Social Studies Book 4_2078 Revised and Updated Edition

3LESSON THE ORIGIN OF THE EARTH Objectives : After the completion of this lesson, students will be able to: n discuss the origin of the earth. n discuss the process of the origin of the earth. Nakhu, Lalitpur Dear Grishma, I got your letter last Sunday. I was very impressed with the description you gave of your village. As you have asked me to write about the origin of the earth, I am writing this letter with the help of my aunty, who is a Social Studies teacher. Different scientists have different opinions about the origin of the earth. Many scientists agreed that millions of years ago the sun was a very big and hot ball. Then a huge explosion took place and part of the sun was separated from the rest. The separated part split further into several other pieces. These pieces became the planets and stars. Our earth is one of these planets. This process is called the “Big Bang Theory”. All the planets started to revolve around the sun. In the process of revolving, the planets became round in shape. Smaller parts that separated from the planets became sub-planets. Our moon is the sub-planet or natural satellite of the earth. In the beginning, the earth was extremely hot. It slowly started to cool down. The process of cooling continued for a long time. In the process of cooling, a lot of hot steam was released, which formed clouds and caused heavy rainfall for thousands of years. The hollow parts of the earth were filled with rainwater forming seas, oceans, Social Studies - Book 4 101

lakes and rivers. The earth’s outer layer became the hard crust on which we live today. Hills and mountains were also formed. When the earth cooled down completely, plants started to grow. In the beginning living creatures started to exist in the water and they slowly spread onto the land. I hope you have enjoyed the interesting history of the origin of the earth. Yours, Khusilal KEY WORDS Crust : outer layer Explosion : blast or bang Hollow : empty Origin : starting point of something Opinions : views or beliefs Split : to come apart Note to the Teacher: Show the picture of solar system, explain about the Big Bang theory and tell the students about the origin of the earth in form of a story. 102 Social Studies - Book 4

Evaluation Exercises 1 Think and write. a. We are polluting our Earth every day. Imagine a polluted Earth and write how it would look like. 2 Fill in the blanks. a. Many scientists agreed that..........................................of years ago the sun was a very big and hot ball. b. Once a huge.............................................took place and a part of the sun was separated. c. The process of explosion and separation of the parts of the sun is called..............................................theory. d. Moon is the sub-planet or.................................of the earth. e. The earth was extremely..............................in the beginning. f. In the process of cooling the earth, plenty of hot ...........................came out which formed the cloud. g. When the earth cooled completely, different.............................. started to come into existence. 3 Answer the following: a. How did the earth originate? b. What is the “Big Bang Theory”? c. Name the natural satellite of the earth. d. How were seas and oceans formed? e. Where on Earth did the life begin first? Project Work 103 Collect information about Sun and other planets. Share the information in class. Social Studies - Book 4

4LESSON THE STRUCTURE OF THE EARTH Objectives : After the completion of this lesson, students will be able to: n explain the structure of the earth. Our earth is round like an orange. If we stand in an open area and look around us, it feels like the earth is flat. This is because of its very huge size. When we see the moon from the earth, the moon looks round. Similarly, if we could see the earth Earth from the Moon from the moon, the earth would also look round. For example, when a small insect walks on a big ball it cannot see all the parts of the ball. Similarly, we can only see a small portion of the earth where we cannot see all parts of the earth. The Internal Structure of the Earth The internal structure of the earth is made up of three layers. They are: a) Crust Mantle b) Mantle Core c) Core a) Crust The outer layer of the earth’s surface on which we live is called crust. It is composed of Crust or outer layer of the earth 104 Social Studies - Book 4

land, seas, oceans, mountains and hills. This layer is covered by air and different gases like oxygen, nitrogen, etc which is called atmosphere. It helps all the living beings to breathe. The average thickness of this layer is about 35 km. b) Mantle A very thick layer that lies beneath the crust of the earth is called mantle. It extends up to 2900 km in depth. Due to very hot temperature, the rocks of this layer are very soft. The average temperature of the mantle is about 2200 degree Celsius. c) Core It is the innermost part of the earth. It is about 3447 km thick. It is extremely hot. It is made up of metals such as nickel and iron. The structure of the earth can be compared a Lychee fruit. Lychee has three layers like earth. The outer shell of Lychee is like the earth’s crust, the white part that we eat is like the mantle, and the Lychee seed is like the earth’s core. Similarly, egg also can be taken as an example of the structure of the earth. KEY WORDS Average : standard or middle Layer : outer coating Nickel : a kind of metal Portion : a piece or a part Note to the Teacher: Show the pictures and illustrations indicating crust, mantle and core, and describe about the structure of the earth. Social Studies - Book 4 105

Evaluation Exercises 1 Think and write. a. What would happen if the earth was flat instead of round? 2 Fill in the blanks. a. Our earth is...............................................like an orange. b. The internal structure of the earth is made up of.................... layers. c. The outer layer of the earth’s surface on which we live is called ........................................ d. The Mantle extends up to....................................km in depth. e. The layer of the earth covered by air and different gases is called ...................................... f. The innermost part of the earth is called................................... g. Egg can be taken as an........................of the structure of the earth. 3 Answer the following: a. Why cannot we see the entire earth from where we stand? b. What are the three layers of the earth? c. What is the crust? What is it composed of? d. What is the atmosphere? e. What is the average thickness of the crust? f. What is the mantle? Why are rocks soft there? g. What is the core? What metals are found there? Project Work Using clay make a model of Earth and show crust, mantle and core in it through different colours. 106 Social Studies - Book 4

5LESSON INDIA: OUR CLOSE NEIGHBOUR Objectives : After the completion of this lesson, students will be able to: n state the location, size and boundary of India. n discuss the physical features and socio-economic life of the people of India. India is one of Nepal’s closest neighbour. Our country is surrounded by India from the east, the west and the south. India is about 22 times bigger than Nepal. New Delhi is the capital city of India. India is one of the fastest developing countries in Asia. Location, Size and Boundaries India is situated in South Asia. Tajikstan Nepal, China and Bhutan are situated to the north of India. Afghanistan N Bangladesh, Myanmar and the Bay of Bengal are located in the Pakistan Amritsar China east. Pakistan, Afghanistan and the Arab Sea are in the west. Similarly, Delhi Nepal Sri Lanka and Indian Ocean are located in the south of India. Jaipur Lucknow Bhutan Assam Nagaland Its area is 3,287,263 sq. km. Its Meghalaya Kanpur Manipur population is about 1,366,417,754 Banaras Bangladesh Ahmedabad Kolkata India Myanmar Nagpur Mumbai Hyderabad Vishakhapatnam Goa Bangalore Chenai Cochin (One billion and three hundred Sri sixty-six million four hundred and Lanka seventeen thousand seven hundred and fifty-four). It is the second most populous country in the world. Physical Features India has a variety of physical features. There are long mountain ranges in the north. The Ganga, Yamuna, Bramhaputra, Godawari, Social Studies - Book 4 107

Narmada, Satluj, etc are the major rivers of India. These rivers have created fertile valleys where agricultural production is very high. The central part has a plateau called Deccan plateau. The western part of India has a desert called Thar desert. The India Gate, Delhi eastern, southern and western parts are coastal areas. Delhi, Mumbai, Kolkota, Chennai, Bangalore, Kanpur, etc are the major cities of India. Climate The climate in the northern mountains is cold throughout the year. The climate becomes warmer as one travels to the south. The coastal areas of the south are hot throughout the year. India receives monsoon rain in summer. Desert areas has hot climate. Social Life Like Nepal, India is a secular country. The people follow Hinduism, Buddhism, Islam, Jainism, Christianity, Sikhism, etc. They perform various rites and rituals similar to ours. The people eat rice or chapatti along with dal, vegetables, meat and fish, etc. They drink tea, coffee and milk. They celebrate different festivals like Durga Puja, Holi, Deepawali, Id, Christmas, etc. Economic Life Agriculture is the main occupation in India. In recent years India has made tremendous progress in industrial development. There are many big cities and ports that help to develop trade. India 108 Social Studies - Book 4

manufactures many products including electronic devices, vehicles, medicines, machinery, etc. Most parts of India are connected by roadways, railways and air services. Kolkata, Mumbai and Chennai are the important sea ports for trade. Indian currency (IC) is called Rupiyan. 100 Indian rupees is equivalent to 160 Nepalese rupees. Co-operation between Nepal and India Nepal and India have had a close relationship since ancient times. The social, religious and cultural lives of the people in both the countries are similar. Indian and Nepalese people have matrimonial relationship with each other in the border areas of both countries. Every year many Indian pilgrims visit Pashupatinath, Lumbini, Janakpur, Muktinath, Manakamana, etc and Nepalese people visit Kashi, Gaya and other places. The two countries have a good trade relationship. Nepal imports a huge quantity of goods from India such as vehicles, machinery, medicines, salt, petrol, etc. Nepal exports ghee, herbs, ginger, honey and other raw materials to India. KEY WORDS Coastal areas : land near the sea Equivalent : equal Matrimonial : relationship after marriage Pilgrims : religious place Populous : large number of people living in an area Sea ports : a place where ships can take on and off cargo Secular : not bound by religious restrictions Tremendous : great progress Note to the Teacher: Show the student a map of Asia and ask them to identify India. Ask them to show the bordering countries, major cities, river, etc in the map of India and discuss about its physical feature and socio-economic life. Social Studies - Book 4 109

Evaluation Exercises 1 Think and write. a. In which direction is India located from your place? b. If you have 300 Indian rupees, how many Nepalese rupees will you get when you exchange it. 2 Match the following: Thar City New Delhi River Kolkota Indian Currency Kashi, Gaya Desert IC Ocean Narmada Industrial products Chennai Capital city Religious places Sea port 3 Tick (ü) the correct answer from the given alternatives. a. About how many times is India bigger than Nepal? i) 20 ii) 21 iii) 22 iv) 23 b. Which city is not a sea port of India? iv) Mumbai i) Chennai ii) Kanpur iii) Kolkata c. Which ocean is located in the south of India? iv) Indian i) Pacific ii) Atlantic iii) Antarctic d. Which one of the following rivers is not located in India? i) Narmada ii) Satluj iii) Bramhaputra iv) Hwang-Ho e. Which one of the following goods does Nepal import from India? i) Tea ii) Carpet iii) Vehicle iv) Herbs 110 Social Studies - Book 4

4 The map of India and its neighbouring countries are given. Write the names of countries according to the numbers mentioned in the map. N 5 Name any three of each of the following with reference to India. a. River: b. Cities: c. Ports: d. Festivals: e. Religions: f. Occupations: g. Exporting goods: h. Importing goods: 6 Answer the following: a. What is the area and population of India? b. Name the desert of India. c. Name the major cities and rivers of India. d. Describe the social and economic life of India. Project Work Compare the given information of India with our country Nepal. Discuss your findings in the class. Social Studies - Book 4 111

6LESSON CHINA: A GOOD FRIEND OF NEPAL Objectives : After the completion of this lesson, students will be able to: n state the location, size and boundary of China. n discuss the physical features and socio-economic life of the people of China. Nepal has a good Rushia relationship with many countries of the world. Kazakhasthan Mongolia Quqihar Hegang Among them China, our Harbin closest neighbour, is one Kyrgyzstan Urumql of them. Our northern Changchun border is linked with Tibet, the autonomous Shenyang region of China. China is about 65 times bigger than Tajikistan Kashi tangdao Beijing Mangni Taiyuan Pakistan Yutian Xian Xining Tibet Nepal Lhasa Chengdu Hengyan Fu zhou N India Bhutan Kunming Nanning Hong kong Bangla- desh Myanmar Vietnam Laos Thailand Nepal. Beijing is the capital city of China. Its population is about 1,436,419,640 (One billion and four hundred thirty-six million four hundred and nineteen thousand six hundred and forty). It is the most populous country in the world. The Chinese currency is called Yuan. Chinese is the national language of this country. Location, Size and Boundaries China is the second largest country in Asia. Its total area is 9,596,961 sq. km. China is situated in the eastern part of Asia. China shares its borders with 13 countries. Mongolia and Russia are located in the north of China. Korea and Pacific Ocean are in the east. Pakistan, Afghanistan, Tajikistan, Kyrgyzstan and Kazakhstan are in the west. 112 Social Studies - Book 4

Similarly, Vietnam, Laos, Myanmar, India, Nepal and Bhutan are located in the south of China. Physical Features About two third part of China is covered by mountains and semi-deserts. The eastern parts are the plain land with fertile soil and river system. The The Great Wall of China western parts are plateau region bounded by the Himalayas. The north has more plateaus and the Gobi Desert. The southern regions have snow-covered area. Tibet is the highest plateau in the world. Tibet is Hwang-Ho River also known as the “Roof of the world”. Hwang-Ho, Yangtse Kiag, Mekung, Salbin, etc are the major rivers of China. The Hwang-Ho is called the “Sorrow of China” as it often causes floods and destroys much life and property. Climate The climate of China is cooler than Nepal and India. From November to January the climate is very cold. The rainy season begins in May. The northern deserts are very hot during the summer. Social Life Most people in China follow Confucianism. Besides this, Chinese people follow Buddhism, Taoism, Islam and Christianity as well. Social Studies - Book 4 113

They eat rice, meat, vegetables and a lot of sea food. They drink a lot of tea. The Chinese cuisine is popular all over the world. Economic Life China is an agricultural country. It produces rice, wheat, sugarcane, tobacco, etc. Materials like coal, iron, tin and aluminum are found in China. China is making Statue of Confucius tremendous progress in the international in Hunan, China trade. Many large and small-scale industries produce goods like cement, steel, iron, electronic goods, textile, etc. Chinese goods are famous for being very cheap. China exports plenty of goods like silk, clothes, toys, sports equipment, tea, etc. Chinese silk is famous all over the world. Co-operation between Nepal and China Nepal has had very good relations with China since ancient times. During the Lichchhavi period, Bhrikuti, the daughter of Amsuverma, was married to the Tibetan king Tsrong Tsang Gompo. She spread Buddhism in China. Similarly, Araniko visited China and built pagoda-style temples and house during Malla period. For many years, Tibetans used coins issued by the Malla rulers of Nepal. There has been a very good trade relationship Statue of Araniko in Beijing, China between the two countries. Nepal imports 114 Social Studies - Book 4

many goods from China. The Chinese government has contributed a lot in the development of Nepal. The highways like Prithvi (Kathmandu-Pokhara), Araniko (Kathmandu-Tatopani), Bhupi Sherchan (Pokhara-Baglung), etc were constructed with China’s help. The ringroad in the Kathmandu valley, BP Koirala Cancer Hospital, Civil Service Hospital, etc is also built by China. China has also helped Nepal set up industries like the Gorakhkali Rubber Industry. Ringroad, Kalanki Civil Service Hospital KEY WORDS Autonomous : self-governing Bounded : surrounded area Cuisine : food Equipment : tools used Issued : the action of supplying or distributing an item for use Semi-deserts : place having very dry climate and less vegetation Textile : industry which manufactures cloth Note to the Teacher: Show the student a map of Asia and ask them to identify China. Ask them to show the bordering countries, major cities, rivers, etc in the map of China and discuss about its physical feature and socio-economic life. Social Studies - Book 4 115

Evaluation Exercises 1 Think and write. a. In which direction is China located from your place? b. Name the goods manufactured in China that you use in your home. 2 Fill in the blanks. a. China is about.....................................times bigger than Nepal. b. The Chinese currency is called...................................... c. China is the second largest country of...................................... d. Mongolia and...........................are located in the north of China. e. Tibet is the.....................................plateau in the world. f. Araniko built.....................................temples and house during Malla period in China. g. Nepal.....................................a lot of goods from China. 3 Tick (ü) the correct answer. a. What is the capital city of China? i) New Delhi ii) Kathmandu iii) Beijing iv) Thimpu b. Which river is called the “Sorrow of China”? iv) Hwang–Ho i) Yangtse Kiang ii) Mekong iii) Salbin c. Which religion do most people follow in China? i) Islam ii) Christianity iii) Confucianism iv) Buddhism 4 Answer the following: a. What is the area and population of China? b. Which countries are situated in the north, south, east and west of China? c. Describe the social and economic life of the people of China. d. Why is the river Hwang-Ho called the Sorrow of China? e. “Nepal has had very good relation with China since ancient times”. Justify the statement. f. How has China helped Nepal in its development? Project Work Compare given information of China with our country Nepal. Discuss your findings in your class. 116 Social Studies - Book 4

Let’s Revise 1 Write True or False. a. Baitadi lies at the east of Darchula district. b. Yarsagumba is found in the high altitude of Darchula. c. People in Darchula speak only Nepali language. d. Darchula is one of the least developed district of Nepal. e. Byas Rishi Himal is the famous peak of Darchula. 2 Complete the information about Dharan city. a. Province: ........................................................ b. District: ........................................................ c. Religious sites: ........................................................ d. Bhanu Chowk: ........................................................ e. Mountain range: ........................................................ 3 Label the internal structure of the earth. 1. ........................................ 1 2. ........................................ 2 3. ........................................ 3 4 Complete the table. India China Capital Social Studies - Book 4 117 Neighbours Area Population Major Rivers Currency Religion Major Food

UNIT 6 OUR PAST The History of My Place How Was “Nepal” Named? Martyrs’ of Our Country People’s Movement-II 118 Social Studies - Book 4

1LESSON THE HISTORY OF MY PLACE Objectives : After the completion of this lesson, students will be able to: n discuss the historical background of their place. n discuss the historical things available in their place. Bir Gandhari lives in Ason of Kathmandu district. He is nine years old. He studies at Shanti Niketan Secondary School in grade four. One day his Social Studies teacher took the students of grade four for an educational tour to show the Narayanhiti Palace at Kathmandu. Bir Gandhari also joined in the tour. After a half an hour bus ride from their school, they reached the Narayanhiti Palace. There, they were informed by their teacher that Narayanhiti Palace was the royal palace of Shah dynasty that is right at the centre of the capital of Nepal in Kathmandu. In 2008 AD the Narayanhiti Palace was turned into a museum and was made open to the public. Now everyday Nepali citizens as well as people from all over the world can get the chance to look at the Narayanhiti Palace Museum. Social Studies - Book 4 119

Bir and his friends after getting their tickets from the teacher entered into the palace. There they learnt some interesting things about the Narayanhiti palace. The Palace area covers 30 hectares of land. The palace is divided into three parts-the guest wing, the state wing and the private wing. The Narayanhiti Palace has 52 rooms called sadan. These sadan are named after 75 districts of Nepal. Out of those 52 rooms, Bir was most impressed by the reception hall and the throne room of the palace. Reception Hall of Narayanhiti palace is named after Kaski district. There Bir and his friends saw life-size portraits of the Shah Kings. Their teacher Reception Hall of Narayanhiti Palace informed them that it was in Kaski Sadan where Shah Kings of Nepal meet politicians and discuss important matters with them. Then, everyone entered into the throne room. It is called Gorkha Baithak. It is Gorkha Baithak in the center of the palace. (Throne room of Narayanhiti palace) In this room they saw the throne of Kingdom of Nepal. It was very beautiful. Their teacher informed them that it was this room where the King, on special occasions, made the royal announcements. 120 Social Studies - Book 4

The teacher informed them that the Shah kings ruled Nepal from here. King Prithvi Narayan Shah unified Nepal. He started to extend his state from 1800 BS. He conquered all small states one after another. Till 1825 BS. he conquered the Kathmandu valley and shifted his capital from Gorkha to Kathmandu. During his life time he extended his kingdom up to Mechi River in the east. Bir and his friends got lots of information about the Shah Kings and Narayanhiti Palace from this educational tour. All the students thanked their teacher for such a wonderful trip. KEY WORDS : to defeat or overcome by force Conquered Dynasty : a family of rulers who rule over a country for a long period of time Politicians : a person engaged in party politics Portraits : picture Reception Hall : a place in a house where guests are received Royal Announcement : public announcement made by the King State : country Throne : chair representing the king Unified : act of combining Note to the Teacher: Take the students to any of the nearby historical palace. Ask them to write about what they saw. Encourage the students to describe about any historical palace, temple, etc located in their locality. Social Studies - Book 4 121

Evaluation Exercises 1 Think and write. There might be some historical places in your locality or district. Take help of your parents or guardians to answer the following questions. a. What is the name of the historical place? b. Name the various things located there. c. Who made that place and when? d. What is the condition of that place at present? 2 Write the following things about your locality. • Name of district, village or municipality • Tole or ward no. • Major religious places (Temple, Church, Mosque, Monastery) • Palace, city hall, well, canal, pond, fort, etc. 3 Read the lesson and answer. a. What did the students see at the Narayanhiti Palace? b. What did the teacher tell the students about the Gorkha Baithak? c. Describe the Kaski sadan. d. What did the students learn during their educational tour? e. Write a short note on Prithvi Narayan Shah. 4 Draw any two historical monuments located in your place and describe them in brief. Project Work Visit a historical site of your locality. Gather information about it and share with your class. 122 Social Studies - Book 4

2LESSON HOW WAS “NEPAL” NAMED? Objectives : After the completion of this lesson, students will be able to: n discuss the origin of the word ‘Nepal’ on the basis of religion, language and race. The name of our country is Nepal. Nepal has been in existence since very ancient times. “Nepal” is mentioned in our sacred hindu literature. In olden times the Kathmandu valley was called Nepal. There are different opinions about the origin of the word “Nepal”. Let’s discuss some opinions about how Nepal was named, on the basis of religion, language and race. 1. On the basis of religion: According to the Hindu view, Lord Krishna came to Nepal with some milkmen in Dwapar Yuga. The milkmen brought their cow with them. They were called Gopal. Once a milkman noticed that a cow used to offer milk at a particular place every day. To find the reason, he went nearer to that particular place. But he was immediately killed by some powerful rays coming out of that particular place. That particular place is now called the shrine of Pashupatinath. Later the saint “Ne” appointed Bhuktaman, the son of the milkman who found Pashupatinath, the king of Nepal. It is said that from the name of Saint ‘Ne’ Nepal is named. Similarly, Nepal also derives its name from the Gopals who were called ‘Nippa’ and their home called ‘Aalaya’. From the combination of these two words “Nepal” is named. According to Swayambhu Puran, in Statue of Manjushree, Chobhar the beginning, the Kathmandu valley Social Studies - Book 4 123 was originally a lake. Then Manjushree Bodhisatwo came to Nepal from China

and cut the hill near Chobhar causing Chobhar Gorge the lake water to pass out through the gorge. This made the Kathmandu valley suitable for settlement. The Chinese people started to call it “Nipolo”. Hence, the word “Nepal” is derived from the Chinese word “Nipolo”. 2. On the basis of language: It is said that the word ‘Nepal’ comes from the Tibetan words “Ne” and “Pal”. In the Tibetan language “Ne” means “home” and “Pal” means “wool”. Together these two words mean ‘home of wool’. In ancient times, plenty of wool was produced in Nepal through sheep farming. So our country was called Nepal. In the Limbu language, ‘Nepal’ means the plain land. There once used to be a big plain land in the Kathmandu valley. Therefore it is called Nepal. 3. On the basis of race: The settlers of the Kathmandu valley were Newar. So from the word Newar, Nepal is named. It is said that, a branch of Kirant called ‘Nepar’ settled in the Kathmandu valley as Newar, so the name ‘Nepal’ may also come from the word “Nepar”. KEY WORDS Ancient : very old Derives : to obtain or receive Existence : the act of living Gorge : a narrow passage through land Sacred : holy Shrine : something that is regarded holy Note to the Teacher: Ask the students to tell the name of their place of birth and its meaning. Then discuss version of the origin of the word ‘Nepal’. Also discuss with the students how their village, city and district are named. 124 Social Studies - Book 4

Evaluation Exercises 1 Think and write. a. Which version about the origin of the word ‘Nepal’ do you like? Explain. b. How is your village or tole named? Discuss with your parents or guardian and write. 2 Choose the correct answer and fill in the blanks. a. In olden times...................................was called Nepal. i) Pokhara ii) Birgunj iii) Kathmandu iv) Dang b. According to Hindus view, Lord...................................came to Nepal in Dwapar Yuga. i) Shiva ii) Vishnu iii) Brahma iv) Krishna c. According to the Limbu language Nepal means.......................... i) Plain land ii) Mountain iii) Hill iv) Desert d. In Tibetan language “Ne” means........................................ i) Wool ii) Home iii) Sheep iv) Valley 3 Read the lesson and answer. a. Who appointed Bhuktaman the king of Nepal? b. When did Lord Krishna come to Nepal? c. How did Manjushree Bodhisatwo make the Kathmandu valley suitable for settlement? d. According to the Hindu view, how did Nepal get its name? e. What does Swayambhu Puran say about the origin of the word “Nepal”? f. How was Nepal named based on the Tibetan language? g. How was Nepal named on the basis of race? Project Work With the help of your elders, find out how our neighbouring countries India and China were named. Then share the information with your friends. Social Studies - Book 4 125

3LESSON MARTYRS’ OF OUR COUNTRY Objectives : After the completion of this lesson, students will be able to: n discuss about the martyrs who sacrificed their life for establishment of democracy in Nepal. n discuss our martyrs’ contributions. Gangalal Dharma Bhakta Dashrath Shukraraj Shrestha Mathema Chand Shastri It was 16th of Magh. A programme was organized at Trimurti Primary School, Tilauti, village, Nawalaparasi. Lilawati went to the school to participate in the programme. She was the student of grade four of that school. When she reached the school, all of the students and teachers had gathered in the ground. There she saw photos of four people on the table. Lilawati: “Teacher, whose photos are these?” The teacher: “Today is 16th of Magh and we are going to observe Martyr’s Day. These are the photos of our martyrs- Gangalal Shrestha, Dharma Bhakta Mathema, Dashrath Chand and Shukraraj Shastri”. While Lilawati was talking with her teacher, the chief guest of the programme arrived. He was the chairperson of the village. The programme began with the chief guest offering garlands and flowers to the photos of the martyrs. Lilawati and her friends also offered flowers to the pictures of the martyrs. 126 Social Studies - Book 4

The principal of the school requested the chief guest to speak a few words highlighting the importance of the day. The chief guest said, “One who sacrifices his/her life for the freedom of the country and people is called a martyr”. These four martyrs fought for the democracy against the Rana rule. They raised awareness for democracy among the people in our country. Encouraged by their efforts, the other people also fought against the Rana rule and democracy was introduced in Nepal in 2007 BS. In 1997 BS all of them were arrested. Shukraraj Shastri and Dharmabhakta Mathema were hanged. Dashrat Chand and Gangalal Shrestha were shot at Shobha Bhagawati, in Kathmandu. In this way, these four great sons of Nepal sacrificed their lives to bring democracy in Nepal. Thus every year on the 16th of Magh we observe Martyrs’ Day to honour and remember the contribution of the martyrs who sacrificed their life for our better life. At the end of the programme, the principal of the school told the students that in the memory of these four martyrs a big gate called Sahidgate has been constructed in Kathmandu. Similarly to honour our martyrs, statues of martyrs’ have been constructed in Hetauda and Chandeshori, a forest area in Banepa”. There may be many other martyrs from our community and district who have sacrificed their lives for the betterment of the country and people. We should honour these people. KEY WORDS Contribution : give help along with other things Highlighting : putting importance on something Honour : to pay respect to a person Martyrs : people who have died for the country Sacrificed : the offering of something precious Note to the Teacher: Exhibit the posters of martyrs and introduce them. Tell the brief historical background on the Rana rule and then explain the contributions of the four martyrs. Social Studies - Book 4 127

Evaluation Exercises 1 Think and write. a. Do you know of any martyrs from your district? Ask your parents or elders and write about one of them. b. What would have happened if the martyrs had not sacrificed their lives? c. Have you seen a statue of any martyr? If yes, who is he/she? 2 Identify the four martyrs in the given pictures. 3 Match the following dates with events. 1997 BS Martyr’s Day 2007 BS Democracy introduced 16th of Magh Four Martyrs got martyrdom 4 Read the lesson and answer. a. Who is called a martyr? b. When do we celebrate Martyrs’ Day? c. How do you celebrate Martyrs’ Day in your school? d. What did the martyrs do for the country? e. Why do we observe Martyrs’ Day? Project Work Collect pictures of the other martyrs of Nepal. Find out and share information about them with your friends. 128 Social Studies - Book 4

4LESSON THE PEOPLE’S MOVEMENT - II Objectives : After the completion of this lesson, students will be able to: n discuss the people’s movement-II. n discuss the result of this movement. The people’s movement that took place from 24th Chaitra 2062 BS to 11th Baisakh 2063 BS is called the People’s Movement-II. Do you know why it is called the People’s Movement-II? In 2046 BS, the Nepalese people started a movement against the Panchayat system to restore democracy. But on 19th Magh 2061 the King took all the powers of the country into his own hands and started to rule by himself. He dismissed the Pratinidhi Sabha, the body of the people’s representatives in the parliament. He abrogated all the rights of the people. The people did not like the king’s actions, and they launched a second mass movement against the king to get back their rights. This is why the movement is called the People’s Movement-II. Hundreds of thousands of people took to the streets for 19 days to protest the King’s actions. 25 people lost their lives and many were injured. On 11th Baisakh 2063 BS, the people finally triumphed, and Loktantra was established. The people regained their rights, and those people who lost their lives were declared martyr’s. Many people have sacrificed their lives for the country and people in this and other movements. They are the martyrs of our country. Note to the Teacher: Exhibit the photos, names, pictures, etc available about this movement and explain them. Describe the movement that took place in your district. If there is any martyr in your locality, tell about him/her. Social Studies - Book 4 129

KEY WORDS Abrogate : to take away a right or formal agreement Dismiss : to remove from service Declared : make everybody know formally Regained : to get again Restore : re-establish Evaluation Exercises 1 Think and write. a. If your freedom will be taken away, how will you respond? 2 Fill in the blanks. a. The People’s Movement-II took place from.................................. to...................................... b. The Nepalese people got.....................................on 11th Baisakh 2063 BS. c. The body of people’s representatives in the parliament is called ...................................... d. Those people who lost their lives in the People’s Movement-II were declared...................................... e. The King..............................all the rights of the Nepalese people. 3 Read the lesson and answer. a. What is the People’s Movement-II? b. Why did the people launch a movement against the king in 2062 BS? c. Did the movement succeed? d. How did the people benefit from this movement? Project Work In a group of two or four students, find out about the similar movements of our neighbouring countries China and India. Then present the information in your class. 130 Social Studies - Book 4

Let’s Revise 1 Fill in the blanks. a. King.................................unified Nepal. b. Narayanhiti Palace area covers..............................of land. c. The throne room of Narayanhiti Palace is called........................... d. In 2008 Narayanhiti Palace was turned into a........................... e. King Prithvi Narayan Shah shifted his capital from.......................... to........................... 2 Change the sentences to make them true. a. According to Swayambhu Puran, in the beginning, the Kathmandu valley was a river. b. The world ‘Nepal’ is derived from Indian word ‘Nipolo’. c. In Tibetan language ‘Ne’ means wool and ‘Pal’ means home. d. It is said that Nepal is named on the basis of costumes, religion and castes. e. Bhuktaman was the grandson of the milkman who found Swayambhunath. 3 Write True or False. a. 16th of Magh every year is celebrated as Martyr’s Day. b. Sahidgate was constructed in the honour of our great kings. c. Shukraraj Shastri and Gangalal Shrestha were shot at Kathmandu. d. Shukraraj, Dharmabhakta, Dashrat Chand and Gangalal sacrified their lives for the democracy against the Rana rule. e. Democracy was introduced in Nepal in 2007 BS. 4 Match the following: Movement against Panchayat system People’s Movement II a. 19 days King dismissed the Pratinidhi Sabha b. 11th Baisakh 2063 BS Martyrs c. 25 people Loktantra d. 2046 BS e. 19th Magh 2061 BS Social Studies - Book 4 131

UNIT OUR ECONOMIC 7 ACTIVITIES Respect All Occupations Be Responsible Local Products Importance of Occupation 132 Social Studies - Book 4

1LESSON RESPECT ALL OCCUPATIONS Objectives : After the completion of this lesson, students will be able to: n discuss the occupations of people living in Rural Municipality or Municipality. n discuss the importance of occupations and respect them. Harsaman and Riya are very good friends. They both study at the same school in the same class. One day they went to Shyam kaka’s house. He was a potter. He was making some beautiful vases on his potter’s wheel. He would put some clay on the wheel, and as he rotated the wheel he would give different shapes to the clay with his hands. Riya and Harsaman were excited to see the clay taking different shapes as the wheel turned. They asked him what he would do with the vases. Shyam kaka told them that he would sell the vases at the market. Then they went to Maya didi’s house. She was making diaries and photo albums out of Nepali paper. At her backyard a group of women were working together to produce the paper. Pushpa didi, Nabina didi, Samjhana didi and Sashi didi were there too. They were all busy cooking and washing the Lokta plant. The children were fascinated to see that Nepali paper is produced from this plant. On their way back they saw Lokman kaka working in his shop. He sold edible goods. Sangita didi was helping her father in the shop. They also saw Rajman kaka working in his field. Every year he grew crops like paddy, wheat, maize and millet. He also grew vegetables in the field. He sold his produce at the market. Social Studies - Book 4 133

As they were walking, Riya’s shoes tore. They went to Ramesh dai’s shop where he mended shoes. She requested him to mend her shoes, and he cheerfully stitched them back together in no time. Finally they reached Harsaman’s house. They were very hungry, so they ran to the kitchen to eat something. They saw Harsaman’s mother Nirmala cooking and cleaning. In the evening the children talked about what they had seen that day. They realized that everyone they met worked for a living. Everyone in the village worked equally hard to earn money and live comfortably. They also understood that the household work done by their mothers was equally important. All work is important, and all work must be respected. KEY WORDS Backyard : an area at the back of a house Cheerfully : in a happy or willing manner Diaries : a notebook to note down important events Fascinated : attracted by something Mend : repair Stitch : to sew by using thread and needle Vase : a container to hold flowers Note to the Teacher: Ask the student turn by turn about the occupation of their parents. Tell them the importance of every work. Encourage them to help in the works of their parents. Ask them to make a list of the work people do in their village or town. 134 Social Studies - Book 4

Evaluation Exercises 1 Think and write. a. What household work do you do to help your family? Make a list. b. Do you like to help your family? Why? 2 Dhanbir has made the following list of his neighbours’ occupations. Neighbour Work Danmati kaki Rear goats Bharat dai Work in government office Sanumaya didi Teach in primary school Sanghang Rai Work in garment industry Make a similar table with the occupations of four of your neighbours. 3 Ramsaran made the following bar diagram of the number of people working in different fields in the community. 55 Number of People 44 33 2 11 0 Farmer Business Service Furniture Make a bar-diagram of the number of people working in your community. 4 Read the lesson and answer. a. How did Shyam kaka make vases? b. Why should we respect all occupations? Social Studies - Book 4 135

2LESSON BE RESPONSIBLE Objectives : After the completion of this lesson, students will be able to: n take care of their personal belonging like clothes, shoes, etc. n describe the advantages and disadvantages of doing it. Babita and Ishwori were very good friends. They lived in the same neighbourhood. They did many things together, but their behaviours was very different. Babita had a good habit of taking care of her things. She always folded her clothes and kept them in the cupboard. Her clothes were always clean and ironed. She didn’t need to buy clothes very often. She never asked her parents to buy expensive things for her. She saved the money that her elders gave her and used it to buy on necessary things like pens, pencils, books, etc. Her shoes were always polished, and she never forgot to put them away. Her things never wore out quickly. On the other hand, Ishwori was a very careless girl. She always threw her clothes, shoes and bag here and there in the room. She never took care of her things. She did not fold her clothes and polish her shoes. That is why her clothes and shoes wore out quickly. She spent all her money on unnecessary things. She did not understand the value of money. She always wanted to buy new things at the market. 136 Social Studies - Book 4

One day the teacher announced that she was going to choose a new monitor for the class. Ishwori and Babita both wanted to be the class monitor. They both performed well in their studies and sports, so both of them had high hopes. When the teacher announced the name of the monitor, it was Babita. Ishwori was disappointed and did not understand why she had not been chosen. She went to the teacher to ask about it. The teacher told her that being a monitor is a big responsibility. A monitor should be able to teach others the correct manners and behaviours. Since Ishwori was careless and didn’t take care of her things, she could not teach others to be responsible. So she had chosen Babita as the monitor. Ishwori then realised it was not enough only to be good in studies and sports. One should also be responsible and be an example to others. From that day onwards, she changed her behaviour and started taking care of her things. KEY WORDS Announce : to declare something Behaviour : manners Cupboard : a place where clothes are kept Disappointed : upset by something Ironed : to press clothes by iron Polished : to make shoes shine Responsibility : duty Realised : to understand Note to the Teacher: Ask the students whether they also take care of their personal belongings or not. If yes, how? And if no, who does it for them? Encourage careless students to take care of their personal belongings from now on. Social Studies - Book 4 137

Evaluation Exercises 1 Think and write. a. Ask your parents about the income and expenditure of your family. Find out which is more: income or expenditure. 2 Write True or False. a. We should always wear new clothes. b. We should take good care of our belongings. c. We must wear the same clothes in the school and at home. d. We should spend the money according to our income. e. We should throw our clothes everywhere. 3 List the habit of Babita and Ishwori in the table given below: Habit of Babita Habit of Ishwori 4 Read the lesson and answer. a. Whose habit do you like? Why? b. Why was not Ishwori chosen as the monitor? c. Why was Babita chosen as the class monitor? d. What did you learn from this lesson? Project Work Interview at least ten friends of yours to find out whether they are a responsible person or not. 138 Social Studies - Book 4

3LESSON LOCAL PRODUCTS Objectives : After the completion of this lesson, students will be able to: n name the major products of their Province. n give preference and develop the habit of using local products. I am Prem Chaudhari. I live in Mahendranagar. My place lies at Kanchanpur district. My district is in Sudurpashchim Province. The major occupations in my district are animal rearing, agriculture and fishing. The main crops grown here are millet, barley, wheat and mustard. The industries here produce shoes, sweaters, utensils, doko, carpets and wooden utensils like theki. My district borders with India on the west and south. I prefer to use goods produced in my district. My name is Thinle. I live in Simikot. My place lies at Jumla district. It is in the Karnali Province. My place has cold and dry climate. Most of the area is covered by steep hills. The soil is rocky and infertile. The people work in agriculture, but the yield is not sufficient for the whole year. We can hardly survive six month on our own agricultural production. The main products from my district are radipakhi, sweaters and apples. Yarchagumba is a special and expensive herb found in here. My name is Mohan Pun. I live in Milan Chowk, Butwal. It is in Rupandehi district. It lies in the Province No. 5. Most of the people in my district work in agriculture. They grow paddy, wheat, maize, mustard, pulses, etc. There is an industrial estate in Butwal. Many things are produced here such as Instant noodles, threads, soap, sweater, matchsticks, etc. Palpali Dhaka topi and Karuwa are the famous products from my district. Oranges are produced in hilly areas of my province. I am Samden. I live in Hetauda. My place lies at Makwanpur district. It is in the Bagmati Province. The industrial estate of Hetauda is one of the biggest industrial estates of Nepal. Besides agriculture, many people here are engaged in industry and government service. Social Studies - Book 4 139

Garments, shoes, pasmina, cement, tile, marble, paint etc are the major products from my district. My name is Kamal. I live in Damak. My place is located at Jhapa district. It lies in the Province No. 1. Agriculture is the main occupation in my district. The monsoon brings enough rainfall to grow crops like paddy, wheat and maize. Jute, tea, sugarcane and cardamom are the main cash crops. Jute is used to make carpets, sacks, ropes, bags etc. Other items produced here include biscuits, clothes, and soap. The tea produced here is exported to foreign countries. The Khukuri from Bhojpur is very popular in Nepal. Different places in Nepal are famous for the production of certain items. Some of these are given below: Place Product Place Product Ilam Tea Birgunj Tapke (pan) Chitlang Jumla Udayapur Radish Gorkha Apple Palpa Cement Bajhang Orange Gulmi Dhaka clothes Bhojpur Bhaktapur Coffee Chitwan Theki Curd (Juju dhau) Khukuri Mustard (Tori) KEY WORDS Cardamom : a kind of spices Khukuri : a sharp weapon Radipakhi : rough blanket Steep hills : hills having a sharp slope Sufficient : plenty or enough Survive : to remain alive Thread : thin line of strings Note to the Teacher: Ask the student to bring the goods produced in their Province and exhibit it in the class. Show the picture of different goods produced in their district and discuss with them. Ask them if there are any special thing produced in their place like tea in Ilam, apple in Jumla, etc. 140 Social Studies - Book 4

Evaluation Exercises 1 Think and write. a. In which province do you live? Write any five goods produced in your province. 2 Match the following: Bhaktapur Tea Palpa Apple Udayapur Curd Bhojpur Dhaka clothes Jumla Mustard Ilam Coffee Khukuri Cement 3 Fill in the blanks. a. Jhapa district lies in..................................... b. Palpali Dhaka topi is a famous product from................................ c. Mahendranagar is in....................................district. d. Yarchagumba is a special and expensive...........found in Jumla. e. Tea, jute and cardamom are the major cash crop from ...................................... 4 Write any four major products from each Province in the table given below: Province No. 1 Province No. 2 Bagmati Province Gandaki Province Province No. 5 Karnali Province Sudurpashchim Province Project Work In a group of two or four, find out for what products Nepal is known internationally? Then share this information in the class. Social Studies - Book 4 141

4LESSON IMPORTANCE OF OCCUPATION Objectives : After the completion of this lesson, students will be able to: n describe the economic activities of their family and community. n involve themselves in their family work. Sitaram came home tired from his work. His son Dayaram who studies in class four, came and sat next to him. ‘Father, why do you always have to go to work? Why can’t you stay home with us?’ That day Sitaram realised that it was time to explain the importance of work to his son. He took Dayaram with him around the village to show Dayaram that everybody needs to work. First, he took Dayaram to Laxman dai’s house. He was a tailor. He was busy stitching some clothes. ‘Laxman dai, you seem very busy today’ said Sitaram. ‘I need to work hard to finish sewing all these clothes. I have to pay my daughter’s school fee soon’ Laxman dai said. Sitaram then explained to his son that Laxman dai worked hard to earn money for his daughter’s education and to provide a comfortable life for himself and his family. He then took Dayaram to Sharan kaka’s house. He was a sculptor. He made statues of various gods and goddesses. He sold these statues to people and for special occasions. This was his main source of income. 142 Social Studies - Book 4

He worked day and night sculpting the statues. Dayaram was impressed with his work. On their way back home Dayaram saw Suntali didi working on her orange farm, Mahila ba busy working in his bee yard, Shyam weaving doko and dalo with choya. His best friend’s father was working on a poultry farm, and his aunt was working as a teacher at the nearby school. He also saw other different activities like people working in the brick industry and a cottage industry where they made candles out of wax. That day Dayaram realised that it was not only his father who worked. Everybody in the village worked equally hard to earn money and make their lives comfortable. He also understood that he should work and take responsibility according to his capability. He now understood the different economic activities around his neighbourhood. KEY WORDS Bee Yard : a place where bees are kept Capability : ability to do something Choya : thin strips of bamboo used to make doko, dalo, etc Equally : to treat people in the same manner Impressed : deeply affected Sculptor : person who makes statues Note to the Teacher: Take the students to a field trip nearby school and show them different economic activities going on there. Show the picture of different economic activities and discuss with them. Social Studies - Book 4 143

Evaluation Exercises 1 Think and write. a. What are your family members’ professions? b. What occupations do you see in your neighbourhood? 2 What works do people do in your school? Look around your school and write in the given table. Person Work Sweeper Clean the school 3 Read the lesson and answer. a. Why did Sitaram take his son around the village? b. What does a sculptor do? c. List the occupations Dayaram saw in his village. d. Why do people work? e. What did Dayaram realize after going around the village with his father? 4 Match the following: weaving doko Laxman dai bee keeper tailor Sharan Kaka sculptor barber Mahila ba Shyam kaka Project Work List different occupations of your neighbourhood. On the chart paper draw those occupations and explain in class what those people do. 144 Social Studies - Book 4

Let’s Revise 1 Who would you go to if: ..................... ..................... a. You need to buy clay pots ..................... b. You need to repair your shoes ..................... c. You need to buy things like soap, oil, sugar etc ..................... d. You need to buy statues of various gods e. You need to make a new dress for yourself 2 Complete the following sentences. a. A monitor should be...................................................... b. Babita had a good habit of............................................ c. One should also be........................................................ d. Ishwori did not understand ........................................... 3 Choose the best answer. a. ...................................district lies in Karnali Province. i) Damak iii) Butwal ii) Makwanpur iv) Jumla b. Ilam is famously known for its...................................production. i) Apple iii) Mustard ii) Tea iv) Coffee c) Kanchanpur district is linked with India from the.......................... i) West and north iii) West and south ii) East and north iv) East and south d) Jute, tea, sugarcane and..................................are the main cash crops of Jhapa district. i) Cardamom iii) Coffee ii) Mustard iv) Pulses e) ............................is commonly produced at Butwal and Hetauda. i) Soap iii) Sugar ii) Cement iv) Sweater Social Studies - Book 4 145

Let’s Stop And Think “TOO MUCH OF ANYTHING IS NOT GOOD” USE OF MOBILE PHONES Devraj studies in class four. He is very good in his studies. He is also very active in sports. Everyone likes him. His parents are proud of his achievements. This winter holiday, his maternal uncle gave him a mobile phone as a gift for doing well in his studies. Devraj quickly downloaded some games in his phone. He even opened his Facebook account and YouTube channel. Now his free time is spent on playing games or checking his Facebook account or watching YouTube videos. He now prefers to be with his mobile phone instead of studying or playing outdoor games with his friends. As a result, his performance in studies has started degrading and physically he is getting weak. His eyesight has become weak too. He could not concentrate on his studies anymore. He is addicted to games, videos and social media now. Like Devraj, dear students, you too might have friends of yours who now prefer to be engaged in their mobile phones playing online games, watching videos, chatting or maybe you too are like Devraj. Yes, today’s mobile phones offer unlimited fun and entertainment to us unlike our books and friends. But without you realizing it, they are slowly affecting both your mental and physical health. In today’s modern world, mobile phone has become a necessity for us. It has become a medium to connect with the world. It definitely has brought the whole world within our reach. 146 Social Studies - Book 4

Mobile phone gives a sense of security to us too. If we have mobile phone with us, we feel safe and hence dare to travel far and away all alone. Even your parents feel safe, if you have a mobile phone with you when you are all alone at home or traveling somewhere alone. From this point of view, having mobile phone with you all the time is good. But young students like you all are mostly found misusing the mobile phones. You use mobile phone during most of your free time to play games or watch videos in it. You misuse your mobile phones for your entertainment. Such behaviours of yours have bad affect on your health and studies. Right now you need to concentrate in your studies and maintain your health for your better and bright future. But by getting hooked to your mobile phones all the time, you are killing your creativity and hampering your mental and physical growth. Mobile phone definitely makes communication with your friends, family and relatives easier but it brings something else too with it. It causes pain in the hands, back and neck due to its continuous use and poor body posture. It also leads to poor eyesight. It stops the kids like you all from doing something productive during your free time. It also distances you from your friends and family. So dear students, Don’t always use your mobile phones. Use it only when necessary. First study and finish your homeworks. Then go out to play with your friends. This will help you both in your mental and physical growth. And then if time allows, play games or watch videos in mobile phones for a while. But not for too long. Use mobile phones responsibly. Social Studies - Book 4 147

CREATIVE ART Vegetable Printing Paper Folding Paper Collage Clay Work Wire Sculpture Leaf Printing Drawing and gj] f/L uLt Music Colouring xfn] L of d]nf doh\\ ' d:o'nf caL/ eRrf ;f+ to gxfnF f ======= Local Song Let’s Act Out Let’s Sing A Song 148 Social Studies - Book 4

1 Lesson VEGETABLE PRINTING Things Needed Method ? Different types of vegetables Take different types of vegetables. ? A paint brush Cut them into halves and carve ? Liquid colour certain designs on them. Now dip ? A knife these pieces into liquid colour and ? Thick piece of paper press it against a blank white paper. Now you get different designs on it. Note to the Teacher: Guide the students to chop up vegetables into different shapes and use coloured paints onto them for creating a vegetable masterpiece. Teach them to be creative while making designs. Ask them to try out different vegetables like ladyfinger, mushroom, potato, onion, broccoli and any vegetable that are locally available. Social Studies - Book 4 149

2 Lesson PAPER FOLDING (A) 1 Fold in half to make crease and fold back. Fold in the dotted 3 Fold blackward in 2 line to meet center. the dotted line. Open the pocket 7 Flatten the pocket. from . 4 Fold in half. 5 Turn around. 6 10 Draw a face and finished. 8 Top fold in the 9 Fold backward. A Monkey backward Note to the Teacher: Before the students start making paper objects, teach students to make creases and folds properly. Show the procedures of making any object and ask them to follow. 150 Social Studies - Book 4