1. P. Williams writes in her essay, that the war on terror is a new type of a war. What’s new about it, how is it different from traditional wars?

P. Willams mentioned in her essay that the war on terror is a new type of a war which separates it from traditional wars by which she describes as “the war has been framed as one against “terror”- against unruly if deadly emotionalism- rather than add a war again specific bodies, specific land, specific resources” and therefore, a war that terrifies and causes fear, “the enemy becomes anybody who makes us afraid. Indeed what is conspicuous about American public discourse right now is how hard it is to talk about facts rather than fear.”

2. In what ways does the “Roving Wiretaps” of the Patriot Act seem to violate the Bill of Rights? Which amendment(s) does it seem to violate and why?

The “Roving Wiretaps” of the Patriot Act seems to violate the Bill of Rights which could lead to privacy violations of anyone who comes into casual contact with the suspect therefore,  they want Congress to require investigators to specify just which device is going to be tapped, or that the suspect be clearly identified, in order to protect the innocent from unwarranted snooping. 

3. What about “Sneek and Peek” Warrants?

“Sneek and Peek” warrants which is also called the “delayed notice” of search warrants therefore, the FBI can search a home or business without notifying the target of the investigation. 

1. Describe how you understand the “Establishment Clause” and the related “Lemon Test”. 

The Establishment Clause was intended to separate church and state from prohibited the government from favoring one religion view over the other, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise” or perhaps favoring religion over non religion. The Establishment Clause is the first clause in our First Amendment which creates a foundation of religious freedom. 

Lemon test, deciding whether a law or other government action that might promote a particular religious practice should be allowed to stand therefore, it is categorized into three which are; the action or law must not lead to excessive government entanglement with religion; the action or law cannot either inhibit or advance religious practice; the action or law must have some secular purpose.

2. Is burning the US flag protected by the First Amendment? Explain by referring to the relevant court case discussed in the reading.  

Yes, burning the US flag is protected by the First Amendment which was a form of symbolic speech.  Gregory Lee Johnson, a member of various pro-communist and antiwar groups, burned the US flag in 1984, as part of a protest near the Republican National Convention in Dallas Texas. He was arrested and charged with “desecration of a venerated object” along with other offenses and then eventually convicted of that offense.

3. What does it mean when someone says “I’m taking the Fifth”? 

When someone says “I’m taking the Fifth” means that they are protecting their rights under the fifth amendment of the US Constitution therefore, it is a protection against self incrimination or perhaps the right to remain silent. 

1. Describe the primary differences in the role of citizens in government, among the federal, confederation, and unitary systems.

In the federal system, power is a division between larger and smaller governments to handle national importance in the country, in the confederation system the smaller government has more power giving the people more freedom of speech, whereas, the unitary system one government is in control and the citizens have no power.

2. Briefly explain how you understand the system of division of power.

The division of power divides the government into three different branches and those are legislative, executive and judicial therefore to share power and to have every system carry out its own appointed tasks and responsibilities for the country. However, federalism divided power between two levels of government which are national and subnational. 

3. How does the federal government shape the actions of state and local governments? Write your answer based on doing a bit of research on how the federal government has influenced the actions of NY state and local governments, during the COVID-19 pandemic.

One way the federal government could have influenced the state of government was through the distribution of grants for those who were unemployed, distribution of masks, tonics and sanitizers and much more to prevent the virus from spreading. 

1. What concept that we have already discussed does “faction” remind you of?

Faction reminds of political ideology which is where people share common beliefs, ideas and interest which according to J. Madison arose from unequal distribution of property or wealth. 

2. According to Federalist #10 (written by James Madison), what is the source of wealth (private property)? What factor explains why some people get to possess wealth by owning private property, and others don’t (thus remaining poor)? This is a key question, because it shows how the authors of the Constitution thought about the difference between different classes of Americans! HINT: focus on the passage that begins: “The diversity in the faculties (WHAT DOES FACULTIES mean or refer to?) of men, from which the rights of property originate, is not les….”

According to Federalist #10 by James Madison, the source of wealth that is private property was discussed as the diversity in the faculties of men, from which the rights of property originate. However, for the upper classes they had the opportunity of owning properties and factories. The upper class have advantages of private hospitals, better education systems (private schools) and resources. Therefore, it was the unequal distribution of facilities. Overall, faculties referred to natural skills and talents which led for the upper class to be successful.

3. Do you agree with this explanation of wealth and poverty?

I do agree with this explanation of wealth and poverty because the upper class have talents, skills and the resources while others may struggle to meet that level because of lack of resources, talent, skill and struggle to meet their economic needs.

4. What is the core mission (“first object”) of the US government? Does this surprise you, does it sound different from what our society today seems to suggest the core mission of the government is? Explain.

According to Federalist #10, the core mission “first object” of the US government is to protect and secure the rights of its citizens and also property, “From the protection of different and unequal faculties of acquiring property, the possession of different degrees and kinds of property immediately result. 

5. Given the discussion in questions 1-4, are you surprised that Federalist #10 is not in favor of democracy, and supports a Republican (representative) form of government? Why would the author dislike a (pure) democratic form of government? Hint: think about how this question connects with the social classes…

No, I’m not surprised that Federalist #10 leans more towards or in favor and support of the Republican representative form of government because it’s controlling the effects of faction and fulfilling promises to the American people. The purpose is to maintain the economic system and social class. The author dislikes a pure democratic form of government because “pure democracy, by which I mean a society consisting of a small number of citizens, who assemble and administer the government in person, can admit no cure for the mischiefs of faction . .”

1. Based on the arguments presented in Readings 6.1 and 6.2, which social class wrote the Constitution, and which class was excluded and not allowed to participate in this process? In your comment, make sure you clearly specify the difference between the two classes by giving examples from the readings.

The wealth owning capitalist class wrote the constitution which set up the United States government and the social class that were not allowed to participate in writing the constitution were the working classes or the non-wealthy classes. They were excluded and were called the disenfranchised by Charles Beard. They were not permitted to exercise their input in shaping what the government system would be because the wealthy were acting from their own economic and political interests and they didn’t want to create a system of government that might protest the interests of the working class. 

2. Would say that the social class structure of early United States society was the same as ours today, or different? Explain.

In my opinion, I would say that the social class structures of the early United States were not the same as ours today. It is completely different based on how the upper class has been increased while the middle class has been decreased due to wealth dispersion. 

3. Why were the people who wrote the Constitution so afraid of democracy? Hint: think about how to answer this question by discussing it in terms of social classes.

The founders who wrote the constitution were so afraid of democracy because they believed that too much democracy can be harmful. Therefore, to protect the wealthy minority against the “Tyranny of the majority.”

1. Which statistic on wealth inequality in the US (discussed on p. 29) made the biggest impression on you? Explain why?

Only 90 percent of American families have little or no net assets which made the biggest impression on me and that is because most people live from paycheck to paycheck and can’t afford to put aside an asset. Most Americans struggle financially and that is struggling from poverty which cannot meet basic needs to provide for their families. 

2. What could be some of the implications of living in a society that has such huge wealth inequalities? Do you see this dynamic getting played out in everyday life in our society? How so? Example?

Reducing economic and social mobility could have negative implications of living in a society that has huge wealth equalities. However, the wealthy may have luxurious housing, better education/private schooling, private hospitals, better job opportunities whereas, the non wealthy people would have the opposite and little to no benefits compared to the luxurity. Yes, definitely see this dynamic playing out in everyday life in our society. Some people in the community are wealthy off and get better/more opportunities and benefits. 

1. As we 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 question 1-7)

The diagram M-C-M can be explained as the general formula of capital which means Money-Commodity-Money. Therefore, (M) represents money that capitalist earned/savings which then buys the commodities (C ) such as raw materials, machinery, factories/buildings and labor power which are produced by capitalist. (M) represents more money which is basically the profit that was made when an item is sold however, capitalists can maintain and increase their wealth by making profits and paying workers less and that is implementing the surplus value “Without surplus value the capitalists could not have come into being, nor could they survive, so that it is always in their interests to seek to increase it either by playing on relative or absolute surplus value.” 

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.

Means of production can be divided into two things and that is instruments of labor and the subject of labor. However, the instruments of labor are the materials needed, factories and machinery which makes the products whereas, the subject of labor is basically the workers.

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 can be defined as the element that is common to all commodities is labor time required in production. Therefore, labor is what gives “value” to value. 

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

Labor and value are related; however, the connection between labor and value is that labor creates value in which the value of a commodity can be determined by the number of labor hours required. 

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 ability,skill and energy of workers to produce whereas, wages are the price of labor power.

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

Surplus value arises from the exploitation of labor because laborers are not fully compensated for the amount of value they create therefore, they have to sell for a wage in order for them and their families to survive. It is important to know in our social classes because it helps us understand the cost, value and how profit works. For example, if someone makes a burger and sell it for $8 and getting paid $8 then the owner, made nothing off of that burger therefore, in order for the own to make a profit, they have to pay the worker less than what they will make in for that burger so they can earn a profit. 

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

Answer: The distinction between owners and employees is that capitalists which identify as “owning class” tend to have a large income from other people (employees) labor. Owners live off their investments such as stocks and bonds, etc while employees live off  wages, salaries and fees, “The distinction between owners and employees is blurred somewhat by the range of incomes within both classes.”

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

Answer: The quote by Adam Smith quoted, ‘”labor … is alone the ultimate and real standard by which the value of all commodities can at all times and places be estimated and compared. It is their real price; money is their nominal price only.”’ Basically means if the employees want to be paid, they have to get the actual work done whether it’s manufacturing, shipping, advertising, they have to show values which the employees wages created by their labor.

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

Answer: I do agree with the statement that class is not an identity “rather than just the education or money someone has, class refers to an entire structure that imposes very specific logics of action on people in society.” Identity refers to qualities, beliefs, personality traits, appearance and expression of a person and not how much they earn or their education level. 

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?

Answer: I understood that class structures are different from other forms of hierarchy. In other words, capitalists who have power control the productivity of society therefore, workers must depend on them for a job “The kind of property capitalists control — productive property — is what everyone in a society depends on. In this sense, it is not only workers who are dependent on capitalists. Because capitalists can choose not to produce or invest if they don’t think profits will be high enough, all of society is compelled to ensure that their profitability stays high enough to keep them producing, no matter the costs to the rest of society.”

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

~~~Since 4.2 is not available on my side, I’ll be comparing and differentiating 4.1 & 4.3.~~~

Answer: Similarities: In both readings 4.1 & 4.3, some similarities were identifying social class by education level, “”The biggest impact of education on subjective social class comes at the college graduate level…” 4.1 “Along with factory and service workers, the employee class also includes professionals and managers who in income, education, and lifestyle tend to be identified as“middle” or “upper-middle” class” 4.3. Some differences between the readings and social classes. 4.1 explained the characteristics of social class while 4.3 focused more on capitalism. 4.3 explained the ultimate purpose of corporate therefore, 4.1 differentiate social class by age, rural areas, race, and education.

2. a) Pick the station closest to where you live. Using the concepts from Reading 4.1, what social class tends to live in your neighborhood? 

Answer: Middle & working class

b) Are you surprised (or not) by the answer?  

Answer: No, not surprised.

c) Do you feel it is an accurate representation of the people living in your neighborhood?

Answer: Yes, it is an accurate representation of the people living in my neighborhood. 

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

Answer: In my opinion, the general pattern about social classes in NYC tends to be fenced off. Therefore, every neighborhood in NYC has people of different social class or perhaps some neighborhoods have middle class such as Queens Village & working class Lower East Side while other neighborhoods have upper class which is SoHo.