Class 7 Chapter 4 Growing Up as Boys and Girls MCQs
1. In the Samoan Islands in the 1920s, at what age did boys start learning outdoor jobs like fishing and planting coconuts?Answer
Answer: (B) At the age of 9
Answer
Answer: (C) To ensure safety from teasing or attacks
Answer
Answer: (C) Fishing
Answer
Answer: (B) Women having to work both inside and outside the home
Answer
Answer: (B) Girls had a central courtyard for seclusion
Answer
Answer: (A) Older children
Answer
Answer: (B) 9 years
Answer
Answer: (C) 14 years
Answer
Answer: (B) Fishing
Answer
Answer: (D) Boys
Answer
Answer: (C) Class VI
Answer
Answer: (B) They had a central courtyard
Answer
Answer: (B) For safety from teasing or attacks
Answer
Answer: (B) Playing and idling
Answer
Answer: (A) Boys played while girls focused on school
Answer
Answer: (B) To teach them different futures as men and women
Answer
Answer: (C) They shape future roles as men and women
Answer
Answer: (D) To follow traditional roles of men
Answer
Answer: (B) Through everyday actions like how they dress and behave
Answer
Answer: (B) Boys play with cars and girls with dolls
Answer
Answer: (B) She stayed at home and did housework
Answer
Answer: (B) It is often considered not real work
Answer
Answer: (B) The household faces chaos and confusion
Answer
Answer: (A) It is seen as easy and natural for women
Answer
Answer: (C) A domestic helper
Answer
Answer: (B) Performing housework and care-giving tasks
Answer
Answer: (B) Starting work as early as 5 AM and finishing as late as 12 AM
Answer
Answer: (A) Because domestic work is not considered valuable
Answer
Answer: (B) Lack of respect from employers
Answer
Answer: (C) She felt humiliated and angry
Answer
Answer: (B) Fetching water and carrying firewood
Answer
Answer: (A) Women working both inside and outside the home
Answer
Answer: (B) It is time-consuming and physically exhausting
Answer
Answer: (A) It limits their ability to work outside the home
Answer
Answer: (B) Setting up anganwadis and crèche facilities
Answer
Answer: (B) Men’s work is paid more and valued higher than women’s
Answer
Answer: (B) To take positive steps to reduce inequality
Answer
Answer: (B) They are required to do housework and childcare
Answer
Answer: (B) By allowing women to work outside the home
Answer
Answer: (B) Anganwadis or child-care centers
Answer
Answer: (B) The need to recognize and value women’s work
Answer
Answer: (B) Housework that is unnoticed and unpaid
Answer
Answer: (B) It is physically demanding and time-consuming
Answer
Answer: (D) Women working both inside and outside the home
Answer
Answer: (B) It limits their ability to take up jobs or careers
Answer
Answer: (B) They are physically demanding and time-consuming
Answer
Answer: (B) It prohibits discrimination based on being male or female
Answer
Answer: (C) To ensure equality as per the Constitution
Answer
Answer: (B) Women are traditionally assigned domestic tasks
Answer
Answer: (B) By providing crèche facilities and promoting equality
Answer
Answer: (B) Women’s work is often undervalued and unpaid
Answer
Answer: (B) Men’s roles are often more valued than women’s
Answer
Answer: (B) Housework and caregiving
Answer
Answer: (C) It limits women’s opportunities and choices
Answer
Answer: (A) By providing equal pay for equal work
Class 7 Chapter 4 Growing Up as Boys and Girls MCQs
mcqs = [ (“In the Samoan Islands in the 1920s, at what age did boys start learning outdoor jobs like fishing and planting coconuts?”, {“A”: “As soon as they could walk”, “B”: “At the age of 9”, “C”: “At the age of 14”, “D”: “At the age of 5”}, “B”), (“In Madhya Pradesh in the 1960s, why did girls go to school together in groups?”, {“A”: “Because it was mandatory”, “B”: “To avoid distractions”, “C”: “To ensure safety from teasing or attacks”, “D”: “To learn better in groups”}, “C”), (“Which activity was an important part of growing up in the Samoan Islands during the 1920s?”, {“A”: “Learning household work”, “B”: “Attending formal schools”, “C”: “Fishing”, “D”: “Wearing school uniforms”}, “C”), (“What is referred to as the ‘double burden’ for women?”, {“A”: “Women having to do household work and take care of children”, “B”: “Women having to work both inside and outside the home”, “C”: “Women balancing education and work”, “D”: “Women being responsible for both cooking and cleaning”}, “B”), (“In the 1960s Madhya Pradesh example, what was the main difference between boys’ and girls’ schools?”, {“A”: “Boys had better playgrounds”, “B”: “Girls had a central courtyard for seclusion”, “C”: “Boys attended school in the morning and girls in the evening”, “D”: “Girls studied different subjects”}, “B”), (“In the Samoan Islands during the 1920s, who typically took care of babies once they could walk?”, {“A”: “Older children”, “B”: “Mothers”, “C”: “Adults”, “D”: “Siblings older than 14 years”}, “A”), (“At what age did boys in Samoa start learning outdoor jobs like fishing?”, {“A”: “5 years”, “B”: “9 years”, “C”: “14 years”, “D”: “12 years”}, “B”), (“In Samoa, at what age did girls gain more freedom and start participating in activities like fishing and weaving?”, {“A”: “9 years”, “B”: “5 years”, “C”: “14 years”, “D”: “12 years”}, “C”), (“Which activity was considered an important part of growing up for children in Samoa during the 1920s?”, {“A”: “Schooling”, “B”: “Fishing”, “C”: “Weaving”, “D”: “Planting coconuts”}, “B”), (“In the 1920s Samoa, who was mainly responsible for cooking in the special cooking houses?”, {“A”: “Girls”, “B”: “Both boys and girls”, “C”: “Adults”, “D”: “Boys”}, “D”), (“In Madhya Pradesh in the 1960s, from which class did boys and girls start going to separate schools?”, {“A”: “Class III”, “B”: “Class V”, “C”: “Class VI”, “D”: “Class VII”}, “C”), (“What was a distinct feature of girls’ schools in Madhya Pradesh in the 1960s?”, {“A”: “They had a playground”, “B”: “They had a central courtyard”, “C”: “They had larger classrooms”, “D”: “They were co-educational”}, “B”), (“Why did girls in Madhya Pradesh in the 1960s walk in groups after school?”, {“A”: “To socialize”, “B”: “For safety from teasing or attacks”, “C”: “To get home faster”, “D”: “To prepare for exams”}, “B”), (“What activity did boys in Madhya Pradesh engage in on the streets after school?”, {“A”: “Walking straight home”, “B”: “Playing and idling”, “C”: “Helping with household work”, “D”: “Studying in groups”}, “B”), (“What distinction between boys and girls is mentioned in the Madhya Pradesh example?”, {“A”: “Boys played while girls focused on school”, “B”: “Boys were more disciplined”, “C”: “Girls spent more time in school”, “D”: “Boys walked in groups for safety”}, “A”), (“According to the text, why are boys usually given cars to play with and girls given dolls?”, {“A”: “To encourage physical activity”, “B”: “To teach them different futures as men and women”, “C”: “To prepare them for school”, “D”: “To make playtime fun”}, “B”), (“What impact do toys have on children according to the text?”, {“A”: “They help children to develop skills”, “B”: “They show that boys and girls have the same roles”, “C”: “They shape future roles as men and women”, “D”: “They make children more social”}, “C”), (“What message is conveyed to boys by telling them to be ‘tough’?”, {“A”: “To become physically strong”, “B”: “To take care of others”, “C”: “To play more games”, “D”: “To follow traditional roles of men”}, “D”), (“How does society communicate specific roles to children?”, {“A”: “By giving them similar toys”, “B”: “Through everyday actions like how they dress and behave”, “C”: “Through school teachings”, “D”: “By allowing them to choose their games”}, “B”), (“What example from the text shows how different roles are assigned to boys and girls from a young age?”, {“A”: “Boys and girls study together”, “B”: “Boys play with cars and girls with dolls”, “C”: “Both are given equal tasks”, “D”: “Girls play outdoor games like boys”}, “B”), (“Why did Harmeet’s family believe that her mother did not work?”, {“A”: “She didn’t have a job outside”, “B”: “She stayed at home and did housework”, “C”: “She had domestic help”, “D”: “She went on frequent holidays”}, “B”), (“What does the story about Harmeet’s mother illustrate about housework?”, {“A”: “It is not physically demanding”, “B”: “It is often considered not real work”, “C”: “It is done equally by men and women”, “D”: “It is always paid work”}, “B”), (“What happens when women who do housework go on strike, as shown in Harmeet’s story?”, {“A”: “The family manages without any trouble”, “B”: “The household faces chaos and confusion”, “C”: “The children take over household chores”, “D”: “The men cook and clean easily”}, “B”), (“Why is the work that women do at home often not valued?”, {“A”: “It is seen as easy and natural for women”, “B”: “It is paid work”, “C”: “It involves less effort than men’s work”, “D”: “It is legally unrecognized”}, “A”), (“In Harmeet’s household, who besides the mother helped with housework?”, {“A”: “Her father”, “B”: “Her brothers”, “C”: “A domestic helper”, “D”: “Her neighbors”}, “C”), (“According to the text, what is often the main responsibility of women across the world?”, {“A”: “Earning money for the family”, “B”: “Performing housework and care-giving tasks”, “C”: “Managing financial decisions”, “D”: “Running businesses”}, “B”), (“What is the typical daily routine of domestic workers mentioned in the text?”, {“A”: “Starting work at 8 AM and finishing by 5 PM”, “B”: “Starting work as early as 5 AM and finishing as late as 12 AM”, “C”: “Working part-time with flexible hours”, “D”: “Working only in the evenings”}, “B”), (“Why are the wages of domestic workers generally low?”, {“A”: “Because domestic work is not considered valuable”, “B”: “Because they do not work full-time”, “C”: “Because they are mostly unskilled”, “D”: “Because they work from home”}, “A”), (“What challenges do domestic workers face according to the text?”, {“A”: “Short working hours”, “B”: “Lack of respect from employers”, “C”: “High salaries”, “D”: “Flexible schedules”}, “B”), (“What did Melani, a domestic worker, experience while working in a rich household?”, {“A”: “She was treated with respect”, “B”: “She was given enough food and breaks”, “C”: “She felt humiliated and angry”, “D”: “She worked in comfortable conditions”}, “C”), (“According to the text, what physically demanding task do women and girls in rural areas often have to perform?”, {“A”: “Cooking for long hours”, “B”: “Fetching water and carrying firewood”, “C”: “Cleaning large households”, “D”: “Teaching children”}, “B”), (“What does the term ‘double burden’ refer to?”, {“A”: “Women working both inside and outside the home”, “B”: “Women managing two jobs at the same time”, “C”: “Men taking on both domestic and outside work”, “D”: “Employers giving extra work to women”}, “A”), (“What is one major issue with the housework women perform, as mentioned in the text?”, {“A”: “It requires advanced skills”, “B”: “It is time-consuming and physically exhausting”, “C”: “It is paid work”, “D”: “It is only done by older women”}, “B”), (“What impact does the burden of child-care and housework have on women, according to the text?”, {“A”: “It limits their ability to work outside the home”, “B”: “It gives them more leisure time”, “C”: “It increases their status in society”, “D”: “It encourages more job opportunities”}, “A”), (“What step has the government taken to help women balance work and family responsibilities?”, {“A”: “Encouraging men to take on housework”, “B”: “Setting up anganwadis and crèche facilities”, “C”: “Increasing pay for housework”, “D”: “Providing education to domestic workers”}, “B”), (“What inequality exists in the work done by men and women, as mentioned in the text?”, {“A”: “Women work fewer hours than men”, “B”: “Men’s work is paid more and valued higher than women’s”, “C”: “Women do not participate in physical labor”, “D”: “Men do all the housework”}, “B”), (“What is the government’s role in addressing gender inequality in work, according to the text?”, {“A”: “To maintain current work structures”, “B”: “To take positive steps to reduce inequality”, “C”: “To encourage women to stay at home”, “D”: “To provide more jobs for men”}, “B”), (“What is one reason girls may not attend school regularly, as per the text?”, {“A”: “They are not interested in education”, “B”: “They are required to do housework and childcare”, “C”: “Schools are not safe for girls”, “D”: “Boys need to be prioritized”}, “B”), (“How does the provision of crèche facilities help women?”, {“A”: “By providing education to women”, “B”: “By allowing women to work outside the home”, “C”: “By increasing their household responsibilities”, “D”: “By encouraging men to help with child care”}, “B”), (“Which facility has the government established in several villages to help women and children?”, {“A”: “Hospitals”, “B”: “Anganwadis or child-care centers”, “C”: “Workshops for women”, “D”: “Libraries”}, “B”), (“What does the poster created by a women’s group in Bengal highlight?”, {“A”: “The importance of women in politics”, “B”: “The need to recognize and value women’s work”, “C”: “The role of men in household work”, “D”: “The financial independence of women”}, “B”), (“What does the term ‘invisible work’ refer to in the context of housework?”, {“A”: “Housework that is done at night”, “B”: “Housework that is unnoticed and unpaid”, “C”: “Work done outside the home”, “D”: “Work performed only by men”}, “B”), (“How is housework described in the text?”, {“A”: “It is paid and respected”, “B”: “It is physically demanding and time-consuming”, “C”: “It is light and relaxing”, “D”: “It requires no special skills”}, “B”), (“What example is used in the text to explain the concept of ‘double burden’?”, {“A”: “Women doing housework and child care”, “B”: “Men helping with household chores”, “C”: “Both men and women working the same jobs”, “D”: “Women working both inside and outside the home”}, “D”), (“What impact does housework have on women’s ability to engage in other activities?”, {“A”: “It frees up their time for leisure”, “B”: “It limits their ability to take up jobs or careers”, “C”: “It makes them more productive”, “D”: “It encourages them to participate in social work”}, “B”), (“According to the text, what is a key aspect of housework and care-giving tasks?”, {“A”: “They are highly respected”, “B”: “They are physically demanding and time-consuming”, “C”: “They are equally divided between men and women”, “D”: “They require no effort”}, “B”), (“What does the Constitution of India say about discrimination based on gender?”, {“A”: “It allows discrimination in certain cases”, “B”: “It prohibits discrimination based on being male or female”, “C”: “It does not address gender issues”, “D”: “It encourages different roles for men and women”}, “B”), (“Why is it important for the government to address inequality between men and women?”, {“A”: “To maintain traditional gender roles”, “B”: “To promote economic growth”, “C”: “To ensure equality as per the Constitution”, “D”: “To provide more jobs for men”}, “C”), (“What is the primary reason for the inequality in work roles between men and women, as highlighted in the text?”, {“A”: “Men are more capable of doing hard work”, “B”: “Women are traditionally assigned domestic tasks”, “C”: “Women prefer not to work outside”, “D”: “Men have always been leaders”}, “B”), (“How does the government support women in balancing work and family responsibilities?”, {“A”: “By offering financial support”, “B”: “By providing crèche facilities and promoting equality”, “C”: “By encouraging women to stay at home”, “D”: “By reducing work hours for women”}, “B”), (“What is one of the main themes discussed in the text regarding women’s work?”, {“A”: “Women prefer housework to outside jobs”, “B”: “Women’s work is often undervalued and unpaid”, “C”: “Men and women share equal responsibilities”, “D”: “Women do not work as hard as men”}, “B”), (“Which of the following statements is true about the roles of men and women?”, {“A”: “Both men and women have the same roles in society”, “B”: “Men’s roles are often more valued than women’s”, “C”: “Women’s roles have higher social status”, “D”: “Men are not involved in housework”}, “B”), (“What kind of work is primarily associated with women in the context of the text?”, {“A”: “Corporate jobs”, “B”: “Housework and caregiving”, “C”: “Outdoor labor”, “D”: “Technical jobs”}, “B”), (“What does the text suggest about the impact of social perceptions on women’s work?”, {“A”: “It has no impact on women’s career choices”, “B”: “It encourages women to pursue high-paying jobs”, “C”: “It limits women’s opportunities and choices”, “D”: “It equalizes opportunities for both genders”}, “C”), (“According to the text, how can society value women’s work more appropriately?”, {“A”: “By providing equal pay for equal work”, “B”: “By promoting women to leadership roles only”, “C”: “By keeping traditional roles intact”, “D”: “By encouraging men to do housework”}, “A”)]