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Growing up as Boys & Girls Summary Class 7 Civics Chapter 2

Growing up in Samoa in the 1920s

  • The Samoan Islands are part of a large group of small islands in the southern part of the Pacific Ocean.
  • In the 1920s, according to research reports on Samoan society, children did not go to school.
  • Older children, often as young as five years old, took over this responsibility.
  • By the time a boy was about nine years old, he joined the older boys in learning outdoor jobs like fishing and planting coconuts. 
  • Girls had to continue looking after small children or do errands for adults till they were teenagers.
  • After the age of fourteen or so, girls also went on fishing trips, worked in the plantations, learnt how to weave baskets.

Growing up male in Madhya Pradesh in the 1960s

  • From Class VI onwards, boys and girls went to separate schools. 
  • The girl’s school had a central courtyard where they played in seclusion and safety from the world outside. 
  • Boys’ school did not have separate enclosures.
  • The boys used the streets as a place to stand around idling, to play, to try out tricks with their bicycles.
  • The girls always went in groups because they also carried fears of being teased or attacked.

Distinctions between boys and girls

  • Societies make clear distinctions between boys and girls from an early age.
  • Boys are usually given cars to play with and girls dolls.
  • This difference is created in the smallest and most everyday things such as how girls must dress, what games boys should play, how girls need to talk softly or boys need to be tough.
  • In most societies, the roles men and women play or the work they do, are not valued equally.

Valuing housework

  • The main responsibility for housework and care-giving tasks is done by the women.
  • For this they does not have to be paid for, thus, society devalues this work.

Lives of domestic workers

  • Most domestic workers are women.
  • Wages paid are low as domestic work is not regarded as valuable.
  • Housework requires a lot of physical labour and is time consuming.
  • In rural areas, fetching water and carrying firewood are strenuous and physically demanding activities.

Women’s work and equality

  • The inequality between men and women has to be dealt with through actions not just at the level of the individual or the family but also by the government.
  • The Constitution says that being male or female should not become a reason for discrimination.
  • The government is, therefore, committed to understanding the reasons for this and taking positive steps to remedy the situation.
  • The government has set up anganwadis or child-care centres in several villages in the country and has passed laws that make it mandatory for organisations that have more than 30 women employees to provide crèche facilities.
The document Growing up as Boys & Girls Summary Class 7 Civics Chapter 2 is a part of the Class 7 Course Social Studies (SST) Class 7.
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FAQs on Growing up as Boys & Girls Summary Class 7 Civics Chapter 2

1. What was life like for boys and girls growing up in Samoa in the 1920s?
Ans. Life for boys and girls growing up in Samoa in the 1920s was centered around traditional Samoan customs and practices. Boys were expected to engage in physical activities and learn skills such as fishing, farming, and building, while girls were taught household chores, cooking, and weaving. Education was also important, and both boys and girls attended village schools to learn reading, writing, and basic arithmetic.
2. How did boys and girls in Samoa spend their leisure time in the 1920s?
Ans. In their leisure time, boys in Samoa would often engage in traditional Samoan sports and games such as cricket, rugby, and cricket. They would also participate in cultural activities like dancing and singing. On the other hand, girls would spend their leisure time learning traditional Samoan dances, practicing weaving, and engaging in storytelling sessions.
3. Did boys and girls have equal opportunities for education in Samoa in the 1920s?
Ans. While education was valued for both boys and girls in Samoa in the 1920s, there were some differences in terms of opportunities. Boys were more likely to receive a formal education beyond the village schools and pursue higher studies. Girls, on the other hand, were often expected to focus on domestic skills and marry at a young age. However, efforts were made to provide basic education to all children, regardless of their gender.
4. How did the roles and responsibilities of boys and girls in Samoa change as they grew older?
Ans. As boys and girls in Samoa grew older, their roles and responsibilities became more defined according to traditional gender roles. Boys were expected to become providers and leaders of their families, taking on responsibilities such as farming, fishing, and protecting the village. Girls were prepared for marriage and motherhood, focusing on household chores, childcare, and maintaining cultural traditions.
5. Were there any major challenges or limitations faced by boys and girls in Samoa during the 1920s?
Ans. While life in Samoa during the 1920s was generally harmonious, there were certain challenges and limitations faced by boys and girls. Limited access to higher education for girls restricted their opportunities for advancement. Additionally, societal expectations and traditional gender roles limited their choices in terms of career paths and personal aspirations. However, it is important to note that these challenges were a reflection of the cultural norms and practices of the time.
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