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

1. Faction reminds me of the concept of social class. The idea of a faction is when a number of citizens, whether amounting to a majority or minority of the whole, become united by some common impulse of passion or of interest. Social class is similar in the sense that individuals are separated into a majority or minority group and are united by similar interests. The wealthy group with the wealthy, the working class are grouped with the working class and so on.
   
   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)?
   
2. According to Federalist #10, sources of wealth are the faculties of men, which allow them to own property. Faculties are the abilities and rights to acquire properly which naturally have differing interests and opinions. They use whatever abilities and means to gain wealth and build open their expanse of property. The wealthy can share information, gather information on ways to continue to gain more capital, advantages the working class do not have. The poor, not being able to afford to learn or grow, stay stagnant and stuck in jobs that barely cover living expenses.
   
   Do you agree with this explanation of wealth and poverty?
   
3. I do agree with this explanation of wealth and poverty. The wealthy have the ability to obtain their own property while those in poverty struggle to even hold on to what they already have. The wealthy do not want the poor to own property. Instead, they wish to use their need for it to help them continue to gain more wealth.
   
   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.
   
4. The mission or “first object” of the US government is the protection of the faculties of men. I am not surprised by this, as the government as well as the constitution were created and run by wealthy individuals with goals that aligned with their own freedoms and wealth. This is no different in society today: the government is still run by the wealthy and their goals still align with benefiting just the wealthy.
   
   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?
   
5. I am not surprised that Federalist #10 is not in favor of democracy and supports a republican form of government. The author would dislike a pure democratic form of government as it only consists of a few citizens who assemble and administer the government in person who bring no cure for the mischiefs of a faction. A Republic, on the other hand, opens a different prospect and promises a cure. Democracy builds around the wealthy and focuses solely on the wealthy, while a republican focuses on the people as a whole.

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.

1. Based on the arguments presented in readings 6.1 and 6.2 a wealthy class labeled “gentlemen” wrote the constitution and excluded the working class. By their definition, you had to have ownership over a specified amount of property as well as, depending on the state, have a worth of more than $1,000. An example of these wealthy “gentlemen” were those who held seats in legislation, such as governors and senators. The majority of individuals who were excluded are all those who lacked sufficient property. As an example, this mostly consisted of people of color, indentured servants and even white males.
   
   Would say that the social class structure of early United States society, was the same as ours today, or different? Explain
   
2. The social class structure of early United States society compared to our current definitely differs. The gap between the wealthy, middle, and the working class has expanded even further, making it more difficult for them to obtain a standard of living. An example of this would be how the middle class used to have proper access to healthcare, housing, and essential services now struggling to obtain stability in these factors just as the working-class.
   
   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.
   
3. The people who wrote the constitution were afraid of democracy due to what they called the insurgent spirit. They felt the over-abundance of working-class individuals would band together and create anarchy. The working class held the majority as the wealthy capitalist class continued to reap the benefits of their work and slowly became more of the minority. As such, they wanted to focus on strengthening the national government instead of the people to keep away the idea of despotism, which is when a single individual rules with absolute power from them.
   

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

1. The statistic: The top 1 percent own between 40 and 50 percent of the nation’s total wealth. More than that, the combined wealth of the bottom 90 percent made the biggest impression on me. This statement shows how really vast the gap in wealth really is compared to my understanding of what I believed it was. This not only gives me more insight into my perspective but a better understanding of the notion that you are either born rich or you are born poor.
   
   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?
   
   2) Some of the implications of living in a society that has such huge wealth inequalities are such: the rich control the rate of technological development and the availability of livelihoods. The working-class individual will have less and less of a choice in the environments they wish to live and work in, while the rich continue to buy land, resources and push out who they consider a lower class than they are. I do see this dynamic getting played out in everyday life in society. Business owners will take advantage of the working class, knowing they need the jobs and money just to get through the day to day. Workers deal with bosses or business owners berating them and threats of unemployment. As for the rich, you are easily replaceable.

Explain M-C-M’ to show how capitalists maintain and increase their wealth.
1)  A capitalist remains wealthy through the process of M-C-M’ or Money-commodity-M’,and the labor of the working class. A working-class individual will put in the necessary time and labor power to do their job, whether that be creating a commodity such as building computers or selling a commodity like a retail worker selling clothing at a store. The capitalist will then profit off of this by either buying the commodity at a low cost and re-selling it at a higher cost or benefiting off the surplus value created by the worker. The clothing store, for example, will outsource and have their designs made for a cheaper price while they sell them for higher using Money – to buy the Commodity – to sell and make more M’oney. Capitalists will also gain money through surplus value, which can be slightly exploitative.

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.

1. Means of production, to my understanding, are the tools, whether owned or not, that are used for the production of goods or services. The camera equipment, editing software that the creator owns, as well as the website used to upload his video are a good example of the tools used for his means of production. Labor, in my understanding, is the amount of work and kind of work that goes into creating a product whose value is measured by the amount of work that goes into creating that product. A good example of this is the amount of labor that’s created when turning wood into furniture; woodworkers cut down the trees, which are then driven to a factory, and in turn factory workers work the machines that help shape and cut it into furniture.
   
   Another important concept in understanding social class is value. Based on the ideas presented in Video 5.1, what is value?  What give “value” to value, what makes something valuable? 
   
2. Based on the ideas presented in video 5.1, value gains its “value” through what is called labor power. This is defined by the ability to work, and the effort created to get a person to work. The food, rest, and items in your life that fuel your labor power to work a 9-5 for the means of production of your company or boss is what gives value its “value”. Companies can put a price on their goods based on your work, and what it takes to get you to commit to that work. An example would be a barista who makes coffee drinks; the value would be how the drink tastes and its quality.
   
   How are labor and value related? What’s the relationship/connection between the two?
   
3. Labor and value go hand in hand as labor creates value. The value of a good or service is heavily dependent on the labor it takes to create it. A person who puts in the labor to create custom-crocheted scarfs can place a value on the item higher than that of one that comes from a factory, as their labor is considered more strenuous since they do not have the machinery to assist them.
   
   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.
   
4. The difference between Labor and Labor power, in my understanding, is as such: Labor is the effort and work created by an individual to produce goods and services. Labor power, on the other hand, is the amount of effort you can create to do the necessary labor. The working class has to sell the ability of their value to work for the capitalist to make the necessary money to survive. As it’s a specific act of a working-class person to work and a set amount of time for wealthy people, the source of value for a person is essentially the amount of labor going into you toward the amount of labor coming out of you.
   
   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?
   
5. Surplus value is the excess value created on top of the value it took you to get to work, which is your labor power. As an example, if you create labor power to maintain 4 hours’ worth of work but are working a 9-5, your boss gets the extra 4 hours out of you as a surplus value. It is important to understand this, as this surplus value does not come to you, but instead it is profit for your boss. They will make more of your effort than you will, which can be seen as very exploitative.

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?

1) I unfortunately do not have access to the 4.2 reading. As for reading 4.1, social classes are based on where groups of people fall on with how much income is made. The social class divides people into five classes, but with how the economy is going, the middle class is facing the challenges those in the lower class had to endure. There are many factors that can play a role in where people in society stand in social class. Education is one of the important assets to have, as the society we live in today defines that as your worth, which results in the income made. Over time, social class has negatively impacted many; it has become such a big gap between upper and middle class that many are questioning how earning a livable wage has become increasingly difficult that it’s been affecting even those in middle class.

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?

2) The concepts from reading 4.1 are that the social class that lives in my neighborhood would be lower and working class. I am not surprised by the answer, as the economy that is currently being lived through has made earning a living a lot more challenging. I do believe it is an accurate representation of the people living in my neighborhood, as the area I reside in unfortunately struggles to get the necessary assistance to give those struggling a stepping stone to be able to meet their physiological needs.

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

3) The general pattern of social classes in NYC has changed over time as division is still in place. It began with how much income was made in different social groups to an individual’s worth relating to their status, education, age, and strategy. The areas, such as different parts of a borough, are a good example of how divided and separated we are as a society because of where one stands in social class. An example of this would be the transit system, while riding the train many know who will be getting off before what stop and how the environment changes as it goes further into the borough.

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

1. The distinction that the reading 4.3 makes between owners and employees is such: owners are the very rich families; they live off investments such as stocks, bonds, rents, mineral royalties, and other property income. An example of owners can come from owners of giant corporations such as Target or even those who own small businesses such as diners. Another example would be corporate real estate, where owners own their wealth by making money from their workers running their business. As surplus money and extra money for income owners wealth are preserved, over time it increases. Owners can start a business, buy a business, and own a business they own their wealth. Employees, on the other hand, live off wages, salaries, and fees. They are the workers of these large corporations and small businesses and play no part in ownership. Fast food workers, baristas, cashiers, or even factory workers are a good example of this. Another example would be labor for money, meaning workers don’t really own anything, have payment plans to pay off valuables, and survive. Unfortunately, workers have no wealth and suffer from the storage of money, as how they make money is different from owners.

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

2. In my understanding of Adam Smith’s quote, the price of an item does not matter; what matters is the effort it takes to make the item. As a good example of this, he states that turning a tree into a profitable commodity such as furniture and paper is only possible through the labor it takes to create it, that the labor coming from timber harvesting, manufacturing, and advertising to sell the finished product is what makes their real price. It is the human laborers that make living possible, which is why the laborers are the most important, as they are the ones who produce the goods. Price of an item, the type of quality, and the cost of labor that went into making it. The more expensive the material, the more it cost for the skills it took to make the item. The value of a good quality and expense of making it is what creates value; it is the labor of work by the people who made the item.

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

3) I agree with the concept that class is not an identity but that it is used in politics and current society as a form of identity. It has become a tool to target and oppress specified genders and races deemed lesser. Class used to be a simple terminology defining your financial standing, which, as the reading suggests, tends to be an ideology still used by capitalists.

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?

4) In the argument “Class structures are built around a close form of dependency,” my understanding of this statement is that there is a balance that exists within class structures. One cannot exist without the other; a good example of this comes from this statement in the reading: “A worker is to always and everywhere be in a position of having your interests at least threatened by the capitalist that employs you.”. Capitalists do not exist without workers and vice versa; that is their balance.

1. Ideology is a system of beliefs and ideals of people attributed to their values but is usually used in regard to politics. This creates groups that align with similar beliefs as well as their opinions on the matters that are happening in this world. It divides society, as everyone has a belief of their own. Although some ideals are similar to others, which creates a group of individuals to come together to expand on their beliefs.
   
   B) An example of this would be how ideology in religion has separated many in society. There are many different types of ideologies that change belief when it comes to religion as well as how everyone follows their faith. Religion uses fear to further push their ideology, fear of punishment to sway people to follow a path focused around their faith or be punished with going to what they consider hell. This fear forces people to stick to what religion considers their norm and also rewards them for the good they do with ideas of rewards and paradise and belonging. Many of the core parts are shared between each religion, examples of these core beliefs being having faith, following what is considered the right path, and that there is a being who watches and guides us. But there are many with a very strong ideology that attempt to promote that their way of following their faith is the correct one, or that their religion is the correct one to follow.
   
   C) The term ideology is a system of beliefs and ideals that are developed from a young age, as the children in our society are influenced by the world around them, and later on they can either remain or change their ideals from their future experiences. This system gives those in society an identity to their groups as their beliefs are similar. Unfortunately, with how society is structured, this does not allow those who are considered in a lesser position to have a voice or place for their own ideology, forcing them to either follow the masses or be left behind.
   
   2. The differences between conservatives and liberal ideology in US politics would be their ideals, beliefs, opinions, and goals. The conservatives are a group of individuals that feel threatened by the government taking their liberty away. They believe government spending should be reduced and also desire lower taxes. Conservatives value structure and wealth, have strong faith in their religion, and traditions. Unfortunately, resulting in the cost of many lives. The liberals are a group of individuals that have their ideals and beliefs around the government as their focus. This group believes the government can help solve the ongoing issues society is suffering from. Liberals believe the government should be more involved with the current issues society is facing in order to be able to address the issue accordingly as well as protect the environment, resulting in proper help for minorities, the poor, and women. Liberals are more focused on how to improve living conditions, government funding for necessary social programs, and equality, as this group understands the government is competent to promote this type of change.
   
   3) In Althusser’s definition of ideology, it can be separated into two apparatuses: repressive and ideological. Both of these can be used to control behavior and create or prevent change to the status quo. Fear is one way to do this, and the other is the strong want for acceptance of your peers. Rules, regulations, and courts are how the use of fear comes into play. As an example we are taught the consequences of certain actions to keep us in line. Meanwhile, the media and advertisements create the opportunity for us to give in to the need for acceptance. Advertisements of clothing, or things of materialistic value, are put on display, causing us to buy and be similar to others who buy into this as well. We attach ourselves to sports teams or political teams for the same reason: wanting to feel a part of the bigger picture. Fear and brotherhood play important roles in Althusser’s form of ideology.
   

1. Repressive State Apparatus is a form of control using fear and laws to push people to follow a specific ideology. It is referred to as repressive as it is used to prevent people from acting on their interest; it “represses” their impulse to go against the rules of society. The police and the courts are an example of Repressive Apparatus, as they use force to compel people in society to obey or there would be consequences. You are arrested for not following the rules of society, threatened by the idea of court or prison, and given write-ups or tickets for breaking even smaller laws. Repressing power by force to get you to obey the rules.
   
2. Ideological State Apparatuses focus more on shaping beliefs and values rather than threatening people. This allows individuals to develop an understanding of what social norms are and what is expected by preparing them. Ideological State Apparatuses use a system where it is mandatory for those to attend; it would reach their goals similarly as it would be repressive. An example of an Ideological Apparatus would be in the education system, as this space teaches discipline and respect for authority without the harsher punishments but that there are consequences and to prepare them to meet the expectations of them so they can settle in society. School creates an environment where learning is enforced through reward and punishment to shape their behavior, not without the need for threats but with a more subtle psychological effect to mold behavior and their minds that following rules brings rewards and to defy them creates consequences. Another example of this would be the medieval Catholic Church, as this space does teach the basics such as writing and reading as schools do. The Catholic Church deemed it appropriate for those to have discipline as the church transmits beliefs and thoughts and shapes the way you view the world.
   
3. The difference between Repressive and Ideological State Apparatuses would be the methods they use to spread their ideology and control. Repressive uses fear and threats of punishment to create suppression. Ideological State Apparatuses use rewards or create the opportunity through media for our need of belonging to be sated.
   
4. In the film 1984, the scene named Two Minutes Hate is a prime example of Ideological Apparatus. In this scene, a group known as the English Socialist Party uses the media to sway the minds of the people by using hatred and fear as a motivator in controlling behavior. By using visuals and audio commentary, they push the masses away from the party, hiding their true motives to a singular enemy, which the crowd yells out as Goldstein. They do this to instill hatred for dissenters, embedding the ideology that they are in the right and should be the only group to follow.
5. 1984 (1/11) Movie CLIP – Two Minutes Hate (1984) HD