Nova Social Studies 8

Lesson

7 Use of Distance in Study of Map

Students in the class-room are busy looking attentively at the political map of Nepal in
the Atlas and some of them are engrossed in finding their home districts in the wall-map
displayed in the class-room. Today is the map class and the teacher has instructed the
students to learn how distance on the map is calculated. Every good map has scale written
over it to make sense of the distance between two points on a map related to the actual
distance on the real ground.
“Find out the distance between the headquarters of your home-district and the capital city
Kathmandu,” instructs the teacher. Some of them jump to find out the distance and try hard
while most of them wonder how to do it. They use their fingers and scale to get the distance
but miss the scale-code given on the map. Teacher defines the ‘map-scale’ to remove the
confusion being faced by many students. “Map scale refers to the relationship (or ratio)
between distance on a map and the corresponding distance on the ground.” For example,
on a 1:100000 scale map, 1cm on the map equals 1km on the ground. One of the students
got the map-scale written near the political map of Nepal in Atlas as “1cm= 100 km”. This is
statement scale which clearly says that distance of 1(one) cm on the map between the points
is equal to 100 km on real ground. Now, all the students get down to calculating the distance
between the headquarters of their home-district and capital city Kathmandu by measuring
the distance in centimetre and then converting it into kilometre on the ground. The distance
on the real ground came out like this:
Distance on the map = 7 cm.
Given map-scale = 1 cm = 100 km
So, value (measurement) of 7 cm on real ground = 100 × 7 km = 700 km
Real distance between the two points (Home-district and capital city, Kathmandu) is 700 km.
Teacher congratulates the students for calculating the distance between the points on the
map using the map-scale and further explains the difference between the large scale map
and small scale map. “A map which depicts a small territory is referred to as a large scale
map. Political map of Nepal in comparison to the map of Asia or the whole world is the
example of a large scale map. Similarly, a map of one zone or just one development region
out of whole map of Nepal is the example of a large scale map. It is quite comparative when
one depicts a large scale map. A large scale map shows a small area in comparatively greater
details. This is because the area of land on real ground being represented by the map has
been less to represent it in a large scale map. Just opposite to this, a small scale map shows
more territory (land on the real ground) with less details.”
One student finds scale being written in graphic manner quite confusing and difficult to
comprehend. Teacher comes to his rescue and goes on explaining all three kinds of scales
often shown on the map.
There are three types of scales:
1. Verbal scale (Word Statement): Verbal scale is a word statement in a direct form stating

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a distance on a map that equals to a length of distance on the ground (Earth’s surface).
For example, 1 cm to 1 km. or, 1cm = 1 kilometer. This scale is not very popular though
it is easy to understand. We do not find it at the bottom of the map.
2. Graphic scale (Bar Scale): A bar scale marks distances on the ground along the line
and uses the same like a ruler to measure the map distance in order to have correct
geographical distance on the real ground. A graphic or bar scale is just a marked-line
drawn on a map indicating known geographical distance on the ground (Earth’s surface).

In examples given above, graphic scales have been converted into RF scales. RF scale 1:
100 cm stands for left hand side graphic scale and RF scale 1: 1000000 cm refers to right
hand side graphic scale which shows 1 cm distance on the map for 10 km distance on the
Earth.

3. Ratio or representative fraction (RF): RF scale uses either ratio or fraction to show
(indicate) the real distance on the ground in relation to 1 (one) unit on the map. It shows
how many units on the earth’s surface are equal to one unit on the map as 1:100,000 or
1/100,000. Here, one centimeter on the map equals 100,000 centimeters (1 kilometer) on
the earth. It is very important to remember when we start changing a fractional scale
to a verbal scale that both the map and ground distance have same unit of measuring
distance. The smaller number of the fractional scale generally expressed as 1 (one) shows
the map-distance while the larger number in the scale stands for the ground distance on
the earth-surface.

After the completion of the brief introduction on types of scales, Sukriti Rai spots (finds) a
graphic scale in one of the maps given in the atlas and approaches her teacher to learn the
correct way to do measurement on the map.

100 0 50 100 km

A BC D

She picks up a piece of thread under the instruction of her teacher and measures the distance
on the scale with the help of a thread. She marks her thread placed on the graphic scale with
different distance showing in the range of 1 cm equals to 50 km and 2 cm length of thread
equals to 100 kilometres on the ground. Now, she places that thread on the map between
two points ... Teacher was obviously full of praise for her effort to measure the distance
accurately using the graphic scale. The distance between points B and D on the graphic scale

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indicates 2 (two) cm on the map which is equal to 100 km on the ground. Sukriti’s thread
measured 4 cm length, which meant 200 km on the ground.
Now, it is the turn of Kaushal Thapa to comprehend the RF scale given in the map. The scale
goes like this: RF 1: 4000000, Kaushal recalled his basics of mathematics related to proportion
as 1:10 means 1/ 10. So, 1: 4000000 means 1 cm on map is equal to 40 km on the real ground.
The distance between two points in the map is 13.5 cm. And RF scale given here is ‘RF
1: 4000000’ which computes (calculates) distance of 13.5 cm on map as 13.5 × 4000000 cm
= 54000000 cm.
Therefore, distance between the two points on map = 54 km
Teacher was quite satisfied to see the progress of this class on this topic.

Learning Guideline
A good map must have a scale to denote a distance. Involve students in a number of exercises relating to
solving and understanding scale of distance given in a variety of maps.

Activities
1. Make a group of two students each and get down to know the distance on the real grounds

between any points given with the help of scale shown there.
2. Discuss with your friends the benefits of scale given in the map.
3. Construct graphic and RF scales on your own and practice inter-conversion between the

scales.
Exercise
1. Define scale. Why is it needed in a map?
2. Differentiate between graphic scale and RF scale.
3. If RF scale is 1: 3500000, then find out the real distance between the two points which measure

4.7 cm distance on the map.
4. Look at the Atlas and find out the distance between following locations:

Janakpur to Birganj, Gosaikunda to Kathmandu, Biratnagar to Lahan, Chitwan National
Park to Sagarmatha National Park, Kankarbhita to Tikapur, Rajbiraj to Jomsom, Pokhara to
Sunauli, Delhi to Kathmandu, Thimpu to Dhaka, Kolkata to Jhapa, London to Kathmandu

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Lesson

8 Map of Nepal

March 18, 2018
Washington D.C. (USA)
Honourable teacher,
Mr. Abhash Nepal
I am the parent of Jenisa studying in Grade-8 under your guidance as class-teacher. I have
a memorable event to share with you. It has almost become one year since I came to United
States of America for additional higher studies. Few days ago, a programme was organized in
Washington D.C. Participants to this programme were supposed to introduce their countries
to audience which was to be telecast on national TV. TV crew were recording the event. My
friends insisted me to represent Nepal in that event. Representatives from countries like
India, Bangladesh, Sri Lanka, Malaysia, Iran, France and many others were the participants
in this programme. Every participant was expected to draw the map of the country s/he
represented and to highlight sites/locations as symbols of national pride in the map. Not
only that, every participant was asked to sing a national song and speak for five minutes
giving a brief historical background of one’s own country along with description of cultural,
religious and tourist sites.
When my turn came, I was caught off guard. I could not draw the map of my country. I

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kept on standing in front of so many people watching my helplessness but a man from
Nepal stood up and offered his skill to draw the map with great accuracy and pointed out
all the places of national importance along with heritage sites and places of religious and
cultural significance. People in the audience loved him the way he was speaking for his
country as if elevating the honour and pride of Nepal even higher than the highest mountain
Sagarmatha (Mount Everest). Then I realized the importance of map-drawing in school-
days. I never liked that exercise and I let my country down before the foreign audience;
thanks to the rescue from another Nepali. Had I practised the map and learnt about places
of national importance, I would have been the proud participant in that program. Therefore,
I request you to give map-drawing lessons to the students and make them practise drawing
by involving them in map-pointing for as many places as possible. Just passing examination
may give us momentary feelings of achievement but does not guarantee complete success
in life. As I felt ashamed, I do not want my children to suffer in their life. This is my earnest
request to you to help my daughter and all the students to practice more map-works.

Your well-wisher
Subhaashish Nepali
After having finished reading such a poignant (sad) letter in the class-room, Social Studies
teacher Mr. Abhash Nepal begins to give instructions on how to construct a map of Nepal
and practice map-pointing just like a game. Things like a piece of paper, a pencil, a ruler, an
eraser and a board to lean on for sketching a map are needed. Before we go any further in
learning to draw a map, we must know what the map is and what its essential components
are. A map is a two-dimensional drawing of an area. Globes are maps represented on the
surface of a sphere. Cartography is the art and science of making maps. Maps should have
a title, scale, north arrow to show direction and key or legend or symbols. Symbols help
us to include lots of detail on maps that are drawn to scale. They include simple images,
letters and abbreviations and even colours.
There are several steps to follow before a sketch-map with or without a scale is completed.

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Let’s follow above mentioned steps in drawing a map of Nepal:
Important tips to be followed while drawing/sketching map of Nepal:
1. Adjust your page to measure length and breadth to draw/sketch a map of Nepal.
2. Take rectangular space sufficient enough to draw the map of Nepal.
3. Five square blocks for length and three square blocks for breadth to show the area of

Nepal are required. See below:

Draw the Map of Nepal inside the above rectangle.
4. Now do map-pointing and show all the mountain peaks, national parks, heritage sites,

religious places, tourist sites, industrial towns, agricultural production areas and many
other such details.

Learning Guideline
Make the students practice drawing Nepal’s map in such a way that everyone of them is able to draw it.
Let them do map-pointing for as many places/locations from Nepal as possible.

Activities
1. Learn the following symbols and find more and depict them on the right hand side.

Symbol Meaning Symbol Meaning

Motorway International Boundary

Railway Canal
District Boundary
Railway station Town/City
Railways

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Symbol Meaning Symbol Meaning
Road Bridge

Path Pass

Post office Mountain Range

Woods Mountain Peak

Cable car River

Capital city

2. Collect several maps of Nepal and draw development regions, zones, districts, mountains,
rivers, valleys and so on in those maps.

3. Play with the map of Nepal showing several details on various issues and aspects. Create
groups on your own and ask each other several quiz-like questions and award score to each
group to declare the winner at the end.

4. Draw the map of Nepal accurately by making squares as shown above showing theme,
direction, symbols and scale.

Exercise
1. What is a map? What are the essentials of a good map?
2. Following map of Nepal is hazy with fuzzy and unclear details. Redraw the map and show

all these details in clear manner along with scale, legends and other such information.

3. Why at all should one learn to draw the map of Nepal? Give four reasons.

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Lesson

9 Earthquake

Earthquake is the vibration of the Earth’s surface or the movement of the Earth’s rocky outer
layer. An earthquake is known by some other terms like quake, tremor or temblor. A sudden
release of energy in the form of seismic waves reaches the Earth’s crust to vibrate it. There are
two known natural causes of earthquakes. The majority of earthquakes worldwide are caused
by plate-tectonic activity. A rigid outer layer of the Earth is known as lithosphere which is
made up of about a dozen continental plates. These plates are always moving relative to each
other. According to geologists, Indian and Euro-Asian plates are in motion. Euro-Asian
plate is also known as Tibetan Plate. These plates move relative to each other, typically
at the rates of 5 to 10 cm (2 to 4 inches) per year. Nepal is located exactly on the meeting
points of these two plates. This is why Nepal is highly earth-quake prone country. These
plates may converge or diverge or may slip past one another while moving. Consequently,
boundaries of the plates come into contact with each other creating vibrations which are felt
as earthquake on the surface of the Earth.
Another cause of the earthquake is the volcanic eruptions. Such earthquakes are common in
areas of volcanic activity in Asia Pacific regions also known as “ring of fires”. The volcanic
explosion of devastating nature produces earthquake of high magnitude which brings
destruction. Earthquake originates from under the Earth when seismic waves arise from
a point known as FOCUS. This point called FOCUS is below the Earth’s crust so it is also
known as hypocenter. Vertically above the hypocenter lies the epicentre on the Earth-crust.
Seismologists measure the earthquakes (seismic eaves) either in Richter Magnitude Scale or
in the Moment Magnitude Scale. Richter scale is more famous. Seismologists are those who
study seismic waves in scientific manner as seismology.

Destruction caused by earthquake takes place in and around the epicentre. The major
earthquake measuring 7.8 magnitude which hit (jolted) Nepal on 25th April, 2015 (12th
Baisakh 2072 at 11:56 NST) had epicentre in Gorkha. Another major earthquake measuring
7.3 magnitude after 15 days on 12 May 2015 (27th Baisakh, 2072 at 12:51 NST) had its epicentre
in Sindhupalchowk. Major destructions were caused in and around these epicentres causing
death of over 9,000 people with many thousands left injured in two successive earthquakes
apart from the destruction of property worth billions.

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Destruction of human lives and property caused by Nepal’s Earthquake 2072 BS (2015 AD)
Nepal is in continuous danger of earthquakes. In the past, Nepal fad faced earthquakes on
Magh 2, 1990 and on Bhadra 5, 2045. Eastern part of Nepal was jolted by an Earthquake on
Asoj 1, 2068. Experts have warned us to expect major Eathquake yet again because 2072 BS
Earthquake has not released all the tensions (seismic energy) between the continental plates
on which Nepal is located. Therefore, we have to be always ready and alert for security of
our lives and property. Following are the ways (methods) to save oneself and others from
earthquake:
Before the Earthquake
a) Parents, guardians, members of management committee in schools, teachers and

everyone in different situations of life must give a thought to ways (methods) for
preventing damages an earthquake can cause. There must be a plan with code of
conduct to be observed in our daily life and living which avoids and minimizes the
damages and destructions caused by the earthquake.
b) We must create safer place in our house and neighbouring area to protect ourselves
when an earthquake strikes. Dangerous objects made up of glass, pointed metals and
so on must not be kept at the house in the rack or almirah (wardrobe).
c) Keep the groups and individuals always ready in schools, colleges, other public
places and even within the family and neighbourhood with their assigned tasks to
be performed when an earthquake strikes. There must not be any state of confusion
because it creates chaos.
d) Keep the emergency materials like food, drinking water, medicines, first-aid box,
tarpaulin sheets and tents ready at a common place.
e) Continue with the earthquake drilling exercises every three months or weeks.
During the Earthquake
a) Students in schools, colleges or people working in offices or those who are in their houses
must protect their life by observing three important cautions (warnings) ...Duck (Drop)
your body on the ground, cover your head with hand or solid objects like table, desk, etc
and hold on till the earthquake lasts.

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b) Do not hurry to come out in open during the time of vibrations (shaking) lest you should
be trapped. Roll down your body with hands covering the head in a tortoise posture
if you have nowhere to hide and protect yourself. Stay away from heavy objects like
windows, bookcases, file cabinets, heavy mirrors and objects that could fall during the
earthquake.

c) Move to a ‘clear (open) area’ away from trees, sign-boards, buildings, electrical wires
and polls if you are caught ‘outside’ during the quake. Do not rush for exits if you are in
public places.

After the Earthquake:
a) Be at peace with yourself and remain alert after the earthquake. Do not run and cry

uncontrollably. Do not get hopeless and maintain calm.
b) Move quickly outside without making noise and do not get into trouble of making

lines. Making lines delays the exit. Exit must be quick and together. Teacher/parent/
guardian must ensure that everyone makes safe exit to open area. In case a person is
missing, let that be known immediately. Contact the rescue team as soon as possible
and get tuned to FM radio for updates and further information.
c) Do not move here and there without receiving instructions from your teacher/parent/
guardian.
d) If trapped inside the building, be patient and wait for rescue team to reach and then
raise your voice for help.

Learning Guideline
Organize earthquake dills frequently because students tend to become relaxed. If necessary, take help
from Red Cross Society.

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Activities
1. Practise ‘earthquake safety drills’ in the presence of your teacher.
2. Let others know about your training, knowledge and skills learnt in the school regarding

earthquake safety and rescue operations in your family, community and neighbourhood.
Practice earthquake safety drills with members from your family, community and
neighbourhood.
3. Prepare earthquake safety map for your house and school highlighting safe and unsafe areas
(places). Share your map with other class-mates in the class and discuss on building structure
and hard objects kept in the house and school. Suggest preventive measures to correct the
unsafe areas and places in your house and school to parent/guardian/teacher.
Exercise
1. Define earthquake. Briefly explain its causes.
2. Explain why Nepal is earthquake-prone area.
3. List the major earthquakes which Nepal faced in the past.
4. Write a letter to your friend explaining your experience and feelings of a recent earthquake
in Nepal.
5. What are the precautions that we should take (observe) before an earthquake.
6. Point out precautions one should take during the earthquake.
7. What is expected of us immediately after the earthquake? Write in points.

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Lesson

1 0 Windstorms

It was afternoon. Makbul Khan and his friends were returning home from school. Suddenly,
a windstorm started blowing. Pile of dust started spiralling around and moved up in the
sky carried away by the wind. Strange whistling noise filled the atmosphere. Trees were
waving back and forth; some of them were bent down (inclined) from different points
(joints). Subhan, Riza, Sakshi and Kabir strode (walked with long steps) quickly to their
homes. A branch of a tree was broken and fell down in front of them. They were terrified.
All of them got huddled together and sat down on the ground. It was difficult for them to
walk any longer against high-speed winds. A roof of a nearby house was blown away. After
sometimes, the windstorm slowed down. Dilip uncle was seen walking the same path we
were in. Sakshi shouted, “Uncle, we are all stuck here. How do we go home?” Uncle Dilip
assured them of safety and said, “Windstorm has slowed down. It is now safe for all of us to
go home. Come along with me, I am going the same way.” They started walking together.
On the way home, Kabir asked, “What is windstorm? Why does it arise”? Uncle Dilip
answered, “Wind having a speed of more than 55 km (34 miles) per hour is normally called
a windstorm. It is wind strong enough to cause at least light damage to trees and buildings.
Just now, we experienced gusts which are short bursts of high-speed winds. Windstorms
may or may not bring precipitation. If windstorms do bring precipitation, then they are
called thunderstorms. Windstorms can last for longer time periods as in the case of cyclones.”
Uncle Dilip continued, “Fundamental cause for wind to blow lies in different pressure areas
across the surface of the Earth. An area along the Earth-surface having more air-particles
develops high pressure. High-pressure area has a corresponding low-pressure area in the
surroundings because both high-pressure area and low-pressure area are relative to each
other. Sun-radiation is responsible for development of different pressure areas and zones
across the Earth because of the differential heatings across the Earth surface. Air particles
after receiving heat from sun-rays move up vertically and develop low-pressure in that
area. Now, air from high-pressure area from the surroundings begins to blow horizontally
towards the low-pressure area to fill the gap (emptiness)”.

Andhi (squalls) Tornado in United States

We are all surrounded by air on the Earth-surface and that makes the atmosphere around the

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Earth-surface. Movement of air is called wind and air is always in the move. Winds blowing
with more than normal speed are called storms (Huri-Bataas) and if the wind-speed goes
much higher, then that makes it squalls (Andhi or black storms). Storms of any type can
damage or destroy vehicles, buildings, bridges, and other outside objects. Squalls can block
out the sun, reduce visibility and cause damage to property and injuries to humans as well
as animals. Squalls generally hit before the monsoon in our parts of the world. So, a squall
is a sudden, sharp increase in wind-speed bringing rain showers, thunderstorms, or heavy
snow. Wind tries to create pressure-equilibrium (balancing the pressure all around). But
the truth is pressure-equilibrium cannot be ever achieved due to temperature-difference in
different areas along the surface of the Earth. So wind goes on blowing forever. You must
have seen a spiralling wind continuously circling (rotating) around in the open pick up
pieces of paper and dust particles lying around and blow them away. We call that spiralling
wind Bhumari and Chakrawaat. A tornado is a violently rotating column of air extending
from a thunderstorm to the ground. The most violent tornadoes are capable of tremendous
destruction with wind speeds of up to 300 mph (180 km/h). Most tornadoes originate from
thunderstorms. Tornadoes can appear as a traditional funnel shape, or in a slender rope-like
form. Tornadoes normally hit United States and are often called twisters and cyclones.

Mechanism of Cyclones

Cyclones are generated when wind from high-pressure areas from all around blows
towards the low-pressure area formed in the center. This sudden push (gush) of winds
from all around to the middle of the circular surroundings creates the spiralling movements
where winds move up in circular manner. Cyclones near the sea shore are very strong and
often damaging in nature. These cyclones in tropical region are called sea-squalls and have
spiral movement of greater curvature. A tropical cyclone requires two main ingredients: a
cluster of thunderstorms and a warm body of water (at least 27ºC) from where storms get
their energy. Tropical cyclones form over large bodies of warm water. The evaporation of
water from the ocean surface is the source of energy for tropical cyclones. The evaporation
gets formed into clouds and brings heavy rains along with destructive winds in case of
tropical cyclones. Tropical cyclones bring flooding, inundate low-lying coastal areas and
storm surges (rise in sea level in coastal areas). Shipwrecks are common in the tropical
seas due to cyclones. People living in the sea shore must tune in to radio or TV to get latest
updates on cyclons so that they save their life and property before a cyclone strikes. They
must not come out in open and move wherever they want during the time of cyclones and
even immediately after the cyclones are over.

Mechanism of cyclones like typhoons and hurricanes

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Tropical cyclones have regional names given to them as hurricanes (in Caribbean Seas),
typhoons (in Japan, Phillipines and in South-China Sea) and Anadhi in India and Bangladesh.

Direction of winds in Himalayan regions in Himalayas
Storms blow usually in evening and night in Himalayan region of Nepal. Till evening during
a day, a breeze from lower terrain like lake or valley blows towards mountain peaks called
valley breeze. High pressure area prevails in a valley during the day and therefore winds
blow towards mountain peaks having comparatively low pressure areas. One should not
keep the fire on in the oven for cooking during high-speed wind (storm). Doors and windows
must be closed immediately and one must not stay close to electric wires and poles and trees
during storms. We should not move towards the direction of cyclone and stay away from it.

Words and Terms you would like to know

Blizzard: Blizzard is a heavy (severe) snowstorm with strong winds and poor visibility. Blizzard winds
exceed the speed 56 km/h and carry the temperature -7° C or lower. Blizzard brings heavy snow
(accumulating at a rate of at least 5 centimeters or 2 inch per hour), and very cold conditions.
Squall: Sudden onset of wind with a speed of at least 30 km/h or greater sustaining for at least one minute.
Thunderstorms occur throughout the world, with the highest frequency in tropical rainforest regions.
Thunderstorm: A thunderstorm is a type of storm that generates lightning and the attached thunder
which normally brings heavy rainfall (precipitation). Thunderstorms occur throughout the world, with
the highest frequency in tropical rainforest regions. Thunderstorms originate in atmospheric conditions
of high humidity and high temperature.
Tropical Cyclone: A tropical cyclone is a storm system with a closed circulation around a centre of low
pressure wich brings heavy rains in tropical areas (30°N to 30°S latitudes).
Wind speed: Wind speed is wind flow velocity which measures a fundamental atmospheric rate. Wind
speed is caused by air moving from high pressure to low pressure due to changes in temperature. Wind
speed has influence on aircraft and maritime operations, construction projects, growth and metabolism
rate of many plant species, and many other uses. Wind speed is now commonly measured with
an anemometer but can also be classified using the older Beaufort scale which is based on wind effects.

Learning Guideline
Many Nepalis after completing education move overseas and reside in different parts of world for their
livelihood. They are likely to face storms and cyclones. Let the students gain life-skills with regard to
facing storms and cyclones.

Activities
1. Make a group of 4-5 students and discuss the precautions to be taken for saving the people

from storms at three stages....Before the Storm, During the Storm and After the Storm. Share
your conclusions in the class.
2. Effects of windstorms with different speeds have been given here. Observe the effects

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of windstorms for a week which blow in your locality and guess their speed given in
the following table. Mark with time at which the said windstorm blows in your area of
observation and present a separate observation-chart in the class.

Effect of Windstorm Wind-Speed
(Km/h)
Puff (whiff) of air moving upward vertically 0-1
Puff (whiff) of air spreading over, leaves of trees get shaking
Branches of trees get shaking, dusts flying off in the sky 1-6
Trees get shaking, electric wires breaking down
Trees getting uprooted, branches of trees falling down 7-16

17-33

34-55

Exercise:
1. Define wind. Explain the mechanism of how winds originate.
2. Differentiate between Huri-Bataas (storms) and Andhi (squalls).
3. What is a cyclone? Explain how cyclone generates with the help of a diagram.
4. What is a tornado? Outline its two major characteristics.
5. List out the precautions to be taken by people living near the sea shore to save themselves

from cyclones.
6. Highlight major features of tropical cyclones. Give two alternative names used for tropical

cyclones.
7. Give reasons why tropical cyclones are considered dangerous.
8. Explain the nature and types of winds which blow in the Himalayan region of Nepal.
9. What precautions do Himalayan people in Nepal have to take in order to save themselves

from dangerous effects of winds?

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

Lesson

1 1 Africa

Kiran Tamang, Sakshi Gupta and Suresh Kapadi reach Morocco for an educational tour
under students exchange programme. Education Ministry in Rabat welcoms them and
facilitates the tour to other African countries too. Following details of Africa were brought
by students in the class:

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Africa, the second largest of Earth’s seven continents, covers 23 percent of the world’s total
land area. Africa’s total land area is approximately 11,724,000 square miles (30,365,000
square km) and lies roughly between 37°N to 35°S latitudes and 18°W to 52°E longitudes.
Africa is surrounded by the Mediterranean Sea to the north, both the Suez Canal and
the Red Sea along the Sinai Peninsula to the northeast, the Indian Ocean to the east and
southeast, and the Atlantic Ocean to the west. Sinai Peninsula connects Africa with Asia.
The whole of Africa actually is a vast plateau made up of ancient crystalline rock. Mount
Kilimanjaro (5,895 meters) in northeastern Tanzania is the highest point in the continent. The
Atlas Mountains, like Himalayas in Nepal, are a system of high mountain ranges that run
across Morocco, Algeria, and Tunisia in the northern coast of Africa. The Great Valley is the
important physical feature of eastern coast of Africa in Eritrea and Djibouti. The rift valley
in East Africa is known for seismic (earthquake) and volcanic disturbances. The Sahara is
the world’s largest desert (arid region). It is the hot desert and located in the northern part
of Africa. It occupies approximately 10 percent of the African Continent including Algeria,
Chad, Egypt, Libya, Mali, Mauritania, Morocco, Niger, Sudan and Tunisia. Not many people
live here. Plants with thorns like cactus are very common in this area. Leafy plants and green
trees are absent in this region. Camel is the main animal of this region. Nile crosses through
Sahara and reaches the Mediterranean Sea in the north. Nile is the longest river on Earth. Nile
River has a length of 6,695 km (4,160 mi) and originates nearby Lake Victoria in Burundi. Nile
civilization was well developed in the past but now the region is waiting for development.
Famous Egyptian civilization has given a lot to the world and is stll doing better than most of
the African countries lying in central, western and eastern Africa. Egyptian civilization in the
past was related to Nile civilization.

Migratory herding in tropical Savanna Grassland Camel caravan in Sahara

‘Migratory herding’ (nomadic lifestyle) is still important economic activity in the Sahel
region which lies south to Sahara desert. Subsistence farming for growing crops like millet
and cowpeas on small plots is common practice because of having short growing season
in the region. Poverty is visible in and around this region. This region is known for vast
tropical grass-land which spans till Congo-basin. Many national parks to preserve wild lives
(animals) have been established here to promote tourism. Tourism is the important source
of livelihood for the people living in this region. Central Africa in the region of Congo basin
experiences equatorial climate as a result of which this region receives plenty of rainfall.
Evergreen trees with great height and strong branches are found here, particularly in and
around Congo River. Equatorial region lying near the equator in Africa does not have high
density of population because of hot and humid climate. Rains continue throughout the year.
Life is still diffult here in absence of development. In extreme north and south of Africa, we
see better development in comparison to other regions of Africa. In extreme north, countries
like Morocco, Algeria, Tunisia, Libya and Egypt are located while South Africa lies in the
south.

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Influence of Mediterranean climate has made this region suitable for agriculture in both the
north and the south of Africa. The cultivation of fruits, vegetables and wheat is practiced by
the people living in this region. Summers in Mediterranean climate are hot and dry (without
rain). Winters are cold and moist. Rainfall takes place in winter. Africa as a whole is rich in
mineral resources but poor in manufacturing due to poor technology and lack of political
stability in countries of Western and Central Africa. The continent produces minerals like
cobalt, platinum, chromium, diamond, gold, manganese, uranium, bauxite and petroleum.
Countries like Angola, Nigeria, Algeria, Libya, and Zambia are dependent heavily (as high
as 80% of the total exports) upon mineral-exports for survival of their economy.
Most Africans are multi-lingual. According to an estimate, around 3,000 languages are spoken
in Africa. The most widely spoken indigenous African language is Swahili. This language is
spoken by nearly 50 million Africans. Arabic is a popular language for North Africans and
for those who have converted to Islam. European languages have spread across the continent
since the time of colonialism. Africans are known to hold their strong ethnic identity. Ethnic
rivalries, political instability, lack of investment and lower use of science and technology
have resulted in widespread poverty and many people in Africa suffer malnutrition.

Bushmen tribe drinking water Women from Masai Tribe

Words and terms you would like to know

Mountain range: having a chain of mountains in it
Arid region: an area with little or no rainfall, dry region
Rift valley: sunken portion of rock between two rocks
Humid climate: climate with a lot of water vapour which causes frequent rains
Migratory herding: keeping cattle for livelihood and go on moving from place to place
Indigenous (adj.): of local origin, relating to original land

Learning Guideline
Engage the students in research for knowing about Africa from different sources including internet.
Project work will suit the purpose.

Activities

1. Prepare a travel guide for tourists as if you were in Africa and had visited different places there.
2. Describe different economic activities in Africa.
3. Draw the outline maps of Africa and mark (show) the following points (places) on it:

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Set 1: Ethiopian Highland, Gibralter, Sahara Desert, Line of tropics, Nile River, Lake Victoria,
Mount Kilimanjaro, Congo Basin, Area of Mediterranean climate, Rabat

Set 2: Equator, Tripoli, Tropical Wet Climate, Madagascar, Atlas Mountains, Red Sea, Congo
River, Lesotho, Tropic of Cancer

Set 3: Cairo, Cape of Good Hope, Dgibouti, Victoria Falls, Mediterranean Sea, Sahel, Cape Town,
Kalahari Desert, Suez Canal, Tropic of Capricorn

4. You have got a fair idea of Africa by now. Suppose that you have to settle down in Africa, which
part of Africa would you choose for youself and why? Give reasons.

5. Redraw the political map of Africa and show all the countries on your own.
6. Collect all the names of African countries which have been used in above lesson. Find out the

capital of these countries and prepare a short description on each of them and show your teacher.
Draw the map of Africa and mark these countries with their capitals on the map.

Exercise

1. Introduce Africa in six sentences.
2. Mention the latitudinal extension of Africa along with its physical border-line (boundary) in all

directions.
3. Distinguish between Sahara and Sahel in Africa.
4. Which part of Africa speaks the Arabic the most?
5. Which region in Africa has the maximum incidence of poverty? List the reasons of poverty in

Africa.
6. How many physical divisions of Africa can be made?

7. Find out the common elements between Nepal and Africa.
8. Critically examine that Africa is a rich continent of poor people.

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Lesson

1 2 North America

Dear friend Sushma,

Now we have reached North America after finishing our tour to Africa. At present, we are
in New York. It is located on the eastern coast facing the North Atlantic Ocean. Towards the
west to New York lies the Great Lake and towards north lies Canada. New York is one of the
big cities of United States. There are three big countries in North America, namely Canada,
United States and Mexico. We were shown video on North America to know more about this
continent. I learnt a lot of things about the continent of North America from that video. I am
sharing it with you.

North America is the third largest of the world’s continents. It covers an area of 9,355,000
sq mi (24,230,000 sq km). The name America comes from the Italian navigator Amerigo
Vespucci, who most probably visited the mainland of North America in 1497 and 1498.
Mainland North America appears roughly like an inverted triangle. North America is
bounded on the north by the Arctic Ocean, on the east by the North Atlantic Ocean, on the
south by the Caribbean Sea, and on the west by the North Pacific Ocean. The Bering Strait
separates Alaska from the Asian mainland. ‘Panama Isthmus’ connects North America to
South America. Physical feature of North America has its own special attractions. North
America has the second longest coastline after Asia measuring some 37,000 mi (60,000 km).
Mount McKinley in Alaska is the highest mountain of the continent with the altitude (height)
of 6,194 m above sea level and Death Valley in California is the deepest (lowest) point at 86 m
below sea level. Mississippi river is the longest (3765 km) in this continent. Western mountain
system runs parallel to the Pacific coast from Alaska in the north to the Panama isthmus in
the south. Rockies are famous mountain range in the United States. Applachian Highlands
between the two Great Plains are located as plateau in the eastern part of North America.
Two Great Plains exist here -- one near Hudson Bay in Canada known as Canadaian Shield
and another above Gulf of Mexico known as Mississipi plain. Mississipi plain is famous as
“prairies grassland” and is drained by Mississipi river. This is one of the most fertile lands
in the world. Canadian Shield lies near Great Lakes area of North America. It is made up
of degradation of ancient rock. The five Great Lakes (Superior, Michigan, Huron, Erie, and
Ontario) are famous in this region. Lake Superior is the world’s biggest freshwater lake. St.
Lawrence River flows in this area and merges into North Atlantic Ocean. The Rio Grande
River flows on the border of United States and Mexico.

The northern part of North America consists of Canada and disjoined part of United States
called Alaska. One experiences the influence of sub-polar and polar climates in the northern
two-thirds of Canada and Alaska. In the extreme north above Arctic cirle, influence of polar
climate prevails. Polar climate is known as Tundra where winters are very cold, dark and
long. Summers are short and mild. Temperature in this region remains below freezing point
except in June to September when temperatures rise above 0° Celsius. Tundra is cold and
dry climate. Even Arctic Ocean gets frozen and becomes solid like rock. Summer is very
brief and the Sun shines almost 24 hours a day. Hence, Tundra is famous as “the land of the

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midnight sun”. Even the sun cannot warm the Tundra much. The short summer lasts only 6
to 10 weeks. It never gets warmer than 15° C.

Phical Map of North America

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Igloo-winter hose Eskimo Family Sled dog used in hunting

Indigenous people of Tundra region are known as Eskimos or Inuit. Eskimos or Inuit who
live in Alaska call themselves Yupik. They practice hunting of marine mammals, especially
seals, walruses and whales. During winter, Eskimos live in specially constructed thermo-
proof house known as “Igloo”. Igloo is a snow house and normally used as a temporary
shelter during hunting seasons in the late winter. Animals like polar bear, seals with white
coat of fir and hooded seals are commonly seen.

Polar Bear Seal with ‘white-coat’ Hooded Seal

Sub-polar region has continuous belt of vast forests having cone-shaped trees popularly
known as Taiga. The coniferous trees having needle shaped leaves are ever-green. Examples
of coniferous trees are pine, fir and spruce. Forest products in Canada sustain regional and
rural economy. Canadian wood products have very high quality standard. Forest products
are used in making paper (news print), plywood, furniture, building accessories like door,
windows, etc. Canada ranks first in export of softwood lumber.

Coniferous forest Mecanized farming by using science and Technology

Canada has very thin population living in sub-Polar and Polar areas. A vast patch of fertile
temperate grassland is located in the middle of North America. This grassland is known as
prairies which grows wheat at commercial scale in plenty. Use of science and technology
in agriculture has made both Canada and United States of America as top agricultural

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countries. They produce much more than their population can consume by using machines
and other modern inputs. Most of their agricultural products are exported to different
countries in Europe, South America and Africa. This region is known as wheat belt or grains-
bowl (grains-reservoir) in the world. North America (particularly in countries like Canada
and United States) has highly developed manufacturing, agriculture, trade and tourism and
other service sectors. Mexico is a developing country and other smaller countries lie south to
Mexico. North America is basically multi-racial continent with whites in majority numbers
in three countries Canada, United States and Mexico. Southern part of this continent has
influence of equatorial climate because it lies nearer to equator. As one goes towards the
north above Mexico, temperate climate influences the life pattern and then one feels cold
climate in Tundra towards the North Pole in Canada (and Alaska).
My dear Sushma, we will stay for one more week here and move around the region. After
that we have a plan to go to Brazil and Argentina in South America about which I will write
to you next time. This is all for today. Take good care of yourself.

Your’s friend as always,
Divya Khatiwada

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

Words and terms you would like to know

Isthmus: A narrow strip of land connecting two larger landmass
Strait: a narrow channel of the sea joining two larger land masses (or water bodies)
Plateau: a relatively flat land
Degradation: breaking off and becoming smaller or flatter
Prevail (v.): continue to exist
Temperate: free from weather extremes like hot and cold, mild

Learning Guideline:
Let the students know more about North America by doing self-research from Internet and other sources.

Activities

1. Think for a moment and give explanation:
a) Is there no cold at all inside snow-house? Is it?
b) Can you live in an Igloo? Why not?

2. Observe the map of North America as given in the Atlas and fill the following table:

Important Moun- Important Lakes Seas Cities Others

tains Rivers

3. Collect the news and information on North America from electronic and print media. Prepare
a note-book on it and share with the class and exchange notes with other class-mates.

4. Relationship between the United States and Canada is unique right from the sharing of
border, trade and business and cultural similarity. Do you find similarity and dissimilarity
of the relationship between Nepal-India relative to Canada-United States relationship?
Organize a group discussion on it and note down the final outcome. Share the outcome with
your teacher and include his comment on it.

5. Draw the map of North America and mark the following points (places) on it:
Set 1: Appalachian Highlands, St. Lawrence River, Alaska, Great Lakes, Taiga forest, Hudson

Bay, Prairies, Mississippi River, New York City, Arctic Circle
Set 2: Mt. McKinley, Death Valley, Caribbean Sea, Mexico, Rio Grande River, San Francisco,

Gulf of Mexico, Tropic of Cancer, Bering Strait, Rocky Mountains
Set 3: Ottawa, North Atlantic Ocean, Areas where Eskimos live, Mississipi River, Panama

Isthmus, Wheat growing Area, Hawaii, Rocky Mountains, North Pacific Ocean

Exercise
1. Which part of North America is more suitable for ‘crop farming’ and why?
2. Which part of Canada is known for forestry? What is the importance of forestry and forest

management in Canadian economy?
3. Give two reasons why US culture is a “salad bowl”.
4. Explain in brief the economic development of both Canada and United States of America.

What lessons must Nepal learn from the success of both the countries?

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Lesson

1 3 South America

Diary notes of Arjit Lohani
From North America, a group of students with the teacher reached Lima, the capital city of
Peru. Peru is located in the western coast along the South Pacific Ocean and Lima is exactly
on Andes mountain range which runs across the coast-line all along. We were briefed about
the physical feature of South America. South America is the fourth largest of the world’s
continents in terms of area (after Asia, Africa and North America). It is located entirely in
the Western Hemisphere and mostly in the Southern Hemisphere (55°S) with a relatively
small portion in the Northern Hemisphere (8°N). South America has an area of 17,814,000
square kilometers (6,878,000 sq mi). South America shares its border with the Caribbean Sea
to the northwest and north, the Atlantic Ocean to the entire east, and the Pacific Ocean to the
west. Physical feature of South America is similar to North America. There is a continous
run of mountain range called Andes towards the west along the coast-line of South-pacific
ocean. We planned to have mountain-view of the western coast by mountain-flight. We
had a majestic view of the Andes mountain range from Lima to Cape Horn the southern
most tip of South America. On the way, we flew over Santiago -- the capital of Chile which
covers almost entire western coast below Peru. From above, orange gardens in Chile were
looked so beautiful. Chile receives rainfall in winter and summer is dry due to the influence
of Mediterranean climate. And orange gardens (citrous fruits) along with Andes mountain
chain add special beauty to Chile. The Andes, only after the Himalayas, possess some of the
world’s highest peaks -- as more than 50 mountain peaks go higher than 6,100 above sea level
along with Mount Aconcogua (in Argentina). It is the longest system of high mountain ranges
on earth. The world’s highest volcanoes are in the Andes. The Andes are part of the Circum-
Pacific volcanic chain, often called the Ring of Fire where earthquakes are frequent.

Andes Mountain Range Angel Falls (Venezuela) Amazon River & Rainforest

South America is famous as the ‘land of superlatives’. South America is home to the world’s
highest waterfall -- Angel Falls (979 m of height) in Venezuela in Guiana Highlands which we
saw while stopping over Venezuela. Amazon River is the largest flowing river in the world
in terms of volume of water discharged. A vast forested area of the Amazon River basin
in Brazil is the largest equatorial rainforest (known as SELVAS) with highest biodiversity
in the world. Atacama Desert, arid region in northern Chile, is one of the driest regions in
the world having received the rainfall only for two to four times in a century. Lake Titicaca
extending from southeastern Peru to western Bolivia is the highest navigable lake in the
world (about 3,810 m above sea level).

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Political Map of South America with Physical Features
Our next plan was to visit coffee garden of Brazil in its southeastern part. We wanted to learn
the technique of their coffee plantation because we in Nepal grow coffee in hills of Eastern,
Central and Western Development Regions. But, somehow we have not been able to make
it the best exportable item of Nepal. Brazil is the world’s largest producer of coffee and
produces about a third of all coffee produced in the world. We reached to Sao Paulo to see
coffee farms because coffee production in Brazil is located in the southeastern states of Minas

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Gerais, Sao Paulo and Parana. Minas Gerais alone produces about half of the country’s total
production of coffee. The cherries of the coffee plants are cleaned and then placed in the
sun to dry for 8 to 10 days. The outer layers of cherries are removed to take beans out of
them. Beans are graded according to their qualities and then packed for export and internal
consumption. More than 2 lakh coffee industries apart from farming are involved in it. It is
a huge source of employment. In Nepal, we lack commercial approach to coffee production.

Coffee beans drying in the sun Coffee farms in Brazil Amazon Forest --Selvas

Amazon jungle (Equatorial or tropical rainforest called Selvas) covers most of the Amazon
basin of South America. Most of the forested areas (about 60% of the rainforest) lie in Brazil.
Trees are very long with strongest stems (trunks). For the first time, I saw such a dense forest
where sun-rays fall on the top but cannot get into bottom of the forest on the ground. I had
never ever seen such forests because I am from the hilly region of Nepal where trees are
scattered and even ‘Char Kose Jhadi’ in Tarai does not have this kind of density of trees with
such strength.

Our guide briefed us about economic activities of South America. Agriculture is the main
economic activity in both tropical and temperate regions of South America. But, the land in
South America is not very fertile. Corn is the most widely cultivated crop in the continent
followed by bean, cassava, sweet potato and potato. South America is much advanced in
animal husbandary and cattle rearing. Nepal has a lot to learn from South America in this
field. The cattle are raised on the rich temperate grasslands Pampas in Argentina and on
the tropical grasslands called Llanos in northern part of South America. South Americans
maintain Ranch and estancias to rear cattle and export their meat-products and other items to
rest of the world. Ranch is a livestock farm where cattle, horses or other livestock are raised
on large tracts of open land. Most of the commercial livestock production, especially for
the export sector, occurs on huge estancias (estates) that have been the source of economic
earning and social prestige for their owners for many generations. For example, wool and
hides derived from livestock in estencia of Uruguay earn a great amount of foreign exchange
through export trade and export of beef supports the economy of countries like Argentina,
Uruguay, Paraguay, and Colombia. These estencias operate at a large-scale level and provide
employment to many people from unskilled to semi-skilled and up to skilled level human
resource. Sheep farming is very popular in the southern parts of Argentina and Chile. Sheep
farming in this region is carried out in an estencia system.

It was great fun to be in Montevideo (capital of Uruguay) where legend footballers of their
times Pele from Brazil and Diego Maradano from Argentina were coaching young boys in
controlling football. They were all farm-boys having fun with the legendary footballers. We
were glad to see them and exchange pleasantries. We too took part in that brief fun-session

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of football-coaching. Farm-boys took us to their farm and gave us nice hospitality. Uruguay
is sometimes described as “one big farm” where cattle outnumber people by four to one.
Animal husbandary is the most important part of the economy. Uruguay is a land of high-
tech cowboys, where the laptop is as important to these farmers as their horses and cows.
This is what impressed me a lot. Use of modern technology in animal husbandary can be as
beneficial for Nepal as Uruguawy is doing. We got to see cow farming in Argentina where
milk from the cows was being collected with the help of machine. This was just opposite
to what I had seen where my mother sometimes would get hit by cow’s hind-legs when
she attempted to milk the cow. South America as a whole is an important world producer
of lead, zinc, manganese, and tin. Venezuela alone produces more than half of the oil and
natural gas that the continent as a whole produces.

Watching National Parks in Bolivia reminded me about National Parks in Savannah region
of Africa. Tall grasses, few trees and a variety of animals like deer, tigers, lions, etc somewhat
brought me the memory of Chitwan National Park which I had visited six months ago to spot
out Bengal tigers and do elephant riding. Let us go to Cape Horn, I suggested to my team.
But, our guide dissuaded us from going there because of wild, unstable and unpredictable
weather conditions in the southernmost tip of South America. No air-flights are normally
permitted to the Cape Horn and even ships do not take up that route. We accepted his advice
in good spirit and decided to take a flight back to Saudi Arabia and from there to Nepal. This
is how our two-month long tour under Students Exchange Program came to an exciting,
informative and enriching end.

Words and terms you would like to know

Relatively (adv.): in a relative manner; by comparison to something else
Majestic (adj.): fabulous; unsurpassed; great
Pleasantries (n.): formal greeting and amusing remark
Cowboys (n): those who take care of cattle and horses
Dissuade (v.): warn, restrain, check

Learning Guideline
Involve the students in project work by which they learn more about South America.

Activities

1. Search the places which have been mentioned here from globe, atlas and internet to prepare
details about them.

2. Draw the outline map of South America on your own and mark (show) the following places
on it:

Set 1: Mount Cotopaxi, La Paz, Winter Rainfall Area, Pacific Ocean, Lima, Area receiving
rains throughout year, Llanos, Patagonia, Equator

Set 2: Mt. Aconcogua, Guiana Highlands, Selvas, Lake Titicaca, Tropic of Capricorn, Rio De
Janeiro, Atlantic Ocean, Pampas, Atacama Desert

Set 3: Sau Paulo, Amazon River, Cape Horn, Petroleum extraction region, Region of animal
husbandary, Minas Gerais, Buenos Aires, Caribbean Sea, Angel Falls

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Exercise
1. Explain the physical feature of South America.
2. What is Selvas? Highlight its two main features.
3. List the four widely cultivated crops in South America.
4. What is estencia? Name four countries from South America specially known for having

estencia.
5. Briefly explain why South America is called the land of superlatives.

RECAPITULATION EXERCISE
1. Look at the map of Nepal from Atlas and search those snake-like lines which show rivers on

the map. Identify the rivers and write down their names.
2. Prepare a pamphlet and poster to spread awareness about taking safety measures against

earthquake. Organize an awareness programme in your community for giving information
and message regarding earthquake safety. Play a skit (short drama on street) to make it more
attractive.
3. Draw a rectangle having length of 16 cm and breadth of 8 cm. Divide it into four parts and
draw the map of Nepal in it.

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4. Have you visited an airport? If not, pay a visit to an airport to see the pole on which a fluttering
(wavering) soft object indicates the direction of the winds. Knowing wind-direction is useful
for the plane to take off and to land on the ground. Take a ribbon and tie it at the top of a
long stick just like a flag and place it at the top of your roof. Now, observe the fluttering of
the ribbon to know the wind direction at that moment. Make note for different moments and
wind-directions.

5. Prepare questions for quiz competition on Africa, North America and South America. Collect
all the questions together prepared by different students and organize the quiz competition.

Community Work
Prepare a sketch map of your village, or town or the place you are living in and show all the
necessary details such as religious place, open areas, market, school, residential areas, police
station, hospital, square, government offices, and so on.

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Unit

6

Our Past

Learning Objectives

At the completion of this Unit, students will be able to:
 Understand the situations and events which led to the unification of Nepal.
 State how common people contributed in the unification campaign.
 Illustrate the political situations after the Sugaili Treaty and during ‘Rana-rule’.
 Explain briefly about political, econimic and social developments during Rana-rule and

after the end of Rana-rule.
 Introduce the Greek and Roman Civilization and their contributions in raising the

human-consciousness.

Lesson People’s Participation in

1 Unification Campaign

Prithvi Narayan Shah was the first King of unified Nepal. He is credited with starting the
campaign for a  unified Nepal. He was born on Poush 27, 1779 BS (11th January, 1723) in
Gorkha Durbar to King of Gorkha Narabhupal Shah and queen Kaushlayabati. Nepal was
divided and weakened under the Malla confederacy and at least 50 other small principalities
existed during that time. British forces were rapidly conquering different parts of India and
there was a danger for territories of Nepal to fall in their hands in absence of a strong empire.
British forces were also a great threat for the existence of small kingdom Gorkha of where
Prithvi Narayan Shah became the King on Chaitra 25, 1799 (September 25, 1743). Just after
ascending to the throne, he went ahead with unification campaign by attacking Nuwakot
on Ashwin 15, 1801 (1843 AD). Even after his death on Marga 1, 1831 BS (January 11, 1775),
his second son Bahadur Shah as regent of Nepal continued with the unification campaign of
Nepal before he died at the age of 40 years in 1854 BS ( 1797 AD).

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Prithvi Narayan Shah Nuwakot Durbar War-strategy

Nepal’s unification was not just the result of efforts and endeavours taken up by King Prithvi
Narayan Shah and his second son Bahadur Shah, able ministers and sacrifices made by the
brave soldiers. People in general too made the unification possible by not only sacrificing
their lives but also by coordinating, participating and many a times fighting for this cause.
Following are the evidences which prove wholehearted participation in the cause for
unifying Nepal:

1. Local resident of Gorkha, Bise Nagarchi encouraged the common people in Gorkha
to contribute money in order to buy weapons for fighting wars for unification. He
coordinated with 12,000 houses and received the financial contributions from people for
unification campaign led by King Prithvi Narayan Shah.

2. All the Gorkhali youth from 16 to 30 years took part in wars fought for unification.

3. Astrologer Kulananda Dhakal worked out right planetary positions for firming
(strengthening) the faith in victory of Gorkhali forces over Nuwakot and third attack on
Kirtipur.

4. In the first attack of Kirtipur on Jestha 19, 1814 BS (December 4, 1757), Prithvi Narayan
Shah was surrounded by the army of Jaya Prakash Malla and he was about to be slain
(killed). Just then, one of the common men advised the soldiers not to kill him as this King
needed to be saved. This is how Prithvi Narayan Shah had a safe passage to Nuwakot
with the help of ordinary people. Killing a King of his stature was considered as sin at
that time.

5. Prithvi Narayan Shah was assisted (helped) by people (residents) of DAHACHOWK in
attacking Kirtipur and finally annexing (capturing) it.

6. Sur Pratap Shah, the brother of King Prithvi Narayan Shah, had lost one of his eyes in the
second attack on Kirtipur in 1821 BS. A European surgeon Angelo had treated his eyes.

7. Prithvi Narayan Shah was congratulated by the local people after conquering Kantipur
and he was given a grand welcome by the local residents at that time.

8. Shri Harsha Panta acted as a messanger for Prithvi Narayan Shah before Patan was
conquered.

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9. People from west Nepal had welcomed and supported the army of Bahadur Shah when
he was on the mission to unify western part.

10. Kalu Pandey was very popular at that time and was hero amongst the people of Gorkha.
Prithvi Narayan Shah had honoured this sentiment by promoting him to the post of Kaji
(the head of the Gorkha Army).

Words and terms you would like to know

Unification (n.): the act or process of uniting or joining together
Campaign (n.): planned actions
Confederacy (n.): an alliance of territories (principalities)
Principality (n.): a territory ruled by prince (king)
Conquer (v.): seize an area by military force; defeat people in the war

Learning Guideline
Let the students fix interview with the people who have a fair idea of unification of Nepal. Allow them to
consult the books on history to know more about the people’s participation in the unification campaign.

Activities:
1. Assess the role of the people in your community in areas of bringing development. Meet the

elderly and active people from your community to prepare an assessment report. Share it in
your class.

2. Mention the contribution of the people given below in the unification campaign of Nepal:

Name of the people Contribution to Unification Campaign
Bise Nagarchi ---------------------------------------
Kulananda Dhakal -----------------------------------------
Residents of DAHACHOWK ------------------------------------------
Angelo ------------------------------------------

Exercise:
1. Briefly describe the roles played by people in the unification campaign of Nepal.
2. Why did Prithvi Narayan Shah promote a man who was liked so much by the people to the

post of Kaji? Analyze by giving concrete reasons.
3. Evaluate the personality of Prithvi Narayan Shah based on the support he received from the

people like Bise Nagarchi in unifying Nepal.

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

Lesson

2 Unification of Nepal

Birtamod, Jhapa
BS 2075-01-01
Dear friend Margereta Martin,
I hope you are doing well there in Irving, Texas (United States). I received your letter
yesterday. Your friends and you have expressed desire to know about modern Nepal, the
way it exists as unified, independent and sovereign country. Yes, every country has its own
history as your country too has a history of being united when independent states decided to
come together to make it United Sates of America. In our case, an ambitious king of Gorkha
Prithvi Narayan Shah took on to himself to conquer all the small territories scattered around
to bring them under one umbrella of Shah Monarchy. His ambition backed up by his smart
diplomacy and adventurous military actions resulted in annexation of Kathmandu Valley
(Kirtipur, Bhaktapur and Patan), Nuwakot, Makwanpur along with scattered principalities
in western Nepal collectively known as BAISI (twenty two principalities) and CHAUBISI
(twenty four principalities) rajyas. This is how unified greater Nepal was born. I am sending
you a picture of Prithvi Narayan Shah which is a commonly spotted picture in Nepal and
even on internet in case you try. When you see this picture, you find something that is
generally not common in all of us.

Prithvi Narayan Shah Kathmandu Durbar, His Palace as Nepal’s King

In his picture, Prithvi Narayan Shah is all girded for battle, a look of confidence and
determination, right hand up in the air and index finger pointing towards the sky as a symbol
of ultimate authority. He was a warrior of extraordinary quality. Prithvi Narayan Shah took
over Kirtipur on Asoj 13, 1825 BS (September 25, 1768) after defeating Jaya Prakash Malla
who used to be King of Nepal (Nepal-Naresh). Since then, Prithvi Narayan Shah made
Kathmandu his place of residence (Kathmandu Durbar) and Kathmandu was retained as

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

capital of Nepal. His journey had started from Gorkha Palace. After conquering Nuwakot,
he shifted to Nuwakot palace (Durbar) and finally settled down in Kathmandu Durbar as
king of Nepal. Till his death in 1831 BS (1775 AD), he occupied all of eastern Nepal. And
this was the foundation on which his second son Bahadur Shah (regent of Nepal) built up
the edifice (structure) of a Unified Nepal by annexing the western principalities and other
territories. Here, I have given you the dates and years in both Bikram Sambat, the calendar
which Nepal follows, and modern English calendar. There is roughly a difference of 57 years
in both the calendar-day. Bikram Sambat calendar is ahead of English calendar by around
56-57 years. Please, keep this in your mind as it will help you to convert dates and years of
Bikram Sambat (BS) into English calendar-day.
Kings were all divided and they were all safeguarding their petty interests even at the cost
of passing on secrets to British colonisers ruling over India then. There was no concern
for fighting jointly against possible British aggression from the southern side of Nepal.
Nationalism had not yet emerged and thus there was lack of cooperation amongst the existing
kings in those times before unification of Nepal. This unique geo-political situation of Nepal
was well understood by the then King of Gorkha, Prithvi Narayan Shah. And, he extended
the boundary of Gorkha up to Teesta in the east to lay the foundation of geographical
unification. He respected the cultural diversity of the territories that he conquered in course
of unification by guaranteeing cultural rights to the people for practising their own culture.
Prithvi Naraya Shah was the King of the people and for the people. Therefore, he respected
the sentiment of the people when he elevated Kalu Pandey to the post of KAJI (Military
General) instead of choosing Viraj Bakhati. In brief, I have explained to you about how
modern Nepal actually came into existence. A table of events has also been attached here in
Bikram Sambat calendar. Convert it into English calendar and get deep into the unification
of modern Nepal. This will help you understand this country before your friends and you
visit us. See you in Nepal soon. Take good care of yourself. Bye.

Your friend
Richeeka Dangol
Dates and events related to unification campaign of Nepal

Bikram Sambat (BS) calendar Important Events towards Unification
Asoj 15, 1801 Victory over Nuwakot
Bhadra 9, 1819 Victory over Makwanpur
Chaitra 3, 1822 Victory over Kirtipur
Asoj 13, 1825 Victory over Kathmandu
Asoj 24, 1825 Victory over Patan
Mangsir 1, 1826 Victory over Bhaktapur
Shrawan 4, 1830 Victory over Chaudandi
Shrawan 5, 1831 Victory over Bijayapur and extension of eastern
boundary of Nepal up to Teesta River

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

Words and terms you would like to know

Scatter (v.): disperse, spread over in pieces

Annexation (n.): taking over territorry

Adventurous (adj.): daring, risky

Gird (v.): to get prepared for battle

Ultimate (adj.): final, greatest

Petty (adj.): insignificant, of little interest

Elevate (v.): to raise or promote somebody to a high status, rank or office

Learning Guideline

Let the students know more through essays, stories and other materials on unification campaign of Nepal.

Activities

Read the paragraph below and answer the questions based on it:

After having read the book authored by Prithvi Narayan Shah “Divya Upadesh” (Divine Counsels), one
realizes his wisdom and skill in public governance. Tranparancy International gives ranking to individual
country based on the level of corruption in public governance. Nepal has been branded as poor in providing
clean and transparent governance by Transparency International. Prithvi Narayan Shah in his Divya
Upadesh had clear public policy on the issue of corruption. “Both the people who take and who give bribe
are enemies of the nation. There will be no sin in executing (giving death penalty to) them.” Apart from this,
he gave counsels on other principles of public policy for Nepal which is diverse in cultural and geographical
aspects. The Constitution of Nepal, 2072 BS invited controversy on not being ‘inclusive’ enough to adjust
the demands and aspirations of ‘ethnic groups’ living in Nepal. Therefore, first amemndment to the new
constitution was made on January 23, 2016 (Magh 9, 2072 BS) to ensure proportional inclusion in House
of Representatives on the basis of population. Prithvi Narayan Shah had counselled us clearly like this.....
“Nepal is a garden of four castes and thirty-six sub-castes.” Now, the whole world is talking about
controlling emission of carbon dioxide to check global warmimg. Even Nepal is working towards sustainable
development to save our forest and natural resources. Prithvi Narayan Shah had understood it long before
when he said, “Even if there is settlement in places with mines/quarries, relocate the settlement and operate
the mine.” So, he was not against industrialization but favoured balance between industrialization and
issues of public health. Prithvi Narayan Shah was democratic in some of his decisions and choices he made
as a king. He did not rule by ignoring (neglecting) the public opinion as he was being supported by the
peole in his efforts and governance. He always wanted Viraj Bakhati as his Military General (Kaji) but other
ministers and people wanted Kalu Pandey as the Kaji of Gorkha. Prithvi Narayan went by the majority
decision and appointed Kalu Pandey as Kaji. This shows his respect for public opinion and this is the proof
of his democratic character.

Discuss the following questions:

a) Explain why Prithvi Narayan Shah said, “Both the people who take and who give bribe are
enemies of the nation.”

b) Which aspect of King’s character gets into light when he gives more priority to public opinion
rather than imposing his own wish (will) over them?

c) List the qualities of Prithvi Narayan Shah after reading the above paragraph.

Exercise

1. What was the political status of Nepal before unification? Describe.

2. Make a list of all the important events related to unification campaign of Nepal.

3. Describe the unification campaign undertaken by Prithvi Narayan Shah.

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Lesson Continuation of Unification
Campaign and Its Conclusion
3

Umesh Bohara and Sandhya Tripathi are studying in Grade-8. Both of them are returning
home after school is over. They meet Sumanjari Pradhan on the way. She too is in Grade 8.
She missed out Social Studies class today as she was absent. She wants to catch up with the
topic, “Continuation of unification campaign and its conclusion”. Their interacton on the
topic is given below:
Sumanjari: Friends! I remained absent today because I was not well. Please tell me all about
what Sir taught in the class.
Umesh: Yes, okay. Sir taught us about unification campaign continued by the successors of
Prithvi Narayan Shah after his death. During his short reign (1831 to 1834 BS), Pratap Singh
Shah (the eldest son of Prithvi Narayan Shah) succeeded in conquering Upardang-gadhi,
Kabilaspur Gadhi, Sumeshwor Gadhi and Chitwan. These places became part of Nepal.
Sandhya: Pratap Singh Shah died in 1834 BS at the age of 26 years. After that, Rajendra
Laxmi (widow of Pratap Singh) and Bahadur Shah (the second son of Prithvi Narayan Shah)
continued with the unification campaign. Sir narrated this story in a very interesting manner.
Umesh: Definitely, it was a really interesting class. Queen Rajendra Laxmi took over the
reign of Nepal after the death of her husband Pratap Singh as regent. She placed her infant
son Rana Bahadur Shah on the throne and began to rule over Nepal on his behalf. During
her regency, smaller principalities towards the west of Kathmandu valley such as Parvat,
Lamjung and Kaski were merged with Nepal. This is how she was successful in adding
few bricks to the foundation of unification already laid down by Prithvi Narayan Shah.
British historian Kirkpatrick had written higly about her and considered Rajendra Laxmi as
a woman of extraordinary quality. She died in 1842 BS.
Sandhya: Even after her death, unification campaign did not stop. Bahadur Shah took over
the responsibility of Nepal’s administration as regent. He continued as regent for nine years
and ruled over Nepal in the name of Rana Bahadur Shah. During the rule of Bahadur Shah
as regent of Nepal, Nepal’s boundary reached up to Kumaun and Garhwal in the west. He
was brave and farsighted, full of political skills. He established marriage relationship with
Palpa royalty and recruited men with high calibre in his army. This is where he was very

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

decisive to continue the unification campaign. In Jestha 1843 BS, Bahadur Shah annexed
Gulmi, Arghakhanchi, Dhurkot, and other places and unified them with Nepal. In the same
year in the month of Asoj, he conquered Parvat. After that, other territories like Pyuthan,
Dang, Rolpa and Jajarkot were also added to Nepal.
Sumanjari: During the time of Bahadur Shah, many territories were added to Nepal. Isn’t it?
Umesh: This is not yet over. Bahadur Shah was able to conquer Baisi and Caubisi rajyas. He
forced Kumaun and Gadhwal to accept the leadership of Nepal. Able military general Amar
Singh Thapa was helping Bahadur Shah to realize the dream of unified Nepal in conquering
Kumaun and Gadhwal. Sir shared an interesting story about how Gadhwal was forced to
pay tax to Nepal.
Sumanjari: Can you please tell me the exat date on which Nepal’s Army conquered Kumaun
and Gadhwal?
Umesh: Yes, of course. Nepal’s army conquered Almoda -- the capital of Kumaun -- on
Chaitra 11, 1847 and Sri Nagar -- the capital city of Gadhawal -- on Asar 12, 1848.
Sumanjari: Did the unification campaign come to an end after that?
Sandhya: The unification campaign got slowed down after the Nepal-Tibet war in 1846 BS.
Amar Singh Thapa was successful in annexing Palpa to Nepal during the reign of Rana
Bahudar Shah.
Sumanjari: Thanks friends. Even though I was absent in class today, I got all the lessons
from you.
Umesh/Sandhya: It is okay. We are in the same class. Helping each other is our duty.

Words and terms you would like to know

Regency (n.): the period of time during which a regent governs
Decisive (adj.): determining or having the power to determine an outcome; unmistakeable
Farsighted (adj.): planning prudently (wisely) for the future

Learning Guideline
Let the students be exposed to other stories of unification campaign by showing them documentaries and
through different essays.

Activities

1. Organize a drama in the class on unification campaign by role playing. Encourage the best actor
by clapping for his/her performance.

2. Compose songs, poems and slogans on unification campaign of Nepal.

Exercise

1. Illustrate the role played by Rajendra Laxmi in unification campaign of Nepal.
2. Assess the qualities of character of Bahadur Shah and his roles played in unification campaign of

Nepal.
3. What lessons can we learn from Military General Amar Singh Thapa in unification campaign of

Nepal?
4. When did the unification campaign of Nepal come to an end?

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

Lesson Political Developments after the
Sugauli Treaty
4

Anglo-Nepal War (1814 - 16 AD / 1871- 73 BS)
Sugauli treaty was signed to end the Anglo-Nepal war (1814-1816 AD or 1871 -1873 BS). Both
the parties to this war - Britain (then ruling over India--our southern neighbour) and Nepal -
had agreed to sign Sugauli treaty on December 2, 1815 and Nepal had to give up its claim over
around one-third territories which were transferred to British India. Sugauli treaty ended
the unification campaign of Nepal and British interference in palace-politics of Nepal began
since then. ‘Nepal palace’ emerged as center of conspiracy and political groupism among the
courtiers and ministers. Even regents, queens, princes and Prime Minister (Mukhtiyar) were
deeply involved in conspiracies and controversies with or without the interference of British
resident in Nepal. Therefore, the period between 1873 to 1903 BS was marked by political
instability in Nepal. There were following reasons behind the political instability of Nepal
after the Sugauli treaty was signed between British-India and Nepal:
1. Division of courtiers into several groups
2. Weak personality of the Kings
3. Rivalries between the queens
4. British policy of interference in Nepal’s politics
5. Frequent change in Prime Ministers (Mukhtiyar)
6. Mutual conflicts between Pandey and Thapa clans

Important political events (developments)

1. Rana Jung Pandey as the Prime Minister (Mukhtiyar) of Nepal: Rana Jung Pandey
became the Prime Minister (Mukhtiyar) of Nepal with the support of the eldest queen
of King Rajendra Brikam Shah. This happened only after the fall of Bhimsen Thapa as
Prime Minister of Nepal. But, Rana Jung Pandey could not remain in his position for
long because he was anti-British. Apart from this, he refused to hand over the BIRTA
land taken away from Brahmins during the time of Rana Bahadur Shah. This is how he
became very unpopular amongst the Brahmins.

2. Bhimsen Thapa Set Free: Bhemsen Thapa had become controversial during the Anglo-
Nepal war and, therefore, he was charged with a poisoning allegation. And, he was

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imprisoned. After the dismissal of Rana Jung Pandey, Ranganath Poudel was appointed
“Mukhtiyar” of Nepal. He took back the allegation of poisoning levelled against Bhimsen
Thapa and set him free. After that, Bhimsen Thapa went to his ancestral house in Borlang
(Gorkha) to settle down there because he did not have any administrative responsibility
to discharge any more.
3. Imprisonment of Bhimsen Thapa once again: Rana Jung Pandey got the decision of
Ranganath Poude regarding poisoning case against Bhimsen Thapa reversed when
Pushkar Shah was the Mukhtiyar of Nepal. BhimsenThapa was imprisoned once again
on the basis of forged (fabricated) evidences provided by Rana Jung Pandey.
4. Army Revolt: Some soldiers in Nepal army rose up to revolt because they were denied
salaries for two years. This incident took place after Rana Jung Pandey became the
Mukhtiyar of Nepal for the second time in 1897 BS. These soldiers assembled themselves
in Tundhikhel and surrounded the residential compound of British resident. They went
ahead to vandalize the residential houses of both Pushkar Shah and Ranganath Poudel.
It appeared as if they were encouraged by Rana Jung Pandey. Only after King Rajendra
Bikram Shah assured them of full salary without deductions, they calmed down and
returned to the barracks. This infamous incident is known as “army revolt” in the history
of Nepal.
5. Power-lust of Younger Queen: The eldest queen died soon after Rana Jung Pandey lost
his power and position as Mukhtiyar. This was the time for younger queen Rajya Laxmi
to increase her control over political power of Nepal. She had received unlimited political
power from King Rajendra Bikram Shah in 1900 BS through “royal declaration.” She had
power and authority to make political appointments, dismiss political appointees, exile
people from the country, pass death sentence, declare war, sign international treaty and
so on. She appointed Mathbar Singh Thapa as Prime Minister (Mukhtiyar) of Nepal.
Queen Rajya Laxmi had a secret deal with Mathabar Singh to promote her son Ranendra
Bikram Shah as King of Nepal by replacing Prince Surendra Bikram Shah (son of the
eldest queen). When she found that Mathbar Singh Thapa was not able to promote her
son as King of Nepal, she got him killed in the hands of Jung Bahadur Rana.
6. Fatte Jung Shah as Prime Minister and Dominance of Gagan Singh: Mathabar Singh
Thapa was assassinated on Jestha 4, 1902 BS. Fatte Jung Shah was living in Banaras at
that time. He was called from Banaras and appointed as Prime Minister of Nepal. Gagan
Singh was the queen’s favourite and therefore he had a lot of influence in power-circle
of the palace. Rajya Laxmi had given him protection. This is how an atmosphere of
political instability was created in Nepal. Jung Bahadur Rana exploited the situation
to his advantage and rose to political power to establish his own rule known as Rana-
rule or Ranarchy which continued for more than 100 years even after the death of Jung
Bhadur Rana.
7. Two Parvas (Kot and Bhandarkhal Massacres): Gagan Singh was killed suddenly and
that made Rajya Laxmi very upset. She was uncontrollable and called all the courtiers
to assemble in the court with an intention to nab the murderers. Courtiers gathered in
the mid-night of Ashwin 2, 1903 and allegations were hurled (thrown) on each other
without evidence. Jung Bahadur Rana with his brothers and supporters was present
there and a great confusion arose when the name of Jung Bahadur Rana was taken.

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

Jung Bahadur Rana and his men killed about 400 courtiers including Prime Minister
Fatth Jung Shah. This event is known as Kot massacre (Parva). Rajya Laxmi attempted to
kill Jung Bahadur Rana by putting poision in the food in Bhandarkhal garden. She had
organized a great feast on Kartik 12, 1903 BS in Bhandarkhal and invited Jung Bahadur
Rana. But, Jung Bhahdur Rana came to know about the plot of killing him. He reached
there with his battalions and killed 23 of his opponents. He sent the queen Rajya Laxmi
into exile in Banaras with her husband King Rajendra Bikram Shah. Thus, he laid the
foundation of Rana Rule in Nepal which was the result of weak Shah kings and palace
conspiracy.

Bhimsen Thapa Amar Singh Thapa Mathbar Singh Thapa

Words and terms you would like to know

Conspiracy (n.): a secret plan or agreement between two or more people to commit an illegal or
subversive act
Controversy (n.): disagreement on an issue
Instability (n.): the quality of being unstable and unpredictable
Rivalry (n.): condition of competitiveness
Frequent (adj.): happening often or regularly at short intervals
Forged (adj.) illegal copies of something; not original; based on lies
Barrack (n): house where soldiers live
Infamous (adj.): having an extremely bad reputation

Learning Guideline

Bring accessory materials like chart and pictures to teach the students about these political events. Create
stories to make the topic interesting and encourage students to find out more on this topic through self-
reading.

Activities

Make more than two groups and enact all the political events mentioned here for role playing. Create
a separate committee to evaluate the acting. Reward the best actor from every group.

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

Exercise

1. There was a sign of ‘army revolt’ during the reign of King Rajendra Bikram Shah. Explain the
reasons behind this kind of tendency of revolt.

2. Critically analyze the poisoning allegation levelled against Bhimsen Thapa.
3. Why did the youngest queen appoint Mathbar Singh Thapa as the Prime Minister of Nepal?
4. Analyze the reasons behind apoointment of Fatth Jung Shah as Prime Minister of Nepal.
5. Rajendra Bikram Shah had given unlimited political power to his youngest queen Rajya Laxmi

through ‘Royal Declaration’. Do you think it was an appropriate decision? Was it the beginning
of the end of the Shah monarchy and the rise of Rana rule? What would you have done had you
been in the position of Rajendra Bikram Shah? Give reasons for your answer.
6. There was a political situation of indecisiveness and instability after the Sugauli Treaty. Point out
the reasons behind it by giving examples of political developments after the Sugauli Treaty.

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

5 Political Activities during Rana
Rule

The Rana dynasty which ruled the Kingdom of Nepal for 104 years (1846 – 1951 AD or 1903
– 2007 BS) was founded by Jung Bahadur Rana. After the death of Jung Bahadur Rana, his
nephews, the Shumsher Ranas (sons of Dhir Shumsher Rana), controlled the political power
and authority till 2007 BS. Rana Rule in Nepal established hereditary Prime Ministers with
all the executive powers by making Shah Kings (monarchs) just titular heads without power.
Many political events took place between 1903 BS and 2007 BS which played important roles
in making Rana rule famous or infamous. Let us learn about some of the political events and
activities which took place during the Rana rule. These events/activities are as follows:
1. Jung Bahadur’s Europe Tour (1906 -1907 BS): Jung Bahadur Rana did not want to

antagonize British Empire ruling over India any more for survival of the Rana dynasty.
Therefore, he started his one year long Europe tour with Great Britain. He along with his
two brothers Jagat Shumsher and Dhir Shumsher met the then Queen Victoria of Britain
and keenly observed the geographical, military and political structures of that country.
Next destination of his European tour was Paris because he had great admiration for
France after Britain. Jung Bahadur was so thrilled when Louis Bonaparte – own nephew
of French legendary hero Napolean Bonaparte - came to receive him. Louis Bonaparte
was serving as the President of France at that time and just within a year he placed himself
as Emperor of France named as Napolean III. Jung Bahadur had sent congratulatory
message to him on becoming Emperor of France from Nepal. Louis Bonaparte (later
Napolean III) had presented Jung Bahadur Rana with the Sword of Napoleon, the jewel
in the crown of his European souvenirs.
He was very much impressed by the social and economic progress of both the countries
Britain and France.
2. First Written Law in Nepal and Modernization of Society (1910 BS): Impact of his
Europe tour (London and Paris) was seen in Nepal towards modernzing the country.
He promulgated the first Civil Code (Muluki Ain) in 1910 BS and took up the legal
initiative to abolish the centuries old practises of slavery and Sati (the burning of wife
in the pyre of the husband). He introduced English language in Nepal and established
Durbar High School for children of royal family and high ranking officials. He copied
European architecture and introduced them in construction of buildings in Nepal. Jung
Bahadur was against superstitions and promoted science and logic. The lessons he had
learnt from London and Paris was to build strong Nepal. Therefore, he favoured a strong
military to protect Nepal’s sovereignty.
3. Nepal-Tibet War (1912-1913 BS): Tibetans used to misbehave with the Nepalese
people and abused them on border and inside Tibet. There were border disputes too
between Nepal and Tibet. One Nepalese lawyer (WAKIL) was forced to leave Tibet in
a disrespectful manner. All these events happened during the time of Jung Bahadur
Rana. As a Prime Ministr of Nepal, Jung Bahadur expected fair treatment to Nepal by
the northern neighbouring country. Therefore, he declared war on Tibet.

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4. Thapathali Treaty (1912 BS): Thapathali Treaty was signed on Chaitra 3, 1912 to end
the war between Nepal and Tibet. Since the treaty was signed in Thapathali Durbar, it
is famous as Thapathali Treaty. This treaty was in favour of Nepal according to which
Tibet had agreed to pay 10,000 rupees as token of respect to Nepal. This treaty further
created a provision in favour of Nepal to place (station) a Nepali ambassador in Lhasa
(capital of Tibet).

5. Parva (Event) of 1938 BS: A political conspiracy was hatched to kill the incumbent
(existing) Prime Minister of Nepal Rannodip Singh and his brother Dhir Shumsher
in 1938 BS. This infamous event of conspiracy is known as Parva of 1938 BS. In this
conspiracy, Prince Trailokya, Jagat Jung, Subba Homnath Khatiwada, Uttar Dhwoj
Khawas and others were involved. Uttar Dhwoj Khawas had leaked the names of those
who were involved in this conspiracy aimed at committing political murders. Many of
the conspirators were arrested and some of them were executed (put to death).

6. Parva (Event) of 1942 BS: Sons of Dhir Shumsher assassinated (murdered) their own
uncle Prime Minister Rannodip Singh and seized power in 1942 BS. This event is known
as “Parva of 1942 BS”. This event had ended the rule and influence of the family of
Jung Bahadur Rana. Next phase in Rana-rule began in which sons of Dhir Shumsher
began to rule over Nepal as Prime Ministers following the ‘agnate succession’ (relatives
descended from common ancestor). Rana dynasty had Dhir Shumsher as common
ancestor and his sons ruled over Nepal for another 65 years. The era of Jung Bahadur
Rana ended in Rana dynasty.

7. Formation of Prachanda Gorkha: Prachanda Gorkha was formed in 1988 BS to end
the dictatorial Rana rule which had earned notoriety (infamy) of misrule, supression
and abuse of political power for personal gains. Prachanda Gorkha was formed by the
devoted efforts of Umesh Bikram Shah, Ranganath Sharma, Khadgaman Singh and
Maina Bahadur. Unfortunately, Laxman Prasad leaked this to Ranas as a result of which
all the members of Prachanda Gorkha were arrested. Property of Umesh Bikram Shah
was confiscated. This event is famous as Prachanda Gorkha Parva in history of Nepal.
Even though Prachanda Gorkha could not succeed in ending despotic Rana rule, it set
the beginning of a series of revolts against the Ranas to end the dynastic rule finally in
2007 BS.

8. Library Parva: It was strictly prohibited to open library and reading room in the
community during the Rana rule. Leading intellectuals and litterateurs with the support
of common people wanted to establish libraries and reading rooms for community
development. Jog Bir Singh, Laxmi Prasad Devkota, Krishna Prasad Khatiwada and
45-46 other people decided to open a library during the time of Prime Minister Bir
Shumsher. More than 40 people were ready with “letter of request” to be submitted to
Prime Minister for opening a library. But, before they could submit the letter to Prime
Minister, all of them were arrested due to a spy’s leak. Each of them was made to pay a
fine of 100 rupees for demanding a library from the Rana government. Rana government
refused the demand for opening the library. This is known as “Library Parva” in the
history of Nepal.

9. Formation of Praja Parishad: Praja Parishad was the first political organization
established in Kathmandu (Nepal) on Jestha 20, 1993 BS. Its main objective was to end

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

the despotic Rana rule and establish democracy in Nepal. Founder members of Praja
Parishad were Dharma Bhakta Mathema, Tanka Prashad Acharya, Dasharath Chand,
Jeewan Raj Sharma and Ram Hari Sharma. King Tribhuvan, Shah Monarch who was
living the life without any political power, had supported the activities of Praja Parishad.
King Tribhuvan had financially helped the organization and given his moral support to
it. Praja Parishad in the beginning distributed hand-written pamphlets among the people
and wrote articles against the misrule of Rana dynasty. Ranas arrested the members
of Praja Parishad as they were involved in anti-Rana activities. Four of the members
Dasharath Chand, Ganga Lal, Dharma Bhakta and Shukra Raj were executed (put to
death) by Ranas.

10. Nepali Civil Rights Committee: Nepali Civil Rights Committee (Nepali Nagrik
Adhikar Samiti) was created in the house of Raja Lal Kalwar in Asan (Kathmandu).
Its main objective was to spread public awareness amongst the people through essay
writing, discourses, Puran-reading, and so on. Sukra Raj Shastri was the chairman of this
committee along with other active members like Kedar Man Byathit, Murlidhar Sharma,
and Ganga Lal. While giving discourses on classic Hindu epics like Mahabharat and
Ramayan, members would criticize the misrule of Rana dictators by telling the audience
about quality of ‘Good governance”. They organized Geeta recitation and motivated
common people to believe in action and rise against ADHARMA (immoral values and
practises) symbolized by Rana’s rule. Murlidhar Sharma used to highlight the examples
of Rama and Ravan by projecting misrule of Ranas as Ravan Raj (repressive regime -
KUSASHAN) and encouraged people to revolt to bring Ram Raj (SUSASHAN – Good
Governance).

11. Jayatu Sanskritam Movement: Students of “Rajkiya Sanskrit Vidyalaya” located in
Ranipokhari, Kathmandu began a movement from Asar 1, 2004 BS for inclusion of subjects
like Geography, History, Economics and Political Science in their course (curriculum).
This students’ movement for the inclusion of subjects related to social science is known
as Jayatu Sanskritam Movement. This movement helped in future movements launched
for bringing democracy in Nepal. Ranas were not very open towards educationg the
masses where people would learn about the world and political thoughts related to
democracy because they feared a mass revolt against their despotic rule.

12. Armed Revolution against Rana Rule & Delhi Agreement: The “Liberation Army”
(Mukti Sena: the armed wing of Nepali Congress) launched an armed revolution to
uproot (overthrow) the Rana regime. About two hundred armed volunteers under the
command of Thirbom Malla and Tej Bahadur attacked and captured Birgunj on the night
of Kartik 26, 2007 BS. King Tribhuvan went into exile in India and supported the armed
revolution. Rana’s Army and Mukti Sena went on fighting for months. Mukti Sena
had claimed victories in many places. Finally, peace agreement between three parties
-- Ranas, Nepali Congress and King Tribhuvan -- was signed in New Delhi (known as
Delhi Agreement) on Poush 24, 2007. Delhi Agreement of 2007 BS formally ended the
despotic and anti-democratic Rana rule.

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

Words and terms you would like to know

Intrigue (n.): secret plotting or scheme
Mar (v.): to spoil or detract from something; take away something
Recitation (n.): reading aloud

Learning Guideline
Ask the students to prepare a project on evaluation of Rana rule in Nepal by allowing them to consult
books in library and from other sources.

Activities
Present different political events which took place during the Rana rule in the class in the
following manner:

Political Event Year of the Event People involved Result/Effect
Europe Tour of 1906-07 BS Jung Bahadur Introduction of English to
Jung Bahadur Rana Nepal

Exercise
1. Explain how Nepal was opened to European influences after the maiden tour of Jung

Bahadur Rana to Europe.
2. Nepal’s fate would have been different if sons of Dhir Shumsher had been kept away from

the post of Prime Minister of Nepal. Critically analyze the statement by giving reasons.
3. Describe how the Parva of 1942 BS installed the sons of Dhir Shumsher in power as Prime

Minister in dynastic succession.
4. What is “Library Parva”? What was the general attitude of Ranas towards education?
5. Analyze the role of Praja Parishad and its impact on Nepal’s political history.
6. Formation of Prachanda Gorkha was the beginning of the end of the Rana regime. Analyze

with examples.
7. Differentiate between the Praja Parishad and Prachanda Gorkha.
8. Explain the importance of Jayatu Sanskritam Movement. How did it broaden the mind of

Nepali people?
9. Analyze the status and role of King Tribhuvan in ending the Rana rule.
10. Briefly describe how the Rana rule came to an end.

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

Lesson Socio-economic Activities in
Rana-rule
6

Rana rule was dynastic and Ranas were not open to including meritorious and talented
people in their administration. The higher ranks of the state were given to Rana’s sons or
brothers. Despite their lack of interest in fast-paced developments and opening the Nepalese
society to modern world influences, some slow-paced developments took place in Nepal.
They could not resist (refuse) the pressure of bringing reforms which were basic essentials
for any human society to function.

First English Medium Durbar High School Thapathali Palace, Rana’s Residence: Singha
Mahal

Following are the list of some important achievements in socio-ecomonic fields during the
Rana rule:

Social and Economic Activites during the Rana Rule

Rana Prime Ministers Socio-economic developments done by them
Jung Bahadur Rana
(1903 to 1934 BS) - Muluki Ain (Civil Code) in written form was implemented for the
He ruled for 31 years. first time in the country in 1910 BS. There was no discrimination
practised in giving punishment for a crime committed by a person.
Rannodip Singh According to Muluki Ain, if a woman remained unmarried until
(1934 to 1942 BS) the age of 35 years, she would get her share in parental property.
He ruled for 8 years. Pregnant women were barred from becoming SATI.

- First English medium school called Durbar High School was
established on Asoj 27, 1910.

- Giddhe Press was founded.
- Emphasis was given to use Ayurvedic medicine.
- Vaccination was introduced for infants and children to improve

immunity.

- Sanskrit schools and hostels were established.
- Printing of Nepali calendar started.
- Foreign experts were called to learn the operation of telephone,

electricity and rope-way.

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

Bir Shumsher Rana - Establishment of Bir Hospital, Bir Library, Bir Dhara, Singh Durbar
(1942 to 1958 BS) Baidya Khana, and Clock Tower took place.
He ruled for 16 years.
- Permission was given to common people to enrol their children in
Dev Shumsher Rana Durbar High School.
He ruled for just 114 days in
1958 BS. - Technical and women education began.
- Reform was brought in post-offices.
Chandra Shamsher Rana - He established nearly 50 schools and primary schools for girls in
(1958 to 1986 BS)
He ruled for 28 long years. Kathmandu.
- He established nearly 100 schools outside the Kathmandu Valley.
Bhim Shumsher Rana - He got Gorkhapatra printed for the first time.
(1986 to 1989) - He began the tradition of “cannon-fire” at 12 o’clock noon to indicate
He ruled for 3 years.
Juddha Shamsher Rana the time.
(1989 to 2002 BS) - He placed “complaint-box” in Kathmandu to understand the problems
He ruled for 13 years.
and grievances of the citizens.
Padma Shumsher Rana - First population census began in 1968 BS.
(2002 to 2005 BS) - He abolished the sati (in 1977 BS) and slavery system in 1981 BS.
He ruled for 3 years. - He established Tri Chandra College, Bhaktapur Hospital, Tokha TB

Mohan Shumsher Rana Hospital, and Khokana Leprocy Center.
(2005 to 2007 BS) - He got hydroelectricity generated from Pharping Hydroelectricity
He ruled for 2 years and he
was the last Prime Minister of Plant.
Rana dynasty. - He made an announcement for week-end holiday on Saturday.
- He converted death penalty into life imprisonment for most of the

crimes except in cases of rebellion.

- He started the reconstruction of those houses which had collapsed
due to the earthquake of 1990 BS.

- He laid the foundation for industrialization in Nepal.
- He established the first bank in 1994 BS called Nepal Bank Limited.
- He started giving advertisement and issuing notices in order to bring

reforms in educational sector of Nepal.
- He put a ban on unnecessary expenditure on the occasions of

marriage and on organizing feasts. He put a limit to the numbers of
wedding guests.
- He founded Padmodaya Secondary School at Putali Sadak, Padma
Kanya Girls School at Dilli Bazar, and Kanya Girls School at
Kshetrapati.
- He made arrangement for “Adult Education” within the country.
- He opened “Basics Schools”.
- He got Constitutional Law of Nepal, 2004 BS written but did not
implement it.
- He established 87 primary schools in the country.
- He began to recruit civil servants on the basis of merits by placing
vacancies through advertisements in journals and newspapers.
- He increased the salary of government officials, teachers and soldiers.

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

Learning Guideline
Encourage the students to learn more about Rana Prime Ministers and their works for developing the
Nepalese society. Ask the students to analyze the failure of Rana rulers.

Activities
Collect the pictures of some of the development works like Pharping Hydroelectricity Plant,
Gorkhapatra Newspaper, Padma Kanya School, Bir Hospital and so on. Show these pictures with
explanation in the class.

Exercise
1. Name the two Rana Prime Ministers who ruled for maximum number of years and compare

their development work.
2. Name the Rana Prime Minister who ruled for minimum time amongst all the Ranas. How do

you assess his development work?
3. Padma Shumsher Rana is called the Prime Minister deep in love with education. Explain

how far this quality of Padma Shumsher holds truth.
4. Who do you think is comparatively more successful of the two, namely Jung Bahadur and

Chandra Shumsher, in bringing socio-economic development in Nepal? Explain with reasons
for your choice.

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

Lesson Important Political Events &
Achievements After 2007 BS
7

End of Rana Rule did not end the political uncertainity in Nepal and people continued to
suffer waiting for development and full enjoyment of human rights. Rana’s dictatorship
ended in 2007 BS but King Tribhuvan did not fully cooperate with political parties to establish
democracy in the country. His son Mahendra hated multiparty democracy and imposed
absolute monarchy on Poush 1, 2017 BS by dismissing the democratically elected Prime
Minister of Nepal Bisheshwor Prasad Koirala. King Mahendra imprisoned all the prominent
leaders of that time. This anti-democratic direct rule of the King was named as “Panchayat
Kaal” or “Panchayat Raaj” which continued till the First Mass Movement (2046 BS). King
Birendra finally accepted multi-party parliamentary democracy by accepting the reduction
in political power of monarchy after the success of the First Mass Movement. But once again,
King Gyanendra, younger brother of Birendra, took all the powers in his hand by dismissing
the Sher Bahadur Deuba-led Government on Magh 19, 2061 BS and started direct rule (of
absolute monarchy) from the palace. Democracy was in a great danger. All the political parties
joined hands to start the Second Mass Movement on Chaitra 24, 2062 BS. King Gyanendra
was forced to return political powers to elected House of Representatives. Finally, Nepal
removed the institution of monarchy by promulgating the Interim Constitution of Nepal,
2063 BS. Then after, Constitution of Nepal drafted by the elected Constituent Assembly-
II was promulgated to institutionalize Democratic, Republic, Federal and Secular status of
Nepal on Aswin 3, 2072 BS. Journey of democracy has not ended for Nepal yet. Let us hope
that it goes well and smoothly by fulfilling the aspirations of the people of Nepal by bringing
socio-economic developments in the society.

A. Political events from 2007 BS till 2074 BS are given here:

S. N. Years/Dates in BS Political Events
1. Chaitra 17, 2007 Interim Government Act of Nepal announced
2. Magh 8, 2008 Dr. Kunwar Indrajit Singh (K. I. Singh) revolted
3. Falgun 30, 2011 Death of King Tribhuvan
4. Magh 13, 2012 Tanka Prashad Acharya (as Prime Minister) formed the
government (council of Ministers)
5. Falgun 7, 2015 First General Election in Nepal's democracy

6. Poush 1, 2017 Political leaders were arrested by King Mahendra and
announcement of Direct Rule (PANCHAYAT RAJ)
7. Poush 1, 2019 Declaration (promulgation) of Panchayati Constitution
8. 2024 BS Back to Village National Campaign was implemented
9. Magh 17, 2028 Death of King Mahendra
10. 2036 BS Student Movement
11. Baisakh 20, 2037 National Referendum conducted to decide between
reformed Panchayat Rule and Multi Party Democracy

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