ENGLISH FOR SOCIAL AND POLITICAL SCIENCES

UIN SYARIF HIDAYATULLAH JAKARTA

Designed by:
Devi Yusnita, M.Pd

THE FACULTY OF SOCIAL AND POLITICAL SCIENCES

UIN SYARIF HIDAYATULLAH JAKARTA

FOR INTERNAL USE ONLY

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 COURSE FRAMEWORK

DEFINITION: English for Political and Social Sciences: "English for Political and
Social Sciences" aims for equipping students of Faculty of Political and Social
Sciences UIN Syarif Hidayatullah Jakarta to be able to read English textbooks. By
having reading skills, they are expected to get broader knowledge about their field
of study and find sources to support their research for a paper task, minor thesis or
a final project. The course also gives chances for the students to practice speaking
and writing.

DELIVERY: Discussion, Lecture, Practice In delivering the course, the lecturer

starts with eliciting the students' knowledge about the topic. Then the students are
exposed with the reading passage to know more about the topic being discussed.
To understand the reading passage, the lecturer explains the reading strategy/skill.
After that the students are asked to practice the skill. After the reading skills are
practiced, the students are given speaking and writing activities as follow up
activities.

INTENSITY: The materials are for one semester (14 meetings). Each meeting lasts
for 120 minutes (3 SKS) that is done once a week. There is Mid-Term Test (UTS)
on the seventh meeting and Final Test (UAS) on the fourteenth meeting, so there
are 12 meetings for study. The quiz is given before UTS and UAS to check the
students' understanding of the materials having been learned.

PARTICIPANT: The participants are second-semester students of FISIP. They are

all high school graduates who have known basic knowledge of English. Overall

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their language proficiency is considered between basic and pre-intermediate level.
There are three classes in each semester. In one class there are about 35-40
students.

CONTENT: Topics of Political and Social Sciences the materials include various
topics in the field of political and social sciences. The topics cover:

1. Meaning of political and social sciences

2. Democracy
3. Feudalism
4. Monarchy
5. Capitalism
6. Communism
7. Globalization
8. State Sovereignty
9. Nationalism
10. Sociology
11. Secularism
12. Liberalism

For reading skills, the materials include:

a. Skimming
b. Scanning
c. Guessing word meaning in context
d. Making inferences
e. Recognizing words referent

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 f. Building vocabulary
Besides, by the end of the lesson, there is 'Expansion'. This includes speaking
and writing activities.

OUTCOME: Students should be able to:

• Know skimming skill to understand English texts.
• Know scanning skill to understand English texts.
• Guess meaning of words in English texts.
• Recognize word referent.
• Make inferences from English texts.
• Build their vocabulary
• Express their ideas.
• Write a report.

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 SYLLABUS
English for Social and Political Sciences

Reading Skill Building

Lesson and Topic Expansion
Objective Vocabulary
1
Introduction to Political
Discussion and
and Social Sciences Skimming Matching
Presentation
(Politic, International
Relations, Sociology)
2 Filling in the Discussion and
Scanning
Democracy Blanks Presentation
- Finding
Guessing Word synonym and
3
Meaning from antonym Writing an Essay
Monarchy
context - Fill in the
blanks
Giving
4 Making Filling in the
Presentation about
Feudalism Inferences Blanks
Feudalism
Finding the
5 Recognizing Group
Synonym of
Capitalism word Referent Presentation
Words
Writing an Essay
6 Filling in the
Skimming about
Communism Blanks
Communism

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 Guessing Word
Meaning in Writing a Report
Filling in the
7 Context and about
Blanks
Globalization Recognizing Globalization
Word Referent
Matching the Writing
8 Making
Terms of State Discussing
State Sovereignty Inferences
Sovereignty Debating
Writing
9 Skimming and
- Discussing
Nationalism Scanning
Presenting
Guessing Word
Meaning in
Context &
10 Filling in the Writing an Essay
Recognizing
Socialism Blanks about Socialism
Word Referent
and Making
Inferences
11 Skimming and
Additional Additional
Secularism Scanning
Word referent
12
and Guessing Additional Additional
Liberalism
word Meaning

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 Reading Materials
for
Social and Political Sciences
( a course book)

Lesson 1
Political and Social Sciences: Politic, International Relations, and Sociology
GENERAL OBJECTIVE
After learning this lesson, the students are expected to understand 'skimming' skill.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:
(1) Use 'skimming' skill in reading English texts
(2) Explain about political and social sciences
(3) Talk about the differences between political sciences, international relations, and social
science

A. Discuss the Following Questions

1. What do you understand about politics?
2. What do you understand about international relations?
3. What do you understand about sociology?
B. Reading Skill: Skimming
Skimming is the technique to help you catch the main idea of a paragraph/passage
quickly or to get the general sense/ideas of a paragraph, passage, article, or book.
When you skim, always work as quickly as you can and do not worry about
specific details.
For example, answer this question: what is the paragraph about?

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Political science is a social science discipline concerned with the study of the state,
nation, government, and politics and policies of government. Aristotle defined it as
the study of the state. It deals extensively with the theory and practice of politics,
and the analysis of political systems and political behavior, culture. Political
scientists "see themselves engaged in revealing the relationships underlying
political events and conditions, and from these revelations they attempt to
construct general principles about the way the world of politics works. Political
science intersects with other
fields;including economics, law, sociology, history, anthropology, public
administration, public policy, national politics, international
relations, comparative politics, psychology, political organization, and political
theory. Although it was codified in the 19th century, when all the social sciences
were established, political science has ancient roots; indeed, it originated almost
2,500 years ago with the works of Plato and Aristotle.

The first sentence of the paragraph states '’Political science is a social

science discipline concerned with the study of the state, nation, government, and
politics and policies of government. The next sentences mostly talk about 'expert’s
opinion' which is talking about the definition of political sciences. So, we can
conclude that 'the paragraph is about 'political sciences’.

C. Reading
1. Read these questions and then skim passage 1.

1. What is politics?

2. What methods are employed in politics?

3. Which country the word politics derives from?

4. What is the title of Aristotle's books?

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 Passage 1
What is politics?
Politics (from Greek: politikos, meaning "of, for, or relating to citizens") is the
practice and theory of influencing other people on a civic or individual level. More
narrowly, it refers to achieving and exercising positions of governance —
organized control over a human community, particularly a state. A variety of
methods are employed in politics, which include promoting its own political views
among people, negotiation with other political subjects, making laws, and
exercising force, including warfare against adversaries. Politics is exercised on a
wide range of social levels, from clans and tribes of traditional societies, through
modern local governments, companies and institutions up to sovereign states,
to international level.
A political system is a framework which defines acceptable political
methods within a given society. History of political thought can be traced back to
early antiquity, with seminal works such
as Plato's Republic, Aristotle's Politics and opus of Confucius.
Modern political discourse focuses on democracy and the relationship between
people and politics. It is thought of as the way we "choose government officials
and make decisions about public policy".
The word politics comes from the Greek word πολιτικός, from which the
title of Aristotle's books Πολιτικά (politika) derives: "affairs of the cities", a
dissertation on governing and governments, which was rendered in English in the
mid-15th century as Latinized "Polettiques". Thus it became "politics" in Middle
English c. 1520s (see the Concise Oxford Dictionary). The singular politic first
attested in English 1430 and comes from Middle French politique, in turn
from Latin politicus, which is the latinisation of the Greek πολιτικός (politikos),
meaning amongst others "of, for, or relating to citizens", "civil", "civic",
"belonging to the state", in turn from πολίτης (polites), "citizen" and that from
πόλις (polis), "city".

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 2. Read these questions and then skim passage 2.

1. What is international relations?

2. What does Peace of Westphalia of 1648 mean?

3. What is the alternative term used instead of nation-state?

4. Which country the sovereign equality of states was

exported?

Passage 2
International Relations
International relations (IR) is the study of relationships among different countries,
the roles of sovereign states, inter-governmental organizations (IGO), international
non-governmental organizations (INGO), non-governmental organizations (NGO),
and multinational corporations (MNC). International relations is an academic and
a public policy field, and so can be positive and normative, because it analyzes and
formulates the foreign policy of a given State. As political activity, international
relations dates from the time of the Greek historian Thucydides (ca. 460–395 BC),
and, in the early 20th century, became a discrete academic field (No. 5901 in the 4-
digit UNESCO Nomenclature) within political science. However, International
Relations is an interdisciplinary field of study.
The history of international relations based on sovereign states is often
traced back to the Peace of Westphalia of 1648, a stepping stone in the
development of the modern state system. Prior to this the European medieval
organization of political authority was based on a vaguely hierarchical religious
order. Contrary to popular belief, Westphalia still embodied layered systems of
sovereignty, especially within the Holy Roman Empire. More than the Peace of
Westphalia, the Treaty of Utrecht of 1713 is thought to reflect an emerging norm

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that sovereigns had no internal equals within a defined territory and no external
superiors as the ultimate authority within the territory's sovereign borders.
The centuries of roughly 1500 to 1789 saw the rise of the independent,
sovereign states, the institutionalization of diplomacy and armies. The French
Revolution added to this the new idea that not princes or an oligarchy, but the
citizenry of a state, defined as the nation, should be defined as sovereign. Such a
state in which the nation is sovereign would thence be termed a nation-state (as
opposed to a monarchy, or a religious state). The term republic increasingly
became its synonym. An alternative model of the nation-state was developed in
reaction to the French republican concept by the Germans and others, who instead
of giving the citizenry sovereignty, kept the princes and nobility, but defined
nation-statehood in ethnic-linguistic terms, establishing the rarely if ever fulfilled
ideal that all people speaking one language should belong to one state only. The
same claim to sovereignty was made for both forms of nation-state. (It is worth
noting that in Europe today, few states conform to either definition of nation-state:
many continue to have royal sovereigns, and hardly any are ethnically
homogeneous.)
The particular European system supposing the sovereign equality of states
was exported to the Americas, Africa, and Asia via colonialism and the "standards
of civilization". The contemporary international system was finally established
through decolonization during the Cold War. However, this is somewhat over-
simplified. While the nation-state system is considered "modern", many states have
not incorporated the system and are termed "pre-modern".
Further, a handful of states have moved beyond insistence on full
sovereignty, and can be considered "post-modern". The ability of contemporary IR
discourse to explain the relations of these different types of states is disputed.
"Levels of analysis" is a way of looking at the international system, which includes
the individual level, the domestic state as a unit, the international level of
transnational and intergovernmental affairs, and the global level.

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 3. Read these questions and then skim passage 3.

1. Which revolution influenced the social sciences?

2. In which period social science first used as a distinct conceptual field?

3. What is the focus of positivism?

4. What are the five paths of development that sprang forth in the Social

Sciences?

Passage 3
Social Sciences
Social science refers to the academic disciplines concerned with society and the
relationships among individuals within a society, which often rely primarily on
empirical approaches. It is commonly used as an umbrella term to refer to
anthropology, economics, political science, psychology and sociology.
The history of the social sciences begins in the Age of Enlightenment after
1650, which saw a revolution within natural philosophy, changing the basic
framework by which individuals understood what was "scientific". Social sciences
came forth from the moral philosophy of the time and was influenced by the Age
of Revolutions, such as the Industrial revolution and the French revolution. The
social sciences developed from the sciences (experimental and applied), or the
systematic knowledge-bases or prescriptive practices, relating to the social
improvement of a group of interacting entities.
The beginnings of the social sciences in the 18th century are reflected in
various grand encyclopedia of Diderot, with articles from Rousseau and other
pioneers. The growth of the social sciences is also reflected in other specialized
encyclopedias. The modern period saw "social science" first used as a distinct
conceptual field. Social science was influenced by positivism, focusing on
knowledge based on actual positive sense experience and avoiding the
negative; metaphysical speculation was avoided. Auguste Comte used the term

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"science sociale" to describe the field, taken from the ideas of Charles Fourier;
Comte also referred to the field associal physics.
Following this period, there were five paths of development that sprang forth
in the Social Sciences, influenced by Comte on other fields. One route that was
taken was the rise of social research. Large statistical surveys were undertaken in
various parts of the United States and Europe. Another route undertaken was
initiated by Émile Durkheim, studying "social facts", and Vilfredo Pareto, opening
metatheoretical ideas and individual theories. A third means developed, arising
from the methodological dichotomy present, in which the social phenomena was
identified with and understood; this was championed by figures such as Max
Weber. The fourth route taken, based in economics, was developed and furthered
economic knowledge as a hard science. The last path was the correlation of
knowledge and social values; the anti positivism and verstehen sociology of Max
Weber firmly demanded on this distinction. In this route, theory (description) and
prescription were non-overlapping formal discussions of a subject.

D. Vocabulary
Match part 'A' and part 'B'. Write down a letter in part A to the bracket in
part B.
Passage 1:
Part A
A. Politics
B. Plato’s Republic
C. Modern Political Discourse
D. Affairs of the Cities
E. Politicus

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Part B
1. The early antiquity of history of political thought. ( )
2. It refers to achieving and exercising positions of governance — organized
control over a human community, particularly a state. ( )
3. The latinisation of the Greek πολιτικός (politikos). ( )
4. It is thought of as the way we "choose government officials and make decisions
about public policy". ( )
5. A dissertation on governing and governments, which was rendered in English in
the mid-15th century as Latinized "Polettiques". ( )

Passage 2:
Part A
A. Post Modern
B. European System
C. Levels of analysis
D. Treaty of Utrecht
E. Peace of Westphalia

Part B
1. A stepping stone in the development of the modern state system. ( )
2. A thought to reflect an emerging norm that sovereigns had no internal equals
within a defined territory and no external superiors as the ultimate authority
within the territory's sovereign borders. ( )

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3. A way of looking at the international system, which includes the individual
level, the domestic state as a unit, the international level of transnational and
intergovernmental affairs, and the global level. ( )
4. A handful of states have moved beyond insistence on full sovereignty. ( )
5. Exported to the Americas, Africa, and Asia via colonialism and the standards of
civilization. ( )

Passage 3:
Part A
A. Positivism
B. Social Sciences

Part B
1. It is commonly used as an umbrella term to refer to
anthropology, economics, political science, psychology and sociology. ( )
2. focusing on knowledge based on actual positive sense experience and avoiding
the negative; metaphysical speculation was avoided ( )

D. Expansion
1. What do you think about ‘politic’ especially political parties in Indonesia? Does
it run as its role?.
2. How does Indonesia run the relationship with other countries and NGO’s?
Please discuss both questions with your friends in a group and present it.

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 Lesson 2
Democracy

GENERAL OBJECTIVE
After learning this lesson, the students are expected to understand 'scanning' skill.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:
(1) use 'scanning' skill in reading English texts
(2) understand some vocabularies about democracy
(3) talk about the type of democracy

A. Discuss the following questions

1. What do you understand about democracy?

2. What benefits can people get from democracy?

B. Reading Skill: Scanning

Scanning is a strategy you apply when you are looking for a specific piece of
information from a passage or reading text. When you scan, do not read every
word, only key words that will answer your question.
For example, read the following questions and then read the paragraph to find the
answers.

1. What is a parliamentary democracy?

2. What does the term demos and kratia mean?

The most common system that is deemed "democratic" in the modern world is
parliamentary democracy in which the voting public takes part in elections and
chooses politicians to represent them in a Legislative Assembly. The members of
the assembly then make decisions with a majority vote. A purer form is direct

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democracy in which the voting public makes direct decisions or participates
directly in the political process. Elements of direct democracy exist on a local level
and on exceptions on national level in many countries, though these systems
coexist with representative assemblies.
The term comes from the Greek word δηµοκρατία (dēmokratía) "rule of the
people", which was coined from δῆµος (dēmos) "people" and κρατία (kratia)
"rule", in the middle of the 5th-4th century BC to denote the political systems then
existing in some Greek city-states, notably Athens following a popular uprising in
508 BC.

To answer the first question, you have to read the paragraph quickly to find the
word 'parliamentary democracy' as a key word, while from the second question
you have to find the word 'demos and kratia'. By finding only key words, you will
be able to answer the questions more quickly. This is what you do in scanning.

C. Reading

I. Read these questions and then scan passage 1 to find the correct
answers.

1. What is democracy?
2. Who makes decisions on choosing politicians to represent in a legislative
assembly?
3. Which countries have contributed to the evolution of democracy?
4. What are the elements of democracy?

Passage 1
Democracy

Democracy is an egalitarian form of government in which all the citizens of

a nation together determine public policy, the laws and the actions of their state,
requiring that all citizens (meeting certain qualifications) have an equal
opportunity to express their opinion. In practice, "democracy" is the extent to
which a given system approximates this ideal, and a given political system is
referred to as "a democracy" if it allows a certain approximation to ideal
democracy. Although no country has ever granted all its citizens (i.e. including

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minors) the vote, most countries today hold regular elections based on egalitarian
principles, at least in theory.
The most common system that is deemed "democratic" in the modern world
is parliamentary democracy in which the voting public takes part in elections and
chooses politicians to represent them in a Legislative Assembly. The members of
the assembly then make decisions with a majority vote. A purer form is direct
democracy in which the voting public makes direct decisions or participates
directly in the political process. Elements of direct democracy exist on a local level
and on exceptions on national level in many countries, though these systems
coexist with representative assemblies.
The term comes from the Greek word δηµοκρατία (dēmokratía) "rule of the
people", which was coined from δῆµος (dēmos) "people" and κρατία (kratia)
"rule", in the middle of the 5th-4th century BC to denote the political systems then
existing in some Greek city-states, notably Athens following a popular uprising in
508 BC. Other cultures since Greece have significantly contributed to the evolution
of democracy such as Ancient Rome, Europe, and North and South America. The
concept of representative democracy arose largely from ideas and institutions that
developed during the European Middle Ages and the Age of Enlightenment and in
the American and French Revolutions. The right to vote has been expanded in
many jurisdictions over time from relatively narrow groups (such as wealthy men
of a particular ethnic group), with New Zealand the first nation to grant universal
suffrage for all its citizens in 1893.
Elements considered essential to democracy include freedom of political
expression, freedom of speech, and freedom of the press, so that citizens are
adequately informed and able to vote according to their own best interests as they
see them. The term "democracy" is often used as shorthand for liberal democracy,
which may include elements such as political pluralism; equality before the law;
the right to petition elected officials for redress of grievances; due process; civil
liberties; human rights; and elements of civil society outside the government.
Democracy is often confused with the republic form of government. In some
definitions of "republic," a republic is a form of democracy. Other definitions make
"republic" a separate, unrelated term.
 
 
 
 
 
 

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II. Read these questions and then scan passage 2 to find the correct answers.

1. According to the passage, when was Suharto fallen from his autocracy?
2. When was Jokowi’s inauguration as the new president?
3. What does the election outcome tell us about the state of Indonesian
democracy?
4. What are the three major antagonisms that played out during the elections?

 
Passage 2

Indonesia’s 2014 Elections

How  Jokowi  Won  and  Democracy  Survived
112 Journal of Democracy

In   the   discussion   about   democracy’s   global   recession,   analysts   tend   to  

focus  on  the  most  dramatic  cases  of  democratic  reversal,  such  as  the  military  
coups   in   Egypt   and   Thailand.   In   their   shadow,   however,   Indonesia   (the  
world’s   third-­‐largest   democracy)   has   faced   a   less   discussed,   but   equally  
serious,   threat   to   its   democratic   polity.   Ironically,   this   threat   came   in   the   form  
of   the   country’s   third   direct   presidential   election   since   the   fall   of   longtime  
autocrat   Suharto   in   1998.   Held   on   9   July   2014,   this   contest   featured   a  
formidable  populist  challenge  from  Prabowo  Subianto,  Suharto’s  former  son-­‐
in-­‐law.   Promising   tougher   leadership   and   a   return   to   the   indirect   electoral  
mechanisms  with  which  Suharto  ruled  Indonesia  for  32  years,  Prabowo  came  
within   a   hair’s   breadth   of   winning   the   presidency.   Had   he   been   successful,   the  
consequences   would   have   been   momentous:   Not   only   would   Indonesia   have  
been   put   on   the   path   of   authoritarian   revival,   but   the   potential   “loss”   of   a  
much-­‐praised   majority-­‐Muslim   democracy   would   have   further   deepened   the  
global   democratic   recession.   Ultimately,   Prabowo   lost   to   Joko   Widodo  
(popularly   called   “Jokowi”),   the   governor   of   the   capital   Jakarta,   by   a   margin   of  
53.1  to  46.9  percent.  
Even  after  his  defeat  was  evident,  Prabowo  continued  his  challenge  by  
publishing  obviously  manipulated  quick  counts  that  showed  him  winning,  and  
by   trying   to   intervene   in   the   official   vote   tabulation   on   the   ground.   Despite  

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these   maneuvers,   the   General   Election   Commission   declared   Jokowi   the  
winner   on   July   22,   paving   the   way   for   his   inauguration   in   October.  
Nevertheless,  the  election  revealed  the  continued  vulnerability  of  Indonesia’s  
young  democracy  and  highlighted  the  strength  of  the  country’s  antidemocratic  
forces—within  both  the  elite  and  the  general  electorate.  Prabowo’s  ability  to  
attract   almost   half   the   population   with   a   populist and ultranationalist agenda
suggests that Indonesian democracy needs further strengthening—a task that will
now fall to Jokowi.
What do the stark alternatives that faced Indonesian voters in the July 2014
election and the election outcome tell us about the state of Indonesian democracy?
Building on interviews with key actors, this essay emphasizes that the election was
not only a contest between two candidates, but also between diametrically opposed
concepts of power and visions for Indonesia’s future. As the following discussion
shows, these differences were reflected in three major antagonisms that played out
during the elections: first, grassroots volunteerism versus oligarchic machine
politics; second, technocratic moderation versus populist demagoguery; and third,
support for democratic elections versus the denunciation of them as “un-
Indonesian” and too costly. What made it possible for Indonesian democracy to
survive Prabowo’s challenge, and what is the likelihood that the post-Suharto
polity will stabilize in the coming years?

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 III. Read these questions and then scan passage 3 to find the correct
answers.

1. What is collectivism?
2. What is Prabowo’s statement about direct elections?
3. In which paragraph the writer describes Jokowi’s political features?
4. What do the independent volunteers do on the elections?

Passage 3

Electoral Democracy vs. Authoritarianism

The third key battle in this election was between support for competitive
elections as the main vehicle for democratic representation and their denigration by
proponents of a vaguely defined collectivism. In transitional societies, democratic
elections come under attack in two ways: First, they are vulnerable to electoral
autocrats who want to manipulate elections while using them as a source of
legitimacy; and second, they are threatened by antidemocratic thinking that rejects
competitive elections on principle—as in Thailand, for example, where the
military, royalist politicians, and parts of the bourgeoisie have agitated against
elections after constantly losing them.
In 2014, Prabowo advanced an agenda that was openly hostile to Indonesia’s
existing electoral framework. He also tried to intervene in the electoral process,
even when he had already lost the race. Prabowo had stated in general terms that
he wanted Indonesia to return to the 1945 Constitution, which implied the abolition
of direct presidential elections. This was a position that he had held for many years
but had not discussed widely in public. Toward the end of the campaign, however,
Prabowo talked more specifically about his views on both local and national direct
elections. In a June 28 speech, Prabowo stated that direct elections were an
unwanted Western import, likening them to a bad habit such as smoking. He said
that state leaders should be chosen by semi-elected legislative institutions, as called
for in the founding constitution. (Indeed, Suharto was reelected six times by a
legislature that was partly appointed and partly elected through a manipulated

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process.) These comments drew headlines, and Prabowo felt the need to clarify. On
June 30, in front of an audience composed largely of foreign diplomats and
journalists, Prabowo rejected the notion that he was an autocrat. But on the issue of
direct elections, he restated his opposition, this time using a different argument:
They were too expensive and should be replaced with a “cheaper” process.
Prabowo also tried to apply the classic methods of electoral authoritarianism to win
the contest with Jokowi. He not only used ministries and local governments under
his coalition partners’ control to mobilize voters, but he also falsely declared
victory based on manipulated quick counts broadcast on pro-Prabowo television
stations. Quick counts are scientifically designed, election-day counts of selected
voting stations that, if done properly, can forecast the overall result with high
levels of precision. The quick counts for every national election in Indonesia since
2004 have been accurate, and in 2014 all quick counts conducted by established
survey institutes found that Jokowi had won. But Prabowo used four organizations
that were either owned or funded by his allies to “produce” quick counts showing
him as the winner. Subsequently, his team attempted to intervene in the official
count. In some cases, Prabowo supporters managed to manually change the forms
on which election results were recorded at multiple administrative levels.
Given the prevalence of such manipulations in previous elections (including
April’s parliamentary polls), the Prabowo campaign had every reason to believe
that its handiwork would go undetected. Jokowi, on the other hand, was a strong
believer in competitive electoral processes. In fact, he owed his rise to them.
Unlike most other elite politicians in Indonesia, Jokowi’s prominence did not stem
from a military background, personal wealth, or bureaucratic connections. Rather,
it was his electoral victories in Solo and Jakarta that propelled him to national
prominence. Although defending electoral democracy was not an explicit
cornerstone of Jokowi’s campaign, he did stand up for it publicly. When Prabowo
asked Jokowi in one televised debate whether he shared the view that direct local
elections were too expensive and bred corruption, Jokowi replied that these
elections were an important part of Indonesian democracy and should be
maintained. In terms of cost, he proposed holding local elections simultaneously
rather than individually, adopting a suggestion that electoral experts had been
making for some time. In later interviews with foreign media, Jokowi also rejected
Prabowo’s proposal to abolish direct presidential elections via a return to the 1945
Constitution. Ironically, it was Prabowo’s direct threat to electoral democracy that
made the 2014 presidential elections the most transparent in the country’s history.
The official count for the 2004 and 2009 elections had been carried out mostly in
closed sessions by electoral officials, and because Yudhoyono won by wide
margins, interest in a precise count was low. The 2014 count, by contrast, was
intensely scrutinized by the media and concerned citizens. In an unprecedented

  22  
move, the Election Commission uploaded all forms, from all administrative levels,
onto its website, allowing everyone to check whether numbers were correctly
recorded and reported to the next level. Most important, a network of seven-
hundred independent volunteers (the main group was known as “Guard the
Election”) formed to create a parallel online count, adding the numbers and
updating them regularly on its website. These volunteers exposed thousands of
mistakes by electoral officials and put pressure on the Election Commission to
correct them. Thus, if the Prabowo team had plans for altering the official
tabulation, they were thwarted by extraordinary efforts of citizen monitoring.

D. Expansion
How does democracy run in our country? Discuss it in group and present your
group opinion.
 

  23  
 Lesson 3
Monarchy
GENERAL OBJECTIVE
After learning this lesson, the students are expected to understand 'guessing
word meaning from context.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:
(1) guess word meaning from context of English texts
(2) recognize word referent of English texts
(3) write paragraphs about monarchy

A. Discuss the following questions.

1. What do you know about monarchy?
2. What does absolute monarchy mean?

B. Reading Skill
1. Guessing Word Meaning in Context
How can you understand what you’re reading if you don’t know what all of the
words mean?
The answer is that you can use the rest of the passage, the context, to help you
understand the new words. When reading, we can guess the meaning of an
unknown word by using the context the text surrounding the text. There are two
ways we can do.
1. We can guess the meaning of a word from the other words in the sentence.
Example:
1. Try to guess meaning of sovereignty in the following sentence taken from
the first paragraph of passage 1. We can guess the meaning of sovereignty
by looking at a phrase after to be.

  24  
 2. We can guess the meaning of an unknown word by using several ways, such
as punctuation (commas, dash, single quotation mark, double quotation
mark, bracket, parentheses, and etc), contrast (but, in contrast, in spite of,
however, and etc), appositive, referent, and example (such as, for instance,
as, and etc) to explain a word.

C. Reading
I. Guess the meaning of each word from the context of passage I. Do not use
dictionary!
1. What does absolute monarchy mean?
2. What are the requirements of hereditary monarchies?
3. Which monarchs reign but do not rule?
4. What does sovereignty mean?
5. What do elective monarchies mean?

Passage I
Monarchy

King Solomon’s Royal Court

  25  
 A monarchy is a form of government in which sovereignty is actually or
nominally embodied in a single individual (the monarch).
Forms of monarchy differ widely based on the level of legal autonomy the
monarch holds in governance, the method of selection of the monarch, and any
predetermined limits on the length of their tenure. When the monarch has no or
few legal restraints in state and political matters, it is called an absolute monarchy
and is a form of autocracy. Cases in which the monarch's discretion is formally
limited (most common today) are called constitutional monarchies. In hereditary
monarchies, the office is passed through inheritance within a family group,
whereas elective monarchies are selected by some system of voting. Historically
these systems are most commonly combined, either formally or informally, in
some manner. (For instance, in some elected monarchies only those of certain
pedigrees are considered eligible, whereas many hereditary monarchies have legal
requirements regarding the religion, age, gender, mental capacity, and other factors
that act both as de facto elections and to create situations of rival claimants whose
legitimacy is subject to effective election.) Finally, there are situations in which the
expiration of a monarch’s reign is set based either on the calendar or on the
achievement of certain goals (repulse of invasion, for instance.) The effect of
historical and geographic difference along each of these three axes is to create
widely divergent structures and traditions defining “monarchy.”
Monarchy was the most common form of government into the 19th century, but
it is no longer prevalent, at least at the national level. Where it exists, it now often
takes the form of constitutional monarchy, in which the monarch retains a unique
legal and ceremonial role, but exercises limited or no political power pursuant to a
constitution or tradition which allocates governing authority elsewhere. Currently,
44 sovereign nations in the world have monarchs acting as heads of state, 16 of
which are Commonwealth realms that recognize Queen Elizabeth II as their head
of state. All European monarchies are constitutional ones, with the exception of the
Vatican City, but sovereigns in the smaller states exercise greater political
influence than in the larger. The monarchs of Cambodia, Japan, Jordan, Malaysia
and Morocco "reign, but do not rule" although there is considerable variation in the
amount of authority they wield. Although they reign under constitutions, the
monarchs of Brunei, Oman, Qatar, Saudi Arabia and Swaziland appear to continue
to exercise more political influence than any other single source of authority in
their nations, either by constitutional mandate or by tradition.

  26  
II. Guess the meaning of each word from the context of the sentence/sentences
below. Don't use dictionary.

1. What is a synonym of autonomy?_____________________

Forms of monarchy differ widely based on the level of legal autonomy the
monarch holds in governance, the method of selection of the monarch, and
any predetermined limits on the length of their tenure. When the monarch
has no or few legal restraints in state and political matters, it is called an
absolute monarchy and is a form of autocracy.

2. What do the hereditary monarchies mean?_______________

Cases in which the monarch's discretion is formally limited (most common

today) are called constitutional monarchies. In hereditary monarchies, the
office is passed through inheritance within a family group, whereas elective
monarchies are selected by some system of voting.

3. What does constitutional monarchy mean?__________________

Where it exists, it now often takes the form of constitutional monarchy, in

which the monarch retains a unique legal and ceremonial role, but exercises
limited or no political power pursuant to a constitution or tradition which
allocates governing authority elsewhere.

4. Commonwealth realm means?______________________

Currently, 44 sovereign nations in the world have monarchs acting as heads

of state, 16 of which are Commonwealth realms that recognize Queen
Elizabeth II as their head of state.

5. What is the synonym of reign? _____________________

The monarchs of Cambodia, Japan, Jordan, Malaysia and Morocco "reign,

but do not rule" although there is considerable variation in the amount of
authority they wield.

  27  
III. Fill in the blank with the words provided in the box

dismiss president head of state monarch

Americas monarchies legislative body

executive branch republics Congress

A presidential system is a system of government where an _____________ is led

by a president who serves as both ___________ and head of government. In such a
system, this branch exists separately from the legislature, to which it is not
responsible and which it cannot, in normal circumstances, ____________.
The title _________ has been carried over from a time when such person actually
presided over (sat in front of) the government body, as with the US President of the
Continental ________ , before the executive function was split into a separate
branch of government. After this split, the President was no longer needed to sit in
front of the _________________, although the executive title remained in legacy.
Although not exclusive to _____________, and applied in the case of semi-
constitutional __________ where a __________ exercises power (both as head of
state and chief of the executive branch of government) alongside a legislature, the
term is often associated with republican systems in the ______________.

D. Expansion

Write 2 paragraph essays. First paragraph is about advantages and

disadvantages of monarchy. Second paragraph is about ‘is there any monarchy in
Indonesia’? elaborate!

  28  
 Lesson 4

Feudalism

GENERAL OBJECTIVE
After learning this lesson, the students are expected to
understand 'making inferences' skill.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:
(1) make inferences of English texts
(2) talk and present about feudalism

A. Discuss the following questions.

1. What is feudalism?

2. When did the feudalism establish?

B. Reading Skill: Making Inferences

Readers sometimes act just like a detective. They infer when reading. In making
inferences, they look for clues found in the reading texts and guess what the writer
means. Making inferences is important when the writer does not state his ideas
directly.
To answer this kind of questions you should:
• Choose a key word in the question.
• Scan the passage for the key word (or related idea).
• Carefully read the sentence that contains the key word.
• Look for an answer that could be true, according to that sentence.
Read passage 1 quickly.

  29  
 Passage 1
Feudalism
Feudalism was a set of legal and military customs in medieval Europe that
flourished between the 9th and 15th centuries, which, broadly defined, was a
system for structuring society around relationships derived from the holding of
land in exchange for service or labor.
Although derived from the Latin word feodum or feudum (fief), then in use, the
term feudalism and the system it describes were not conceived of as a formal
political system by the people living in the medieval period. In its classic
definition, by François-Louis Ganshof (1944), feudalism describes a set of
reciprocal legal and military obligations among the warrior nobility, revolving
around the three key concepts of lords, vassals, and fiefs.
There is also a broader definition, as described by Marc Bloch (1939),that includes
not only warrior nobility but the peasantry bonds of manorialism, sometimes
referred to as a "feudal society". Since 1974 with the publication of Elizabeth A. R.
Brown's The Tyranny of a Construct, and Susan Reynolds' Fiefs and Vassals
(1994), there has been ongoing inconclusive discussion among medieval historians
as to whether feudalism is a useful construct for understanding medieval society.
There is no broadly accepted modern definition of feudalism. The adjective feudal
was coined in the 17th century, and the noun feudalism was not coined until the
19th century, often used in a political and propaganda context. By the mid-20th
century, François Louis Ganshof's Feudalism, 3rd ed. (1964; originally published
in French, 1947), became a standard scholarly definition of feudalism. Since at
least the 1960s, concurrent with when Marc Bloch's Feudal Society (1939) was
first translated into English in 1961, many medieval historians have included a
broader social aspect, adding the peasantry bonds of manorialism, sometimes
referred to as a "feudal society". Since the 1970s, when Elizabeth A. R. Brown
published The Tyranny of a Construct (1974), many have re-examined the
evidence and concluded that feudalism is an unworkable term and should be
removed entirely from scholarly and educational discussion, or at least used only
with severe qualification and warning.
Outside a European context, the concept of feudalism is normally used only by
analogy (called semi-feudal), most often in discussions of Japan under the shoguns,
and sometimes medieval and Gondarine Ethiopia. However, some have taken the
feudalism analogy further, seeing it in places as diverse as ancient Egypt, the
Parthian empire, the Indian subcontinent, and the antebellum American South.
The term feudalism has also been applied—often inappropriately or pejoratively—
to non-Western societies where institutions and attitudes similar to those of
medieval Europe are perceived to prevail. Some historians and political theorists

  30  
believe that the many ways the term feudalism has been used has deprived it of
specific meaning, leading them to reject it as a useful concept for understanding
society.
 
 
After reading the passage, answer this question:
What is the different between early feudalism and modern feudalism?

The passage doesn't clearly mention the differences between early feudalism and
modem feudalism, but the passage gives clues about the differences such as term
and concept. So, to answer the question we can infer from the information in the
passage.

  31  
C. Reading
1. Read the article below (passage 2) and make inferences of the questions
that follow.

Passage 2
California’s New Feudalism

Once famous as a land of opportunity, the Golden State is now awash in

inequality, growing poverty, and downward mobility that’s practically medieval,
writes Joel Kotkin.

California has been the source of much innovation, from agribusiness and oil to
fashion and the digital world. Historically much richer than the rest of the country,
it was also the birthplace, along with Levittown, of the mass-produced suburb,
freeways, much of our modern entrepreneurial culture, and of course mass
entertainment. For most of a century, for both better and worse, California has
defined progress, not only for America but for the world.
As late as the 80s, California was democratic in a fundamental sense, a place
for outsiders and, increasingly, immigrants—roughly 60 percent of the population
was considered middle class. Now, instead of a land of opportunity, California has
become increasingly feudal. According to recent census estimates, the state suffers
some of the highest levels of inequality in the country. By some estimates, the
state’s level of inequality compares with that of such global models as the
Dominican Republic, Gambia, and the Republic of the Congo.
At the same time, the Golden State now suffers the highest level of poverty in
the country—23.5 percent compared to 16 percent nationally—worse than long-
term hard luck cases like Mississippi. It is also now home to roughly one-third of
the nation’s welfare recipients, almost three times its proportion of the nation’s
population.
Like medieval serfs, increasing numbers of Californians are downwardly
mobile, and doing worse than their parents: native born Latinos actually have
shorter life spans than their parents, according to one recent report. Nor are things
expected to get better any time soon. According to a recent Hoover Institution
survey, most Californians expect their incomes to stagnate in the coming six

  32  
months, a sense widely shared among the young, whites, Latinos, females, and the
less educated.
Some of these trends can be found nationwide, but they have become
pronounced and are metastasizing more quickly in the Golden State. As late as the
80s, the state was about as egalitarian as the rest of the country. Now, for the first
time in decades, the middle class is a minority, according to the Public Policy
Institute of California.

1. What is the writer’s opinion about California? _____________________

2. What is your opinion about the feudalism in California? _____________

3. What happened to the Golden State human equality? ________________

4. What does the Californians suffer from? __________________________

5. What does the writer say about the native born Latinos? _____________
 
D. Expansion

Make a group of three. Bring along the article( s) of feudalism from different
countries. Pretend that you are a politician. Present the feudalism in sequent in
front of the class.

  33  
 Lesson 5

Capitalism

GENERAL OBJECTIVE
After learning this lesson, the students are expected to
understand 'word referent' skill.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:

(1) recognize word referent of English texts

(2) write paragraphs about Capitalism

A. Recognizing Words That Connect Ideas

To understand the words of a reading passage, we also need to pay attention

to the connecting words. One of connecting words mostly used is pronouns.
Writers use pronouns instead of repeating the similar word. Pronouns can be
singulars or plurals.

Here is a list of some commonly used pronouns:

he, she, it, we, you, they, who
me, him, her, us, them
my, your, her, his, our, their, its
myself, yourself, herself, himself, itself
this, these, that, those, there

Example: The term capitalist as referring to an owner of capital (rather than its
meaning of someone adherent to the economic system) shows earlier recorded
use than the term capitalism, dating back to the mid-seventeenth century.

What does its refer to?

Answer:
Its refers to the capitalist.

  34  
 B. Reading
In each paragraph, the pronouns are underlined. Write the referent for
each pronoun on the lines below.

Passage 1

Capitalism

Capitalist is derived from capital, which evolved from capitale, a late Latin word
based on proto-Indo-European caput, meaning "head" — also the origin of chattel
and cattle in the sense of movable property (only much later to refer only to
livestock). Capitale emerged in the 12th to 13th centuries in the sense of referring
to funds, stock of merchandise, sum of money, or money carrying interest. By 1283
it (1) was used in the sense of the capital assets of a trading firm. It (2) was
frequently interchanged with a number of other words — wealth, money, funds,
goods, assets, property and so on.

1. It ______________________ 2. It _______________________

The Hollandische Mercurius uses capitalists in 1633 and 1654 to refer to owners of
capital. In French, Étienne Clavier referred to capitalistes in 1788, six years before
its (3) first recorded English usage by Arthur Young in his work Travels in France
(1792). David Ricardo, in his Principles of Political Economy and Taxation (1817),
referred to "the capitalist" many times. Samuel Taylor Coleridge, an English poet,
used capitalist in his (4) work Table Talk (1823). Pierre-Joseph Proudhon used the
term capitalist in his (5) first work, What is Property? (1840) to refer to the owners
of capital. Benjamin Disraeli used the term capitalist in his (6) 1845 work Sybil.
Karl Marx and Friedrich Engels used the term capitalist (Kapitalist) in The
Communist Manifesto (1848) to refer to a private owner of capital.

3.Its _____________________ 4. His _______________________

5. His ____________________ 6. His _______________________

  35  
The initial usage of the term capitalism in its (7) modern sense has been attributed
to Louis Blanc in 1850 and Pierre-Joseph Proudhon in 1861. Marx and Engels
referred to the capitalistic system (kapitalistisches System) and to the capitalist
mode of production (kapitalistische Produktionsform) in Das Kapital (1867). The
use of the word "capitalism" in reference to an economic system appears twice in
Volume I of Das Kapital, p. 124 (German edition), and in Theories of Surplus
Value, tome II, p. 493 (German edition). Marx did not extensively use the form
capitalism, but instead those (8) of capitalist and capitalist mode of production,
which appear more than 2600 times in the trilogy Das Kapital.

7. Its ______________________ 8. Those ______________

  36  
 Passage 2
Capitalism Shakes the World

For more than four decades following World War II, Germany was divided: East
Germany was a dictatorship, while West Germany was a democracy. The
economic systems of the two Germanys were as different as their (1) systems of
government. In the East, the economy, like just about everything else, was run by
the Communist Party. Decisions about who should produce what, how, when, and
for whom were made by the government and carried out under orders.
Communism was not simply a form of government, it (2) was also an economic
system based on centralized direction of economic decisions. By contrast, West
Germany had what is termed a capitalist economy. West Germans for the most part
made economic decisions independently, guided in most cases by what they (3)
needed to do to turn a profit, to get and keep a decent job, or to have a particular
kind of lifestyle given their (4) means.

1. Their _______________ 3. they__________________

2. It __________________ 4. Their _________________

In October 1989 the general secretary of the East German Communist Party, Erich
Honecker, grandly celebrated the founding of Communist East Germany 40 years
earlier. He (5) proclaimed that it (6) had been both a "historical necessity" and a
"turning point in the history of the German people." Parades and demonstrations
commemorated the anniversary. But 12 days after the celebration, Honecker
suddenly stepped down as prodemocracy demonstrations broke out first in the East
German city of Leipzig and then spread throughout the country. A million and a
half Germans participated in these (7) demonstrations in October, and twice that
number attended them (8) in November.

5.He ____________________ 6. It ______________________

7. These _________________ 8. Them___________________

  37  
Less than a month after Honeker's resignation, East and West Germans danced
together on the Berlin Wall and then dismantled it (9). Less than a year after the
grandiose celebration of its (10) 40th anniversary, East Germany passed out of
existence, its territory joined with that of West Germany, and the combined parts
becoming once again simply Germany. As a result, the citizens of the former
Communist nation passed from one economic system to another, from communism
to capitalism. At about the same time, prodemocracy demonstrators

9. It ______________________ 10. Its ____________________

  38  
 Passage 3
Capitalism as an Economic System

Cambridge, England—home to one of the world's great universities—sits at

the edge of a low plain stretching north and east to the sea. Here the earth itself (1)
reveals how capitalism has transformed society. Before the advent of capitalism
this marshy, swampy ground (called the "fens") had poor drainage, and in the rainy
season much of it(2) lay flooded and unusable. A town called Ely grew up on a
small hill—the "isle of Ely"— that usually escaped the flooding.
In the Middle Ages a part of the surplus product of feudal England was used
at Ely to build the first of several churches. In the ninth century an abbey was
established, burned down, and then was rebuilt. Soon after the Normans conquered
England in the 11th century, workers under their(3) command began building the
great cathedral that stands on the site today. Massive and elegant, the cathedral
consumed the labors of thousands of artisans and required 110 years to build. But
it(4) was never really finished: new chapels were built, more elaborate furnishings
were added, and the tower was heightened. Its(5) west tower now soars 200 feet
above the surrounding floodplain (and so would its(6) east tower if it(7) had not
collapsed in the 14th century). For centuries it(8) stood as a dry monument to the
religious use of the surplus, while all about it(9) the waterlogged fens frustrated
cultivation.
Then, in the 17th century the fens themselves were transformed. The Duke
of Bedford, owner of some 20,000 acres in the area, sensed the possibility for
profits and organized an investment company to drain the fens. Engineers were
hired, and workers dug two huge ditches, 100 feet wide and 30 miles long, to carry
the excess water to the sea. Many additional miles of feeder ditches and channels
carried water to the main ditches. This(10) colossal construction project
transformed the marsh into well-drained and fertile agricultural land and, as a
result, made the duke a very rich man.

Answer the questions!

1. Itself ________________________________

2. It ___________________________________

  39  
 3. Their ________________________________

4. It ___________________________________

5. Its __________________________________

6. Its __________________________________

7. It ___________________________________

8. It ___________________________________

9. It ___________________________________

10. This ________________________________

C. Expansion
In group, find a text from social and political sciences journals, textbooks, or
internet concerning capitalism such as history of capitalism, the influence of
capitalism in the world economy. Present your group findings in front of the
class.

  40  
 Lesson 6
Communism

GENERAL OBJECTIVE
After learning this lesson, the students are expected to understand 'skimming'
skill.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:
(1) Use 'skimming' skill in reading English texts
(2) Explain about communism
(3) Writing an essay about communism

A. Discuss the following question!

1. What do you know about communism?

2. What do you think about communism?

B. Reading Skill: Skimming

Read lesson one to review your understanding about this reading
skill/strategy.

C. Reading
1. Read these questions and then skim passage 1. Work as quickly as
possible for the skimming.

1. Does this passage give you information about communism?

2. What is communist state?
3. What kind of government based their ideology on Marxism Leninism?
4. What is pure communism?
5. In what kind of way does Marx lay out 10-point plan?

  41  
 2.Read passage 1 very quickly to make you know more about communism.

Passage 1
Communism
Communism comes from the Latin word communis, which means "shared"
or "belong to all". In the schema of historical materialism, communism is the idea
of a free society with no division or alienation, where mankind is free from
oppression and scarcity. A communist society would have no governments,
countries, or class divisions. In Marxist theory, the dictatorship of the proletariat is
the intermediate system between capitalism and communism, when the
government is in the process of changing the means of ownership from privatism
to collective ownership. In political science, the term "communism" is sometimes
used to refer to communist states, a form of government in which the state operates
under a one-party system and declares allegiance to Marxism-Leninism or a
derivative thereof.
In modern usage, the word "communism" is still often used to refer to the
policies of self-declared socialist governments comprising one-party states which
were single legal political party systems operating under centrally planned
economies and a state ownership of the means of production, with the state, in turn,
claiming that it represented the interests of the working classes. A significant
sector of the modern communist movement alleges that these states never made an
attempt to transition to a communist society, while others even argue that they
never achieved a legitimate socialism. Most of these governments based their
ideology on Marxism-Leninism, but they did not call the system they had set up
"communism", nor did they even necessarily claim at all times that the ideology
was the sole driving force behind their policies: Mao Zedong, for example, pursued
New Democracy, and Lenin in the early 1920s enacted war communism; later, the
Vietnamese enacted doi moi, and the Chinese switched to socialism with Chinese
characteristics. The governments labeled by other governments as "communist"
generally claimed that they had set up a transitional socialist system. This system is
sometimes referred to as state socialism or by other similar names.
"Pure communism" is a term sometimes used to refer to the stage in history
after socialism, although just as many communists use simply the term
"communism" to refer to that stage. The classless, stateless society that is meant to
characterize this communism is one where decisions on what to produce and what
policies to pursue are made in the best interests of the whole of society—a sort of
'of, by, and for the working class', rather than a rich class controlling the wealth
and everyone else working for them on a wage basis. In this communism the

  42  
interests of every member of society is given equal weight to the next, in the
practical decision-making process in both the political and economic spheres of
life. Karl Marx, as well as some other communist philosophers, deliberately never
provided a detailed description as to how communism would function as a social
system, nor the precise ways in which the working class could or should rise up,
nor any other material specifics of exactly how to get to communism from
capitalism. In the Communist Manifesto, Marx does lay out a 10-point plan
advising the redistribution of land and production to begin the transition to
communism, but he ensured that even this was very general and all-encompassing.
It has always been presumed that Marx intended these theories to read this way
specifically so that later theorists in specific situations could adapt communism to
their own localities and conditions.

  43  
 3. Read these questions and then skim passage 2. Work as quickly as
possible for the skimming.

1. What is your opinion about anarchist communism?

2. What is the trigger which form anarchist communism?
3. Where was first anarcho-communism formulated?
4. When did anarchist communism exist?
5. Who defeated anarchist communism in Aragon?

Passage 2
Anarchist communism
Anarchist communism (also known as anarcho-communism, free
communism, libertarian communism, and communist anarchism) is a theory of
anarchism which advocates the abolition of the state, capitalism, wages and private
property (while retaining respect for personal property), and in favor of common
ownership of the means of production, direct democracy, and a horizontal network
of voluntary associations and workers' councils with production and consumption
based on the guiding principle: "from each according to his ability, to each
according to his need".
Some forms of anarchist communism such as insurrectionary anarchism are
strongly influenced by egoism and radical individualism, believing anarcho-
communism is the best social system for the realization of individual freedom.
Some anarcho-communists view anarcho-communism as a way of reconciling the
opposition between the individual and society.
Anarcho-communism developed out of radical socialist currents after the French
Revolution but was first formulated as such in the Italian section of the First
International. The theoretical work of Peter Kropotkin took importance later as it
expanded and developed pro-organization and insurrectionary anti-organization
sections.
To date, the best-known examples of an anarchist communist society (i.e.,
established around the ideas as they exist today and achieving worldwide attention
and knowledge in the historical canon), are the anarchist territories during the
Spanish Revolution and the Free Territory during the Russian Revolution. Through

  44  
the efforts and influence of the Spanish Anarchists during the Spanish Revolution
within the Spanish Civil War, starting in 1936 anarchist communism existed in
most of Aragon, parts of the Levante and Andalusia, as well as in the stronghold of
Anarchist Catalonia before being crushed by the combined forces of the regime
that won the war, Hitler, Mussolini, Spanish Communist Party repression (backed
by the USSR) as well as economic and armaments blockades from the capitalist
countries and the Second Spanish Republic itself. During the Russian Revolution,
anarchists such as Nestor Makhno worked to create and defend—through the
Revolutionary Insurrectionary Army of Ukraine—anarchist communism in the
Free Territory of the Ukraine from 1919 before being conquered by the Bolsheviks
in 1921.

D. Expansion
Write an essay about communism. The essay consists of 3 paragraphs with the
following criteria:
1. First paragraph talks about what communism is.
2. Second paragraph talks about kind of communism.
3. Third paragraph talks about your personal opinion if the world is without
communism.
The passages of this lesson can give your ideas to write, but do not copy the
sentences. Use your own sentences and wording.

  45  
 Lesson 7

Globalization

GENERAL OBJECTIVE
After learning this lesson, the students are expected to
understand more about 'guessing word meaning and
recognizing word referent' skill.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:
(1) use 'guessing word meaning' skill in reading English texts
(2) use 'recognize word referent' skill in reading English texts
(3) write a paragraph about globalization

A. Discuss the following questions.

1. What do you understand about globalization?

2. Why is globalization important in the field of international relations?
3. Who invented the term ‘corporate giants’?

B. Reading skill: guessing meaning from context.

Read lesson three to review your understanding about this reading skill
strategy.

  46  
C. Reading

1. The following words are taken from passage 1. Guess their meaning from
contexts and don't use dictionary in guessing their meaning.

1. International trade _________________________

2. Allege _________________________

3. Denote _________________________

4. Employ _________________________

5. Coin _________________________

6. Inception _________________________

7. Diminution _________________________

8. Restrictions _________________________

9. Quickening _________________________

10. Emergence _________________________

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 Passage 1
Globalization
Globalisation (or Globalization) refers to the increasing global relationships
of culture, people, and economic activity. It is generally used to refer to economic
globalization: the global distribution of the production of goods and services,
through reduction of barriers to international trade such as tariffs, export fees, and
import quotas and the reduction of restrictions on the movement of capital and on
investment. Globalization may contribute to economic growth in developed and
developing countries through increased specialization and the principle of
comparative advantage.
The term can also refer to the transnational circulation of ideas, languages,
and popular culture. Critics of globalization allege (do something illegal) that
globalization's benefits have been overstated and its costs underestimated. Critics
argue that it has decreased inter-cultural contact while increasing the possibility of
international and intra-national conflict.
The term was first employed (used) in a publication entitled Towards New
Education in 1930, to denote or represent a holistic view of human experience in
education. The related term 'corporate giants' was coined by Charles Taze Russell
in 1897, to describe the largely national trusts and other large enterprises of the
time. By the 1960s both terms began to be used synonymously by economists and
other social scientists. The term reached the mainstream press in the later half of
the 1980s. Since its inception, in the beginning of 1930, the concept of
globalization has inspired competing definitions and interpretations, with
antecedents dating back to the great movements of trade and empire across Asia
and the Indian Ocean from the 15th century onwards.
Tom G. Palmer of the Cato Institute defines globalization as "the diminution
or elimination of state-enforced restrictions -limits- on exchanges across borders
and the increasingly integrated and complex global system of production and
exchange that has emerged as a result."
Thomas L. Friedman popularized the term "flat world", arguing that
globalized trade, outsourcing, supply-chaining, and political forces had
permanently changed the world, for better and worse. He asserted that the pace of
globalization was quickening “not slowing down” and that its impact on business
organization and practice would continue to grow.
Takis Fotopoulos defined "economic globalization" as the opening and
deregulation of commodity, capital and labour markets which led to the present
neoliberal globalization. "Political globalization" named the emergence, start to

  48  
exist, of a transnational elite and the phasing out of the nation-state. "Cultural
globalization" was the worldwide homogenization of culture. Other elements
included "ideological globalization", "technological globalization" and "social
globalization".

2. Guess the meaning of each word from the context of the sentence/sentences
below it. Don't use dictionary.

1. What does commodity exports mean?

The makeup of a country's exports is an important indicator for success.
Manufactured goods exports soared, dominated by developed countries and
NIEs. Commodity exports, such as food and raw materials were often
produced by developing countries: commodities' share of total exports
declined over the period.

2. What does volatile mean?

Capital and investment movements: Private capital flows to developing
countries soared during the 1990s, replacing "aid" or development assistance
which fell significantly after the early 1980s. Foreign Direct Investment
(FDI) became the most important category. Both portfolio investment and
bank credit rose but they have been more volatile, falling sharply in the
wake of the financial crisis of the late 1990s.

3. What does migration mean?

Migration and movement of people: in the period between 1965–1990, the
proportion of the labor forces migrating approximately doubled. Most
migration occurred between developing countries and Least Developed
Countries (LDCs). The flow of migrants to advanced economic countries
was claimed to provide a means through which global wages converge. They
noted the potential for skills to be transferred back to developing countries
as wages in those a countries rise.

4. What does dissemination mean?

Dissemination of knowledge (and technology): Information and technology
exchange is an integral aspect of globalization. Technological innovations

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 (or technological transfer) benefit most the developing and Least Developing
countries (LDCs), as for example the advent of mobile phones.

5. What does technological innovation mean?

Dissemination of knowledge (and technology): Information and technology

exchange is an integral aspect of globalization. Technological innovations
(or technological transfer) benefit most the developing and Least Developing
countries (LDCs), as for example the advent of mobile phones.

D. Vocabulary
Fill in the blanks with the words provided in the box

Passage 2
labour different third quarter twentieth century reduction

The United Nations Economic and Social Commission for Western Asia defines
globalization as:
"a widely-used term that can be defined in a number of (1)_________ ways. When
used in an economic context, it refers to the (2) __________ and removal of
barriers between national borders in order to facilitate the flow of goods, capital,
services and labour... although considerable barriers remain to the flow of (3)
_______... Globalization is not a new phenomenon. It began towards the end of the
nineteenth century, but it slowed down during the period from the start of the first
World War until the (4) _________ of the twentieth century. This slowdown can
be attributed to the inward-looking policies pursued by a number of countries in
order to protect their respective industries... however, the pace of globalization
picked up rapidly during the fourth quarter of the (5) _________..."

E. Expansion
Write one paragraph report about globalization. The report consists of minimum
15 sentences that cover what globalization is and what is the role of
globalization to the world.

  50  
 Lesson 8

Sovereignty

GENERAL OBJECTIVE
After learning this lesson, the students are expected to
understand more about 'making inferences' skill.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:
(I) use 'making inferences' skill in reading English texts
(2) understand some vocabularies about sovereignty
(3) write an opinion present group opinion

A. Discuss the following questions.

1. What do you know about sovereignty?

2. What do you know about sovereign state?

B. Reading Skill: Making Inferences

Read lesson four to review your understanding about this reading

skill/strategy.

  51  
C. Reading
1. Read passage 1 and infer the answers of the following questions.

1. How does sovereignty mean to you?

2. After reading passage 1, how can you explain about Lassa Oppenheim
opinion?
3. What do you infer about the statement "sovereignty is neither a question of
fact, nor a question of law, but a question that does not arise at all."?
4. How does political science define sovereignty?
5. What is different between nation and state?

Passage 1
Sovereignty
Sovereignty is a term that is frequently misused. Up until the 19th century,
the radicalized concept of a "standard of civilization" was routinely deployed to
determine that certain peoples in the world were "uncivilized", and lacking
organized societies. That position was reflected and constituted in the notion that
their "sovereignty" was either completely lacking, or at least of an inferior
character when compared to that of "civilized" people." Lassa Oppenheim said
"There exists perhaps no conception the meaning of which is more controversial
than that of sovereignty. It is an indisputable fact that this conception, from the
moment when it was introduced into political science until the present day, has
never had a meaning which was universally agreed upon." In the opinion of Justice
Evatt of the High Court of Australia "sovereignty is neither a question of fact, nor a
question of law, but a question that does not arise at all."
Sovereignty has taken on a different meaning with the development of the
principle of self-determination and the prohibition against the threat or use of force
as jus cogens norms of modern international law. The United Nations Charter, the
Declaration on Rights and Duties of States, and the charters of regional
international organizations express the view that all states are juridical equal and
enjoy the same rights and duties based upon the mere fact of their existence as
persons under international law. The right of nations to determine their own
political status and exercise permanent sovereignty within the limits of their
territorial jurisdictions is widely recognized.

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 In political science, sovereignty is usually defined as the most essential
attribute of the state in the form of its complete self-sufficiency in the frames of a
certain territory that is its supremacy in the domestic policy and independence in
the foreign one.
In casual usage, the terms "country", "nation", and "state" are often used as if
they were synonymous; but in a more strict usage they can be distinguished:
• Nation denotes a people who are believed to or deemed to share common
customs, religion, language, origins, ancestry or history. However, the
adjectives national and international are frequently used to refer to matters
pertaining to what are strictly sovereign states, as in national capital,
international law.
• State refers to the set of governing and supportive institutions that have
sovereignty over a definite territory and population. Sovereign states are
legal persons.

  53  
2.Read passage 2 about the old state sovereignty and infer the answers to the
questions that follow.

Passage 2
THE OLD STATE SOVEREIGNTY

The concept of state sovereignty was a focal point of American political

theory both before and after the Constitution was adopted. The Articles of
Confederation explicitly stated that “[e]ach state retains its sovereignty freedom
and independence,” and the Constitution was adopted largely in response to the
problems posed by the conflicts (especially commercial in nature) among states
generated by the articles’ broad recognition of state sovereignty. The primary
objective of the new constitution’s anti federalist opponents was to retain for the
states as much political authority as possible. On the theoretical question of state
sovereignty, the anti federalist position was very clear and uncompromising: “A
fundamental conviction of nearly all anti federalists was that the Constitution
established a national, not a federal, government, a consolidation of previously
independent states into one, a transfer of sovereignty in which the states, once
sovereign, would retain but a shadow of their former power.” The proponents of
strong state sovereignty have never reconciled themselves to the loss of local
political power, but the ideological orientation of those opposing strong federal
authority has in subsequent years shifted 180 degrees. At the time the Constitution
was framed, the proponents of strong state sovereignty were members of what, in
modern political parlance, would be characterized as the “progressive” branch of
the political culture. Since the Civil War, however, proponents of state sovereignty
have been identified largely with conservative political causes. After the Civil War,
for example, issues of state sovereignty became bound up with issues of race. This
manifestation of the theory of states’ rights first became evident in local opposition
to federal control of state governments during reconstruction, then mutated into
support for Jim Crow legislation throughout the South, and finally mutated again
after World War II into opposition to federally mandated integration of public
schools and other facilities.
As both George Wallace-style racial and states’-rights militancy has
subsided, other causes favored by social and political conservatives have moved in
to feed local opposition to federal authority. The issues that serve as the focal
points for this opposition include federal gun control, federal environmental
regulation, federal protection of abortion rights, federal regulation of violence
based on gender, and even federally mandated speed limits. Added to these social
issues are a full range of local economic interests, which tend to oppose federal

  54  
political power insofar as it subjects their entrenched parochial economic interests
to the mandate of open competition from out-of-state participants in the national
marketplace.
This article is not concerned primarily with the particular facts of the cases
in which state sovereignty arguments were made during the early constitutional
debates (or for that matter with the details of the more recent disputes regarding
federal control over local affairs) except insofar as those debates reflect specific
conceptions of what it means to be “sovereign.” A review of the debate over state
and national sovereignty reveals that, until the Supreme Court’s recent state-
sovereignty opinions, almost everyone involved in that debate shared a conception
of sovereignty that afforded to each sovereign virtually exclusive control over
matters within its designated jurisdiction. This is significant because the precise
holdings of the Court’s modern decisions do not grant states the comprehensive
control over their own destinies that the Court’s broad justifications for those
decisions portend. One reason for the modern Court’s hesitation to pursue the
logical consequences of the new state sovereignty is the Court’s inability to fully
explain away the logical and practical failures of the old state sovereignty.

1. What is the writer opinion about old state sovereignty?

2. What does the passage infer about progressive branch of the political culture?
3. What can be inferred from ‘state sovereignty became bound up with issues of
race’?
4. What is the result of the debate of sovereignty state?

D. Vocabulary
Match column A and column B. The terms are taken from passage 1.
A B
a. the radicalized concept of a
"standard of civilization" was
1. The concept of sovereignty
routinely deployed to determine
( ) that certain peoples in the world
were "uncivilized", and lacking
organized societies
2. The definition of sovereignty in b. all states are juridical equal and
enjoy the same rights and duties

  55  
 political sciences. ( ) based upon the mere fact of their
existence as persons under
international law
c. matters pertaining to what are
3. State ( ) strictly sovereign states, as in
national capital, international law.
4. It started before 19th century d. has never had a meaning which
was universally agreed upon
( )

5. The referent of the adjectives e. the set of governing and supportive

institutions that have sovereignty
national and international. over a definite territory and
( ) population. Sovereign states are
legal persons.
6. The view of The United f. the most essential attribute of
Nations Charter, the the state in the form of its
Declaration on Rights and complete self-sufficiency in the
Duties of States, and the frames of a certain territory
charters of regional that is its supremacy in the
international organizations. domestic policy and
( ) independence in the foreign
one.

E. Expansion

Do you agree when a state authority/territory is being interfered by other states

should it be given a penalty, such as war?
1. Write your opinion in one paragraph.
2. Make two group (one group is for the idea, and the other is against it). Present
your opinion. The opposing group must give comments.

  56  
 Lesson 9
Nationalism

GENERAL OBJECTIVE
After learning this lesson, the students are expected to understand
more about 'skimming and scanning' skill.

SPECIFIC OBJECTIVES

After learning this lesson, the students are able to:

(1) use 'skimming' skill in reading English texts
(2) use 'scanning' skill in reading English texts
(3) write a report
(4) present group report

A. Discuss the following questions.

1. What do you know about nationalism?

2. What do you understand about primordialist?
3. How do you express your nationalism to this country?
4. What do you think about Indonesian youth nationalism nowadays?

B. Reading Skill: Skimming and Scanning

Read lesson 1 and 2 to remind you about these reading skills.

  57  
C. Reading

1. Read these questions and then skim passage 1. Work as quickly as you can
for the skimming.

1. What is primordialist perspective? Give example!

2. What is modernist perspective? Give example!
3. In the term of historical development, how does national identity define?
4. What kind of symbols are use to represent national identity?
5. Whom the people in Europe loyal to before the development of nationalism?
6. Who invented the term nationalism?
7. What is fascism?

Passage 1
Nationalism
Nationalism is a political ideology that involves a strong identification of a
group of individuals with a nation. There are two major perspectives on the origins
and basis of nationalism, one is the primordialist perspective that describes
nationalism as a reflection of the ancient and perceived evolutionary tendency of
humans to organize into distinct grouping based on an affinity of birth; the other is
the modernist perspective that describes nationalism as a recent phenomenon that
requires the structural conditions of modern society, in order to exist. There are
various definitions for what constitutes a nation, however, which leads to several
different strands of nationalism. It can be a belief that citizenship in a state should
be limited to one ethnic, cultural, religious, or identity group, or that multi-
nationality in a single state should necessarily comprise the right to express and
exercise national identity even by minorities.
The adoption of national identity in terms of historical development, has
commonly been the result of a response by an influential group or groups that is
unsatisfied with traditional identities due to inconsistency between their defined
social order and the experience of that social order by its members, resulting in a
situation of anomie that nationalists seek to resolve. This anomie results in a
society or societies reinterpreting identity, retaining elements that are deemed

  58  
acceptable and removing elements deemed unacceptable, in order to create a
unified community. This development may be the result of internal structural
issues or the result of resentment by an existing group or groups towards other
communities, especially foreign powers that are or are deemed to be controlling
them.
National flags, national anthems, and other symbols of national identity are
commonly considered highly important symbols of the national community. Deep
emotions are aroused.
In Europe before the development of nationalism, people were generally loyal to a
city or to a particular leader rather than to their nation. Encyclopedia Britannica
identifies the movement's genesis with the late-18th century American Revolution
and French Revolution; other historians point specifically to the ultra-nationalist
party in France during the French Revolution.
The term nationalism was coined by Johann Gottfried Herder
(nationalismus) during the late 1770s. Precisely where and when nationalism
emerged is difficult to determine, but its development is closely related to that of
the modern state and the push for popular sovereignty that surfaced with the
French Revolution and the American Revolution in the late 18th century and
culminated with the ethnic/national revolutions of Europe, for instance the Greek
War of Independence. Since that time, nationalism has become one of the most
significant political and social forces in history, perhaps most notably as a major
influence or postulate of World War I and especially World War II. Fascism is a
form of authoritarian nationalism which stresses absolute loyalty and obedience to
the state, whose purpose is to serve the interests of its nation alone. Benedict
Anderson argued that, "Print language is what invents nationalism, not a particular
language per se".

  59  
2. Read these questions and then scan passage 2. Work as quickly as you can
for the scanning and find the correct answer.

Passage 2
Ethnic Nationalism and Civic Nationalism

The discrimination between civic nationalism and ethnic nationalism is

common in writings on nationalism and nations, whether it be as the civic-ethnic
division, the political-cultural, or the Western-Eastern division. Writers, both
modernists and ethnicists working within the paradigm of modernity, such as Hans
Kohn, Liah Greenfeld, John Plamenatz, John Hutchinson, Ernest Gellner and
Anthony Smith have all included this distinction in their writings. The historical
differences in the development of the nation-state between the West and the East in
Europe have enforced these theoretical-cum-practical divisions. In fact the East-
West divide is less a geographic divide than an historic one. I am not disputing this
historic divide, but my argument is that this divide does not justify the theoretical
schism in writings on nationalism, nor does this divide extend to perpetuating the
notion of two types of nationalism in practice. A "definitional antithesis" does exist
but this should not lead, as it has done in literature, to the "set of analytical clichés"
of which it does denying ‘civic’ nations of ethnic virtues and denying those nations
categorized as ‘ethnic’ of ‘civic’ virtues.
According to modernists (with the exception of Benedict Anderson), Britain
and France, as the first examples of modern nation-states in Europe, developed the
rational, civic, political units of modernity and followed later with the development
of a unique national consciousness housed within this. The nation-states of the East
however, such as Germany and Russia, began as more fluid apolitical units whose
national consciousness developed first, only later to seek to enclose it within a
political form, in aspiration of the progress achieved by the West. These two
separate routes to the nation-state are apparently the original examples of the
exercise of the two separate types of nationalism.
The argument behind this discrimination poses that though the end result for
both sides was the modern nation-state the routes they took differed, which would
terminally ordain the manner in which these nation-states expressed themselves as
a unit of modernity. That is, the formation of a nation would determine the national
expression of a community.

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D. Vocabulary

Fill in the blanks in each paragraph with the words provided in the box

elevated classical nationalism boundaries homogeneous

Civic nationalism in its (1) _________ modern form represents the pursuit towards
attaining a unified culturally homogenous group housed within already existent
specific political (2) _________. The starting point for civic nationalism is the
state, and (3) ____________ is the pursuit by this state of its own nation congruent
with its territorial borders. Until this is achieved nationalism will remain a noisy
component of society. In pursuing the establishment of a nation the role of the state
is (4) __________, for it is no longer just a territorial region but a unit whose
function is to house and protect its culturally (5) ___________ inhabitants. The
political nation-state then is the starting point for civic nationalism and pivotal to
its definition.

E. Expansion

1. Write a report about nationalism and give your opinion about the soul of
nationalism in Indonesia nowadays.
2. Make a group of four, discuss your opinion from number 1, and present your
group opinion.

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 Lesson 10

Socialism

GENERAL OBJECTIVE
After learning this lesson, the students are expected to
understand more about 'guessing meaning from context,
recognizing word referent, and making inferences' skill.
SPECIFIC OBJECTIVES
After learning this lesson, the students are able to:
(1) use 'guessing meaning from context' skill in reading English texts
(2) use 'recognizing word referent' skill in reading English texts
(3) use 'making inferences' skill in reading English texts
(4) write an essay

A. Discuss the following questions.

1. What is socialism?
2. What is the difference between socialism and capitalism?
3. Which is the moral system?

B. Reading Skill: Pronoun Referent

Read lesson 5 to remind you about these reading skills/strategies.

C. Reading
1. Write the referent for each pronoun taken from passage 1.

1. Its (paragraph 1 line 3) ______________

2. It (paragraph 1 line 7) _______________

3. They (paragraph 1 line 8) ____________

  62  
 4. Its (paragraph 1 line 11) _____________

5. It (paragraph 2 line 2) _______________

6. It (paragraph 2 line 3) _______________

7. It (paragraph 2 line 3) ______________

8. Its (paragraph 3 line 4) ______________

9. His (paragraph 3 line 6) _____________

10. His (paragraph 3 line 7) _____________

Passage 1
Socialism vs. Capitalism:
Which is the Moral System?

On Principle, Vol. 1, No. 3

Autumn 1993
by: C. Bradley Thompson

Throughout history there have been two basic forms of social organization:
collectivism and individualism. In the twentieth-century collectivism has taken
many forms: socialism, fascism, nazism, welfare-statism, and communism are its
more notable variations. The only social system commensurate with individualism
is laissez-faire capitalism. The extraordinary level of material prosperity achieved
by the capitalist system over the course of the last two-hundred years is a matter of
historical record. But very few people are willing to defend capitalism as morally
uplifting. It is fashionable among college professors, journalists, and politicians
these days to sneer at the free-enterprise system. They tell us that capitalism is
base, callous, exploitative, dehumanizing, alienating, and ultimately enslaving. The
intellectuals' mantra runs something like this: In theory socialism is the morally
superior social system despite its dismal record of failure in the real world.

  63  
 Capitalism, by contrast, is a morally bankrupt system despite the
extraordinary prosperity it has created. In other words, capitalism at best, can only
be defended on pragmatic grounds. We tolerate it because it works. Under
socialism a ruling class of intellectuals, bureaucrats and social planners decide
what people want or what is good for society and then use the coercive power of
the State to regulate, tax, and redistribute the wealth of those who work for a
living. In other words, socialism is a form of legalized theft.
The morality of socialism can be summed-up in two words: envy and self-
sacrifice. Envy is the desire to not only possess another's wealth but also the desire
to see another's wealth lowered to the level of one's own. Socialism's teaching on
self-sacrifice was nicely summarized by two of its greatest defenders, Hermann
Goering and Bennito Mussolini. The highest principle of Nazism (National
Socialism), said Goering, is: "Common good comes before private good." Fascism
said Mussolini, is "a life in which the individual, through the sacrifice of his own
private interests realizes that completely spiritual existence in which his value as a
man lies."

  64  
2. In each paragraph below, the pronouns are italicized. Write the referent for
each pronoun on the lines provided.

Passage 2

Socialism is the social system which institutionalizes envy and self-sacrifice: It is

the social system which uses compulsion and the organized violence of the State to
expropriate wealth from the producer class for its redistribution to the parasitical
class. Despite the intellectuals' psychotic hatred of capitalism, it is the only moral
and just social system.

1. It ________________ 2. Its __________________

Capitalism is the only moral system because it requires human beings to deal with
one another as traders--that is, as free moral agents trading and selling goods and
services on the basis of mutual consent. Capitalism is the only just system because
the sole criterion that determines the value of thing exchanged is the free,
voluntary, universal judgment of the consumer. Coercion and fraud are anathema
to the free-market system. It is both moral and just because the degree to which
man rises or falls in society is determined by the degree to which he uses his mind.
Capitalism is the only social system that rewards merit, ability and achievement,
regardless of one's birth or station in life.

3.It ________________ 4. He _____________________

Yes, there are winners and losers in capitalism. The winners are those who are
honest, industrious, thoughtful, prudent, frugal, responsible, disciplined, and
efficient. The losers are those who are shiftless, lazy, imprudent, extravagant,
negligent, impractical, and inefficient.

5.Those _______________ 6. Those ___________________

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Welfare, regulations, taxes, tariffs, minimum-wage laws are all immoral because
they use the coercive power of the state to organize human choice and action;
they're immoral because they inhibit or deny the freedom to choose how we live
our lives; they're immoral because they deny our right to live as autonomous moral
agents; and they're immoral because they deny our
essential humanity. If you think this is hyperbole, stop paying your taxes for a year
or two and see what happens. The requirements for success in a free society
demand that ordinary citizens order their lives in accordance with certain virtues
namely rationality, independence, industriousness, prudence, frugality, etc. In a
free capitalist society individuals must choose for themselves how they will order
their lives and the values they will pursue. Under socialism, most of life's decisions
are made for you. Both socialism and capitalism have incentive programs. Under
socialism there are built-in incentives to shirk responsibility. There is no reason to
work harder than anyone else because the rewards are shared and therefore
minimal to the hard-working individual; indeed, the incentive is to work less than
others because the immediate loss is shared and therefore minimal to the slacker.

7.They _______________ 8. Their _____________________

9.Themselves __________ 10. They ____________________

  66  
3. Guess the meaning of each word from the context of the sentence/sentences
below it.

1. What does incentive mean? _______________________

2. What does sloth mean? ___________________________

Under capitalism, the incentive is to work harder because each producer will
receive the total value of his production--the rewards are not shared. Simply put:
socialism rewards sloth and penalizes hard work while capitalism rewards hard
work and penalizes sloth. According to socialist doctrine, there is a limited amount
of wealth in the world that must be divided equally between all citizens. One
person's gain under such a system is another's loss. According to the capitalist
teaching, wealth has an unlimited growth potential and the fruits of one's labor
should be retained in whole by the producer. But unlike socialism, one person's
gain is everybody's gain in the capitalist system. Wealth is distributed unequally
but the ship of wealth rises for everyone.

3. What does discretion mean?___________________________

4. What does reversed mean? ____________________________

 
5. What does expropriation mean? ________________________
 
6. What does serf mean? _______________________________

Sadly, America is no longer a capitalist nation. We live under what is more

properly called a mixed economy--that is, an economic system that permits private
property, but only at the discretion of government planners. A little bit of
capitalism and a little bit of socialism. When government redistributes wealth
through taxation, when it attempts to control and regulate business production and
trade, who are the winners and losers? Under this kind of economy the winners and
losers are reversed: the winners are those who scream the loudest for a handout and
the losers are those quiet citizens who work hard and pay their taxes. As a
consequence of our sixty-year experiment with a mixed economy and the welfare

  67  
state, America has created two new classes of citizens. The first is a debased class
of dependents whose means of survival is contingent upon the forced expropriation
of wealth from working citizens by a professional class of government social
planners. The forgotten man and woman in all of this is the quiet, hardworking,
law-abiding, taxpaying citizen who minds his or her own business but is forced to
work for the government and their serfs.

7. What does virtue mean? __________________________

The return of capitalism will not happen until there is a moral revolution in this
country. We must rediscover and then teach our young the virtues associated with
being free and independent citizens. Then and only then, will there be social justice
in America?

D. Vocabulary

1. Fill in the blanks in the passage below with the suitable words provided in
the box.

encapsulating advocate equity socialism

Paragraph 1
Socialism is an economic system characterized by social ownership of the means
of production and co-operative management of the economy. "Social ownership"
may refer to cooperative enterprises, common ownership, state ownership, citizen
ownership of (1) _______, or any combination of these. There are many varieties
of socialism and there is no single definition (2) ___________ all of them. They
differ in the type of social ownership they (3) _________, the degree to which they
rely on markets or planning, how management is to be organized within productive
institutions, and the role of the state in constructing (4) __________.

Demands physical socialist

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 Paragraph 2

A socialist economic system consists of a system of production and distribution

organized to directly satisfy economic (5) ________ and human needs, so that
goods and services are produced directly for use instead of for private profit driven
by the accumulation of capital. Accounting is based on (6) ________ quantities, a
common physical magnitude, or a direct measure of labour-time in place of
financial calculation. Distribution is based on the principle to each according to his
contribution. Marxist theory holds that the development of the (7) ________ mode
of production will give rise to a communist society, in which classes and the state
are no longer present, there is access abundance to final goods, and thus
distribution is based on to each according to his need.

Movement reformism democratic

libertarian

Paragraph 3

As a political (8) __________, socialism includes a diverse array of political

philosophies, ranging from (9) _________ to revolutionary socialism. Proponents
of state socialism advocate the nationalization of the means of production,
distribution and exchange as a strategy for implementing socialism. In contrast,
(10) ____________ socialism opposes the use of state power to achieve such an
arrangement, opposing both parliamentary politics and state ownership.
Democratic socialism seeks to establish socialism through democratic processes
and propagate its ideals within the context of a (11) _________ political system.

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 alternative century capitalism property

Paragraph 4

Modern socialism originated from an 18th-(12) _________ intellectual and

working class political movement that criticized the effects of industrialization and
private (13) ________ on society. In the early 19th-century, "socialism" referred to
any concern for the social problems of (14) __________ irrespective of the
solutions to those problems. However, by the late 19th-century, "socialism" had
come to signify opposition to capitalism and advocacy for an (15) ___________
system based on some form of social ownership. Marxists expanded further on
this, attributing scientific assessment and democratic planning as critical elements
of socialism.

E. Expansion

Write an essay about socialism. Your essay must consist of minimum 3

paragraphs.
-Paragraph 1 talks about what socialism is.
-Paragraph 2 talks about how socialism differs from capitalism.
-Paragraph 3 talks about your opinion about the better moral system between
socialism and capitalism.

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