1. The means of production and labor are two significant ideas in the video. The means of production include tools, equipment, technology, and resources required to produce goods or services. As an example, a sewing machine, a cloth, and a scissors are some of the means of production used in the production of clothes. Labor to me is the human initiative and expertise that is applied to run those tools and convert the raw materials into finished products. An example is a seamstress who uses a sewing machine and cloth to create clothes, which is a form of labor. 

2. Value is not merely the price but socially necessary labor time which is needed to produce something in normal conditions. The value of something is determined by the level of human labor time and effort put into it. The training of a doctor is socially necessary labor time more than that of a cashier, and that is the reason why society values the profession more. 

3. Labor and value are related because labor is the source of value. Raw materials alone are not of much value, but when labor is applied to them and converts them into completed goods, they gain value. Both the readings and the video emphasize that it is only labor that can add new value to capital, but not machines or materials. 

4. How I understand labor and labor power is that the real work is labor, the hours you are working on creating something. Labor power refers to your aptitude or ability to work, which you sell to a worker. The ability should be sustained by food, shelter, and rest.

 5. Surplus value is the additional value produced when workers exceed what is necessary to maintain them (salaries). It is the gap between the value that workers generate and their wages. This idea is significant as it describes the manner in which capitalists make a profit and the reason Marx considered capitalism to be exploitative. To illustrate, when you labor four hours to earn your wage, and work eight hours per day, the extra four hours of labor create surplus value to your employer and not to you.

1. The Reading 4.3 provides a distinct separation between owners and employees. Owners are comparatively living on investments in stocks, rents, and property income, and employees live on wages and salaries (chapter 4). For example, a shareholder may make money when stocks are not working, whereas a cashier makes money on shifts. 

2. Adam Smith’s quote clarifies that labor produces the actual value of goods, and money is just the expression of the value. This inequality is evident in the YouTube video, where the top 1% of Americans are said to hold over 40% of the wealth in this country. This shows that the power of wealth of classes is still in the hands of a few. 

3. The reading “Class Rules Everything Around Me” claims that class is not an identity, but a dependency. This implies that it is not simply the designation of belonging to working or capitalist classes. 

4. According to the reading 4.4, the class structures are also constructed on an intimate dependency. This implies that workers are at the mercy of capitalists in terms of pay, and capitalists in terms of pay, and capitalists are at the mercy of workers to realize profit. The first is that capitalists need workers to create goods and services, and workers need employment to pay rent. This close bond is the reason why competition between the workers and the owners continues in society. It also shows how the workers’ power can be applied to overcome the capitalist power with the help of organizations.

1. Courts are more fit to guard individual rights than elected institutions such as Congress or the President, since judges are appointed. This means that the federal judges are appointed to life and, therefore, they do not need to concern themselves about re-election or voter satisfaction. This enables them to decide fairly according to the Constitution and the law rather than politics or the majority. A good example is the Brown v. Board of Education (1954) case. The Supreme Court decided that it was unconstitutional to segregate blacks in the schools. Most elected officials still upheld segregation at the time, as it was a favorite of their electorate. The ruling of the Court served to safeguard the rights of the African American students and took the country a step closer to equality, though this was not a popular move.
2. Most Americans consider the federal court system, and particularly the Supreme Court, as being anti-democratic because the judges are not directly elected by the citizens. Rather, the President appoints them, and they are confirmed by the Senate; therefore, they are not directly elected by the citizens when it comes to serving in the Court. Yet, this system was meant to be independent, with judges not influenced by political power and social pressure. The Founding Fathers held that lifetime appointments would enable the judges to make just decisions according to the Constitution and not according to the people.
   James Madison cautioned in Federalist # 10 that pure democracy might be used to suppress the minority rights in the hands of the majority. The independence of the courts allowed the founders to be confident that informed and unbiased judges, many of whom were members of the social elite, would serve as a checkpoint against political passion and defend individuals’ rights even when such actions conflicted with the will of the majority or the interest of the government.

1. The concept of faction in Federalist #10 makes me think of social class, as both are about groups of people sharing interests or passions that can conflict with the rights of the community as a whole. Madison describes a faction as the citizens who are motivated by a shared impulse that negatively impacts the rights of others or the collective interests of the population, which is most frequently based on property and economic lines. This mirrors the way in which classes (e.g., the wealthy vs. the poor) advance their self-interested interests and can destabilize society.
2. The Federalist #10 states that the source of wealth (private property) was the “diversity in the faculties of men,” that is, that property was unequally acquired due to the differences in people’s natural abilities, talents, and skills. This explains why those with superior faculties possess more wealth than those with lesser faculties, leading to inherent inequalities, creating inequalities that the Government should protect instead of equalizing.
3. I partially disagree with this definition of wealth and poverty because it ignores societal variables such as access to education and discrimination that shape inequality even beyond personal abilities. Although individual ability is a factor, recent evidence suggests that social mobility in the United States is low and that policy and structural constraints, rather than natural differences, contribute to the rise of income inequality.
4. The core mission (“first object”) of the US government, according to Madison, is protecting the diverse faculties, which leads to property rights. This surprised me, given that current social narrative focuses on government intervention to create equality, welfare, and justice (e.g., via social programs), but it is consistent with criticisms that US policy remains oriented toward securing wealth, as shown in schemes such as Project 2025.
5. I am not surprised that #10 is in favour of a republican (representative) government rather than pure democracy because, according to Madison, direct democracy in a small society will enable factions to step on the rights of minorities, including property, which is another right. A republic, in which elected men perfect the opinion of the people in wider circles, regulates these influences more effectively by identifying itself with social classes and by securing the upper-class minority against the rather redistributive tendencies of the lower-class majority.

1. Ideology is a set of ideas and beliefs that helps people make sense of the world. It influences how we see things. Ideologies can be seen in political systems, cultural values, and everyday practices, shaping what is normal or acceptable in society.An example of ideology can be seen in the beliefs surrounding gender roles. This consists of ideas and beliefs about how men and women should behave in society. In many cultures, traditional gender roles are prevalent, where men are often viewed as the primary providers and decision makers, while women are expected to take on nurturing and caregiving roles. As an African American born in the Caribbean Island of Jamaica, my grandma shared stories about the gender roles during her days, highlighting how men were expected to be providers while women were expected to manage household duties. I see ideology as more than just beliefs, it’s about the system and institutions that promote these ideas.
2. The difference between conservative and liberal ideology in us politics is that conservatives beieve in a smaller government. They believe people should take care of themselves without much help from the government. This means they support things like lower taxes and less government spending on social programs on the other hand Liberals believe the government should provide services like healthcare and education to ensure everyone is treated fairly and has what they need. Social justice revolves around fairness and equity in society. Liberals tend to favor policies that reduce inequality. Government role, refers to the extent of government involvement in people’s lives. Conservatives generally advocate for smaller government, emphasizing self reliance.
3. My understanding of Althusser’s definition of ideology is that he believes ideology shapes how we perceive the world. He talked about “state apparatuses,” which are institutions (like schools, the legal system, and the government). He argued that ideologies are reproduced through everyday practices and institutions. Althusser’s idea helps explain how the beliefs of conservatives and liberals aren’t just personal opinions; they’re also shaped by a larger system in society

1. A Repressive State Apparatus is a term used by Althusser to describe institutions that maintain control over society by using punishment or force. He calls it “repressive” because these institutions dont just persuade people to follow laws or rules, they use violence to ensure they stay in line.

2. Ideology State Apparatuses are institutions that spread and enforce the dominant ideas and beliefs, values and identities. Althusser introduce this concept to explain how societies maintain control over people’s thoughts and behaviors through cultural means instead of direct violence. Ideological instutions like schools, churches, and family help shape our beliefs, values and identities. Instead of using punishment, they influence people by promoting certain ideologies or ways of thinking that aligns with interest of those in power. For example, in schools, students learn more than just subjects like math or science. They also learn socail norms and importance of hard work.

3. Repressive and Ideological States are different from each other because Repressive use control. In contrast, Ideology influences thoughts and beliefs through culture and ideology, including school and religious institutions. Ideology shapes societal norms and values without direct force.

A depiction of Repressive State Apparatuses police in riot gear confronting protestors conveying control