PPT: Growing up as Boys and Girls | Social Studies (SST) Class 7 PDF Download

 Page 1


Growing up as
Boys and Girls
Page 2


Growing up as
Boys and Girls
In the 1920s, formal schooling was uncommon in
Samoa.
Children learned essential skills from older peers and
adults, like childcare and household tasks.
Fishing was crucial, and youngsters were trained for it
early on.
Older siblings took on childcare duties around age five.
Boys transitioned to outdoor work like fishing and
coconut planting by age nine.
Growing up in Samoa in the 1920s
Page 3


Growing up as
Boys and Girls
In the 1920s, formal schooling was uncommon in
Samoa.
Children learned essential skills from older peers and
adults, like childcare and household tasks.
Fishing was crucial, and youngsters were trained for it
early on.
Older siblings took on childcare duties around age five.
Boys transitioned to outdoor work like fishing and
coconut planting by age nine.
Growing up in Samoa in the 1920s
Growing up male in Madhya
Pradesh in the 1960s
In early 20th-century Samoan
society, boys and girls experienced
separate upbringings due to
segregated schooling and societal
norms. Girls' schools offered a
secure courtyard for play, while
boys' schools lacked such features.
After school, girls walked home in
groups for safety, while boys
engaged in idle activities.
Page 4


Growing up as
Boys and Girls
In the 1920s, formal schooling was uncommon in
Samoa.
Children learned essential skills from older peers and
adults, like childcare and household tasks.
Fishing was crucial, and youngsters were trained for it
early on.
Older siblings took on childcare duties around age five.
Boys transitioned to outdoor work like fishing and
coconut planting by age nine.
Growing up in Samoa in the 1920s
Growing up male in Madhya
Pradesh in the 1960s
In early 20th-century Samoan
society, boys and girls experienced
separate upbringings due to
segregated schooling and societal
norms. Girls' schools offered a
secure courtyard for play, while
boys' schools lacked such features.
After school, girls walked home in
groups for safety, while boys
engaged in idle activities.
Growing up male in Madhya
Pradesh in the 1960s
These differences reflected early conditioning of gender roles. Everyday practices,
like the toys children were given, further reinforced these distinctions. Boys
received cars, symbolizing masculinity, while girls received dolls, representing
femininity. These early experiences shaped their futures, influencing their
education, careers, and societal roles. Moreover, these distinctions perpetuated
broader inequalities between men and women, limiting women's opportunities and
reinforcing traditional gender roles.
Page 5


Growing up as
Boys and Girls
In the 1920s, formal schooling was uncommon in
Samoa.
Children learned essential skills from older peers and
adults, like childcare and household tasks.
Fishing was crucial, and youngsters were trained for it
early on.
Older siblings took on childcare duties around age five.
Boys transitioned to outdoor work like fishing and
coconut planting by age nine.
Growing up in Samoa in the 1920s
Growing up male in Madhya
Pradesh in the 1960s
In early 20th-century Samoan
society, boys and girls experienced
separate upbringings due to
segregated schooling and societal
norms. Girls' schools offered a
secure courtyard for play, while
boys' schools lacked such features.
After school, girls walked home in
groups for safety, while boys
engaged in idle activities.
Growing up male in Madhya
Pradesh in the 1960s
These differences reflected early conditioning of gender roles. Everyday practices,
like the toys children were given, further reinforced these distinctions. Boys
received cars, symbolizing masculinity, while girls received dolls, representing
femininity. These early experiences shaped their futures, influencing their
education, careers, and societal roles. Moreover, these distinctions perpetuated
broader inequalities between men and women, limiting women's opportunities and
reinforcing traditional gender roles.
Valuing Housework
In many families, there is a widespread belief that the household chores and
caregiving responsibilities primarily performed by women are not considered real
work. This sentiment is not unique to any particular family or culture.
Throughout the world, the bulk of tasks such as caring for the family, particularly
children, the elderly, and sick members, falls on women. However, despite the
significant time and effort invested in this work, it often goes unrecognized and
undervalued. There is an assumption that such tasks are inherent to women and
thus do not merit compensation. Consequently, society tends to devalue this type
of work.