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Test: Growing up as Boys & Girls- 2 - CTET & State TET MCQ


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10 Questions MCQ Test NCERT Textbooks (Class 6 to Class 12) - Test: Growing up as Boys & Girls- 2

Test: Growing up as Boys & Girls- 2 for CTET & State TET 2024 is part of NCERT Textbooks (Class 6 to Class 12) preparation. The Test: Growing up as Boys & Girls- 2 questions and answers have been prepared according to the CTET & State TET exam syllabus.The Test: Growing up as Boys & Girls- 2 MCQs are made for CTET & State TET 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and online tests for Test: Growing up as Boys & Girls- 2 below.
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Test: Growing up as Boys & Girls- 2 - Question 1

What did boys and girls do differently in the schools in the 1960s in Madhya Pradesh?

Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 1
  • In the 1960s in Madhya Pradesh, boys and girls had different spaces for playing in their schools.
  • Girls had a central courtyard for playing, while boys had a big open space attached to the school.
  • This means that boys and girls played in separate areas to have their fun and learn in their own special places.
Test: Growing up as Boys & Girls- 2 - Question 2

State whether the following statement is True or False:

Girls and boys are given different toys to play with, which can affect their future roles as men and women.

Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 2
  • When we are young, we often see that girls are given dolls to play with and boys are given cars.
  • This can make girls think they should be gentle and boys think they should be tough when they grow up.
  • These toys can show children that they might have different futures as men and women.
  • It's like a small message in a toy box about what they might become later on.
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Test: Growing up as Boys & Girls- 2 - Question 3

What does the presence of a central courtyard in the girls' school in Madhya Pradesh signify about societal attitudes towards girls' safety and behavior?

Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 3
The central courtyard in the girls' school signifies that societal attitudes towards girls' safety and behavior prioritized seclusion and protection from the outside world, reflecting a concern for their safety.
Test: Growing up as Boys & Girls- 2 - Question 4
How does the government's provision of crèches in workplaces relate to gender equality?
Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 4
The provision of crèches in workplaces acknowledges the childcare burden typically placed on women and helps promote gender equality by enabling more women to participate in the workforce.
Test: Growing up as Boys & Girls- 2 - Question 5
What is one consequence of the societal devaluation of housework and caregiving tasks performed by women?
Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 5
The societal devaluation of housework and caregiving tasks performed by women often results in limited career opportunities and economic independence for women, reinforcing gender inequality.
Test: Growing up as Boys & Girls- 2 - Question 6

In Samoan society, teenage girls had more freedom and participated in activities like fishing and weaving baskets.

Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 6

In Samoan society, teenage girls gained more freedom and participated in activities such as fishing, plantation work, and weaving baskets.

Test: Growing up as Boys & Girls- 2 - Question 7

How does the experience of growing up in Samoan society in the 1920s differ from growing up in Madhya Pradesh in the 1960s, in terms of gender roles?

Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 7

In Samoan society, gender roles were more fluid and flexible- Growing up in Samoan society in the 1920s, gender roles were more fluid and flexible.
- Children participated in communal activities, and tasks were not strictly divided by gender.
- Margaret Mead's research highlighted the less rigid gender expectations in Samoa, allowing for more shared responsibilities between boys and girls.
- In contrast, many societies, like Madhya Pradesh in the 1960s, had more defined and separate gender roles, with specific expectations for males and females in family and societal structures.

Test: Growing up as Boys & Girls- 2 - Question 8

Harmeet's family highly valued the domestic work performed by Jaspreet and their domestic helper.

Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 8

Harmeet's family, like many others, did not recognize the domestic work performed by Jaspreet and their domestic helper as "real" work, reflecting a common societal undervaluation of housework.

Test: Growing up as Boys & Girls- 2 - Question 9
What does the text imply about the impact of societal norms on the education of boys and girls in Madhya Pradesh in the 1960s?
Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 9
Societal norms in Madhya Pradesh in the 1960s resulted in different educational environments and experiences for boys and girls, with separate schools and differing expectations and opportunities.
Test: Growing up as Boys & Girls- 2 - Question 10
How does the provision of anganwadis in villages address gender inequality in education?
Detailed Solution for Test: Growing up as Boys & Girls- 2 - Question 10
The provision of anganwadis in villages addresses gender inequality in education by offering child-care support, which allows more girls to attend school and reduces the burden of childcare on young girls.
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