Social Studies Book 10_2077 Edition

3LESSON Infrastructures of Development: Skilled Human Resource and Employment Opportunity Introduction to Infrastructures of Development The resources and means required for economic and social development of the nation are known as infrastructures of development. The infrastructures of development like education, health, skilled manpower, communication, electricity, transportation and drinking water are vital for economic development and prosperity of the nation. Means and Resources A way or method or instrument, by which result is achieved, is called means. Similarly, resources denote the natural, economic, political or human assets of a nation. For example: minerals, labour, capital, manpower, etc. The resources are utilized with the help of means to achieve result. Types of Resources There are two types of resources that are required for the development of the country. They are natural and human resource. a. Natural resource The material or substance that is available in nature which can be used for economic gain is called natural resource. Minerals, forests, rivers, mountains, hills, etc are the examples of natural resource. b. Human resource The people who are expert in doing certain task efficiently and contribute to the development of a country are called human resource. They are capable, experienced, trained, efficient and fully skilled in the related field. They are also called skilled manpower. Teachers, doctors, engineers, pilots, mechanics, etc are the examples of human resources. Both natural and human resources are equally important for development. The most important resource for development is human resource because it can utilize the means and resources using their creativity and potential for the development. The main reason for the development in the developed countries is the availability of skilled human resources. The developing and least developed countries, in spite of having enough natural means and resources, are lagging behind in development due to lack of skilled human resource. The development of human resources and means promotes physical development. The pace of development becomes faster if more skilled human resource is produced in the country. Development and Infrastructures of Development 51

Need of Human Resource To utilize natural and human resource for the development To form economic, social and political organizations To speed up the development of the country To formulate and implement the development plans, and To develop new technology and idea. Measures to Produce Skilled Human Resource Practical and quality education should be provided to all. Develop technical and vocational education system according to the need of the country. Training opportunities should be given to the people as per their interest. Knowledge with developed information technology should be updated. Study, observation, research, etc should be done. Scientific education policy as per the demand of time should be formulated and implemented. Relationship between Skilled Human Resource and Employment Opportunity A state of having paid work is called employment. Employment is important not only for earning a living but also for social and economic development of the family, community and entire country. An educated, skilled and dedicated individual can easily get the opportunity of employment. People should be provided with education, skills and opportunity of employment. Educational institutions and training institutions produce the skilled manpower required in the country. In the same ratio, the employment opportunities should also be created in the country. The manpower should be produced in such a way that they can create job rather than search in the market. An entrepreneur, self-reliant, self- respectful and skilled manpower can create job for oneself and others. The state has to create employment opportunity or manage for self-employment in the country. Otherwise, the manpower produced in the country has to wonder in foreign land in search of employment. Thus, it is better to utilize the human resource in the country by creating an appropriate environment. It helps in the alleviation of poverty and makes the development possible. Various surveys of human development show that the absolute poverty rate is gradually decreasing in Nepal as well. The following facts are the reasons for decreasing poverty in Nepal: Increasing remittance from foreign employment Development in private sectors such as private schools, colleges, banks, etc which are creating employment opportunities Increasing literacy rate, production of skilled human resource, increasing trend of self-employment Decreasing dependency on agriculture, and Increasing poverty eradication projects by various donor countries and agencies in different parts of the country. 52 SOCIAL STUDIES - GRADE 10

Activities Study the following news and answer the following questions given below: Mr. Chitra Bahadur BK enrolled in the training for making furniture. He, as a hard working and keen to learn, was able to start his own business. Nowadays there are crowds of people in his workshop who demand for furniture and other carpentry products. His life has changed dramatically. Now he is earning about Rs. 30,000.00 per month. Apart from being able to sustain his family’s life, he has achieved dignity and respect in the community. Ms. Kamana Katuwal heard from a relative about the free of cost training as ‘Barista’ (Coffee Maker). She joined the training program. After completing her training she got the opportunity to work with the well-known coffee shop in Thamel. She could gradually improve her skills and nowadays she loves interacting with the customers and serving them different varieties of coffee. She is satisfied with her monthly income of Rs. 26,500.00 which she gets for an eight-hour daily shift. The Barista training has completely changed her life. When Safina Khatun heard about the opportunity to be trained in Garment fabrication, she applied and got accepted. After completing the training, a bag factory offered her to work for them. Nowadays, she can earn Rs. 18,500.00-20,000.00 per month. Due to her new skills, she has a much better income and has improved social prestige. Other women even started to come to her home asking her to teach them how to sew. Youths of Khotang wanted to begin new self-employment business. Nowadays, they are taking trainings as per their interest. Focusing the need of the training, various governmental and non-governmental agencies are running training programs for photography, embroidery, mobile repairing, commercial farming, beauty parlour, Bhujiya making, tailoring, etc. The youths have dreamed to be self-employed and be example for others. Questions: a. Mention the sectors of self-employment mentioned in this news. b. What are the positive changes brought in the society by the self-employment? c. Write a letter to your brother who is about to go for foreign employment requesting him to start self-employment in his own motherland. d. Make a table and show the trainings mentioned in the above news and also name the profession in which the people become skilled after completing that training. e. In which sector do you want to be skilled? Why? Development and Infrastructures of Development 53

Exercise Very short answer questions: 1. What do you mean by resource and means? 2. What are the types of resources? Write with examples. 3. Define human resource. 4. What is remittance? 5. Skilled human resource is the foundation of prosperous Nepal. Why? Give a reason. Short answer questions: 1. Highlight the importance of skilled human resources. 2. Why is skilled manpower considered an infrastructure of development? Give reasons. 3. What are the measures to produce skilled manpower in the country? 4. Clarify the relationship between skilled manpower and employment opportunity. 5. Write an essay on the topic “Interrelationship between natural resource and human resource”. 6. Review of Fourteenth Plan (2072/73-2075/76) shows that the poverty of Nepal has decreased to 18.7% from 21.6%. Why is poverty decreasing in Nepal? Give reasons. 7. “A skilled manpower can produce more manpower.” Justify this statement with example. 8. Write a model of speech on a topic “Development of a country is not possible without the production of skilled manpower”. 9. Which profession do you want to adopt in future? Why? Give reasons. Community Work Make a survey in your community about the profession followed by the people. Find their occupation, contribution in the development, status of employment, etc and prepare a report on the following pattern: a. Title b. Introduction of the study c. Objectives of the study d. Findings of the study S. No. Types of profession Contribution in the development Status of employment e. Conclusion SOCIAL STUDIES - GRADE 10 54

4LESSON Contemporary Development Goals and Nepal Introduction Poverty is the major obstacle for 123 4 development. Millions of people in the world Eradicate extreme Achieve universal Promote gender Reduce child mortality are trapped in the poverty and hunger primary education equality and prison of poverty. 8 With the objective of 5 6 empower women 7 reducing poverty, UN General Assembly Improve maternal Combat HIV/Aids, Ensure environmental Develop a global set international health malaria and other sustainability partnership for development diseases development goals in Millennium Development Goals (MDGs) 1990 AD. Similarly, United Nations Millennium Summit held in 2000 AD issued a historical millennium declaration. The declaration set 8 goals with measurable targets and clear deadlines for improving the lives of world’s poorest people. To meet these goals and eradicate poverty, the leaders of 189 countries signed on it and committed to help achieve the Millennium Development Goals (MDGs) by 2015 AD. There are 8 goals with 21 targets and a series of measurable health indicators and economic indicators for each target. Nepal is one of 189 countries committed to the Millennium Development Goals (MDGs). Nepal, despite suffering from a number of problems achieved significant progress on most of MDG targets. Some targets have been met in advance and others have been met within the 2015 deadline. Millennium Development Goals (MDGs) and Nepal’s Achievements Millennium Nepal’s Target by Nepal’s Achievements Source Development 2015 AD Goals (MDGs) 23.8% NPC, Reduce the population 2013 AD MDG - 1 Eradicate living under poverty line Net enrollment rate in Extreme Poverty to 21% primary level 96.2% and NPC, and Hunger Provide primary literacy 88.6% (15-24 2013 AD education to all the age group) MDG - 2 Achieve children Universal Primary Education Development and Infrastructures of Development 55

MDG - 3 Promote Equality in children Enrollment ratio of Ministry of Gender Equality for the enrollment in and Empower school/eliminate gender boys and girls in Education, Women disparity primary education 1.03 2015 AD/ MDG - 4 Reduce Child Mortality and females in non- CBS, MDG - 5 Improve agricultural sector 44.8% 2011 AD Maternal Health Reduce Child Mortality 38 per thousand CBS, MDG - 6 Combat 1 HIV/AIDS, (under 5 years) 2014 AD Malaria and Other Rate by 3 (54 per Diseases thousand) MDG - 7 Ensure Environmental Reduce Maternal 1 258 per 1,00,000 live WHO, Sustainability 4 birth 2014 AD MDG - 8 Global Mortality Rate by Partnership for Development (213 per 1,00,000 live birth) Control the spread of HIV prevalence among Concept disease, prevention and men and women aged note of 14th eradication 15-24 years 0.20% periodic plan Forest cover area 40% Forest area 39.6% and and availability of drinking water service Ministry drinking water 73% 83.6% of Forest, Total foreign aid 2015 AD Develop global mobilization 55.3% partnership for Ministry development of Finance, 2015 AD Sustainable Development Goals (2016-2030 AD) 1 NO 2 NO 3 GOOD 4 QUALITY 5 GENDER 6 CLEAN WATER POVERTY HUNGER HEALTH EDUCATION EQUALITY AND SANITATION REDUCED SUSTAINABLE RESPONSIBLE INEQUALITIES CITIES AND CONSUMPTION COMMUNITIES 7 CLEAN 8GOOD JOBS AND 9 10 11 12INNOVATION AND ENERGY ECONOMIC INFRASTRUCTURE GROWTH LIFE BELOW WATER 13 14 15PROTECT LIFE ON 16 PEACE AND 17 PARTNERSHIPS THE PLANET LAND JUSTICE FOR THE GOALS THE GLOBAL GOALS For Sustainable Development Sustainable Development Goals (SDGs) The sustainable development agenda was under global discussion for more than two decades. Sustainable Development Goals were first formally discussed at the United 56 SOCIAL STUDIES - GRADE 10

Nations Conference on Sustainable Development in Rio de Janeiro in June 2012 and in the United Nations General Assembly in September 2014. Previous to the deadline of Millennium Development Goals (MDGs) in 2015, the UN Open Working Group (OWG) for Sustainable Development Goals (SDGs) agreed a proposed set of 17 SDGs with 169 targets on a broad range of sustainable development issues for post-2015 till 2030.The SDGs are to replace the MDGs once they expire. Although the goals and targets of the SDGs were agreed in the UN General Assembly in September 2015, their indicators and implementation strategy are yet to be worked out. 17 new Sustainable Development Goals are also known as Global Goals. Nepal has taken a long term vision to upgrade from a least developed to a developing country by 2022 AD during this period. As these goals are comprehensive, ambitious and challengeable, it requires huge amount of resources to achieve goals. By 2030, goals have been set to establish Nepal as an inclusive, equitable, and prosperous with medium income and welfare state. Sustainable Development Goals (SDGs) of Nepal Sustainable Development Goals Major Targets SDG 1 - End poverty in all its forms everywhere. Reduce extreme poverty for everyone everywhere by 2030 AD (including measured SDG 2 - End hunger, achieve food US$ 1.25 per day income). security and improve nutrition and promote sustainable agriculture. End hunger by 2030 and ensure access to safe, SDG 3 - Ensure healthy lives and nutritious and sufficient food all year round. promote well-being for all at all ages. Reduce, by 2030, the global maternal SDG 4 - Ensure inclusive and mortality ratio to less than 70 per 100,000 live equitable quality education births. and promote lifelong learning opportunities for all. All girls and boys complete free, equitable SDG 5 - Achieve gender equality and and quality primary and secondary education empower all women and girls. leading to relevant and effective learning outcomes. SDG 6 - Ensure availability and sustainable management of water and End all forms of discrimination against all sanitation for all. women and girls everywhere. Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life. Achieve universal and equitable access to safe and affordable drinking water for all. Achieve access to adequate and equitable sanitation and hygiene for all and end open defecation. Development and Infrastructures of Development 57

SDG 7 - Ensure access to affordable, Universal access to affordable, reliable and reliable, sustainable and modern modern energy services. energy for all. SDG 8 - Promote sustained, inclusive Sustain and achieve per capita economic and sustainable economic growth, growth with at least 7 percent GDP growth full and productive employment and per annum. Eliminate the worst forms of child decent work for all. labour. SDG 9 - Build resilient infrastructure, Develop quality, reliable, sustainable and promote inclusive and sustainable resilient infrastructure, including regional industrialization and foster innovation. and trans-border infrastructure, to support economic development and human well-being. SDG 10 - Reduce inequality within Achieve and sustain income growth of the and among countries. bottom 40 percent of the population at a rate higher than the national average. SDG 11 - Make cities and human Access for all to adequate, safe and affordable settlements inclusive, safe, resilient housing and basic services, and upgrade and sustainable. slums. SDG 12 - Ensure sustainable Achieve, by 2030, the sustainable consumption and production patterns. management and efficient use of natural resources. SDG 13 - Take urgent action to Strengthen resilience and adaptive capacity to combat climate change and its climate-related hazards and natural disasters. impacts. SDG 14 - Conserve and sustainably Not relevant for Nepal. use the oceans, seas and marine resources for sustainable development. SDG 15 - Protect, restore and Ensure, by 2020, the conservation, restoration promote sustainable use of terrestrial and sustainable use of terrestrial and inland ecosystems, sustainably manage freshwater ecosystems and their services, forests, combat desertification, and in particular forests, wetlands, mountains halt and reverse land degradation and and dry lands, in line with obligations under halt biodiversity loss. international agreements. SDG 16 - Promote peaceful and Significantly reduce all forms of violence and inclusive societies for sustainable related death rates. Reduce corruption and development, provide access to justice bribery in all their forms. for all and build effective, accountable and inclusive institutions. SDG 17 - Strengthen the means of Strengthen the inland resource mobilization implementation and revitalize the by the international support for improving global partnership for sustainable the internal capability for collecting tax and development. revenue in the developing countries. 58 SOCIAL STUDIES - GRADE 10

Activities 1. Why do you think that the United Nations set the Millennium Development Goals (MDGs) to be achieved by 2015 AD? Discuss in the class and present the conclusion in points. 2. You may have set some goals in life. What are the goals set for coming 10 years? Present the indicators of the plan and process of implementation in your class. 3. Search the Sustainable Development Goals (SDGs) from the internet or other source and present in the class. Exercise Very short answer questions: 1. What do you mean by Millennium Development Goals (MDGs)? 2. Present your opinion on the goals set in the Sustainable Development Goals (SDGs) 2016 AD - 2030 AD. 3. How many goals are there in the SDGs? 4. Mention any two roles that should be played by the state to achieve the goal of sustainable development. 5. Which goal, in your opinion, of Sustainable Development Goal is the most appropriate in the context of Nepal? Clarify your opinion in a sentence. Short answer questions: 1. Did Nepal achieve the Millennium Development Goals (MDGs)? Present your opinion. 2. Amongst the SDGs, which goal do you think is the most important? Why? Compare with other goals and write. 3. What should Nepal do to achieve the set goals on time? Discuss. 4. What are the challenges to achieve the target of set goals for Nepal? Write in four points. Community Work Meet any three intellectuals in your community and ask them the following questions. Prepare a report including their answers and your conclusion as well. a. What plans and programs are needed to be made and implemented to upgrade Nepal from least developed country to developed country? b. What should be the role of people for this? Development and Infrastructures of Development 59

5LESSON Formulation of Development Proposal at Local Level Introduction Plan is necessary for every work in order to achieve targeted goals. Formulation of effective plan is the first condition of development. It is the main guideline for development. Thus, the formulation of plan is a very important skill. A draft of the whole program prepared to achieve certain objective with the appropriate use of available resources within a fixed period is called formulation of plan. It presents a clear vision like what to do, why to do, where to do, when to do, how to do, etc. The formulation of plan is also called the prior decision of development. In the countries adopting federalism or principle of decentralization, local levels or bodies are given autonomy to formulate and implement development plans. Authority is delegated to these bodies to utilize the local resources and means, take decisions for the development and operation of the development projects. Rural Municipalities and Municipalities along with Sub-Metropolitan cities and Metropolitan cities are the local levels of our country. Consumers’ committees are also formed involving the local people as per the necessity. Such committees operate the development projects at local level. Before the implementation of the project, concerned consumers’ committee prepares a development proposal. Such development proposals have to be approved from local level for the implementation. Description of Local Levels Numbers Metropolitan Cities 6 Sub-metropolitan Cities 11 Municipalities 276 Rural Municipalities 460 753 Total Local Levels 77 District Coordination Committee Wards 6,743 Model of the formulation of development proposal at local level 1. Identification of the needs (School, bridge, road, forest conservation, etc.) 2. Selection of the option (On the basis of priority) 3. Preparation of proposal (A draft of proposal to be submitted to the Rural Municipality or Municipality consisting of introduction, objective, affected area and number of family, cost, donation of labour by the people, work place, starting date and duration, 60 SOCIAL STUDIES - GRADE 10

means and resource, implementation, benefits after implementation, name list of consumers’ committee, conclusion, etc of the development proposal.) 4. Estimation of sources for the investment (Fund to be collected from the consumers and the estimated budget to be obtained from local level) 5. Agreement or contract (Agreement with condition including signature of local consumers’ committee and the representative of the local level, and approval) 6. Implementation (Operation of the construction work) 7. Supervision and evaluation (Supervision of the work by the local stakeholders, observation of progress, monitoring whether the condition is applied or not, evaluation of the whole program, providing necessary advises, etc) Implementation process of local planning 1. Establishment of relations (Informal relations are established by group interaction among the concerned persons and stakeholders) 2. Study of Situation (Study of affected area or family, the way of living in affected area, management of natural resources) 3. Prioritization of problems (Problems are prioritized by considering the appropriate cost, return, means and resource, interest and will of stakeholders and measure to solve, etc) 4. Agreement and contract (Agreement and contracts are made mentioning the ownership of community in planning, contribution, sharing, responsibility, work plan, etc) 5. Recording and presentation (Recording is made including the implementation process of planning, estimation of achievement, development of monitoring mechanism, final approval of the program, etc) Steps for the implementation of planning a. Civil assembly b. Planning accumulation c. Budget allocation d. Recommendation for the approval from Rural Municipality or Municipality e. Formation of consumers’ committee f. Agreement for the implementation of the project g. Financial management and record keeping after the completion of the planning, and h. Distribution of work completion certificate and thanks giving. Development and Infrastructures of Development 61

Activities 1. Prepare a model of planning for the reconstruction of school building. Write a detailed description for its implementation and put it on the notice board. 2. Present a role-play of Municipal Assembly in your class and form a consumers’ committee for the development work. Then, select a development project and formulate a development proposal. Exercise Very short answer questions: 1. What is meant by formulation of development proposal? 2. Why is the formulation of plan considered as very important skill? 3. Justify anyone benefit of development proposal formulation at local level. Short answer questions: 1. Is development possible without formulating development planning? Conduct a speech program on it. 2. Make separate lists of advantages of public participation and disadvantages of its absence in the local development works. 3. Write in short about the local plan formulation process. 4. “Formulation of well and effective development proposal is half completion of the project.” Present your logic in the support of this statement. 5. Why is the participation of people of affected area important in the formulation of development planning at local level? Mention the reasons. Community Work Make a visit to a project running in your community. Study the proposal of the planning. Evaluate whether the performance is as per the planning or not. Then prepare a news report on it. 62 SOCIAL STUDIES - GRADE 10

UNIT OUR SOCIAL 3 VALUES AND NORMS Learning achievements Identify our heritages and help in the protection and promotion, Explain the importance of our folk and classical dances, songs, musical instruments and art of acting, and help in their improvement, Explain the importance of our national days and participate in such days, Recognize and appreciate the contribution of the international personalities and get inspiration from their good works, Promote the feeling of universal brotherhood, and Fulfill the responsibility towards the senior citizens. Subject matters 63 Our National Heritages Folk Songs of Nepal Folk Musical Instruments of Nepal Folk and Classical Dances of Nepal Our National Days International Personalities Universal Brotherhood Responsibility towards the Senior Citizens Our Social Values and Norms

1LESSON Our National Heritages Introduction Important and valuable objects, places, arts, culture and natural environment that have been passed on from the previous generation, are being maintained in the present and will be presented to future generation are called heritages. These are our valuable assets. They introduce our country among others. Our heritages are our identity and pride as well. Classification of Our National Heritages Our national heritages are classified into three categories: religious heritages, cultural heritages and natural heritages. Our National Heritages Religious Heritages Cultural Heritages Natural Heritages Religious Heritages: The religious places and the objects related with religious values and norms are known as religious heritages. Temples, Mosque, Gumba, Church, Gurudwara, Idols, etc are religious heritages. Cultural Heritages: The heritages related to our culture, customs, practices, places, objects, artistic expressions and values are known as cultural heritages. Cultural heritage includes tangible and intangible heritages. Buildings, monuments, landscapes, books, works of art, and artifacts are tangible heritages whereas folklore, traditions, language, and knowledge are intangible heritages. Natural Heritages: The elements related to biodiversity, geological structures and formations that have artistic, historical, scientific or social significance or other special value are known as natural heritages. For example: wildlife, forest, rivers, lakes, mountains, hills, etc. 64 SOCIAL STUDIES - GRADE 10

Importance of Our National Heritages They give an identity to the country. They are the valuable and outstanding religious, cultural or natural assets of the country. They help in the promotion of tourism industries as they are the major attractions for the tourists. They add glory of the country. They are the sources for religious, cultural or natural study, research and observation. Nepal is rich in cultural and natural heritages. Some of them have been listed in World Heritage Sites by UNESCO. Any important site of natural heritage or cultural heritage can be listed in World Heritage Sites by the World Heritage Committee of UNESCO. To be included in the world heritage list, sites must be of outstanding universal value and meet at least one out of ten selection criteria. Following are the national heritages of Nepal that are listed in the world heritage sites: a. Natural Heritages M Sagarmatha National Park (listed in 1979 AD): criteria VII M Chitwan National Park (listed in 1984 AD): criteria VII, IX and X b. Cultural Heritages M Lumbini, the Birthplace of Lord Buddha (listed in 1997 AD): criteria III and VI M Kathmandu Valley (listed in 1979 AD): criteria III, IV and VI Here, we will discuss about our national heritages listed in the world heritage sites. 1. Sagarmatha National Park: Sagarmatha National Park was established on 19th July, 1976 AD. It is located in Solukhumbu district. It was enlisted in the World Heritage Sites in 1979 AD. Sagarmatha National Park covers 1,148 sq. km. area. Sagarmatha, the highest peak of the world is located here. Besides, Lhotse, Choyu, Nuptse, Pumori, Amadablam, etc are other major peaks located in this National Park. The major vegetations found in this park are Rhododendron (Laliguras), Pine (Dhupi), bhojpatra, etc. The birds and animals like wild yak, musk deer, red panda, snow leopard, himalayan black bear, lophophorus (Danfe), etc are found Sagarmatha National Park here. Our Social Values and Norms 65

2. Chitwan National Park: It is one of the most important tourist destinations of Nepal. It is located in Chitwan district, about 120 km. south-west of Kathmandu. It covers an area of 932 sq. km. It is especially famous for one-horned rhino, which is rarely found in the world. Royal Bengal Tiger is another important wildlife found in this national park. Besides this, elephants, crocodiles, Chitwan National Park tigers, peacocks, etc are other important wild lives and varieties of birds found here. It was enlisted in the World Heritage Sites in 1984 AD. 3. Lumbini, the Birthplace of the Lord Buddha: Lumbini is a peerless landmark of Buddhist world. It is the birthplace of Gautam Buddha. It is known as a pilgrimage of all the people of the world who follow Buddhism. UNESCO enlisted Lumbini as the World Heritage Site in 1997 AD. The Ashoka Pillar which was built by Emperor Ashoka in 249 BC is located here. There are also Lumbini the Puskarini Pond and Maya Devi Temple. In 1970 AD, 13 nations including Nepal have formed the Lumbini Development Committee and started the Lumbini Development Master Plan. Under this plan, various countries of the world have constructed monasteries, stupas, etc in Lumbini. The countries like China, Myanmar, Japan, Vietnam, South Korea, India, Thailand, France, Germany, etc have constructed many monasteries and stupas here. Libraries, museums, research centres, etc are also located here. 4. Kathmandu Valley: Kathmandu Kathmandu Valley valley was listed in the world heritage sites in 1979 AD. It comprises seven important monuments. A short introduction of those monuments is presented below: a. Pashupati Area: It is a holy place of the Hindus. The Pashupati area includes 66 SOCIAL STUDIES - GRADE 10

the temple of Pashupati, Deupatan, Jaya Pashupati Area Bageshori, Gaurighat, Kutumbahal, Gaushala, Hanumandhoka Durbar Square Pingalasthan and Sleshmantak forest. There are about 492 temples, chaityas, satals, etc. Bouddhanath Mahachaitya Temples are constructed in various styles. There are about one thousand Shivalingas in Patan Durbar Square the Pashupati area. The PADT (Pashupati Area Development Trust) has been established to 67 preserve and promote this area. b. Hanumandhoka Durbar Square: It is located in the heart of Kathmandu city. The Malla kings ruled over Kathmandu from this palace. After the conquest of the Kathmandu valley, King Prithvi Narayan Shah started to rule from here and it became the capital of unified Nepal. It is said that Pratap Malla erected the statue of Hanuman in this palace and it was named Hanumandhoka. Besides Hanumandhoka, Basantapur palace, Taleju temple, Musuem, House of Kumari, Kasthamandap, a Kettledrum, etc are the ancient heritages located here. The great earthquake of 2072 caused damage in many heritages of this area. c. Bouddhanath Mahachaitya: Bouddhanath Mahachaitya, the biggest stupa in Nepal, lies about 7 km. east of the capital. It is one of the oldest stupas in the country. It is believed that this stupa was constructed in around 5th century. It is very famous for religious and cultural tourism. There are many other Buddhist monasteries in this area. d. Patan Durbar Square: It was the palace of Malla kings during medieval Nepal. It is located in Lalitpur district. Krishna temple with 21 golden pinnacles (Gajur) is the master piece of Malla art and architecture. Besides this, there are Bhimsen temple, Bishwanath temple, Jagat Our Social Values and Norms

Narayan temple, statue of Yog Narendra Malla, Mahabauddha, Kumbheshor Mahadev, temple of Rato Machhindranath, etc. The great earthquake of 2072 caused damage in many heritages of this area. e. Bhaktapur Durbar Square: It was the palace of Malla kings. It is located in Bhaktapur district. Famous heritages like Pachapanna Jhyale Durbar, Nyathapole temple, a statue of King Bhupatindra Malla, museum, art gallery, golden gate, various bells, Datatraya temples, etc are the mind blowing artistic features found here. f. Changunarayan Temple: It is the oldest Bhaktapur Durbar Square temple in Kathmandu Valley. It is located in Bhaktapur district. It was built during the time of Lichchhavi King Mandev in 5th century. The temple is built in Pagoda style. There are several high-class models of stone inscriptions, stones, wood and metallic arts. It is one of the four Narayan believed to be in Kathmandu valley. g. Swayambhunath Stupa: The Stupa of Changunarayan Temple Swayambhunath, situated on the top of a hill in Kathmandu, is one of the most popular holy places and instantly recognizable symbol of Nepal. This temple is regarded as the symbol of religious tolerance as there is the temple of Hindu goddess Saraswati. There are other stupas and idols also. Recently, the biggest statue of Buddha has been constructed near Swayambhunath Stupa. Besides these, there are many heritages deserving to be enlisted in the world heritage sites. There should be interest and Swayambhunath Stupa concern from all of us for the identification, protection and promotion of such heritages. Following are the heritages deserving to be enlisted in the world heritage sites: Muktinath, Lo Manthang of Mustang, Bardiya 68 SOCIAL STUDIES - GRADE 10

National Park, Swargadwari of Pyuthan, Gosainkunda, Rasuwa Gosainkunda of Rasuwa, Pathivara Temple of Taplejung, Ramjanaki Temple of Janakpur, Gorkha Palace, Bindyabasini and Taal Barahi of Pokhara, Ramgram of Nawalparasi, Tilaurakot of Kapilvastu, Khokana village of Lalitpur, Bajrayogini Temple and village of Sankhu, Medieval settlement of Kirtipur, Nuwakot Palace, Sinja Valley of Jumla, Bhurti Temple of Dailekh, Resunga Area of Gulmi, Tansen, Panauti, etc. The national heritages of Nepal which are enlisted in the World Heritage Sites by UNESCO are not only the property of Nepal; they are also the property of the whole world. So, it is the duty of government, local levels as well as common citizen to preserve and promote them. But the conditions of the World Heritages Sites are declining day by day. Due to their bad Bagh Bhairab Temple, Kirtipur condition, UNESCO has warned to exclude some heritages of Nepal from the list of World Heritage Sites. The following measures should be taken to preserve them: Effective strategies should be made and implemented to make the heritage sites pollution free. Old, damaged and destroyed heritages should be renovated, repaired and re- constructed in their own original style. Publicity of the heritage sites should be done through various means of mass communication and government and private sectors should involve in the protection and preservation of them. The local people should be made aware about the importance of such heritages and encouraged to protect and promote the heritages. There should be strict security system in the heritages area so that the smuggling of valuable items can be prevented. Our Social Values and Norms 69

Selection criteria (I-VI: for Cultural Criteria and VII-X: for Natural Criteria) I. “represents a masterpiece of human creative genius and cultural significance” II. “exhibits an important interchange of human values, over a span of time, or within a cultural area of the world, on developments in architecture or technology, monumental arts, town-planning, or landscape design” III. “to bear a unique or at least exceptional testimony to a cultural tradition or to a civilization which is living or which has disappeared” IV. “is an outstanding example of a type of building, architectural, or technological ensemble or landscape which illustrates a significant stage in human history” V. “is an outstanding example of a traditional human settlement, land-use, or sea-use which is representative of a culture, or human interaction with the environment especially when it has become vulnerable under the impact of irreversible change” VI. “is directly or tangibly associated with events or living traditions, with ideas, or with beliefs, with artistic and literary works of outstanding universal significance” VII. “contains superlative natural phenomena or areas of exceptional natural beauty and aesthetic importance” VIII. “is an outstanding example representing major stages of Earth’s history, including the record of life, significant on-going geological processes in the development of landforms, or significant geomorphic or physiographic features” IX. “is an outstanding example representing significant on-going ecological and biological processes in the evolution and development of terrestrial, fresh water, coastal and marine ecosystems, and communities of plants and animals” X. “contains the most important and significant natural habitats for in-situ conservation of biological diversity, including those containing threatened species of outstanding universal value from the point of view of science or conservation” Nepalese heritages submitted on the Tentative List of World Heritage Sites A Tentative List is an inventory of those properties which each State Party intends to consider for nomination. Nominations for the World Heritage List are only accepted if the site was previously listed on the tentative list. 1. The early medieval architectural complex of Panauti (1996) 2. Tilaurakot, the archaeological remains of ancient Shakya Kingdom (1996) 3. Cave architecture of Muktinath Valley of Mustang (1996) 4. The medieval palace complex of Gorkha (1996) 5. Ramagrama, the relic stupa of Lord Buddha (1996) 6. Khokana, the vernacular village and its mustard-oil seed industrial heritage (1996) 7. Medieval Earthern Walled City of Lo Manthang (2008) 8. Vajrayogini and early settlment of sankhu (2008) 9. Medieval Settlement of Kirtipur (2008) 10. Rishikesh Complex of Ruru Kshetra (2008) 11. Nuwakot Palace Complex (2008) 12. Ram Janaki Temple (2008) 13. The Medieval Town of Tansen (2008) 14. Sinja valley (2008) 15. Bhurti Temple Complex of Dailekh (2008) 70 SOCIAL STUDIES - GRADE 10

Activities 1. Collect the pictures of the heritages of Nepal enlisted in the world heritage list. Mention one importance of each and present in the class. 2. Collect the news articles published in any newspaper about the heritages of Nepal enlisted in the world heritage list and put on the notice board of your school. 3. Discuss in groups and write the measures for the protection and promotion of the heritages from their declining condition. Exercise Very short answer questions: 1. What is heritage? What does it reflect? 2. Name the heritages of Nepal listed in the world heritage sites? 3. Why are different countries constructing Bihars in Lumbini Area? Present your logic in a sentence. Short answer questions: 1. Why are the heritages considered as the precious wealth of the nation? Write in four points. 2. Make a list of the roles to be played by the students and community in the protection of National heritages. 3. Mention the features of Bhaktapur Durbar Square. 4. Prepare an article on any heritage of Nepal enlisted in the world heritage list which you have visited or heard or read. 5. Write a letter to the representative of UNESCO to enlist a heritage of your community in the world heritage list and also mention the reason for it. 6. Write an e-mail to your foreign friend explaining him/her the main features of heritage site that lies near to your village/town. Community Work Visit a place in your community where there is a cultural, religious or historical heritage and prepare a report based on the following titles: Name and place of the heritage The objects located in the heritage area Date of construction Condition of heritage Importance of heritage Measures to preserve Our Social Values and Norms 71

2LESSON Folk Songs of Nepal Introduction Singing Lok Dohori A traditional song originated among the people and has been passed down orally from one to the next is called folk song. Folk songs are sung in local tunes using traditional musical instruments. They are sung in different occasions, festivals, ceremonies and other rituals. Different communities have their own folk songs. The folk songs may differ according to race, religion, culture, and place. So they also represent specific region, occasion or community. Folk Songs Time of Singing Folk Songs Related Deusi song Tihar Community Malashree song Dashain Palam Limbu Teej song Teej Syabru Sherpa Asare song During sowing paddy Selo Tamang Sakela Silee During Udhauli/Ubhauli Kaura Magar Karkha Gandharba Folk Songs Related Regions Hakpare song Eastern region of Nepal Deuda song Sudurpashchim and Karnali Province of Nepal Hori or Maithili song Terai region Newari song Kathmandu Valley Kaura song Middle hill of western Nepal Nepal is a rich country in terms of cultural heritage. Varieties of folk songs sung in different place and context have given the identity of Nepali culture among others. They have added glory of the country. They depict the originality and distinctness of Nepali culture. Nowadays folk songs are sung in a commercial way in the market and are gaining popularity. Such songs are also sung as Dohori Geet. The following are some examples of our folk songs: 72 SOCIAL STUDIES - GRADE 10

a. Tamang Selo: This is a folk song sung by the Tamang people living in mid-hill region of Nepal especially in different districts of Bagmati Province. 3fs] L{ :ofp/L Uofnd/L uª] n\\ f 6j' m| f ;fk/| L uª] \\ 6'j|mftf :ofp/L ;] 9O' s] nfhL Rofuf] b. Purbeli Folk Song: This song is sung in the eastern part of Nepal while working in the farm, collecting firewood, fodder for cattle, etc. lxdrn' Lsf] lxpFsf] kfgL ufu] gkftn] lkpnF f xh'/ olt /fdf| ] 9Ns] hf]jg ltdLnfO{ g} lbpFnf xh/' c. Hori Song: This song is sung in Mithila region of eastern Terai. This song is based on the character of Lord Ram and Sita. It is sung on the occasion of Holi. ldlynfd] /fd vn] t xf/] L ldlynfd] . lsgsf s] xfy sgs lkrsf/L lsgsf s] xfy caL/ emf]/L ldlynfd]================== /fdhLs] xfy sgs lkrsf/L ;LofhLs] xfy caL/ emf]/L ldlynfd ldlynfd] /fd============ d. Teej Song: This song is popular all over the country. Teej song is sung by the Hindu women on the festival of Teej. tLhsf] an] fdf ;a} hfG5g\\ dfOt cfÇgf] dfOtL dU' nfg kf/L 5g} ;fOt of] /dfOnf] a]nfdf hfg k¥of] d]nfdf d} 5f]/Lsf] cfF;' v:of] b}nf 7]nfdf e. Deuda Song: This is a folk song sung in the Sudurpashchim Province of Nepal on the occasion of different festivals. /fO{ em'df emd' f Sof d:Sof ls 5g\\ xf], /fO{ em'df -rfa} GbL 9fsfsf] rf]nf], l56s\\ f] kml/ofsL_@ kftnL 3/ sxfF xf] tD/f] a;} el/ofsL d t /fO{ emd' f, emd' f Sof d:Sof ls 5 xf], /fO{ emd' f f. Palam Song: This is a folk song sung by Limbu community. It is one of the popular songs in hilly region of eastern Nepal. l;ª3fcf] yª' j\\ ] sSdf kmfu ldG5fª\\ug] cfgL ofDdL ;fu OS;fu]g vfDas] cfwfv] ]Nn lySgfDbft ;f/s cfafv] ]Nn] Our Social Values and Norms 73

In addition to these, there are many more folk songs in Nepal. Jyaure songs, Thado Bhaka, Balan song, Sorathi song, etc are some other examples. Generally folk songs are based on sorrow, love, romantic moment, message, etc. The folk song reflects or represents the culture of contemporary society. They originate according to the culture, lifestyle and tradition of certain place. Though the folk songs are very important national asset, they are not getting much priority. Because of the influence of foreign culture, new generation is mostly attracted towards the foreign songs. Common people are also not able to pay attention towards it due to their busy lifestyle and availability of modern means of entertainment. It is the duty of everyone to preserve and promote folk songs. We can preserve folk songs in the following ways: M Encouraging different communities to preserve their folk songs M Organizing folk song singing competitions in schools, colleges and local levels M Formulating and implementing policy to preserve and promote folk songs M Adding quality in folk songs’ lyrics, singing and tunes to match the contemporary interest, and M Making the provision of royalty and respect to creators. Importance of Folk Songs Folk songs are our identity and pride. They are the ways of expressing love, romantic moment, message or sorrow. They are the means of refreshment to kill leisure time, tension and tiredness. They introduce our cultural diversity in the world community and help in the tourism development. They provide fields for the research and study. They maintain social harmony as people together sing folk songs. Jhalakman Gandarva: A famous folk singer of Nepal Jhalakman Gandarva was a pioneer figure who developed the folk songs in Nepal. He was born at Batalechaur, Pokhara on 12th Baisakh, 1992 BS. Durga Bahadur and Makaidali were his father and mother respectively. Jhalakman could not get any formal education. Since the age of nine he started to play Sarangi and sing folk songs like his forefathers. He started to collect the folk songs around the villages of Kaski district. He also composed some songs by himself. He started to participate in various music competitions. In 2022 BS he participated in various music competitions where he sang a song “cfdfn] ;f]lWng\\ lg v} 5f/] f elGng=\\ ======”. This song made Jhalakman much popular throughout the country. Janakabi Dharmaraj Thapa encouraged him to make the career in the field of music. Jhalakman joined Radio Nepal as the musician in 2024 BS. He retired from his job in 2052 BS. He recorded about 250 songs in Radio Nepal. His songs are melodious and heart touching. “cfdfn] ;f]lWng\\ lg v} 5f]/f elGng,\\ cNnf/] gfgL, /fwf lkof/L, wfgsf] afnf”, etc are the most popular folk songs of Jhalakman. Several awards were given to Jhalakman for his contribution in the field of folk songs such as Aadikabi Bhanubhakta Smiriti Puraskar, Indrarajyalaxmi Pragya Puraskar, etc. He also received cash prizes from Narayan Gopal Sangit Kosh, Mahaji Films, etc. 74 SOCIAL STUDIES - GRADE 10

Activities 1. Collect the folk songs sung in your community in different times and occasions. Which community, region or occasion do they represent? Find and present in the class. 2. Select a folk song which you like the most and sing in the class. Exercise Very short answer questions: 1. Define folk song. 2. What type of song is Tamang Selo? 3. Name any two folk songs and the community related to them. Short answer questions: 1. Give a short introduction to Deuda song. 2. Write a paragraph of a folk song that you know and mention its short introduction. 3. Write a dialogue on the topic “Folk songs are our fundamental identity”. 4. “Folk songs represent the contemporary society.” Present your opinion in this regard in four points. 5. Suggest any four effective ways to preserve and promote folk songs. Community Work There must be folk songs related to your community. Collect any one of them and explain in terms of the following topic: Title of the song Occasion of singing Theme of the song Related caste or community Our Social Values and Norms 75

3LESSON Folk Musical Instruments of Nepal Introduction A musical instrument that developed among the common people and usually does not have a known inventor is called a folk musical instrument. It is played in folk music. The music played during fairs, festivals, ceremony, Jatras, etc is known as folk music. Folk music is associated with particular place, race, religion and culture, etc. Folk musical instruments are played along with folk songs. Generally, folk musical instruments are made using the locally available materials. Madal, Sarangi, Jhyali, Sankha, etc are some examples of folk musical instruments of Nepal. The folk music represents the culture of a certain place and race. Folk musical instruments may differ according to the place or community. For example: Jhyali is a common musical instrument of Newar community living in Kathmandu valley and other cities of Nepal. Yalamber is a popular folk musical instrument of Kirants of eastern Nepal. Sarangi is a typical musical instrument of Gandharba community. Similarly, Damphu is an important folk musical instrument of Tamangs. Panchai Baja is played by the Damai community during the wedding ceremony. Along with folk songs, various musical instruments are also played in different festivals, jatras and ceremonies in Nepal. A brief introduction of folk musical instruments played in Nepal has been given below: Madal: It is one of the most popular folk musical instruments of the Nepalese community. It is believed that it was first introduced by the Magar community. Later on, it gained popularity throughout the country. It is made with a hollow piece of a thick log and its open sides are covered with leather and tightened Madal with leather strings. It is carried around the waist and played by both hands. The part, where Khari (a black paste) is put called Maidaan. A ring, at the edge of both sides of Madal which is used to tighten the leather strings is called Mathara. Similarly, the leather string, used for carrying Madal is called Juine. For making a Madal, a log from Khamari tree is used. Sarangi: Sarangi is a traditional folk musical Sarangi instrument played by the Gandharba community. It is a popular string-instrument made of a piece of wood. At the bottom of which, a hollow is made and four pieces of strings are fastened tightly with four wooden 76 SOCIAL STUDIES - GRADE 10

nails fixed on the top of it. It is played by rubbing on a group of strings especially left and right repeatedly with a bow called Gaj. Gaj is a stick which is fastened with some thin strings or hair of horse’s tail. Sarangi is made from the wood of Khirra tree and its hollow part is covered with leather. Sarangi in Nepal has been used as an instrument used to convey the message and news across the country. The people of the Gandarva community play the Sarangi in various folk songs. It produces a melodious tune. Flute (Bansuri/Murali): Flute is a musical instrument played by blowing air through mouth. It is made by making holes on a small piece of hollow bamboo pipe Flute (Murali Baans). It is popular throughout the country. Bansuri is played by blowing air through mouth but Murali is played by pressing with lips and blowing air on it. Panchai Baja: Panchai Baja is a set of five folk musical instruments. It is played on the occasions like marriage ceremony, Bratabandha and other social, cultural and religious programmes. Panchai Baja is traditional musical instrument prevailing in Damai community. Nowadays, the people of other community also play it professionally. The set consists of Narasingha, Jhyali, Sahanai, Nagara and Tyamko. a. Jhyali/Jhyamta/Jhurma: It is made of bronze. There are two plate-shaped instruments and they are played by striking each other with both our hands. b. Narasingha: It is made of Jhyali copper. It is long and curved like a half circle. It is played by blowing air through its mouth. Narasingha c. Sahanai: It is made of brass. It is played by blowing air with our mouth and Sahanai moving fingers on the holes made on it. Damaha d. Nagara/Damaha: It is made of copper or brass. It looks like bowl and its open part is covered with leather. It is played by hitting with stick on one side. e. Tyamko: It is like a Nagara/Damaha but small in size. It is played by hitting with two sticks on one side. Tyamko Our Social Values and Norms 77

Khainjadi: It is made of wood and covered with leather in one side. It is held with one hand and played with other hand when Roila, Balana, Kaura, etc songs are sung. It is also played during Bhajan-kirtan by the Hindus. A piece of wood from Daar tree and skin of golden monitor lizard or barking deer are used to make a Khainjadi. Pungi (Bin): It is made of the harder cover of coconut by attaching bamboo pieces on Pungi (Bin) it. This instrument is played Khainjadi to make snake dance in Terai Tunga region. It is played like Murali by blowing air through Ekatare Dholak mouth and moving finger tips. Tunga: This is a popular musical instrument used in the Himalaya region. It is made from rhododendron wood and has four wires like the Sarangi. Its hollow part is covered with the skin of sheep. Yalamber: It is made of bamboo (Bhaalubans) with two wires of bamboo stick. It is used by the Kirant community. It is named after the name of the first Kirati King Yalamber. Ekatare: It is a single string musical instrument used by the sages and ascetics. It is made of wood, leather and string. Urni: It is made by using outer hard cover of coconut, skin and a rod. It is popular mainly in the Dhimal community of eastern Terai. It is played while worshiping the family god and while performing social and religious functions. Dhol/Dholak: It is like a Madal and played in the same manner. It is made of hollow cylindrical wood covered with leather. Dhyangro Dhyangro: It is used by a witch doctor like Dhami-jhankri and made of wood and leather. It is played by hitting with a stick. The Sherpa and the Tamang community use it during their cultural rites. 78 SOCIAL STUDIES - GRADE 10

Hudko: It is like a Damaru and used in the Karnali Province and Sudurpashchim Province. It is mainly used in Khaptad fair. The person who plays this instrument is called Hudke. Binayo: It is popular among Hudko the Kiranti people. It is made Binayo by making a hole in a piece of bamboo (Maalingo Baans) and thread is connected to both ends. It is played by blowing air through mouth and pressing by fingers. Murchunga: It is made of iron and it produces the sound like Binayo. It is also popular among the Kiranti people. Murchunga Damphu: This musical instrument looks like Khainjadi and used in the Tamang community and made by covering the wood with the leather. It is held by one hand and played by other hand. Masak: It looks like the Sarangi and is used in Bajhang district of Sudurpashchim Province of Nepal. Dafali: It is used in the western Damphu Terai of Nepal. It is circular wooden frame with one side covered with leather. The wood from jack tree is used for it. Phasmuk: It is used in the Limbu community and made of three pieces of bamboo. Dafali Dangmen: Dangmen is a musical instrument prevailing in the Sherpa community. It is made of wood and eight wires. Kakuwayan: It looks like a Bansuri and played in the same manner. It is mainly prevailing in the Newari Jyapu community. It is made up of a piece of bamboo. Aarbajo: It is a traditional musical instrument of Kakuwayan the Gandharba community. There is a human image at the top of this instrument which is respected as the first Guru. It is also considered the first and religious musical instrument. Aarbajo is considered as male and Sarangee is considered as female musical instrument. Our Social Values and Norms 79

Pung: It is made of the horn of an ox or buffalo. It is played by blowing air through mouth. It is popular among the Rai community. Dakkrai: This is used in Mithila area and is made of wood joining six wires. Irlung Pipari: It is used in the Kusunda community Pung and played by blowing air. Shringinad: It is made up of the horn of Krishnasar (black antelope) and used by sages while going for Pheri at night during the months of Kartik or Mangsir. Kahal Baja: This musical instrument is made of a copper sheet and is about one meter long. It is played by blowing air into it with mouth. It is played in the Gorakhkali temple of Gorkha and Bhairabi temple of Nuwakot. Sankha: It is made up of large shell of the conch found in the sea and ocean. It is played by blowing air through mouth. It is played during Puja and other religious ceremonies of the Hindus. It is also blown when dead body is taken to the Ghat for cremation. Naumati Baja: Naumati Baja specifically contains Sankha nine instruments: those that comprise the Panchai Baja with an added Damaha and Sahanai, as well as two Narsingha, or Karnal. In general, the term Panchai Baja is often used for both the five-instrument group and the larger Naumati Baja. Our folk musical instruments are being displaced by Naumati Baja the imported musical instruments in urban areas and are slowly being displaced in rural areas too. They are our typical musical instruments. They are our identity and add to the glory of the nation. It is our duty to preserve such folk musical instruments. In order to preserve our folk musical instruments, the following measures may be useful: M Publicity of our folk musical instruments M Organizing folk musical competitions time to time M Giving priority for the manufacturing of such musical instruments M Making the provision of incentives to those who know about it and are preserving it M Including it in curriculum and teaching in schools and colleges practically, and M Using in modern music and encouraging different communities to preserve their tradition. 80 SOCIAL STUDIES - GRADE 10

Activities 1. Make a list of folk musical instruments played in your community. Find when and which communities play such instruments. Then, present in the class. 2. Make a table as given below and present the folk musical instruments mentioned in the lesson. Played by Played by Played by Played by blowing Played by Covered by Covered by touching on rubbing on blowing and leather and leather but not strings strings by bow moving fingers but without striking or having Khari having Khari moving fingers hitting 3. Draw or collect the picture of Panchai Baja and paste on a chart paper with their name. Present that chart paper in the class. Exercise Very short answer questions: 1. What do you mean by folk musical instruments? Give short introduction with example. 2. In which community Damphu is played? 3. What kind of musical instrument is Aarbajo? 4. In which region is Dakkari folk musical instrument widely practised? 5. Name any two folk musical instruments played by blowing air and moving fingers. Short answer questions: 1. Write a short introduction of the Madal. 2. Draw a folk musical instrument of your choice and write its short introduction. 3. Panchai Baja was limited only in rural areas before but it is gaining popularity even in urban areas at the present days. What is your opinion on it? Write in four points. 4. Prepare an editorial on the topic “Our folk musical instruments are our identity”. 5. Some of our folk musical instruments are on the verge of extinction. What should be done to preserve them? Present your idea in four points. 6. Suppose, there are two programs running at the same time: one with modern pop songs and drum set and other with folk songs and folk musical instruments. In this situation, which program do you wish to attend? And why? Community Work Prepare a questionnaire to ask to the persons in your community who know how to use folk musical instrument. Ask about the present condition on the use of folk musical instruments and efforts for their preservation. Include their answer and your experience. Then, prepare a report. Our Social Values and Norms 81

4LESSON Folk and Classical Dances of Nepal Introduction Nepal is a multi-ethnic, multi-lingual and multi-cultural country. So, various types of classical and folk dances are practised in Nepal. Folk Dance: A traditional dance of a particular group of people or place is called folk dance. Folk dance is performed on folk music. The costume for folk dance is related to a particular community. It belongs to particular community, place or caste. Maruni dance, Jhyaure dance, etc are the examples of folk dance. Classical Dance: The dance describing the character of the Gods, Goddesses and religious scriptures is called classical dance. The main spirit of the classical music is expressed by the dancer by moving the different parts of the body. It has been practised since ancient time. Classical dance is performed on classical music. It may not be based on any particular caste. It needs special costume according to the nature and requirement of dance. Charya dance, Panchabuddha dance, etc are the examples of classical dance. Relationship among Folk Songs, Folk Musical Instruments and Folk Dances Folk songs, folk musical instruments and folk dances are related to each other. They are the component of folk culture. They are complementary to each other. Folk song is sung in folk music and folk music is the base for folk dance. The folk musical instruments are used to produce folk music and add the flavour in folk song and provide the base for the folk dance. Similarly, folk dances express the meaning and spirit of folk songs and are performed according to the timing of folk music. Folk dances become more effective with the beat of the folk music and expressions and emotions shown in the folk songs. The folk dances make the folk songs and folk music lively. The whole performance of an artist is depended on these three components and hence we can say they are supplementary to each other. Some Folk and Classical Dances of Nepal Dhan Naach: This folk dance is practised among the Limbu community. The youths of the Limbu community perform this dance during any Mela-parba. The song sung in this dance is called Palam. Chandi Naach: The Rai community performs this dance Dhan Naach playing Dhola-Jhyamta and singing Chandi song during the festival of Udhyauli and Ubhauli. 82 SOCIAL STUDIES - GRADE 10

Ghatu Naach: It is practised among the Gurung, Magar and Dura community. It is based on the story of the King Parashuram and Queen Yammawati. The girls, whose menstrual cycle has not started yet, perform this dance. Chaulo Naach: This dance is performed in the hilly area Ghatu Naach of Sudurpashchim Province of Nepal. It is performed in occasions organized in the month of Kartik. It is also called Chalo dance. Kaura Naach: This dance is performed along with Kaura song and is in practice among the Magar community in most parts of Gandaki Province and Province No. 5. Kaura Naach Madikhole Naach: It is practised in the Province No. 5 and Karnali Province of Nepal. Mundhum Naach: Mundhum is the holy book of Mundhum Naach Kirants and the dance based on Mundhum is called Mundhum dance. It is practised in the hill regions of eastern Nepal. Fedaangwa performs this dance along with chanting Mundhum. Deuda Naach: This dance is practised in the Karnali Province and Sudurpashchim Province and the dance is performed in circular group holding each other’s hand. Hopcha: It is the folk dance of the Athpahariya Rai community of Dhankuta. Charya Nritya: This dance is practised in the Newar Deuda Naach community by impersonating the Gods and Goddesses. Charitra Nritya: This dance is performed by impersonating the people of ancient stories, and it is practised in the Terai region. Hanuman Nritya: It is practised in Baglung, Syangja, etc. People disguise themselves as Hanuman and dance. Pancha Buddha Nritya Pancha Buddha Nritya: Charya Nritya It is the traditional dance based on Buddhism. Our Social Values and Norms 83

Bhairav Nritya: This dance is practised throughout the country. People perform this dance wearing the clothes and masks of Bhairav. Sorathi Nritya: It is the traditional dance of the Gurung community. Maruni Naach: This dance is performed by the men wearing the dress of women. It is practised in the middle hilly region of Nepal by the Magar community. This dance is organized almost throughout the year. Kartik Naach: This dance was initiated by Siddhi Narsingh Malla. It is demonstrated in the month of Kartik. So, it is called Kartik Naach. Tarware Naach: It is the traditional folk dance of the Gandharba community. Khyali Naach: This dance is performed on the basis Kartik Naach of Khyali song. It is also called Pangdure dance. Singaru Nritya: It is practised in the Province No. 5 and Karnali Province. Rudrayani Naach: This dance is practiced in Khokana of Lalitpur district on the occasion of Rudrayani Puja. Salahes Naach: This dance belongs to Dusaadh and Rudrayani Naach Musahar community living in the eastern Terai of Nepal. They perform this dance during the puja of Salahes, their favoured deity. Jhijiya Nritya: This is a prevailing dance in Maithili community living in east and middle Terai region. In this dance, women carry an earthen pot on their head and dance in group. The pot which they carry on their head contains holes on it and fire inside it. Saraya Naach: This dance is mainly performed in Gulmi, Syangja, Baglung, Palpa, Arghakhanchi, etc on the occasion of Dashain. It is danced in group in the temples holding Khunda, Khukuri, sword or stick. Sakhiya Nritya: This is a traditional dance practiced in the Terai region of Nepal by the Tharu community during Maghi Parva. Balan Nritya: This dance is related to the character of Lord Krishna, Lord Ram, etc. It is performed in various occasions and festivals describing the religious fable with gesture. Sakhiya Nritya 84 SOCIAL STUDIES - GRADE 10

Jharra Naach: It is danced striking the small bamboo sticks with each other and on its rhythm. Pulukisi Naach: This dance is prevalent in Jyapu community of Newar. It is performed during Indrajatra in Kilagal, Kathmandu. This is the symbolic dance of white elephant. Pulukisi Naach Jat Jatin Dance Jat Jatin Dance: This dance is organized in the Mithila region from Shrawan purnima to Bhadra purnima. It is based on folklore of love between the hero Jat and heroine Jatin in which the moment of happiness and sorrow is expressed by the dancers. It is performed to please the deity Indra when there is not enough rain. Importance of Folk and Classical Dance It reflects our glorious culture and tradition. It helps in preserving and promoting the typical culture of the country. It helps in the tourism development as a source of entertainment. It helps in the socialization and development of social harmony. It develops art and skill in individuals. Nepal is rich in folk and classical dance. But many such dances are on the verge of extinction. It is essential to preserve them on time. The following measures should be taken to preserve them: M New generations should be encouraged to participate in classical and folk dances which are being extinct. For this, new generations should be sensitized about the importance of such dances. M Classical and folk dances should be included in the curriculum of schools and colleges and taught practically. M Regular competition of classical and folk dances should be conducted throughout the country. M Electronic media like television, radio, FM, etc should give preference to such dances. M A visual documentary on ‘Folk Dances of Nepal’ should be made for their publicity. Our Social Values and Norms 85

Activities 1. Organize a folk dance competition in the school. Form an evaluation committee and award the winners. 2. Identify the folk dance and classical dance among the dances given in the lesson. 3. What roles should be played by the students, local communities and concerned central authority to preserve and promote our folk dance and classical dance to prevent them from extinction? Discuss with friends and write in points. Exercise Very short answer questions: 1. Define folk dance. 2. To which community does Dhan Naach belong? 3. Mention one characteristic of Charitra Nritya. 4. In which region Singaru Nritya is practiced? 5. What kind of dance is Kartik Naach? Who introduced this Naach? 6. In which race is Dhan Naach practised? 7. What type of dance is Pancha Buddha dance? 8. Write a role to be played by the provincial executive to preserve folk dance. Short answer questions: 1. “Folk songs, folk musical instruments and folk dances are complementary to each other.” Justify this statement with examples. 2. Write the importance of folk and classical dance. 3. Show the differences between folk dance and classical dance in a table. 4. Suggest any four effective ways to preserve and promote our folk and classical dances. 5. What role have you played to preserve local musical instruments and folk dance in your area? Write down. 6. Which dance is popular in your community? Give a short introduction of it. Community Work Collect information about the condition of dances practiced in your community. Prepare a report including the name of the dance, context, time, occasion, community, caste, etc. 86 SOCIAL STUDIES - GRADE 10

5LESSON Our National Days Introduction National days are the special days which are observed nationwide. These days are related with various important events such as great revolution, achievements, or they are dedicated to some special persons. Nepal has gone through several important changes and events in history. So, in order to remember such important events, the Government of Nepal has decided to observe several days as national days. The national days are our national occasions and they should be observed not only for the sake of observation but according to the main spirit of the day. Some National Days of Nepal Martyrs’ Day: One who sacrificed own life in various movements launched to establish democracy and civic rights is called a martyr. Every year we observe Martyr’s Day on 16th of Magh by offering garlands and flowers, organizing rally, speech program, blood donation, etc. From 10th of Magh to 16th of Magh, these seven days are observed as Martyr’s week in memory of four martyrs Shukra Raj Shastri, Dharma Bhakta Mathema, Ganga Lal Shrestha and Dashrath Chand and others who sacrificed their life to end the autocratic Rana regime and establish democracy in Nepal. To commemorate the contribution of those martyrs, statues of four martyrs have been kept at Sahid Gate near Tundikhel, Kathmandu and in Sahid Park of Hetauda. Political leaders, Ministers, government officers and common people go to Sahid Gate and offer garland and flowers to the statue of martyrs to pay respect to them on this day. People also go to Sahid Smarak at Lainchaur to pay homage to the martyrs. Similarly to pay homage, people go to the Pachali, Teku where Shukra Raj Shastri was hanged, to Shiphal where Dharma Bhakta was executed and to Shobha Bhagvati where Dashrath Chand and Ganga Lal were shot dead. People also remember and pay tribute to those who sacrificed their life during the People’s Movement of 2046 and 2062/63 BS. Our Social Values and Norms 87

If we respect the family of martyrs, get inspiration from martyrs and fulfil the dream of martyrs, it will be the real respect to the martyrs. Children’s Day: We observe 29th of Bhadra as Children’s Day. The UN General Assembly adopted the Convention on Child Rights on 20th November, 1989 AD and Nepal ratified it on 14th September, 1990 AD (29th Bhadra, 2047 BS). So to commemorate the day, we observe 29th Bhadra as the Children’s Day. Various programmes relating to children are conducted on this day. Children’s rally, speech program, sports program and other programs to create awareness about child right are conducted throughout the country on this day. Constitution Day: The Constitution of Nepal was promulgated and implemented on 3rd Asoj, 2072 BS. So, this day is observed as the Constitution Day. Democracy Day: The Rana regime ended and democracy was introduced on 7th Falgun, 2007 BS. To remember that day, every year on 7th of Falgun, we observe the Democracy Day. On this day, programmes like rallies, speech, knowledgeable competitions, afforestation, sanitation, blood donation, distribution of various items to the needy, etc are done. Education Day: Every year on World Literacy 8th Day we observe Education Day in Nepal. It falls on 8th September. Those who have given MARCH great contribution in the field of education are awarded with various prizes on this day. INTERNATIONAL Similarly, medals are awarded by the head of the state to those who have completed Ph.D., WOMEN’S DAY topped in Masters, Bachelor and other levels. On this day, various programmes are organized SOCIAL STUDIES - GRADE 10 by Ministry of Education, different universities and educational institutions. International Women’s Day: We observe International Women’s Day on 8th March every year. The women civil servants are given holiday in government offices on this day. 88

Various programmes are organized to aware the people about the woman’s education, their rights and equal opportunity to them. Since the United Nations General Assembly invited member states to proclaim 8th March as the UN Day for women’s rights and world peace, International Women’s Day was first observed on 8th March as a popular event after 1977 AD. International Labour Day: Every year, May 1st is observed as the International Labour Day. It is also called Mai Diwas. Nepal has started to observe this day as a National Day after the establishment of Loktantra in 2063 BS. It is a public holiday and on this day, various programs are organized for the welfare and prosperity of labourers. Republic Day: 15th Jestha is observed as Republic Day in our country. The first meeting of Constituent Assembly had declared Nepal as a republican state by ending monarchy on 15th Jestha, 2065 BS. Celebrating National Day is an important event because it makes the common people familiar about the various important events of history and different achievements made by the country. As we have general practice of giving holiday on the occasion of National Days, a large number of illiterate people do not know the importance of such days. It is better to organize various programmes throughout the country in both government and private sectors. People should be made aware about the day. For this, media like radio, television, newspapers, etc can play an important role. These means of communication should highlight the celebration of National Days by publishing and highlighting the news about the days. March, procession, seminar, etc should be organized throughout the country. Government, non-government organizations, school, college, etc should conduct the programmes related to National Days instead of giving holiday. Our Social Values and Norms 89

Activities 1. Collect some news articles published about our national days and display them on the bulletin board of the class. 2. Make a table and show the national days observed in Nepal. 3. What programs are organized in your school on the occasion of national days? Collect the description with the help of your class teacher or head master. Then, present the description in the class. Exercise Very short answer questions: 1. What does a National Day mean? 2. When do we observe Republic Day and why? 3. Who are martyrs? 4. Why is 8th March observed every year as International Women’s Day? Short answer questions: 1. Write the importance of democracy day. 2. “National days reflect national unity.” Prepare a news report justifying the statement. 3. If you are going to present your opinion on child right, what logics would you present? Write in four points. 4. National days should not be limited only in the capital city. They should be observed effectively and according to the spirit of the day. What can be done for this? Mention your ideas in four points. 5. Prepare four slogans appropriate for four different national days. 6. If you are going to participate in an oratory program on the topic “Every labourer has to get appropriate wage for work”. What opinion would you present? Prepare a model of your presentation. Community Work Prepare a dialogue based on the national day that you have attended. 90 SOCIAL STUDIES - GRADE 10

6LESSON International Personalities Great personalities whose contribution is invaluable to mankind in the world are known as international personalities. Their works and experiences are the inspiration and encouragement for other people. There are many such international personalities. Some of them have contributed in the technical field, some in the field of development and some have helped to make the life of common people easier, convenient and comfortable by uplifting their life standard. A short introduction to some of the international personalities has been presented below: a. Kailash Satyarthi Early life Kailash Satyarthi was born on 11th January, 1954 AD in the Vidisha district of central Indian state Madhya Pradesh. His original name is Kailash Sharma. He attended Government Boys Higher Secondary School in town and completed his degree in electrical engineering at Samrat Ashok Technological Institute, Vidisha and a post-graduate degree in high-voltage engineering. Then he joined a college in Bhopal as a lecturer for a few years. Works Name Kailash Satyarthi M In 1980 AD, he gave up his Born On 11th January, 1954 AD in Vidisha, career as an engineer and became Madhya Pradesh, India secretary general for the Bonded Labour Liberation Front. He Nationality Indian also founded Bachpan Bachao Andolan (Save the Childhood Education Electrical engineering from Samrat Ashok Movement) in the same year. Technological Institute, Vidisha Known for Activism for children’s rights and children’s education The Aachener International Peace Prize, Germany (1994) Through this movement, he led Awards Robert F. Kennedy Human Rights Award the rescue of over 83,000 child (1995) slaves of 144 countries and Alfonso Comin International Award (2008) developed a successful model for Medal of the Italian Senate (2007) their education and rehabilitation. Defenders of Democracy Award (2009) Nobel Peace Prize (2014) M Due to his work and initiation Harvard Humanitarian Award (2015) against child labour, ILO Convention 182 directed the governments of the world to end the child labour. Our Social Values and Norms 91

M He has also been involved with the Global March against Child Labour and its international advocacy body, the International Center on Child Labour and Education (ICCLE), which are worldwide coalitions of NGOs, teachers and trade unionists. M He has also served as the President of the Global Campaign for Education from its inception in 1999 to 2011, having been one of its four founders alongside Action Aid, Oxfam and Education International. M In addition, he established Good Weave International as the first voluntary labeling, monitoring and certification system of rugs manufactured without the use of child- labour in South Asia. This organization operated a campaign in Europe and the United States in the late 1980s and early 1990s with the intent of raising consumer awareness of the issues relating to the accountability of global corporations with regard to socially responsible consumerism and trade. M Satyarthi has highlighted child labour as human rights issue as well as a welfare matter and charitable cause. He has argued that it perpetuates poverty, unemployment, illiteracy, population growth, and other social problems. M He has also had a role in linking the movement against child labour with efforts for achieving “Education for All”. He has been a member of a UNESCO body established to examine this and has been on the board of the Fast Track Initiative (now known as the Global Partnership for Education). M Satyarthi serves on the board and committee of several international organizations including the Center for Victims of Torture (USA), the International Labour Rights Fund (USA), and the International Cocoa Foundation. M He has helped enactment and adoption of national and international legislations, treaties and conventions as well as the constitutional amendment on child labour and education. Satyarthi, along with Pakistani child activist Malala Yousafzai, was awarded the Nobel Peace Prize in 2014 “for their struggle against the suppression of children and young people and for the right of all children to education”. He lives in New Delhi, India. b. Dr. Martin Luther King SOCIAL STUDIES - GRADE 10 Early life Martin Luther King, Jr. was born in Atlanta, Georgia, USA on 15th January, 1929 AD. His legal name at birth was Michael King. He went to Booker T. Washington High School. He got his college education at Morehouse College at the young age of fifteen. After getting his degree in sociology from Morehouse, Martin got a theology degree from Crozer Seminary and then got his Ph.D. in Theology 92

from Boston University. He was both Name Martin Luther King a Baptist minister and civil-rights On 15th January, 1929 AD in Atlanta, activist. He is widely considered the Born Georgia, US. most influential leader of the American Nationality American Education Ph.D. in Theology from Boston University civil rights movements. Known for Civil Rights Movement, Peace Movement Works Nobel Peace Prize (1964), Presidential M He fought to overturn segregation Awards Medal of Freedom (1977, posthumous), laws and eliminate social and Death Congressional Gold Medal (2004, economic differences between posthumous) blacks and whites from his early On 4th April, 1968 AD, at the age of 39 years. age. M He became the main leader in the Civil Rights Movement to end racial segregation and discrimination in America during the 1950s and 1960s and a leading spokesperson for nonviolent methods of achieving social change. M In December 1955, he led a 382-day boycott of Montgomery’s segregated public bus system. Negroes were relegated to the back of the bus and had to give up their seats if a white person wanted them. Since many blacks lived in poverty or near-poverty, few could afford automobiles, and public buses were essential to them for traveling to and from work and elsewhere. M In 1957 he was elected president of the Southern Christian Leadership Conference, an organization formed to provide new leadership for the growing civil rights movement. The ideals for this organization he took from Christianity, its operational techniques from Gandhi. M In April 1963, he led a campaign against racial segregation and economic injustice in Birmingham, Alabama. M During the rally in the nation’s capital on August 28th, 1963, Dr. King delivered his most famous speech, known as the “I Have a Dream” speech. M As the Vietnam War escalated, King spoke out against America’s involvement in the conflict. His anti-war position was an outcome of his belief in nonviolence, but to those who opposed King it intensified their belief he was pro-communist and anti- American. M Through his activism, he played a key role in ending the legal segregation of African- American citizens in the South and other areas of the nation, as well as the creation of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. M When he declared the poor and labourers have the ethical right to get food, health, clothing, shelter, etc not only the government but also rich blacks and Klux Klan (a white supremacist organization) became angry. They were the supporter of Dictator Hitler. M After returning from the protest of sanitation workers, he was standing on the second- floor balcony of the Lorraine Motel in Memphis, Tennessee. A racist assassinated him on 4th April, 1968 AD by a single rifle shot. In America, it is believed that the dream of Martin Luther King has not died even after his martyrdom. Our Social Values and Norms 93

Activities 1. Collect the information about the contribution made by any other international personalities. Present your work in the class. 2. Read the following short biography of Mahatma Gandhi and find similarities between Martin Luther King and Mahatma Gandhi. Mahatma Gandhi The full name of Mahatma Gandhi was Mohandas Karamchand Gandhi. He was born on 2nd October, 1869 AD in a town called Porbandar, Gujrat, India. He studied law and advocated for the civil rights of Indians both at home under British rule and in South Africa. He was the architect of India’s freedom and one of the greatest men of this century. Mahatma Gandhi’s life was dedicated to the ideals of truth, non-violence and love. He went to England to become a lawyer. When he obtained the degree of Law, he started practicing law in South Africa. He stayed in South Africa for nearly 21 years to fight against racial discrimination against Indian settlers. He came back to India in 1915 and built an ashram on the banks of the Sabaramati River near Ahmadabad. It was called ‘Satyagraha Ashram’. He fought peacefully for many causes and succeeded in persuading the government to abolish many abuses against labourers in Bihar, the Kaira peasants in Gujarat, etc. Gandhi became a leader of India’s independence movement, organizing boycotts against British institutions in peaceful forms of civil disobedience. He was assassinated on 30th June, 1948 by Nathuram Godse, an extremist. Exercise Very short answer questions: 1. Who are known as international personality? 2. What is Dr. Martin Luther King known for? 3. What is Kailash Satyarthi known for? Short answer questions: 1. “Though Kailash Satyarthi is an Indian, his contribution is for the entire world”. Justify this statement. 2. What sort of changes may occur in our society if ‘save the childhood’ like movement led by Kailas Satyarthi is conducted in our country? Write in four points. 3. Read the given short biography about Malala Yousafzai who was jointly awarded the Nobel Peace Prize with Kailash Satyarthi and mention how she could become the Nobel Peace Prize winner at a very young age. Malala Yousafzai was born on July 12th, 1997, in Mingora, Pakistan. As a child, she became an advocate for girls’ education, which resulted in the Taliban issuing a death threat against her. On October 9th, 2012, a gunman shot Malala when she was traveling home from school. She survived, and continued to speak out on the importance of education. She was nominated for a Nobel Peace Prize in 2013. In 2014, she was nominated again and won, becoming the youngest person to receive the Nobel Peace Prize. 4. What lesson did you get from the biography of Martin Luther King? Write. 5. What is the contribution of Kailash Satyarthi to the world? 6. How should we respect the international personalities? Write in four points. Project Work Search about the Nobel Peace Prize winner international personalities you like and prepare a short description. 94 SOCIAL STUDIES - GRADE 10

7LESSON Universal Brotherhood Introduction Brotherhood is a feeling and treating one another like brothers. This is a feeling of fellowship and sympathy for other people. Similarly, universal brotherhood is a concept to think the whole world as our own family. According to the concept of universal brotherhood, the world is a common shelter for all, it is our common home, we are the residents of the earth wherever we live and the world is a family. If a member gives trouble in the family then all the family members have to suffer from that. Similarly, if someone damages one part of the world, it affects the whole world. Intolerance based on racial discrimination, narrow-minded nationalism, etc weakens the feeling of universal brotherhood. Human being as a conscious and social creature should not disturb the life system of other creatures. We should not forget the existence of other while fulfilling our wants and wishes. Our Vedic tradition also says “Vasudhaiva Kutumbakam” which means all the people living on the earth are our brothers and sisters. So, all of us should live together with good relation and share happiness and sorrow. All the religions teach to respect the peace. The main objective of education is also the same. Non Aligned Movement-NAM has also made the universal brotherhood as its directive principle. The formation of international and Our Social Values and Norms 95

regional organizations like UNO, SAARC, ASEAN, EU, and Commonwealth Countries is also for the promotion of universal brotherhood. Thus, we should all believe in sovereign universal family. Universal brotherhood is vital to maintain peace in the world. The importance of universal brotherhood is increasing day by day because of the following reasons: M People do not want to be limited within a place. In the name of employment, tourism, trade, mutual assistance and migration, people move from one place to another. M People of many countries are also living in the same city. M Nowadays, one can go from one part of the world to other part easily and within short time. M The religious orthodoxy is also gradually decreasing. M Unity, empathy and cooperation are also increasing among the people. M People join and enjoy in the cultural and social programs of other community also. Importance of universal brotherhood Unity and peace can be maintained only by the feeling of universal brotherhood. The main motto of universal brotherhood is to respect all the religions, castes, regions and beliefs. Universal brotherhood frees the world from wars and hatred. It increases cooperation and empathy that can make human life joyful. Measures to maintain brotherhood We should treat others like friends, brothers, sisters or relatives. Everyone should rise above the boundary of caste, religion, language and the nation. Initiation of dialogue, acceptance of diversity, awareness of spirituality and purity of character can make the whole world as a family and maintain universal brotherhood. Love, cooperation and goodwill between the individuals and countries help in the growth of universal brotherhood. Everyone should have empathy and cooperation to get rid from fear, poverty, pain and epidemic diseases. It develops the universal brotherhood. Everyone should leave egoism and work for the prosperity and happy life of mankind. 96 SOCIAL STUDIES - GRADE 10

Activities 1. Write a letter to your friend living abroad mentioning the importance of universal brotherhood. 2. Prepare some slogans reflecting universal brotherhood. Example: ‘Vasudhaiva Kutumbakam’, ‘all the people living in the earth are one’, etc. Exercise Very short answer questions: 1. What is universal brotherhood? 2. Prepare a slogan showing the importance of brotherhood. 3. What does “Vasudhaiva Kutumbakam” mean? 4. How does universal brotherhood play a significant role to set up peace in the world? Express in a sentence. Short answer questions: 1. What should we do to maintain universal brotherhood? Write any four ways. 2. Why is the importance of universal brotherhood increasing day by day? 3. “Universal brotherhood is important to maintain peace in the world.” Justify this statement. 4. Complete the following table: Advantage of universal brotherhood Disadvantage of enmity Community Work Meet some senior personalities in your community and find how the people of other places or countries are treated in your community. Then prepare a report and present in the class. Our Social Values and Norms 97

8LESSON Responsibility towards the Senior Citizens Introduction Elderly or aged person, especially one above 60 or 65 years of age is known as a senior citizen. According to the Senior Citizens Act 2063, “Senior Citizen means a citizen of Nepal having completed the age of Sixty years”. Senior citizens are the wealth of social and cultural knowledge, value, belief and tradition. They are the founder of our society. Senior Citizens They have already experienced lots of ups and downs in life. They have got unlimited experience and knowledge. We have to utilize the knowledge and experience of senior citizens. Some of the senior citizens are still contributing to the family, society and the nation as per their experience and ability. It is the duty of state to take care of the senior citizens. It comes under the social and moral responsibility of the state. Society also has to provide services to the senior citizens with respect and sympathy. A network of social organizations to provide services to senior citizens is working in Nepal. These organizations can help in the sector of the interest of senior citizens but most of them are limited only in the urban areas. There is more need of such organizations in the rural areas. The state has to manage them on the basis of priority. The senior citizens lose energy, feel laziness, pay less interest in personal hygiene, have the habit of expressing dissatisfaction, etc. So, some people ignore senior citizens. In some families, the senior citizens are being neglected by the family members too due to the influence of foreign lifestyle, busy schedule, financial shortage, wish to have nuclear family, ancestral distance, etc. As a result, some of the senior citizens are also deprived of getting the services and facilities provided by the state. Constitutional and legal provision for the rights and benefits of senior citizens ‘Rights of Senior Citizens’ under the fundamental rights of the Constitution of Nepal, Senior Citizens Act-2063 and Senior Citizens Rules-2065 have made some provisions for the right and benefits of the senior citizens. 98 SOCIAL STUDIES - GRADE 10

‘Rights of Senior Citizens’ a fundamental right M The senior citizens shall have the right to special protection and social security from the State. To respect senior citizens M It shall be the duty of all to respect senior citizens. Maintenance and care of senior citizen M It shall be the duty of each family member to maintain and care for the senior citizen according to the economic status and prestige of the member. M Except the senior citizen has lived separately or wishes to live separately taking his or her partition share, the family member of his or her choice shall keep with him or her and maintain the senior citizen. M No one shall detach the senior citizen from the family or compel the senior citizen to get detached from the family in against of his or her will. M If the economic condition of the senior citizen or the family member maintaining the senior citizen is weak, other family member shall make provision of maintenance and care of the senior citizen in spite of the fact that such member has not kept such senior citizen with him or her. M Any family member, relative or heir who uses or deals with (consumes) the movable or immovable property of the senior citizen shall keep with him or her and maintain and care such senior citizen. Allowance or facility to Senior Citizens M The Government of Nepal may categorize senior citizens, helpless senior citizens, and incompetent senior citizens on the prescribed grounds and provide allowance or facility as prescribed. It is the duty of everyone to provide help, facility and service to the senior citizens in religious Senior Citizens Receiving Allowance or public places, health service, public function, public vehicle, etc. If the commitment made by the state is fulfilled, the senior citizens won’t have to suffer. Our Social Values and Norms 99

Efforts made by state for the benefits of senior citizens Pensions to government employees Provision of free health treatment and discount in health service 50% discount in the fare rate Reservation of at least 2 seats in the public vehicles, and Senior citizen allowance under the social security. Activities 1. What supports are being made to the senior citizens of your family or community by the children, youths and society? Ask and show in a table. 2. What institutions have been established in the country for taking care of senior citizens and preserving and protecting of the benefits of senior citizens? Discuss. Exercise Very short answer questions: 1. Who are senior citizens? 2. How do you respect your grandparents? Write two ways. Short answer questions: 1. “Senior citizens are the wealth of knowledge and experience.” Justify this statement. 2. What privileges and facilities have been made for the senior citizens in our country? 3. What provisions have been made by the government in the constitution and laws for the rights and benefits of senior citizens? 4. How should we honour and assist the senior citizens by the state and family members in this modern situation? Mention your constructive suggestions in four points. 5. We have been hearing and reading the incidents that senior citizen are being neglected by the family members. What may be the reasons behind it? Write the measures for its solutions as well. Community Work Meet some senior citizens in your community and listen to their contributions and experiences. Note down their contributions and experiences you like and present in the class. 100 SOCIAL STUDIES - GRADE 10