Social Studies Book 5_2078 Revised and Updated Edition

4LESSON HELPFUL SOCIAL ORGANIZATIONS Objectives : After the completion of this lesson, students will be able to: n identify some social organizations, their functions and duties. n show willingness to participate and help such organizations. Life is not always smooth in society. While living together, many problems arise. Some problems can be solved individually. But some problems cannot be solved by individuals. Such problems include dowry system, untouchability, child marriage, gambling, street children, drug addiction and other health problems. There are various organizations like clubs, unions, associations, Aama Samuha, Scouts, Red Cross, etc that play a major role in resolving social problems. These organizations conduct various awareness programmes and other activities to resolve particular social problems. Let us read some news headlines with their details to know how some social organizations work for the welfare of the public. Nepalgunj getting clean‚ Paropakar Sanstha demands dirt free: Red Cross good condition of Prasuti Griha Nepalgunj is gradually getting The Paropakar Sanstha, which is the cleaner and greener. All thanks founder of Prasuti Griha hospital, is to the Urban Cleanliness and demanding to improve the condition Sanitation Management Project of the hospital to the management. operated by Nepal Red Cross Society, Banke. School Based Community Service Programme: SOS SOS Youth Facility Biratnagar has been organizing school based community programme for SOS youths during Dashain and Tihar festival holidays every year. During this programme, SOS youths learn the difficulties and life struggle of the people of remote communities and share their knowledge and experiences with the community people. Social Studies - Book 5 51

Let’s read about some important social organizations in Nepal. Paropakar • It was founded by Late Dayabir Singh Kansakar in Sanstha 2004 BS. Nepal Scouts • It provides education, shelter and health services to orphans. SOS Children’s • It also provides ambulance facilities and conducts programmes like blood donation. Village • It was founded in 1953 BS in Lainchaur, Kathmandu. • It provides services during religious and social festivals. • It provides services to the injured and wounded. • It also supports funds for natural calamities like earthquakes, landslides and flood. • It stands for Save Our Soul. It was founded by Dr Hermann Gmeiner in 1949 AD. • The first SOS village was established in Nepal in Sanothimi, Bhaktapur in 2028 BS. Now there are SOS villages in many districts of Nepal. • It provides food, shelter, clothes, education and health services to orphan children. Social problems and social evils have pushed our country backward. Organizations that contribute to remove social evils and problems are called social organizations. Such social problems and evils can be removed through the joint effort of local organization and the local participation. KEY WORDS Calamities : event causing damage like, earthquake, landslide, etc Resolve : find a solution Sanitation : condition relating to public health Welfare : health and happiness of a person or a group Wounded : injured Note to the Teacher: Make a List of some of the helpful organization, show their pictures and discuss about their works with the students. Conduct role-plays to encourage them to participate in social work. 52 Social Studies - Book 5

Evaluation Exercises 1 Think and write. a) Mention the names of organizations, clubs, Aama Samuha, etc established in your community. Write about their services. 2 Fill in the blank. a) Dayabir Singh was the founder of..................................Sanstha. b) The main aim of SOS is to provide food, shelter and education to..................................children. c) Nepal Scout was established in...................................AD. d) Organization that contributes in the removal of social problems are called......................................organization. 3 Match the following: Herman Gmeiner Paropakar Sanstha Jean Henry Dunant SOS Baden Powell Red Cross Society Dayabir Singh Kansakar Scout 4 Read the lesson and answer. a) What is meant by social organization? b) Describe the social services carried out by Paropakar Sanstha. c) What are the services provided by SOS? d) Why do we need social service organizations? Community Work Join any local club or Samuha with your friends. Organize a folk song/dance programme to raise money. Then donate the money to the most appropriate social organization of your locality. Social Studies - Book 5 53

5LESSON ROLE OF LOCAL BODIES Objectives : After the completion of this lesson, students will be able to: n discuss the role of local organizations to solve the social problems and evils. n help and involve in solving social problems and evils. People of different race, language and religion live in a society. They have different nature and habits. People learn both good and bad habits from the society. People who follow bad habits affect the society negatively. Drug addiction, smoking cigarette, drinking alcohol, gambling etc are some of the bad habits and problems of our society. This type of bad habits can turn people into committing social crimes like theft, murder, loot etc. There are several organizations working to solve these social problems. Ward Office, Rural Municipality, Municipality, Local clubs, police station, non- government organizations etc can play important role to solve the social problems of our society. These local bodies can do the following works to solve social problems existing in our society: • Conduct meetings, seminars in villages and town areas time and often. • Paste pamphlets, posters and hoarding boards to create awareness about the bad effect of drugs, smoking, etc. • Create mass awareness programmes through electronic medias like television, radio, FM, etc. 54 Social Studies - Book 5

• Make social rules in local level and implement them effectively. • Publish notices and paste them in public places. • Form Tole Reform Committee and mobilize it for social reforms. • Mobilise Aama Samuha, youth clubs, child clubs, etc. • Write articles in newspapers about the bad effects of social problems and evils. Besides the role of local bodies every individual also can play important role in solving social problems. We should inform the police if any criminal activities take place in our locality. We can suggest and motivate the drug addicts about its bad effects. If possible we can take them to the nearby rehabilitation centre to reform them. We should not be extravagant in celebrating our festivals and rituals. Thus, if we try, nothing is impossible. Only one sector cannot solve our problems. So, all of us should work together. KEY WORDS Electronic medias : source of information like- radio, television, internet, etc Implement : put into effect Motivate : encourage Note to the Teacher: Discuss with the students about the role of local bodies showing their list, pictures and functions. Invite the representatives of such organizations and conduct interaction programme in class. Motivate and encourage the students to participate in solving social problems. Social Studies - Book 5 55

Evaluation Exercises 1 Think and write. a) List the organizations working to solve the social problem existing in your society. 2 Fill in the blanks: a) People learn both........................and bad habit from the society. b) Besides the role of local bodies every..................................also can play important role in solving social problems. c) We can suggest and motivate the...............about its bad effects. d) We should inform the..............................if any criminal activities take place in our locality. e) If we try.......................is impossible. 3 What do you see in the picture? How can we solve these problems? a) b) 4 Read the lesson and answer. a) What works have been done by your Village/Municipality Executive to solve the social problem? Make a list. b) Name the local bodies that play important role to solve the social problems. c) Write any five works that should be done by youth clubs and Aama Samuha. Project Work Draw a poster to create awareness about any social problem of your society and display it in your class/school/locality. 56 Social Studies - Book 5

6LESSON FORGIVENESS AND RECONCILIATION Objectives : After the completion of this lesson, students will be able to: n discuss the importance of reconciliation. n mediate to settle the conflict. If you want to live with others peacefully, you will find the need to forgive and reconcile, perhaps on a daily basis. Here is an incident that is a good example of forgiveness and reconciliation. One day two sheep herders, Bina and Mandira, were grazing their sheep in a pasture. After a while, another sheep herder Bhupal came towards the pasture and said, “Have you seen a sheep come this side?” Mandira said, “It was grazing here sometime ago but we do not know where it went now.” “Can you please help me find the sheep?” Bhupal pleaded. “Okay, let’s go” they said. They went on searching for the missing sheep. Some distance away, they heard a noise. Bina, Mandira and Bhupal went there. The lost sheep had entered Harimaya’s field and her father had held the sheep. Bhupal asked for the sheep. When Harimaya’s father refused to return the sheep, they started quarrelling. Some friends of Bhupal also came there. One of them said, “If he does not give the sheep, let’s break the fence and bring all our sheep to graze on his crops.” Mandira objected to it. We must not think such ill. It will only fuel the quarrel. We must always live in harmony. Social Studies - Book 5 57

Having heard both sides, Mandira thought of ending the quarrel and said, “Uncle, it is certainly Bhupal’s mistake. He should have looked after his sheep properly but quarrelling will not help. So, what do you want Bhupal to do to release the sheep?” Harimaya’s father said, “He left his sheep in my field and then quarreled with me. I will return this sheep only after complaining about him to his parents.” “What will you do now?” asked Mandira to Bhupal. “Please do not tell my parents. I will never make such a mistake,’ Bhupal said. Mandira said trying to mediate, “Uncle, please excuse him this time. Bhupal, you must ask for forgiveness from him. And from now on herd your sheep carefully. Also learn to talk with respect.” Bhupal immediately asked for Uncle’s forgiveness. Harimaya’s father returned the sheep. Bhupal also thanked Mandira, Bina and his friends. They agreed to graze their sheep carefully in future. KEY WORDS Herder : a person who looks after a herd of cattle Mediate : settle a dispute by convincing two parties Objected : said something to show disagreement Pleaded : requested Reconcile : the act of causing two people or groups to become friendly Refused : not ready to give Release : set free Note to the Teacher: Positive thinking and mediation help to foster harmony and friendship. We must behave properly with everyone. Tell some stories of forgiveness and reconciliation to the students. 58 Social Studies - Book 5

Evaluation Exercises 1 Think and write. a) What role would you play in settling a quarrel? Tell the class. 2 Read the text and complete the sentences. a) Bina, Mandira and Bhupal are................................herders. b) Bhupal’s sheep was...................somewhere. c) Harimaya’s father had held the............................ d) They started........................to take back the sheep. e) Mandira mediated to...................the dispute. father sheep quarrelling stop lost 3 Write True for true and False for false statements. a) Saying ‘sorry’ when we make a mistake is a good habit. b) We must talk to elder people with respect and politeness. c) Misbehaviour is liked by all. d) We should not think ill about others. e) Quarrelling is a good solution to a problem. 4 Read the lesson and answer. a) “Let’s break the fence and bring all our sheep to graze on his crops.” Is it a good way of solving a problem? b) What is the difference between Mandira and her friends? c) How did Mandira settle the quarrel? d) Talking to the elders politely is important. Who talked politely to Harimaya’s father in the story? Who talked rudely to him? Project Work 59 Act out the lesson’s story on your school’s stage to create awareness among your school friends. Social Studies - Book 5

Let’s Revise 1 Correct the mistakes in the following sentences. a. Good habits are undesirable and bad habits are desirable. b. We must not be involved in good habits. c. Good habits are harmful for both individual and social progress. d. Habits like smoking, drinking alcohol decrease our expenses. e. A habit is any action that we do once in a while. 2 State any three safety measures to stop anti-social activities in our society. a. ..................................................................................................... b. ..................................................................................................... c. ..................................................................................................... 3 Complete the table. Location Services Provided Established Year in Nepal Paropakar Sanstha Nepal Scouts SOS Children’s Village 4 List any five works conducted by our local bodies to solve social problems existing in our society. 60 Social Studies - Book 5

4UNIT CIVIC AWARENESS Fundamental Rights Our Fundamental Duties Our National Heritage Social Responsibility District Assembly and District Co-ordination Committee Equal Treatment

1LESSON FUNDAMENTAL RIGHTS Objectives : After the completion of this lesson, students will be able to: n identify some fundamental rights. n utilize their rights. Nepal is a democratic country. We have a constitution which guides us to lead our lives as good citizens. Our constitution has given us certain basic rights. These rights are called fundamental rights. They are essential for all around development of an individual. Some of the fundamental rights granted by our constitution are: Right to live with dignity Every person shall have the right to live with dignity. No law shall be made to provide death penalty to anyone. Right to freedom No person shall be deprived of his or her personal liberty except in accordance with law. Every citizen shall have the following freedoms: • freedom of opinion and expression, • freedom to assemble peaceably and without arms, • freedom to form political parties, • freedom to form unions and associations, • freedom to move and reside in any part of Nepal, • freedom to practice any profession, carry on any occupation, and establish and operate any industry, trade and business in any part of Nepal. 62 Social Studies - Book 5

Right to equality All citizens shall be equal before law. No person shall be denied the equal protection of law. No discrimination shall be made in the application of general laws on grounds of origin, religion, race, caste, tribe, sex, physical condition, condition of health, marital status, pregnancy, economic condition, language or region, ideology or on similar other grounds. Right against untouchability and discrimination No person shall be subjected to any form of untouchability or discrimination in any private and public places on grounds of his or her origin, caste, tribe, community, profession, occupation or physical condition. Right to freedom of religion Every person who has faith in religion shall have the freedom to profess, practice and protect his or her religion according to his or her conviction. Right to information Every citizen shall have the right to demand and receive information on any matter of his or her interest or of public interest. Right relating to education Every citizen shall have the right of access to basic education. Every citizen shall have the right to get compulsory and free education up to the basic level and secondary level from the State. Note to the Teacher: The teacher can help the students understand the basic concept of fundamental rights by giving them different examples. He/she should teach the lesson through discussions. Social Studies - Book 5 63

Women’s rights According to this right, sons and daughters both shall have equal rights to their parental property. Child right According to this right, every child has their own identity and name. Helpless, orphans, differently abled, street children and conflict victims shall have the right to get special provisions from the state for their future. KEY WORDS Constitution : the system of basic laws and principles that lay down the functions and limits of a government Democratic : political system where government is formed by people Deprived : lacking basic material and cultural benefits Fundamental : basic Profess : affirm one’s faith in or allegiance to (a religion or set of beliefs) Provision : something provided 64 Social Studies - Book 5

Evaluation Exercises 1 Think and write. a) Make a list of rights you enjoy. Mention how you enjoy them. 2 Write True for right and False for wrong statements. a) Nepal is not a democratic country. b) According to the right to freedom, we are free to hurt a person. c) We are not allowed to follow our religion. d) Citizens of Nepal can settle down in any place within Nepal. 3 Fill in the blank with suitable words. a) In a democratic country citizens enjoy various........................... b) All the............................of the country are equal by law. c) Right to freedom is a......................................right. 4 Read the lesson and answer. a) What are fundamental rights? Why do we need them? b) Untouchability was once in practise in our country? Which fundamental right was it violating? c) If all the people of Nepal are forced to follow a particular religion, which fundamental right would it violate? d) Under which fundamental right can every citizen have free education upto the secondary level? Community Work Prepare placards on fundamental rights. Organize a rally in your locality to raise awareness about it. Social Studies - Book 5 65

2LESSON OUR FUNDAMENTAL DUTIES Objectives : After the completion of this lesson, students will be able to: n identify their duties. n discuss the importance of these duties. Freedom comes with responsibility. While our constitution gives us certain freedom or rights, it also puts certain responsibilities on our shoulders. These responsibilities are called fundamental duties. For example, our parents give us the freedom to play games, watch television, etc. However, they also ask us to fulfill our responsibilities like studying, obeying them, etc. A duty can also be considered as the work that people need to do. A traffic policeman controls traffic. It is his duty. Examining the patients and prescribing them a medicine is the duty of a doctor. To provide food, clothes and education to the children is the duty of the parents. It is the duty of children to obey and respect their parents, teachers and elders. There are many types of duties. Some of them are given below. Moral duties These duties deal with behaviour. Some of these are: • To show respect to parents and elders. • To love our juniors. • To help people in need. • To love our country and be loyal to it. Social duties These duties deal with one’s relationship with society. Some of these duties are: 66 Social Studies - Book 5

• Keeping our surroundings clean. • Preserving the public places. • Maintaining silence at public places like the hospital, library, etc. • Using public property with care. Legal duties Laws are made by the government for the welfare of the society. Thus, every citizen should obey the laws of the country. Our legal duties include: • Following our laws. • Contributing to the development of the country. • Paying taxes. Relationship between rights and duties Rights and duties go hand in hand. They are like two sides of a coin. Before asking for our rights we should ensure that we have fulfilled our duties. In addition, while we use our rights, it is our duty not to violate the rights of others. For example, it is my right to assemble in a group for expressing my opinion. However, I cannot assemble people on someone else’s property without getting his/her permission. This is because it is my duty to respect other person’s right to protect his/ her property and right to privacy. KEY WORDS Ensure : to make sure Legal : relating to law Moral : the knowledge of right and wrong Taxes : money taken by the government to run the country Note to the Teacher: The teacher should help the students understand the relationship between rights and duties. He/she should then explain the duties of the students through general discussion and class participation and encourage them to follow their duties. Social Studies - Book 5 67

Evaluation Exercises 1 Think and write. a) Make a list of any five duties you generally follow. 2 Fill in the blanks with suitable words. a) Duty is the......................................that people need to do in their job. b) ......................................duties deal with behaviour. c) Legal duties deal with the.....................................made for the welfare of the society. d) Social duties deal with one’s relationship with............................ 3 Identify them as rights and duties. Write R for right and D for duties in the given box. a) Following religion of one’s own choice b) Paying taxes f) Obeying parents c) Forming association g) Casting votes d) Publishing a newspaper e) Helping the needy people 4 Read the lesson and answer. a) What is meant by duty? b) Explain the term moral duties with examples. c) What are social duties? d) What is a legal duty? Give an example. e) Explain the relationship between rights and duties with an example. Community Work Organize a talk show for the children of your locality to create awareness about their fundamental duties. Invite responsible personalities of your locality as the guests. 68 Social Studies - Book 5

3LESSON OUR NATIONAL HERITAGE Objectives : After the completion of this lesson, students will be able to: n identify the national heritage of our country. n discuss the importance of such heritage and involve in preserving them. Manisha’s school has organized an oratory competition in her school. She too has participated in the competition. Manisha: Good morning teachers, judges and my dear friends! My topic is ‘Our National Hertiage’. National heritage reflects the identity of a nation. Our folk dances, songs, historical monuments etc are our national heritage. Dances like Deuda and Sakela reflects the life style of Sakela Dance our people. Similarly the folk songs and historical monuments of our nation help the younger generation understand their ancestors and even continue the legacy of our nation. When we watch a folk dance or listen to a folk song, we can immediately identify it as a part of particular ethnic or religious community. They reflect the identity of the people of a nation. We identify ourselves with our national heritages which in return gives us a sense of pride. Our national heritage can be divided into natural heritage and cultural heritage. Natural Annapurna Range heritage refers to all the nature- gifted things like rivers, flora and fauna, mountains, lakes etc. The Social Studies - Book 5 69

cultural heritage refers to man made things that are handed down to us from generation to generation like Gorkha Palace, folk songs and dances, literature, statues etc. In our neighbourhood, we can easily find stupas, temples, parks, ponds, etc which are part of our national heritage. Everyone in the locality must take the responsibility of maintaining and preserving them. The forests, national parks, rivers, lakes, mountains, Himalayas etc are too the part of our national heritage. These need to be protected. Together the local people and government can conduct various programmes to clean, preserve and maintain the areas and renovate the buildings when required. Tourism is one of the important sources of income of our country. Mountains, lakes, rivers, diverse topography, etc makes our country naturally beautiful. Many trekkers from all around the world come to visit these places. We should keep these areas pollution free. The government should also pay attention to these areas. There are various national parks established in our country like Chitwan National Park, Sagarmatha National Park, Langtang Chitwan National Park National Park, Bardiya National Park, etc. These parks help in preserving animals and their natural habitat. 70 Social Studies - Book 5

When we go to museums, we see many historical things like old books, coins, weapons, paintings, statues, clothes, etc. These things reflect our glorious history. So, they need to be preserved. Museums are established to preserve the national heritage of historical significance. Patan Durbar Square National Museum Tourists also visit our country to see the famous temples like Pashupatinath, Changunarayan, Krishna Mandir, Pachapanna Jhyale Durbar, Patan Durbar Square, etc. These monuments represent our rich art, architecture, culture and tradition. A country’s national heritage helps to depict a country’s identity. Hence, these have to be preserved. KEY WORDS Identity : the fact of being who or what a person or thing is Legacy : inheritance Museums : a place where collection of things of historic importance are set out for display Significance : importance Tourists : one who travels for pleasure Note to the Teacher: Take the students to show our natural and cultural heritage nearby the school and ask them to write about them. Social Studies - Book 5 71

Evaluation Exercises 1 Think and write. a) List any four natural heritages existing in your community. 2 Our national heritage can be divided into natural heritage and cultural heritage. Make a list of them on the table given below. Natural Heritage Cultural Heritage Forests, Rivers Temples, Palaces 3 Read the lesson and answer. a) What are our natural heritages? b) How can we preserve our national heritage? Write any two ways. c) Why do tourists come to visit our country? d) List any four national parks of Nepal. e) What things are preserved in museums? f) What do the old temples and palaces of our country reflect? 4 Name the heritage given below. a) b) Project Work Visit a museum with your class friends and observe the things preserved there. Discuss their importance in our life with your friends. 72 Social Studies - Book 5

4LESSON SOCIAL RESPONSIBILITY Objectives : After the completion of this lesson, students will be able to: n follow the social rules practiced in their community. n sensitize about such rules to other member of his/her society. Human beings are social animals. So they cannot live alone. They live in society to share their sorrow, happiness and to satisfy their needs. Therefore, society is a group of people living and working together to achieve a common goal. There are several rules in the society which are not written anywhere but people simply follow them in mutual understanding. They are called social rules. Rajkumar lives in Harisiddhi, Lalitpur. His family is involved in agriculture. His family members go to help the villagers during ropain and other agricultural activities. Similarly, villagers also come to Rajkumar’s farmland to help him in return. This tradition is called Parma. In village, sometimes when people need some edible goods like sugar, salt, oil, etc, they borrow from their neighbour. They do it to fulfill their immediate need. They also lend such things to their neighbours. This system is called Paincho. Isha Dhaubadel lives in Bhaktapur. Many jatras are celebrated there. All the members of the Guthi are compulsorily present during the Social Studies - Book 5 73

celebration of jatras. If any member is not present, then the Guthi takes action or fines him or her. This is a social rule. Such rules help to develop social harmony. Guthi is a traditional social organization which is popular among the Newar community. Guthi also helps to perform death rituals in case of death in any family member of Guthi. Mohan kaka bought a new car. He performed a puja before he started using the new vehicle. The tradition of performing puja after someone buys a new property is also a social culture which is generally followed. Few months back, Urmila bhauju’s daughter got married. All the villagers helped her in the wedding ceremony. Paudel uncle, Pramila didi and Shova aunt helped in decorating the house. Janaki kaki, Pratap kaka and Ramesh dai looked after the guest. Similarly, in Paudel uncle’s son’s bartabandha and Pramila didi’s daughter’s naming ceremony (Nwaran), all the villagers helped them in many ways. These are some of the social rules followed in our society. These rules are necessary to maintain the harmony and discipline in the society. It helps in preserving our social values and norms. We should adopt and follow good customs of our society and discard the bad ones. KEY WORDS Adopt : choose to take up or follow an idea Discard : get rid of something Norms : something that is usual Note to the Teacher: Discuss with the student showing the photos and pictures of celebrating jatra, mela, parba, etc. Ask them individually the social rules they follow in their community and discuss their advantages. 74 Social Studies - Book 5

Evaluation Exercises 1 Think and write. a) List the social rules that are followed in your community. 2 Write the advantages and disadvantages of following and not following the social rules in the table given below. Advantages of following the Disadvantages of not following social rules the social rules 3 Fill in the blanks: a) Helping each other in doing agricultural activities is called......... b) Guthi is a traditional social organization which is popular among ..................................community. c) Borrowing and lending edible goods among the villager to fulfill their immediate need is called.......................................... d) Social rules are necessary to maintain the...........................and discipline in the society. e) We should adopt and follow the good..............................of our society and discard the bad one. 4 Read the lesson and answer. a) What social rules are practiced in your society? Ask with your parents and write any four such rules. b) What is a Guthi and Parma? Are such traditions practiced in your community? Take the help from your elder and write. Project Work Divide the class into four groups and make class rules that can be followed in your class. Implement the best rules in your class. Social Studies - Book 5 75

5LESSON DISTRICT ASSEMBLY AND DISTRICT CO-ORDINATION COMMITTEE Objectives : After the completion of this lesson, students will be able to: n discuss the composition and functions of District Assembly and District Co-ordination Committee of their concerned district. According to the Constitution of Nepal, there shall be a District Assembly to coordinate between the Rural Municipalities and Municipalities within the district. The District Assembly shall consist of Chairpersons and Vice-Chairpersons of Rural Municipalities, and Mayors and Deputy Mayors of Municipalities within the district. The first meeting of the District Assembly shall be held no later than thirty days of the date of final results of the election to the Rural Municipal Assemblies and the Municipal Assemblies. The District Assembly shall elect the District Co-ordination Committee consisting of a maximum of nine Members including one Chief, one Deputy Chief, at least three women and at least one Dalit or minority. The District Co-ordination Committee shall discharge all functions required to be discharged by the District Assembly. A Member of a Rural Municipal Assembly or Municipal Assembly within the concerned district shall be eligible to be a candidate for the office of Chief, Deputy Chief or Member of the District Co- ordination Committee. The term of office of the Chief, Deputy Chief and members of the District Co-ordination Committee shall be five years after the date of being elected. The functions, duties and powers of the District Assembly shall be as follows: 76 Social Studies - Book 5

• To make coordination between the Rural Municipalities and Municipalities within the district, • To monitor development and construction works to maintain balance between such works, • To coordinate between the Federal and the State Government offices and Rural Municipalities and Municipalities in the district, • To perform other functions as provided for in the State law. KEY WORDS Candidate : a person who is nominated for election Discharge : to perform a duty or fulfill responsibilities Eligible : having the right to do or obtain something Minority : the group that is the smaller part of a larger group Note to the Teacher: Take the student to District Co-ordination Committee office and interact with the concerned authority about the function of District Co-ordination Committee. Social Studies - Book 5 77

Evaluation Exercises 1 Think and write. a) Mention any one development work done by District Co-ordination Committee in your district. 2 Fill in the blanks. a) Head of every.........................................and Mayor of every ...............................within the district shall be members in the District Assembly. b) The District Assembly shall elect a District Co-ordination Committee with the maximum of..............................members. c) The members of.............................within the district concerned shall be eligible to be a candidate for all the post of District Co-ordination Committee. d) The term of office of all member of District Co-ordination Committee shall be of................................... 3 Read the lesson and answer. a) Why the District Assembly is formed? b) Who are eligible to be the member in the District Assembly? c) How is the District Co-ordination Committee formed? d) Mention the functions, duties and powers of District Co-ordination Committee? Project Work Visit your municipality or rural municipality office and observe how do the office functions. 78 Social Studies - Book 5

6LESSON EQUAL TREATMENT Objectives : After the completion of this lesson, students will be able to: n discuss the importance of equal treatment. n discuss the ways of behaving in the community. Miss Deepa Rai, a Social Studies teacher of Janaki Secondary School, told her class about Dhanik Lal, a wealthy land owner, and how he treated people. He did not allow the under privileged people to enter the temple and take water from the well. Miss Rai : Now tell me, if someone doesn’t allow the under privileged people to enter the temple, is it an example of equal treatment? Is it fair or unfair? Bhola : It is unfair, Miss. Miss Rai : You are right, Bhola. The temple is a public property. Everyone has the right to enter the temple regardless of their status, health and beliefs. Bindiya : What do you mean by equal treatment, Miss? Miss Rai : Equal treatment means behaving equally with people we know and those who are not known to us, and with the differently abled in the community. It means we must behave politely and respect all the people in the community. Bhola : Should our treatment differ towards the people that we know and the people that we do not know, Miss? Social Studies - Book 5 79

Miss Rai : No. We must treat everyone in the same manner. We must also behave politely with the people whom we Bindiya do not know. We must talk to them in a humble and Miss Rai respectful manner. What do you think, Bindiya? Bhola : Miss, if we talk politely and show respect to an Miss Rai unknown person, we can win his/her friendship and we can avoid conflict. Bindiya Miss Rai : You are right, Bindiya. And when there is no conflict, Bhola we will have peace and harmony in society. Our Miss Rai society is diverse and we do not know everyone. We must respect them and treat them as equals. : What can we do in case there is a conflict between people? : In that case, we must hear both the sides. We should try to know the truth and try to resolve the problem. Even when there is fight between friends in the class, we must end the fight without taking sides. : What are the things we should do when we try to promote goodwill with an unknown person? Would you please tell me? : We must speak politely and respectfully with an unknown person. We must be alert and careful when dealing with them. I hope you have understood. : Thank you Miss. We have learnt today three golden rules. They are-behaving politely, showing respect to others and mediating the conflict. : Very good. Note to the Teacher: Encourage the students to give and take help from both known and unknown persons, talk to them politely and treat them equally. As per the community tradition, encourage them to respect everyone. 80 Social Studies - Book 5

KEY WORDS Alert : watchful Avoid : keep away Conflict : dispute Diverse : showing a great deal of variety Humble : showing respect Manner : a way to do something Promote : develop or build Resolve : find a solution to a problem Evaluation Exercises 1 Think and write. a) As per the tradition of your community, how do you show your respect towards people known and unknown to you? 2 Write True or False. a) We must treat everyone with respect. b) We should not talk to unknown people. c) Everyone must be treated fairly and with respect. d) Conflict between people must be peacefully resolved. e) We should treat unknown people differently. 3 Read the lesson and answer. a) Did Dhanik Lal treat the people equally? What suggestion would you like to give him? b) What is unfair, according to Bhola? c) Should we treat all kinds of people in a same manner? d) What golden rules did Bindiya and Bhola learn? Project Work Do you know anyone who discriminate people on the basis of caste, religion, region etc. Make a list of those people and together with your friends meet them and convince them to treat everyone equally. Social Studies - Book 5 81

Let’s Revise 1 Give examples for: Eg:- Right to Freedom: Starting a garment factory at our own house a. Right to Information b. Child Rights c. Right to Freedom of Religion d. Right to Education e. Women’s Right 2 Identify the duties: Eg:- Not writing on the walls of temples: Social Duty a. Paying road tax b. Helping a blind person cross the road c. Taking care of our elderly grandparents d. Planting trees at our locality e. Not being a part of a crime 3 Fill in the blanks. a. National heritage reflects the...............................of a nation. b. Historical monuments represent our rich..............................., architecture, ...............................and tradition. c. Museums are established to preserve the...............................of historical significance. d. Rivers, flora and fauna, mountains, lakes etc are the examples of ................................ e. Everyone in the locality must take the responsibility of ..............................and.............................Our national heritages. 4 Are people equally treated here? Write Yes or No. a. Hari was not allowed to drink water from public tap. b. Riya had to stand in a queue with others at a temple. c. The teachers never punished Susma who was the daughter of School’s principal for her wrong doings. d. Laxman always received larger share of food compared to his elder sister, Vishaka. e. Customers were served on first come first basis at Teju dai’s restaurant. 82 Social Studies - Book 5

5UNIT OUR EARTH Natural Region of Nepal Climate and Lifestyle of Nepal Natural Vegetation of Nepal Soil of Our Country Map of Nepal Symbols Used in Map Work Uses of a Globe and a Map A) Our Neighbouring Countries B) Our Neighbouring Countries

LESSON NATURAL REGION OF NEPALObjectives : 1 n discuss the physical features of the three regions of Nepal. After the completion of this lesson, students will be able to: n identify the mountain, hill and terai region in the physical map of Nepal. Nepal is a small country located in the continent of Asia. It is surrounded by our neighbouring country India from three sides- east, west and south. Our northern border is linked with Tibet, an autonomous part of China. Total area of Nepal is 1,47,181 sq km. It is narrow in the east and wider in the west. It is rectangular in shape. The east-west length of Nepal is 885 kilometer and the north-south length is about 193 km. Most of the parts of Nepal are covered by hills and mountains. So it is a mountainous country. It is surrounded by land from all sides and there is no link with sea and ocean therefore Nepal is called a landlocked country. It has diversified topography. On the basis of landform, Nepal is divided into three regions. They are: 1) Mountain Region 2) Hill Region 3) Terai Region Index Mountain Region Hill Region Terai Region Inner Terai N Mahabharat Range Churia Range 1. Mountain Region The northern part of Nepal is covered by tall mountain ranges. Dhaulagiri, Annapurna, Rolwaling, Langtang, Mahalangur, Kumbhakarna, etc are the major mountain ranges that lie in this region. There are several big and small Himalayan ranges extended from east to west so this region is also called Himalaya 84 Social Studies - Book 5

region. The highest mountain of the world, Sagarmatha and the third highest mountain of the world Kanchanjungha lie in this region. It has cold climate throughout the year and snow fall in winter. This region occupies about 15% of the total land area of Nepal. 2. Hill Region Hill region lies in the middle part of the country. It is made up of several big and small hills, Bensi, Tar, valley, etc. Pokhara, Kathmandu, Surkhet, etc are the important valleys located in this region. Hill region is also extended from east to west. It is composed of Mahabharat range in the north and Chure range in the south. There are several tars in this region. Some important tars that lie in this region are Tumlingtar, Rumjatar, Palungtar, Mangaltar, Khumaltar, etc. It has moderate climate i.e. neither too hot nor too cold. About 68% land area of Nepal is covered by this region. 3. Terai Region The plain land which lies in the southernmost part of Nepal is called terai region. Like other natural regions, it is also extended from Mechi in the east to Mahakali in the west. This region is made by the deposition of rivers that comes from hills and mountains. So it has very fertile soil. Plenty of food crops like paddy, wheat, maize, oilseed, pulse, etc are grown here. Similarly, different types of cash crops like jute, tea, tobacco, sugarcane are produced here. So this region is called the “Granary of Nepal.” There is hot climate in Terai region. About 17% land area of Nepal is occupied by this region. KEY WORDS Autonomous : having the freedom to control one’s own affairs Mahabharat range : a series of mountain lying in the central part of Nepal Topography : the arrangement of natural and physical feature of an area Note to the Teacher: Show the students the physical map of Nepal and discuss about the different types of landforms through question answer method. Social Studies - Book 5 85

Evaluation Exercises 1 Think and write. a) Which natural region do you live in? b) Which natural region do you prefer to live in? Why? Give any two reasons. 2 Match the following: Third highest mountain 68% land area Jute Pokhara Cold climate Hill region Valley Cash crop Kanchanjungha Mountain region Food crop Terai Region 3 Fill in the blanks. a) Nepal is located in the continent of.......................................... b) Northern border of Nepal is linked with................................... c) Sagarmatha lies in.........................................region. d) There is.........................................climate in Terai region. e) Hill region is composed of........................................range in the north and Chure range in the south. 4 Read the lesson and answer. a) What percentage of land area of Nepal is occupied by the Mountain region of Nepal? Name any four mountain ranges that lie in this region. b) Name any three important valleys that lies in Hill region. c) Which region is called the “Granary of Nepal”? Give reason. d) Make a separate list of food crops and cash crops produced in Terai region. Project Work Draw an outline map of Nepal and show the three natural regions of Nepal. 86 Social Studies - Book 5

LESSON CLIMATOE FANNEDPLAILFESTYLEObjectives : 2 n discuss the lifestyle of the Nepalese people according to the region. After the completion of this lesson, students will be able to: n describe the types of climates found in different regions of Nepal. I am Finju Sherpa. I live in Namche Bazar. My home lies in the Mountain region. This region is also called the Himalaya region. It is cold in my place throughout the year. Snow falls here in winter season. So people wear thick and warm clothes. People of my place wear Bakkhu and Docha. The women of the Sherpa and Tamang community wear Pangden. Himalaya region is famous for animal rearing and fruit farming. Apple is a common fruit found in most parts of this region. The soil of my region is not fertile. So only few people are engaged in agriculture. Millet, barley, buckwheat, etc are the major crops of this region. Potatoes are grown everywhere. Dhindo and potatoes are the staple diet of the people of this region. Besides animal husbandry and agriculture, tourism is another important occupation of the people of Himalaya region. Sherpa, Thakali, Gurung, Thakuri, Tamang, etc are major ethnic groups that live in this region. Lhosar is the main festival. Most of the people follow Buddhism. Few people follow Hinduism. I am Praves Limbu. I live in Khotang. My home lies in Hill region. The climate of my place is warm. It is neither too hot nor too cold. Social Studies - Book 5 87

So the men wear daura-suruwal, waist coat, Bhoto, Kachhad, etc. Women wear Chaubandi, Sari, Barko Mekhli, etc. The women of Rai community wear Chhitko Lungi. They are also fond of wearing different types of traditional ornaments like Tilahari, Mundri, Bulaki, etc. People of the Hill region are engaged in various occupations like farming, service, trade, etc. Rai and Limbu community are mostly engaged in British and Indian army. People of different races live in the Hill region like Rai, Limbu, Tamang, Magar, Newar, Sunuwar, Chepang, Brahmin, Chhetri, etc. People of this region follow Buddhism, Hinduism, Islam, Kirat, Christianity, etc. Kinema, bamboo shoots, bread made from millet or buckwheat are the staple food of people. I am Asraf Ali. I live in Nepalgunj. My house is in Terai region. This region is very hot in summer and warm in winter. Tharu, Yadav, Rajbansi, Kurmi, Satar, Dhimal, Khan, Haji, Mohamad, Jha, Musahar, etc are the major races that live in this region. People speak different languages like Tharu, Maithali, Bhojpuri, Urdu, Rajbansi, Dhimal, Doteli, etc. People speak Nepali too. Due to the hot climate, people mostly wear light and cotton clothes. Men wear Dhoti, Kurta, Shirt, Lungi, pant, etc. Women wear sari, blouse, petani, bona, Kurta- Suruwal, etc. Soil of this region is very fertile. Also irrigation facility Note to the Teacher: Show pictures of people living in different regions. Discuss the difference in their lifestyle according to the region they live. Conduct a role-play by making the students enact the role of people coming from different region. 88 Social Studies - Book 5

is available in most of the region. So agriculture is the main occupation of the people of this region. People are also involved in trade, business, service, animal rearing and fishing. Dal, roti and rice are the staple food of the people. People of different religion like Hindu, Muslim, Christian, Buddhist, etc live here. Chhath, Eid, Ram Nawami, Christmas, Holi, Dashain, Tihar, etc are the major festivals people celebrate in this region. Whatever race, religion and culture we follow, we all are proud of being a Nepali. Nepal is a common garden of all races, language, culture and religion. KEY WORDS Staple : a basic food item Evaluation Exercises 1 Think and write. a) Complete the following information about your city/district/ province. Major race: .................................................................. Climate: .................................................................. Occupation: .................................................................. Religion: .................................................................. 2 Tick (ü) the correct answer from the given alternatives. a) Which of the people among the following castes do not live in Himalaya region? i) Sherpa ii) Gurung iii) Tharu Social Studies - Book 5 89

b) In which region do people speak Maithali and Bhojpuri language? i) Mountain ii) Hill iii) Terai c) Where do Sherpa people mostly live? i) Mountain ii) Hill iii) Terai d) Millet, barley and...........are the major crops of mountain region. i) Wheat ii) Buckwheat iii) Paddy e) Women of Terai region generally wear sari, blouse and.............. i) Chhitko Lungi ii) kurta-suruwal iii) Pangden 3 Complete the following table about the three region of Nepal. Title Himalaya region Hill region Terai region Your place Major race Climate Occupation Religion Food Costume 4 Read the lesson and answer. a) Why is Nepal called the ‘Garden of all race, language and culture’? b) In mountain region, why only few people are engaged in agriculture? c) What languages are spoken in Terai region? d) Name the major occupation of hilly region people. Project Work Look at the map of Nepal. Classify the seventy-seven districts of Nepal into mountain, hill and terai region. 90 Social Studies - Book 5

3LESSON NATURAL VEGETATION OF NEPAL Objectives : After the completion of this lesson, students will be able to: n identify the different vegetation found in Nepal. n discuss the effect of climate on vegetation. Dear John, I received your letter last Sunday. I was very surprised to learn that London receives rainfall throughout the year. You have asked me to write about the climate and vegetation of my country. I have consulted with my Social Studies teacher to write about it. The plants and trees that grow naturally in the earth surface are called natural vegetation. Natural vegetation is affected by the climate. Natural vegetation differs according to the climate. The natural vegetation that is found in cold places cannot exist in hot places. So we cannot grow apples in the Terai nor can we grow coconut in the Himalaya region. Types of natural vegetation Tundra Alpine Grassland Coniferous Forest N Deciduous Forest Sub Tropical Forest KATHMANDU My country is naturally divided into three geographical regions. They are: Mountain, Hill and Terai region. The climate and natural Social Studies - Book 5 91

vegetation of all these three regions are different from each other. I am writing a short description about the climate and natural vegetation of these regions. Mountain Region This region lies in the northernmost part of the country. The climate of this region is very cold throughout the year. Snow falls here in winter season. The trees found here are shaped like a cone. They have needle-like leaves which enable them to slip the snow. These trees are called Coniferous trees. Pine, fir, spruce, etc are the major species of trees found in this region. Pine Tree They look green throughout the year. But natural vegetation is very poor here. Only thorny bushes and grassland are found here. Hill Region This region lies in the middle part of our country. The climate of this region is neither too hot nor too cold. It has moderate climate. Rainfall takes place here in the summer season. It has warm-wet summer and cold-dry winter. Rhododendron, Katus, Okhar, Uttis, etc are the major species of trees Rhododendron found in this region. These trees shed their leaves in winter. This type of tree is called deciduous. Note to the Teacher: Take the students for a tour around the forest/botanical garden and show the students different types of vegetation. Alternatively, bring pictures of different types of vegetation in class and show it to the students. 92 Social Studies - Book 5

Terai Region There is hot climate in this region. Plenty of rainfall takes place in summer. Hot and wet climate help the plants to grow faster. So the trees found here are tall with hard wood and thick bark. Sal Tree The major species of trees found in this region are Sal, Sisau, Simal, Khayer, etc. These trees never shed their leaves and look green throughout the year. These types of trees are Tropical Evergreen. All the vegetations found in our country is very beneficial for us. We can get plenty of timber, firewood and medicinal herbs from this vegetation. We can make different furniture from these vegetations. Paper and medicine industries have been operating from this vegetation. The forests of Nepal help us to prevent flooding, landslides and soil erosion. Dense forest causes rainfall and preserves the environment. John, I hope you got lots of information about the climate and natural vegetation of my country. Give my regards to your parents. Your friend Bhaskar KEY WORDS Consulted : to seek information Dense : thick Social Studies - Book 5 93

Evaluation Exercises 1 Think and write. a) Complete the information about your city/district/province. Climate: .......................................................... Natural Vegetations: .......................................................... 2 The climate and natural vegetation of the three regions are given below. Put them in the right column. Cold climate, Pine, Hot climate, Rhododendron, Moderate climate, Uttis, Sal, Fir, Tropical Evergreen Tree, Deciduous forest, Sisau, Coniferous forest Natural region Climate Natural vegetation Mountain Hill Terai 3 Write True for the right and False for the wrong statement and correct the wrong statements. a) Rhododendron is found in Terai region. b) Coniferous trees are found in Himalaya region. c) Natural vegetation helps to control flood and landslides. d) Hot and wet climate support grow to the natural vegetation slowly. e) Snow falls in Terai region during winter season. 4 Read the lesson and answer. a) Write any three advantages of natural vegetation of Nepal. b) Describe the trees found at mountain region. c) Why are the trees tall in terai region? d) Describe the climate of hill region. Project Work Draw an outline map of Nepal and show different types of natural vegetation found in Nepal with suitable colours. 94 Social Studies - Book 5

4LESSON SOIL OF OUR COUNTRY Objectives : After the completion of this lesson, students will be able to: n explain about the different types of soils found in Nepal. n recognize the difference in soils found in Mountain, Hill and Terai region. Nepal is a country of different landforms. The altitude of Nepal increases from south to north. According to the difference in height and landform, soil also differs from place to place. Soil is one of the important natural resources. It has great importance for the agricultural country like Nepal. Terai region lies in the southern part of Nepal. Alluvial soil is found in this region. This type of soil is made by the deposition of the river. So it is mostly found in the river basin. This type of soil is very fertile and suitable to grow paddy, wheat, jute, sugarcane, tobacco and vegetables. In the north of Terai region, there is the range of small hills extended from east to west. This is called the Chure hills. The land area around the south of Chure hills is called “Bhabar Pradesh”. This region is made up of stone, sand and soil. The soil of this region consists Types of Soil Debris Soil Rocky-Sandy Soil Lacustrine Soil Sandy-Stony Alluvial Soil KATHMANDU Social Studies - Book 5 95

of small pieces of stones and sand. So the soil of this region is not suitable for agriculture. However, this region is favourable for forest. Different types of soils are found in the Hill region of Nepal like red soil, dry soil, sandy soil, etc. However most of the soils are formed by pieces of rocks, stones and sand. This type of soil is called Rocky- sandy soil. This type of soil is not suitable for agriculture. However potatoes, barley, Phaphar, millet, etc can be grown in this type of soil. Tea, coffee, cardamom and fruits also can grow in some part of this region. The valleys which lie in hill region like Kathmandu Potato has different types of soil. The soil of Kathmandu Maize valley is as fertile as the Alluvial soil. The soil found Wheat in this place is called Lacustrine soil. It is formed by drying of lake water. This type of soil is suitable for growing paddy, wheat and varieties of vegetables. But this soil is mostly affected by insects. Himalaya region lies in the northernmost part of our country. The soil of this region is formed by different rocks, sand and stone. The soil found in this region is called Debris soil. This type of soil is not suitable for growing crops. However, potatoes, phaphar, jau and fruits can grow here. KEY WORDS Alluvial : fertile soil Basin : the fertile land made by deposition of river Debris : remains of anything broken down Lacustrine : the soil formed by drying up of lakes Note to the Teacher: Bring samples of different types of soil and make the students feel it in order to understand the difference more clearly. Explain to them how the quality of the soil affects the production of different kinds of crops, fruits and vegetables. 96 Social Studies - Book 5

Evaluation Exercises 1 Match the following: Bhabar Pradesh Mountain region Alluvial soil Sandy-stone soil Lacustrine soil Terai region Debris soil Hill region Chure hills 2 Fill in the blanks. a) ..........................................soil is found in Terai region. b) Alluvial soil is made by the.................................of the river. c) The small hill located in the north of Terai is called................hill. d) The soil found in the Hill region is called.............................soil. e) Lacustrine soil is found in................................valley. 3 Read the lesson and answer. a) Why is soil important? b) What types of soil is found in Terai region? What crops can be grown in this type of soil? c) What is Bhabar Pradesh? d) Why is Mountain region not suitable for agriculture? e) Why is Debris soil not suitable for agriculture? f) What type of soil is found in Kathmandu valley? What crops can be grown here? Project Work Draw an outline map of Nepal and show different types of soils found in Nepal with suitable colours. Social Studies - Book 5 97

5LESSON MAP OF NEPAL Objectives : After the completion of this lesson, students will be able to: n identify the different methods of drawing a map. n draw a map of Nepal. A map is the representation of the outer surface of the earth in a flat piece of paper. We can get plenty of information about the earth in the map. Several things are shown in the map. We can know about the location of the capital, the cities, the mountains, the rivers, the lakes, the highways, etc in the map. So the map is very important for us. There are different ways of drawing a map. Let’s discuss the method of drawing an outline map of Nepal. 1. Tracing Method It is the easiest method of drawing Original Map the map of Nepal. Like shown in the picture, take an original map of Nepal, put the tracing paper over it and gently draw an outline Tracing Paper seen in the tracing paper with a pencil. Now your map of Nepal is ready. This way of drawing is called Tracing Method. 2. Freehand Method It is another way of drawing the map of Nepal. Take an outline map of Nepal and a clean plain white paper. Look at the original map and try to copy the map. If you make mistake, rub the line and draw again. After practicing several times you will be able to draw without looking at the map. This way of drawing is called Freehand Method. 98 Social Studies - Book 5

3. Graphing There is another way of drawing the map of Nepal. As shown in the map given below, trace the outline map from your book or atlas. Now, draw several vertical and horizontal lines. Draw similar lines of the same measurements on another blank sheet of paper and draw a map of Nepal. This way of drawing the map is called Graphing. KEY WORDS Graph : a paper having several horizontal and vertical lines Outline : a line marking the outer boundaries of an object/figure Tracing : drawing by putting a white transparent sheet of paper on the original picture Note to the Teacher: Discuss with the students about the different methods of drawing an outline map of Nepal. Let the students practice drawing a map of Nepal using different methods. Social Studies - Book 5 99

Evaluation Exercises 1 Draw an outline map of Nepal using: a) Tracing method b) Freehand method c) Graphing method 2 Read the lesson and answer. a) What is a map? b) Why is map important for us? 3 Look at the atlas and draw an outline map of Nepal and insert the following facts: a) Mountain Region b) Hill region c) Terai Region 4 Insert any one river, lake, mountain and city in the map given below. Project Work Trace a full page outline map of Nepal and insert the following facts taking the help of atlas. a) Dhankuta, Kathmandu, Pokhara, Birendranagar, Dipayal b) Sapta Koshi river, Narayani river, Karnali river c) Phewa lake, Rara lake, Phoksundo lake 100 Social Studies - Book 5