Midterm_Exam_VersionC_Oct-17-2023

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Take-home Midterm, H1203/WGSS1121 (Version C) Fall 2023, Prof. Dayton Fill in your answers on this WORD document; then SAVE it (with filename YOUR LAST NAME midterm.docx, .doc, or .rtf) and submit it by Monday Oct. 25 at noon, through the HuskyCT portal (under the Week 8 tab). Thanks! The entire exam is open book, open notes. The time you spend completing it is up to you. Know that I designed it to be finished in 2 hours. Please do not consult with classmates on the exam. Your name: _____________________________ Part 1 (30 points) This tests your knowledge gained from our readings and class sessions (including slides) during Weeks 1-8. Fill out your answers in the spaces provided on these sheets. Please use a dark blue font, bolded, for your typed answers in Part 1. True or False? Assess the statement as either TRUE or FALSE and type your answer into in each blank. (1 point each) 1. Prof. Stephanie Coontz argues in her book’s Introduction that (in the West, at least) “for thousands of years, husbands had the right to beat their wives. In addition, the law upheld husbands’ authority to “exercise forcibly their ‘marital right’ to sex.” These institutional realities “structured the relations between men and women in all marriages, even loving ones.” _____________ 2. Coontz argues that marriage in the West prior to the 1700s was largely about finding an economic partner and getting in-laws rather than it was about passion and love. ______________________ 3. When enslaved people married in Northern colonies and states they enjoyed full conjugal (marital) rights, unlike in the South. ______________ 4. According to historian Ann Marie Plane, in indigenous societies in the northeast the reasons why women evidently did not express pain during childbirth may have included: women’s physical fitness, being vertical during birth, lack of fear, relaxation practices, herbal remedies to alleviate pain, and cultural training that emphasized reticence, emotional control, and self-reliance. ___________

2 5. Mary Beth Sievens wrote: “Without access to her husband’s credit and without any other means of support, a ‘posted’ wife might have no other option than to return to her husband and submit to his will.” __________________ 6. During the French Revolution, divorce was made more accessible, and this policy in addition to granting property rights to married women was continued in the Napoleonic Code of 1804. (Hint: See Coontz, Chap. 9) ______________ Multiple-choice: Choose the ONE correct answer by highlighting it in yellow, light blue, or gray. (2 points each) 10. The three main grounds for divorce in the 1667 Connecticut statute were fraudulent contract, adultery, and __________: a. cruelty b. desertion c. incompatibility d. refusing to have children e. all of the above 11. One action that Anglo-American coverture rules did not prevent a married woman from doing was: a. sue in court as a solo litigant b. write a will without her husband’s consent c. complain of an abusive husband to a local justice of the peace d. separate from her husband because they disagreed on where their legal domicile (place of residence) should be 12. Which of the following statements are made in the short article by the Human Rights Campaign staff, “Two Spirit and LGBTQ Identities: Today and Centuries Ago”? (you will find this item under our Week 1 tab) a. “By no means did all pre-colonial Native American communities accept or celebrate gender and sexual orientation diversity.” b. “More than 150 different pre-colonial Native American tribes acknowledged third genders in their communities.” c. “Interpretations of the role and standing of Two-Spirit and third gender people varied by tribe.” d. “What is clear . . . is that gender and sexuality was certainly more fluid in Native American society than it was in European society.” e. All of the above

3 Combination question of Multiple-answer and fill-in-the-blanks (3 points, graded on a partial credit basis--0.5 for each option and fill- in-the-blank) correct answer). For 13a-d, highlight the correct answers in yellow, light blue, or gray colors. 13. Types of primary sources that are helpful for studying changing attitudes about marriage and divorce over time in the United States include a. marriage vows imposed by Whites on adults who were enslaved b. jokes in popular media about marriage and husbands and wives c. divorce laws and petitions d. marital elopement notices placed in newspapers by husbands and wives Name two additional types of primary sources that provide useful information about marriage in the U.S. (either from our course so far or from your general knowledge). The sources could be created in any period. e. ______________________________________________ f. ______________________________________________ Three short-answer questions. For these, type your own assessments and opinions in the space provided. (5 points each) 1. Read the statement and assess and comment on it after you choose either Option 1 or Option 2 below. “We can take away from what we read on the Pocahontas Archive website that the daughter of chief Powhatan who was known as Matoaka or Pocahontas did not fall in love with or marry Capt. John Smith. As a teen, she was captured by the English, held in Jamestown for many months, and during that period, through either coercion or her own deciding to act in ways that would be helpful to her father and people, she came to be baptized as a Christian and she married Englishman John Rolfe.” Option 1: If you agree fully or mostly with the statement, indicate it by placing an X here: _____. Explain in 4-5 sentences what additional points or contexts would you offer if you were giving a talk to middle or high school students on this woman’s life? (Write in full sentences, in the space below, expanding the space as needed.)

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