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SA 6.2

1. What does “disenfranchised” mean?

The word disenfranchised means not having the right to vote or take part in government. These people had no voice in making laws because they were not allowed to vote, usually since they didn’t own property or enough money.

2. Who were the “Disenfranchised”?

The disenfranchised were poor or working people in early America. They included farmers, workers, and small shopkeepers who had to work hard to live. They did not own land, big businesses, or slaves. Beard is talking about the working class — everyday people who had little money and no power in government.

3. Which class did the “real property holders” and those in “manufacturing, shipping, and personal securities” belong to?

These people were rich and powerful. They owned land, businesses, ships, and investments that made them money. They were part of the upper class or wealthy class. Beard says they helped write the Constitution to protect their money and property from being taken or changed by poorer people.

Posted on by Stacie Otero

Class power 6.1

1. In early America, what was required for someone to be able to vote?

In early America, only white men who owned property were allowed to vote. Voting was considered a privilege for those who had wealth and land because they were seen as having a “stake” in society. Poor people, women, enslaved Africans, and Native Americans were not given voting rights.

2. Which social class did most people belong to in early America?

Most people in early America were part of the working class — farmers, laborers, servants, and small craftsmen. They worked hard but had very little power or wealth. The upper class, made up of rich landowners and merchants, controlled politics and government decisions.

3. What was Madison’s goal in writing “Federalist #10”?

James Madison wrote Federalist #10 to argue that a large republic would protect the government from being controlled by any one group or “faction.” He believed that too much democracy could lead to chaos, so he wanted a system where the wealthy and educated could guide decisions and prevent the poor majority from taking control.

4. Why were the people who wrote the Constitution so afraid of democracy?

The framers of the Constitution were afraid of too much democracy because they thought the common people might make emotional or “dangerous” decisions that could threaten property and wealth. They wanted to protect their own interests and keep power in the hands of the educated elite. That’s why they created systems like the Electoral College and the Senate, which limited direct control by voters.

5. What were some of the reasons why the Constitution never abolished the slave trade?

The Constitution did not abolish the slave trade because many framers were slave owners themselves or depended on Southern support to ratify the document. To keep unity between the North and South, they allowed slavery to continue and even protected it for decades. This compromise showed how economic interests and class power were more important to them than equality.

Posted on by Stacie Otero

Americans statistics

The subway station closest to me reflects mostly working-class people, which connects to the ideas from Reading 4.1 and the video “Wealth Inequality in America.” The video explained that most of the wealth in the United States is concentrated in the hands of a small group, while the majority live with far less. This shows how social class shapes everyday life in neighborhoods.

In my own experience, I notice this pattern. My neighbors and I work hard to cover basic needs like rent, food, and transportation, but we are not living in luxury or moving up into higher social classes. This matches what the video described—that most Americans fall into the middle and lower classes, while only a few are wealthy.

Overall, I think the video gives an accurate picture of the people in my community. I am not surprised by this because I see inequality in my own life every day. It makes me realize how wealth inequality affects not just the country overall, but also what I personally experience in my neighborhood.

Posted on by Stacie Otero · 1 Comment

DB 4.2

When looking at Reading 4.3, one of the main points is the difference between owners and employees. Owners are the ones who control businesses and collect profits, while employees sell their labor in exchange for wages. Owners can make money even without working, but employees only get paid for the hours they put in. For example, a restaurant owner profits from every plate sold, while cooks and servers just earn hourly pay. I can relate to this because I’ve had jobs where I worked hard, but the company always made much more than I ever took home.

Adam Smith explained that all wealth really comes from labor, and on page 28 he makes it clear that the goods and services we use exist because of people’s work, not just because someone owns a business. For example, construction workers build the homes and offices we live and work in, but the profit from those buildings mostly goes to the developer. I connect with this idea because my own paycheck depends directly on the labor I do, and without workers like me, companies would have nothing to sell or profit from.

Reading 4.4 also makes the point that class is not simply an identity like race or gender. Instead, class is about economic relationships and struggles between groups. Saying “working class” is not just a label—it means surviving on wages while another group gains wealth from that labor. I can relate to this because most people in my community, including myself, live paycheck to paycheck. That shows me class is more about survival than identity, and I agree because it matches the reality of my family and neighbors.

Finally, Reading 4.4 explains that class structures are built on dependency, where both groups rely on each other. Workers need employers for jobs and paychecks, while employers need workers to keep their businesses running. A retail store, for example, cannot make sales without employees, but the employees still depend on that job to survive. This creates a close but unequal relationship. I’ve seen this in my own retail work, where both sides needed each other, but the employer always had more control.

Posted on by Stacie Otero

self assessment 4

1.   Liberals vs. Socialists on Social Class

The reading says liberals usually think of class as an identity, like race or gender. For example, they might say someone is “middle class” just to describe their lifestyle. Socialists see class differently—they look at who owns wealth and who must work for wages. I relate to this more because, like most people in my community, I depend on wages to pay bills and survive. That makes the socialist view feel closer to my reality.

2.Class vs. Social Hierarchies

Page 5 explains that class is not just a ranking system like a hierarchy. A hierarchy puts people in order, like doctors above janitors, but class is about who owns resources and who works for them. It also involves conflict, like when workers at Amazon go on strike for better pay. I can relate to this because in my neighborhood most people work long hours but still struggle with basic needs. That shows me class is about struggle, not just social status.

3. Implications of the Socialist View

The reading says the socialist view of class changes politics by focusing on collective struggle and worker solidarity. Real change means challenging the wealthy class, not just accepting small reforms like a small wage increase. A good example is union efforts at Starbucks, where workers are pushing for fair treatment together. I can relate to this because I see how hard-working families, including my own, do not move up easily even when we put in effort. That makes me believe solidarity is important for real fairness.

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Understanding Ideology

1. What is ideology?

Ideology is a set of ideas and beliefs that shape how people see the world. For example, the “American Dream” teaches that hard work leads to success. I relate to this because I grew up believing that if I study and work hard in school, I can build a better future for myself and my family.

2. Conservative vs. Liberal Ideology in U.S. Politics

Conservatives and liberals have different views of government. Conservatives want less government and focus on personal responsibility, while liberals think government should do more to help people. For example, conservatives support private health care, while liberals support programs that give more people access to doctors. I can relate to this because in my own family we sometimes talk about politics, and I see how people can strongly disagree about these ideas.

3. Althusser’s Definition of Ideology

Althusser said ideology is something we learn from schools, families, religion, and media. A YouTube video explains that schools in a capitalist system don’t just teach math or reading, but also train students to follow rules and prepare for jobs. I relate to this because in my own life, school has taught me more than subjects—it also taught me to be on time, follow directions, and get ready for work.

Posted on by Stacie Otero

How RSA VS ISA Shape Society

Stacie Otero

POL 100-508

Professor: Arto Artinian

1. Repressive State Apparatus (RSA)

A Repressive State Apparatus is when the system controls people through force or punishment. Althusser calls it “repressive” because it works through fear. An example is the police giving tickets or arresting someone. I notice this when I see police officers stopping people in my neighborhood.

2. Ideological State Apparatus (ISA)

An Ideological State Apparatus shapes people through ideas instead of force. It teaches what is “normal” and how to act in society. An example is school, where I learned not just subjects but also to follow rules and be on time. It prepares us to fit into society just as well as families eating together, manners are something at the table that has been going on since I was younger, passed on to me and now my children.

3. Difference Between RSA and ISA

RSAs use force, while ISAs use ideas. RSAs, like police or courts, punish people who break the rules. ISAs, like schools or media, guide people by teaching values that keep society going. I see the difference because school shaped my habits, while police use punishment to enforce laws.

4. Example of Ideology

An example of ideology is a commercial or cartoon of a perfect family eating dinner together. It shows everyone smiling, calm, and happy, which makes people think that’s how family life should be. In my own life, dinners are not always perfect—sometimes people are on their phones or in a rush or barely eating together as a whole. This shows how media spreads ideas of “normal” family life, even if it is not real and makes you believe society is supposed to be that way.