Nova Social Studies 8

Article 6 accepts the existence of other languages of Nepal besides Nepali. All the mother tongues
spoken in Nepal shall be the national language. In addition to Nepali language, a province may select
one or more national language that is spoken by majority of people in that province as the language
of official business.

Part- 3: Fundamental Rights
 Right to Equality (Article 18): Right to Equality ensures that all citizens are equal before the

law. The STATE shall not discriminate against any citizen on grounds of religion, race, caste,
sex (gender), and place of birth, ideological orientation or any of them. No woman citizen shall
be subject to any discrimination with regard to equal payment (salary) and social security for
equal work and access (entitlement) to parental property.
 Right against Discrimination and Untouchability (Article 24): No person shall be subject to
discrimination or untouchability on grounds of place of birth, caste, community, profession,
occupation or physical status (disability) or any of them.
 Right to Freedom of Religion (Article 26): All persons are equally entitled to freedom of
conscience and have the right to profess, practice and preserve religion. Every religious
denomination (sect) shall have the right to establish and maintain institutions for religious
purposes.
 Right to Education (Article 31): The citizens of Nepal are free to get education in their own
mother-tongue and for that matter shall have the right to establish and administer educational
institution of their choice. Every citizen shall have the right to get free and compulsory basic
education and shall have free education till secondary level.
 Right to Language and Culture (Article 32): Every citizen and community residing in the
territory of Nepal shall have the right to use (practice) one’s own language (mother-tongue)
and to participate in one’s own cultural festivals. Every community residing in the territory of
Nepal having a distinct language, script or culture of its own shall have the right to conserve
and promote the same.
 Right to Women (Article 38): No woman shall be subject to gender discrimination and shall
have rights relating to safe motherhood and her reproductive health. No woman shall be subject
to physical, mental, sexual or psychological or any other kind of violence or exploitation on the
basis of (in the name of) religious, social and cultural tradition or custom or any other such
system.
 Right to Dalits (suppressed and marginalized class) (Article 40): State shall ensure proportional
representation to Dalits in all the departments and institutions under Government of Nepal.
Dalit students shall get free education with scholarship from primary level up to higher level
education. Dalit community shall have access to health and social security provided by making
special arrangement through laws. Dalit community shall have the right to practice, promote
and propagate their own traditional occupation, knowledge, skill and use of technology.
 Right to Senior Citizens (Article 41): State shall provide special protection and social security
to senior citizens.
 Right to Social Justice (Article 42): State shall ensure inclusive representation and participation
in all the departments of the government to socially backward women, Dalits, indigenous
groups (Adivashi), ethnic groups, Madhesis, Tharus, minorities, disabled, marginalized groups,
Muslims, backward classes, youth, farmers, laborers, citizens from extremely backward areas,
economically backward Khas-Arya people and sexual minorities.

Compulsory Inclusion of Women in Political Posts

Every political party that ensures its representation in the Central legislature-parliament must have
women representatives to measure one-third of the total members who are representing a party in

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the legislature-parliament. President and Vice-president under the Constitution of Nepal, 2072 BS has
to be from different gender or community. At the same time, Speaker or Deputy speaker has to be a
woman and the two posts should be allotted to two different parties.
Part 27: Provisions for Several Commissions
Part 27 of the Constitution of Nepal, 2072 BS has made provisions for several important commissions
like National Women Commission, National Dalit Commission, National Inclusion Commission,
Commission for Adivasi and Indigenous Groups, Madhesi Commission, Tharu Commission, and
Muslim Commission. These commissions are authorized to formulate policies and programs regarding
their respective areas of interest and forward them to the Government for implementation. They carry
out research and studies to bring equality and to empower the disadvantaged groups. For example,
National Inclusion Commission carries out research and studies for protecting the rights and welfare
of indigenous communities, Khash Arya, Madhesi, Tharu, Muslim, backward class, persons with
disability, senior citizens, laborers, peasants, marginalized and minority communities, people of
Karnali region and economically disadvantaged people. It recommends the Government of Nepal
regarding policies and programs to be implemented for development and prosperity of Karnali and
other backward regions.
Student: Thank you sir, now I know several provisions incorporated in the present constitution which
is guided by the principle of inclusiveness.

Words and terms you would like to know

Enshrine (v.): to give special position to something (in formal constitution)
Consensus (n.): general agreement among all members of a group
Untouchability (n.): custom that promotes keeping away low-caste people and not touching them
Allegiance (n.): devoted support

Learning Guideline
Let students know how inclusiveness is practiced in real life situations at political and social levels. Give
several examples where women, Dalits, Madhesis and other ethnic groups have been represented in high
political positions and law-making body.

Activities

1. Make a list of constitutional provisions which reflect the principle of inclusiveness and discuss
them in the class. How many of these provisions have in reality been acted upon in the spirit of
inclusiveness?

2. Make a detailed account of some other efforts which have been made in the direction of fulfilling
“inclusiveness” in Nepal. Take help from your teacher to know more about it.

Exercise

1. What is proportional representation? Illustrate.
2. What provisions have been made in the Constitution of Nepal to ensure proportional representation

in all the government institutions? Give details.
3. State the provisions in the constitution which honor the lingual identity of the people in Nepal.
4. State how the interests (rights) of children, old, disabled and helpless citizens can be protected.
5. Describe the merits of Right to Social-justice, Right to Women and Right to Equality towards

realizing the objectives (goals) of inclusiveness.
6. Explain the implications of Right to Dalits, Right to Religion and Right against Untouchability in

our society.

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Lesson Main Features of Our
Constitution
6

Constitution is the supreme law of a country which spells out limitations of powers and
functions of the STATE (government) and guarantees fundamental rights of the people in
democracy. Constitution of Nepal, 2072 BS was drafted by the second Constituent Assembly
and came into effect on 3rd Ashwin 2072 (September 20, 2015) by replacing the Interim
Constitution of Nepal, 2063 BS (2007). This constitution was promulgated by the then
President of Nepal Dr. Ram Baran Yadav. This is the first time in the constitutional history of
Nepal a constitution has been drafted by the elected Constituent Assembly on behalf of the
Nepalese people. Nepal was in political transition right after the Mass Movement II. Though
Interim Constitution of Nepal, 2063 had declared Nepal as Democratic, Republic and Secular
country, various provisions regarding federalism, inclusiveness, and peace-process were
waiting to be finalized by the constitution drafted by the elected Constituent Assembly. And,
this was ultimately done by the Constitution of Nepal, 2072 BS.

The following are the important Characteristics (features) of the present Constitution
(Constitution of Nepal, 2072 BS):

1. Democratic, republic, secular and federal Nepal: Nepal has been defined as “an
independent, indivisible, sovereign, secular, inclusive democratic, socialism-oriented
federal democratic republican state.”

2. Reminder of the people’s movements and sacrifices made by them: This constitution
is the reminder of the glorious history of people’s movements and armed struggles and
sacrifices made by the martyrs, the disappeared citizens, and the victims for the national
interest, democracy and progressive change.

3. Sovereignty in people: The sovereignty---the supreme political power---lies in the
hands of the people of Nepal. The preamble begins with.....We, the people of Nepal, in
exercise of the sovereign powers vested in us...

4. Independent judiciary and rule of law: The Constitution provides for “Independent
Integrated Judicial System” for the country. Apart from Supreme Court at the top, Nepal
shall have High Court in each province and District Court in each district.

5. Equitable society based on people’s participation and inclusion: The Constitution has
envisioned Nepal as an “equitable society” governed by the principle of proportional
participation and inclusion in affairs of the state. This drives the state towards achieving
economic equality and social justice.

6. Parliamentary democratic model: Nepal has opted for “Parliamentary Democratic
Model” of political-governance in which Prime Minister is the real executive head to
look after the administration of the country. The executive rights of the country shall
be vested in the council of ministers headed by the Prime Minister. President is the
ceremonial elected head of the STATE.

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7. Federalism: According to the constitution, Nepal shall have three levels of political
governments functioning at national (known as federal government), provincial (known
as provincial government) and local levels to give effect to federalism. To begin with,
the constitution has created seven provinces but more provinces can be added if political
situation so demands. Under the system of federalism, all the provinces shall enjoy
certain degree of autonomy in their powers and functions but remain under overall
supervision of the federal government.

8. Multi-party competitive politics: Nepal has opted for multi-party system where more
than two political parties compete to come into political power through periodically
held elections. All the political parties may differ in their ideologies but must believe in
core values of democracy. Both the national and regional parties co-exist and compete in
elections held at national, provincial and local levels.

9. Mixed electoral model and bicameral federal legislature: This constitution has
introduced mixed electoral model which consists of Direct Election Method (First-Past-
the-Post System) and Proportional Representation in the direct voting where adult
citizens cast vote. The Federal Legislature (Parliament) of Nepal shall be bicameral –
House of Representatives (Pratinidhi Sabha) and National Assembly (Rastriya Sabha).
House of Representatives will be periodically elected while National Assembly shall
remain a permanent House.

10. Fundamental rights and positive discrimination: The new Constitution provides a long
list of 30 fundamental rights like Right to equality, Right to freedom, Right to information,
Right to justice, Right to social justice, Right to religion, Right to women, Right to
children and so on. The provisions for affirmative action (or, positive discrimination) for
historically prejudiced or disadvantaged communities, among others, have been made
in this constitution. The rights of the Women, Dalits, indigenous people and minorities
have been ensured by creating Commissions for each of such groups.

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Words and terms you would like to know

Democracy: Democracy is a system of government in which political power is vested in the people who
elect (either directly or indirectly) their representatives in order to rule (govern) over the society (country)
on their behalf.
Secularism: Secularism is the principle of the separation of government institutions from religious
institutions and the religious affairs. A secular state does not intervene in the matter of religious faiths
(and worship).
Federalism: Federalism is a system in democracy in which the power to govern is shared between national
and provincial/state governments. If local government exists at grass-root level, power to govern is given
to local government too for looking after local affairs.
Multi-party system: A multi-party system in politics is a government system in which more than two
political parties have a fair chance to get real political power through elections. Under this system, more
than two political parties at national and regional levels compete with each other in periodically held
elections to take political powers to implement their agenda of development.
Rule of law: The rule of law is the legal principle to govern a nation with fair and impartial laws ensuring
equal treatment to one and all without bias and prejudice.
Republic: A republic is a sovereign state or country governed by elected heads representing the people
guided by rule of law and spirit of constitution.
Fundamental rights: Fundamental rights are a set of legal protections (claims) which guarantee
opportunities and environment to live with a dignity of human being and develop one’s own potential.
Fundamental rights are generally contained in the constitution as a Charter of rights which guarantees
civil liberties so that all the citizens can lead their lives in peace and harmony.
Positive discrimination: Positive discrimination is the process of giving preferential treatment, especially
in political appointments, employment, education and skill training to marginalized, backward and
disadvantaged, minority groups of society. It is also known as affirmative action. Thus, it is an act of
giving advantage to those groups in society that are often treated unfairly because of their race, gender,
caste, ethnicity, etc.

Learning Guideline
Use the Constitution of Nepal, 2072 BS as supporting educational material and discuss several provisions
of the constitution as its salient features (main characteristics).

Activities
Prepare a chart on important characteristics of the Constitution of Nepal, 2072 BS and affix them
on the class-board and educational wall-board.

Exercise
1. What is constitution? Why does a democratic country need it?
2. When was the present constitution promulgated and by whom? How does it differ from the

earlier Interim Constitution of Nepal?
3. Nepal has been defined as “sovereign, secular and inclusive democratic” country. Define

each of the terms mentioned here.
4. The constitution of Nepal has declared Nepal as democratic, republic and federal state.

Explain the nature and feature of such a state (society) and the status of the people who live
in such a state.
5. Explain with examples how “affirmative action programs” create equitable society and bring
economic development.

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6. Fundamental rights have no meaning for many who have been marginalized and sidelined
for a long time in the past unless the STATE protects and uplifts them. Analyze it in the
context of Nepal.

7. Elaborate on following features of the present constitution:
a) Model of Federalism
b) Parliamentary Democracy and Multi-party System
c) Independent Judiciary and Rule of Law

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Lesson

7 Civic Duties and Responsibilities

Democracy is considered as the best system of government of all the existing governing
systems in the world. Democracy is the people-centric government in which people are
the source of political power because people’s elected representatives govern the country
on their behalf. Those people who have been living in a country for long are the citizens
who follow and behave in accordance with the law of the land and the constitution of the
country. It is the responsibility of the State (Government) to provide peace, prosperity
and protection to citizens. At the same time, STATE too expects its citizens to fulfill their
duties and responsibilities honestly and earnestly. We are aware of our fundamental rights
guaranteed by the constitution. Our fundamental rights imply duties to others, otherwise we
cannot exercise (enjoy) our fundamental rights. So, every given right has corresponding legal
duty. Apart from this, the law places obligations on persons in capacity of being citizens and
these obligations are called civic duties and responsibilities. In other words, civic duties and
responsibilities are obligations to be fulfilled by the citizens as expected by the STATE. We
should, therefore, be just as concerned with our duties and responsibilities as we are with our
rights. Citizens who choose not to fulfill their civic duties face legal consequences. But the
civic responsibilities are more or less voluntary in nature. Civic responsibility means active
participation in the public life of a community in an informed, committed, and constructive
manner, with a focus on the common good.
Following are some important civic duties and responsibilities expected from the citizens:
1. To obey law: Laws are same for everyone and no one can claim immunity from law.

Government frames rules in accordance with existing laws. And, it is the duty of
informed and committed citizens not to break the rules and laws. Obedience to laws
brings peace and order in the society where every citizen feels safe and protected.

2. Adult suffrage (To cast vote): In a democratic government, laws are made by the
representatives elected by the people. Elections play a great role in democracy and
therefore, it is the duty of the citizens to cast their votes to form legislature and executives
for governing the country. Citizens have supreme political power vested in them to form
the government and change the representatives who do not govern to the satisfaction of
the people only when they cast their votes in elections in politically wise manner.

3. To extend help and cooperation in political governance: People are in the center of
democracy and government exists for the people. All the plans and policies implemented

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by Government need support from the people. Laws framed by the elected legislature
shall not be effective unless people obey them. No development projects at local level
will succeed if people go against them or boycott them.
4. To pay tax: Government collects tax from the people to spend it on various development
works. For example, collected tax-money helps build physical infrastructure,
development projects and other welfare schemes for the citizens. Therefore, it is the duty
and responsibility of the citizens to pay tax as fixed by the law on time.
5. To participate in development work and nation building: It is the duty and
responsibility of all the citizens to identify the areas/sectors of development wherever
they live. There exists an urgent need to build the infrastructure of development like
education, health, drinking water, road transportation and so on at local level (grass-
root level). Informed citizens not only identify the areas of development but also help in
completion of development projects by participating in them with the government and
other private developers.
6. To respect rights of others: As you have rights, others too have rights. This realization
is very important in respecting rights of others. It is the duty of every citizen to respect
others’ rights.
7. To guard the nation against any danger: Every citizen has to be vigilant of any activity
taken up by either individual or organization that endangers the national unity and
integrity within the country or from outside. Alert citizens are always conscious about
the events taking place in their surroundings.
8. To be duly informed and be aware about contemporary events and situations:
Informed citizens are aware of events happening at political, social and cultural levels.
Government may or may not work sincerely in the interest of the people. To know all
that citizens have to be fully informed about the acts and omissions of the government.
Citizens must know in which direction the country is going.
9. To use the public property, heritage and nature in correct way and preserve them:
Public property (goods) like roads, parks, electricity lines, public transport, telephone
lines, sewage system, etc must not be misused and destroyed. Similarly, we must protect
our nature and heritage amidst which we grow up and from which we derive our
sustenance and basics of life.

Words and terms you would like to know

Obligation (n.): the social force that binds a person to the courses of actions
Infrastructure (n.): the stock of basic facilities and capital equipment needed for the functioning of a
country or area
Vigilant (adj.): carefully observant or attentive; on the lookout for the possible danger
Heritage (n.): that which is inherited; art, architecture or public property inherited from ancestors
Sustenance (n.): a source of materials and essentials to nourish the body and live the life

Learning Guideline
Explain to the students about their duties and responsibilities within the school and compare with the
citizens’ duty and responsibilities. Instruct them about how students are going to fulfill their duties and
responsibilities as citizens of this country.

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Activities
1. “Whosoever we vote for does not seem to care for us and our area’s development. We are

as we were before. After having won the election, they never come back to us asking about
problems of development needs that we face.” There are citizens who think in above lines.
How are you going to encourage such citizens to vote and explain the importance of elections
in democracy to them? Discuss it in the class and prepare an action-plan.
2. Get politicians working for you...?
It is an unfortunate truth that politicians will sometimes look at voter turnout before making
key policy decisions. If a certain area’s turnout is high, then politicians may be more likely to
make policy that benefits that demographic (a section of population) area in order to please
them and subsequently win their votes from other parties or retain their support.
a) Make a group of 4-5 students and discuss such situations where an area is suffering

because of neglect shown by elected politicians.
b) Make a list of these areas suffering with neglect of elected politicians in the neighborhood

of your school and residence.
c) How will you change this mindset of politicians as citizen who has elected a representative

to work for the development of an area?
d) What are your duties and responsibilities when elected politician does not care for your

area’sdevelopment?
3. It is the duty of a citizen to guard the nation against any activity which endangers the national

unity, integrity and sovereignty (Article 48 of the Constitution of Nepal, 2072 BS). Organize a
speech competition on this topic by taking help from your teacher.
Exercise
1. Democracy is superior to all governing systems in the world. Justify by giving reasons and
appropriate examples.
2. What are the responsibilities of STATE towards the citizens and what are the expectations
that STATE has from the citizens? Illustrate in points.
3. We have rights and we must respect each other’s rights. Explain the ways to protect others’
rights with appropriate examples.
4. Benito Juarez, a national hero and president of Mexico (1861-72) said, “Peace means respect
for the rights of others.” Elaborate the statement with contemporary examples in the context
of establishing political peace and order in Nepal.
5. Every right has a corresponding duty. Explain with examples.
6. Differentiate between rights and duties.

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Lesson

8 Legislature

Modern democracy functions with three organs of the STATE namely the legislature (that
makes the laws), the executive (that executes or implements the laws) and the judiciary (that
delivers justice on the basis of the laws). In parliamentary democracy such as Nepal, the
legislature is the most important organ of the STATE because it is elected by the people
to make laws (to legislate). The federal-legislature at national level is popularly known as
PARLIAMENT and its elected members are called MPs (Member of Parliament). These MPs
are legislators because their primary function is to legislate or make laws. Executive is born
out of legislature under the parliamentary democratic model because a political-party which
obtains majority seats in the parliament forms the executive-team to govern the country and
the leader of that majority party becomes the Prime Minister. This is the reason legislature
is often referred to as mother of executive. In addition to this, legislature checks (controls)
the executive through asking questions, passing the bills, approving the budget, allowing
the executive to survive and so on. Nothing can operate and be regulated without having
laws and rules. Legislature is the only source or origin from where all the laws including
constitution of a country are born and hence derive their validity. Legislature is the central
organ in democracy which truly makes it a temple of democracy.

Parliament Building of Nepal is elected by the people (voters) of Nepal
Legislature reflects the aspirations of the people in democracy because legislature is formed
by the elected representatives of the people. Legislature protects the interest of different
(and diverse) castes, ethnic groups, classes, races and genders by making appropriate laws.
Laws made by legislature are instruments for progress towards creating equitable society
full of opportunities for all and free from suppression of any kind. Part-8 of the Constitution
of Nepal, 2072 BS deals with “Federal-legislature”. Federal legislature is bi-cameral having
two Houses -- House of Representatives (Pratinidhi Sabha) and National Assembly (Rastriya
Sabha). House of Representatives (Pratinidhi Sabha) is directly elected by the people after
every five years while National Assembly (Rastriya Sabha) is indirectly elected and is
permanent House (without dissolution).
Following are the qualifications to become the Member of Parliament:
To become the Member of Parliament, following qualifications are required:

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

1. S/he must be a citizen of Nepal.

2. S/he must have completed 25 years of age to become a member of Pratinidhi Sabha and
35 years of age to become a member of Rastriya Sabha.

3. S/he must not have been convicted in any criminal case or moral corruption.

4. S/he must not have been disqualified by law.

5. S/he must not have held the post of benefit at the time of election.

To conduct the proceedings of the Federal-Parliament, Speaker and Deputy-speaker are
appointed in Pratinidhi Sabha (House of Representatives) while Chairperson and Vice-
chairperson are appointed in case of National Assembly (Rastriya Sabha). A draft in order to
make a law when placed in legislature-parliament is known as BILL. There are two kinds of
BILLS...Financial Bill and Ordinary Bill. Bills related with finance and taxes are “Financial
Bills” and the rest are Ordinary Bills. In simple terms, Bills which are not financial bills are
ordinary bills. Ordinary bills can be introduced (placed) in either of the two Houses but
financial bill is introduced only in Pratinidhi Sabha (House of Representatives) first. Bill
has to be passed by majority of the total number of members in a particular House. Having
so passed by both the Houses (Pratinidhi Sabha and Rastriya Sabha), the BILL is sent to
the President for final acceptance (assent). And, when the President gives his/her assent by
putting his/her signature on the Bill, it becomes the LAW (ACT).

Powers and functions of the legislature-parliament

1. Legislative Powers and Functions: Legislature-parliament passes both Ordinary Bills
and Financial Bills so that these Bills become the Act (Law) after receiving the assent
(final signature) from the “Head of the State”...President in Nepal. It also amends
the Constitution (supreme law of the land) or any other laws currently in practice.
Amendment is the legislative act of making “change” in the Constitution or in any
other Law.

2. Financial Powers and Functions: Legislature-parliament controls the purse of the
Government. Every year, it approves the annual financial bill (popularly known as
Budget) to fund the development projects around the country and spend the money
for other essential purposes.

3. Control over Executive: Under “Parliamentary Democracy”, executive is born out of
legislature. Therefore, council of ministers headed by the Prime Minister is accountable
to the Legislature. The Legislature exercises control over executive by means of asking
questions, debates, discussions and by introducing “no confidence motion”.

4. Power to Impeach: Legislature-parliament can impeach (remove) the Head of the
State, judges of the Supreme Court and Heads of other Constitutional Organs. This
power is exercised when people holding high positions as mentioned above violate
constitutional provisions or are involved in the cases of corruption or any kind of
behaviour unbecoming/inappropriate to the status of the Post.

Democratic countries around the world have their own ways to constitute (form) legislature.
Factors like population, geographical area and other topographical features are kept in

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mind while deciding about its election process, total number of members and procedures to
conduct House proceedings/business. The arrangement made by one democratic country
with regard to formation and operation of legislature-parliament may not match with the
arrangement made by other democratic countries. In case of Nepal, House of Representatives
(Pratinidhi Sabha) shall have a total of 275 members out of which 165 members shall get
elected following the First-Past-The-Post system and rest 110 members shall be elected by
Proportional Representation electoral method. Electoral constituencies for electing these
members shall be delineated (carved out) on the basis of population first and then geography
as the secondary basis. Second House of legislature-parliament in Nepal shall have a total
of 59 members indirectly elected by an electoral-college consisting of members of provincial
legislative assembly, heads of Village Development Committees and municipalities.

Words and terms you would like to know

Parliamentary Democracy: Parliamentary democracy has elected legislature-parliament as supreme
political body of the government in which a political party (or parties) having majority strength forms the
executive and the leader of the majority party becomes the Prime Minister.
Unicameral Legislature: It is a legislature with only one House. Interim Constitution of Nepal, 2063 BS
provisioned for Unicameral House with 601 members.
Bicameral Legislature: It is a legislature having two Houses. The Constitution of Nepal, 2072 BS
provisions for “Bicameral Legislature”.
No-Confidence Motion: No-confidence motion in ‘parliamentary democracy’ is moved by the opposition
in legislature-parliament when a government (executive – Prime Minister and Council of Ministers) has to
prove its majority (support from ‘Half of the total members plus one’) in the house to save the government.
First-Past-The-Post Election Method: The first-past-the-post (FPTP) system is also known as direct election
method or the plurality voting system. This is a single-winner voting system where the candidate with
more votes (not necessarily majority votes) than any other (s) wins election in an electoral constituency.
Proportional Representation: Proportional representation (PR) electoral system creates a representative
body that reflects the overall distribution of public support for each political party based on the percentage
of votes cast in its favour. In simple terms, the number of seats won by a party in the representative body
is proportionate to the number of votes received in the elections. For example, under a PR voting system if
15% of voters support a particular party then roughly 15% of seats will be allocated to that political party
in the government and in the legislature-parliament.
Majority Number: more than half of the total strength of the House
Centrality (n.): the quality of being very important like a foundation
Aspirations (n.): a cherished desire, wish

Learning Guideline
Learning Guidelines: Let us assume a class-room as mini-parliament and enact the proceedings/business
of parliament in it. Learn how a bill is passed by majority and the executive is formed with majority
support in parliament. Majority means more than half of the total number of members in the House.

Activities

1. Make a list of elected representatives with their political parties from your district. Present
that list in the class.

2. Elect Speaker and Deputy- speaker in your class assuming it a parliament and decide upon
rules and regulations to manage and regulate the class.

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Exercise
1. Explain why legislature-parliament is called the temple of democracy.
2. Describe what kind of cautions and concerns a legislature-parliament needs to consider

while making laws.
3. Differentiate between Laws and Rules.
4. Outline the main powers and functions of the legislature.
5. Define BILL. Explain how a BILL becomes a LAW.
6. Explain the basic features of democracy.
7. What are the essential qualifications to become a member of the parliament?
8. Briefly describe how legislature is formed (constituted) in democracy.
9. Elucidate (interpret) these terms: No confidence motion, Impeachment, Proportional

Representation Electoral System, First-Past-The-Post System

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Lesson

9 Executive

Executive is the organ of the STATE which implements laws. Part-7 of the Constitution of
Nepal, 2072 BS deals with ‘Federal-Executive’. As the constitution has adopted ‘parliamentary
democratic model’, all the executive powers remain in the hands of the Council of Ministers
headed by the Prime Minister. The leader of the political party that obtains majority seats
in the parliament becomes the Prime Minister and the Prime Minister forms a council of
ministers under his/her leadership. There is a provision in the constitution to appoint Deputy
Prime Minister. Deputy Prime Minister is the part of a council of ministers. This council of
ministers in loose term is known as Government (SARKAR). Government must not cross
the limits imposed by the constitution and the laws while passing orders or taking actions in
day to day administration. Nepal is a democratic republic country therefore, President who
is indirectly elected is the Head of the State. President is also considered as the nominal head
of the executive but does not have real political powers to exercise. Prime Minister is the real
executive head and has all the political powers to exercise with his/her council of ministers.
According to the provisions of the present constitution, President cannot and shall not take
any decision without aid and advice given by the council of ministers headed by the Prime
Minister.

Singh Durbar (Kathmandu): The Seat of Federal Executive
A council of ministers has a set of ministers in charge of different ministries relating to a
variety of areas like education, environment, law and order, defense, women and children
development, finance, sports and culture and many others. Every ministry looking after
specific area is under the control of a minister and functions under his/her guidance. So,
a council of ministers consists of the Prime Minister, Deputy Prime Minister/s and other
Ministers. In this way, a council of ministers makes up political administration under which
lies the civil administration popularly known as bureaucracy. Unlike political administration,
civil administration (bureaucracy) is permanent because Civil Servants (bureaucrats) are
recruited for nearly 30-years by Public Service Commission after clearing (passing) written
examinations and interview. These civil servants are supposed to be expert in their area of
functioning as they have been working there for quite a long a time. The highest position in
the civil service is the rank of secretary. Ministers direct their secretaries and that goes further

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

down to district and village levels. This is how ministers’ directions are implemented. A council
of ministers depends upon bureaucracy for implementing plans, policies and executing their
orders. The Prime Minister and his/her council of ministers remain answerable (accountable)
to the legislature-parliament. They have to clarify on doubts, controversies or any other
matters raised by the members in the legislature-parliament. Legislature-parliament can
introduce no-confidence motion to remove the Prime Minister and council of ministers after
the completion of one year from the formation of the executive if their decisions are against
people’s welfare. Executive has to take responsibility of everything good or bad happening
in the country or in the life of citizens. Executive has to regulate and make provisions for
housing, food, employment, economic development, eradication of poverty, health facilities
to all, drinking water, transportation and communication, and what not.

Model of Federal-executive administration in Nepal
The following are the powers and functions of the federal executive:
1. Administrative Powers and Functions: Prime Minister and Council of Ministers

implement the laws passed by the legislature. The council of ministers takes decisions
of national importance. Executive looks after internal security and guards the country
against external aggression. Executive provides safety and security to the life and
property of all the citizens.
2. Legislative Powers and Functions: As we know that executive is born out of legislature,
the Prime Minister and Council of Ministers, therefore take part in legislative process of
passing the bills. Most of the bills are introduced by ministers in the legislature to make
laws.
3. Financial Powers and Functions: Finance Minister prepares the Budget (Annual
Financial Statement) every year to present it in Legislature-Parliament. The budget
contains the details of expenditure to be made by the executive and revenue collection
from different sources. Executive can take decision to impose a new tax on the people or
increase the tax rates.

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4. Power to Appoint Ambassadors and Army Chief: Council of ministers recommends
the name of ambassadors to the President for their appointment in different countries of
the world. Similarly, President appoints the Chief of Army Staff on the recommendation
made by the Council of Ministers.

5. Power to Give Awards and Titles: Council of Ministers takes decisions as to who shall
receive various kinds of titles, awards and decorations.

6. Power to Sign International Treaty: Prime Minister represents the country at
international level and is authorized to sign an international treaty, take part in any
international convention and decide on joining the regional or world organizations.

Words and terms you would like to know

Executive: It is an organ of the government, which implements the laws made by the legislature.
Presidential Democracy: People directly elect the President. President is both head of the state and head
of the government. The President does not need the support of the majority of members in the legislature,
neither is he answerable to them. USA follows presidential democracy.
Parliamentary Democracy: People directly elect the Parliament out of which comes the Prime Minister as
a leader of the majority party. Prime Minister is the head of the government, not the head of the state. The
Prime Minister does need the support of the majority of members in the legislature and at the same time,
he is answerable to them. UK and India follow parliamentary democracy.
Nominal Executive: A person who holds ceremonial position divested of all the political powers. For
example, the President in parliamentary system of governance is the nominal executive.
Political Executive: Executive elected for a fixed period by the people is the political executive. For
example, President in USA and Prime Minister in India are the political executives.
Separation of Powers: This is the doctrine and practice of dividing the powers of legislative, executive,
and judicial functions of government among separate and independent bodies. For example, the legislative
branch has the power to make laws; the executive branch has the authority to implement the laws and the
judiciary has the power to apply laws for giving decisions.

Learning Guideline
Ask the students to stage a drama on EXECUTIVE. Assign them roles of Prime Minister, Ministers,
Legislators, etc and consider the whole class as PARLIAMENT.

Activities
1. Prepare a list of the number of ministries which exist in Nepal after making enquiry from

different sources.
2. List the development projects completed in the last five years by SARKAR (Government)

in your area. Also, mention the name of the Minister, political representative and a political
party that initiated the development work in the Government.
3. Make a note on all the Government departments and offices which you have seen or heard
of with their main functions.

Exercise
1. What is executive? Where do executive powers lie in Nepal?
2. What do you mean by Council of Ministers? Illustrate how the council of ministers is formed.
3. To whom are Prime Minister and other ministers answerable and why?

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

4. Explain how Government gets the laws and rules to be followed (obeyed) by the people.
5. Outline the main functions of EXECUTIVE in points.
6. Differentiate between the executive power in absolute monarchy and in democracy.
7. Name the present head of the state and head of the SARKAR (government) in Nepal. If they

are two persons then highlight the differences between these positions.
8. President of Nepal is like the Queen of Britain. Do you agree with this comparison? Give

reasons.
9. Distinguish between Nominal Executive and Political (real) Executive.
10. Define “separation of powers”. What is its importance in democracy?

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Lesson

1 0 Judiciary

A country that is guided and governed by ‘Rule of Law’ establishes (institutionalizes)
‘independent judiciary’. Judiciary is one of the three organs of the STATE. Judiciary in
democracy protects the fundamental rights of the citizens, interprets the CONSTITUTION
as well as other laws and delivers JUSTICE by punishing those who break the laws and
violate others’ rights. Judiciary maintains unbiased, impartial and fair approach while
protecting laws and deciding upon the cases put before it for seeking justice. This is the
reason judiciary functions as an independent organ of the STATE. Other two organs,
namely legislature and executive, do not interfere in the functioning of the judiciary. In
the decision making process, judges should have freedom to pass judgement impartially,
in accordance with the constitution and laws of the land. The separation of powers is a
fundamental guarantee of the independence of the judiciary. In democracy, the judiciary
is set apart from the other branches of government because courts must not come under
any improper influence from the other branches of government, or from private or partisan
interests. Independence of judiciary helps in saving democracy because judiciary does not
allow other two organs (legislature and executive) to crush (suppress) the rights of the
people and impose dictatorship by making anti-people laws and then implementing them.

The Highest Court Justice Separation of Powers

Supreme Court building, Kathmandu Symbol of Impartiality Functions of three organs
Judiciary functions with the help of judicial interactions that take place between Bench
(judges acting as court officers while deciding upon a case) and Bar (pool of advocates/
lawyers acting as court advisors who argue for or against a case). Judge is a government
official who administers the law in ‘court of justice’ by supervising trials, instructing juries,
and pronouncing judgments and sentences. Lawyer/Advocate is a private practitioner of
law who contests cases of his clients in court of justice before a judge and charges fees from
the clients (one of the parties to a case).
Organization and Functions of ‘Unified & Independent Judiciary’ in Nepal
Judiciary in Nepal consists of courts at three levels:
A. Supreme Court: Supreme Court is the apex court seated in Kathmandu. It is the highest

appellate court in Nepal and enjoys original jurisdiction also. Supreme Court consists

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

of one Chief Justice and other 20 judges. The President, on the recommendation of
the Constitutional Council, appoints the Chief Justice of the Supreme Court and other
judges of this court are appointed by the Judicial Council on the recommendation of
the Chief Justice. Supreme Court has original jurisdiction on cases related to violation
of constitutional provisions, unreasonable restriction on the enjoyments of the
fundamental rights of the citizen and cases regarding contempt of the Supreme Court
and its subordinate courts. The Supreme Court has power to review its own judgments
as specified by the law. The Supreme Court is the custodian of the Constitution and
therefore, protects the fundamental rights of the citizens guaranteed by the Constitution.
The Supreme Court gives advice to the other organs of the government namely executive
and legislature on constitutional matters. The Supreme Court supervises the lower
courts like the High Courts and the District Courts by making rules for their effective
administration. The Supreme Court is also a court of record which documents all its
decisions, judgements and orders. The Supreme Court is the final court of appeal and
therefore its decisions are final.
B. High Courts: Every province of Nepal shall have at least one ‘High Court’ to deliver
judicial orders, decisions and judgements. Chief Justice of Nepal, on the recommendation
of Judicial Council, appoints chief justice and judges of High Courts. High Court is
approached when one of the parties to the case is not satisfied by the judgement (decision)
given by a district or any such lower courts.
C. District Courts: Every district of Nepal has a district court. District Courts function
as lowest court in Judiciary where the cases of civil and criminal nature receive the first
hearing and consequent decisions on them. An aggrieved person looking for justice
approaches a District Court. If the decision given by the District Court does not satisfy
one of the parties to the case, then that party goes to the High Court.

Model of Judiciary at present
 Qualifications for the judges of the Supreme Court of Nepal

The following are the qualifications to become the judge of the Supreme Court:
a. S/he has served as a judge in Supreme Court for minimum 3 years. Or, S/he

has worked as a Chief Justice or a judge for five years in a High Court. Or,

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b. S/he has worked as First Class Gazetted officer or as higher officer in Judicial
Service for minimum 12 years. Or,

c. S/he, after having passed the ‘Bachelor of Law’, has worked as advocate or
senior advocate for minimum 15 years. Or,

d. S/he has earned the fame as ‘distinguished jurist’.

 Qualifications for chief justice and judges of the High Courts:

The following are the qualifications to become the chief justice and judges of the
High Courts:

a. S/he has worked as ‘District Judge’ for five years or First Class Gazetted Officer
in ‘Judicial Service’ for minimum five years. Or,

b. S/he has worked as senior advocate or advocate for minimum ten years after
having passed #Bachelor in Law’. Or,

c. S/he has taught Law, done research in Law or the related areas of Law for minimum
ten years.

 Qualifications for judges of the District Courts:

The following are the qualifications to become the judge in the district courts:

a. S/he has worked as Second Class Gazetted Officer in ‘Judicial Service’ for
minimum three years.

b. S/he has worked as advocate for minimum eight years.

The following are the main functions of Judiciary

a) Judiciary gives justice to the citizens by applying existing laws.

b) Judiciary protects a variety of claims, rights and privileges enjoyed by the
citizens.

c) Judiciary interprets the constitution and other laws in democratic spirit to
remove doubts and confusions.

d) Judiciary decides on the nature and types of punishments for law-breakers
(law-violators) within the framework of existing laws.

e) Judiciary advises the other two organs – legislature and executive – on any
complex issues or questions pertaining to the Constitution or other laws or any
other political/administrative situations.

f) Judiciary makes sure if laws have been implemented in correct manner or not.

Words and terms you would like to know

Unified Judiciary: All the courts from the Supreme Court at the top, appellate courts in the middle and
down to the district courts at the grass root level in each district are the part of single undivided justice-
delivery system called judiciary.
Independent Judiciary: Judiciary as one of the organs of the government is strictly detached (delinked)
from the other two organs viz. executive, legislature and functions more as umpire to oversee the fair play
of democracy played by other two organs.
Contempt of Court: Any act or omission like criticism of judges, opposing the decisions if risks the
prestige and reputation of a court in the eyes of the people is known as the contempt of court.
Case (n.): Case here refers to filed petition or complaint before the court at any level for seeking justice.

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

Learning Guideline
Let the students play the role of a lawyer (an advocate) pleading for a victim to injustice before a judge.
Similarly, ask the students to imagine different situations of injustice that they suffer due to several
incidents of violations of their human rights. Prepare a strong argument to protect/defend the victims
and argue in the class.

Activities
1. Look at the picture below. Have a discussion with your classmates on the symbolic meaning

of the picture relating it with rule of law, justice, impartiality, integrity and other such
qualities expected of the judicial functions of the court.

2. What types of cases are lodged (filed) in the District Court of your district? Make a list of
such cases after making enquiry about it from your guardians and elders.

3. Search the meaning of following words making a sentence relating to law, justice and
judiciary:
Lawyer, Advocate, WAKIL, Heir, Hearing, Petition, Plaintiff, Defendant, Appellant, Appeal,
Prosecutor, Date, Writ, Judgement

Exercise
1. What is judiciary? Describe the present status and arrangement of organization of judiciary

in Nepal.
2. Illustrate how the Chief Justice of the Supreme Court and other judges are appointed.
3. What is court of record?
4. Introduce/Describe the different levels of courts in Nepal.
5. Highlight the main functions of judiciary in points.
6. Who appoints the Chief Justice of Nepal and other judges in the Supreme Court and on

whose recommendation?
7. Democracy shall not succeed without having independent judiciary. Explain.
8. What are the qualifications to become the judge of the Appellate Court and the District

Court?
RECAPITULATION EXERCISE
1. Answer the following questions:

a) Explain with examples how social rules organize and arrange activities and structure of
a society.

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b) What do you understand by “human rights”?
c) Explain several reasons for women’s backwardness with remedial measures or steps to

improve their lot.
d) Elaborate how civic duties and responsibilities can be fulfilled in a society.
e) Outline the functions of executive and legislature.
2. Demonstrate the functions of judiciary on a chart in the class-room.
3. Prepare a sequence of dialogue on likening the rules in your house to the rules of a society.
4. Organize a debate on the topic “Inclusiveness is the back-bone of national unity and
integrity”.
5. Visit any five houses and collect information on five points as given in the table below and
derive conclusion after analyzing their response.

Number of Houses:

Name of the Head of the Family:

Serial Duties and Frequency of fulfilling duties & responsibilities
No. Responsibilities
Always do Do sometimes Never do it
1. To obey the laws
2. To cast VOTE
3. To pay TAX
4. To volunteer in public work
5. To preserve public property

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Unit

5

Our Earth

Learning Objectives

At the completion of this Unit, students will be able to:
 Uunderstand the effect of latitude, longitude, weather, climate, distance and position of

sea and other such factors.
 Describe how seasons change and their impact.
 Illustrate the factors responsible for climate change and find out ways to be safe from

earthquake and cyclones.
 Describe briefly development regions, zones and districts of Nepal and draw them for

showing specific theme.
 Explain the details of physical features along with socio-economic description of North

America, South America and Africa and point out specific details of topography and
natural environment in hand-drawn maps.

Lesson

1 Change in Season

Today, there is a class-interaction and demonstration on the topic “Season”, its types and
reasons behind the change of season. All the students are very excited as they are looking
forward to have discussion and interaction on this topic with their teacher.
Students: Good morning, Sir!
Teacher: Very good morning to all of you. Please, be seated. Today, we have to study about
seasons. By now, all of you must have noticed the change in seasons and experienced their
effect.
Rabindra Jha: Yes sir. We always express these words in cold season: How cold! Why is
there so much cold? We experience hot in Baishakh and Jestha. In Poush and Magh, even
clothes no matter how many of them we wear do not beat the cold. During Dashain, hot and
cold seems to be mixed up....neither hot nor cold. Which force or power brings the change in
seasons? How does it happen?
Teacher: Rabindra! You have rightly pointed out the experience of change in seasons
which we all feel in Nepal. Nepal is in northern hemisphere and lies exactly at the end of
tropical zone. Seasons are experienced in both northern and southern hemispheres. Equator
(0° latitude) divides the entire EARTH into two hemispheres north and south....above the

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

equator lies the northern hemisphere as North Pole at its northernmost tip and below the
equator lies the southern hemisphere as South Pole at its southernmost tip.
Sambhavi Dhakal: Sir! What is season?
Teacher: Season is major change in pattern of weather conditions for the interval of few
months in a year like summer, rainy, autumn, winter and spring seasons. Seasons in the
Southern Hemisphere are opposite to those in the Northern Hemisphere. For example, June
(Jestha) is the summer season marked by hot temperature in the Northern Hemisphere, but
June is the winter season marked by cold temperature in the Southern Hemisphere. People
in Australia, New Zealand and Argentina consider March as the beginning of the autumn
season whereas people in United States, Egypt and France consider March as the beginning
of the spring season.
Aadarsh Karna: This is really interesting sir. But I wonder why and how seasons change.
And why are the seasons just opposite to each other in two hemispheres?
Teacher: Okay Aadarsh, I understand your confusion. It requires conceptual understanding.
A person in the northern hemisphere and his counterpart in the southern hemisphere
would be directly facing the Sun during different parts of the year which makes the seasons
experienced by them opposite to each other. It is because the Earth’s axis of rotation is tilted
with respect to its orbital plane by an angle of approximately 23.5 degrees. Earth’s axis is an
invisible line that runs through its center, from pole to pole. Earth rotates around its axis.

The northern hemisphere tips toward the Sun, with the maximum amount of sunlight
occurring about June 21 (Summer solstice). For the other half of the year, the same happens
for the southern hemisphere with the maximum amount of sun being received around
December 21 (Winter solstice). The two instants (occasions) when the Sun is directly overhead
at the Equator are the equinoxes...which occur on 21 March and 23 September.
Rusika Karki: From the illustration, it is quite clear now that seasons are created and they
do change in a year in both the hemispheres due to the tilt of the Earth’s rotational axis by
around 23.5 degrees toward the Sun at its orbital plane.
Teacher: Yes, very true Rusika. This tilt is also known as “obliquity of the elliptic”. The path of
the revolution of the EARTH around the SUN is elliptic, not exactly circular. The orientation
of Earth’s tilt with respect to the SUN (source of light and warmth) changes as EARTH
revolves (orbits) around the SUN. The Northern Hemisphere faces the SUN for half of the

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

year and remains (stays)
away from the SUN for the
other half. The same applies
to the Southern Hemisphere.
This is how the northern
and southern hemispheres
always experience opposite
seasons regardless of the
time of year.

Drishti Tuladhar: Sir, what
about other seasons? How
exactly do we make divisions
in duration for different seasons in both the hemispheres?

Teacher: I will elaborate with a series of illustrations and demonstrations.

Example of either of the two hemispheres can be taken. But it will be better to understand from
the example of the Northern Hemisphere because we live here and have been experiencing
different seasons here.

A. Summer (21st June to 23rd September): For the northern hemisphere, summer (June or
summer Solstice to September Equinox) is the warmest time of year because the top part of
the Earth (above equator) is facing the Sun for a certain duration. The time of the summer
solstice is 21st June. The time of the solstice is fixed by the location of the SUN when it is
directly over the Tropic of Cancer (23.5 degrees north latitude) making it the longest day
of a year on 21st June. On the contrary, it is the shortest day in the Southern Hemisphere on
21st June. Summer season in the Northern Hemisphere is the winter time for the Southern
Hemisphere. So, during the longest day in the north, we find the shortest day in the south.
When there’s a heat wave in the United States and SAHARA in North Africa, it is probably
snowing in South America and New Zealand. Summer weather conditions include high
temperatures, longer days, droughts, and tropical cyclones.

B. Fall/Autumn (23rd September to 21st December): Autumn begins from September (autumn)
equinox and lasts until December Solstice. This is one of the two in-between seasons (apart
from spring). During summer, the North Pole leans towards the Sun and Sun is directly above
the Tropic of Cancer. In autumn season, Earth’s axis is directly over the Equator during the
autumnal equinox (September) and heating the northern and southern hemispheres equally.
During this season, the northern hemisphere moves towards shorter days and cold winter.
Southern hemisphere during this time-period experiences spring when the snows melt and
the flowers bloom. In northern hemisphere, autumn season is the time to harvest summer
crops.

C. Winter (21st December to 21st March): Winter lasts between December (winter) solstice
and March (vernal) equinox. This is the season when the Earth is tilted away from the Sun

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and the South Pole is tilted toward the SUN getting all of the light. It’s almost constant
night during the cold nights in the North Pole and much longer nights as we move above
the tropics (Tropic of Cancer). The shortest day of the year (for the north hemisphere) on
21st December occurs when the Sun is directly over the Tropic of Capricorn (23.5 degrees
south latitude) at noon known as winter solstice. But, it is the longest day of summer in the
southern hemisphere. Winter weather conditions create colder temperatures on or below
freezing point, snow fall, winter storms, shortest days, etc.

D. Spring (21st March to 21st June): Spring (vernal equinox to summer solstice) in the
northern hemisphere is time of the autumn (fall) season in the southern hemisphere. SUN
is directly over the equator in the month of March (particularly on 21st March) and it is the
time of vernal equinox (also known as March equinox). Both the northern and southern
hemispheres receive about the same amount of Sun’s energy on both sides of equator (Zero
degrees latitude). Spring season brings the weather which includes blooms of wildflowers,
new leaves on trees, warmer days than winter, and wetter weather (not snow) with more
sun-shine.

Drishti Tuladhar: Thank you very much sir, now I do not have any confusion regarding the
change of seasons and their duration.

Teacher: Yes. That is really good for you and good for the class as well. Is there still any
doubt or confusion? Please feel free to ask.

Aashutosh Shrestha: Sir, the distance of the Earth from the Sun due to the elliptical orbit on
which Earth revolves around the Sun seems to have an effect on season change. What do you
think about it?

Teacher: Compared to axial tilt of the Earth, other factors do not have stronger claim to bring
changes in seasonal temperature. And you must know that variation in temperatures is the
main element which causes change in seasons. The revolution of the Earth around the Sun
helps in changing axial tilt making the North Pole face the Sun and then South Pole face
the Sun alternately bringing change in seasons in two hemispheres. Look at the model and
illustration given above for more clarity. Okay. Now I stop. Thanks everyone.

Words and terms you would like to know

Season: Season brings major change in pattern of weather conditions for an interval of few months in a
year like summer, autumn, winter and spring seasons. These seasons are created by the revolution of the
Earth on its axis which is tilted to its orbital plane at an angle of approximately 23.5 degrees.
Solstice is an astronomical event that happens twice each year (on June 21 and December 21) creating
longest and shortest day in the Northern Hemisphere and the shortest and the longest day in the Southern
Hemisphere. The Sun is directly overhead of the Tropic of Capricorn in the Southern Hemisphere during
the December Solstice.
Alternately (adv.): at regular intervals, by turns, in rotation
Corresponding (adj.): accompanying

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Learning Guideline

Encourage the students to conduct experiment on revolution of the Earth around the Sun on elliptical
orbit to understand the phenomena of seasons and their change. Ask the students to feel the effects of
season-change in their surroundings on plants, animals and human-life pattern.

Activitie
1. Get the students divided into four groups. One group has to work on filling up the following

table, another group has to work on composing songs, poems and draw sketches on the
themes and headings given in the following table while the third group has to do research
on Nepal’s seasons and patterns of human life in relation to different seasons. Fourth group
must find out the names of at least 10 countries from each hemisphere in order to understand
the contrast in seasons. [Those students who are visually impaired may engage themselves
in discussion on the topics rather than writing and filling up the tables.]

Seasons Weather Vegetation Life- style of you and your Human activities
conditions family in that season

3. Darken your room, place a light on the table exactly in the middle and then take a GLOBE to
face the light. Rotate the GLOBE from west to east and make it orbit around the light as if it
were the Sun from East to West by tilting it from the top toward the light. Observe the fall of
light on the Globe to understand the phenomenon of change in seasons and make a note.

4. Find out the explanation for the following situations:
a) What would happen if the Earth had been flat like a plate instead of spherical in shape?
b) What would have happened if Earth had been rotating on its axis exactly perpendicular
to the orbital plane instead of being tilted at 23.5 degrees toward the Sun?

Exercise
1. Explain the causes which bring change in seasons.
2. Sun is exactly above the equator twice in a year. What changes does it bring in seasons on

these two occasions? What effects does it cast on the length of day and night during these
times?
3. Position of tropic of Cancer and tropic of Capricorn in relation to the Sun changes the season.
Explain the changes with examples.
4. Draw all the models and illustrations which were used to explain the topic “Change in
seasons”.

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Lesson

2 Weather and Climate

Weather

Weather is the day to day and moment to moment atmospheric condition of a particular place.
Weather is the state of the atmosphere at any given time and place. A state of atmosphere
(or, atmospheric condition) is determined by the mix of events that happen every day due
to varying presence of temperature, rainfall, humidity and air-pressure in the atmosphere.
The state of atmosphere keeps on changing all the time in different degrees and to different
combinations that it is hot or cold, calm or stormy, clear or cloudy. Weather is not same
everywhere at a particular time. Weather is not same all the time even at a particular place
on a particular day as it may rain in the morning and noon is all clear full of sun-shine,
afternoon is stormy and evening may be just cloudy without any rain.
No place on the Earth is without the influence of weather. Take an example, a place you are
at may be rainy now but next moment, it may be full of sun after rain stops and then another
moment, wind may begin to blow at a high speed. Rain occurs when humidity in air forms
cloud and that cloud is no longer able to bear the load of water-vapour. Wind blows because
a place develops high air-pressure which results in movement of air from that high-pressure
area to low air-pressure area. Low air-pressure develops because air starts rising up after
getting heated by sun-radiation and the area loses the presence of air and to fill that space
air from high-pressure area where more air is available begins to blow towards it. Similarly,
cloud too moves from one part of atmosphere (air-sphere) to another and drops moisture (in
form of precipitation or rain) after cooling down the water-vapour it contains.
So, weather is the result of atmospheric conditions. Weather is basically the way the
atmosphere behaves. And this behaviour of atmosphere depends upon the conditions of
temperature, rainfall and humidity with their varying mix. Weather includes sunshine, rain,
cloud cover, winds, hail, snow, sleet, blizzards, ice storms, thunderstorms, excessive heat,
heat waves and more. Weather is expressed in different ways like it was raining today in
the morning, then it was sun-shine in the afternoon and in the evening it was a bit cold.
Following table shows weather conditions of a day based on temperature and rainfall in
different parts of the country (Nepal)...Make a climate graph on it:

Places Jhapa Lahan Kathmandu Pokhara Dang Kailali Jajarkot
23° 28° 32° 16°
Temp.- °Celsius 17° 28° 20° 20 06 17 00

Rain -(mm) 01 00 02

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

Weather forecast for future is done on the basis of analytical and comparative study of
weather conditions in the past one day or a week or more for understanding the trend of
weather patterns. Atmospheric conditions like air-temperature, air-pressure, air-humidity
and wind-speed are measured and evaluated by experts known as meteorologists in order to
make weather forecast. We often hear and see such kinds of forecasts on radio bulletins and
television shows respectively. Meteorologists record the weather events and make weather
predictions everyday all over the world. Though meteorologists try to predict (forecast)
weather for nearest possible future based on existing atmospheric conditions and other
trends, it is highly unpredictable because weather is not the same everywhere and it goes on
changing from moment to moment. Overcast (cloudy) sky in Illam may not bring rain whole
day while clear sky in Pokhara valley all of a sudden begins to dispense rain. Similarly, we
expect snow fall in Rasuwa above Nuwakot in January (Magh) but we may not get it on a
particular day.

Climate

Climate is the average weather pattern in a place over many years (usually over a 30-year time
period). So, when scientists have to name a climate in a particular region of the Globe, they
have to look at (find out) averages of precipitation, temperature, humidity, sunshine, wind
velocity, phenomena such as fog, frost, and hail storms, and other measures of the weather
that occur over a long period in particular place (or region). Unlike weather conditions in a
place, climate is stable and predictable in a particular region. World has been divided into
various climatic regions because of having a particular climate in that region. These climatic
regions lie in climatic zones. Earth has been divided into three climatic zones namely cold
zone near the poles (both North and South Poles), temperate zone located above the tropics
of Cancer and Capricorn both below the Arctic and Antarctic circles respectively in both the
hemispheres and the third one is tropical zone lying between the tropic of Cancer and the
tropic of Capricorn. Countries in tropical zone like most Asian countries near the equator
experience hot and humid climate entire year and North African countries like Egypt, Tunisia
and Libya have extremely hot and dry climate. European countries which lie in temperate
zone experience warm summer, cold winter and rainfall in winter. Siberian region of Russia,
northern Canada and Alaska in United States fall under cold zone which experience very
cold winter (temperature below freezing point), cool summer and little or no precipitation.
Thus, the climate of Antarctica near the South Pole is quite different from the climate of
tropical islands in East Asia. Study of climate holds a special importance because it helps
us to plan in advance about our safety and security against the weather hazards. Moreover,
it is helpful for the Government, planners and businesspersons in knowing exactly what to
cultivate in a particular climatic condition, how to do business in what items, where and in
which areas to bring development and how. There are various factors which influence or
affect the climate (long term weather patterns) in a region. Dominant factors influencing the
climate are latitude, altitude, distance from the sea, wind direction, specific topography (or
geography) of a region, etc.

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Words and terms you would like to know

Humidity (n.): the amount of moisture in the air
Moisture (n.): wetness, especially as droplets of absorbed water in vapour
Water vapour (n.): water in form of gas
Precipitation (n.): rain, snow, or hails, all of which are formed by condensation of moisture in the
atmosphere and fall to the ground
Hail (n.): small balls of ice and hardened snow that fall like rain
Sleet (n.): partly frozen rain
Blizzard (n.): a heavy snowstorm with strong winds and poor visibility
Storm (n.): a heavy fall of rain, snow, or sleet, often occurring with strong winds
Thunderstorm (n.): a storm with thunder and lightning, heavy rain, and sometimes hail
Intense (adj.): great, strong, or extreme.....involving great effort and much activity
Respectively (adv.): correspondingly, matching one list with another in the order given for both
Learning Guideline
Encourage the students to ask as many questions as possible on the topic ‘weather and climate’. Let
them be in activities where they have to make response to challenges of natural and climatic hazards
while living in a particular place. Challenges posed by weather may come anywhere anytime in
forms of flood, non-stop rain, blizzard, cyclones and so on. Make the students aware about these
kinds of weather extremes and help them to think about various measures to protect their lives and
property.

Activities
1. Place a (Mercury-in-glass) thermometer of your school in the class-room fixing it firmly

against the wall. Check the temperature of the class-room after the completion of every
period. There are normally 8 periods for every subject in a day. In this way, there will be 8
time recordings of the temperature status in the class-room every day. Study the pattern of
temperatures recorded after every period in terms of its increase and decrease in a day and
take out the average for a particular day and date. Continue this practice for a week. Find out
the hottest, coldest and rainiest day in that week. Prepare a bar diagram based on collected
average temperature for 7 days. If it is a week in a rainy season then temperature at 12-1
o’clock in noon may rise suddenly because of humid conditions which raise the possibility
for rains.

2. Measure the amount of rain-fall in your area:
Take a transparent plastic bottle. Shape the upper part of the bottle like a funnel after cutting

it from the rest of the bottle. Now, turn the upper part of the bottle which is in a funnel shape
up-side-down and insert the same into lower half of the bottle. See the picture below to make
rain-gauge on your own:

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Now, take a ruler scale and place it vertically attached with the bottle ready for measuring
the amount of rain falling in your area. During rains, bring this hand-made apparatus
functioning as rain-gauge in open and place it one meter above the ground. Measure the
level of rainfall collected in the bottle after the rain stops.

3. Find out the answer in detail to end the curiosity about the following:
a) Elder brother living in Saudi Arabia says that no rains occur there. Why?
b) Uncle living in Malaysia says that it always rains there. Why?
c) Aunt living in Israel says that rains do not occur even in the months of Asar (June-July)
and Shrawan (July-August). Why?

Exercise
1. What do you understand by the term weather? Explain its various components.
2. “We are always in weather.” Elaborate the statement.
3. Weather is not predictable, yet meteorologists predict it. How do they do it?
4. Define climate. Name the climate zones with one important feature for each.
5. “Climate is what we expect; weather is what we actually get.” Examine the statement with

appropriate examples.
6. Differentiate between climate and weather.

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Lesson Factors Affecting the Temperature

3 on the Earth-Surface

The root of all kinds of climatic variations on this Earth is the temperature-difference along
the Earth-surface. We know that SUN is the only source of energy which generates heat (and
temperature-difference) in different parts of the Earth. This temperature-difference combined
with other elements (components) like humidity and wind-direction gives rise to different
climatic conditions. There are various factors which contribute to this temperature-difference
along the Earth-surface and these factors influence the climate of a region. Descriptions of
prominent factors are as follows:
1. Latitude: As the Earth circles (revolves around) the sun, the tilt of its axis causes

changes in the angle according to which sun’s rays fall on the earth. Sun-rays are
very direct and focused in tropical (torrid) zone which roughly falls between 30°N
and 30°S latitudes -- the area between the Tropic of Cancer in the North Hemisphere
and the Tropic of Capricorn in the South Hemisphere. Because of the direct Sun-rays,
entire tropical (torrid) zone towards the EQUATOR develops high temperature and
low air-pressure. This makes trade winds blow towards the equator and bring rains in
equatorial tropical areas. Moving up in middle latitudes beyond 30°N and 30°S in both
the hemispheres up to 60°N and 60°S, temperature across the Earth-surface decreases
as summer becomes warm and winter cold. This is the temperate zone (30°N/S to
60°N/S) lying between the polar and tropical (torrid) zones.

Sun rays in temperate zones are not that direct as they are in equator. Towards the
poles lies Cold or Frigid Zone where cold climate prevails throughout the year and
temperature normally remains below 0° C or the freezing point. Both the regions
Arctic and Antarctic regions towards the poles receive the much wider-spread and
less-directed rays from the Sun. Sun is above the horizon in Poles for part or all of the
summer and never rises at all during some day(s) in the winter. Therefore, higher the
latitudes lower the temperatures. As latitudes increase, temperatures decrease and as
the latitudes decrease, temperatures increase.

2. Altitude: At the lower altitude near the surface of the Earth, high density of air is found.
As a result of this, there exists high pressure in this region while up in the mountains at
higher altitude, air-pressure is low due to the presence of thin air or less air-density. Sun-
rays falling on the Earth heat up the air around the surface of the Earth and consequently

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

we feel warm but that does not happen in mountains at higher altitudes. Thin-air (air
with low density) at higher altitudes does not transfer heat because air particles are less
and all scattered from each other. Transfer of heat-energy through convection does not
happen as effectively as it happens on the surface of Earth near the sea-level. On an
average, 1°C temperature decreases with an elevation or altitude of 165m. Normally,
climatic conditions become colder as altitude increases.

Altitude has a direct effect on the life-patterns. At the base of the mountains or near the
sea-level, both animals and vegetation live in a pattern but as we go higher beyond 5,000
meter in the Himalayan region, no trees grow at all and peaks are all snow-covered.
3. Distance from the Sea: The Sun warms the sea/ocean more slowly in comparison to
the land. The cooler air above the sea/ocean -- the high-pressure area blows towards
the land -- the lower pressure area. This is known as sea breeze or onshore wind. This
creates a cooler breeze near the coastal areas generating moderate (neither hot nor cold)
weather conditions. During the night, the land cools down more quickly than the sea/
ocean resulting in land breeze (also known as offshore wind) to blow from the land
towards the sea/ocean. Land develops high-pressure compared to sea during the night.

Land heats up quickly and cools down fast. Sea delays in both heating up and cooling
down. During the day, the warm air over the land is less dense and begins to rise to
develop low-pressure. The air-pressure during the day-time over the water is higher.
Cold dense air then moves to occupy the space created over the land and the cool air
from the sea which comes along is called sea breeze. During the night, just opposite
happens where the cool air moves from the land called land breeze. Areas near the
sea called coastal towns/villages/cities never experience too much cold in winter and
too much hot in summer because presence of sea/ocean plays moderating effects on
the extremes of climate. But, areas which are far from sea/ocean experience extreme
climates (with cold and hot temperature) within the continent.

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4. Ocean Currents: Earth is a watery planet where about two-thirds of the total area of
the Earth is covered by water. Climate of this watery planet is governed largely by the
oceans and ocean currents. We often watch on television, listen to radio and read in the
newspapers that tropical cyclones bring rain and high-velocity wind in tropical areas
of Asia and North America. The warm tropical seas evaporate moisture which at last
comes down as rain and snow in the farther north. Outside of Earth’s equatorial areas
(where intense heating and evaporation happens), weather patterns are influenced
more by ocean currents. What are ocean currents? Ocean currents are conveyor belts
which transport heat (warmth) and precipitation from the equator toward the poles
and cold water from the poles back to the tropics.

In this way, ocean currents regulate global climate by distributing solar radiation
reaching Earth’s surface all along the north and south poles from the equator. Ocean
currents are located at the ocean surface and in deep water below 300 meters (984 feet).
Ocean currents move the water horizontally and vertically on both local and global
scales. The ocean has an inter-connected current or circulation system caused by wind,
tides, the Earth’s rotation, the Sun (solar energy), and water density differences. Very
popular example of an ocean current is the Gulf-Stream which originates in the Gulf of
Mexico moves north in the Atlantic toward Western Europe and the United Kingdom.
It circles around and then goes back to the Gulf. Thus, ocean current always moves
in loop. Gulf-Stream brings warm air with a lot of moisture while moving up to the
north. This brings a lot of rain in United Kingdom as warm air from the Gulf gets
mixed with cold air from the North Pole allowing condensation.

Words and terms you would like to know

Altitude: Altitude is any elevation from the sea level. Altitude affects the climate in the sense that climatic
conditions become colder as altitude increases. On an average, 1°C temperature increases with an
elevation or altitude of 165m.
Latitude: Latitude is an imaginary line that covers the angular distance from east to west on the surface
of the earth starting from 0° (known as equator) up to 90° at poles (North Pole and South Pole). Sun-
rays fall directly on or near the equator and get wide-spread (less direct) towards the poles in both the
hemispheres.
Wind: Wind is air in motion and air is the mixture of gases like nitrogen, oxygen, argon, and smaller
amounts of hydrogen, carbon dioxide, water vapour, helium and others that compose the atmosphere
surrounding the Earth. Sun’s rays create the differential heating of the Earth’s surface and that causes
differences in atmospheric pressure around the surface of the Earth. Wind moves (blows) from high
pressure to low pressure area.

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

Heat capacity of Land and Sea: A sea breeze or land breeze is created due to differences in air pressure
created by their different heat capacity. Specific heat of sea is more than the land which allows the land to
heat up more quickly and cool down faster than the sea does. Specific heat is the amount of heat required
to raise the temperature of one gram of a substance by one degree Celsius. The specific heat of water is one
calorie per degree; that is, one calorie of heat must be supplied to a gram of water to raise the temperature
by one degree Celsius and this is greater than the land’s specific heat. This is why land heats up much
more quickly during the day with the same amount of sun-rays received both on the land and on the sea
and cools down sooner than the sea/ocean during the night.

Learning Guideline
Help the students to locate and identify the main features of different pressure (and temperature) belts
around the Earth on Globe and wall-map. Show them the loop of ocean currents and their effect on the
continents. Conduct the experimental demonstrations to show the effects of differential heating on the
surface of the Earth.

Activities
1. See the picture below where Earth’s surface is facing the Sun and getting differential heating

across its surface area from the pole to the Equator and to the side lying opposite to the Sun.
Do this experiment on your own by taking a football-shape object (or any big spherical body)
and attach thermometer at both the poles and at the front side of the spherical body. Place
a heater in front of the spherical object as if Sun were illuminating the Earth. Measure the
temperatures and note down the differences and the result.

2. Give reasons for the following:
a) England is neither too hot nor too cold.
b) Mountain Kilimanjaro is located in the equatorial region in north-eastern Tanzania,
near the border with Kenya where hot climate prevails. But, the peak of Kilimanjaro is
covered with snow.
c) It is always hot in Malaysia but always cold in Siberia.

Exercise
1. Explain the relationship between the temperature-difference across the Earth’s surface with

difference in the climate in different regions of the Earth with suitable examples.
2. Explain with illustrations how latitude influences the climate.
3. Briefly illustrate the role played by altitude in climate.
4. Explain the reasons why the land heats up more quickly and cools down faster than the sea/

ocean.
5. Describe how distance from the sea affects the climate.

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

6. Define ocean currents. Give a detailed illustration of the effects of ocean currents on the
climate of different regions on the Earth.

7. Name the factors which influence the world’s temperature. Describe any one factor of your
choice.

8. Which one of the following observations (statements) is true and which one is false? Write
the reason for the observation (statement) being true or false.
a) It is cold-winter in coastal areas (regions along the sea-coast).
b) Do we go near the SUN when we feel too hot while climbing up a mountain?
c) It is warm climate on sea-shore because of the influence of warm ocean-currents.
d) Temperature increases with the decrease in latitudes.
e) Wind always blows from the high-temperature area to low-temperature area.
f) Nearer the sea-level, the temperature is low and farther away above the sea-level it
becomes hotter.

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

Lesson

4 Climate Change

NASA (National Aeronautics and Space Administration, United States) has declared the
2015 AD as the hottest year ever recorded in history of human-kind. It is the warning sign
for looming danger on the planet Earth due to climate change. Students have brought the
picture of the planet Earth released by NASA along with the news report and are discussing
the biggest ever global problem the Earth is facing now....CLIMATE CHANGE. They are
waiting for their teacher to have pointed discussion on this topic for better understanding.
Mr. Nagendra Shukla, the Social Studies teacher, enters the class and sees the pictures hung
around the wall in the class-room.

Burning Earth: Global Warming The biggest human crisis demands Global Action

Students (rising up from their seats to greet and welcome the teacher).....”Good Morning,
Sir”.

Teacher: Good Morning to all of you. Please, take your seat. I can see your pictures displayed
all around the wall and that has set the mood to have pointed discussion on the latest global
issue of “climate change”. You have already learnt that climate has an inherent relationship
with atmosphere. In fact, atmospheric conditions combined specifically with the components
like temperature, air-pressure and humidity create different climates in different regions
of the Earth from poles to temperate regions, to the tropical areas and near the equator.
Just imagine when natural climate pattern around the world changes drastically and
unexpectedly which disturbs the whole balance between nature and life-forms risking the
existence of even planet Earth. This change in the climate pattern is not natural but forced
from outside by dangerous human activities. Since this change in the climate is not naturally
brought, all the life-forms including human life face the danger of elimination or extinction.
It is now a global issue.

Ashmita Thapaliya: Oh, really! Now I get the sense of the issue and great urgency involved
to solve it. Sir, would you define climate change in one sentence.

Teacher: Climate change represents a change in long-term weather patterns caused by
human activities.

Mohit Neupane: Human activities? I do not understand it.

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

Teacher: Yes, human activities are responsible for climate change. I will explain to you. There
is a level of temperature for every climate to exist. This temperature level is relatively stable
and an unnatural rise in this temperature makes the regular climatic patterns to change
suddenly and drastically. Climate gets up-side-down around the Earth due to unnatural
and unexpected rise in the temperature of the globe. This rise in the temperature pushes
the Earth to become much warmer than before. It is called global warming. Global warming
takes place because of unchecked emission of ‘green-house gases’ like carbon dioxide,
methane, chlorofluorocarbons (CFCs) and nitrous oxide in atmosphere due to uncontrolled
industrialization, unchecked vehicular pollution, burning of fossil fuels and deforestation.
Addition of more green-house gasses (GHGs) to atmosphere increases the temperature
more than what is naturally required. Naturally present GHGs in the atmosphere trap
the solar radiation from the surface of the Earth and that makes the Earth-surface with its
lower atmosphere warm enough to sustain life in different forms as it exists today. A global
average temperature on the Earth surface is expected to be around 15°C (59°F). The major
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on the Earth’s surface leading to climate change.

Earth’s temperature is rising due to pollutions emitted by industries
Bigyapti Majhgaiya: Sir, you used three concepts: greenhouse effect, global warning
and climate change. I find it difficult to relate them. Can you make them easy for me to
comprehend?
Teacher: British scientist John Tyndall had written an article on greenhouse effect in 1859 AD.
John Tyndall was the first scientist who measured the power (capacity) of atmospheric gases
to absorb reflected sun-rays from the surface (known as radiant heat or infra-red radiation)
onatfimttrhooeuspsEhaoerxtrihed.eaHnaenddcdaoollzenodnotteha(eOlsloe3)wgaastshgeersmeleiknteo-hweosuactsaeepr-gevaaaspseosauwrreh, sciucahlrtbtoorafnpwdthihoiecxhiidnEefra(arC-trhOe’d2s),rsmaudrefitaahtciaeonniess(wiCnaHtrhm4)e,
enough to support life. John Tyndall was first to prove it and this is the naturally occurring
greenhouse effect. The Earth’s greenhouse effect warms the lower atmosphere and the surface
of the planet. Without the natural greenhouse effect, the average temperature at Earth’s
surface would be below the freezing point of water. Thus, Earth’s natural greenhouse effect
makes life possible. But, addition of more greenhouse gases to the atmosphere by human

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

activities such as burning of fossil fuels and clearing of forests, vehicular pollution, etc has
increased (intensified/expanded) the natural greenhouse effect, causing global warming.
Therefore, human-induced greenhouse effect on the surface of the Earth is called global
warming. Climate change and global warming are used interchangeably and therefore are
the same. Global warming and climate change are two sides of the same coin.

Bibina Parajuli: Sir, please tell us about specific human activities which accumulate
greenhouse gases in the atmosphere leading to global warming.

Teacher: Yes Bibina, it will be useful for the whole class. I have already mentioned few
of them, yet I will give you some specific activities leading to global warming or climate
change. Humans have gone for unregulated and unchecked industrialization and vehicular
pthoelliuntdiounstwriahlicrhevhoalustiinocnrebaesgeadn.thUeseleovfefloosfsial tfmueolssp, pheetrricolCeuOm2 caonndcennattruartiaolngabsyisa third since
responsible
for that. Methane is released from the decomposition of wastes in landfills when left without
proper treatment, rice cultivation and manure management in agricultural activities.
Methane is being produced in industries now and this has also increased the level of methane
in atmosphere. Nitrous oxide -- a powerful greenhouse gas is produced by soil cultivation
practices in activities like biomass burning, fossil fuel combustion, use of commercial and
organic fertilizers and production of nitric acid. Chlorofluorocarbons (CFCs) -- synthetic
compounds used in many number of home-appliances contribute to destruction of the ozone
layer. Deforestation (clearing afonrdesbtuarrneian)ginocfrleoagssesofthtreeelesvfeulrothfeCr Ore2leinasaetsmcoarsbpohnerdeiobxeicdaeu.se
forest absorbs carbon dioxide

Ami Sherchan: Sir, how to notice the effects of climate change? There must be some visible
symptoms.

Teacher: Effect of climate change lies in its name only. We begin to experience different
climate than we used to. All the life forms such as humans, plants, trees, animals are usually
well-adjusted and adapted to their geographical region and the climate of that region. All
of a sudden, these life forms including humans begin to feel disturbance, disbalance and
instability caused by the climate change. For example, instead of raining in Asar (June-July),
it rains in Jestha (May-June) or it doesn’t rain at all till Shrawan (July-August). It is hot in
Mangsir (November-December), cold in Baishakh (April-May) and it begins to rain in the
Himalayas. Do you call it natural? Not at all, this is the climate change.

Ashir KC: But, examples you have given do not exist in Nepal. Is Nepal affected by climate
change? Nepal has not seen all these human activities leading to global warming. So, why
should Nepal suffer from climate change?

Teacher: Ashir, you have asked more than two questions in one attempt. First thing first;
climate change is the global environmental issue which concerns the whole world. It does
not matter which country you live in or it is developed or undeveloped. Anywhere in any
part of the Earth, if human-induced global warming has happened, it shall affect the whole
world. Therefore, Nepal too suffers from climate change and it is the shared responsibility
to prevent, control and stop global warming leading to climate change. Is Nepal affected by
climate change? Yes, Nepal is suffering from climate change and there are evidences to it.
Continuous rise in temperature (less than 0.06°C) every year, erratic rainfalls and increase
in frequency of extreme events such as floods and drought like situation are some of the
effects Nepal is facing during the last few years. More Glacial Lake Outburst Floods (GLOF)

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

events are happening in Nepal. A number of glaciers in Khumbu and Langtang regions are
shrinking at a faster speed. Increase in temperature has given rise to frequency of flood and
drought. Monsoon is no longer regular every year thereby creating food insecurity and food
crisis within the country. What more do you expect for the evidences? It is time to check
this humanitarian crisis. Otherwise, Himalaya will stand as a barren rock with all the snow
and ice melted away. Thus, climate change has both local and global impact. Entire planet is
under the grip of climate change.
Sachin Biswokarma: Sir, can you please tell us about the effects climate change will cast at
world-level based on concrete evidences and scientific facts?
Teacher: Yes, sure. Here are the evidences which prove global warming/climate change
is real. Even at global level, sea-level is rising up at the rate of 3.39 mm per year and it is
projected to rise another 1 to 4 feet by 2100. This is the result of added water from melting
land ice and the expansion of seawater as it warms. Arctic region is losing its ice cover and
the Arctic Ocean is expected to become essentially ice free in summer before mid-century.
Temperature of the Earth has increased by 0.74°C in comparison to Earth’s temperature in
1901 AD. If this rate of increase in temperature continues, then the temperature of Nepal will
increase by 1.4°C in 2030 AD. And, the average global temperatures could increase between
1.4 and 5.8° C by the year 2100. There were only 281 parts of carbon dioxide in one million
parts of air but it rose up to 390 ppm (parts per million) in 2010 AD. In 2015 AD, you will be
surprised to know that presence of carbon dioxide has gone up to 402.5 parts per million.
This is the most dangerous gas so far being released by human activities and expanding
(intensifying) the greenhouse effect on Earth.
Scientific studies have come out with solid evidences and data to make us alert and cautious
about dangerous effects of climate change. Fire, more heat waves and cyclones are being
predicted at global level to hit the countries in different parts of the world. There is a danger
for many coastal countries and regions to submerge under water with the rise in the sea-
level.

Forest-Fire Drought Destructive Cyclones

Makbul Ansari: Sir, would you tell us about ways or measures to control or check climate
change?

Teacher: Climate change has emerged as the greatest humanitarian crisis of the 21st century.
The governments around the world have become conscious of this problem now and

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

they are working towards reducing the emission (discharge) of carbon dioxide and other
greenhouse gases. Most dangerous gas in global warming is the carbon dioxide which needs
to be checked immediately by finding alternative renewable sources. Use of petroleum (petrol,
diesel, kerosene) must be replaced by nature-friendly fuel like electric-driven vehicles by using
solar or wind energy and so on. In fact, different organizations and communities too have to
support the Government to go green by reducing and ending the factors responsible for climate
change. Planting trees and preserving forests are always desirable to minimize the presence of
carbon dioxide in atmosphere. Individuals can always use energy-saving devices and minimize
the wastes in day to day life.
Do research on your own for more knowledge. Thank you one and all. Submit the assignment
on time and do all the questions given in the lesson.

Words and terms you would like to know

Drastically (adv.): to a very great extent
Upside-down (adv.): putting in disorder
Emission (n.): something released, letting something out
Human-induced: caused by human activities
Accumulation (n.): collection of things
Synthetic (adj.): made by chemical process
Decomposition (n.): process of decaying or breaking down into pieces
Trap (v.): catch something or hold something in tight grip

Learning Guideline
Stress more on discussion as students have already done this topic in previous class. Ask them to interact
with the old people in community who can share some facts related to change in climatic pattern in your
area and organize a visit to Government department dealing with climate change to collect real facts on
this topic and to know about climate change mitigation efforts being made by the Government.

Activities
1. Identify the major causes of climate change and show them in chart in order to display it in

the class-room.
2. There was a conference called United Nations Conference on Climate Change held in Paris

(France) from November 30 to December 11, 2015 to decide upon action-plan to check and
control the causes of climate change. Organize a conference on your own making the above
class-conversation as your guide-line and discuss the measures to be taken to control global
warming in Nepal.

3. Read the following text and answer the questions based on it:
Climate Change Causing Diarrhoea
Nepal Health Research Council had conducted a research in Jhapa district of Nepal to

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

find out the causal connection between climate change and onset of a set of diseases like
dehydration, loose motion, kalazar and diarrhoea. That research study has clearly shown the
gradual increase in the temperature of the area and fall in the average annual rainfall year
after year. There was an increase in average temperature by 0.7° C in 10-years time-period
(from 1998-2008 AD). A total number of 200 people suffered loose motion and loss of water
in the body while 1,000 people suffered with diarrhoea in the year 1989 AD much before
the research-study was conducted. The number of people suffering with loose motion and
diarrhoea increased significantly to a level of 400 for loose motion and 3,000 for diarrhoea in
2008 AD. A research study connected the above increase in number of patients with increase
in temperature and reduction in rainfall over the years. Furthermore, a research study
concluded that climate change may lead to frequent occurrence of such diseases.
a) How far do you think this research study is valid connecting digestive problems (loose

motion and diarrhoea) with climate change in Jhapa district? Critically comment.
b) Rise in temperature by 0.7° in 10 years and fall in rain-fall may be connected with

other aspects like drought, change in soil fertility and so on. This has not been done in
above research. How far do you agree with this observation? Present your views and
arguments.
c) Diseases which have been mentioned here are not directly connected with the study
on climate change. These diseases are related to hygiene and sanitation problem and
personal eating behaviour of a person. Do you think that this research-study could not
relate the factors causing diseases accurately? If yes, formulate correct research topic to
study climate change. If not, present your idea (point) in clear argument.
Exercise
1. Define climate change and global warming.
2. Both climate change and global warming are two sides of the same coin and hence are
inseparable. Explain with examples.
3. Explain the mechanism of “greenhouse effect’’. Explain how greenhouse effect is useful and
beneficial for us.
4. Explain when and how greenhouse effect is dangerous for the earth and the life-forms
present on the Earth.
5. Outline the causes which lead to climate change.
6. Highlight the effects of climate change on Nepal at local level and on the whole world at
global level.
7. What measures/ways would you adopt at individual level to check and control climate
change?
8. Climate change is a global problem and solution to it must come from unity of nations and
people together. Examine the statement with examples.
9. Present the evidences which indicate towards Nepal being under the grip of climate change.
10. Present the evidences which prove that the Earth (world) is facing the problem of global
warming/climate change.

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Lesson

5 Effects of Latitude and Longitude

Latitude

Latitude is a geographic coordinate that specifies the north-south position of a point on the
Earth’s surface. A circular horizontal line passing through the Earth (the spherical body)
exactly in the middle of the Earth across east and west direction is called Equator. Equator
divides the Earth (a sphere) into two hemispheres – Northern hemisphere located towards
the North Pole above the Equator and the Southern hemisphere located towards the South
Pole below the Equator. The Equator is an imaginary line. All other lines of latitudes are
parallel to Equator running east to west as circles. This is the reason latitudes are also known
as parallels. Latitude is an angle which ranges from 0° at the Equator to 90° (North or South)
at the poles. This angular distance north or south from the earth’s Equator is measured
in degrees, minutes, and seconds. For measuring this angular distance of latitude one can
assume Earth as sphere like a circle. But, the Earth is not exactly a sphere, rather it is slightly
flattened at the top. Therefore, measurement of latitude from the centre of the Earth slightly
varies in both the cases. The planet’s curvature is flatter at the poles. So, geographic latitude
is the arc formed by the Equatorial plane and the normal line that can be drawn at a given
point on Earth’s surface. The normal line is perpendicular to a tangent line touching Earth’s
curvature at that point on the surface. See the diagrams and figures given below and grasp
the concept of latitude:

Latitude is the arc (semi-circular line or section of a circle) formed by an angle at the Earth’s
centre and measured in a north-south plane pole-ward from the Equator. Thus, a point at
30° N forms an angle of 30° at the centre of the Earth (globe). The arc between the Equator
achnadnecietheexrisgtseofogrrahpahviicngpothleeilsa9ti0tu° d(oensem-fooruertthhatnhe90c°ir,ctuhmerfeefroernecteheofgtrheeatEesatrtpho,sosrib  ×le3l6a0ti°t)u. dNeos
are 90° N and 90° S. Latitude is a measurement on a globe or map of a point located north or
south of the Equator.
Following are the effects (advantages/benefits) of latitudes in different areas:
1) Effect on climate around the world: Higher the latitudes above the Equator, lower are

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

the temperatures and lower the latitudes near the Equator, higher are the temperatures.
Therefore, areas near the Equator experience hot climate and areas in mid-latitudes in
Europe have moderate temperature (warm summer and cool winter) but polar regions
above 60° latitudes in both the hemispheres experience extremely cold temperatures.
2) Effect on length of day and night: The length of day and night is almost equal in Equatorial
region of the Earth. But length of day and night gradually differ as we advance towards
the poles with increase in latitudes. Near the poles, winter has continuous night with
all darkness for a number of days and summer has continuous length of day without
darkness ever happening there for a fair number of days.
3) Effect on making map and developing sense of the world: Latitudes are used in map-
making as well as comprehending the locations shown in the map. To locate a place on
the map, position of latitude has to be known.

Longitude

Longitude is the half of an imaginary great circle on the Earth’s surface connecting the
North and South Poles of the Earth. Since longitudes are half of a circle between the poles,
they are called meridians. Every longitude crosses the Equator at right angle (90°). In fact,
each meridian is perpendicular to all circles of latitude including Equator itself which is a
circle of latitude at 0° in the middle of the poles on the Earth’s surface. A line of longitude
(meridian) passing through the Royal Observatory, Greenwich in London has been defined
to be 0° longitude. This 0° longitude is known as Prime Meridian and because it was chosen
to cross through Greenwich in London, it has become famous as Greenwich Meridian. Prime
meridian (the north-south line crossing at Greenwich) is used as the reference for all other
meridians of longitude lying east or west of it. This is how longitude specifies the east-
west position of a point on the Earth’s surface. At the same time, the Greenwich meridian
is also the basis for the world’s standard time zone system. As we know that Earth being a
solid sphere is circular in shape and every circle has the angle of 360 degrees, so Earth has
the angle of 360 degrees. Prime meridian being located at 0° longitude has the other half
circle on the opposite side of the Earth from Greenwich which makes it 180° longitude. 180°
longitude is also known as International Date Line crossing which changes the date by one
day. Both the meridians 0° longitude and 180° longitude joining together make a full circle.
Therefore, every meridian has the opposite meridian joining which makes a full circle. All
the meridians lie between 0° and 180° longitudes. Prime meridian divides the Earth into two
hemispheres--- Eastern hemisphere (East of Greenwich) and Western hemisphere (West of
Greenwich). Look at all the pictures and diagrams given below carefully to understand the
concept of longitudes:

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Following are the effects (advantages/benefits) of longitudes on/for us:
1) Determining time along the longitudes: Every 15° of longitude-distance makes 1 (one)

hour time-difference. Movement towards the east of any longitude adds the time or
makes it faster while movement towards the west of any longitude slows down the
time. Time-determination is done along the longitude only. We know that the Earth
revolves (rotates) about its axis from west to east direction once every 24 hours.  In other
words, Earth takes full round covering 360° angle in 24 hours. This means that the Sun
crosses each of the 360 meridians of longitude once every 24 hours. So, in 1 hour, the Sun
appears to move 15° longitude and time is faster towards the east and slower towards
the west.
2) Change of a date on crossing the Date line (180° longitude): International Date Line is
fixed at 180° longitude because it demarcates the change of one calendar day to the next.
When one moves from the Greenwich meridian (0° longitude) up to the 180° longitude
the difference of 12 hours is reported. After 12 hours, moving from either east or west of
the Greenwich meridian, there is a guarantee of changing a date. So, there is a difference
of 12 hours from either side of the International Date Line to the Greenwich Meridian
and adding both the sides of the Date Line makes the total difference of 24 hours.
3) Specifying or finding a location on the Earth: The combination of meridians of longitude
and parallels of latitude help us to know the exact positions of any point (or place) on
the Earth (both in the land and in ocean). For example, a point described as 40° N, 30° W
is located 40° of arc north of the Equator and 30° of arc west of the Greenwich meridian
(Prime meridian). So, both latitude and longitude together specify the geographical
coordinates (a framework or grid) of a location on Earth.

Antipodes

The antipodes are diametrically opposite to each other on the Earth. A line drawn from one
antipode to the other forms a real diameter of the Earth and that line passes through the
centre of the Earth. Study antipodes from following pictures:

Points of antipodes are generally demarcated in case of latitudes (parallels), longitudes
(meridians) and time-counting across the Globe. The antipodes of any place on the Earth are
separated by 180° of longitude and as many degrees to the north of the Equator as the original
is to the south (or vice versa). Let us take an example of antipode of particular latitude; 30°
N latitude will have 30°S latitude as antipodes for each other. Similarly, 90° North Pole and

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90° South Pole are antipodes for each other. We can take the examples of longitudes too. The
antipode of 30° W longitude will be 150° E longitude. Similarly, 120° E and 60° W longitudes
are antipodes to each other.

Words and terms you would like to know

Perpendicular (n.): a straight line at right angles (90°) to another
Curvature (n.): the rate of change (at a point) of the angle between a curve and tangent to the curve,
deviation, bending
Hemisphere (n.): half of the terrestrial globe, half of a sphere
Diametrically (adj.): characterized by opposite extremes, completely opposed
Learning Guideline
Since students have been familiar with the concepts of latitude and longitudes, let them discuss the topic
from various angles.

Activities

1. Take any spherical object resembling Earth as per your convenience. Remove one-fourth portion
of that object by cutting it neatly from the top-surface. Insert a paper having 30° angles drawn
on it and get it adjusted well on the removed portion of the spherical object. Locate a point of 30°
angles touching on the surface of the spherical object and underline the point with the help of
paper-pin or sketch pen. Fix the latitude angles on your own and then proceed towards marking
other latitudes up to north and down to south poles.

2. Take a spherical body which is easy to cut into two equal halves. Paste a paper having angles
all around at the interval of 30° angles. Longitude angles must measure from 0° to 180° angles
in total covering all the face of the disjoined (cut-off) portion of the spherical body. Draw all the
longitudes making sure that there is the distance (difference) of 180° longitudes from the prime
meridian (0° longitude).

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Exercise
1. Define latitude. Why are latitudes called parallels?
2. Define longitude. Why are longitudes called meridians?
3. Outline various effects (advantages) of latitudes on different areas.
4. Draw a figure of Earth to show all the important latitudes and longitudes on it.
5. Explain the effects (advantages) of longitudes on/for us.
6. Briefly elaborate the following:
Greenwich meridian, Date Line, Equator, Antipodes
7. Distinguish between latitude and longitude in minimum four points.
8. Give reasons for the following:

a) Every longitude crosses the latitude at right angle (90°).
b) It takes 1 hour to travel 15° longitudes.
c) Time is faster in the east and slower in the west of a longitude.
d) A line between the antipodes passes through the centre of the Earth.

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Lesson

6 Districts and Regions of Nepal

Lenika Maharjan’s Diary
It was the occasion of National Children’s Fair and all of us were invited to a ‘get-together’. I
stood up from my place and introduced myself, “My name is Lenika Maharjan and I reside in
Ward No. 4, Dhapakhel Gaunpalika, Lalitpur District, Province Number-3, Nepal”. It is hilly
region in central region of Nepal. Like me, there were representatives from all the districts
and different regions of Nepal. I got curious to know about the reasons behind the creation
of different districts and several zones in our country. I consulted experts in children’s fair
who could answer my questions. They asked me to raise this question in panel discussion
where children were given opportunity to participate both as audience as well as speakers.
It was a personality development program.
Yes, I formulated my question like this. “I know that there are administrative districts and
zones in Nepal. But I would like to know the real reasons as to why these districts and zones
were created and when. Who was the person behind the division of the country into zones
and districts?”
Expert in panel discussion was pleased to take up my question and referred to my name
while answering my question: Sister Lenika has asked a very good question and we are here,

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for all of you, to answer the queries so that all of you return home with enriched personality.

Geographically, Nepal can be divided into three regions --mountainous (Himalayan) , Hills
and Plains (Tarai) along with several sub-regions. Unitary Government has been operational
from Singha Durbar, Kathmandu (Capital city of Nepal). It is not convenient to look after
the administration and supervise the development work all over the country from a single
seat of governance located in the capital. That would create too much administrative
load to bear. All the powers and authority centralized into single hand of the unitary
government functioning from Kathmandu would have failed the nation because political
and administrative power concentrated into one or few hands gives rise to corruption and
despotism. Therefore, principle of decentralization was adopted to distribute the political
and administrative powers at local levels directly. Here, decentralization means taking away
the powers and authority from the central government to distribute amongst districts and
zones for their development. And it was a good administrative step because local authorities
at district and zone levels have better knowledge of the problems being faced by the people.
The local authorities know how to meet or fulfill the local demands better than any one
else. This is the reason why Government of Nepal divided the country into 14 zones and 75
districts way back on Baishakh 1, 2018 BS. However, the Constitution of NEpal, 2072 BS has
readjusted all the administrative regions and zones into seven provinces.

A CDO (Chief District Officer) heads a district and maintains law and order there. S/
he coordinates the field agencies of the various government departments to supervise
developmental works or initiate new ones. Other district government offices like district
development committee, district education, district hospital and offices for public health,
agriculture, animal husbandry, cooperatives, police and others are located in every district.
All these government offices located in a district provide services to people in the district.

The following list shows specific zones and districts of Nepal:

Region A Landmark Zones Prominent Districts
Eastern City
Dhankuta Mechi Taplejung, Panchthar, Illam, Jhapa
Central Koshi Morang, Sunsari, Dhankuta, Terhathum,
Kathmandu Sagarmatha Bhojpur, Sankhuasabha
Janakpur
Bagmati Saptari, Siraha, Udaypur, Khotang,
Okhaldhunga, Solukhumbu
Narayani
Dhanusa, Mahotari, Sarlahi, Sindhuli,
Ramechhap, Dolakha
Bhaktapur, Dhading, Kathmandu,
Kavrepalanchok, Lalitpur, Nuwakot,
Rasuwa, Sindhupalchok
Rautahat, Bara, Parsa, Chitwan,
Makwanpur

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Western Pokhara Gandaki Kaski, Lamjung, Syangja,
Tanahu,Gorakha, Manang
Mid-western Birendranagar Dhaulagiri Baglung, Myagdi, Parbat, Mustang
Far-western Dipayal Lumbini Kapilvastu, Nawalparasi, Palpa,
Rupandehi, Arghakhanchi, Gulmi
Karnali Mugu, Dolpa, Humla, Jumla, Kalikot
Rapti Dang, Pyuthan, Rolpa, Rukum, Salyan
Bheri Banke, Bardiya, Surkhet, Dailekh,
Jajarkot
Seti Kailali, Achham, Doti, Bajhang, Bajura
Mahakali Kanchanpur, Dadeldhura, Baitadi,
Darchula

Words and terms you would like to know

Despotism (n.): a form of government in which the ruler is an absolute dictator

Decentralization (n.): the spread of power away from the center to local branches or governments

Concentration of powers: bringing together all the political powers and not sharing them

Learning Guideline

Engage the students into learning the names of zones and districts from the map of Nepal. Ask them to
draw the map on their own and show all the zones and districts in it. HElp the students to place these
districts across seven provinces of Nepal.

Activities
1. Colour different zones distinctly after drawing them together in a map of Nepal.

2. Prepare at least 20 questions (by each one of you) with their answers on geographical facts
of Nepal and form four groups to organize quiz competition in the class. Share the questions
with the answers in your group to be more competitive in QUIZ.

3. Draw a map of Nepal to adjust the zones shown above across seven provinces. Also demarcate
the districts all across the map.

Exercise
1. Name two districts each from Himalayan, Hilly and Tarai regions falling in Eastern, Central

and Mid-western development regions.

2. Make a list of all the districts and zones which share the border with China.

3. Name all the states of India which share the boundary with Nepal.

4. Point out the zones which touch both India as well as China.

5. Name any five Hilly districts of Nepal which share the boundary with Tarai districts and do
not touch any of the Himalayan districts.

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