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.

Based on Readings 6.1 an 6.2, the social class that wrote the Constitution were the wealthy creditors, landowners, slaveholders, etc. In reading 6.2, Beard states that these men had direct financial interested when creating a central government which would protect their wealth and investments. However, the class which were excluded and not allowed to participate in this process were the majority of people in Early America. This group of people as stated in Reading 6.1, included; enslaved people, women, Native Americans, small laborers and farmers, and servants and poor workers.

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

In our society today, we have a more formal political equality while economic inequality still remains an issue. In early America, political power was strictly based upon land ownership and wealth. Which in comparison to today’s world, wealth still plays a big role in shaping policy through corporate influence and lobbying. So, the structure where elites maintain control over vast majority of decisions when it comes to politics and the economy is quite similar to early American but some aspects have evolved since then but not fully.

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 people who wrote the Constitution were so afraid of democracy because they feared that democracy would lead to policies that would threaten their wealth, privilege, and power. In reading 6.1, the author explains how they viewed the lower classes as threated to their pottery rights. In addition, in reading 6.2 the author also states that credits were very cindered about debt relief measures that were supported by small farmers and laborers who were also advocates during Shays’ Rebellion. The Shays’ Rebellion of 1786, caused lots of economic hardships.

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

The concept of ‘faction’ reminds me of the social class conflict, which was also discussed in readings 6.1 an 6.2. Social class conflict is the struggle between different economic groups in society, specifically the elite and the working class. In both readings, the authors discuss how the elites were concerned about power struggles between different economic groups. And in reading 6.3, the author discusses how factions are groups of people who share a common interest or goal that conflicts with the overall good of society. This illustrates the fear of the elites towards the lower class who could unite to threaten their property and 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….”

Madison explains that the source of wealth is level skill, ambition, and capability and these factors determine someone’s ability to acquire wealth. His reasoning that those who are intelligent will acquire wealth and those who lack it will remain poor.

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

I don’t agree with James Madison’s expiation of wealth and poverty. One’s intelligence, level of skill, ambition, or capability is not an indicator that someone has or will get access to wealth. There are many people who are intelligent and don’t have easy access to gain wealth. Majority of wealth in America is either from privilege, inherited, systemic barriers and injustices. America government was set up to insure that white men maintain power while other groups struggle to even reach that level of power in America. With slavery, racial discrimination, lack of access to education, etc.

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.

The core mission (‘first object’) of the US government means that the government main goal is to protect private property and wealth. I’m not surprised by this at all. Although the government tries to promote fairness, democracy, and public welfare, this isn’t really the reality of our country. As much as we hope for equality and justice, we can’t really expect it from a government that was built to protect the interest and power of wealthy elites.

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 d the author dislike a (pure) democratic form of government? Hint: think about how this question connects with the social classes…

I am honestly not surprised that the Federalist #10 is not in the favor of democracy and supports a Republican form of government. Madison dislikes a democracy because he is concerned that it would leave to tyranny of the majority. Not only that, but he fears that democrat would also cause majority to vote in favor of redistributing wealth or testing policies which would disrupt social order.

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, Money-Commodity-Money, explains how capitalist build their wealth. M means money which is the money capitalist use to invest in commodities. C means commodity which the capitalist uses money to purchase commodities like raw materials, labor power, and machinery. M means more money which is the profit capitalist make from selling these commodities at a higher price than their original investments which generates more wealth.

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

1. The fact that the income of the bottom 90% of Americans fell by 7% while the of 1% of Americans wealth increased by nearly 600% made the biggest impression on me. This is because majority of Americans are struggling financially while the small percentage of Americans are accumulating more wealth.
2. The implications of living in a society that has such wealth inequalities are classification. The economic power of a few individuals makes it difficult for everyday people to afford the things they need like good healthcare, education, and housing. This also brings a increase in debt and homelessness.

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?

I Currently cannot access reading 4.2 so I will be comparing readings 4.1 and 4.3 instead!

Both readings 4.1 and 4.3 both discussed the similarities of social class by discussing the economic divides, income and wealth, and the class fluidity. In both readings, the economic divides discuss that there is a division in society based on income. This divide also distinguished between those who are well-off and those who financially struggling. Furthermore, the discussion of income in wealth is also discussed in both readings explaining how upper class people benefit from investments while the working class, on the other hand, depend on wages. To continue, class fluidity is also discussed in both readings explaining how some individuals are moving through social classes.

Both readings however discussed some different topics. In both readings 4.1 and 4.3, they dive deep into the middle class and how society views them. In reading 4.1, they explain how the middle class is based on self-identification and demographic features instead of focusing on economics. Individuals determine their social class based on their income, education, political affliction, and/or race. In reading 4.3, however, it explains how the middle class is not as stable as it it usually portrayed. In this reading, Parenti also explains how the word middle class is used to hide the division between capitalist, who are owners, and workers.

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 social class that tends to live in my neighborhood is middle class. I

– am not surprised by the answer.

-Yes, I do feel like it’s a accurate representation of people living in my neighborhood.

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

Something I noticed about the social classes in NYC is there is a clear division of social classes. Many neighborhood are solely divided based upon income, education, and other factors. For example, the Upper Eastside of Manhattan has luxury housing like multi-million-dollar townhouses and penthouses, many good hospitals, well funded school, and well-maintained streets. While in Harlem, like 125th St which is 1.5 miles from the upper east side, has public housing projects, less funding for schools, and neglected streets and higher crime rates.

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

The distinction that the Reading 43 makes between owners and employee is that their relationship is based off wealth and labor. Owners are individuals who own production such as businesses, stocks, real estate, or other investments. These owners income comes from rent, profits, and investments. Employees, on the other hand, are individuals who work for their wage and do not own capital. There wages are a portion of wealth, while the remaining usually goes to owners who they pay rent, mortgage, or bills to. For example, Elon musk is the owner of Tesla and lives off the wealth generated by his employees. An employee working at Tesla only receives a wage while the company and own profits from the employees labor.

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

“Labor… is alone the ultimate and real standard by which the value of all commodities can an all time and places be estimated and compared. it I their real price; money is there nominal price only.”

The quote by Smith on pg. 28 is saying that labor is the source to economic value. Without the hard work it takes to produce something, it doesn’t hold much value because the amount of worth of something is determined based on the labor that was involved.

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

My thoughts on class is not an identity based on Reading 4.4, is that class is about power and its not just a social identity. The author explains how class determines the position of an individual in the economic system and shapes their access to power and resources. I do agree with this argument because someone’s structural position in capitalism dictates their power and economic dependence. For example, capitalist have power within the economy because it depends on them for jobs and investments. This also leads to governments to prioritize the capitalists interests for the sake of the economy.

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?

The close form of dependency discusses then relationship between owners and workers For example, workers depend on capitalist for wages which are need for their basic needs such as housing, food, etc. Capitalist on the other hand, depends on workers to generate their profit. Without workers, capitalist won’t be able to make profit because there won’t be efficient production within their company.

1. Keeping in mind the material covered in this lesson, describe how you understand ideology in YOUR OWN WORDS.

Ideology is the beliefs and ideas of an individual or group of people. These beliefs and ideas can be caused by someone’s political, cultural, religious, gender, and economic backgrounds. Ideology also influences how we see the world as a society and how we use our voices to speak on our beliefs. A common example of ideology is feminism, which is based of gender roles. Feminism is the set of belief and theories that promote the achievement of social, political, and economic equality for women. As an ideology, feminism focuses on gender equality, critiques patriarchy, etc. People who actively promote feminism believe that women should have equal rights and opportunities that men do. Additionally, feminism critiques and gives their opinions about the societal structures which perpetuate male dominance, also known as patriarchy. This illustrates how ideology affects people’s view on society when it comes to equality. This is because it shows the comparison of how people in society benefit based on their political, gender, economic, etc background.

2. How do you understand the difference between conservative and liberal ideology in US politics? What seem to be the big differences, the dividing line? Given an example to backup your arguments.

The difference between conservative and liberal ideology in US politics is that conservatives like minimized government regulations, free market capitalism, and private profits. Liberals, on the other hand, advocate for environmental protection, wage laws, and social security. They also support corporate tax breaks sometimes. There are many factors that seem to be the differences in ideology in US politics. Some of these factors are the social, cultural, economic, & religious backgrounds we identify with. For example, during the 2024 election, there were many that showed the difference of votes based on the voters social, cultural, economic, & religious identity. Furthermore, one main factor that plays a role in making someone consider themselves to be liberal or conservative is how they were raised. People who were born in liberal households are more likely to be liberal when they grown up and the same goes for conservatives.

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

Althusser’s definition of ideology is how people understand the world, however, it’s shaped by society and in places like schools, the media, religion, and families. These places shape how we think and act without us noticing. For example, in schools we are taught how to respect authority, follow rules, etc. which plays a role in helping the system to continue.

1. What is a Repressive State Apparatus? Why does Althusser call it “repressive”? Can we explain his choice of words here. Give an example. 

A Repressive State Apparatus is a collection of state controlled institutions that use force or threats of force to maintain order and enforce a law. Apparatus calls it “repressive” because it uses coercion and functions by violence to maintain social order. Some common examples of this in our society today is police, judiciary, and the prison system.

2. Let’s do the same for the Ideological State Apparatuses. What are they, how do they seem to work? 

Ideological State Apparatus is institutions which spread dominant ideology of a society which shapes individual beliefs and ensures that they follow rules without having to use force. Examples of these institutions are schools, churches, the media, and even family.

3. Important: this question will appear on our exam: How are the Repressive and Ideological State Apparatuses different from each other? What is the difference between the two?

The difference between Repressive and Ideological State Apparatus is the approach the use to control individuals. The repressive state apparatus uses forces or threats to implement fear into individuals so they can maintain order. While Ideological State Apparatus ideologically control individuals without force or threats.

4. Post an example of ideology. This could be a piece of writing, an image, video, pdf document, visual art, or music, clip from a movie.

This is a political cartoon, illustrating Ideological State Apparatus.