buddhism

Approximately 9% of Nepal’s population practice Buddhism. Buddhism is practiced mainly in
mountainous and hilly regions of Nepal by ethnic communities like Tamang, Magar, Gurung, Sherpa,
Bhote, Thakali, Lepcha, Jirel and Newar. Buddhism as a religion evolved around the teachings given
by Gautam Buddha. Gautam Buddha was born in 623 B.C. in the famous gardens of Lumbini as
Prince Siddhartha Gautam in Shakya kingdom of Kapilvastu which now lies in Rupandehi district of
Nepal. The word Buddha means attainment of highest possible spiritual consciousness ......popularly
known as “awakened one” or “the enlightened one”. Buddhism is considered as the most scientific
religion in the world because it talks about spiritual transformation of an individual by practicing
MEDITATION. It does not tell anything about the existence of GOD or presence of heaven and hell
and so on. Buddhist teachings attract many around the world because it teaches non-violence and
therefore, there is no place for forced conversion of others. Buddhists visit Gumba and VIHARA
for prayer, meditation and spiritual study and contemplation. Tripitaka and Jatak stories are main
religious treatises in Buddhism. The most important festival for Buddhists is the Baisakh Purnima.
The Wheel with the eight spokes is the sacred symbol of Buddhism. The eight spokes represent the
Noble Eightfold Path in the ‘Turning of the Dharma Wheel’. The Buddha’s teaching goes round and
round like a great wheel. The Noble Eightfold Path includes right view, right thought, right speech,
right conduct, right livelihood, right effort, right mindfulness, and right concentration. The mind is
the ground and thoughts are seeds........this is what Buddha says in Dhammapada.

Meditating Buddha Buddhist Gumba Buddhist Monks in monastery

Kirat Religion

Kirat religion is also known by terms like Kirat Mundhum, Kiratism or Kirantism. Kirat
religion is followed by Kiratis and Kiratis consist of ethnic communities of Limbu, Rai,
Sunuwar, and Yakha. Mundhum is the religious scripture and folk literature of the

29<< Nova Social Studies And Population Education Grade-8

Kiratis in Nepal. The Mundhum distinguishes each Kiranti tribe from other Kiranti and
non-Kiranti as well. Mundhums for Kiranti tribes serve as source of customary laws
in their daily lives. Kirant religion is practiced by about 3% of the Nepali population.
Kirats practice shamanism and worship mother-nature, ancestors, sun, moon, wind, fire,
mountains, forest, rivers, etc. Paruhang and Sumnima are two main deities worshipped
by Kirats. Almost all sacred rituals are performed by a priest. The religious site of Kiranti
people is known as MARGATHAN. And, Kirats consider Falgunanda Lingden as their
GURU (religious teacher). All the four Kirats celebrate festivals like Udhauli, Ubhauli
and New-Year Yele Sambat (Maghe Sakranti). Sakela is the main festival of Khumbu-
kirat......and is celebrated twice a year as Sakela-Ubhauli (during Baisakh Purnima...Full
Moon Day) and as Sakela-Udhauli (during Maghe Purnima). The celebration of Sakela
is also famous as Chandi Nach Murat because Kirats worship Durga who is recognized
as Chandi or Chandika. Tihar is celebrated as Laxami Puja by Kirats.

Sakela celebration--the prayer to Goddess of Nature for good crops and protection from natural
calamities

Christianity

According to the national census of Nepal 2011 AD, approximately 1.4% of the total population
follows Christianity. Christianity as a major religion originated from the life, teachings, and death
of Jesus Christ. Christianity is more than a system of religious belief and it has generated a culture,
a set of ideas and ways of life and practices. Christians go to the church for listening to the religious
discourse and prayer. The church is composed of the people who believe in the teachings of Jesus
Christ. Jesus is considered as the Son of God who brought God’s Love down to the Earth and
sacrificed His Life for saving humanity against the sins. Christians believe that there is only one
God, whom they call Father. The teachings of Christianity are embodied in the BIBLE.....the religious
scripture. Christians believe in heaven and hell. Heaven is a reward for good actions and hell is a
place of punishment for bad actions. Christianity teaches to forgive, to be truthful, to help others, to
serve poor and sick and so on. Christmas is the biggest festival for Christians which is celebrated on
25th December every year. Christmas is celebrated as the birth-day of Jesus Christ.

30 Nova Social Studies And Population Education Grade-8 >>

Holy Bible Inside view of the Church in Nepal

Islam

According to National Population Census 2011 AD, about 4.4% of the total population of Nepal
practices Islam. Islam is one of the major religions founded by Prophet Muhammad in Arabia in the
7th century CE. The Arabic word ISLAM literally means “surrender” ....which demands submission
(surrender) to the will of God. A follower of Islam is called a Muslim, which in Arabic means “one
who surrenders to God.” The Arabic name for God is Allah. Allah is also referred to as Khuda.
Islam’s central teaching is that there is only one all-powerful, all-knowing God, and this God created
the universe. All Muslims are equal before God and they belong to one community. The Qur’an
(often spelled Koran in English) is the teachings of Allah to the Muslim. Allah revealed Qur’an to his
messenger, Muhammad and thus it is the most important religious scripture for Muslims. Muslims
believe in good and bad actions (deeds). Good deeds lead one to paradise and bad deeds throw
the doer into hell. Good deeds, such as charity, prayer and compassion towards animals will be
rewarded with entry into heaven. Islam promotes ZAKAT which means to do charity or give alms.
Every Muslim must give a fixed portion of wealth to help the poor or needy people. Muslims must
not spread hatred between individuals and must free the captives (bonded laborer). A mosque is a
place of worship for Muslims. In Arabic language, mosque is called Masjid.

Mosque in Nepal Children celebrating Eid

Muslims celebrate Ramadan which is the month-long fasting and ends with the festival Eid al-Fitr.
Eid al-Fitr is one of the two most important Islamic celebrations (Eid al-Adha is the other). At Eid
al-Fitr people dress in their finest clothes, adorn their homes with lights and decorations, give treats
to children, and enjoy visits with friends and family.

Sikhis

Sikhism is the religion founded by Guru Nanak in the 15th century. The sacred scripture
of Sikhism is Guru Granth Sahib. Guru Granth Sahib is also known as ‘Adi Granth’.

31<< Nova Social Studies And Population Education Grade-8

Sikhs believe that God (Wahe Guru) who created the universe is omnipresent and
omnipotent. God is formless. The word Sikh comes from Sanskrit root...SHISYA which
means “disciple’’. Thus, Sikh is the devoted disciple to the GURU (Divine Teacher).
And, Sikh follows the code of conduct and discipline to transform the life under the
guidance of the Guru. Sikhs rise early in the morning to do meditation and prayer in
God’s name (called Nam-Japa) followed by reading of scripture (Shabda-Vani) and sing
Kirtan (singing God’s glory) before they go to sleep. A prayer is known as ARDAS in
Sikhism. The place of worship for the Sikhs is called Gurdwara (Door to the Guru). The
Guru’s word is best experienced in the Gurdwara. Sikhs are required to join a daily
sangat (congregation) where, apart from listening to scriptures, they must undertake
and perform seva, or service to the community. Each Gurdwara has a langar (common
kitchen) where the sangat are enjoined to share a meal. Sikhism does not promote and
encourage caste-differences. Therefore, in the langar everyone must sit in a straight
line. Indeed, the distinctive Sikh langar originated as a protest against the caste system.
Sikhs celebrate many festivals marking the lives and times of the gurus. The birth and
death of a GURU is referred to as a GURUPARB. The month of Baishakh is the first month
of the Sikh New Year and, therefore, they celebrate Baishakhi with a great joy. Sikhs
celebrate Diwali, which marks the release of the Guru Har Gobind from confinement in
Gwalior Fort. Instead of Holi, Sikhs celebrate Hola Mohalla, a festival started by Guru
Gobind Singh for his followers.

Guru Granth Sahib Gurdwara

Apart from above mentioned religions, other religious communities like Jain, Tao, Shinto,
Bahai, etc are found in Nepal. There has hardly been any incident of religious strife (clash)
within the country. Communal harmony and unity in diversity have been the living pattern
of the Nepalese people. Showing respect and understanding towards other religions by
living together in social harmony is understood as religious tolerance. Nepal is a classic
example of religious tolerance.

Words and terms you would like to know

Discriminate (v.): treat differently on the basis of gender, race, caste, religion, etc

Eternal (adj.): continuing forever or indefinitely

Tradition (n.): an inherited pattern of action; a specific practice of long standing

Attainment (n.): the act of achieving an aim

Scripture (n.): any writing that is regarded as sacred by a religious group

32 Nova Social Studies And Population Education Grade-8 >>

Learning Guideline
Ask students to recognize various signs and symbols from different religions with their importance
and specific meaning they carry. Let the students speak about special rituals and prayers conducted in
different religions. Let them organize an exhibition for religious photos taken by them or collected from
other sources comprising shrines, yatras, festivals, rituals, marriages, dressing patterns, daily behavior,
etc.

Activities

1. Divide the class into two to four groups depending upon the religions that students follow and
ask them to do research on their own religion with regard to the origin of the religion, tradition
and festivals being followed, teachings and code of conduct and so on. Each group must share
their findings in the class and discuss the main features of the religions. In case the class has
students of a single religion let them be divided into groups to do research on minimum three
popular religions of Nepal in order to share their findings in the class.

2. Meet the people from different religions in your community and have discussion and intimate
dialogue on their religion and related traditions in order to understand it better. Jot down the
findings.

Exercise

1. Define religion. Name any four major religions being practiced in Nepal.
2. Define secularism. When did Nepal become a secular state?
3. What are the essential features of a secular state? How does a religious state differ from a secular

state?
4. Nepal was a “Hindu Kingdom” earlier. What are the advantages (benefits) of becoming a secular

state for Nepal? Do you think that Nepal being declared as a secular state is a right political step?
Express your views by giving reasons.
5. Why is Hinduism called “Sanatan Dharma”? Highlight its four major teachings.
6. Introduce Buddhism. Explain the main teachings of Buddhism.
7. Fill up the blanks given below based on one clue:

Religion Sacred Scriptures Festivals Place of Worship
................... ................... ................... Margathan
.................... Bible ................... ..................
................... .................... Dashain, Tihar ..................
..................... ...................... ..................
Islam .................... ...................... Gurudwara
.................... Jatak Katha ...................... ...................
....................

8. Discuss the concept and features of Islam.
9. Explain what you understand by Sikhism. Distinguish between Sikhism and Buddhism.
10. Compare and contrast Islam with Christianity.
11. Recognize the symbols of different religions given below and introduce each of them briefly.

12. What are the major teachings and ideals of your own religion? Elaborate. 33

<< Nova Social Studies And Population Education Grade-8

Lesson

3 Social Harmony

Social harmony is living together in peace and cooperation without having ill-feelings
towards each other. Social harmony is the result (outcome) of non-discriminative and
unbiased approach to deal with problems and challenges which emerge in multi-lingual,
multi-cultural, multi-religious and multi-ethnic society such as Nepal. Social harmony
brings the people of different identities together and binds them into one common thread
of identity called National Unity. The national unity integrates the people into one thread
which generates a feeling of belongingness to one’s own nation. Thus, social harmony
stands for justice to all at all the levels ---political, economic and social-- amongst the
people in a society.

peace co-operation justice

Let us be a part of a speech competition today on the topic “Social Harmony”. Speakers
and audience are waiting for a moderator to begin with the proceedings in the class-
room.

Moderator: Now, I request the first speaker Miss Ranjana Bhandari to speak on the topic
“Social Harmony – in the context of Nepal”.

Ranjana Bhandari: Respected Chairman, judges and my dear friends. I seek your
permission to put forth my views in today’s debate competition on the topic “Social
harmony: Nepali way of living”. Nepal is a geographically diverse land with topographical
variations in Mountains (Himal), Hills (Pahad) and Plains (Tarai). Nepalese society
in each of the three ecological regions shows diversity at the levels of caste, religion,
language and culture. Each region in Nepal experiences unique ecology and climate but
one region is dependent on the other. If rivers do not flow from Himal (mountainous
region) and hilly regions of Nepal, Tarai will remain dry and hence suffer from drought.
Similarly, in absence of Himalayan range of mountains in the north no rains would occur
with moist winds blowing from the southern seas. It is the Himalaya in the north which
intercepts the moisture-laden winds blowing from the eastern Tarai region to bring rain
up to western part of Nepal. Hydro-electricity generated in Hilly region of Nepal brings
light in the houses of Tarai. Thus, we Nepali no matter where we live...Himal, Pahad or

34 Nova Social Studies And Population Education Grade-8 >>

Tarai …are dependent on each other. And, we cannot even think of surviving without each
other. We respect each other, cooperate among ourselves and pool our resources and skills
together in order to develop the country. This is the example of true social harmony. This is
the true nature and feature of being Nepali. This spirit of unity in diversity reflects the social
harmony in Nepal. I conclude my views here. Thank you.

Moderator: I invite the last speaker Mr. Shailendra Mahato to share his ideas on the
topic.

Shailendra Mahato: Honorable Chairman, judges and my fellow class-mates. Nepal
is a multi-lingual, multi-religious and multi-cultural country. Not a single village or
municipality has the population of only one caste or ethnic group. Our country Nepal
thrives on diversity...yes the scale of diversity at various levels in each region may differ
but it exists everywhere in Nepal. Not only that, diversity is promoted in Nepal at both
political and social level. Diversity is an end in itself to achieve.... without which social
harmony will fail to exist. Nepal’s diversity is our national identity which can be seen
in the presence of different castes, languages, religions, cultures, topography, climates
and so on. This kind of pluralism promotes interaction with rainbow of people. Sharing
other’s viewpoints, cultures and even religious festivals develops cooperation amongst
the communities living in different regions. This is how social harmony is maintained.
Without social harmony, no country can move on the path of development. People living
in Himalayan region visit Tarai and find work for survival. Just take my example, I have
come from Tarai and currently studying in the hilly region of Nepal. Our Naresh Jha sir
has also come from Janakpur and is teaching here for a long time and giving education
to students from different ethnic groups and topographical regions. All the students
love him for the kind of skills and values he transfers in them. Tsering Pema Miss has
been transferred from here to Tarai to work in a school located in Saptari district. We as
humans respect each other for the quality we have and all differences help in building
our nation. These differences which are visible in us give rise to different range of abilities
in us. Therefore, diversity must not be taken as weakness in the direction of nation-
building. At the end, I would like to say that there is no alternative to social harmony.....
because united we stand, divided we fall. And, remember fall of a nation is a defeat for
everybody. Let us develop the feeling of “We and Us” instead of standing for isolated “I
and Me”....like I and my community only. With this message, I would like to conclude
my statement. Thank you one and all.

Moderator: I thank both the speakers for highlighting the identity of Nepal which is the
land of unity in diversity. This spirit is enlivened in the core of everyone’s heart and duly
reflected in social harmony that we maintain in the place we live and work. Needless
to say that social harmony strengthens national unity which, in turn, lessens hostility,
hatred, conflict, mistrust and discord between the people.

Words and terms you would like to know

Pluralism (n.): a society (or a social organization) in which diversity of racial or religious or ethnic or
cultural groups is tolerated
Isolated (adj.): being kept apart from others
Hostility (n.): enimity, unfriendliness, hatred

35<< Nova Social Studies And Population Education Grade-8

Mistrust (n.): doubt, dissent, suspician
Lessen (v.): decrease, shorten; diminish

Learning Guideline
Motivate the students to participate in drama displaying the theme of social harmony and involve them
in sharing the events/incidents where social harmony came in for practice.

Activities

1. Organize a speech competition on the topic “Social Harmony”. Select the master of ceremony,
moderator, time-keeper, chairman and committee of judges from amongst secondary level
students to conduct the competition.

2. Point out the measures and steps to be taken by you and your family with a view to maintain
social harmony.

3. Share the efforts and events which exemplify the promotion of social harmony in your community.

Exercise

1. What do you mean by social harmony? Evaluate how far the state of social harmony prevails in
the Nepalese society.

2. Outline the measures (steps) required for maintenance and continuity of social harmony in a
society.

3. Provide a brief description of a situation or an event in which you got help in time of need from
a person of different community and you too helped an individual looking for help regardless of
the person’s background. Express your feelings and views about both the situations.

4. Explain how you behave with the people from different ethnic and cultural background while
keeping your own cultural background intact (safe).

5. Briefly differentiate between the Mountainous (Himal) and Plain (Tarai) regions of Nepal in
respect of climate, topography and socio-cultural backgrounds.

6. Sharing other’s viewpoints, cultures and even religious festivals develops cooperation amongst
the communities. Discuss with examples.

7. United we stand, divided we fall. Assess the merits of the statement in context of Nepal.
8. Elaborate that social harmony stands for justice to all at all levels.
Conduct a survey on following details by visiting at least 20 houses. After that, prepare a report

titled “Social Harmony in My Community”.

Family-head: Caste/Last Mother-tongue Religion/ Disability---if
Name Name Ethnicity any

36 Nova Social Studies And Population Education Grade-8 >>

Lesson

4 Nepal – A Beautiful Living Garden

Nepal is a culturally rich country. Nepal is blessed with a range of folk cultures which
include different types of dressing patterns, songs, music, dance, art-architecture,
traditions and customs. From the east to the west and right from the Himalayas down to
the Hills and then finally to the plains, Nepal exhibits mesmerizing diversity. Not just the
behavior and customs that the people observe are different in different parts of Nepal,
even the racial profiles of the people are interestingly different. Difference in physical
appearance of the people from different regions of Nepal is observed due to their racial
differences. Tibeto-Burmans (or Mongoloids) from the north and Indo-Aryans from the
south are the two major groups who have been living together with their own cultures,
traditions and customs. The spirit of coexistence and cooperation towards each other
guide their behavior and interaction in a community and a society. For example, Sherpas
and other indigenous groups living in the Himalayan region show Tibetan influence in
their culture, dressing pattern and religious beliefs because the Himalayan region of
Nepal shares the boundary with Tibet. Trading with Tibet since ancient time has cast
definite influence on the culture of the people living in the Himalayan region of Nepal.
Tibetan Buddhism is followed in the Himalayan region of Nepal.
In contrast, ethnic groups and various Hindu castes living in southern Tarai region
of Nepal exhibit the influence of North-Indian culture because of their continuous
economic and social interaction with India. Their languages, dress-patterns, and other
cultural aspects resemble those of the neighboring states of India. Various Ethnic and
Caste groups which live in Tarai region of Nepal are Tharus, Majhis, Brahmins, Rajputs,
Yadavs, Rajbansis, Satars, Dhimals, Danuwars and Kumahls. They speak their own
mother-tongue such as Maithili, Bhojpuri, Awadhi and Hindi and follow Hindu way of
life.

37<< Nova Social Studies And Population Education Grade-8

The mid-hills, valleys and river basins are home to both Tibeto-Burman and Indo-Aryan
people. Both Hinduism and Buddhism are practiced and followed here. The ethnic
groups like Newars, Tamangs, Rais, Limbus, and Chepangs are scattered from Central
Hills to Eastern Hills of Nepal. The Newar community is concentrated in their traditional
land of Kathmandu valley. Newars are scattered in other towns and cities of Nepal too
for doing business and trade. The Brahmins and Chhetris, though mainly live in Hilly
region of Nepal, have spread out in all the parts and regions of the country.

The people of Nepal are as diverse as the topography and climates within the country.
King Prithvi Narayan Shah ---the hero behind unification of Nepal -- had declared in
his text called “Dibya Upadesh” (Divine sermon), “Nepal is a common garden of four
castes and 36 ethnic groups”..... Nepal  Char Jaat ra Chhatis Barnako Sajha Phulbari
Ho. Even after more than two hundred years since the unification of Nepal, our country
truly manifests a variety of cultures in various forms such as religions, festivals, foods,
languages, music, dance, songs, folklore, art, architecture, literature and philosophy.
According to the Demographic Census, 2011 AD (2068 BS), a total number of 123
languages are spoken as mother tongues. These mother-tongues are national languages
of Nepal because they are our fundamental identities. Nepali as a language has become
commonly spoken language apart from being mother-tongue for 44.6% of the total
population of Nepal. Nepali is also the official language of Nepal. English too has entered
Nepal because of British influence in the past as a shared language that more and more
people are using. English is widely used as medium of instruction and for communication
with non-Nepali people around the world. The major languages of Nepal being spoken
as mother-tongues are Nepali (44.6%), Maithili (11.7%), Bhojpuri (6.0%), Tharu (5.8%),
Tamang (5.1%), Nepal Bhasa (3.2%), Magar (3.0%) and so on. Similarly, Nepal has 126
castes and ethnic groups divided across more than 10 religions like Hindu (81.3%),
Buddhists (9.0%), Muslims (4.4%), Kirant (3.1%) and Christians (1.4%). Just as a variety
of flowers create a beautiful garden, diverse identities of people make Nepal a beautiful
garden. Indeed, Nepal is a beautiful living garden of people having a variety of mother-
tongues, religious, ethnic, lingual and cultural backgrounds. Hundreds of flowers of
different varieties have been woven together to make a garland of the common identity
as being Nepali. Sayau thunga phulka haami, autai mala Nepali.

Words and terms you would like to know

Mesmerizing (adj.): very attractive

Interaction (n.): a mutual or reciprocal action

Demographic (n.): a statistic characterizing human populations

Demographic (adj.): of or relating to demography

Medium of instruction: a language used in teaching-learning process

Scatter (v.): move away from each other, widely distributed, derange

Learning Guideline

Help the students organize an exhibition showcasing a variety of folk songs, folk dances, poems, and
ethnic dresses...all referring to “Unity in Diversity” in Nepal.

38 Nova Social Studies And Population Education Grade-8 >>

Activities

1. Look at the picture given below. Compose a poem or a song based on the theme being reflected
in the picture. Also, draw a poster with a slogan reflecting the theme of the picture.

Dressing patterns show different culture in Nepal
2. Think over the following questions and then register your response.
What kind of garden would it be, having only a single species of flowers?
How would Nepal appear if the people had a single culture of dress-code, behavior, language and

ethnicity?
3. Organize a drawing competition in your class on the topic, Nepal – A Beautiful Living Garden.

Your drawing must show festivals, rites-rituals and dressing-patterns of the people in Nepal. Ask
your teacher to put up the drawings on school-gallery for others to view.
4. You must have visited a garden or have one in your house. Paint a picture of a garden and
display the same as decoration on your class-wall (or class-board). Let your class-mates mark the
paintings in terms of 1,2,3,4 ...based on their excellence and appeal. Excellent painting would get
marked by 1 and so on. Count which painting in your class got maximum number of mark as 1
(one) and adjudge it the best painting.

Exercise

1. Elucidate (explain) the concept of Unity in Diversity. How does this concept guide daily behavior
of people in our society? Explain with the help of appropriate examples.

2. Nepal is a beautiful garden of people. Justify this statement with appropriate examples.
3. Analyze the idea (or notion) “Celebrate the diversity” in context of Nepalese society.
4. Define language. What roles does it play in human society?
5. Do you support Nepali as the only official language for the Central Government while English -- a

global language -- together with Nepali could have the best arrangement? Give reasons for your
answer.

39<< Nova Social Studies And Population Education Grade-8

Lesson

5 National Heritage

National heritage is the pride of the nation and the community which reminds us about
our past glory, sacrifices and gives us a common identity handed over to us. National
heritage is not owned by an individual or a sect or a particular group. It belongs to
all...whole nation and all of us own it. National heritage relates with both natural and
cultural resources present in a country. For example, national parks, wild life sanctuaries,
forests, rivers, wide scale of mountain range are national natural heritage. Similarly,
arts architecture, historical buildings, archeological sites, folk culture, language, literary
creations, etc are examples of national cultural heritage. What is heritage? Heritage is
something of special value and is worthy of preservation which has been passed down from
previous generations. So, the riches of the past when inherited by the present generation
is called heritage. National heritage reflects the country’s identity and history which
passes from one generation to the next.
A national heritage in a country can also be a world heritage because of its global
significance either as a gift from the nature or as one of the finest creations of humans. Both
natural and cultural sites of outstanding universal value are preserved and protected by
declaring them as “World Heritage Sites”. Gifts from the pure nature or from the human
culture belong to entire humanity on this EARTH. That makes it a world heritage. Nepal
has ten such heritage sites falling in the category of ‘world heritage’. World heritage
sites in Nepal are the national parks in Chitwan and Solukhumbu (Sagamatha Naional
Parth) endowed on to us by nature. Nepal’s gifts to the world in the fields of art and
architecture are valuable contributions to shared human-culture on this planet EARTH.
These cultural sites in Nepal are Lumbini, Boudhanath, Swayambhunath, Pasupatinath,
Changnarayan (all related to Buddhist and Hindu religious sites) along with three Durbar
Squares as specimens of architecture located in Kathmandu, Patan and Bhaktapur (put
together known as Kathmandu Valley). The cultural sites mentioned here make the
world heritage quite rich. In fact, there are a total number of seven world heritage sites
in and around the Kathmandu Valley. And, all of them showcase a range of religious
and artistic traditions that have made the Kathmandu Valley world famous. 

Pashupati Nath Temple (Kathmandu) Patan Durbar Square (Lalitpur)

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World Heritage Sites (WHSs) across the world are declared (listed) under UNESCO’s
World Heritage Program. These listed sites obtain financial help to protect and preserve
the common heritage of humanity from ‘World Heritage Fund’. Any deterioration or
destruction to any World Heritage Site constitutes a loss to the nature and culture of entire
humanity. Degradation of heritage sites takes place due to either natural or human (man-
made) factors or both may be responsible to the destruction at a time. An earthquake (of
7.8 magnitudes) struck Nepal on April 25, 2015 (Baisakh 12, 2072) and damaged several
heritage sites located in Gorkha, Nuwakot and KathmanduValley. Poor maintenance
and repair work are other man-made causes which multiply the extent of damage to
the heritage sites when struck by natural disaster such as earthquake. Among the well-
known Kathmandu landmarks destroyed by the quake was the 100-feet Dharahara
Tower. This tower (a nine-storey structure) was built in 1832 AD for the then Queen and
looked like the lighthouse. It was rebuilt following a powerful earthquake of 1934 AD
but it seems human-error of not using latest engineering continued. As a result of this
the Dharahara Tower collapsed to a pile of scattered bricks and mud. Both the natural as
well as human factors contributed to its collapse.
[Note: UNESCO stands for United Nations Educational Scientific and Cultural
Organization.]

Dharahara (before the Earthquake) After the Earthquake (2015 AD)

Following is the list of World Heritage Sites in Nepal:

World Heritage Sites Location in Nepal Main Feature

Sagarmatha National Park Solukhumbu District Bio-diversity & Forest
Chitwan National Park Chitwan, Kasara Tiger, Elephant, Ghariyal
Hanuman Dhoka Kathmandu Durbar Basantpur Tower
Patan Durbar Square Lalitpur District Palace of Malla Kings
Bhaktapur Durbar Square Bhaktapur District 55-windows palace, Bell
Bouddhanath Stupa Kathmandu Huge Buddhist Mandala
Swayambhunath Stupa West Kathmandu White Dome -- Buddhism
Changunaranayan Changu VDC: Bhaktapur Pagoda Newari Style

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Pashupati-Nath Temple Eastern Kathmandu Two-tiered Pagoda Style
Lumbini Rupandehi District Birth-place of Buddha

Words and terms you would like to know

Deterioration (n.): ruin, fall, destruction, process of changing to an inferior state

Outstanding (adj.): excellent, having a great quality

Specimen (n.): a standard example

Landmark (n.): a unique or important change, turning point

Learning Guideline
Organize an educational excursion to see heritage sites located nearby. Ask the students to prepare a report
on it suggesting measures to protect and repair those sites. Let the students form an “Action Committee”
with a view to implement their suggested measures (steps) for protection and maintenance of those sites.

Activities

1. Prepare a list of ancient and important heritage sites located in your community and in the area
where you live.

2. Read the following REPORT and follow the instructions:

People Participation in Bagmati Clean-up Campaign

The Bagmati River, which runs next to the Pashaputinath Temple, has received holy status from the
Hindus. The Bagmati River has many GHATS (bathing Spots) along its banks. One famous Ghat is the
Gauri Ghat. Women take bath in Gauri Ghat before they worship the Lord Pashupatinath. Bagmati
Clean-up Campaign started on May 18, 2013 (Jestha 4, 2070) to get rid of all impurities and garbage
which have polluted the river over a course of time. To highlight the need for having clean rivers,
a human chain was formed along the banks of the Bagmati River, from its headwaters at Bagdwar
to its outlet at Chobhar in the Kathmandu Valley. The Bagmati Clean-up Campaign has already
completed its 140th weeks on January 16, 2016 (Magh 2, 2072) as one of the greatest examples of
volunteerism and people’s participation with an objective to preserve the river as national heritage. It
is the public realization about their responsibility towards the environment that made this campaign
successful. Every Saturday morning, people have been volunteering a few hours to the campaign
which has received support from more than 950 organizations. The volunteers have collected more
than 3,000 tons of waste from Bagmati and its banks so far. Political parties, organizations, private
and government schools and colleges have participated in the Bagmati cleaning campaign to make
it a success. This campaign stands for public commitment towards improving the quality of the
river. Direct involvement of government and non-government organizations along with community
support is the evidence of our sincerity to preserve our rivers and other heritages. Mr. Rajesh Prasad
Singh from Integrated Development of the Bagmati Civilization said, “The campaign has changed
the public mindset towards the river in the recent days.”

Now, follow the instructions:
A. Launch clean-up campaigns to save cultural heritages located near your school and place of
residence. Pick up historical sites, public garden, ponds, religious places and so on for ‘clean-
up’ exercise.
B. Create posters with relevant slogans to highlight the danger faced by mountain ecology due
to rising activities of mountaineering and trekking, particularly in areas of Mount Everest
and Annapurna range of mountains.

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C. Explain the importance of volunteerism and people’s participation to other children from
your community in order to protect nature and environment around us.

3. Highlight the importance of a heritage site located in the place where your community lives.
Write a letter to the head of your Village Development Committee or the municipality requesting
him/her to recommend the heritage site located in your community to be declared as “World
Heritage Site”.

Exercise

1. What do you understand by National Heritage? Write with examples.
2. Define “HERITAGE”. Explain its importance in human civilization.
3. Our natural heritages are shrinking day by day. The cultural heritages are suffering with neglect

and negligence from our side. Make a list of steps and measures to be taken with a view to
preserve them.
4. Present a detailed account (description) on the feature and quality of the world heritage sites
which you visited in the past.
5. Briefly describe the unique heritage site from your locality which has not been listed under World
Heritage Sites.

Project Work

1. The Earthquake has proved to be a real threat in Nepal for safety and security of many cultural
heritages. The devastating 7.8 magnitude earthquake that violently shook Nepal on April 25, 2015
deformed and damaged a number of iconic UNESCO World Heritage Sites and most popular
tourist attractions -- some dating more than 1,700 years – got reduced to piles of rubble.

Pay visit to several heritage sites and make a note of damage, destruction or any kind of loss
which requires repair. Specify the causes of such damages to heritage sites with kind of repairs
and maintenance they require.

2. Organize an educational tour to any religious or historical or tourist site. Prepare a report on your
visit considering following points:

Background of your visit, Objectives, Methods adopted, Findings, Conclusions and Suggestions.

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Lesson

6 International Personalities

Florence Nightingale

All of us have seen nurses who take great care of sick patients in hospital. These nurses
earnestly look after the patients all the time, be it a day or night. They are seen helping
patients take the medicines and caring for the sick perform daily activities by providing them
emotional encouragement. Earlier, there used to be male-nurses in hospitals. People didn’t
respect this profession of ‘nursing others in hospitals’. In such a disrespectful environment,
Florence Nightingale as a woman took a courageous and bold step to serve as a nurse in
order to look after sick or injured people. She brought a great respect to the profession of
being a ‘nurse’. Thanks to her dedication and commitment towards her work, the word
‘nurse’ earned distinction for women who wanted to join this profession. Now, a NURSE
means somebody who is specifically trained to work in a hospital or clinic and administers
care and treatment that a doctor prescribes.
Florence Nightingale was born in Florence, Italy on May 12, 1820. Nightingale’s affluent
British family belonged to elite social circles. She was the younger of two children. From
a very young age, Florence Nightingale showed the tendency of serving the ill and
poor. She was active in philanthropy and used to help the ill and poor people when she
was still young. When Nightingale approached her parents and told them about her
ambitions to become a nurse, they were not pleased at all with the decision taken by her.
In fact, her parents forbade (denied) her to pursue nursing. Her parents and guardians
were in favor of good settled life for Florence after her marriage. But, she chose the hard
life for nursing the sick and injured. Florence Nightingale refused a marriage proposal
from a ‘suitable gentleman’ of high social position at the age of 17 and showed the
determination to pursue “nursing” as her divine calling (goal or purpose). Finally, she
enrolled as a nursing student at the Lutheran Hospital, Kaiserswerth (Germany) in 1844.

The biggest challenge of her nursing career came in the form of Crimean war (1853-
1856). The British Empire was at war against the Russian Empire for the control of the
Ottoman Empire in Turkey. In late 1854, Nightingale was asked to organize a corps of
nurses for looking after the sick and fallen British soldiers in the Crimea (southeastern

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