Nova Social Studies 10

Lesson Development Proposal Framework

5 at Local Level

Development is always planned. The first and foremost condition for development to become a reality
is to frame an effective plan. A plan is the guideline for development undertaken at local and national
level. Therefore, devising (framing) a development proposal is a skill. A development proposal is a detailed
description of all the programs aimed at efficient utilization of available means and resources within a stated
(fixed) time-period to achieve the declared goals. All the important questions (issues) which naturally arise
before or during the execution of development plan is answered (addressed) in a development proposal
like what to do, why to do, how to do, where to do and when to do. A plan is also called a preview of actual
development waiting to happen.

A country that follows federalism or decentralization of power has autonomous local bodies fully
empowered (authorized) to formulate their own plans for bringing development in their areas. Local bodies
at Gaunpalika (Rural Municipality) and DCC (District Coordination Committee) levels decide for themselves
about utilization of means and resources at local level, management and operation of development activities
and kinds of responsibilities to be entrusted to office-bearers to protect the rights of the local people and
welfare of the local community. Municipalities and Gaunpalika take decisions to involve the local community
to ensure success in various campaigns for social and economic development. Such local bodies organize
educational and training programs to spread awareness on urgent issues (concerns) related with health,
education, law and order, sharing of resources, employment and others before involving the community
in field activities to bring development. People from local community organize themselves to form local
consumer body to safeguard the interests of locals who consume goods and services for their survival and
well-being. In this way, all the activities relating to development in local areas originate from local body
(institution) which formulate and execute them. Nature and type of development programs as well as
projects at local level needs meticulous formulation of a plan. No development project will succeed unless
areas of development are identified to frame (prepare) development proposal which includes estimation
of cost of development project, level of people’s participation and availability of means and resources at
local level. A consumer (or local) body, then, goes ahead for framing development proposal on the titles
mentioned above. After the development proposal is ready, it is placed before the concerned local body such
as Gaunpalika or municipality for approval. Development proposal goes through the process of careful
scrutiny before getting approved (accepted) by a local body. Once a development proposal gets approval
(acceptance) by a local body, it is all set (ready) for implementation (execution).

Working on finalization of development proposal framework 45

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Essential Elements for Development Proposal Framework At Local Level:

1. Identification of needs for development: There can be several needs at local level requiring people’s
attention for development such as construction of school building, repair-work of local roads or
public buildings or archeological sites, forest conservation, irrigation of farm land, community library
and family planning.

2. Making a choice out of alternatives: Out of various alternatives of development, one has to choose the
one that tops the list on the basis of priority and urgency of need.

3. Preparation for the proposal of development: Preparation of proposal includes all that gives
unambiguous idea and clear picture of development project (or program) such as title, objectives
(purpose), targeted area, beneficiary families, total cost, number of volunteers, actual development
site, date of beginning the project and time-period of its completion, benefits after the completion of
the project, name of the consumer committee, conclusions and so on. Fully prepared development
proposal is presented (placed) before the office of Gaunpalika or municipality for approval.

4. Investment estimate: It is essential to point out the sources of finance sponsoring the development
project (or program) in a development proposal. A complete list of financial contributions made by
consumers and other local bodies to operate (run) the development project must be mentioned in a
development proposal.

5. Negotiation and understanding: Local consumer committee and representatives of local bodies enter
into negotiation to create an understanding for the use of development benefits after the project is
completed. In this way, all the stakeholders of development project at local level agree to the execution
of the development project.

6. Implementation or execution: The project work starts and gets completed in accordance with the
schedule.

7. Feedback and evaluation: Local authorities and those who are in charge of the project keep track of it
by taking regular feedback, observing the progress of the project, checking the rules and regulations
if followed or not, evaluating the quality of the project work and giving directions for successful
completion of the project.

Local consumer committee and local body are discussing ways to implement the development plan.

Process Involved in Local Plan Framework

1. Establishing relationship: Informal but functionally effective relationship must be established amongst
officials initiating to frame a plan, local beneficiaries (consumers) and all the other stakeholders. Internal

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informal discussion amongst the above-mentioned groups helps create this relationship.

2. Status study: A detailed study is required to know the status of means and resources at local level and
their management, affected areas of the development project and the livelihood status of groups of
people living in the local community.

3. Prioritization of problem: A problem is prioritized on the basis of suitable cost, expected result, means
and resources, interest and views of stakeholders, and ways to overcome the obstacles in execution of
the plan.

4. Negotiation and contract: A negotiation and contract clearly mentions about the control and ownership
of the local development project into the hands of the local community. Contract clarifies all kinds of
legal issues and states all the financial contributions from different sources, powers and responsibilities
of those who are involved in the development project and partnership with other company or
organization if it exists.

5. Notification and implementation: A plan is notified in official document after it has gone through all the
due process while framing the plan with the highlight of targets to be achieved. Now a plan is ready to
be implemented by launching different development programs and projects.

Stages Involved in Plan Implementation

a) Assembly of the people in local community

b) Group presentation of pressing needs of the community before Tole and Wada for zeroing on
compilation of plan

c) Budget

d) Recommendation for seconding a plan in municipality or Village Development Committee

e) Formation of consumer (beneficiary) committee

f) Negotiation for implementing a plan

g) Financial management after a plan is successfully implemented and notification

h) Thanking the local level consumers (beneficiaries) committee for their cooperation to complete
the development project operating at local level as per the plan and handing over a certificate to
them to this effect

Words and terms you would like to know

Prioritization (n.): placing thing in order according to their importance or urgency
Negotiation (n.): reaching agreement through discussion and compromise
Stakeholder (n.): a person or group with a direct interest, involvement, or investment in something, e.g. the
employees, stockholders, and customers of a business concern
Devise (v.): to conceive of the idea for something and figure out how it will work

Activities

1. Make a plan framework to reconstruct, renovate and refurbish the school building. Present a detailed
account of your plan and display it on the school notice board.

2. Is development possible without having development proposal framework? Organize a speech
competition on this topic.

3. What are the advantages or disadvantages of presence or absence of people’s participation in
development work at local level? Make a list.

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4. Organize a role-playing of town and village or wada through assembly of students in a class-room. Also
select a ‘consumers (beneficiaries) committee’ out of the assembly of students. Select a development
project and prepare a framework of plan proposal. Present that plan proposal in the class.

Exercise

1. What do you understand by ‘development proposal framework’?
2. A good and effective development proposal accomplishes half of the work of project execution. Justify

the statement with appropriate illustrations and logic.
3. Why is it necessary to seek support and participation from the people of the affected areas of development

project while framing and executing the development plans at local level?
4. Explain the process involved in local plan framework.
5. What are the stages involved in plan implementation?
6. What are the essential elements involved in making development proposal at local level?

Community Work

Visit a site of one development project being implemented in your local community for observation study.
Study the plan proposal of that project. Investigate if all the work in that project follows the directions and
guidelines given in the plan proposal. Prepare a news-report on your investigation and get it published in
a national daily.

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UNIT

3

Our Traditions, Social Norms
and Values

Learning Objectives

Learning objectives of this Unit: After the completion of this Unit, students will be able to......

 Identify our heritages and take initiatives to preserve and conserve them
 Describe the importance of our folk traditions like folk songs, folk music, folk dance and assist in

their survival
 Know the significance and relevance of our national days and ensure fruitful participation in it
 Highlight the contributions of international personalities and take inspiration from them

Lesson

1 Our National Heritages

National Heritage: Meaning and Examples

National heritages are those places, things, art, cultures and even natural resources which are inherited
from the past as symbols of prestige and identity for a country. They are of specific values and deserve to
be preserved and protected. National heritages are jewels and pride of a country. All the citizens are able
to connect to the common past, thanks to our national heritages. Who are we? Why are we here? Which
direction do we need to take? National heritages help us get the answers to these questions which are
directly linked with our identity, objectives and goals that we pursue at present mostly borrowed from
the past. Norms and values that we practice in our daily life are again the reminder of our heritage. For
example, if Nepal is the land of Buddha and Janaki, then their teachings and characters are the heritage for
every Nepali. Lumbini and Ram-Janaki Temple are not only national heritages but are also listed as world
heritage sites. All the citizens have equal claims over the national heritages because they are the reflection
of human civilization.

Heritage comprises of both natural and cultural resources of specific and special value at national and
international level inherited from past generations. Any deterioration or destruction of any world heritage
site is a loss to the heritage of all humanity and not just to the country where they are located. World Heritage
Sites (WHSs) are declared under UNESCO’s World Heritage Convention. (UNESCO stands for United
Nations Educational Scientific and Cultural Organization). A UNESCO World Heritage Site considered as

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the common heritage of human kind is a specific site (such as forest, mountain range, lake, desert, building
complex or city) that has been nominated for being the part of ‘world heritage program of UNESCO’.

Our National
Heritages

Religious Heritages Cultural Heritages Natural Heritages

Temple, Mosque, Language, Art, Living Himal, Mountain,
Gumba, Church Style Fountain, Lake, River,

Forest, Wild-life

WORLD HERITAGE SITES IN NEPAL

There are about a thousand world heritage sites in the world today and almost a dozen including natural
heritage sites are in Nepal. Considering the total area of Nepal of about 150,000 square kilometres, it is no
mean honour for the country. Besides, Nepal has a distinction of having many number of temples and other
building sites that hold artistic significance. The following are the glimpses of World Heritage Sites in Nepal:

1. PASHUPATI TEMPLE AREA: A WORLD HERIITAGE SITE

Pashupatinath Temple is located on
the banks of the Bagmati River in
the eastern part of Kathmandu, the
capital of Nepal. It is one of the most
celebrated Hindu temples of Lord
Shiva (Pashupatinath) in the world.
The Pashupati temple area (complex)
was listed in world heritage sites in
1979 AD.

The temple exhibits two-tiered

pagoda style of architecture having

two level roofs made up of copper

with gold covering, four main doors

entirely covered with silver sheets
and a gold pinnacle (Gajur), which

is a symbol of religious thought. The

western door has a statue of large bull

or Nandi, plated in bronze. The statue Two-tiered Pagoda Style Pashupatinath Temple
of this deity is carved out of black

stone measuring about six feet in height and the same in circumference. On both sides of each door are niches

(hollow places) of various sizes containing gold-painted images of guardian deities. The sanctum contains a
one-meter high LINGAM with four faces (chaturmukha) representing Pashupati with other three images of

Vishnu, Surya, Devi and Ganesh.

In the northeast corner of the temple courtyard is a small pagoda temple of Vasuki (the King of the Nagas).
Vasuki has the form of a Naga (mythical snake) from the waist upwards, while the lower parts are an
intricate tangle of snakes’ bodies. Pashaputi temple’s extensive areas are dotted with many other old and
important temples, shrines and statues such as Guhyeshwari Temple, Deupatan, Jay Bageshwari, Gauri
Ghat, Gaushala, Kutumba-Hall, Pinglasthan, Shleshmantak forest and others. Similarly, Pashupati temple
area also houses old-age home besides electric crematorium. Bagmati River flows through this temple

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area and have some very famous river banks like Arya Ghat and Raj-rajeshwari Ghat. There are around
492 temples, shrines, stupas and other structures constructed in different architectural styles in Pashupati
temple area. Interestingly, this area has approximately one thousand Shiva Lingas placed around in different
directions.

2. LUMBINI: A WORLD HERITAGE SITE

Lumbinī (a Sanskrit word that
means “the lovely”) is probably the
most famous Buddhist pilgrimage
site located in Rupandehi district
of Nepal. It is the birth place of
Siddartha Gautam who became the
Buddha (an enlightened spiritual
master). Siddartha Gautam
famous as Gautam Buddha was
born to King Suddhodana and
Queen Mayadevi. Buddhist
tradition spread all over the world
following the life and teachings of
Gautam Buddha. Mayadevi, his
mother, gave birth to the child on
her way to her parents’ home in
Devadaha while taking rest in Lumbini under a Sal tree in the month of May. Mayadevi, as the legend
says, was spellbound to see the natural grandeur of Lumbini. Lumbini remained neglected for centuries
until a German archaeologist Feuhrer rediscovered it in 1895 AD.

Lumbini has a number of temples and monasteries, including the Mayadevi temple and others under
construction. Also located here is the Puskarini or Holy Pond where the Buddha’s mother took the
ritual dip prior to his birth and where Siddartha Gautam too had his first bath, as well as the remains of
Kapilvastu palace. In 249 BC, when the Emperor Ashoka (die-hard devotee of Gautam the Buddha) from
Magadh Empire, India visited Lumbini it was a flourishing village. Ashoka constructed four stupas and a
stone pillar with the figure of a horse on top. In 1996, an archaeological dig unearthed a “flawless stone”
placed there by the Indian Emperor Ashoka in 249 BC to mark the precise location of the Buddha’s birth
more than 2,600 years ago.

Hindus regard the Buddha as an incarnation of Vishnu and thousands of Hindu pilgrims come here
on the full moon day of the Nepali month of Baisakh (April-May) to worship Mayadevi as Rupadevi,
the mother goddess of Lumbini. Many countries like India, China, Myanmar, Japan, Vietnam, South
Korea, Thailand, France, Germany, and other countries have built monasteries and Buddha-Vihars in
Lumbini. Lumbini has library, museum and research centre related to Buddhism and life of Gautam
Buddha. Lumbini has placed itself as one of the main academic centres to understand and do research on
Buddhism. Lumbini was listed as world heritage site in 1997 AD.

3. SWYAMBHUNATH: A WORLD HERITAGE SITE

The Swayambhunath Stupa, situated on the top of a hill – west of Kathmandu, is one of the most popular holy
shrines for both Buddhists and Hindus. It has a unique feature of having 365 steps leading to the temple and
according to the popular belief is ‘self-created or self-existent’ hence the name “Swayambhu”. The first sight
on reaching the top of the stairway (365 steps) is the Deity Vajra (thunderbolt sceptre). The Swyambhunath
Stupa is nicknamed as ‘monkey temple’ because a large number of roving monkeys play around the premises.
For Tibetans and followers of Tibetan Buddhism, Swyambhunath is second only to Boudhanath.

Swayambhunath Stupa has a golden spire (upward facing spike) resting on a conical wooded hill. It is the most
ancient and enigmatic of all the holy shrines in Kathmandu Valley. It has a lofty white dome and a glittering
golden spire visible from all directions of the valley. The Stupa has Buddha’s eyes and an eyebrow with a

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painted symbol that looks like a nose – but

also interpreted as the Nepali symbol of

‘unity’. The enigmatic architectural beauty

of Swayambunath Temple generates the

feelings of reverence and adoration. The
Stupa consists of a dome at the base and

a cubical structure with eyes of Buddha

looking in all the four directions. There are
pentagonal gateways (Torana) standing

at each of the four sides. Another major

attraction of Swyambhunath Complex

is the Harati Temple dedicated to the

goddess of smallpox and other epidemics.

Swyambhunath is the classic example of Swayambhunath Stupa

composite culture of both Buddhists and

Hindus in Nepal and the intermingling of

the pantheons of Hindu and Buddhist deities. Swyambhunath site was listed as world heritage site in 1979

AD.

4. BOUDHANATH: A WORLD HERITAGE SITE

Boudhanath – an ancient stupa, located

in Kathmandu is famous pilgrimage

site. It is one of the holiest shrines for

Buddhists all over the world. It was

declared ‘world heritage site’ in 1979.
Massive mandala structure on stupa

has made it one of the largest spherical

stupas in Nepal. Mandala is a graphic

symbol of the universe (macrocosm)

depicted in the form of a circle enclosing

a square with a deity on each side that is

used mainly as an aid to meditation. The

five Buddhas watching over the world
adorn the mandala all around. These five
Boudhanath – an ancient stupa
distinct Buddhas represent water, earth,

air, fire, and ether, which combine together to create life on this earth. There are endless symbolic carvings

and decorations on Boudhanath stupa (temple).

It is the largest stupa found in Nepal and the holiest of all Buddhist temples outside Tibet. The stupa in
Boudhanath is the focal point of Tibetan culture. All major holy Buddhist events and festivals are celebrated
here. The temple wears special festive look particularly during the Tibetan New Year, or Losar festival and
Buddha Purnima.

5. CHANGUNARAYAN TEMPLE: A WORLD HERITAGE SITE

The ancient temple of Changu Narayana, dedicated to Lord Vishnu and the oldest temple in Nepal, is located
on a high hilltop known as Changu or Dolagiri surrounded by forest with champak tree and a small village,
called Changu Village. The Changunarayan Temple is located about 8 miles east of Kathmandu and a few
miles north of Bhaktapur. The Manahara River flows beside the hill. Changunarayan Temple was declared a
‘world heritage site’ in 1979 AD.

The two-storied-roof temple is built on a high plinth of stone. Changunarayan – the pagoda-style temple
- was built during the reign of King Manadeva in Lichhavi period. King Manadeva used the best of
the sculptures and art works carved on stone, metal and wood in the temple’s courtyard. For example,
sculptures of deities like Shiva, Ashta Matrika, Chhinnamasta, Kileshwor and Krishna still survive in the

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courtyard of the temple. Sculptures and Chnagunarayan Temple, Bhaktapur District
art works related to Lord Vishnu (the main
deity) surround the temple. Four entrance
gates to the temple have life size pairs of
animals such as lions, griffins (part eagle
and part lion) and elephants on each side
of the entrance as guards. Carvings of the
ten incarnations of Lord Vishnu and the
other idols decorate the struts supporting
the roof. The entrance door has gold
plating with carving of Nagas (snakes). On
the main entrance gate at the western side,
the carving of religious symbols such as
Chakra, Sankha, Kamal and Khadga resting
on a stone pillar create special spiritual
vibes. These stone pillars were erected
by Lichhavi King Manadeva in 464 AD
bearing the inscription in Sanskrit language.

6. HANUMAN DHOKA DURBAR SQUARE: A WORLD HERITAGE SITE

Hanuman Dhoka Durbar Square is

also famous as Kathmandu Durbar

Square or Basantapur Durbar Square.

The entire area is spread over five acres

and holds the palaces of the Malla and

Shah Kings. It is the old royal palace of

the Kathmandu Kingdom displaying

spectacular architecture reminding us

of the skills of the Newari artists and

artisans for over several centuries.

The name Hanuman Dhoka Square is

derived from the statue of Hanuman

built by King Pratap Malla near the

entrance of the palace. Hanuman is Hanuman Dhoka (Kathmandu) Durbar Square

decked with a red cloth and an umbrella

whose face is smeared with a red paste.

Besides the statue of Hanuman – the devotee of Lord Rama, the entire area has Basantpur Tower, Taleju

Temple, museum, Kumari Ghar, Kasthmandap, Big Bell and Nagara, statue of Kalbhairav, etc. The stone

sculpture of Lord Narasimha (the half-man, half-lion incarnation of Lord Vishnu) devouring the demon

Hiranyakashipu is fascinating to watch.

The Nasal Chowk courtyard (‘Nasal’ means: “dancing one”) named after the image of dancing Shiva
is located on the east side of the square. On the southern side of the courtyard stands the nine storey
Basantapur Tower. Mul Chowk, dedicated to Taleju Bhawani (guardian deity of the Malla Family), is
a courtyard with two storey building exclusively used for religious rites. Taleju Temple with a golden
Torana (door garland) is located to the southern side of the courtyard. During the Dashain festival, deity
of Taleju is shifted to this temple. Mohan Chowk, built in 1649 AD to the north of Nasal Chowk, was the
residential courtyard of the Malla kings. At the centre of the courtyard, there is a golden water spout,
known as Sun Dhara. The ‘Tribhuwan Museum’ located in Hanuman Dhoka Durbar Square exhibits
the items of exquisite stone carvings, several impressive thrones, jewel-studded ornaments used for
coronations, weapons, furniture, wooden temple carvings and a coin collection.

Hanuman Dhoka Durbar square was listed as world heritage site in 1979 AD.

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7. PATAN DURBAR SQUARE: A WORLD HERITAGE SITE

Patan Durbar Square is located at the Patan Durbar Square, Lalitpur
centre of Lalitpur city. It was listed as
world heritage site in 1979 AD. The Durbar
square was the ancient royal palace (abode)
of Malla Kings of Lalitpur. The Patan
Durbar has a cluster of palaces, temples,
pagodas, monuments, courtyards, artistic
stones and shrines. For example, Krishna
temple, Bhimsen temple, Bishwanath
temple, Jagat Narayan temple, statue of
Yognarendra Malla, Mahabouddha, and
temples of Kumbheshwaor Mahadev, Rato
Machhindranath and various others are
located here.

The three main courtyards add value and beauty to the Patan Durbar Square. These three courtyards are
Mul Chowk, Sundari Chowk and Keshav Narayan Chowk. Mul Chowk is the most famous and houses the
Bidya Temple. Taleju Temple is located on the periphery of the courtyard. Sundari Chowk is located towards
the south of the Mul Chowk having designed with sunken tank called Tush Hiti. Keshav Narayan Chowk is
located towards the northern part with Degutale Temple next to it.

8. BHAKTAPUR DURBAR SQUARE: A WORLD HERITAGE

Bhaktapur Durbar Square is located in
the current town of Bhaktapur district
in Kathmandu Valley. Four distinct
squares: Durbar Square, Taumadhi
Square, Dattatreya Square and Pottery
Square combine together to make
Bhaktapur Durbar Square. Bhaktapur
Durbar Square is the gem of art and
architecture of Malla kingdoms.
Nyatapol and Dattatreya temples,
National Art Museum, Siddha Pokhari,
55-window palace, golden gate are some
of the examples which display superb
art and architecture of Nepal.

The 55-window palace is one of the most

fascinating world renowned structures Bhaktapur Durbar Square

with elaborately carved windows and

doors and the world famous ‘Golden Gate’ stands just next to it. Mul Chowk Court is home to the Taleju

Temple dedicated to goddess Taleju Bhawani and includes shrines of both Taleju Bhawani and Kumari.

Big Bell adorns the Taleju temple area tolling of which was taken as paying homage to Goddess Taleju in

those days. Bhaktapur Durbar Square houses the ‘National Art Gallery’ – the museum better known for

its rich collection of scroll paintings and mesmerizing artworks in stone.

Nyatapol Deval Temple located in Taumadhi Square is five-storied pagoda-style temple. It is one of the
finest architectural masterpieces of Nepal. An idol of deity Siddhilaxmi, the manifestation of wealth, has
been installed inside the temple. Next to the Nyatapol Temple is the rectangular shaped Bhairavnath
Temple dedicated to Lord Bhairav, the ferocious or fierce manifestation of Lord Shiva. Pottery Square
displays well-known potters from the city with their skills of making earthenware of various shapes and
sizes. Temple of Jeth Ganesh dating back to the 14th century is the major attraction of Pottery Square.

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The Dattatreya Temple is a giant three-storied temple and is the main attraction of Dattatreya Square. The
Peacock Window known as the “Mona Lisa of Nepal” is a rare masterpiece. It is a unique wooden latticed
window having an intricately carved peacock in its centre. Other highlights of the Dattatreya Square
are woodcarving and brass & bronze museums showcasing a rich collection of wood-items and a wide
collection of items made up of bronze and brass.
The Bhaktapur Durbar Square was included in the list of world heritage sites in 1979 AD.

9. SAGARMATHA NATIONAL PARK: A WORLD HERITAGE

Sagarmatha National Park is a protected area in the Himalayas of eastern Nepal containing the southern
half of Mount Everest. The park was listed as ‘Natural World Heritage Site’ in 1979. Sagarmatha National
Park covers an area of 1,148 sq kms (443 sq mi) ranging in elevation from 2,845 m (9,334 ft) at Jorsalle to
8,848 m (29,029 ft) at the summit of Mount Everest. It lies in the Solukhumbu District of Nepal. Most of the
park (69%) comprises barren and uninhabited land above 5,000 meters, 28% is grazing land and about 3% is
covered by forest. In the lower forested zone at less altitude, trees like birch, juniper, blue pine, fir, bamboo
and rhododendron grow whereas at higher altitude vegetation goes on reducing in height to become dwarf
or shrubs and at still higher elevation just rudimentary plant lives in the form of lichens and mosses. Plants
cease to grow at about 5,750 m (18,860 ft) because this is the permanent snow line in the Himalayas. The SNP
(Sagarmatha National Park) area, amongst other things mentioned above, is the major source of glaciers,
providing freshwater benefits for the people downstream.
Besides, SNP (Sagarmatha National Park) provides habitat to at least 118 species of birds, including
Himalayan Monal, Blood pheasant, Red-billed chough and Yellow-billed chough and home to a number of
rare mammal species, including musk deer, snow leopard, Himalayan black bear and red panda along with
langur monkeys, martens and Himalayan wolves.
10. CHITWAN NATIONAL PARK: WORLD HERITAGE SITE
The Chitwan National Park (CNP) is the country’s first protected national park which covers an area of 932
sq kms (360 sq mi). This national park was granted the status of a world heritage site in 1984 AD.
Description of Fauna: The park’s headquarters is located in Kasara. The Gharial and Turtle Conservation
Breeding Centres are located near the headquarters. A vulture breeding centre is also located here. Chitwan
National Park holds more than 700 species of wildlife and many more number of species of butterfly, moth
and insect are found here. Besides King Cobra and Rock Python, different other species of snakes, starred
tortoises and monitor lizards are also found. Chitwan National Park has Narayani-Rapti river system flowing
across it having wild Gharials in it. Every year young Gharials (also known as the gavials, and the fish-
eating crocodiles) are reintroduced into the Narayani-Rapti river system, of which only a few survive.
Chitwan National Park is home to the “King of the Jungle” – the Bengal Tiger. This alluvial floodplain habitat
of the Terai is one of the best tiger habitats anywhere in the world. Leopards are spotted on the peripheries
of the park. They co-exist with tigers. Other mammals found in this protected areas are fishing cat, jungle

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cat, leopard cat, and the rare marbled cat.
Chitwan is considered to have the highest
population density of ‘sloth bears’. Golden
jackals are quite common but wild dogs
are rare. Bengal foxes, mongooses, honey
badgers and yellow-throated martens
roam around the jungle looking for prey.
Striped hyenas are seen on the southern
slopes of the Curia Hills in Chitwan
National Park. In fact, Chitwan National
Park is the focused conservation area of
endangered wildlife species including
one-horned rhinoceros and tigers.

Description of Flora: Since Chitwan
National Park falls under inner Tarai area,
Himalayan sub-tropical broadleaf forests with prominent tree Sal form the main vegetation of this national
park. Besides Sal tree, species of Chir Pine, Rosewood, Elephant Apple, Grey Downy Balsam and various
kinds of creepers are the part of this national park. Catechu (Acacia catechu) and Rosewood along with
Kapok and Rhino Apple trees grow on recently deposited alluvium soil and in lowland areas of Chitwan
National Park. Furthermore, Tarai-Duar savanna and grassland cover about 20% of the park thereby
possessing more than 50 species of vegetation particularly tall grasses like Giant cane, Khagra reed, and
several other species of grasses.

Apart from above world heritage sites, there are many natural and cultural heritages in Nepal. Amongst the
notable natural heritages are Koshi Tappu Wildlife Reserve, Kanchanjangha Conservation Area, Shivapuri
National Park, Khaptad National Park, Rara National Park, Shey-Phoksundo National Park, Langtang
National Park, Bardiya National Park, Lo-Manthang of Muktinath, Lake Barahi, Sinja Valley of Jumla,
and so on. Nepal has a chain of religious and cultural heritage sites like Ram-Janaki Temple (Janakpur),
Swargdwari of Pyuthan, Haleshi of Khotang, Goshainkunda of Rasuwa, Muktinath of Mustang, Siddhababa
of Kanchanpur, Khokana village of Lalitpur, Nuwakot Durbar Square, Bajrayogini Temple of Sankhu,
Bhurti Temple of Dailekh, Resunga area of Gulmi, Tansen, Panauti, Ramgram of Nawalparasi, Tilaurakot in
Kapilbastu, Bindyawasini of Pokhara and so on. These heritage sites must be protected and preserved with
the combined efforts of local communities and the Government.

Words and terms you would like to know

Coronation (n.): the ceremony or act of crowning a monarch

Deterioration (n.): make something worse in quality, value, or strength

Enigmatic (adj.): having a quality of mystery so difficult to understand or interpret

Glittering (adj.): sparkling, reflecting light in bright sparkling flashes

Intermingle (v.): to mix something together with something else, or become mixed together

Pantheon (n.): temple dedicated to all deities, all the deities of a people or religion considered collectively

Deck (v.): to decorate or ornament somebody or something

Exquisite (adj.): very beautiful and delicate or intricate

Activities

1. The April and May 2015 earthquakes affected about 2,900 heritage structures with cultural and religious
value within the Kathmandu Valley and the north-western region of Nepal. Out of 691 damaged sites,
131 were completely destroyed.

What are the efforts to be made by Government of Nepal as well as by local communities to ensure
safety of our heritage sites? Discuss in the class and suggest important measures for preservation of
heritage sites in Nepal.

56 Nova Social Studies Grade-10 >>

2. Collect the pictures of all the ‘World Heritage Sites’. Mention two important features on the picture of
each ‘World Heritage Site’ and present it in the class.

3. Write an essay on any world heritage site in Nepal based on your personal observation and experience
that you had while visiting the site. You can also take help from news, views and descriptions published
in a book, newspaper or magazine.

4. Is there any heritage site in your community which deserves to be listed as world heritage site? If such
a site is present in your community, then write a letter to the Chief, UNESCO–Nepal highlighting all the
features of the site with photograph and detailing the reasons why the site in question must be included
in the list of world heritage sites.

5. Read the following news report published in a national daily.

Kanchanpur

29th Dec. 2016

Nature tourism and heritage sites

The Suklaphanta Wildlife Reserve has been converted into a national park to promote nature tourism
in the far-western Tarai district of Kanchanpur. The area was officially declared as wildlife reserve in
1973 AD. It took 42 years to convert it into national park after its establishment as a hunting reserve. It
covers an area of 300-sq-kms and is home to a wide range of animals which include swamp deer and
Royal Bengal Tiger. Local people are well placed to derive benefit from Shuklaphanta National Park
as it will promote tourism and hence will support the local economy. Expectedly, scores of tourists
from Nepal and neighboring India will visit the park to observe the wildlife, especially the tigers and
swamp deer.

Now, answer the following questions after holding extensive discussion in the class:

I. Do you think it is a wise move taken by the Government of Nepal where Wildlife Reserve has been
thrown open to public who will spoil the natural habitat for wild animals and even pose threat to
them? Give reasons for your answer.

II. Nepal is blessed with many natural sites including mountains, valleys, rivers, forests, glaciers, lakes,
etc. Commercial exploitation through tourism endangers and destroys their natural and pristine
beauty. Disturbance in mountain ecology in the region of Mount Everest is the greatest example for
us.

What efforts do you recommend in order to preserve and conserve all the natural heritages of
Nepal?

6. As per the 2015 data, Nepal claims to have 645 rhinoceros across four protected areas in the Tarai Arc
Landscape namely Chitwan National Park, Bardiya Naional Park, Shuklaphanta National Park and
Parsa Wildlife Reserve. Earlier, Nepal had lost 37 rhinoceros to poaching in a single year in 2002 AD.
Experts warn that if the rhinos (used for rhinoceros) aren’t dispersed and scientifically trans-located, the
species may become extinct in Nepal. Climate change has forced rhinos to move to the southern parts of
Chitwan, Bardiya and Karnali.

Make four groups in the class and hold a discussion on the measures and steps to be taken for protecting,
preserving and increasing the number of endangered species of animals in all the national parks of the
country.

Exercise

A. Answer the following questions:
1. What is heritage? Explain with illustrations.
2. What roles can students and community play in preservation and conservation of national heritage?
Make a list.

57<< Nova Social Studies Grade-10

3. Describe the important features of Bhaktapur Durbar Square.
4. Why did different countries build the monasteries in Lumbini? Explain by presenting logical

arguments.
5. Compare and contrast the Hanuman Dhoka Durbar Square with the Patan Durbar Square.
6. The Baisakh 2072 earthquake damaged around 750 monuments all over the country according to

Nepal’s Department of Archaeology.
i. Where did we go wrong in preserving heritage sites?
ii. What steps need to be taken to avoid such scale of damage caused to the world heritage sites?
B. Differentiate between the following:
1. Boudhanath and Swyambhunath
2. Changunarayan temple and Pshupatinath temple
3. Sagarmatha National Park and Chitwan National Park

Community Work

1. Visit any one cultural, religious or historical place located in your community. Prepare a report on your
visited site in the following lines:
• Name and location of the project
• Things of attraction found in the heritage site
• Date of construction
• Present status of the heritage site
• Importance of the heritage
• Ways to conserve the heritage site

2. Organize an educational excursion to a world heritage site and prepare an informative report under the
following sub-headings:
• Place and the title of Visit
• Objectives of the Visit
• Methodology
• Findings
• Conclusion and Recommendations

58 Nova Social Studies Grade-10 >>

Lesson

2 Folk Songs of Nepal

Folk songs are spontaneous poetic expression of any local community normally accompanied with music
to express the emotions relating to their life-pattern and specific situation of life. Folk songs always carry
a theme of one or the other kind related to religion, livelihood, seasons, daily pattern of human emotions
and so on. Nepal is a country of diversity that exists at the level of language, culture, ethnicity and religion.
So is the diversity in rendering folk songs from one region to another. Folk songs are our national pride
and identity of our community. Different ethnic groups have their own specific “folk songs” which they
identify with their own personal experiences within the community in varied situations of life. Folk songs
in Nepal are not only different in different regions but they also represent different themes and contexts. For
example, our Bhirpakha, Pahara, Bhanjyang, Chautari, Maidani Gara and others are sung during festivals
and celebratory gatherings. Similarly, Chandi songs during Ubhauli and Udhauli, Deusi-Bhailo during Tihar
(Dipawali), Malshree during Dashain and Teej songs during Teej are specific folk songs for specific festivals.
Folk songs like Jhyaure, Lahari, Dohori, etc. are performed on all the occasions in all parts of the country
in a particular style (or in blending). ‘Asare geet’ or ‘Bethi’ is the expression of joy of the community while
cultivating paddy in the month of ‘Asar’. There are community specific songs too like Paalam in the Limbu
community, Tamang Selo in the Tamang community, Syabru in the Sherpa community, Kaura of Magars and
Karkha of Gandharvas. Region-wise folk songs in Nepal further add variety and colour to rich diversity
of the country. For example, Hakpare of the eastern Hills of Nepal, Deuda of the western Nepal, Hori and
Maithili songs of Tarai, Sakiyapaiya of Tharu, Newari songs of Kathmandu valley and Sorathi of Gandaki
region are region-specific folk songs. Folk songs give us pride of being Nepali and cultural satisfaction to be
rooted in our ancestral home (soil). Nowadays, folk songs are sung with the blending of popular songs of
cinema to create entertaining effects on the audience.

Lyrics of some of the Nepali folk songs are given here:

A. Tamang Selo: The folk song Tamang Selo is sung by Tamang community and all those who live in mid-
hills area of Nepal, particularly in Bagmati zone.

3f]sL :of/L Uofndf/L

ufª] \nf 6'qmf ;fk|/L

u]ª\ 6'qmftf :of/L ;] 9'Os] nfhL Rofuf]

B. Purveli folk song: This folk song is sung in the eastern part of Nepal. It is sung while doing daily
household chores.

lxdr'nLsf] lxpmF sf] kfgL

ufu] gkftn] lkpFnf xh/'

olt /fdf| ] 9Ns] hf]jg

ltdLnfO{ g} lbpmFnf xh'/

C. Hori song: Hori Geet is sung in Mithila area located in eastern region of Nepal. The song is usually based
on the most popular characters of Lord Rama and Goddess Sita.

ldlynfd] /fd v]nt xf/] L ldlynf d] .
lsgsf s] xfy sgs lkrsf/L
lsgsf s] xfy caL/ emf]/L
ldlynf d] =====
/fdhL s] xfy sgs lkrsf/L
;LofhLs] xfy caL/ emf/] L
ldlynfd] ====
ldlynfd] /fd ====

59<< Nova Social Studies Grade-10

D. Teej song: Teej song is sung by women during the festival of Teej.

tLhsf] afn] fdf ;a} hfG5g\ dfOt
cfºgf] dfOtL dU' nfg kf/L 5}g ;fOt
of] /dfOnf] an] fdf hfg k¥of] dn] fdf
d} 5f]/Lsf] cfF;' v:of] b}nfdf]

E. Deuda song: Deuda is popular folk song rendered in far-western regions of Nepal in different festivals
and at important rituals and occasions.

/fO{ e'mdf e'mdf Sof d:Sof ls 5g\ xf], /fO{ em' df
-rfa} GbL 9fsfsf] rf]nf], l56\sf] kml/ofsL_@
kftnL 3/ sxfF xf] tD/f] a}; el/ofsL
d t /fO{ e'mdf, em' df Sof d:Sof ls 5 xf,] /fO{ e'mdf

F. Palam song: Palam is sung by the people of Limbu community in eastern hills of Nepal.

l;ª5\ fcf] yª' \j] sSdf kmfu
ldG5fª\u]g cfgL ofDdL ;fu
OG;fug] vfDas] cfwf]v]Nn]
lySgfDbft ;f/s cfaf]v]Nn]

Words and terms you would like to know

Spontaneous (adj.): arising from natural impulse or inclination, rather than from planning or in response to suggestions
from others

Blend (v.): to combine things or qualities to create a pleasing effect, or be combined in this way

Lyric (n.): the words of a song, especially a popular song

Chore (n.): a task, especially an ordinary household task that has to be done regularly

Activities

1. Read the following paragraph:

Deusi is a religious folk song played during the popular festival of Tihar and Bhai-Tika in Nepal.
Deusi singers move from one house to another to play the song for peace and prosperity of the
family. The word Deusi has sacred touch to it as Dev meaning God and Aashish meaning blessings.
Combined meaning of Deusi is singing God’s blessings for others. Mainly youth play Deusi songs.
However, adolescents and old people too enjoy the company of youth in playing Deusi. Deusi players
are welcomed by the hosts by offering them money, sweets and food. Bhailo is the complementary
part of Deusi and played during Tihar (Deepawali). Those who play Bhailo are Bhailini. In Bhailo, as
in Deusi, one singer chants a part of the song and others (Bhailini) repeat the same. Outside Nepal,
Bhailo is played in Myanmar, Thailand, Malaysia, etc.

Similarly, Ballan is also a popular form of folk song in Nepal and in reality is a song-drama. Ballan
through its song-drama describes the character of Rama and frolics of Krishna – two iconic characters
of Hinduism. Other ancient religious texts of Hinduism like Puranas, Dashavatars, Bhagawat and
Ramayana are the bases for rendering Baalan. Characters like Rama, Sita, Dasharath, Krishna, Kansha,
etc are brought alive through Ballan songs in the form of drama. ‘Khaijadi’ and ‘Kartal’ (Clapping) are
used to create music while singing Baalan which is accompanied with the dance performed by male
members from Brahmin-Chhetri clan. Ballan songs are played whenever relaxation comes after the
completion of work of agriculture or in any religious celebration.

a. Have you ever participated in rendition of Deusi-Bhailo or Baalan? Share your experience and

60 Nova Social Studies Grade-10 >>

feelings about this in the class. If you are from a different cultural background, then share the
experience of religious or cultural program that you like the most.

b. Do you think that we are missing the zest and enthusiasm towards some of the folk songs like
Deusi-Bhaili, Teej and Baalan under the influence of modern and western culture? Hold discussion
in the class and write down your findings.

c. What are the ways to keep the tradition of folk songs alive in Nepal?

2. Collect the folk songs sung at different times and occasions in your community. At what places and
occasions are these songs sung? To which castes, religions or festivals are the songs related? Find out all
the details and present the same in the class.

3. Sing a folk song that you like the most in the class.

4. Prepare a speech on the topic, “Folk songs are our identity and pride.”

Exercise

1. Answer the following questions:

a. What do you understand by the term folk song? Describe the significance of folk songs in our life?

b. Nepal is a country of diversity and hence is a fertile ground for different kinds of folk songs. Analyze
with suitable examples.

c. Folk songs always carry a theme. Evaluate the statement with the help of appropriate examples.

d. Briefly introduce Tamang Selo and Deuda songs.

2. Match the following:

Folk song Region/Community
A. Hori Geet a. Limbu Community
B. Sakiyapaiya b. Sherpa Community
C. Sorathi c. Mithila Region
D. Palam Geet d. Tharu Community
E. Kaura e. Gandaki Region
F. Syabru f. Eastern Hills Region
G. Hakpare g. Magar Community

61<< Nova Social Studies Grade-10

Lesson

3 Folk Musical Instruments of Nepal

Introduction

Folk musical instruments are developed from locally available materials and are assembled manually by
ethnic community. Folk musical instruments are the assembled work of the different parts of locally derived
materials such as wood, metal, leather, alloy, string and others. Folk musical instruments have strong
relation with ethnic culture and religion of Nepal. Folk music created by such instruments has auspicious
and special significance for ethnic communities during their specific festivals and events of life cycle. These
folk musical instruments such as Damaha, Madal and Tyamko are called percussion instruments and
musical instruments like Narsingha, Sahanai, and different types of flutes belong to the category of wind
instruments. The musical traditions of Nepal are as diverse as the ethnic communities of the country; so are
the musical instruments. Nepal has a number of tunes and rhythms of its own.

Panchai Baja: Folk Musical Instruments

Panchai Baja is a part of Nepalese culture. The Panchai Baja (literally stands for five folk musical
instruments) is named after its five main instruments: the Sahanai, the Damaha (large Kettledrum), the
Tyamko (small Kettledrum), the Narsingha, and the Jhyali (cymbals). Damai (one of the hill Dalits of
Nepal) normally plays these musical instruments in rituals, festivals and other important occasions.
However, love and appreciation of folk culture (that involves folk dance, music and song) is diminishing
day by day in the 21st century Nepal owing to the influence of popular cinema songs and the process of
modernization and westernization.

Tymako Damaha Jhyali Narsingha Sahanai

1. Tyamko: The Tyamko is a small kettledrum assembled from the local materials like wood, copper,
iron and others. Its shape resembles the bowl. The front part is made up of leather (animal hide)
used for percussion (striking) to create music. Tyamko is such a significant member of Panchai Baja
in eastern Nepal that it is referred to as “guru”. Although it usually takes a supporting role to the
Dolakhi in Gorkha and Dhading, it is still referred to as the “jetho” (oldest) member of the ensemble.

2. Damaha: The Damaha is the kettledrum made up of copper with a head of bullock (Goru) hide. The
Damaha has a higher ritual significance than the other instruments of the Panchai Baja. In central
Nepal, it is played with one large stick (gajo), though in ritual contexts it is played with two sticks, as
a Nagara.

3. Jhyali: Jhyali is a pair of thin-walled, plate-shaped cymbal of varying sizes. They are usually made
of Pancha Dhatu (an alloy having brass, copper and silver, zinc and gold) in the Kathmandu Valley.
However, bronze is the commonly used alloy to make Jhyali. Both the hands are engaged in holding
Jhyali and clapping them together in rhythmic fashion to create music.

4. Narsingha: The name Narsingha means, “Buffalo Horn”, but the instrument is much larger than the
horn of a buffalo. The Narsingha is a long curved natural horn with a conical bore, which varies

62 Nova Social Studies Grade-10 >>

widely in size, shape and usage throughout Nepal. Narsingha normally appears either in a pronounced
C-shaped curve or in S-shaped curve. Narsingha players use circular breathing as a Sahanai player,
and notes are articulated by rapid tonguing techniques.

5. Sahanai: The Sahanai used in the Damai ensembles is a compound double-reed wind instrument
with a curved conical bore. The reed is mounted on a lip disc and attached to the wooden body with
a conical brass staple. Six to eight finger holes are the norm, though the 8th hole is not used in playing
the instrument. The Sahanai is often played using circular breathing, and notes are articulated with the
breath and with the fingers.

Other Folk Musical Instruments

Madal Sarangi Flute Shankha Khaijadi

1. Madal: The Madal is a medium-sized drum with two heads – one large and another small. The smaller
head is played with the hand, while the larger one is often played with a stick. Madal is made up of
wood by removing the bark of the wood derived from a tree trunk. The Madal heads are made up of
the animal hide. The musician supports the Madal with a shoulder strap to hang it at waist level while
performing or playing on it.

2. Sarangi: The Sarangi is a folk Nepalese string instrument having four strings fastened onto it.
Traditionally, Gandarva or Gaine caste in Nepal used to play the Sarangi. Now Sarangi is commonly
played. Sarangi is carved out of a lightwood, locally known as Khirro. The body is carved into a hollow
frame with two openings. The lower opening is then covered with either dried sheepskin or nylon.

3. Flute: The Flute also known as Bansuri is made from a single hollow shaft of bamboo with six or seven
finger holes. The Bansuri is revered as Lord Krishna’s divine instrument and therefore is popular in
different parts of Nepal. The length of flute (Bansuri) ranges from less than 12” to nearly 40” (inches).

4. Conch (Sankha): This musical instrument is perhaps the oldest folk instrument picked up from
seashore, as it is the outer part of ocean shell. During olden days of Mahabharata (around 5,000 years
ago), Conch was used for announcing the beginning of any important events like auspicious Yagna or
war. At present, Conch is played by blowing in during funeral processions and at the time of sacred
ceremonies.

5. Khaijadi: Wood and leather are constituents of this musical instrument and appear like a parabola in
shape. No stick is used while playing this instrument. It is a lightweight instrument and one can hold
it by one hand and then play on it with another hand. This instrument is played while singing hymns,
Ballan and Roila.

6. Pungi: A popular musical instrument used by snake charmer in Tarai region, it is made of the bark of
coconut tree and bamboo.

7. Tungana: This musical instrument is very popular in Himalayan region and looks like a Sarangi.
Tungana is made up of sheep skin and wood of rhododendron and has four strings attached to it to
produce the melody.

8. Yalambar: Yalambar is a popular musical instrument played by Kirats. This musical instrument is
carved out of bamboo stick that appears in the form of a pipe with two strings stretched on it. This
musical instrument is named after the founder of the Kirat dynasty “Yalambar”.

63<< Nova Social Studies Grade-10

9. Ektare: The word Ektare means having one string that symbolizes one and only God for ascetics who roam
around with this musical instrument. Ascetics play Ektare while singing hymns. Ektare is made up of wood
and animal skin and a string is stretched from the drum fixed on it to the end of the stick.

10. Dholak: Dhol or Dholak looks like Madal in shape and size. It is constructed by wrapping leather on
a piece of wood, which remains hollow from inside. Both ends are equal in size and played by stick on
one side and by the hand on the other side.

Pungi Tungana Dholak Dhyangro

11. Dhyangro: Dhyangro is used by Dhami and Jhakri during their so-called healing session, funerals and at
other rites and rituals. Dhyangro is made of a circular wooden frame covered by the animal hide from one
side. The player holds it with one hand clutching the handle bar and hitting it with a stick.

12. Damaru: Damaru has both ends covered with the hide. It can be considered as miniature form of Dholak.
Its middle part is considerably narrowed so that the person who plays this instrument can clutch it there
by the fist. Two small balls attached with the two strings hit at the opposite two sides while one shakes
the Damaru. Hitting sound is produced when the balls hit the centre of each end.

13. Binayo: Binayo is popular amongst Kirats who play this instrument mostly during leisure time. Binayo
is made of a bamboo pipe onto which a string is attached.

14. Murchunga: Kirateshwor Mahadev is credited to have used this musical instrument. Kirats are fond of
playing this popular musical instrument on traditional occasions. It is made up of iron pipe and sounds
like Binayo. Murchunga is played through the mouth.

15. Masak: Masak appears like Sarangi having four major wires and some minor wires. Masak is generally
played in the western hilly region of Nepal.

16. Daphali: Daphali is famous in the Tharu community of the mid-western Tarai region. It looks like a
Dholak. It is cylindrical and made up of wood with one end covered by animal hide.

17. Phasmuk: Phasmuk is a popular musical instrument of Limbu community. Three bamboo pipes, each
longer than the previous one, are joined together to produce the sounds of different birds. Music is
created by blowing the Phasmuk through the mouth.

Damaru Daphali Binayo Murchunga Phasmuk

18. Pung: Pung is used in Kirat community of northeastern Nepal. It is made of an ox horn by making a hole
at the end of the horn, modified into a shape of fine curved cylinder and blown from mouth to produce
the sound. Pung is played during rituals.

19. Dakkari: To make a Dakkari, six strings are used in a block of wood. Six strings produce different

64 Nova Social Studies Grade-10 >>

pitches of sound. This instrument is played in the Mithila region of the eastern part of Nepal.

20. Irlung Pipari: This musical instrument looks like a pipe and played by blowing the air through the
mouth. Kusunda community uses this musical instrument.

21. Shringinad: Shringinad is made out of the horn of black deer. Monks and yogis use this musical
instrument while on morning religious walk (Prabhat Pheri). According to religious belief, all the
ominous evils and incidents get warded off by playing Shringinad.

22. Damphu: Damphu looks like a Khaijadi but is actually bigger in size. Leather used to make Damphu is
actually thicker than that of Khaijadi. This musical instrument is used by Tamang community.

23. Tabla: The Tabla consists of two single-headed, barrel shaped small drums of slightly different size and
shape. The musician uses his fingers and hand’s heel pressure to change the pitch and tone of melody
during a performance. The playing technique is complex and involves extensive use of the fingers and
palms in several patterns to create a wide range of different sounds and rhythms.

24. Urni: This musical instrument is prepared by attaching a fine wire of metal to a dry coconut shell. It is
mostly played by Dhimal caste of the eastern Tarai region. Urni is played while performing Puja (sacred
rituals) for ancestral deity and other religious occasions.

25. Hudko: Hudko looks like Damaru but it is bigger than that. This musical instrument is played in the
far-western part of Nepal. Hudko is especially used in Khaptad fair. The musician who plays Hudko is
called Hudke.

26. Kakuwayan: It looks like flute and mainly used by Newari Jyapu community. It is made of bamboo.

27. Arbajo: Aarbajo is played by the Gandharva community. The head of Arbajo resembles the human
head which is taken as the eternal teacher (Aadi Guru). It is used as religious musical instrument and
popularly known as Guru Baja. Arbajo is nicknamed as Bhale Baja whereas Sarangi is called Pothi Baja.

Tabla Arbajo Damphu Ektare Pung

Words and terms you would like to know

Percussion (n.): the group of musical instruments that produce sound by being struck
Ensemble (n.): something created from a number of individual parts put together deliberately; a group of musicians,
dancers, or actors who perform together with roughly equal contributions from all members
Diminish (v.): to make something smaller or less important, or become smaller or less important
Melody (n.): the musically expressive quality of something
Deity (n.): a god, goddess, or other being regarded as divine
Ominous (adj.): suggesting or indicating that something bad is going to happen or be revealed
Ward off (v.): to keep away or avert something bad

Activities

1. Prepare a list of all the folk musical instruments played in your community. Find out who plays such
instruments and on what occasions? Present all the details in the class.

65<< Nova Social Studies Grade-10

2. Prepare a chart showing all the Panchai Baja with their pictures. Also mention their details and present
the same in the class.

3. Some of our folk musical instruments are getting extinct and some of them have already gone extinct.
What are the measures or steps to be taken for preserving those folk musical instruments which are on
the verge of extinction? Hold a group discussion in the class and write down the findings.

4. Let us imagine that a modern music with drum-set and electric guitar with pop and rock concert is
going on in your community while on the other side a cultural program of folk songs with folk music
instruments is in progress. In such a situation, which program would you attend and why?

5. Urban centers in Nepal have seen decrease in the use of Panchai Baja on important occasions. However,
in recent years, Panchai Baja is making inroads (impact) again into the urban culture of Nepal slowly
and steadily. Present your detailed viewpoint on it.

6. Write an editorial on the topic “Our folk musical instruments, and our identity.”

7. Write down the names (examples) of musical instruments (Baja) for the following conditions:

a) Baja played by touching with fingers: .............................................

b) Baja played by running a bow on fastened wire:...................................

c) Baja played with finger movement and mouth blowing:....................

d) Baja played only by blowing without any movement of finger:...........

e) Baja played by tightening and striking:...............................................

f) Baja having leather rubbed with wax and powder: .............................

g) Baja having leather but without wax and powder rubbed on it:............

Exercise

1. Answer the following questions:

a) What is a folk musical instrument? Give introduction with the help of examples.

b) Briefly introduce Madal, Arbajo, Phasmuk and Murchunga.

c) Draw the picture of any four folk musical instruments which you like with their short descriptions.

d) What are the measures (steps) to be taken for promoting and popularizing folk musical instruments
in the Nepalese society?

e) What kinds of challenges do you think folk music is facing nowadays? Mention them in clear points.

2. Differentiate between the following:

A. Dholak and Madal B. Hudko and Damaru C. Binayo and Murchunga

D. Damphu and Khaijadi E. Tungana and Ektare F. Dhyangro and Daphali

G. Damaha and Nagara H. Sahanai and Narsingha I. Pung and Pungi

3. Answer the following questions in only one sentence.

a) Name the musical instruments played by the Kirat community.

b) Identify the musical instruments normally played by monks and ascetics.

c) Which musical instrument is famous amongst Limbus?

d) Identify the musical instruments used in western Nepal.

66 Nova Social Studies Grade-10 >>

e) Dhami and Jhakri use the musical instrument during their rituals in Nepal. Identify the musical
instrument.

f) Which ‘musical instrument’ in Nepal is referred to as “guru” of all musical instruments?
g) What is the similarity between Narsingha and Sahanai.
h) What is the importance of “conch” (Sankha) in Nepalese tradition?
i) Name the occasions on which “Khaijadi” is played.
j) Name the community that plays Urni and the occasions on which it is played.
4. Match the following:

Musical Instrument Name of the Community
1. Damphu a. Kirat
2. Shringinad b. Ascetics
3. Irlung Pipari c. Tharu
4. Pung d. Kusunda
5. Phasmuk e. Tamang
6. Daphali f. Monks and Yogis
7. Murchunga g. Limbu
8. Dhyangro h. Kirat
9. Ektare i. Dhami and Jhakri

Community Work

What is the real status of use of folk musical instruments in your community? How are the conservation
efforts going on? Prepare a questionnaire to know the answers of both the questions. Pose these questions to
the knowledgeable persons from your community who know about folk musical instruments and get their
responses recorded. Add your own observation and prepare a report.

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Lesson

4 Our Folk and Classical Dances

Introduction

Actually, both dance and music go together and are performing arts. Both dance and music are deeply
entrenched in the life of ethnic communities of Nepal. Various kinds of folk dances reflect the ‘richly varied
life’ of Nepalese folk culture. Moreover, our religious literature (particularly Hinduism) has recognized
dance in its classical form as an activity to harmonize one’s own physiological and psychic energy to be in
equilibrium for attaining to ‘higher consciousness’. Unlike classical form of dance, folk dance in its pure form
reflects the life of the folk community. A folk dance expresses commonly felt emotions like love, separation,
envy, jealousy, anger, war and so on. Happiness and sorrows, fear and love, sacrifice and indulgence and
various other real-life situations and emotions are portrayed (performed) by the folk dances such as Maruni
dance, Jhyaure dance, etc. This clearly demonstrates the importance of dance in the Nepalese society.

A dance is the physical expression through body movements of any emotion, situation or any other theme
with or without music. Generally, music takes the bodily shape and expresses its meaning in and through
several patterns of body movements called DANCE. The celebrated treatise NATYASHASTRA further
highlights the importance of dance as an art form compulsorily integrated with drama.

Classical Dance in Nepal

Classical dance has set pattern of body movements and gestures according to the music that derives the
theme from classical literature or religiously loaded ideas/symbols. Classical dance is performed with
purity and does not contain the element of cheap entertainment, rather it evokes the emotion of devotion,
respect and worship along with the message of moral and social values. Movement of eyes, fingers and
other body parts must be measured and controlled in accordance with the religious, social or moral theme
and no effort to invite pure entertainment is to be made. Any kind of experimentation or deviation from
originally settled pattern and form of classical dance is generally discouraged.

The following are some of the examples of classical dance in Nepal:

1. Pancha Buddha Ballet: Pancha Buddha Ballet, a classical dance, is dedicated to pay respect to
enlightened masters (Buddhas). There is a beautiful legend behind the creation of “Pancha Buddha
Ballet”. A devout maiden absorbed in devotion refused to consider a King as divine incarnation
knowing which the King became furious and attempted to kill that devotee. Exactly when the
egotistic King was about to kill the helpless maiden, five enlightened masters (Panch Buddha) as
divine beings diffused the attempt of the haughty King and saved the devotee. Actually, this story is
enacted through the Pancha Buddha Ballet as a “dance drama”.

2. Lakhey Dance: Lakhey is a masked dance performed during Indra Jatra (that falls in September) in
the Kathmandu Valley. Lakhey is an epitome of devil known for conquering the territory by driving
away other devils through his brute force. Legend says that Lakhey used to punish the one who
encroached upon his territory.

Lakhey Dance Manjushree Dance

68 Nova Social Studies Grade-10 >>

3. Manjushree Dance: Manjushree dance involves “mudras” or movements of hands and body
symbolizing human spirit. This dance is a tribute to Lord Swyambhunath offered by the deity of
learning called Manjushree in Buddhist tradition.

4. Hanuman Charitra Dance: Hanuman Charitra Dance is a dance drama performed by the characters
acting like Hanuman (the warrior and great devotee of Lord Rama) as central character and other
vital deities like Lord Rama, mother Sita and so on. This dance form is popular in Tarai region of
Nepal and Baglung district in the west.

5. Mundhum Naach: Mundhum, the sacred text of the Kirat religion, forms the basis of Mundhum
Naach. Various kinds of imagery and stories explained in Mundhum text inspire the performers to
enact them in a dance form called Mundhum dance. Kirati priests recite the “Mundhum” in rhythmic
manner and dancers perform to match with mood and theme of the recitation.

6. Bajrayoginini Dance: Bajrayogini is one of the four yoginis (goddesses) from both Hindu and Buddhist
tantric pantheon of deities. This classical dance is very popular in Kathmandu Valley. Pleased by
prayers offered by devotees in the form of dance, Goddess Bajrayogini is supposed to shower blessings
on her devotees. Symbolic movements of hands and fingers are synchronized with facial expression of
performers to display mixed blend of positive and negative emotions in Bajrayogini dance.

Bajrayogini Dance Bhairav-Kali Dance

7. Bhairav-Kali Dance: Bhairav represents male energy and Kali stands for female energy. The dance
that fuses both the energies — male and female - out of cosmic union to create the universe and
then preserve it goes for hours through several episodes but now a days, this dance form has been
shortened into a single performance. This dance form is very popular in Kathmandu Valley. Bhairav
as ‘Lord of the Universe’ and Kali as symbol of ‘Mother of Universe’ are the main deities in Hindu
pantheon.

8. Rudrayani Dance: This dance form is performed in Khokana (Lalitpur district) during Rudrayani
Puja.

9. Charya Dance: This dance is performed while enacting the characters of various Gods and Godesses,
mainly in Newar community.

10. Charitra Nritya (Dance): This is a dance drama based on different stories mentioned in Puranas.

11. Hopcha Dance: The Rai community settled in Dhankuta district of Nepal performs Hopcha, a classical
dance.

Folk Dances in Nepal

Folk dance expresses day-to-day human emotions through synchronized body movements and gestures
on musical beats. Unlike ‘classical dance’, folk dance does not have a rigid pattern of steps and movements
while performing the dance-art. The major purpose of folk dance is to bring together the ethnic community
for celebrations and rejoicing the moments through shrill, whistle, and shrieks. Folk dance allows
experimentation or deviation from earlier settled pattern and form if it enhances the performance to get

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more response and applause from the audience. This is why contemporary folk dances show the influence
of ‘western and Indian theatre/cinema’ by adopting western or Indian words, music and dance to attract
the audience.
Following are some examples of folk dance in Nepal:
1. Dhan Naach: Dhhan Naach is also famous by the name of Chyabrung Dance as Limbu ethnic group in

eastern hills performs this dance to the musical note of Chyabrung – a folk musical instrument. Younger
generations in this community hold the hands of each other while performing Dhan Naach. This dance
form is exhibited during feasts, festivals, rites and rituals. Rai community too performs this folk dance
form on some special occasions.

Dhan Naach
2. Kaura Dance: Magar communities living between Gandaki and Rapti rivers in western Nepal perform

this dance with Kaura songs accompanied with various traditional folk musical instruments.
3. Singaru and Madikhole Dances: Singaru and Madikhole are popular folk dance forms displayed by

the inhabitants of MWDR (Mid-Western Development Region) of Nepal.
4. Khyali Naach: Khyali naach, also known as Pangdure, is a folk dance performance based on Khyali

songs. Mostly people of Gurung and Magar community from Gandaki region perform this dance.
5. Tarbare Dance: Tarbare is a metal or wooden sword used by Gandharva or Gaine community while

displaying this traditional folk dance mostly during Dashain. This dance form is most popular in
Pokhara, Palpa and Gulmi.
6. Chhokra Dance: Chhokra dance is popular in western Tarai region performed normally during
weddings exclusively by lads (young adult men).
7. Tamang Selo: Tamang Selo is a popular folk dance amongst Tamang community and displayed during
festivals. This dance form brings both the boys and girls at a single platform during the performance
and shows the gestures as if they were up to win the heart of each other.
8. Jat Jatini Dance: Jat Jatini dance is very popular in Mithila region (Janakpur region) of Nepal. This
dance form derives its theme from popular folk stories and generally performed from Srawan Purnima
till Bhadra Purnima. Jat is played by a boy and Jatini is played by a girl. Both of them perform the dance
based on love story which involves a range of emotions from happiness to sorrow by performing as Jat
and Jatini. The dance is also performed to please the God Indra during droughts to get rains.

70 Nova Social Studies Grade-10 >>

Jat Jatini Dance
9. Chandi Naach: Chandi Naach is very popular amongst Rai community in Nepal and generally

performed on beats of Dholak and Jhyamta. Rai community performs this dance during Udhauli and
Ubhauli festivals.
10. Dandi (Phagu) Naach: This dance form is more popular amongst the Maithili people in particular and
people of Madhesi origin living in Tarai and central Tarai in particular. Performers of this dance hold
two sticks in both the hands and create systematic and synchronized loud contact with other two sticks
held by next performer dancing together. The whirl, twist and swerves displayed by performers holding
two sticks in both the hands together is feast for eyes and weaves magic in performance. Little variation
of this dance form amongst the Maithili community in Janakpur is known as Gauna dance.
11. Ghatu Dance: Unmarried teenage girls from Gurung community in Nepal participate in Ghatu Dance
under the guidance of a Guru or teacher who, according to ritual, helps the spirit of Goddess enter
into the girls while performing the dance. Ghatu dance is a slow-motion dance and is most popular in
Gandaki region.

Ghatu Dance
12. Chaulo Dance: Chaulo or Chalo dance is organized in the month of Kartik (Shukla Paksha) in the hills

of far western region of Nepal.
13. Madikhole Dance: This dance form is very popular in mid western region of Nepal.

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14. Jharra Dance: This dance is performed on the tune produced by the friction of local musical instrument
made up of bamboo.

15. Saray Dance: It is a show of gallantry because dancers hold weapons like Khukuri, sword, stick and knife
while dancing. This dance form is performed in temple or during the festival like Dashain especially in
Gulmi, Arghakhanchi, Syangja, Baglung, Palpa and others.

16. Jhijhiya Dance: This dance form is performed in eastern and mid Tarai region particularly in Maithili
community. Women carry an earthen pot with glowing Diyo (light) on their head while performing
Jhijhiya dance.

17. Salahes Dance: Dusadh and Mussa community from the eastern Tarai region perform this dance form
while performing rituals (puja) to their clan-deity Salahes.

18. Pulkisi Dance: Jyapu community amongst Newar perform this dance form in the Kathmandu Valley on
the occasion of Indra Jatra.

19. Maruni Dance: Maruni dance performed by men disguised and dressed as women is a popular folk
dance in eastern hills of Nepal. However, women, too, take part in this dance nowadays. This dance
form is especially performed during Tihar.

Maruni Dance
20. Sorathi Dance: This is the traditional folk dance form popular amongst the Gurung community living in

the western and mid-western development regions of Nepal. Generally, sixteen women (sorah in Nepali
hence the term Sorathi) enacting as queens of King Jaisingh, a central figure of this dance performed by
a male dancer, display this dance drama.
21. Dhime Dance: Dhime is popular folk musical instrument and legend says that Dhime, a drum, was
played to celebrate the victory in wars during the Malla period accompanied with the dance. Presently,
the Newar community in the Kathmandu Valley performs this dance form. Dhime dance involves both
male and female dancers by keeping male in the centre of the dance who woos the females.
22. Hudkeli Dance: This dance is popular amongst the Damai community in Far Western Development
Region of Nepal. This dance enacts the popular stories in a dance form.
23. Deuda Naach: Deuda Naach is performed on Deuda song in mid and far western development regions
of Nepal. Dancers stand close to each other holding each other’s hand and perform this dance form by
taking two steps forward and one-step backward in a circle. This folk dance form creates a feeling of
friendliness with bond of togetherness in a community as well as in a family.
24. Devi Naach: Devi Naach, popular amongst Newar community in the Kathmandu Valley, is performed
during the period between Gaijatra and Indra Jatra. People of Bhaktapur perform this dance with great
zest and fervour.

72 Nova Social Studies Grade-10 >>

25. Kartik Naach: This dance form is performed during the month of Kartik in Patan Durbar Square.
The performers perform new dance style every day. King Sidhi Narsingh Malla is credited to have
introduced this dance.

26. Singaru Dance: This dance form is popular in the mid-western region of Nepal.

Significance of folk and classical dances

The following points highlight the significance (importance) of folk and classical dances:
a) Both classical and folk dances help promote and conserve our original culture and tradition.
b) The rules and organizations involved in performing these dance forms develop the spirit of

cooperation, sense of symmetry and beauty and ability to work before a large gathering of people.
c) Performers of these dances develop better physical and mental ability. They also develop artistic skill.
d) Folk and classical dances are associated with specific community. Therefore, their performance brings

all the people from that community together and strengthens their unity.
e) Such dance performances help in socialization and create social bonding between different

communities. Performers get a lot of opportunities to tour and travel different places inside and
outside the country.
f) People get a lot of knowledge and information with entertainment while watching dance performance.

Words and terms you would like to know

Harmonize (v.): to combine pleasingly, or make things combine pleasingly
Maiden (n.): a young unmarried woman
Haughty (adj.): behaving in a superior, condescending, or arrogant way
Encroach (v.): to intrude gradually or stealthily, often taking away somebody’s authority, rights, or property
Woo (v.): to try to please somebody
Accompany (v.): be present with something
Zest (n.): lively enjoyment and enthusiasm
Fervour (n.): extremely passionate intensity

Activities

Prepare a chart on the differences between classical dance and folk dance and present the same in the class.

Organize a folk dance competition in the class. Select a team of judges to evaluate the quality of dance
(performance) and award points on each dance performance of students. Select the best group of folk dance
performers to reward them.

What roles are to be played by students, local community and the Government of Nepal for the promotion
and conservation of folk dances so that they do not get extinct? Hold a discussion with your classmates in
the class.

Exercise

1. Answer the following questions:
a) Define classical dance. Give any four examples of classical dance of Nepal.
b) Define folk dance. Write down the names of five folk dances which you like the most.
c) Highlight four major differences between the classical dance and folk dance.
d) “Folk music, folk song and folk dance are complementary to each other.” Justify the statement by
giving appropriate examples.

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e) What kind of dance is Kartik Naach? Who started it?
f) Differentiate between Bajrayogini and Bhairav-Kali Dances.
g) Briefly describe some of the folk dances which are particularly performed in the Tarai and the Hilly

region of Nepal.
h) Illustrate the significance of the classical and the folk dances.
i) Compare and contrast Dhaan Naach with Ghatu Dance.
j) Newar community has excelled both in classical and folk dance forms. Critically analyze the

statement with suitable examples.
k) Explain in detail the main features of “Pancha Buddha Ballet” and “Hanuman Charitra Dance”.
l) If you are given a chance, which classical dance would you choose to perform? Give reasons for

your question.
2. Write the answer only in few words or just one sentence for the following:

a) Write down the symbolic meaning of Bhairav, Kali and Lakhey.
b) What is “Mundhum”? Which community is it associated with?
c) Name the occasion during which Lakhey dance is performed.
d) Which dance form is famous as “Chyabrung dance” and why?
e) Which community does display Sorathi dance? Why is it known as “Sorathi Dance”?
f) Name the dance form where men perform the dance disguised or dressed as women.
8. Choose the correct region for the following dance forms:

Folk Dance Regions or Areas
1. Madikhole Dance a. Eastern Hills
2. Deuda Dance b. Western Tarai Region
3. Maruni Dance c. Mid Western Nepal
4. Chhokra Dance d. Western Nepal

9. Select the correct ethnic community for each of the folk dances given below:

Folk Dance Ethnic Community
1. Tarbare Dance a. Maithili Community
2. Kaura Dance b. Rai Community
3. Ghatu Dance c. Magar Community
4. Devi Naach d. Gandharva Community
5. Dhan Naach e. Gurung Community
6. Chandi Naach f. Limbu Community
7. Phagu Dance g. Newar Community

Community Work

Select the dance forms which are performed in your community from amongst the descriptions of classical
and folk dances given in this chapter. Prepare a report mentioning all the necessary details regarding these
dance forms such as occasions and festivals these dances are performed, community and caste in which the
dance is performed, style of performance, context and theme of the dance, etc.

74 Nova Social Studies Grade-10 >>

Lesson

5 Our National Days

National Days – An Introduction

National days reflect the country’s commitment to various kinds of core values that it upholds at national and
international level. National days are treated as national festivals, celebration of which brings the Government
closer to the people. And in turn people feel integrated and united with various national and international
causes, concerns and issues helping them to become a responsible member of national and international
community. Celebrations of national days help us to assess and evaluate the commitment and performance
of the Government in terms of upholding the core values of democracy, education, labour protection, women
rights, child welfare and so on. National days are the occasions for making important policy announcements
for the Government and for the citizens such celebrations give opportunities to raise their grievances so that the
goal of “Good Governance” can become a reality in nation’s life.

National Days Set in Historical and Political Backgrounds of Nepal

Present day Nepal celebrates a fair number of national days details of which are as follows:

1. Martyr’s Day: Martyrs’ Day is an annual public celebration to commemorate our martyrs. Martyr’s Day
assumes a special significance as all of us feel indebted to those who laid their life for the nation and
gave us the gift of freedom, equality and justice. Martyr’s Day commemorates the first four martyrs as
icons of trials and tribulations made by all those who sacrificed their precious life to keep our nation
alive with free nationals enjoying their fundamental rights. The first four martyrs are Dharma Bhakta
Mathema, Dasharath Chand, Gangalal Shrestha, and Shukraraj Shastri. These four martyrs were put to
death in 1941 (1997 BS) by tyrannical Rana rulers in their bid to end the autocratic and anti-democratic
rule that continued for 104 years (from 1846 AD up to 1951 AD). At this occasion, all the other martyrs
who sacrificed their life in Mass Movement – I (2046 BS) and Mss Movement – II (2062/063) are also
remembered and all the countrymen pay homage to them. On this very day, the whole country feels
grateful to all our brave hearts known or unknown who fought for the democratic values to bestow us
with freedom.

Martyr’s Day celebration goes on for seven days (from 10th Magh to 16th Magh) by offering tribute to
the martyr’s memorial at Lainchaur, the statues (busts) located at ‘Martyr’s Gate’ at Sundhara and the
Martyr’s Park in Hetauda and different other places in the country. A series of events such as floral
tributes, discourses, debates and lecture programs, blood-donation camps and morning Bhajans are
organized throughout the country on the occasion of Martyr’s Day for seven days. Countrymen take
inspiration from the martyrs’ lives and pledge to contribute to hte nation. Martyrs’ family members are
hailed by the Government and other organizations for having lived with our real heroes and supporting
them in their pious endeavours.

2. Democracy Day (Prajatantra Diwas): Democracy Day is celebrated on 7th Falgun, the day on which
the tyranny of Rana rule ended (7 Falgun 2007). Democracy Day is very special for Nepal because for
the first time in history of monarchy (and Rana’s anarchy), democracy as an idea not only influenced
the people of Nepal but was also adopted as experiment in the country with the help of newly formed
political parties such as Nepali Congress, Praja Parishad and others.

Various kinds of programs, dance-drama, talk and seminar, rallies and processions mark the day.
Government shows its commitment to uphold the values of democracy and promises to work for the
welfare of the people.

3. Loktantra Diwas (Day): Loktantra Day (also known as comprehensive democracy day) is celebrated
on 11th Baisakh every year to mark the success of People’s Movement II (2062-63 BS). All the existing
political parties of those days along with wide-ranging support received from the people made it

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successful in overthrowing the monarchy represented by the last Shah King Gyanendra. Loktantra
Diwas reminds us of having complete (comprehensive) democracy in the country where sovereignty
lies with the people of Nepal. The day is marked as renewal of the commitment to continue democracy
(LOKTANTRA) and to consolidate upon the gains of People’s Movement II by bringing in positive
changes in the life of the people of Nepal. Political rallies, seminars, and talk programs on television,
radio and outside enlighten the common citizens about the hard-won democracy in the country. At the
same time, Government of Nepal makes important policy announcement and unveils the development
programs for the country.

Both the Democracy Day and Loktantra Day (Diwas) appear similar in purpose but their historical
backgrounds differ from each other. On Democracy Day, monarchy continued after the end of Rana rule
whereas on Loktantra Day monarchy ended for good. In the movement of 2007 BS, Rana rule was the
main target for their utter misrule whereas in 2062-63 BS, Shah monarchy became the target of misrule
and enemy of democracy.

4. Constitution Day: Constitution Day marks the beginning of new era of “Federal Democratic Republic
of Nepal.” Constitution Day is celebrated on 3rd Asoj to commemorate the adoption of first democratic
constitution prepared by the elected Constituent Assembly of Nepal – the Constitution of Nepal, 2072
BS (on 3rd Asoj, 2072 BS) after the success of People’s Movement II. Unlike earlier constitutions of Nepal,
the Constitution of Nepal, 2072 BS preserves and consolidates the gains of all the democratic movements
of Nepal and bestows rights and opportunities to ethnic communities, marginalized and suppressed
groups and others.

Note: Apart from above mentioned national days based purely on our historical and cultural legacy,
there are other popular national days celebrated in Nepal. These national days are Guru Purnima
(Teacher’s Day), Matatirtha Aunsi (Mother’s Day), Kusi Aunsi (Father’s Day), New Year’s Day (1
Baisakh), Tourism Day (10 Aswin), etc.

National Days Inspired by International Events but Relevant To Nepal

1. Children’s Day: Nepal celebrates the Children’s Day on 29th Bhadra (considering 14th September 1990
as the base). The World Summit for Children was organized in 1990 AD. The UNO (United Nations
Organization) published the UN Secretary-General’s report “We the Children” to complete the agenda of
the 1990 World Summit. The day is celebrated to raise awareness about children’s rights by organizing
seminars, meetings, sports, fairs, etc in schools and various other children-related organizations like Bal-
Mandir, Paropkar Sanstha, and other government and non-governmental organizations. Organizations
like Bal-Mandir organize camps to help children learn various skills and explore new things by
interacting with outside world.

2. International Women’s Day: International Women’s Day (IWD), originally called International
Working Women’s Day is marked on 8th March every year. The focus of the celebrations ranges from
general feeling of respect, appreciation and love towards women to the acknowledgement of women’s
achievements in economic, political and social fields. International Women’s Day is the celebration of
the story of all the ordinary women as makers of history, silent contributors to economy, upholders of
culture and the nucleus of family within the society.

Nepal celebrates this day as national holiday to celebrate acts of courage and determination by ordinary
women who have played an extraordinary role in the history of the country and in maintaining social
harmony within the society. The country remembers the contribution made by Mangala Devi Singh
(wife of icon of democratic movement in Nepal Ganesh Man Singh) as a pioneer feminist, prominent
democratic right activist of Nepal and the founder of Nepal Women Association. Many women’s
organizations in Nepal take out processions, conduct seminars, organize talk-programs and formulate
women-related agendas for future struggle to demand women’s rights. Government of Nepal actively
participates in the programs organized by women to pay them respect and announce ‘women specific
policy decisions’.

76 Nova Social Studies Grade-10 >>

Assertive crusader for women’s rights in Nepal: Mangala Devi Down with the oppression

The above poster on the extreme right side shows the historic Soviet poster of 1932 dedicated to the
8th of March holiday as “International Women’s Day”. The poster means: “8th of March is the day
of rebellion of the working women against kitchen slavery” and “Down with the oppression and
narrow-mindedness of household work!” Origin of the celebration of Women’s Day lies in a socialist
political event of the then USSR (Union of Soviet Socialist Republic, now simply Russia) when the USSR
Presidium of the Supreme Soviet announced by decree International Women’s Day as ‘non-working
day’. Later on, the UNO (United Nations Organization) acknowledged the significance of “International
Women’s Day” and then was adopted by many countries worldwide including Nepal.

3. International Labour Day: International Labour Day is celebrated on ‘1st May” every year around the
world in different countries including Nepal. Nepal has been celebrating May Day since 1963 and the
day has been declared a public holiday, for the first time in 2007 AD.

Why is the “labour day’ celebrated on 1st May? There is a background story of struggle for rights waged
by the labourers and workers. International Workers’ Day is the commemoration of the 1886 Haymarket
affair in Chicago where the police were trying to disperse a public assembly during a general strike
demanding for the eight-hour workday, when an unidentified person threw a bomb at them. The police
reacted by firing on the workers, killing dozens of demonstrators and several of their own officers.
Legitimate and genuine demands of the workers were associated with the “May Day”-- formally
recognized as an annual event at ‘international worker’s day’ at the International’s Second Congress
in 1891 and adopted the international campaign for 8-hour working day. Thus, 1 May as Labour Day
(International Worker’s Day) is the commemoration of the 1886 Haymarket affair in Chicago (USA).

Nepal observes ‘International Labour Day’ by organizing various programs and functions throughout
the nation. Political parties, their affiliated organizations, trade unions, labour unions from hotels and
factories celebrate the May Day as a landmark for the establishment of their rights. Rallies are organised
in Kathmandu and other cities of the country to mark the Day. Slogans like “Social security of all” fill
the air through constant chanting. Prime Minister generally addresses a massive mass in Khula Manch
(Open Theatre) in the capital city, Kathmandu.

4. Education Day: Education Day is celebrated in Nepal on 8 September – well recognized as ‘World
Literacy Day’. The UNESCO (United Nations Educational Scientific and Cultural Organization)
proclaimed September 8 International Literacy Day on November 17, 1965. It was first celebrated in
1966 with an aim to highlight the importance of literacy to individuals, communities and societies. The
UNESCO reminds the international community of the status of literacy and adult learning globally
amid the celebrations, which take place around the world each year on the ‘International Literacy Day’.
The UNESCO in Nepal organizes writing competitions involving neo-literate women, media talk show
programs, street dramas, rallies, the preparation of wall newspapers and other events celebrating the
power of adult literacy, more particularly women’s literacy.

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Besides, Government of Nepal celebrates “Education Day” with much fanfare by awarding ‘education
shields’ every year to those schools which show outstanding performance in SLC (School Leaving
Certificate) Examination at national level. Students who stand first in ‘university level exam’ receive
“Bidyabhusan award”. Furthermore, awards are given away to scholars who have finished their Ph.D.
(Doctorate in Philosophy) within that year. Government of Nepal announces main policy and programs
related to education on this very day.

Note: Apart from above mentioned national days based on historical, political and cultural events
taking place outside Nepal at international level, there are other popular days celebrated in Nepal as
national days as a mark of being responsible member of the global society. These national days are New
Year Day (1 January), Environment Day (5 June), UNESCO Day (4 November), UNO Day (24 October),
Human Rights Day (10 December), Red Cross Day (8 May), etc.

Words and terms you would like to know

Grievance (n.): a cause for complaint or resentment that may or may not be well-founded

Endeavour (v.): to make a serious and sincere effort to achieve something

Bestow (v.): to present something, especially something valuable or undeserved, to somebody

Pioneer (n.): a person or group that is the first to do something or that leads in developing something new

Procession (n.): a group of people or vehicles moving forward in a line as part of a celebration, commemoration, or
demonstration

Activities

1. Collect the news reports related to our national days and display them on the bulletin board of the
school.

2. What types of programs are organized in your school to celebrate the national days? Present a detailed
account by taking help from your class teacher, subject teacher and the principal of the school.

3. National days are not to be celebrated in a mechanically ritualistic pattern. What are the steps to be
taken in order to imbibe the true message and spirit of these national days? Hold a group discussion in
the class and draw conclusions.

4. If you are invited to present your views on the occasion of “Children’s Day”, what views will you share?
Discuss and write down your conclusions.

5. Prepare appropriate slogans to fit in the event celebrating Women’s Day. Decide five best slogans and
display them on placard in the classroom.

6. Organize a speech competition on the topic, “right to get suitable wage for right work”.

7. Prepare a programme to celebrate following day in your community:

(a) Martyr’s Day (b) Children’s Day (c) Loktantra Diwas (d) Women’s Day

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8. Read the following passage and then answer the questions:

While Nepal's constitutional guarantee for a 33 percent female representation is most certainly a
progressive provision, the male-dominated political leadership has conveniently found a way
to ensure that female politicians aren't allowed too much control . Our constitutional provision
mandating that women held 33 percent of seats had made Nepal's parliament the most gender
inclusive House in all of South Asia in 2008 A. But, only 3.6 percent of the members in the House
of Representatives are women elected from the FPTP (First-Past-the-Post) system.

Answer the following questions.

I. Are you satisfied by the women's status in political and social life of the Nepalese society?

II. Gender discrimination in family and community adversely affects the rights of children. Analyze
the relationship of women's status with welfare of children in our society.

Exercise

1. Answer the following questions:

a) What do you understand by national day? Why should a country observe national days?

b) When is the “Prajatantra Diwas” celebrated? What is its significance?

c) Make a chart mentioning all the national days which are celebrated in Nepal.

d) Why do we celebrate 8th March as the International Women’s Day”?

e) Why is the “Labour Day” celebrated on 1st May?

f) National days are testimonies to the specific historical-cultural evolution of the country. Explain
with suitable examples.

g) Find out the main difference between ‘Prajatantra Diwas’ and ‘Loktantra Diwas’.

h) Given a chance, how would you like to celebrate the Martyr’s Day? Are you happy with the present
trend of celebration? Write a reasoned answer.

2. Match the following:

National Day Day of Celebration Rationale
1. Martyr’s Day a. 3rd Asoj A. End of Shah Monarchy for good
2. Democracy Day b. 16th Magh B. Constitution by the elected Constituent Assembly
3. Loktantra Diwas c. 7th Falgun C. Sacrificing life for ending Rana misrule
4. Constitution Day d. 11th Baisakh D. Democracy under King Tribhuwan

Community Work

1. Prepare a dialogue on your own experience of participating in the celebration of any of the national
days.

2. Low status of women adversely affects the child rights. Conduct a survey in your village/town and
prove the statements.

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Lesson

6 International Personalities

Human beings always take inspiration from their surroundings, be it rivers, mountains, animals, birds and
so on. Numerous poems and prose pieces have been written describing their unique characteristics simply
to spread those characteristics among humans with a view to ignite and bring out the best qualities from
the humans. More particularly, all of us follow the life of those human beings who have inspired others by
bringing positive change in our surroundings and if possible in the entire country or in the whole world.
Two such international personalities who have been admired all over the world because of their work are
Kailash Satyarthi and Dr. Martin Luther King.

A. Kailash Satyarthi

Kailash Satyarthi was born as Kailash Sharma on 11th January 1954 in Vidisha, Madhya Pradesh (India). He
completed his education from Vidisha. He completed his degree in electrical engineering from Samrat Ashok
Technological Institute, Vidisha and a post-graduate degree in high-voltage engineering. He worked as a
lecturer for few years and gave up a lucrative engineering career to work for the welfare of child laborers.
As he himself observed that many children were forced to work by their parents while others were held as
bonded laborers by business houses. He desperately felt the need for rescuing the children from such slavery
in order to redeem their childhood. He decided to become a social worker and devoted his entire life to
raise and fight for the issues of children’s rights, child education and campaign against child labor. He is an
Indian citizen and speaks for saving childhood for all the children, no matter where they are located or born.
His unique campaign and vigorous work ‘Save the Childhood Movement’ (Bachpan Bachao Aandolan popularly
known as BBA) has received worldwide fame and support. He founded the ‘Save the Childhood Movement’
in 1980 AD and has acted to rescue the children from slavery and protect the rights of more than 83,000
children from 144 countries since then. His active campaign against child labor led the International Labor
Organization to adopt Convention No. 182 which bans the worst forms of child labor all over the world and
governments around the world have no choice but to implement it. Kailash Satyarthi was inclined towards
social work right from his own childhood. When Styarthi was just 11-years-old, he along with his friends
collected used books from his neighborhood in Vidisha, Madhya Pradesh and distributed them to children
who needed them.

His Work

Kailash Satyarthi gave up his engineering work in 1980 to join the Bonded Labor Front and also
founded his own organization – Bachpan Bachao Andolan (Save the Childhood Movement) same year.
He started a journal called ‘The Struggle Shall Continue’ in 1980 in order to create awareness about the
problem of child labor. He joined hands to conduct raids on factories from where he rescued several
children and their parents who were held as bonded laborers. In the process, he took risk on his life and
often got beaten up. The success of the BBA led to the creation of the South Asian Coalition on Child
Servitude (SACCS) in 1989. SACCS has till date liberated several thousand child laborers working in
different industries. He established the ‘Bal Ashram’ in Rajasthan where the newly rescued children
are rehabilitated and taught basic skills. In 1998, he led the Global March against child labor in order
to motivate individuals and organizations to do their bit in the fight against child labor. The march
proved to be a grass-root movement and several international organizations supported this march.
Kailash Satyarthi has also been involved in the international advocacy body for child rights called the
International Center on Child Labor and Education (ICCLE). He has also served as the president of the
Global Campaign for Education from its inception in 1999 to 2011and as one of its founding fathers
along with ActionAid, Oxfam and Education International. Kailash Satyarthi started an initiative called
“Rugmark” (now known as Good-Weave International) in 1994 to stop the carpet industries from
employing children as laborer. Thanks to his relentless campaign against the child labor, carpets (rugs)
sold under the Good-Weave label are considered to be free from child labor.

80 Nova Social Studies Grade-10 >>

Kailash Satyarthi with rescued children Kailash satyarthi teaching us Humanity

International Credit for His Work and Several Honors

Kailash Satyarthi has served as a member of the UNESCO’s Education for All and has addressed the UN
General Assembly, International Labor Conference, and UN Human Rights Commission. Kailash Styarthi
has received a number of honors, awards and recognitions both at national as well as international level for
his work.

Kailash Satyarthi was awarded the Nobel Peace Prize in 2014 “for his struggle against the suppression of
children and young people and for the right of all children to education”. Harvard University (the USA)
awarded him with “Humanitarian of the Year” in 2015. He was recognized in the list of “Heroes Acting to End
Modern Day Slavery” by the US State Department in 2007 and the same year he was decorated with ‘Gold
Medal’ of the Italian Senate. Apart from India, European countries like Germany, Spain and Netherlands
recognized the value and importance of his work and awarded him with the Aachener International Peace
Award (Germany, 1994); Alfonso International Award (Spain, 2008); Golden Flag Award (the Netherlands,
1998) and others.

B. Dr. Martin Luther King

Martin Luther King Jr. (or, Dr. Martin Luther King) was a Baptist minister and social activist. He led the
Civil Rights Movement in the United States in the mid-1950s and continued to remain the champion of
civil rights till his death by assassination in 1968. Martin Luther King Jr. was born on January 15, 1929, in
Atlanta, Georgia (the United States of America). He was lovingly referred to as King. King became a civil
rights activist early in his career and championed the democratic values of freedom, equality and justice to
all. He struggled throughout his life to end the racial discrimination against the African-American citizens
to bridge the social, political and economic divisions between the blacks and the whites. It was all because
of his efforts, the Civil Rights Act of 1964 and the Voting Rights Act of 1965 were passed for empowering the
black Americans and placing them at par with the white Americans. King received the Nobel Peace Prize
in 1964, among several other honors for his activism and struggles. King is considered as one of the most
famous African-American leaders in history, often quoted for his 1963 speech, “I Have a Dream.” He was
deeply influenced by the non-violent method of political protest adopted by Mahatma Gandhi to free India
from the British imperial rule. King perfected the method of “non-violence” while fighting for freedom,
equality and justice for the African Americans in the United States of America.

King was a brilliant student right from his childhood and he excelled in his studies. He was a great orator
and known for his debating skills right from his school days. King attended Booker T. Washington High
School in Atlanta. Martin Luther King Jr. earned a sociology degree from Morehouse College In 1948 and
attended the liberal Crozer Theological Seminary in Chester, Pennsylvania in order to pursue the religious
studies in Christianity. King completed the doctoral studies at Boston University and earned his Ph.D.
(Doctor of Philosophy) degree in 1955 for his theological research work.

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His Early Experience of Racial Discrimination and Emergence of a Leader

While growing up in Atlanta, King had bitter experience of racial discrimination against the black community.
He was returning home to Atlanta from Dublin, Georgia by bus along with his teacher. Suddenly, the bus-
driver ordered him and his teacher to stand so that white passengers could sit down. King refused to follow
the order of the bus-driver but his teacher cautioned him as law did not permit them to continue sitting in
front of white passengers standing in the bus. Both of them stood for making white passengers sit. King as
adolescent boy tasted racial discrimination so openly and he recalled that incident later in his own words,
“The angriest I have ever been in my life.” King was never allowed to study with whites because law did
not permit inter-racial education system then.

Montgomery Bus-boycott

Montgomery bus-boycott protest was the first public protest led by Dr. Martin Luther King successfully
and he emerged as the powerful national leader fighting for the black rights in a non-violent manner. On
the evening of December 1, 1955, 42-year-old African American Rosa Parks boarded the Cleveland Avenue
bus to go home from a tiring work schedule of a day. She got a seat in the “colored” section in the middle of
the bus. As the bus was on its route, all the seats in the white section filled up and other white passengers
were standing in the bus. They demanded to get the seats in which African Americans including Rosa Parks
were sitting. Rosa Parks kept sitting and didn’t give up her seat while other African Americans hesitatingly
stood to make seat for white passengers. Rosa Parks was arrested for violating the Montgomery City Code
and was declared guilty by the court of law. Dr. Martin Luther King Jr. and other local civil rights leaders
planned a citywide bus boycott to protest against the discriminatory law promoting racial discrimination
in public places. The boycott lasted for 385 days during which King was arrested and his own house was
bombed. Finally, the racial segregation on all Montgomery public buses was stopped.

Non-Violent Method of Protest Continued to Bring Success for King

Martin Luther King Jr. encouraged all his supporters and followers, especially students to continue to
use non-violent methods during their protests. Non-violent methods of protests were bearing fruits and
highlighting the genuine issues of racial discrimination and partial treatment against the African American
community in the USA. Inspired by King’s commitment to non-violent mode of protest, the sit-ins (protests
by passive resistance) were successful in ending racial segregation between the blacks and the whites at
lunch counters in 27 southern cities by August of 1960. In another incident on October 19, 1960, King and
75 students entered a local department store in Atlanta and requested lunch-counter service. But they were
denied the service because they were black. King and other students protested and refused to leave the
counter area. King and his 36 supporters were arrested. Later on, all the false charges were dropped against
them. But once again, King was imprisoned for violating the traffic law only to be released later. Martin
Luther King Jr. organized another demonstration in downtown Birmingham, Alabama in the spring of 1963.
City police set dogs on peaceful demonstrators and used fire hoses to disperse them. Martin Luther King
was imprisoned yet again along with his supporters. Thus, Dr. Martin Luther King went through all political
harassments, social discrimination, legal charges and imprisonment.

Historic March in Washington and
Famous ‘I Have a Dream’ Speech

The historic march in Washington on August
28, 1963 drew the attention of the whole world
regarding civil rights movement. More than
200,000 people in the shadow of the Lincoln
Memorial participated in the March. King
made his famous “I Have a Dream” speech
here and hoped for a day when all men could
be brothers.

Thanks to King’s determination and his
leadership, the US Government passed and

82 Nova Social Studies Grade-10 >>

then implemented the civil rights for the blacks (African Americans) and guaranteed them right to vote
and outlawed all kinds of discriminations against them. Dr. Martin Luther King became famous all over the
world by 1964 for his absolute commitment and loyalty towards democratic values and advocacy of rights for
the downtrodden and the oppressed.

Few extracts of his speech are given below:

“Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of
segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksand of racial injustice
to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children. It would be fatal
for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate discontent
will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end,
but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude
awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the
Negro is granted his citizenship rights.”

“I have a dream that my four children will one day live in a nation where they will not be judged by the color of their
skin but by the content of their character.”  

Martin Luther King, Jr. / “I Have A Dream” speech, August
28, 1963.

His Continuous Struggle to Create Equal and Just Society for all the Citizens

King’s struggle continued throughout the 1960s. On March 7, 1965, a civil rights march from Selma to
Alabama’s capital in Montgomery turned violent due to rash behavior of the police. King was not in the
march but he was the guiding and inspiring force for all those who were bloodied and severely injured
in the hands of the police. To protest against the police brutality, King himself led a procession of 2,500
marchers, both black and white, on March 9, 1965. Police confronted the protestors but King opted for
non-violent method of passive resistance and led his followers to kneel in prayer. Police then turned back
without causing harm to peaceful protestors. Civil rights movement was penetrating into different parts of
the country. Martin Luther King Jr. had gone through all the dreadful experiences of marches, going to jail,
and living under the constant threat of death. On April 3, 1968, he addressed a labor strike by Memphis
sanitation workers. Next day on April 4, 1968, a bullet struck him while standing on a balcony outside
his room at the Lorraine Motel, Memphis (Tennessee, the USA). He was killed. He struggled till his last
breath for the rights of the oppressed and downtrodden. A visionary leader who was deeply committed to
achieving social justice through non-violent means was given a violent death similar to Mahatma Gandhi –
an apostle of truth and non-violence.

Words and terms you would like to know

Raid (n): sudden attack

Theology (n.): the study of religion, especially the Christian faith and God’s relation to the world

Discontent (n.): dissatisfied, unhappiness

Segregation (n.): enforced separation of groups

Dreadful (adj.): extremely unpleasant; harmful

Apostle (n.): somebody who tries to persuade others to share an idea or cause

Baptist Minister: In Christian churches, a minister is someone who is authorized by a church or religious organization
to perform functions such as teaching of beliefs; leading services such as weddings, baptisms or funerals; or otherwise
providing spiritual guidance to the community. 

Activities

1. Select two more international personalities on your own. Prepare a detailed biography and their
contributions.

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2. The following are two quotes of Kailash Stayarthi:

Hold a discussion on the above two quotes to understand their nature and scope.
3. The following are two quotes of Dr. Martin Luther King:

Discuss the nature and implications of the above two thoughts. Explain how far the above two thoughts
are capable of bringing transformation in your life.

4. What are the similarities between Mahatma Gandhi and Dr. Martin Luther King? Make a chart and
present it in the classroom.

Exercise

1. “Despite being an Indian citizen, contributions of Kailash Satyarthi are precious to the world.” Justify
the statement with appropriate examples.

2. Kailash Satyarthi and Malala Yousafzai shared the 2014 Nobel Peace Prize together. Prepare a brief
biography on both the personalities by taking help from different sources.

3. Briefly describe the life and work of a Nobel laureate who you admire.
4. What lessons have you drawn from the life of Dr. Martin Luther King Jr.?
5. Highlight two most important events in early part of their life which transformed Kailash Satyarthi and

Martin Luther King Jr. into fearless activist fighting and struggling to make human society a better place
to live with love and harmony without oppression and suppression of any kind for the underprivileged
class.
6. Give a detailed account of legacy left by Kailash Satyarthi and Martin Luther King jr.

84 Nova Social Studies Grade-10 >>

Lesson

7 Universal Brotherhood

Universal brotherhood: Whole world is family: Global Village
The value of universal brotherhood is not new to our part of world where ancient Vedic civilization
flourished some 5000 years ago. Universal brotherhood is based on the notion that the world is one family
and all of us share this planet together. Any harm or wrong in one part of the world has ripple effects on the
rest of the world. In the well-connected world of 21st century popularly known as “Global Village”, nothing
is isolated or confined either by geography or by culture. The notion of universal brotherhood is rooted in
the age-old Sanskrit phrase ‘Vasudhaiva Kutumbakam’ (j;w' }j s'6'Dasd)\ which means “the whole world is one
single family”.

co+ lghM k/f] jl] t u0fgf n3r' t] ;fd\ . pbf/rl/tfgf+ t' j;'wj} s'6D' asd\ ..

This is the full verse from the Panchatantra of Bishnu Sharma. This is me and that is mine are the thoughts
of the narrow-minded people. Those who are open and liberal-hearted embrace the whole world and the
whole planet Earth is home for them. Thus, universal brotherhood is the feeling and understanding for
mutual existence across different cultures, religions, nationalities and political ideologies and what not. In
today’s world, there is no alternative to universal brotherhood as all the parts of the world have got well-
connected by modern means of transportation and communication. People of different political, cultural,
racial and religious backgrounds are coming together to work for common goals such as ending poverty,
unemployment and terrorism from the entire world. The idea of universal brotherhood has always been
the main ethos and value of the most ancient Vedic civilization where prayers of well-being (health), peace
(no violence or agitation of mind) and prosperity (no poverty) for all the human beings on this Earth were
offered (sung) by the sages and commoners.

ç ;j]{ ejGt' ;l' vgM ;j]{ ;Gt' lg/fdofM .
;j]{ eb|fl0fkZoGt' df sZlrb\bM' vefUejt] \ .
ç zflGtM zflGtM zflGtM ..

Om, May all become Happy, May all be Healthy (free from Illness).
May all see what is auspicious, May no one suffer in any way,
Om Shanti, Shanti, Shanti.  

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In fact, the UNO (United Nations Organization) has been pursuing the value mentioned in above Shloka in
its socio-economic programs all over the world and trying to resolve the international conflicts in a peaceful
manner as far as possible. This is the feeling and attitude which reflects the spirit of universal brotherhood
in its true sense of the term. No matter which country or nationality we belong to, all of us are inhabitants of
this Earth. The 14th Dalai Lama, the winner of the Nobel Peace Prize (1989), shared his views on the occasion
of receiving the prize, “we all share this small planet earth; we have to learn to live in harmony and peace
with each other and with nature. That is not just a dream, but a necessity. We are dependent on each other
in so many ways that we can no longer live in isolated communities and ignore what is happening outside
those communities, and we must share the good fortune that we enjoy. We are all basically alike: we are
all human beings. Maybe we have different clothes, our skin is of a different color, or we speak different
languages. That is on the surface. But basically, we are the same human beings. That is what binds us to
each other. That is what makes it possible for us to understand each other and to develop friendship and
closeness.” This is actually the essence of universal brotherhood. If one part of the world is bleeding in
violence or dying in poverty, then the other part of the world cannot live in peace. It is like a member of a
family suffering in pain makes the whole family suffer in discomfort. This is what we see in case of climate
change. Any selfish manipulation with nature by cutting down forest or polluting the air or water casts the
harmful effects on the other parts of the world. Collectively, whole planet pays the price for negligent and
reckless acts of few narrow-minded selfish bunches of people. The need of the present time is to embrace the
spirit of universal brotherhood not only for saving the community but also for safeguarding and preserving
the entire world. We need to be broad-minded (pbf/) to save the mother Earth.  

All the living organisms are interconnected with each other and survive with the support and sustenance
received from the non-living factors such as air, water, soil, etc. Therefore, mutual coexistence is the law
of existence and living from the viewpoint of evolutionary science or biological perspective of origin and
evolution of life. Human beings must control their activities in the interest of other living beings and for
protecting the foundations of life in the non-living world such as environment, air, water and soil. Being the
most intelligent life form, it is the pious obligation of human beings not to disturb the symbiotic nature of life
on this earth and destroy the local ecology wherever they life in different parts of the earth. While satisfying
or fulfilling one’s own desires or needs, we must not forget about others’ desires and needs. This is the core
of the essence of the universal brotherhood.

People migrate from their place of birth or residence because of employment, tourism, foreign trade,
education and other reasons. They land up in the foreign country and confront different other people from
different nationalities, cultures and races. Almost all the urban centers (towns and cities) have such kinds
of diversities. People are showing their liberal acceptance of other cultures and languages. They even love
to join the festivals and celebrations of each other. Dresses of different cultures are being accepted without
any fuss over it. This kind of exchange and intermingling amongst the peoples of different backgrounds is
known as universal brotherhood.

The promotion of universal brotherhood is the only potent way to establish world peace. Peace is the absence
of war or violence. It is the collective responsibility of all the nations in the world to take lead in fighting
poverty, terrorism, intolerance and discrimination in one or the other form. Sustainable peace will never
be the reality in the world till the time action of one country endangers the existence of another country
and development of one country wipes out the possibility to survive for another one. Peace will not be the
reality when lives are lost due to manmade disasters caused by senseless actions of neighboring countries
such as deforestation and pollution. Peace can last only when the sense and feeling of universal brotherhood
prevails where actions of one country take care of impact on the other country and when actions of one
individual are taken by considering its impact on fellow human beings across the world.

Every one of us has to rise above the confinement (limitation) of caste, religion, language and blind
nationalism. All the religions must come together to teach lessons of service to humanity and universal
brotherhood in order to drive away fundamentalism, violence and intolerance from the minds of a section
of the population across the world. The purpose of true education cannot be anything else but universal
brotherhood. The NAM (Non Aligned Movement) has also endorsed the value of universal brotherhood
for peaceful coexistence of the ‘big and small’ countries in the world. All other regional organizations

86 Nova Social Studies Grade-10 >>

such as SAARC (South Asian Association for Regional Cooperation), ASEAN (Association of South East
Asian Nations), EU (European Union) and commonwealth countries have also accepted the significance of
universal brotherhood and making serious endeavors to realize this goal. This is how we can dream of a
world which is devoid of conflicts and chaos.
The world can act like one family only when all the individuals, institutions and Governments are open to
accept dialogue as the most powerful means to resolve conflicts and accept the diversity as well as dissent
inside and outside the geographical boundary of their country. The world can truly become one family
when we strive to evolve ourselves at spiritual level and cleanse our soul to see the interconnectedness of all
human beings with one another. The power of wealth, education and politics must not be used to suppress
other individuals or countries. We must come forward to alleviate the pain of poverty and illiteracy from
the society. We must stand alongside the victims of injustice and provide both moral as well as material
support to peoples who are trying hard to improve their lot by fighting against discrimination, illiteracy
and poverty. Human life is meant for inner growth, love and mutual understanding and we must not allow
it to degenerate at the level of hatred, parochialism and religious terrorism. We must learn lessons from the
life and teachings of stalwarts like Mahatma Gandhi, Swami Vivekananda and Mother Teresa who taught
us that language of love, forbearance and understanding has far greater power than the language of hatred,
violence and intolerance. A self-centered approach of a narrow-minded person is dangerous to the goal
of universal brotherhood. A self-centered person always thinks: ‘What I do is right and what others do is
wrong. Others are always wrong and I am the only sincere person the others can never be.” This kind of
narrow-mindedness is the greatest obstacle to progressive harmony in the world achieved through universal
brotherhood. There is no alternative to durable peace in the world. And the only way to get it is the adoption
of and adherence to universal brotherhood.

Words and terms you would like to know

Nationalism (n.): loyalty and devotion to a nation, especially a sense of national consciousness exalting one nation
above all others and placing primary emphasis on promotion of its culture and interests as opposed to those of other
nations or supranational groups
Fundamentalism (n.): Fundamentalism is the type of militantly conservative religious movement based on the literal
interpretation of the religious text and demanding strict conformity to the religious sacred texts through violence and
extreme methods.

Parochialism (n.): a limited or narrow outlook, especially focused on a local area; narrow-mindedness. Parochialism is
the state of mind, whereby one focuses on small sections of an issue rather than considering its wider context.
Forbearance (n.): patient self-control; restraint and tolerance
Adherence (n.): steady devotion, support, allegiance

Activities

1. Prepare a poster with the message of “Universal Brotherhood”. You can see the posters below only as
examples but you have to make new ones.

87<< Nova Social Studies Grade-10

2. Write a letter to your friend living in a foreign country describing the importance of universal
brotherhood.

3. How does your community treat the people of foreign country? Narrate few incidents to the class.

4. Prepare slogans on the spirit of universal brotherhood and display in the class room like the ones given
below. You have to write different slogans, not the ones given here.

Exercise

1. What is universal brotherhood? Explain what we are supposed to do in order to establish universal
brotherhood.

2. Universal brotherhood is quite essential for the world peace to prevail on this planet. Justify this
statement with appropriate illustrations.

3. This planet is our only home. Explain it in context of universal brotherhood. Also highlight the challenges
that the planet (world) is facing in terms of disruption of peace and progress.

4. What are the steps you as an individual would like to take to ensure universal brotherhood?

Problems of extreme nationalism and religious fundamentalism are the greatest threats to achieve
universal brotherhood. Critically analyze the observation in light of current situation of the world.

5. Universal brotherhood results in human unity which stands on the twin pillars of mutual cooperation
and reciprocal respect. Love and compassion for others bind the people in one string of unit. Comment
with suitable examples on the observation.

6. Outline the necessary prerequisites for turning universal brotherhood into a reality visible at the level of
human actions in daily life.

7. Elucidate the concept of the age-old Sanskrit phrase “Bashudhaiva Kutumbakam”. Analyze its linkage
with the notion of “Universal Brotherhood”.

8. Fill up the following table:

Merits of Universal Brotherhood Demerits of Narrow-mindedness

88 Nova Social Studies Grade-10 >>

Lesson

8 Our Duties towards Senior Citizens

Introduction

Ageing is an irreversible biological phenomenon. It is a natural phenomenon and an inevitable process
occurring in human life cycle. Unless life is cut short abruptly by accident or disease, human beings grow up
to become old. Old person is invariably referred to as senior citizen or an elderly person. The World Health
Organization (WHO) defines senior citizens as people 60 years and above. The Senior Citizens Act 2063 (2006
AD), Nepal also defines the senior citizens as “people who are 60 years and above”. People at this age have
either retired or have neared retirement from their active profession, occupation or vocation. Advances in
medical technology and improving economic conditions have led to increases in the life expectancy as well
as the number of older people. According to the WHO, the total population of the old people (senior citizens
–the aged 60+) has already crossed the mark of 800 million and it is estimated to reach 2 billion in 2050 AD.
According to the Population Census of 2011, the population in Nepal above 60 years of age comprised 9
percent (2.5 million population) of total population and the numbers are likely to rise continuously.

Senior citizens need respect, support and understanding
The senior citizens constitute a precious reservoir of human resource having both knowledge and experience.
They are the asst for a society only if we know how to take care of them. It is for the first time in human
history that societies across the world are faced with new opportunities and challenges resulting from ever
increasing population of the Senior Citizens. Nepal is no exception to this trend.

Challenges of Nepalese Society to Serve the Senior Citizens

Nepal is the land of villages and majority of the people are engaged in agricultural activities. This is true
for elderly people (senior citizens) too. The majority of elderly people (senior citizens) of Nepal live in the
rural areas. Normally, they are found to be active and get involved in accepting responsibilities of taking
care of small children in the family, cattle herding, handicrafts and many more such activities. Nepal being a
developing country, the majority of the senior citizens are dependent upon subsistence farming and income
of other family members like sons, daughters or brothers. They have less mobility and quite often struggle
to meet their basic needs such as nutrition, shelter and health. The living standard of elderly people in
Nepal needs to be improved. Ageing is increasingly becoming a dreadful challenge in absence of responsible
caretakers. New trend of nuclear family has begun to perceive old people as burden for the family. Ageing
has never been a problem in a traditional culture because taking care of the elderly members of the family
was the sacred duty of sons, daughters and other relatives.
According to Nepali tradition, sons are under moral obligation to provide care and support to their parents.
In some of the cases, even daughters or other relatives provide care to elderly people. Unfortunately, this
arrangement is also crumbling because of the advent of nuclear family system and migration youths to towns,
cities and foreign countries in search of employment. So even if they want to they cannot accommodate and

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take care of elderly parents and grandparents in their own homes due to lack of space and busy economic
life. Consequently, more elderly people are compelled to live alone and, therefore, are vulnerable to various
kinds of physical diseases and emotional disturbances. The alienation of the senior citizens in the changing
time and situation of modern age has brought the Government into picture. Thus, the Government has to
play the roles of being savior and protector of the life and property of senior citizens in present day society.

Roles of Government to serve the senior citizens

The Government of Nepal enacted the Senior Citizens Act, 2063 (2006 AD) to ensure the social, economic
and human rights of the elderly citizens. The purpose of the Act is to protect and provide the social
security of old age citizens. This Act also ensures the proper nourishment and better healthcare in the old
age. The Senior Citizens Act, 2063 protects the dignity of the senior citizens by protecting their property
and honors their right to use the property the way they desire. They have been given special facilities and
exemptions of transportation fair for old age.

The Senior Citizens Regulations (2065 BS) provides guidelines for the effective implementation of the
Senior Citizen Act. It provides the detailed information on how to implement the policy and programs for
the socio-economic well-beings for elders and healthy ageing. It also provides the detailed procedures to
be fulfilled to establish and run geriatric homes in the country. According to the regulation, specific terms
and conditions must be considered to run Old Age Homes, Day Care Centers and Geriatric Centers to take
care of senior citizens. Besides, the (Sec 10B) Civil Code 1963 AD has made a provision for old parents
to live with son or daughter. Legal protection has been given to the old parents by creating a Bandapatra
(the legal note on property distribution) which clearly states the parents’ wish to live with a particular
son or daughter. Law does not allow any son or daughter to run away from the responsibility of taking
care of the old parents. The senior citizens have the right to get legal representation through a lawyer or
advocate to file a lawsuit or put up a legal defense in order to protect his life and property. The Senior
Citizens Act 2063 (2006 AD) stipulates that every public vehicle reserve two seats for people aged 60 or
above and grant them 50 percent concession in fare. Likewise, the Government also announced that it will
implement various programmes for their welfare to help the elderly live in a family-like environment by
encouraging the family members. The government has proposed to raise the social security allowance for
senior citizens. People aged 70 and above have been receiving Rs 500 a month as social security allowance.

Government is committed to take care of all those ‘helpless senior citizens’ in case of one or more
conditions mentioned below:

a) No means of income or assets and any base for subsistence (survival),

b) No family member to take care and maintenance,

c) Banishment (rejection) from the family, and

d) Incapable or extremely weak because of physical or mental ailments (diseases).

Article 41 of the Constitution of Nepal, 2072 (2015 AD) has made a provision for the fundamental rights of
senior citizens. Senior citizens shall have the right to special protection and social security from the State.
The United Nations General Assembly has already passed a resolution on 16 December 1991 (Resolution
No.46/91) in favor of protecting and defending the rights of senior citizens.

Responsibilities (Duties) of Citizens towards the Elderly

As parents, the elders have given the children their life, educated them and most often enabled them to earn
a decent living. Regardless of any situation, youngsters and adults must realize that they should care for
their parents and the other elders in the family. Just like any other person, every senior citizen should have
access to adequate food, water, shelter, clothing and healthcare through the provision of income, family and
community support and self-help. If senior citizens are fit and capable, they should have the opportunity to
work or to have access to other income-generating opportunities.

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The Senior Citizens Act, 2063 makes it clear in no uncertain words that it is the duty of each and every family
member to take care and maintain the old parents, grandparents or any other elderly person according to
one’s own capacity, economic status and reputation. Use of force or coercion for compelling them to move
out of the secure shelter or deny any future help is considered as crime and hence is punishable by law.
The welfare and well-being of the senior citizens must be ensured through all the social and governmental
institutions such as family, District Senior Citizens Welfare Committee (DSCWC), Senior Citizens Welfare
Fund (SCWF), Old Age Homes, Care Centers and Day Service Centers and so on. No senior citizens will be
left to die in the street. It is the responsibility of every citizen in a society to develop an institution to take
care of the elderly and get benefitted with their knowledge and experience if they are in a position to share.

Make the society face the elderly, do not allow people to turn their back on them.
Senior citizens must not be alienated or separated from the main-stream society. They must remain fully
integrated in the society. It is our sacred duty to ensure welfare and well-being of senior citizens.
The following rights and facilities must be ensured to every senior citizen in our society:
1. Senior citizens should benefit from family and community care and protection in accordance with each

society’s systems or cultural values.
2. Senior citizens should have access to health care to help them maintain or regain the optimum level of

physical, mental and emotional well-being and to prevent or delay the onset of illness.
3. Senior citizens should have access to social and legal services to enhance their autonomy, protection and

care.
4. Senior citizens should be able to explore opportunities for the full development of their potential.
5. Senior citizens should have an access to the educational, cultural, spiritual and recreational resources of

the society.
6. Senior citizens should be able to live in dignity and security and be free from exploitation and physical

or mental abuse.
7. Senior citizens should be treated fairly regardless of their age, gender, racial or ethnic background,

disability or any other status and valued independently of their economic contribution.

91<< Nova Social Studies Grade-10

Words and terms you would like to know

Irreversible (adj.): impossible to reverse or undo
Consequently (adv.): because of this; as a result
Savior (n.): rescuer
Geriatric (adj.): relating to the diagnosis, treatment, and prevention of illness in senior citizens
Stipulate (v.): to specify something
Adequate (adj.): enough, sufficient in quality or quantity to meet a need or qualify for something

Activities

1. Nepal has just about 9% people of the total population falling in the category of being elderly (senior
citizens of age 60 and above) while most of the European countries except Japan have more than 20%
people of their total population of the country belonging to the category of elderly population (senior
citizens).

Look at the following data (Elderly population above 65 years old):

Country % of the total population Country % of the total population
1. Japan 26.3% 5. Portugal 20.8%
2. Italy 22.4% 6. Finland 20.5%
3. Greece 21.4% 7. Bulgaria 20.0%

4. Germany 21.2% 8. Sweden 19.9%

I. Discuss the reasons behind such a significant percentage of elderly in relation to their total
population. Also discuss the problems and challenges of continuously increasing population of
senior citizens.

II. Draw a line diagram to show the above data alongside Nepal.

2. Fix a meeting with the senior citizens (older persons) living in your family, neighborhood and
community. Let them share what kind of support, care and understanding they are receiving from their
offspring, relatives and other people from different age groups such as young, adolescent and adult
in the family and community. Prepare a table showing all the details they have shared with you in
methodical manner and share the same in the class.

3. The total population of Nepal was estimated to be 26,494,504 with the population growth rate of 1.4%
as per the population census of Nepal, 2011 AD. The following table shows the structure of population
of Nepal in different age-groups:

Age group Male Female Total Percent
0 – 14 4714763 4533483 9248246 34.91%
15 – 64 7437790 8410885 15848675 59.82%
65 and above 696488 701095 1397583 5.27%

I. Show the above data in bar-diagram and histogram.

II. Draw one pie-chart based on above data.

III. Make five groups in the class and discuss the present trend of population of Nepal and its future
scenario in view of increasing population of senior citizens.

4. Have you ever misbehaved with the old persons in your family or outside? Share your personal

92 Nova Social Studies Grade-10 >>

experience with the class and positive transformation, if any, you have undergone in your personality
after that incident.
5. Many elderly people have been forced to live in destitution in old age homes run by charitable
organizations due to gradual erosion of family values. Hold a discusion in the classroom regarding
problems and challenges that modern families in Nepal are facing at present which make the elderly
people difficult to adjust with them.
6. The government of Nepal on January 23, 2018 decided to lower the age ceiling for the social security
allowance , bringing it down from 70 to 65 years. Nepali citizens who have completed 65 years are
entitled to the old age benefits. At present, senior citizens above above 70 years are entitled to receive Rs
2,000 in monthlysocial security allowance.
Do you think it is correct way of helping our senior citizens? What else can be done to help our senior
citizens? Discuss with your classmates and write your conclusions.

Exercise

1. What is the age limit for beaing called a senior citizen? What percentage of population of Nepal belongs
to the elderly?

2. A senior citizen is the reservoir of knowledge and experience. Justify the statement.
3. What types of organizations and institutions have been set up in our country with a view to protect and

safeguard the life and property of senior citizens?
4. Over the last few years we have heard and read several instances of physical abuse and mental torture

to the senior citizens in our society. They are feeling alienated and depressed. What could be the reasons
behind such incidents? What are the ways to stop such abuses targeted against the senior citizens?
5. What kinds of problems and challenges do the senior citizens face in the Nepalese society?
6. What are the challenges of the Nepalese society in serving the senior citizens?
Explain how far the laws of the land and the GoN (Government of Nepal) have been sincerely working
for the welfare and well-being of the senior citizens.
7. List the rights and facilities which the senior citizens require to live with pride and dignity
8. Specify the duties and responsibilities we have towards the elderly.
9. “The child is the father of man.” Describe your experience with the old persons in your family or in
community. Point out the lessons you have learnt while being with them right from your childhood.

Community Work

Meet with a senior citizen in your community and carefully listen to what he shares with you with regard
to his life experiences and contributions made to a society. Write down his experiences and contributions in
points. Share it in the class.

93<< Nova Social Studies Grade-10

UNIT

4

Social Problems and Their
Solutions

Learning Objectives

After the completion of this Unit, students will be able to......

 Identify social traditions, customs and rituals which continue in our society as social evils and
problems in order to remove them.

 Describe the roles played by both national and international organizations in eradicating these
social evils and problems from our society.

 Develop critical and insightful judgmental thinking to differentiate between right and wrong
actions both at individual as well as societal level.

 Involve people in sharing the right information, right knowledge and right action.

Lesson Human Trafficking – A Social
Problem
1

Introduction to social problem

Human behaviors are basically rooted in and guided by traditions, belief systems, religious values, modern
outlooks and even their superstitions. Human beings live in a community and every community has a
culture which is based on certain ideas (thoughts) and practices (actions). The perversions or distortions
may creep in the thoughts and practices of the community any moment due to wrong understanding, greed
or need to control the community by imposing some irrational rituals which over time become a part of the
regular life style of the people. For example, social problems like witchcraft, Chhaupadi, Jhuma and Deuki
are born out of superstitious religious belief while dowry (Daijo) and human trafficking come from greed
and fallen moral values. Kamaiya, Haliya, caste-system (untouchables), Ghumto (veil system), domestic
violence, corruption, child labour and gender discrimination are born out of the desire to control others. On
the other hand, social problems like smoking, gambling, alcoholism and prostitution arise out of weaknesses
for getting sensual or sensory pleasures leading towards addiction.

The prevailing perversions or distortions in the form of evil thoughts and evil actions are nothing but
social problems which adversely affect the full development of individuals and hamper the welfare of the
community. Therefore, social problems are those social evils which adversely affect a society and require
collective action on part of the society with the help of the Government to uproot (end) them. Social problems

94 Nova Social Studies Grade-10 >>