As we have learned thus far, the capitalist class consists of people who own wealth as well as the means of production in American society. An important question in understanding how this class works is to ask: how does a capitalist remain wealthy? The answer to this question depends largely on understanding the diagram M-C-M’. So, let’s practice by explaining what happens in this diagram in our own words (but basing our ideas on Reading 5.1). Respond to the following question: Explain M-C-M’ to show how capitalists maintain and increase their wealth. (hint: your answer should weave a summary that includes what you reviewed in the self-assessment exercise questions 1-7) 

M (Money)- C (Commodity)- M+ (Money) is when the capitalist uses excess money (extra money) to invest into a business that will make or resell commodities, this is the M. An example is a person who invests in a bakery and purchase all the equipment, food, and hire staff. 

 Once (M) money is invested in the business now they create a (C) commodity, for example the bakery will create pastries, cakes, etc. 

Now the (C) commodities are sold at a higher price than they cost to create to customers for (M+) money. The owner of the business ends up with more money in their pocket than what they invested originally. “Buy low, sell high.” 

1. Two key concepts in this video are the means of production and labor. In your comment, explain how you understand the means of production and labor. Give an example of each. 

I understand the means of production to be the resources and tools that make it possible for products and services to be created. An example of means of production can be the instruments of labor, such as tools or factories, and the subjects of labor, such as natural resources and raw materials. 

I understand labor to be the work people do to produce goods and services. An example of labor is work done by a waiter who serves food at a restaurant or a farmer who harvests the fruits and vegetables to be sold. 

2. Another important concept in understanding social class is value. Based on the ideas presented in Video 5.1, what is value? What gives “value” to value, what makes something valuable?  

Value is the amount of labor it takes to produce a product or service under normal circumstances. What gives “value” to value is the labor, quality, rarity, market appeal, and condition of the value.  

3. How are labor and value related? What’s the relationship/connection between the two?

Labor and value are related because the value of a good derives from the amount of labor necessary to produce it. The economic value of a good or service is determined by the total amount of socially necessary labor required to produce it.  

4. How do you understand the difference between labor and labor power? Hint: this is a key difference, give it your best shot based on what the video says about it, and your own ideas. We’ll clarify and develop it in our discussions and in my video comments.

The difference between labor and labor power is that labor is the physical act of working, while labor power is the capacity to do work.  

5. Surplus Value: what is it? Why is it important to know about this in our study of social classes? Think about an example of surplus value.

Surplus value is the overabundance of value produced by the labor of workers over the wages they are paid. It is important to know about surplus value in our study of social classes because it can be viewed as a social relation of productions or as a monetary value of labor, a way to balance power between social classes. An example of surplus value is extra products created while the laborer is working.  

1. What is the distinction that Reading 4.3 makes between owners and employees? Give an example of each. 

In Reading 4.3, the distinction between owners and employees is the range of income between both social classes. Owners are normally of the upper social class, and they live off investments, stocks, bonds, rents, royalties, and other property income. They can be stockholders of giant corporations and the proprietors of small stores. Their incomes are very large, and they come from the labor of others who work for them. Employees are the factory and service workers; they can also include professionals and managers. They live off their salaries and wages earned from working for others.  

2. How do you understand the quote by Adam Smith on pg. 28? What is it saying about labor?  

I understand the quote by Adam Smith to mean that labor makes any commodity more expensive. Labor is what we are all paying for, and the more labor put into the commodity, the more valuable it becomes.  

3. What are your thoughts on the main argument of Reading 4.4 that class is NOT an identity?  

I do not think class is an identity because social classes do not depict an individual’s interests, tastes, attitudes, and/or views. I think some people can look at social classes and believe that they act a certain way or fall under a certain status, such as upper wealthy class are part of high society being considered elite, but I don’t think it is an identity, I think it’s more of a preconception. 

4. How do you understand the argument Reading 4.4 makes when stating that “class structures are built around a close form of dependency?” What is this close form of dependency, and can you think of an example?  

I understand the argument Reading 4.4 is making is that “class structures are built around a close form of dependency,” to means that the different economic classes depend on one another to work. The upper class depends on making its money off the working class’s labor, and the working class depends on the work offered by the upper classes to gain income.  

1. Do you notice any similarities in the way social class is discussed in reading 4.1 and 4.2? Do you notice any differences in the way these two readings DIFFERENTIATE between social classes? 

I noticed that in 4.1 and 4.2, social classes are discussed by the relation between people’s level of income and where they live. The way these two readings differentiated between social class is that reading 4.1 included an impact of education level, age, race, and income, while reading 4.2 focuses on where the individual lives and household income.  

2. Pick the station closest to where you live. Using the concepts from Reading 4.1, what social class tends to live in your neighborhood? Are you surprised (or not) by the answer? Do you feel it is an accurate representation of the people living in your neighborhood?  

The station closest to me is the 3-train station. I live in West Harlem. There is quite a mix of classes that live in my area, but what I see mostly are working class and lower-class people. Although there are some middle- and upper-class people in my neighborhood because of gentrification, I am not surprised by the results because Manhattan does house many middle and upper social classes. I do think it is an accurate representation of my neighborhood because the 3 trains in Manhattan show a variation of income in my area; there are both higher and lower household incomes in this area. 

3. Based on Reading 4.2, do you notice a general pattern about social classes in NYC? 

In reading 4.2, the general pattern about social classes in NYC is that richer families live in Manhattan, while lower-income families live in the other boroughs. The Bronx and Brooklyn had the lowest income, while Manhattan showed the highest household incomes, which were $150,000 and up. 

1. Keeping in mind the material covered in this lesson, describe how you understand ideology in YOUR OWN WORDS. Hint: One way to approach this is as follows:
   a) Describe what ideology is in a brief paragraph (in your own words).
   b) Give an example illustrating what you wrote in (a).
   c) Write another paragraph (or two) explaining to your reader, with additional details, how you understand ideology 

Ideology means the beliefs, opinions, or values of an individual or group. Ideology often refers to a set of political or religious beliefs. Such as how Christianity has a belief in God, Jesus Christ, and the Holy Spirit or how feminist ideology is about respecting diverse women’s identities, experiences, and knowledge. They believe in leveling the playing field between genders, ensuring that girls and women are given the same opportunities as boys and men. 

Another example of ideology is how Conservatives support Christian values and traditional family values while opposing abortion, same-sex marriage, and transgender rights.  

These beliefs allow some people to have a clear sense of purpose and identity. They show what are considered acceptable standards of behavior, expectations, and social roles. Ideology can be thought of as a group of individuals who share the same values and attitudes and aim to preserve their beliefs and institutions.  

 2. How do you understand the difference between conservative and liberal ideology in US politics? What seems to be the big difference, the dividing line? Give an example to back up your arguments. Hint: try to identify keywords (concepts) that play a big role in making someone consider themselves to be liberal or conservative. Then, explain in your own words what those keywords (concepts) mean.

I understand the difference between Conservative and Liberal ideology in US politics is that Conservatives prefer a small government and for most services to be provided by the private sector. They do not support gay marriage or abortions and support the right to bear arms. Liberals prefer more regulations and services like free universal health care to be provided by the government to all citizens. They support equal rights for all; abortion should be legal, and support restrictions on the right to bear arms.  

Conservatives, known as the Right, believe in upholding traditional family values; they do not support environmental and consumer protections, disability and retirement support, minimum wage laws, unemployment compensation, occupational safety, and injury compensation laws. 

Liberals, known as the Left, support public services and environmental protection as well as supporting minimum wage laws, unemployment insurance, social security, occupational safety, and protection of individual rights. 

 3. How do you understand Althusser’s definition of ideology? Paraphrase it in your own words. Give an example. Hint: you may have to watch the second video again and find the few places where Althusser’s position is presented.

 I understand Althusser’s definition of ideology to be made up of two ideas repressive state apparatus and ideological state apparatus. Repressive state apparatus is the use of fear to control or manipulate people by using the threat of violence as well as police, courts, and prisons. Ideological state apparatus is the use of methods other than violence to attain the same objective as the repressive state apparatus, such as schools, politics, and media outlets. 

1. M. Alexander claims that the main explanation of why so many people are sent to jail in the U.S. today is deeply wrong. Explain her argument by referring to the various examples she mentions to back up her point. (see p. 1-2)

Michelle Alexander claims that the main explanation of why so many people are sent to jail in the U.S. today is deeply wrong because the War on Drugs was launched well before crack cocaine was an issue in poor black communities. Alexander argues that a few years after President Reagan declared the War on Drugs, crack cocaine began to spread quickly in black neighborhoods in Los Angeles, and then they spread to other cities around the country. The Reagan administration created a media campaign to publicize the “emergence of crack cocaine” to gain more support for the “war,” which confirmed the worst stereotypes about poor inner-city people.  Those stereotypes have led to racial disparities for black and brown people, causing them to be convicted at higher rates than that of white people in the U.S.  

2. Why is it that racial disparities in the rates of incarceration “cannot be explained by rates of drug crimes”? 

Racial disparities in the rate of incarceration “cannot be explained by rates of drug crimes” because people of all color use and sell illegal drugs. Whites, particularly white teenagers, are more likely to commit drug crimes than people of color.  As well as black men have been sent to prison or jails on charges at rates twenty to fifty times greater than white men.

3. How do you understand the phrase: “The American penal system has emerged as a system of social control unparalleled in world history.”?  

I understand the phrase “the American penal system has emerged as a social control unparalleled in world history” to mean that the United States has the highest rate of incarcerations in the world, imprisoning a larger percentage of its ethnic minorities than other countries. The reason for that is the racial disparities within the penal system. We’ve seen it time and time again on the news that when a crime is committed by a person of color, the sentencing they receive is much harsher than that of a white person who committed the same crime.