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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4 Option 2: If you disagree fully or mostly with the statement, indicate it by placing an X here: _____. Explain in 4-5 sentences why you disagree and how you would narrate the historical story. 2. First, how does Prof. Jen Manion define female husbands? Second, in your own words, summarize 3 key points Manion makes in their book’s introduction. (Minimum: 4 sentences) 3. Below, highlight (in yellow, gray, or light blue) your favorite quote from those listed (favorite in terms of being most powerful for interpreting history) and comment in 3-4 sentences on why you chose it and why the ideas it expresses (and relates to) are important. Tip: Read the paragraphs and pages around the quoted passage, to remind yourself of the author’s related evidence and points. Quote 1: “No Stone Age lovers would have imagined in their wildest dreams that they could or should be ‘everything’ to each other. That way lay death. . . . The idea that . . . a man would spend his life hunting only for the benefit of his own wife and children . . . is simply a projection of 1950s marital norms onto the past.” (Coontz, 38, 40) Quote 2: “I do here pray you my Honoured fathers to take this my deplorable case into your magazine of Justice that I may be releaved in this my day of adversity by granting me A bill of divorce.” (Sarah Welsher) Quote 3: “[Historians of slavery in the 1970s] argued that enslaved people’s lives were profoundly expressed in their intimate associations with one another;

5 … they … [were] more than laborers; they were people who loved, lost, and claimed their dignity. . . . Accepting and implementing the broomstick tradition was born through a communal need to resist domination and subversion, and its continued use through successive generations denoted group identity and solidarity.” (Parry 3, 65) Quote 4: “The Tudor attitude to sex was as contradictory and complicated as our own. Some held that sex was essential for health, while others argued for the moral value of celibacy. Women were perceived as sexually voracious and uncontrolled, yet many thought that men were more likely to stray. A celibate life was a pure life, but sex itself had the power to drive away lecherous thoughts and polluting dreams.” (Goodman, 262) Write your comment here [feel free to expand the space, as needed]:

6 Part 2. Interpreting a Document (worth 70 of 100 points) Instructions: First, annotate the document. Ways of annotating are: 1) inserting marginal comments via Track Changes or a similar mark-up program; 2) highlighting certain words in yellow and inserting (in blue font) your comments on those; and 3) writing your annotations in pen on the page and uploading a pdf-scan of your annotated document when you submit your Midterm (as a WORD document) to the Week 8 porta. Here are ideas for what to comment on in your annotations: 1) words/phrases that are unfamiliar, unconventionally spelled, or uncertain (if you find any); in these cases, supply what you see as the (probably) intended word or meaning; look up and supply the appropriate dictionary definition, where suitable; 2) phrases that you find especially significant for extracting meaning from the document or powerful for our study of intersectional power dynamics in particular moments of the past. Feel free to comment on other aspects. However, aim to avoid repeating in your annotations much of what you are write in your 3-paragraph analysis below. In other words, keep the annotations and the 3-paragraph analysis distinct; make them complementary. Second , write 3 paragraphs analyzing the document. Paragraph one : First, identify the primary source by its creator’s full name, the year in which it was written or published, where it was published (if it was published; e.g., the book title), and the genre it belongs to (memoir, newspaper ad, letter, etc.). Second, in three sentences or less, summarize what the author accomplishes in the document (or excerpt). Paragraph two : Expand on the author’s goals, emotions, and the power dynamics at play. Assess other aspects you see as important, such as the options and strategies that the author and her allies might be able to pursue. Explain some contexts of the document by relating it to similar documents or to readings we have encountered in Weeks 1-8 of our course. Paragraph three : Comment on unclear issues or unstated outcomes; speculate on what you think may have happened in the aftermath of the incident described or in a range of parallel cases. Discuss also what would be useful for us to know more about, perhaps by pursuing our own research, in order to interpret the document or the author’s life further. Wrap up with final assessment you have of the document’s significance and how it speaks to you. Format for the 3-paragraph analysis: I prefer single-spaced paragraphs. In length, your commentary should be at least 1 full page or 1.5 pages, single-spaced. Citations of our course materials: author’s last name and page; place these in parentheses (such as, Parry, 65). Please do not do ‘outside’ research on the document . This part of the exam challenges you to make meaning of the document and raise good questions about it, based on what we have studied together in our course so far. It’s okay to look up dictionary definitions. If you do find relevant info that you want to include and it’s from a reputable source, be sure to cite it.

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7 Your document is Betsey Laskey’s reply to her husband’s marital elopement posting of her. I have included his posting: feel free to annotate them both. Focus most of your 3-paragraph analysis on her reply. The husband’s posting appeared in the Salem Gazette , on Jul. 23, 1799. Here is the text: “"THIS is to Certify that inasmuch as BETSY, once the lawful wife of Thomas Laskey, of Marblehead, Chair Maker, deserted his bed and board in the month of April, 1798, and so continues to do, for which I now forewarn all the Citizens of the United States of America not to Intrust her on my account, as I will not be Responsible for the sum of one Cent; and that inasmuch as this is a bonafide truth, I consider her not as my wife. THOMAS LASKEY. Marblehead, July 18th, 1799." This is Betsey Laskey’s reply, published in the Salem Gazette on Aug. 2, 1799: "WHEREAS Tho’s LASKEY has advertised me as having deserted his bed and board, and has warned all persons against trusting me on his account--it may become me, as a woman who values her reputation, to state, that I lived with the said Thomas Laskey, my husband, till the principle of self- preservation, and the duty I owed to our offspring, obliged me to fly with them from the horrors of starvation or violent death, to the protection of my friends, from whom I have ever since received my support. His disappointment and rage at my refusal of his repeated applications to return to the state of wretchedness from which I had escaped, have led him to publish the advertisement alluded to. Those who know the man (it would be painful to me to particularise his vices) know that I have acted right; and I have only to request that those who do not know him, will not suffer his publication to make an impression on their minds unfavourable to a hapless woman, who regrets being thus dragged into public view. As to his caution against trusting me, that was entirely unnecessary--his credit would not procure me a breakfast; but it may not be entirely useless to desire that no one will expect me to pay his debts, as the support of our children is all the benefit which he ought to desire from my small earnings. BETSEY LASKEY. Salem, July 30, 1799.” Add your annotations above. Write your analysis below, expanding the space as needed.

Midterm_Exam_VersionC_Oct-17-2023

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