AP Gov Livestream Review—Units 1-5

Summary

Heimler's History conducted an intensive AP Government live stream covering units 1-5 in preparation for the 2025 exam. The session included a thorough breakdown of major constitutional principles, the role of different branches of government, key court cases, political ideologies, and the electoral process. The review aimed to condense the entire course into a single night due to changes in exam dates, arming students with essential knowledge to succeed.

Highlights

• Heimler breaks down AP Government topics including the branches of government and their powers, foundational documents, and federalism 🏛️.
• He explores key Supreme Court cases like Marbury v. Madison on judicial review and McDonald v. Chicago on gun rights ⚖️.
• He emphasizes the role of federal power, especially how it's debated in cases like McCullough v. Maryland and U.S. v. Lopez 🏦.
• Discussion of political ideologies and electoral processes, highlighting liberal vs conservative views 🔄.
• Review of voting rights expansion through amendments like the 15th, 19th, and 26th, increasing voter diversity 🗳️.
• Heimler notes the impact of media on political processes and voter perception, citing changes over time 📺.
• Key constitutional provisions and their impacts on civil rights and liberties are examined, including the 14th Amendment 🌐.

Key Takeaways

• The foundational ideas of American democracy are rooted in enlightenment thought, emphasizing limited government 🏛️.
• Federalism is key and involves the sharing of power between national and state governments, often illustrated by money (fiscal federalism) 🏦.
• The U.S. Constitution is a bundle of compromises addressing representation, the electoral process, and federal power vs. state power ⚖️.
• Judicial review, established in Marbury v. Madison, is a major check on legislative and executive actions 🔍.
• The Bill of Rights was initially to protect against federal overreach but has been applied to states through selective incorporation 📜.
• Voter turnout and political participation are influenced by structural barriers, political efficacy, and demographics 📊.
• The media acts as a gatekeeper and watchdog, shaping public perception and holding the government accountable 📺.

Overview

Heimler's live stream provided a comprehensive review of AP Government units 1 through 5, highlighting the transition from enlightenment ideas to constitutional practices. Key areas included the balance of power through federalism and important constitutional compromises that frame modern governance.

The session delved into significant Supreme Court decisions that have shaped American legal and political landscapes. From judicial review established in early cases to modern interpretations of rights and liberties, students received an in-depth analysis of judicial influence.

In addition to governance structures, the review explored political ideologies, the dynamics of political campaigns, and the evolving role of media in shaping public discourse and policy. This holistic approach ensures that students understand both the mechanisms of government and the societal forces that influence them.

Chapters

• 00:00 - 03:00: Introduction The chapter begins with background music and a casual greeting, setting an informal and engaging tone for what is to follow. It likely serves as an introduction to the topics or themes that will be discussed in the subsequent sections.
• 03:00 - 24:00: Unit 1: Foundations of American Democracy The chapter "Foundations of American Democracy" is an introduction to the core principles and origins of American democratic systems. Unfortunately, the provided transcript content does not give any information about this chapter's detailed discussion, topics covered, or key points. Typically, this chapter could cover foundational concepts such as the philosophical influences on American democracy, the drafting of the Constitution, separation of powers, federalism, and the roles and responsibilities of government institutions. Specific historical milestones that led to the development of American government principles might also be discussed in detail.
• 24:00 - 64:00: Unit 2: Interactions Among Branches of Government The chapter discusses the interactions among the branches of government, focusing on the changes in the AP Government exam schedule that necessitate a condensed review session. It introduces the concept of covering the entire course in one night due to these changes, highlighting the urgency and the adjustments required.
• 64:00 - 87:00: Unit 3: Civil Liberties and Civil Rights The speaker is addressing an audience, likely students, in preparation for an upcoming exam on civil liberties and civil rights. He expresses enthusiasm and encouragement, mentioning that the exam is scheduled for May 6th. The speaker appreciates the opportunity to be involved in the audience’s learning journey and expresses confidence in their success. He briefly mentions the session's duration and sets a positive, motivating tone for the exam preparation.
• 87:00 - 102:00: Unit 4: American Political Ideologies and Beliefs The chapter focuses on managing time effectively for content delivery, aiming to cover the material in approximately two hours. It highlights the limitations posed by time, acknowledging the inability to address content questions in detail during this period. The speaker appreciates audience interaction through super chats, but clarifies that these will be used solely for shoutouts to maintain the session's focus. The process involves pausing between units to read and respond to shoutouts, ensuring a balance between content delivery and audience engagement.
• 102:00 - 130:00: Unit 5: Political Participation The chapter starts with a note on submission deadlines, emphasizing that submissions need to be before 9:00 p.m. Eastern, taking into account different time zones. There's a sense of anxiety expressed as it's the first live session of the year, with both the speaker and audience feeling a bit nervous.
• 130:00 - 163:00: Conclusion and Super Chat Readings The chapter begins with a call for some light-heartedness before addressing the seriousness of the upcoming exams. The speaker shares a personal anecdote about feeling nervous and recounts a moment with his wife, who offered comforting yet humorous advice on dealing with his anxiety.

AP Gov Livestream Review—Units 1-5 Transcription

• 00:00 - 00:30 [Music] Hey, hey, [Music]
• 00:30 - 01:00 hey. Heat. Heat. [Music]
• 01:00 - 01:30 Hey, my dear pupils, welcome to the AP Gov live stream for 2025. It is Sunday night and uh we're about to do this whole course in one night. I'm sorry about that. That's just the way the it shook out this year with them changing the um the exam dates. And so, you know, usually we do this over two nights. Tonight, we're doing it over one night. So, I'm going to try to do this in about
• 01:30 - 02:00 hopefully two hours, maybe less. Hopefully less. And uh and then you just go on and take your exam on May 6th. And um and I hope it's going to be awesome for you. So, um a couple things before we get started. First of all, so glad that you're all here and uh thanks for letting me be part of what you're doing this year and what you what you have done and what you're about to do on this exam. I uh I know deep in my mind grapes that you guys are going to crush this exam. So um couple of things uh number
• 02:00 - 02:30 one I already said uh hopefully do this in about two hours. Uh we shall see. Um and then uh secondly um I know you guys love to do the super chats. Uh I reserve those for shoutouts uh only. Um, I don't have time unfortunately to answer content questions with these. Um, but I am going to uh read all the shout outs uh between the units. So I'll go through unit one, read a few of them, just a couple. Uh, then I'll go through unit two, read a couple, and then most of
• 02:30 - 03:00 them will come at the end. Um, so uh, but the one caveat is that I'm only going to read them if they're submitted before 9:00 p.m. Eastern. Okay? So you have to, you know, do the math on that uh, for your time zone. Uh but if they come in after 9 uh I can't read them. So that is all for the preliminaries but uh I know um you know this is my first live of the year and uh get you know just a little uh nervous and all this sort of thing. I know you guys are nervous uh
• 03:00 - 03:30 for your exam. Um so I think we ought to start with a little levity, a little uh joke as is my custom. So, um, with, uh, with this being kind of a nerve-wracking thing, I was, um, I was telling my wife last night, gosh, I'm, you know, I'm so nervous about this. And she said, you know, Steve, it could be a lot worse. You know, you could be stuck in a hole in the ground and it be full of
• 03:30 - 04:00 water. I know she meant well. It's that's okay. All right, now we're ready. Okay, we're ready. So, um let's get into uh unit one. Now, uh unit one, foundations of American democracy. I've broken all of this down. That was a great joke. I I'm sure if I could hear all you guys, you'd be
• 04:00 - 04:30 laughing hysterically. Um I've broken all these down into big ideas. uh and we're just going to try to go through them and and see what happens. So uh without further ado, let's go to unit one. Big idea number one. Our foundational governing documents are deeply influenced by enlightenment thought. Okay, so big emphasis on the enlightenment thought here in um unit one. So there's four big concepts that you really need to remember. Natural rights, uh popular sovereignty, social contract, and republicanism. Now, within Republicanism, you've got the separation
• 04:30 - 05:00 of powers like the executive, judicial, and legislative branches of government. All of that would provide a check against tyranny. So, we're trying to find out, okay, foundations of American government. Where did all of this come from? Well, these four ideas and a few others, but these four ideas really made it possible uh for us to have the system of government that we have. So, you take all those ideas, you put them in a pot, and that pot smells like limited government. Okay, so that's the big word to remember. It's two words, limited
• 05:00 - 05:30 government. Now, those foundational ideas or I should say those uh enlightenment ideas are illustrated in two foundational documents. So, it's going to be important for you to know how several you've got your list of foundational documents that you're going to have to use for your for your writing. Uh they're going to show up in your multiple choice um and in your um in your uh short answer questions or your FRQs. Um, so here's how those enlightenment ideas are illustrated in two of these foundational documents that you need to know. Number one, the
• 05:30 - 06:00 Declaration of Independence. Now, in the Declaration of Independence, I mean, you know, you've got that uh human beings are endowed by their creator with unalienable rights. That's a good example of natural rights. You also have uh the idea that, you know, when the government becomes destructive of those ends, when the government becomes a hot steaming turd, then the people have the right to replace it. That's the idea of the social contract. We also have that the government exists by the consent of the governed. Um also you know social uh
• 06:00 - 06:30 contract but um but the idea of popular sovereignty is also in there that the um that the people are the ones who have the power in our system. That's the declaration of independence. The second uh foundational document that you need to uh remember and how these uh ideas are illustrated is the constitution. Basically, the Constitution is just a blueprint for a republican form of government. So, you've got the separation of powers. Uh you've got elected representatives and a whole lot more that we'll get into later. Now,
• 06:30 - 07:00 let's move on to big idea number two. Different models of democracy are visible in our nation and its policies. Okay. So, there's three models of democracy that you need to remember. There's participatory, elite, and pluralist. Excuse me. So particip participatory uh basically wants as many people involved in the political process as possible like they want more people participating. On the other end of the spectrum you've got elite democracy
• 07:00 - 07:30 which wants as few people involved in the political process as possible. And then somewhere in the middle you've got a pluralist democracy. So you've basically meaning that there are groups of people um associated with interest groups and those interest groups then um compete to influence public policy. Now again you need to understand how those three models are represented in some foundational documents and there's three that you'll need to be able to
• 07:30 - 08:00 illustrate that from. Uh in the constitution you actually have flavors of all three of those models of democracy when it comes to elite democracy. Um, an example in the constitution is that, uh, representatives are elected to legislate on behalf of the people, right? We're not we're not making our own laws. We have representatives for that. That's an elitist um, uh, section. You've got pluralist um, leanings flavors in the uh, constitution um, in the sense that, you know, legislation requires
• 08:00 - 08:30 compromise from various groups of competing interests like uh, states um, or you know, smaller, more narrow interest groups. And then participatory democracy in the constitution um states make their own laws like as as long as they don't conflict with federal laws, you know, because we have the supremacy clause. As long as they don't conflict conflict with um federal law, states make their own laws. And so that means it's more participatory at local levels. Uh another set of documents um
• 08:30 - 09:00 that illustrate this is Brutus one and federalist ten. We're going to put them together because they kind of uh fight against each other uh from both sides. So Brutus championed a broad participatory model and you know feared the curtailment of personal liberties reflected in a larger republic. Uh the Brutus author of Brutus really liked the articles of confederation really liked state power uh and not federal power. Federalist 10, on the other hand, argued
• 09:00 - 09:30 that, you know, with so many competing factions in this massive republic, liberty is going to be upheld because no one um group could tyrannize the other in a system like this. Okay. And then we're moving on to big idea number three. Federalists and anti-federalists argued over the proper scope of federal power. Okay. So, federalists, they favored strong central government. Okay. the the constitution that we have is a result of federalist thinking as simple
• 09:30 - 10:00 very simple but um but that's a much stronger version of the the federal government than we had in the articles of confederation. So um in order to um convince uh the nation and specifically you know the New York voting public that this constitution ought to be ratified we got a we got a a set of documents called the Federalist Papers. Um and these are going to be spread all throughout your um your exam. So you know get used to them. Um Federalist 10 written by James Madison
• 10:00 - 10:30 uh is one you need to know. Uh the main argument in Federalist 10 is how to mitigate the mischief of factions. And so his solution was look, you can either take away the causes of faction, which the causes of faction are like free thought and you know that's that's not going to work. So you can either take away the causes or you can mitigate their effects. Um, and so again, as I said just a second ago, he argues, Madison argues in Federalist 10, that
• 10:30 - 11:00 with so many factions in the US, they'd be forced to cooperate since none is big enough to dominate all the rest. Then we get the other side, the Federalists. Oh, excuse me, the anti-federalists. So the Federalists, they wanted stronger central government. Anti-federalists favored weak central government and strong state government. So their main concern was avoiding the tyranny experienced under the monarchy. Remember at this point in time um you know the the American Revolution
• 11:00 - 11:30 and the colonial period was not that far in the past. And so you know the anti-federalists kind of had a monarchy hangover and they wanted to um they wanted to avoid anything that even smelled like monarchy. And so that's essentially what they argued for in Brutus number one. And so the the real beef in Brutus uh one is the necessary and proper clause of the constitution and the supremacy clause. Both of those, we'll talk more about those in unit two, but both of those uh really endowed the
• 11:30 - 12:00 federal government with a lot more power than it had under the Articles of Confederation. And you know, they didn't like that. And in Brutus one, um the author argues that, you know, a large centralized government could not adequately represent the interests of such a diverse people as we would have here in the United States. And that brings us to big idea number four. And uh by the way, there are eight big ideas here in this unit. So we're halfway through. Articles of Confederation failed because federal power was too
• 12:00 - 12:30 weak and state power was too great. Okay, so um the Oh man. Okay, there we go. Something messed up there. All right. Um what we talking about? Articles of Confederation. So the um the artic articles of confederation failed because the federal government was too weak. State power was too great. The articles of confederation was our first constitution. And really the best
• 12:30 - 13:00 thing it had going for it was that is that it did avoid the tyranny of the centralized state. But it had a whole lot of weaknesses. Um I'll only give you a couple here. Uh there was no executive branch. There was no judicial branch. There's only uh a legislative branch like a Congress. Um and you know, Congress had no power to raise direct taxes, which became a problem in a lot of ways. Um also another problem of the articles was that in order to change it, um you had to have unanimous agreement
• 13:00 - 13:30 among the states, which was never going to happen, especially with Rhode Island being part of it. Anybody from Rhode Island here? I love you guys. Um but uh and then uh another problem of the articles, you know, there was basically no power in Congress to raise or maintain a national army. Now, what you need to associate with the Articles of Confederation is a little event called Shea's Rebellion. Now, I'm not going to go into all the details of what happened there, but what you need to understand about Sha's rebellion is that it
• 13:30 - 14:00 convinced a lot of people that the Articles of Confederation was not a sufficient governing document because there was no federal army in order to help put it down. Okay. So, Shea's rebellion directly contributed to the constitutional convention uh where a new constitution was um was written. That leads us to big idea number five. The US Constitution was created and ratified as a result of several compromises between the Federalists and the Anti-Federalists. So, when you're thinking about the
• 14:00 - 14:30 Constitution, the big word is compromise. It is a bundle of compromises. And there's a few of the the key compromises you do need to remember. The first is the Great Compromise or sometimes you'll hear it called the Connecticut Compromise. Why do they have different names for it is because you know the AP overlords hate you. Actually, they didn't do it. It's not their they didn't do it. But um but you may see different names for it. The Great Compromise or the Connecticut Compromise that was about representation like how would the people's voices be represented in this new um in this new
• 14:30 - 15:00 government. And the compromise was that okay we're going to have a biccameal legislature. There'll be two houses um and they they operate differently. We'll talk more about how they operate in unit 2. Uh another compromise was the electoral college which settled the debate over how should the president be elected. Um this is another example of elite um an elite form of democracy by the way. Uh but the result of the electoral college compromise was that each state is given electors equal to
• 15:00 - 15:30 its congressional representatives. So the president is not going to be elected by the people. the president is going to be elected by um by these uh slate of electors given to each um given to each state uh based on the proportion of their representatives in Congress. And then one more compromise uh to remember is the three-fifths compromise which was um a debate over how would enslaved people be counted for representation.
• 15:30 - 16:00 The result of that compromise was that three-fifths of the population would count towards uh representation in the house. Now, because those debates and those compromises were so intense, uh they they created a process for amending the constitution which was uh found in article 5 of the constitution. Um, and it was much easier to, it's not easy to amend the Constitution, but it's much easier to amend the Constitution than it was to amend the um, Articles of
• 16:00 - 16:30 Confederation. Regardless, it's a two-stage process that you need to remember. It's uh, in order to get an amendment, you have to have a proposal and then you have to have ratification. So, the proposal can happen either by Congress. Congress can propose it or by states uh, you know, in a special convention. Um and then ratification. 3/4s of uh state legislators or state ratifying conventions have to agree to this amendment for it to become, you
• 16:30 - 17:00 know, an official amendment law of the land. Which leads us to big idea number six. The US Constitution lays out a system of government characterized by separation of powers and checks and balances. Uh okay, here let's start with Federalist 51. So the main idea in Federalist 51 is the separation of powers uh and checks and balances and how those mechanisms control abuses of power by majorities. And so the solution
• 17:00 - 17:30 uh that Madison argues for in Federalist 51 is that the branches of government, the three branches of the federal government must work as independently as possible, but they also have to have certain powers to check uh the power of the others. And so here's how that worked in the Constitution. You've got the legislative branch. The legislative branch is responsible for making the laws. uh the executive branch is responsible for executing the laws or making sure that the laws are followed
• 17:30 - 18:00 and then the judicial branch uh evaluates the constitutionality of the laws and uh again we're going to get much more into that in the next unit so I'll leave it there uh for now but for now all you really need to remember is that we have three branches of government they they work as independently as possible but they can check uh the overreach of the others and that leads us to big idea Number seven, our system of government is based on federalism. The sharing of power is
• 18:00 - 18:30 affected by societal needs. Now, listen to me here. Federalism is is a massive concept here in unit one. Um, if you're going to forget anything, if you're not going to forget anything, it make it this because, uh, federalism is probably going to show up quite a bit on your exam. Um, and unfortunately it's the one that a lot of students mess up because federalism sounds like federal government or uh the federalists. T take whatever connection
• 18:30 - 19:00 your brain made between those things and see if you can break it right now because federalism is only what it refers to is the sharing of power between national and state governments. That's it. It doesn't have anything to do with whether the federal government is more powerful. What? No, federalism is just the sharing of power between national and state governments. The national government doesn't have the, you know, the federal government doesn't have all the power. State governments doesn't have all the power. They share power. Okay, that's
• 19:00 - 19:30 federalism. Now, um federalism is is sort of defined uh in the constitution um by exclusive, reserved and concurrent powers. Okay. So exclusive powers are those powers delegated by the constitution to the federal government. This is what the federal government is responsible for. Okay? So there's lots of them. Uh the minting of uniform currency. Uh congress is responsible for declaring war. Basically everything uh outlined in
• 19:30 - 20:00 article 1 section 8. That's what uh congress is responsible for when it comes to making laws. Then you've got so so those are exclusive powers. Then you have reserved powers. Those are powers that belong exclusively I shouldn't use the word exclusively because that's confusing. Um th those are reserve powers are powers that uh that belong only to the states and not to the federal government. Okay that um that power comes from the 10th amendment. Okay. So what whatever uh
• 20:00 - 20:30 doesn't is is not explicitly written in the um in article 1 section 8 everything else is reserved for the states. So that means states do things like um raise and and maintain police forces, um hospitals, uh education. I mean it it's a little more complicated today. Um but ultimately, you know, at the bottom, that's that's what it is. So you got exclusive powers, you got reserve powers, and you have concurrent powers. These are powers that are shared by
• 20:30 - 21:00 federal and state governments. Now today um over the last especially the last 50 60 years or so uh federalism has really been defined in large part by money. Okay. This is how uh in a lot of ways federalism has come to work and we call that fiscal federalism. This is the sharing of power between federal and state governments through dollars. Okay. And this happens in a lot of ways. uh it happens by uh grants um like um there's
• 21:00 - 21:30 a few of these kinds of grants that you need to know. Categorical grants. These are grants that are given to states, you know, as long as they comply with specific federal standards, which means categorical grants have strings attached. Then there's block grants. This is money that's given for from the federal government to the states for a relatively broad purpose and that can be used as you know the state sees fit. So that one is on the other side of the spectrum has very few strings attached
• 21:30 - 22:00 you know like for example the federal government could give you know a chunk of money and say use this money on crime prevention do do whatever need you know if you need to build jails or if you need to hire more police doesn't matter use this money however you want that's block grants then fiscal fiscal federalism uh can be um played out in terms of mandates so mandates uh the these are uh laws that are, you know, they uh require states to follow federal directives, but
• 22:00 - 22:30 often in in many of these cases, compliance with those directives is way beyond state budget capacity. So, the federal government gives funds towards those mandates. So, you know, like the environmental standards and the clean air act um um which which no one state could actually afford. So, that was, you know, fiscal federalism. And then the final big idea for the evening. Big idea in a break. The balance of power between states and
• 22:30 - 23:00 the federal government has changed over time and at the heart of that balancing act are a few constitutional provisions and two SCOTUS cases. Okay, so uh let's talk about those constitutional provisions. Number one is the 10th amendment. Uh I mentioned that before any power not explicitly given to the federal government by the constitution are reserved for the states. That's we call those reserved powers. Another constitutional provision uh that has affected the sharing of power is the 14th amendment. Um this essentially
• 23:00 - 23:30 applies the bill of rights to the states. Okay. So that means we'll talk a lot about that in unit three. Uh but states must guarantee the same privileges and immunities and equal protection of the law that's enjoyed by all Americans under federal um law. Uh and then another uh agent of federalism has been the commerce clause which uh allows the federal government to allows Congress to regulate commerce among the states. Um and then another part of the balancing act uh over time has been the
• 23:30 - 24:00 necessary and proper clause uh otherwise known as the elastic clause. Uh this just says that Congress basically can make any law which upholds its enumerated powers even if that law isn't explicitly mentioned in article 1 section 8. For example, uh Alexander Hamilton's national bank. Nothing about that in article 1 section 8. And yet Congress argued that it was necessary and proper based on their other powers of uh managing currency and all that sort of thing um that they needed a
• 24:00 - 24:30 national bank. So that's always been a fight. And then this sharing of power has also been played out in a couple of your uh required Supreme Court cases. So let's talk first about McCullik v. Maryland uh in 1819. And uh I won't go into the details of it, but uh the ruling was that the necessary and proper clause implied certain powers uh even if they weren't explicitly stated and that the supremacy clause meant that federal law trumped state law. So in McCulla v. Maryland, it
• 24:30 - 25:00 was sort of a the balance is tipped towards increasing federal power. But then you get United States v. Lopez many many years later in 1995. Um which is an illustration of the opposite kind of tip. So um Congress you know used the commerce clause to try to regulate guns in schools which if you're like that doesn't make sense. How does that work? That's exact what the Supreme Court said as well. The Supreme Court in USV Lopez decided that carrying guns to school is
• 25:00 - 25:30 in no way related to interstate commerce. And so they declared the law unconstitutional. And that was a win for um for state power. Okay. And that brings us to the end of unit one. Woo. That's it's a lot. We going to do it though. All right. Let me read some of these super chats. Take a little bit of break. Just a few. Just a few. All right. From Jono, you saved me
• 25:30 - 26:00 an AP World A push and now AP gov. You are the goat. Can you shout out Mr. Fenick for being the best? Oh, I'm too loud. Oh, okay. Um, are y'all hearing that? lots of comments about me. Okay. Okay, fair enough. Um, let me bring that down a little
• 26:00 - 26:30 bit. Okay, hopefully that'll help. Sorry about that. Um, let me let me try that again. All right, Jonah, you saved me an AP World A push and now AP gov. You are the goat. Can you shout out Mr. Fenick for being the best gov and econ teacher and for having the best mustache in the game? Uh, Albino Star Himler the goat. Thank you for streaming this. You're welcome. Chloe Sorrel, hey him, I love your videos. Can you shout out Miss Bartlett's AP Gov class and can you say
• 26:30 - 27:00 no promises? No promises. Thank you. Yeah, Bombay Ank, I have procrastinated this whole year and you are my savior, so I need to I need you to speak nice and slow. Explain it to me like I never took the class. I have failed you on that one. I'm sorry. Uh S. Hardwood. Um, thank you to Mr. Waxman. Uh MDT NAD. Uh shout out to Mr. Ski for being my AP Gov teacher. Michael
• 27:00 - 27:30 Schuer, shout out to the Mr. Parsons. Aiden Sims, shout out to Mr. Cooper. We love you. EOTS Gaming. Thanks, Himler. Shout out to Mr. McNichols from Silver Creek. Although you should fear reelection for vetoing the bird act in Model Congress. Okay, good. Uh let me do a couple more here. Eong, shout out to Mr. Sullivan at SAA Mail. Hey, King. Can you shout out Miss Miller? Still
• 27:30 - 28:00 happening. Huh? All right, stand by. Hopefully that'll do it. Uh, hey King, can you shout out M Mrs. Miller from DCHS? Hey, Mrs. Miller. Abby, shout out J Litty. Charlotte, hi. I'm a senior this year and so this is my last year with you. Thank you for helping me with a push and AP gov. Can you shout out my teacher Mr. Foren Foran? Uh, he is a
• 28:00 - 28:30 huge fan and loves showing us your vids. Well, thank you, Mr. Foran. Forign for um I do, let's see, couple more here. Um, Exapion, Exapion, shout out to Miss Laws at FSI. Uh, Cookie Bites, shout out to Miss Beard at BPI. Chber, this is my third year catching one of your live reviews. Here's to AP GoV senior year. Shout out to Mr. Longo at
• 28:30 - 29:00 RCHS Arizona. Uh, shout out to Mr. Plotnik's first semester, second period class from Culver City High School. We got this. Yes. Um, Max Vaughn, can you please shout out the best AP Gov teacher, Miss Taylor and our fourth period AP gov class. Wish us all luck on the AP. Thanks for everything. Good luck you guys. And finally for this round, uh, William Hardy, thank you for being my King. Caleb Williamson, Patty's Picks, and
• 29:00 - 29:30 Cade Gillori. Uh, I love you, Quinn Nesbbit. All right. All right. All right, I'll get to the rest of them uh after I finish unit two. Um is the uh is the mic still clipping or are we good? Are we good? I'm going to go ahead and go into unit two. Somebody will come in here and tell me if it's messing up. All right, first big idea. Just so y'all know, uh unit two is just a beast. So,
• 29:30 - 30:00 we've got 12 big ideas here. Uh and can't get to number 12 without going through number one. So unit two big idea number one the main work of Congress is to make laws. Okay so first where does Congress get its power already mentioned this article 1 section 8 of the constitution you've got the enumerated powers which are explic explicitly uh excuse me expressly listed in section 8 um things like uh control over the federal money which is known as the
• 30:00 - 30:30 power of the purse uh they have the power to raise revenue to pass a federal budget etc. Uh Congress also has responsibility some responsibility for foreign policy and military legislation. Uh probably the most important uh and and uh the one with the most gravity is the uh ability to declare war. Um then there's you know a whole lot of others you know determine determining the process of naturalization uh by which people can become citizens of the United States uh regulating interstate commerce etc etc. I've already mentioned a few of them. Uh so then next you've got implied
• 30:30 - 31:00 powers. Uh and this is uh the implied powers come from the necessary and proper clause. And so by by this power, Congress can pass uh a wide range of legislation which addresses economic, environmental, and social issues even if they're not explicitly mentioned in article 1, section 8. Okay. So that's where Congress gets its power. Now we have to talk about the structure of Congress, which is biccameal. Um and that's laid out for us in article one. So, we've got the uh House of
• 31:00 - 31:30 Representatives, that's the first house. Uh in the House of Representatives, uh the the um the representatives are a portioned by population to uh excuse me, of each state and there are 435 voting representatives. The other house is the Senate. Uh they have two representatives per state. Uh and they represent the whole state. The the representatives represent uh districts within states, so you know, much smaller populations. uh and senators represent the whole state
• 31:30 - 32:00 and so that means there's 50 states that means there's 100 senators and collectively both houses are needed to pass legislation and remember they must pass identical bills. Okay. So once once that happens then they can pass it on to the president and we'll pick that up here uh in just a minute. Uh that brings us to big idea number two. leadership structures in Congress and the committee system are the main avenues through which Congress does its work. Okay. So let's talk about
• 32:00 - 32:30 leadership um in the House. Okay. Um in the House you've got the the highest ranking member which is the speaker of the house. This is always going to be a member of the majority party because the speaker is chosen by vote and so you know the majority party isn't going to choose a speaker from the other party. So speaker of the house is always going to be a member of the majority party. Under the speaker of the house, you've got the majority and minority leaders. They're the ones who direct debate and guide their party members in, you know,
• 32:30 - 33:00 policym issues among many other responsibilities. And then you've got the whip. Okay, the whip renders party discipline. It's exactly what it sounds like. You know, making sure that the members of the party are in line with the party goals. Um, and that's the basic leadership structure of the House. Let's move over to the Senate and see how their leadership leadership structure works. At the top, you've got the president of the Senate, which also happens to be the vice president of the
• 33:00 - 33:30 United States. Um, compared to the speaker of the house, the the president of the Senate is not nearly as powerful. Um, because uh, basically the vice president is just there. uh he or she is a non- voting member in the Senate accepting cases of a tie and that that's about as as good as they it's about all they can do. Um but then you've got the president proem or proemporary. Um this is the person who
• 33:30 - 34:00 presides over the Senate when the vice president is away which happens a lot uh these days. Then you've got the Senate majority leader and this this is much more in the Senate. This is much more powerful than the previous two that I mentioned. Uh the majority leader sets the legislative agenda by determining what which bills reach the floor for debate. Uh so yeah, lots of lots of power there among many others. And then within the Senate, you also have whips and they do the same thing in the Senate as they do in the House. The next thing
• 34:00 - 34:30 you have to know about how Congress gets its work done is the committee system. Committee system is huge. You got to know this. Um there are several different kinds of committees. like Congress. Basically, if if anything is going to get done in Congress, it's going to happen in a committee. Okay? So, there's several different kinds of committees that you need to know. Number one, a standing committee. This is a a committee that's just always always there like it's it's standing like um like a like a standing appointment. Every Thursday, you have this. It's
• 34:30 - 35:00 always going to happen. The standing committees are always there. An example in the Senate is the standing committee on the budget because budgets always need to be done every year. Uh in the House uh a standing committee, House of Judici the House Judiciary Committee uh is always there uh handling impeachments etc. Then you've got joint committees. This is the next kind of committee you need to know. Joint committees uh are groups that involve both House and Senate members. Okay? So you've got the joint committee on the Library of
• 35:00 - 35:30 Congress, for example, and then you've got select committees. So, so standing committees are here. They're always around. And on the other side of the spectrum, you've got select committees. Um on the opposite side, and select committees are just temporary. They're just they're created for a specific purpose. Uh good example here is the select committee that was formed to investigate Richard Nixon's involvement with the Watergate scandal. And there's like 8,000 other examples I could give you, but once their job is done, select committee doesn't exist anymore. Then
• 35:30 - 36:00 you've got a conference committee. Um, remember when I said before, in order to get a bill to become a law, that bill has to pass both the House and the Senate in identical forms and then go to the president's desk. If they can't agree on that identical form, then it goes to a conference committee, you know, to sort of hash it out, have the details ironed out. And so all that those are the mechanisms uh that are in place. The basic process of a bill becoming a law is that a member from the
• 36:00 - 36:30 house or the senate can introduce a bill which is what we call sponsoring a bill and then as the bill is considered in these committees it's it often changes. Okay. So sometimes writers are added either germanine or non-gerine um which means either relevant to the bill or not relevant to the bill. Um, and these, you know, these writers add provisions to the bills which usually benefit a member's own agenda or, you know, you it might even help to get the bill passed.
• 36:30 - 37:00 Um, there's so many different examples, but um, but they change as they go through this process. Some other times pork barrel spending is added. Uh, these are funds that are earmarked for special projects in representatives, the particular representatives districts. Um, and sometimes that's a controversy, sometimes it's not. Once all that happens, then the bill is assigned to a committee and there's three stages to that. There's the hearings where they talk about it and debate and figure it out. There's the markup which is like,
• 37:00 - 37:30 hey, we don't like this. We want this out. We want this in. And then there's the reporting out. Here's what we came up with. And then final stage is voting uh on the bill. I like this. I don't. And if so, then it goes to the um goes to the president's desk. Now, with the within the the um the voting mechanism, there's something that's known as log rolling. And this is something that uh congressional members do with one another. It's like basically, hey, um I
• 37:30 - 38:00 I have a lot writing on this particular bill. If if you and I need your vote on it. If you vote for mine, then I'll owe you one. Like, you vote for mine. Next time I'll vote for yours. You scratch my back, I'll scratch your back. Okay, that's log rolling. Um, and then real quick, one of one of Congress's biggest tasks is creating a budget every year. And you know, you've probably heard over the last few years is like, oh, we're going to have a government shutdown,
• 38:00 - 38:30 whatever. This is because the budgetary process is actually a uh high can can be highly contentious. And that's why a government would shut down. Our government would shut down is because we can't agree on a budget. Um so most of our government income comes from income tax uh but also other taxes and and tariffs. Um and so Congress has to allocate those funds for two different purposes. Number one is mandatory spending. These are payments that are required by law. So for example, social
• 38:30 - 39:00 security like th those have to be paid because it is the law. So that's mandatory spending. And then there's discretionary spending, which is basically all the money that's left over after mandatory spending is done. And that leads us to big idea number three. If I can find my dang mouse. There we go. The efficiency with which Congress does its work is affected by ideological divisions, differing conceptions of representation, and redistricting and gerrymandering. Okay,
• 39:00 - 39:30 good thing there's not a whole lot going on in this one. Uh so let's talk about ideological divisions. So political polarization over the last 30 years like uh Republicans have become more conservative, Democrats have become more liberal and that's interesting to know. But what you need to remember is that that that um continuing political polarization where where these ideologies are getting further and further apart makes negotiation and compromise exceedingly difficult. Which means and if you remember the Constitution, it's a bundle
• 39:30 - 40:00 of compromises. Our whole system of government relies on on persuasion and compromise. And so as political polarization has increased, that makes negotiation and compromise very difficult, as you've probably observed. Um now when it comes to um the way uh uh representatives in Congress think of themselves uh you need to know three different ways that they think of themselves and and that how
• 40:00 - 40:30 that affects the way that they vote. The first model is the trustee model. In this model the representative believes that you know he or she has been entrusted with the public's faith to vote according to their best judgment according to the representative's best judgment. Okay. The delegate model is where the representative believes that he or she must vote with the will of the people even if it goes against his or her better judgment. This you see delegate models especially in the House because they're up for reelection every
• 40:30 - 41:00 two years and so they really have to answer to the people. Senators are much more uh insulated from that but not entirely. Uh and then the third model of the way congressional representatives think of themselves is the politico. This is kind of a blend uh of the other two that I just mentioned. So for the Politico, it just kind of depends on the situation. Like whatever makes the most sense for each vote, the Politico just considers it all and then votes in that way. Now um efficiency in Congress is very much
• 41:00 - 41:30 affected by the process of redistricting and the process of gerrymandering and we need to talk about both. So, when it comes to redistricting, every 10 years, uh, by constitutional mandate, we have a census. And as a result of finding out where everybody lives and what their demographics are, uh, we have to redraw congressional districts based on population. This is almost always a highly contentious issue. And then things can get even more heated when districts are not reortioned properly.
• 41:30 - 42:00 Because what we're talking about here, this is not just, you know, who who cares. This is a big deal because what we're talking about is not just how districts are drawn, but how are uh how is political power being divided up in a portion. So things can get pretty hot and there's two court cases that you need to know. These are required uh that have addressed this. First of all is Baker vcar in 1962. So uh Tennessee they you know hadn't drawn redrawn their districts in
• 42:00 - 42:30 a long time. that meant that the way it shook out there is that a minority of voters had a majority of the power. Um, and so in the in the case it was argued that that particular situation violated the equal protection clause of the 14th amendment. And so the court heard it and the the Supreme Court agreed. And so so in um handing down that down that decision, they established the one person one vote principle. Like to the best of our ability when redistricting occurs, we have to make sure that everybody has an equal vote. That's the
• 42:30 - 43:00 one person one vote principle. The other case that's related to redistricting uh and jerrymandering is Shaw v. Reno in uh 1993. This is a case about redistricting gone wrong. And that is the word that we use for that is gerrymandering. And what gerrymandering is is basically drawing districts in a way that benefits one party or one group to the disadvantage of another. And so in this case, um, two North Carolina districts were drawn in like real wonky shapes in order to
• 43:00 - 43:30 create majority black districts. Now, the motivation behind that was perhaps noble. uh because they were arguing that, you know, those majority black districts were upholding the provisions of the Voting Rights Act of 1965 in order to uh give historically discriminated people a a louder voice at the voting booth. But the court ruled that drawing districts solely based on race was unconstitutional based on the
• 43:30 - 44:00 14th amend 14th amendment's uh equal protection clause and went ahead and struck that down. That leads us to big idea number four. Y'all doing good? We're We're making it. Big idea number four. Though the president has no constitutional lawmaking power, the president uses formal and informal powers to get the his policy agenda passed. Okay. So, now we're moving on from Congress going to the uh the
• 44:00 - 44:30 executive branch, the president. By the way, that's what this unit is. is just the three branches of government and the the kind of the fourthish branch of government the bureaucracy. So we went through how does it work with uh Congress. Now let's talk about the president. So presidential powers first of all these are there are formal powers given to the president. These are given by article two of the constitution. Uh among the most notable are the veto um which means that the the president if uh
• 44:30 - 45:00 he or she does not sign it into law, it does not become a law. Okay. Um if if the law isn't in line with that with the presidential policy agenda, um the president can veto it. And at that point, one of two things can happen. Number one, the bill can be sent back to Congress and they can, you know, add or subtract things to make it a signable bill. Um or second, Congress can override uh the president uh by a veto um or excuse me, by a vote of twothirds. Okay, so that's um that's where veto
• 45:00 - 45:30 power is one of the most significant powers the executive has. When it comes to foreign policy, the president is the commander-in-chief of the military. However, it's very important to know, remember we talked about separation of powers. Even though the president is the commander-in-chief, it's Congress that has power to declare war. Very important. That's the separation and the checking, you know, etc. Again, it gets very complicated, especially, you know, post World War II era. But those are the basics. Um, and it gets complicated because not
• 45:30 - 46:00 all deployment of troops means war is being declared. You You want your mind blown right now? World War II was the last war that Congress declared. World War II, we've had Korea, we've had Vietnam, we've had Iraq, um uh Afghanistan, I mean like and and several other military um uh um strikes and uh operations that
• 46:00 - 46:30 I'm not mentioning, dozens of them. And so it gets very complicated very quickly. Um but again we can't get too far into that. Okay. So those are some of the formal powers the president has. Informal powers uh include things like bargaining and persuasion. So the the president can use speeches uh the bully pulpit uh other forms of communication in order to persuade the public to put pressure on their representatives in Congress in order to pass laws that
• 46:30 - 47:00 align with the president's um policy agenda. The president can also sign executive orders. And an executive order, it can be very confusing, but at the end of the day, an executive order is just a directive from the president that has the force of federal law, but it's not in a law. It's not a law because Congress is the only lawmaking body in our system of government. There's not like two different ways of making laws. There's only one way, and that's through Congress. So an executive order really is just directing the
• 47:00 - 47:30 actions of the federal bureaucracy which is underneath the authority of the executive branch. Um so all the agencies we'll talk about later the military that sort of thing. Um basically all the areas of power given to the president. Now those can have wider societal effects but at the end of the day executive orders just direct the federal government within the executive branch. And that leads us to big idea number five. Exercise of presidential power can
• 47:30 - 48:00 often lead to conflicts with other branches of government, but those other branches have means of checking the president's power. Okay. So, how how do we get the president checked? Um lots of different ways with respect to um presidential appointments. uh you've got cabinet members that the president once the president is elected appoints uh the heads of agencies which becomes the president's cabinet. Um how do the other branches check that? Well, the Senate has powers of advice and consent
• 48:00 - 48:30 and that means they have the power to approve or deny cabinet appointments. Usually those go unopposed, but in some cases they can be very contentious as we've seen in this last election. Um the president also appoints ambassadors, White House staff. Again, usually those are not contested uh on the assumption that if the president won, they should be able to pick who they, you know, want to work with uh in their staff. But the
• 48:30 - 49:00 big one, the the the big place where uh the um presidential appointments are checked uh are federal court nominations uh especially the Supreme Court. This is highly contentious uh particularly because when a when a president appoints a federal judge, they have a lifetime appointment and that means that they have power to implement the president's policy agenda for many years after that president's term is complete. And so you you'll often see this a lot where uh the
• 49:00 - 49:30 Senate in their power of advice and consent um really grill these uh federal uh court nominations, especially the Supreme Court nominations. And and in some cases they have said, "Yeah, we we don't approve." And that judge did not get a seat. And that brings us to big idea number six, which is halfway through halfway through unit two. All right. Presidential power has grown significantly over time. I mean, yeah. So,
• 49:30 - 50:00 uh, in the beginning, you know, there was a lot of argument over how much power the executives should had. We saw that in Federalist 70. Um, the whole idea was that a single executive would have more energy uh which would be um uh required to be decisive on matters with the requiring firm leadership and decision-m um and ultimately a single executive is what we got. But the power of the president has grown over time. Washington uh basically considered himself a servant of Congress. Okay,
• 50:00 - 50:30 Congress was the main body. He was just executing their will. There's only a couple of times when he challenged Congress, but often deferred to them. A real turning point came in the election of Andrew Jackson. This is a real shift in presidential power. Like Jackson believed he was the representative of the people. Like not Congress who was actually the representative of the people. He thought he was the representative of the people. And thus he in doing so he expanded the power of the executive office to reflect that. He used the veto 12 times which doesn't
• 50:30 - 51:00 sound like a lot in today's standards but that was more than any of the six previous presidents combined. Um he also carried out the Indian removal act um which was uh opposed by the Supreme Court that was the the law was was uh deemed illegal uh unconstitutional. Um, Andrew Jackson went ahead and did it over the objection of the Supreme Court. Okay, so huge expansion of um,
• 51:00 - 51:30 presidential power. Abraham Lincoln is another big one. Uh, and you know, he often gets a pass for this because he was, you know, trying to save the union. Um, he assumed like way more powers to save the union uh, to abolish slavery than any president had before him. uh for example uh suspending the constitutional right of habius corpus along with many others that I I can't mention right now. Then you get to the big papa of presidential power and that was Franklin Delano Franklin Delano Roosevelt FDR. If
• 51:30 - 52:00 ever there was a president who enlarged executive power, it was him. He had 635 vetos. like most modern presidents have less you know veto bills less than 100 times. Um and that's just one example of his of his power uh increasing uh his New Deal programs were you know basically pushed through Congress to address the devastating effects of the Great Depression and after his term his fourth term was over
• 52:00 - 52:30 or you know whatever he served in the fourth term the the president the power of the president had grown so far beyond what it had ever been and it has not shrunk since. And that leads us to big idea number seven. Let's see if we can start cranking through these. Um, because of their unique command of the attention of Americans, presidents have often used new communication technologies to appeal directly to the people. So, yeah, I I won't I'll just keep this one short. You basically need to realize is that the
• 52:30 - 53:00 president as far as getting things done has a big advantage over the other branches of the government because everybody in America basically knows who the president is and the president has a unique way of being able to speak to them. And it's been it's changed over time from speeches printed in newspapers to FDR's fireside chats on the radio to JFK on television and then you know starting with Barack Obama especially uh the advent of uh social media and social
• 53:00 - 53:30 media has been a huge one for the last few presidents because now the presidents can speak to the people directly with no intermediary um as often as they want. That brings us to big idea number eight. The Supreme Court checks the other branches of government through the power of judicial review. Okay, so we need to get back to your foundational documents here. Federalist 78. In this uh document, Hamilton argues that the independence of the judicial branch acted as a protection for their power. And one of
• 53:30 - 54:00 the chief uh ways that they are protected is through lifetime appointments. Like they're not elected uh because then they would be, you know, tempted to make judgments to pander to the people. No, they have lifetime appointments. And he also argued in federalist 78 that the court had the right and the power of judicial review which is basically to review laws that are passed by Congress and decide are those laws constitutional or are they not and if they're not then they are no longer binding.
• 54:00 - 54:30 Now the power of judicial review is not even though Hamilton argued for it in federalist 78 it is not explicitly mentioned in the constitution that came about through uh one of another one of your required cases which is Marbury v Madison. Now it's it's a it's a complicated case. Uh it has to do with like jurisdiction clauses in article three which you know was where the court has its power. But at the end of the day what you need to remember about this case is that it established the court's
• 54:30 - 55:00 main power of judicial review and you know it's never gone back since. Now the structure of the federal court system are basically three levels. I'll do this real quick. You have the US District Courts at the bottom. You have the US Circuit Court of Appeals in the middle and then the US Supreme Court on the top in terms of you know authority. All the judges in these courts are appointed by the president. They are confirmed by the advice and consent of the Senate and they hold lifetime appointments on good behavior. You know, if they end up being
• 55:00 - 55:30 a judicial turd, they can get impeached and kicked out. But um ultimately we have this three- tiered system and cases work their way up um uh or you know they don't have to work their way up all the way to the Supreme Court. But that's that's how it works. Okay. And that brings us to big idea number nine. The combination of the court's exercise of judicial review and the life tenure of judges lead some to question the legitimacy of the court. Okay. So the court works essentially on one of
• 55:30 - 56:00 the main things that the court uses in order to make their judgments is precedents. Okay. So precedents are very hard to overturn because of the the principle of star decisis and the literal meaning is you know let the decision stand. Um precedents are all the cases that the court has ever decided um you know in the history of of the court. And so if if the court has already interpreted something a particular clause of the constitution, a
• 56:00 - 56:30 law or whatever, usually usually that ends up standing. So if another case comes up and it applies to the very same clause or the very same law or whatever, usually because of the principle of star decisis, that precedent is going to stand. They're not going to overturn that. But precedents can be overturned. It doesn't it doesn't happen that often, but it can be. And we'll talk about one of those major ones uh in you know pie versus Ferguson being overturned by Brown and board of education in unit 3. We'll get there later.
• 56:30 - 57:00 Um oh legitimacy of the court. So um ideological changes can also affect the affect the kind of decisions the court makes. um you know, presidents appoint judges that align with the president's own political ideologies and that has a role in whether the court is going to remain bound to previous presidents or not. And so what what this means that the real takeaway here is that controversial SCOTA's decisions can lead
• 57:00 - 57:30 to a larger societal questioning of the court's legitimacy. Meaning like who are these people that the these judges who are um who are not elected and they're basically making laws essentially or or um deciding whether a law can or cannot be uh enforced in America. They're not making laws. Don't write that down. Um but one example here, there's several examples we could use, but one example here would be Roie Wade in 1973.
• 57:30 - 58:00 This is the case that legalized abortion uh in all 50 states and there the the decision there really led to a significant backlash among states who had conservative majorities who argued that the court you know the court doesn't have the right to impose the practice of abortion on them and their state legislatores. Uh and so that's you know they're questioning the legitimacy of the court. But then on the other side of things, you can see that conflict again um in the case that overturned Row
• 58:00 - 58:30 in 2022, which was Dobs v. Jackson. Both of these are required, not not in your required case list, but in they are required in the curriculum. And Dobs v. Jackson. Uh this gave back to the states the authority to make laws about abortion. And when that happened, states with liberal majorities attacked the legitimacy of the Supreme Court for removing what had been a an accepted right for almost 50 years. So you can see that these controversial
• 58:30 - 59:00 decisions really cause people to question what authority do you really have Supreme Court. But regardless, over time, federal justices have made their decisions according to basically one of two postures. There's judicial activism in which the court acts to establish policy um basically you know considering the the broad effects of a decision on a society and you know you there can be conservative activism there can also be liberal activism like uh we saw in the
• 59:00 - 59:30 we will see in the overturning of pie v Ferguson so that's judicial activism but then another way judges look at their responsibility is through the lens of judicial restraint and the idea here is that judges think, hey, judges aren't appointed to make policy. The elected legislature should do that. And so, the only time a law should be struck down is if it violates the actual written word of the constitution. And there's always a big debate over uh the legitimacy of
• 59:30 - 60:00 the court when they um when they inhabit either of these postures. And that leads us to big idea number 10. We got this one and then two more. The federal bureaucracy carries out the responsibilities of the federal government under the authority of the executive branch. Okay. So, real quickly, um the uh uh the bureaucracy is that sort of kind ofish fourth branch of the government. And the reason why it's called that is because it's it it in its
• 60:00 - 60:30 responsibilities, it's very powerful. Even though it is squarely under the authority and within the bounds of the executive uh department, you know, the executive branch, it has an awful lot of power because let's just talk about the structure. The structure of the bureaucracy is that at the top you've got the cabinet secretaries. This is the highest level of authority and these are the leaders of the 15 executive part departments like the Department of Energy, uh, Homeland Security, and you know, biggest by far the Department of Defense.
• 60:30 - 61:00 They're the heads of those all those departments. Then those departments are further divided subdivided into agencies um which you know all kind of work together to accomplish the goals of the department. Then you've got commissions. Okay, these are regulatory you know independent regulatory groups who operate kind of independently of the authority of the president but still fall under executive authority. These are created for a very specific purpose. For example, the Federal Communications uh uh Commission, the FCC, they're the
• 61:00 - 61:30 ones who regulate content that, you know, the content of media, like not not censoring it, but just, you know, making sure nothing uh inappropriate is displayed. Uh and there's lots of other commissions like that. And then you've got government corporations. These are a hybrid of a business and a government agency. And for example, here you've got the postal service. So at the end of the day, what does the bureaucracy do? They write and enforce regulation. Okay? They issue fines for the violation of the violations of the law and the heads of
• 61:30 - 62:00 agencies will often testify before Congress and those agencies work very close with other entities and when they, you know, when agencies and congressional committees, which we talked about a little while ago, and interest groups develop a relationship, do we know what that's called, my dear pupils? That is called an iron triangle. And so the three work together in order to create policy. We'll talk more about that in just a few minutes. But that leads us to big idea number 11. The
• 62:00 - 62:30 federal bureaucracy uses delegated discretionary authority for rulemaking and implementation. Now delegated discretionary authority. When it comes to bureaucracy, that is a phrase you need to have burned in your brain. It means that this is the authority given to the bureaucracy by Congress that gives them the the the the agencies um discretion on how to make rules and how to carry out laws. So, you know, basically
• 62:30 - 63:00 uh when Congress passes a law, it's very vague. And so, it's the it's the bureaucracy that that makes those vague laws very specific by creating specific rules. Okay? So, Congress is like, "Yeah, we're going to pass an income tax." Okay. Well, that's an amendment, but um but it's the IRS who says, "Okay, well, we have to collect it by April 15th, and you know, here are the forms that you need to do, and here here are all the the mind-numbing rules that you have to follow." That's all done by the
• 63:00 - 63:30 executive branch. Okay. Now, there are seven uh executive branches that you need to know or excuse me um agencies that you need to know that are explicitly mentioned in the um in the curriculum. There's the Department of Homeland Security, Department of Transportation, Department of Veterans Affairs, Department of Education, uh Environmental Protection Agency, Federal Elections Commission, and uh Securities and Exchange Commission. The point is when Congress passes these laws, it's up
• 63:30 - 64:00 to all of these many groups within the executive branch to make those, you know, make them much more specific and followable. Okay. And that brings us to the very final uh big idea of unit two and that is the bureaucracy can be checked by the other branches of the federal government. Okay, so this will be quick. Um so the bureaucracy is the enforcing tool of the executive branch but their power can be checked through several means uh namely
• 64:00 - 64:30 congressional oversight. Uh so Congress you know they have many committees that respond to the government agencies that you know call the directors of those agencies to testify give reports on their progress. Sometimes that's friendly, sometimes it's not. Um also don't forget Congress has the power of the purse. like they get to decide how to allocate funds to different agencies and agencies can't spend their money until a committee or you know subcommittee authorizes them to do so.
• 64:30 - 65:00 So that's a that's a huge one and uh I think uh you know the the president of course the executive that's how congress checks the bureaucracy uh the president of course can easily check the bureaucracy by firing people whatever um and then there's judicial checking as well so like you know when citizens believe that bureaucratic decisions are unconstitutional they can challenge those decisions in court and you know unless agencies are like blatantly violating the law the court usually upholds the authority of the
• 65:00 - 65:30 agency. We've seen that a lot right now. It could be useful in a uh you know FRQ or something like that. And that's unit two. That's unit two. My goodness. All right. What time is it? 86. All right. Two units. But unit two is real real long. So I think I think we're halfway through. Halfway through. Let me do a few super chats. All right. All right, Big Papa Chin, thank you. Himler, shout out to
• 65:30 - 66:00 Miss Baker. Oh, Mr. Baker at FHS. Ammeris, shout out to Mr. Reynolds. I would fail that test without him and without these reviews. All right, Mr. Reynolds, Dave Daniel Aosta, uh, me and your friend, me and friends love your vids. A, I love you guys, too. Uh, possible potato. Shout out to the Beth gov teach in town. Intercontinental Brian Miller. Oh, yeah. and Yamis Bulick as
• 66:00 - 66:30 well. Okay. Uh Breezy, shout out to Mr. Kevin Gleason from Whitnol High School. Uh hey Mr. Kevin Gleason. Uh Slender, thank you for the super chat. Connor Dunaway, you are live streaming on two streams this Oh yeah. Yeah, some something went wrong there. Uh this is my first live stream of the year. I have to relearn everything every single stinking year. It's ridiculous. Um, but thank you. Uh, Valyriia Delgado, shout out to Mr. Heler. You are the goat. Mr.
• 66:30 - 67:00 Heler. All right. Uh, let's do two more. Uh, Jack Ralph Roth. Um, thank you for helping me with AP World, A Push, and AP Gov. You're welcome. Shout out to Miss Light from CLS and our esports team, uh, Widow Webb Warriors. I'm sure I didn't say that right. I'm sorry. You guys made state. Congratulations. KJT Heimler, please give Mr. Rubin a big shout out and thank him for making us
• 67:00 - 67:30 for not making us all dum stupid. Third period loves him a lot. He's the goat. Well, that's amazing. Well done, Mr. Ruben. All right. Okay. Uh, looks like we got quite a few more, but we got to carry on. We got to carry on. We got to get to unit three. Let's go to unit three. See what's cooking. All right. Unit three, big idea number one. I'm just glad this isn't the night before the exam. I'd feel a lot more stressed
• 67:30 - 68:00 if it was the night before the exam. But we're good. It is Star Wars day. May the fourth be with you. I got Oh, I got Lando Calizian here watching over us. Oh man, my light over here went out. But that's Deoba. Luke Luc is trying to get his X-wing out of the the swamp. It's always Star Wars day here at Timeless History. All right, let's keep going. So, big idea number uh one for unit three. The Bill of Rights protects
• 68:00 - 68:30 individual liberties. Okay, so let's talk about the Bill of Rights. There's a lot going on here. So, US Constitution includes a Bill of Rights specifically designed to protect individual liberties and rights. Now, the big thing to remember is that when it was written, the Bill of Rights protected individuals from the federal government. So it did not originally apply to state governments. Um but over time the Supreme Court has interpreted and reinterpreted the meanings of those liberties in order to expand or contract
• 68:30 - 69:00 personal liberties. And their interpretation in these court in these cases always falls along a scale of you know public interest versus personal freedom. And the thing to remember there is that the liberties that are outlined in the Bill of Rights are not absolute. Right? And we'll I'll say more about that here in a second. But just just remember this is going to help you I hope in your um in your writing. The liberties are not absolute. Right? Freedom of speech is not freedom of every kind of speech. Right? Okay. We'll
• 69:00 - 69:30 talk about that. But let's go to big idea number two first. Supreme Court has engaged in an ongoing debate over the first amendment's protection of freedom of religion centered on balancing majoritarian religious practices and free exercise. Okay. So let's go get crazy in the first amendment. In the first amendment, two clauses you need to know. The establishment clause and the free exercise clause. And those two clauses are the subject of an ongoing debate trying to balance, you know, majoritarian religious practices and free exercise. And there are two cases
• 69:30 - 70:00 that you have to know that are required to know that put that tension on display. The first is Engel v. Vatal. And the complaint here was um that mandatory public school uh uh prayer in public schools uh violated the establishment clause. The decision that the court handed down was yeah it did violate the establishment clause but also because of the 14th amendment the state of New York was forbidden to endorse religion as well. Another case that highlights the tension is Wisconsin
• 70:00 - 70:30 v. Yodor in 1972. The complaint here was that compulsory schooling after 8th grade violated the free exercise of, you know, the Amish uh uh religious sensibilities uh who wanted to keep their kids home after that. And so the decision was that the court ruled that it did violate the free exercise clause because uh you know requiring children to continue in school would expose them to values that rank counter to their community's religious beliefs. So those aren't the only ways those tensions are
• 70:30 - 71:00 put on display. But that's enough for tonight. That leads us to big idea number three. The first amendment's protection of freedom of speech is not absolute. But in order to restrict speech, the government has a high bar to reach. So the key case for symbolic speech uh that is required is Tinker v. De Moine. So uh long story short, school administrators suspended students for wearing, you know, black armbands to protest uh the Vietnam War. And so the court supreme court ruled that the
• 71:00 - 71:30 administration had violated uh the the rights the first amendment rights of the students specifically the right to symbolic speech like the the you know the the administration feared disruption but there was no actual disruption that occurred. Their only motivation was to silence student protest and the court said nah can't do that. Okay. Now ultimately as the court has considered first amendment speech cases they're trying
• 71:30 - 72:00 to they're trying to strike a balance as they are in everything between social order and individual freedom like which one is more important. They're always trying to figure that out in in their cases uh that they're ruling on. Um and so they've ruled over time that speech can be restricted but again there's a high bar to reach but there are a few conditions under which speech uh can be um restricted. First time place and
• 72:00 - 72:30 manner regulations. Okay. So in this case the government can restrict freedom of speech but not the content of the speech only the time place and manner like not what you say just where you say it how you say it etc. Okay. Also the government can silence defamatory or offensive or obscene statements and gestures. The first amendment does not protect these but again this is a this is a very hard to define these. Again very very high bar. And then also uh uh
• 72:30 - 73:00 the government can silence speech uh that creates a clear and present danger to society. And here's where we get uh that that was decided in Shank v the United States in 1919. That brings us to big idea number four. The first amendment's protection of the freedom of the press is essential to the working of a democracy. Now, generally, uh, when we're talking about the press, freedom of the press, the same standards are applied to the press that are applied to speech, like the stuff I just said. Um, a case to
• 73:00 - 73:30 associate with this is, uh, New York Times v the United States. And in this case, the court bolstered the freedom of the press. Um, basically, you know, President Nixon wanted to shut down the publication of leaked classified documents about the Vietnam War in the New York Times. But the court ruled in favor of the New York Times, saying, you know, prize for national security don't justify prior restraint. Prior restraint is, you know, when the government has the right to restrict the content of the printed word before it's printed. And
• 73:30 - 74:00 that leads us to uh big idea number five. The Supreme Court's interpretation of the Second Amendment has almost always upheld an individual's right to own a gun. I'm I'm just telling you the content, y'all. This is I'm not trying to be controversial, okay? This is this is not a test. Okay. Um very significant case here. This is not required. Okay? This is not like on your uh required Supreme Court case um
• 74:00 - 74:30 uh list, but it is going to set us up for one of the required cases. So very significant case when it comes to second amendment is the uh District of Columbia v. Heler in 2008. So you know security guard wanted to carry his revolver home to protect himself but the gun laws in DC made that you know really kind of impossible. So the court ruled in Heler's favor which was the first time uh an official interpretation of the second amendment upheld an individual's right to own a gun. Now take that in
• 74:30 - 75:00 your pocket. Just put it right there. We're going to come back to that uh in a second. Big idea number six. None of the rights of Bill none of the rights or I should say liberties in the Bill of Rights are absolute. Each is always a balancing act between individual liberty and public order and safety. And you just we're going to go through a couple of examples. ETH amendment. ETH amendment prevents cruel and unusual punishment and excessive bail. And so that has led to debates about the death
• 75:00 - 75:30 penalty and torture. Um, as far as a death penalty goes, you know, one could argue that the fifth amendment says that a person can be deprived of life just as long as it is done within the confines of of the due process of law. But through various Supreme Court cases, states have either restricted or expanded the application of the death penalty. Excuse me. Uh furthermore, uh there are debates um highlighting this balancing act between the um of um
• 75:30 - 76:00 individual liberty u and public order and safety. We could talk about that through the lens of the second amendment which we kind of just did and we'll come back to. We could also talk about it through the lens of the fourth amendment. Fourth amendment. So um the question here is does the collection of metadata and you know uh gun regulation um promote or interfere with public safety and individual rights for the second and fourth amendments. Um second amendment we already talked about. We'll go to the fourth amendment. Uh the
• 76:00 - 76:30 fourth amendment protects citizens against unreasonable searches and seizures of property. That seems relatively straightforward. But after September 11th, the terrorist attacks of September 11th in 2001, uh Congress passed the Patriot Act, which was initiated by President Bush um by uh sorry, it was not not by Congress, but by executive order from um uh President Bush. Uh, and it was a program that basically allowed the federal government to interface with thirdparty cell phone
• 76:30 - 77:00 carriers to search for leads on suspected terrorists by collecting metadata from like everyone's cell phone conversations. Um, and when the extent of this collection of data was leaked by a guy named Edward Snowden, who was a contractor for the NSA, that's when citizens began wondering like like whether or not this kind of data collection was a violation of their fourth amendment rights. So again, always public order, individual liberties, that's always uh the balancing act. Brings us to big idea
• 77:00 - 77:30 number seven, selective incorporation. Oh my gosh, selective incorporation. This this is the I said federalism was the big one in uh unit one. Selective incorporation is huge in this um in this unit. So you know pay attention. Selective incorporation applies the protections of the Bill of Rights to the states through the 14th amendment's due process clause. Okay. Remember what I said before that the uh when the Bill of Rights was written, it only applied, you
• 77:30 - 78:00 know, it only meant that uh citizens were protected from the federal government. Two things change that. Number one, the 14th amendment's due process clause. Okay? It says no state shall abridge the rights of citizens. That's a huge change. Um because now the Bill of Rights protected citizens from state governments too. But that doesn't happen automatically. It happens through the process of selective incorporation. which means that it's
• 78:00 - 78:30 basically the the process of applying certain civil liberties to the states as they are worked out through Supreme Court cases. Okay, you need to know that the first, second, fourth, fifth, sixth, and eth amendments have all been selectively incorporated to the states through various court decisions. I'm just going to focus on one for you and that's uh one of your uh required cases on the second amendment McDonald
• 78:30 - 79:00 v. Chicago. So remember the Heler decision. You put that in your pocket. Go ahead and take it right out cuz we need it. Now the Heler decision only applied to federal law because it was it was a decision that happened in Washington DC which is not a state. Um, so the argument in McDonald was that that decision should extend the protections of the Second Amendment to the states via the 14th amendment. And so the court ruled and basically said, "Yeah, that's right." Um, and applied the Second Amendment protections to all
• 79:00 - 79:30 the states. That brings us to big idea number eight, getting loose. All right, here we go. In trying to balance personal liberty public order, the court has at times ruled to restrict individual liberty and at other times upheld individual liberty. Okay, so um good example here is Miranda v. Arizona. Now this is um this is not in your list of required cases, but it is mentioned directly in the curriculum, so you need to know it.
• 79:30 - 80:00 Miranda via ar I've I've said a lot of words. I've used a lot of words. I now I'm I'm I can't get them anymore. Miranda v. Arizona established the Miranda rule. So, the Miranda rule basically tries to uphold the fifth amendment. Um the protection against being compelled to be a witness against yourself. And this is an example of what's known as procedural due process, which means that when
• 80:00 - 80:30 agents of the government like you u judges or police officers, when they interact with citizens in ways that could potentially violate their rights, those agents have to abide by a prescribed and predictable set of rules and procedures. That is procedural due process. So anytime someone gets arrested, they have to be read their Miranda rights. It's the script. They have the police officers have to memorize it and every time if they don't do that then they're going to have trouble in court later. Okay, that's procedural due process to make sure that
• 80:30 - 81:00 that everything is done in a um in a way that is predictable and and procedural. Um when it comes to the sixth amendment, you have another uh case that you need to know uh which is Gideon v. Wayight. This is required. Uh, by the way, uh, there is an error in the video for that, in my video for that. Um, I said that it was applied to the states, uh, via the 14th amendment's equal protection clause. It's the due process clause. I don't know if anybody
• 81:00 - 81:30 saw that and were like, what are you talking? It's the due process clause. Anyway, uh, guy named Gideon. He was convicted in a Florida court and that court did not provide a lawyer for him because remember the the Sixth Amendment says that the accused must have a lawyer, but that's only a federal protection. So, he's convicted in a Florida court. They don't give him a lawyer. It goes all the way up to the Supreme Court. The ruling basically is that the 14th Amendment's due process clause requires all states to apply the Sixth Amendment provision to provide a
• 81:30 - 82:00 lawyer to the defendant that cannot afford one. Okay. So um we also need to talk about under this heading the right to privacy. Um it's not explicitly stated in the bill of rights but the right to privacy as as as it has been um interpreted by the courts is implied in several other amendments. And it's really the fourth amendment that we're going to deal with. So uh again we're going to return to Roie Wade here. Uh many uh states had anti-abortion laws.
• 82:00 - 82:30 Texas uh among them and um a woman in Texas wanted to get an abortion but she could not under Texas law and so the court ruled that the Texas law violated Rose's right to privacy as implicitly stated in uh the first fourth fifth ninth and 14th amendments. And so this was an example of the court ruling according to substantive due process. Okay. Now remember, procedural due
• 82:30 - 83:00 process is about maintaining proper procedure for carrying out laws. Substantive due process is about whether the laws themselves are just. And in the Row case, the Texas laws against abortion were negated because of that emphasis on substantive due process. Um, but again, as I mentioned earlier, 2022, Dobs v. Jackson overturned Roie Wade. Um, and yeah, we already talked about that. So, we'll move on to the next big idea. We
• 83:00 - 83:30 got this one and one more in unit three. We got 10 total. Constitutional provisions have inspired and supported social movements. Okay, here's where we need to distinguish between civil liberties and civil rights. Okay, civil liberties are freedoms guaranteed by the constitution. Civil rights is the push or the the process by which all of all citizens are equally protected by by those liberties.
• 83:30 - 84:00 Okay. So um and without uh respect to uh race or national origin, religion, sex, any of it. Okay. So civil liberties are the freedoms. Civil rights is making sure that everybody gets equal access to the freedoms. Now those have inspired social movements and we I'm going to tell you about one of the most prominent and that is uh the civil rights movement of uh the uh the mid 20th century. um the equal
• 84:00 - 84:30 protection clause of the 14th amendment technically was was it was passed after the Civil War and it technically made American uh um black American citizens equal to white Americans but in practice it was not that way and so that's so the 14th amendment and equal protection clause kind of informed and inspired this movement and the key figure one of the key figures was Martin Luther King Jr. you do have to know him and you have to know one of his documents uh that he
• 84:30 - 85:00 wrote within the context of this movement letter from a Birmingham jail. So this letter is Martin Luther King's response from jail addressed to the white clergy of Alabama who urged him to just like wait patiently. You like the we're working on civil rights on the legislative and the judicial level like don't don't be out in the street doing just wait be patient. Kim responds in the letter look only those who haven't been under the lash of racism and
• 85:00 - 85:30 discrimination can rightly say wait. He's like, you know, the time for action is now. And while, you know, yes, racist laws must be fought in court, they also must be protested on the streets. Now, time forbids me to uh mention uh you know, we've got the civil rights movement. Next came the women's rights movement. A lot of these are are very much connected and, you know, further inspired by one another. Um then you've got LGBTQ rights movement. Um and then
• 85:30 - 86:00 uh pro-life movement versus the pro-choice movement. Uh all of these are arguing over the expansion of civil rights um to different groups. Okay. And the final big idea uh the Supreme Court has at times allowed the restriction of civil rights to minority groups and at other times has protected those rights. Um okay. So how the government So we looked at these
• 86:00 - 86:30 social movements and how you know they put pressure on the government to respond. Now let's talk about how did they respond. Well uh in response to the civil rights movement you had significant court rulings most notably uh Brown v the board of education. This is another required one that desegregated schools um across the nation. And you've got policies like the Voting Rights Act of 1965 which made uh voting discrimination illegal in the United States. You also have the Civil Rights Act and Title Nine which uh
• 86:30 - 87:00 upheld the rights of women and all these sorts of things. The point is social movements can have a huge impact policywise on the government. And that's it. That's it for unit three. That's it for unit three. All right. Um, all right. Let me get some water. Read some of these super chats. That's a lot. I love you guys though. I love you
• 87:00 - 87:30 guys. Henry White, shout out to Jay Litty from Dixie Heights. Ritty W. Thank you, Mr. Buford. You You are the goat. And we will all totally get fives. And we know PD4. Oh, period four and five is your fave. Thank you, Hila, for saving me in history. Yeah, you're welcome, Candy. Shout out to Mr. No, Miss
• 87:30 - 88:00 Rendez. Uh, Hugh Hai, I'm not sure I'm saying that right. Cornelius, North Carolina, hello. Uh, Michael Morales, shout out to EHS in Lancaster, California. Go Lions. Let's pass this test. You pass it. Car car. Mr. Heimler, you're my goat. A thanks. Uh, shout out Mr. Chel Chalifo. Chalifo from CGS. Sorry if I didn't give that right. Give him five big booms. Boom. Boom. Boom.
• 88:00 - 88:30 Boom. Boom. I I guess I did that right. Uh, Max Vaughn. Let's do a couple more. Thanks, Miss Taylor, for everything she's done for all her classes this year. She's awesome and she's why we're all getting fives, but also Himler, too. I love that. Well done, Miss Taylor. Destiny Hernandez. Uh, shout out to Mr. Guling at XCP the Gman. Ethan Cool Name Research Triangle.
• 88:30 - 89:00 Um, Nyx and her son Lincoln. Nyx and her son. Oh, Miss Nicks and her son Lincoln. Got it. Oh, hey guys. Uh, William Hardy, Blaine Bradford is my king. Caleb Williamson, Catholic High School, Baton Rouge, Douglas Lodge Log Logden. Douglas Loggden. Okay. All right. Let's move on to unit four, y'all. Almost there. Almost there. All
• 89:00 - 89:30 right. Unit four. In unit four, we've got six big ideas, six total. So, let's start with number one. Um, Americans relationship to core American beliefs which are shared by nearly every American affects how they think about the role of government. Okay, here are the ones. Here are the five big ones you need to know. Uh, these big ideas that are kind of shared by every American. Individualism, equality of opportunity, free enterprise, the rule of law, and limited government. Okay, talk to any
• 89:30 - 90:00 American, they basically like, "Yeah, we all agree on that." But big butt. massive. But depending on each citizen's political ideology, they look at those five and apply them differently. Now, the scope of ideology is basically from liberal to conservative. Okay? So, you know, you you think about um you need to be able to take each of those five uh big ideas and uh you know,
• 90:00 - 90:30 see how how a liberal or a conservative or anybody along the spectrum would apply them. So I'll just give you one example. So individualism. So conservatives look at that, you know, both conservatives and liberals agree, yeah, we we're all about individualism, but conservatives will look at individualism and and the way they think about it is kind of self-centered individualism. It's not like that's like the literal term for it. It's not a insult. Um, basically it emphasizes the interest of individuals above the interests of society. Like the the person is more
• 90:30 - 91:00 important than the group. Liberals look at individualism and they're uh the the term for them is enlightened individualism which emphasizes the groups the interest of the group above the interest of the individual. So again everybody agrees on those but they depending on the flavor of their political ideology they think of them differently. Big idea number two cultural factors influence political attitudes and socialization. Okay. So, different factors influence how people
• 91:00 - 91:30 think about politics. That's called political socialization. Most important factors include family, school, but usually family is at the top. Um peers, media, social environments, things like, you know, religious institutions, for example, that can have a huge influence. Um what what else? There's I'm just going to give you a list of things that affect the way political socialization plays out. globalization uh influences political socialization. So the particularly the
• 91:30 - 92:00 the increasing connectedness interconnectedness of our world means that we're all hearing from other governments, other societies, other people and we're all sort of dependent on each other to various in various degrees. And so that has a way of influencing the way people think about politics. Also generational and life cycle effects contributed to political socialization as well. So as far as you know generations you've you've got you know silent generation baby boomers generation X millennials generation Z
• 92:00 - 92:30 like within each of those generations people have you know common shared experiences that influence how they think politically. So, for example, the silent generation, like these are senior citizens um today, they grew up in the Great Depression. They grew up with World War II. Like they have a high value of religious belief and church participation. And they were, to put it mildly, not fans of the cultural upheaval that occurred in the 1960s and the 1970s, uh you know, with like racial
• 92:30 - 93:00 integration and women's rights, which means that people in the silent generation are generally conservative. Not all, it's just a generalization, but in general, they are they lean conservative. Go to the other side, you've got millennials. These are people born, you know, 1981 to 198 1996. Um, they're much more liberal than previous generations. So, you know, like previous generations were much more favorable to the use of force in foreign
• 93:00 - 93:30 policy, but millennials kind of value diplomacy and cooperation. So, they kind of poo poo that. Um, and that leads us to big idea number three. That's, you know, quick crash course on political socialization. All right. Big idea number three. Public opinion is measured through scientific polling and the results of public opinion polls influence public policies and institutions. Um, okay. Five types of polls that you need to know. Okay. Opinion polls. This is just like, you know, getting a feel for the public's
• 93:30 - 94:00 opinion or feeling on a certain candidate or a certain set of policies or one policy, whatever. That's opinion polls. Then you have benchmark polls. These are polls that are taken at the beginning of a candidate's run. And that gives the campaign the campaign a benchmark against which they can compare future polls. So they, you know, it's a benchmark, I suppose. Yeah. Um, number three is tracking polls. These are polls conducted over time, usually with the same group of people, and that gives information about how that group over
• 94:00 - 94:30 time feels about a a given issue. You also have to know about entrance and exit polls. These are these the last two entrance polls. These are conducted before people go into their polling location and people are and the pollsters are asking them how will they vote and then you've got exit polls the exact opposite which is you know conducted after voters leave their polling location and asking how did you vote? Um now you have to understand how um how
• 94:30 - 95:00 pollsters um make sure that their measurements are legitimate because we've had an awful lot of the last you know 10 years or so uh awful lot of um mistrust over polling. Um so how do pollsters ensure that their measurements are legitimate? first sampling techniques. So anytime they take a sample, it has to be a representative sample, which means a small portion of
• 95:00 - 95:30 the larger population, but that small portion has to have the same characteristics of the larger population. So the sample has to be representative. It also has to be random. The sample has to be random, which means that every member of the population must have an equal chance of being selected to participate. But no matter how like how um rigorous they are, there's always the chance for sampling error. Okay? So like no no matter how rigorously a poll was composed, it does have the possibility for error in it.
• 95:30 - 96:00 And the best polls uh acknowledge that and usually are within you know plus or minus four on their scores. Okay, that leads us to big idea number four. uh there's a discernable relationship between scientific polling and elections and policy debates. So polls, you know, they they have a they play a big role in our in the way we participate in our government. For example, candidates and representatives, they decide how to run
• 96:00 - 96:30 or how to pass legislation. Um voters decide like who to vote for based on the results of polling. lot lots of applications for polling. That relationship between polling and policy and elections is affected by a couple of things. Number one, the reliability of public opinion data. Okay, so like I mentioned, there's been some major polling failures that have occurred uh
• 96:30 - 97:00 in the last few years that have called into question the reliability of polling. For example, the 2016 presidential election um between Hillary Clinton and Donald Trump, the polls had Clinton winning by a massive margin and like I mean she did win the popular vote. It was Trump who won the electoral college vote and so you know it doesn't matter if you win the popular vote or not, but the polls were way off. I remember going to bed that night like I don't have to I don't have to watch, you know, into the wee hours of the night.
• 97:00 - 97:30 Obviously the polls are saying Clinton is going to crush it. She didn't. So that has a way of making people question the legitimacy of polling. Another thing uh that makes people question it is the is non-scientific polls. Okay. So so polls I mean anybody can do a poll, right? But I mean polls can be funded by, you know, political parties or certain partisan news outlets and they do this in order to demonstrate that they're that there's lots of support for partisan policies or
• 97:30 - 98:00 or their their favorite candidates. It's like it's just it's all smoke and mirrors. It's not reliable and that has a way of making people mistrust uh polling. Let's go to idea four. No, idea five. Big idea five. We got one more after this. Political ideology is an interlocking set of ideas that form the basis for political decisionmaking. Okay. So, I briefly mentioned this before. Let me flush it out a little bit. Ideologies, political ideologies tend to fall along a spectrum of conservative or liberal ideology. Now,
• 98:00 - 98:30 for the most part, Americans, a lot of Americans consider themselves moderate. Uh, but over time, conservatives have become more conservative and liberals have become more liberal. Now, what do those words actually mean? Basic definition, liberal ideology means that someone is like more open to allowing the government to expand and provide services for the public. Liberals look at the country and say
• 98:30 - 99:00 it's broke. So, let's fix it. And maybe more specifically, it's broke. So, let's the let's get the government to fix it. Okay? Much more complicated than that, but hopefully that helps you remember it. Conservatives, they emphasize tradition and establishment. They're like, "Hey, if it ain't broke, don't fix it." And that's sort of the the the the main poles of those ideologies. Now there are two major political
• 99:00 - 99:30 parties that align with those ideologies. There's the de democratic party which aligns with liberal ideology. Okay. So that means you know in their political platform in their party platform uh they have lots of things about protecting women's rights uh equal rights for you protecting rights to abortion uh the rights of marginalized groups like LGBTQ um healthcare for the poor. etc. Right? They look around at society, it's broke,
• 99:30 - 100:00 so let's let the government fix it. Okay? Republicans tend to align with the conservative platform or conservative ideology. Their platform has lots lots of things about low taxes, America first trade policy, anti-regulation, um, and, uh, you know, very pro business. Um, it's like it's not broke, so let's not fix it. Okay. So, those are those are the highlevel um uh explanation of those differences.
• 100:00 - 100:30 Okay. And let's go to the final big idea for unit four. Big idea number six. Public policy only reflects the attitudes and beliefs of those who actually participate in the political process. I mean that that b that basically says it all. Um so you know each each ideology has a different view of how the government should be involved in our nation's economy um or in our nation's social structures or whatever it is. But
• 100:30 - 101:00 let's talk let me just give you the example of the economy. Liberals uh tend to favor more government involvement in the economy in order to protect the public good. And those those inclinations are based on what's known as Keynesian economics which addresses fiscal policy which you know government taxation and spending and you know it's basically all about government spending. Okay. Conservatives favor much less government involvement in the economy in order to uphold the principles of the free market. Again go
• 101:00 - 101:30 back to what I said at the beginning of this unit. They all look at the free market. You know liberals and conservatives look at the free market and we're like we love it. Everybody loves it. We all agree that this is a good one. this, you know, it's a common value, but they're looking at it from very different angles. Okay. So, conservative conservatives tend to look at economics and say they base their uh ideas on what's known as supply side economics, which you know also addresses fiscal policy. It emphasizes the forces of supply and demand and that you know the
• 101:30 - 102:00 government should keep its filthy hands out of those forces and that you know basically whatever goes wrong the market will eventually correct itself. Now, far be it from me. I've I have yet to mention libertarian. Uh but you do need to know them as well. Um libertarians bas basically they favor almost no government involvement in the economy beyond uh you know the protection of property rights and voluntary trade. And that's about all I'm going to say about that uh for unit
• 102:00 - 102:30 4. Um big idea there is in general Democrats are fine with more government involvement, Republicans less. Okay, that's going to lead us to unit five. Let me do a couple more super chats and then we'll get right into that last unit. Well, it's 8:44. Okay, so remember um your super chats have to come in by 900 PM. I don't know what I mean whatever that means for you.
• 102:30 - 103:00 Um, it's that's 15 minutes for me. Uh, it's 9:00 p.m. where I am or 8:44 where I am. So, if you want your super chats read, I would love to read them. Um, make sure they're in in the next 15 minutes or so. I think I'm kind of in the mood to just let's just go to unit five. Let's go to unit five and crush it. And we'll get to the rest of them, the super chats later. All right, we have no less than 10 big ideas for unit five, so gird thyself,
• 103:00 - 103:30 but we're going to get through them. All right, number one, the Constitution protects voting rights and the diversity of people eligible to vote has expanded over time. Oh man, sorry, I just swallowed in the microphone. Forgive me. Okay. Um so over time the right to vote has been increasingly expanded that the right to vote is also known as the franchise. Uh in the beginning it was basically landed
• 103:30 - 104:00 white males. That was it. We get to the 1830s it voting rights expand to universal white male suffrage basically removing the property requirements. And then through a series of constitutional amendments the franchise was extended to basically all Americans. The 15th you have to know these. The 15th amendment expanded um voting rights to black men. The 17th opened voting uh the voting of uh uh for senators to the people. The
• 104:00 - 104:30 19th amendment um uh recognized the franchise for women. The 23rd opened voting to the District of Columbia. 24th abolished pole taxes and the 26th uh lower the voting age to uh 18. Now how do people vote? Why? What? like what when when somebody goes into a voting booth, what what is going on in their mind? Well, there's four models that explain voting behavior and you
• 104:30 - 105:00 have to know all four of them. The first is rational choice voting. So, this is when a person votes based on their, you know, individual self-interest. They they carefully study the issues. They carefully study the platforms. They don't they don't know from election to election whether they're voting for Republicans or Democrats or whatever. Just they're going to study all of it and make a rational choice. Then another model is retrospective voting. Person thinks back to the track record of the politician track record of the politician in uh question and think like was was that guy a turd or was he not?
• 105:00 - 105:30 If not, I think I'll vote for him again. Okay. If so, yeah, I'm not going to do that. That's retrospective voting. Prospective voting, a person votes based on the potential future the candidate can bring. And then you've got another the fourth model which is straight ticket voting which is just voting for all the candidates of the voters party. Like you know I'm a Republican uh all these people are Republicans so I'm going to vote for them or you go into the voting booth. I'm a Democrat. I don't even care. They're all Democrats. I'm voting for all of them. Okay. So those are the um models that explain
• 105:30 - 106:00 voting behavior. Big idea number two. Several factors determine voter turnout in any given election. Well, I wonder what they are. Well, I'm about to tell you I'm Yeah, we've been going for almost two hours. Yeah, this is what happens. All right. Structural barriers to voting. We have to know this examples or I'll just give you one example. Um, uh, when it comes to who turns out for
• 106:00 - 106:30 an election, structural barriers, structural barriers have a lot to do with it. Example, some states require governmentissued photo ID in order to vote and that can disenfranchise certain groups of the population uh that don't have access to that or don't have them. Um also affecting people's you know voter turnout in any given election is political efficacy. This is this is a citizen's sense of whether or not their vote can actually make a difference.
• 106:30 - 107:00 like, you know, a Republican living in New York, which, you know, has basically voted reliably for Democrats forever, you might feel like, you know, his or her vote doesn't count for anything. And so maybe I won't, you know, maybe I won't go vote if I want to vote for a Republican. Also, the type of election um affects voter turnout. Um so, you know, presidential elections have the highest voter turnout. Congressional elections are usually much lower, but then even, you know, state and county
• 107:00 - 107:30 level are lower still. So, the type of election depends can affect how many people come out to vote. Also, demographics are a powerful tool. Um, depending on your gender, women tend to vote for Democrats in higher numbers than Republicans. Men are the opposite of that. Um, your age can affect that. you know, youngest uh voters tend to turn out in the smallest numbers um but the oldest voters tend to turn out in the largest numbers. So, lots of
• 107:30 - 108:00 um lots of factors there, but we're going to go to big idea number three. Linkage institutions are societal structures that connect people to their government or political process and allow individuals to communicate their preferences to policy makers. Okay, there are big four um linkage institutions that you need to know. There are political parties, interest groups, elections, and media. We're going to talk about all four, but for this big idea, I'm going to focus on political parties. Now, what is a political party and what do they do?
• 108:00 - 108:30 Well, basically, it's an organization around with ideological beliefs that put forward candidates for election. That's that's all a political party is. They're responsible for mobilizing voters, educating them, creating party platforms, you know, like the Republican party platform aligns with conservative ideology. Not surprisingly, Democratic platform aligns with liberal ideology. Parties are also uh responsible for campaign management. Like the the one goal of parties is to
• 108:30 - 109:00 get their candidate elected. Okay? So they try to get their candidate elected by hosting fundraisers, implementing uh targeted media strategies that are going to appeal to the most voters, etc., etc. However, there have been changes in party structure over time. The big term to know here is party realignment. This is when large groups of voters move from one party to another or, you know, the party changes itself so much that it's unrecognizable anymore.
• 109:00 - 109:30 This can happen if a party is, you know, badly defeated in in an election. Like clearly if a party's pounded in an election, clearly they weren't effective in voters's eyes. They're not actually like talking about the things that the people want to hear about. This happened when uh the Democrat uh Franklin Roosevelt beat Herbert Hoover, the Republican, by a landslide and then beat again in 1936, you know, he built uh
• 109:30 - 110:00 beat um Alfandon by an even greater margin. So, it's like, you know, at that point the Republicans are like, "Okay, yeah, we we have no idea what the people want. We have to really uh start to rethink the way we're doing things." Um also, campaign finance laws have affected parties. So, since the 1970s, campaign finance laws and, you know, Supreme Court decisions have changed how much money can be lawfully given to candidates and parties. Um, we'll talk more about that in a second. Uh, changes in communication and data management
• 110:00 - 110:30 technology. Um, which I'm going to skip over four now because we'll mention that a little bit later. Now, big idea number four. Four out of 10. Four out of 10. The US operates as a two-party system, and that makes it very difficult for third parties and independent parties to ever win an election. Now, there's two reasons why it's very hard for third parties to ever win an election. Number one, we have voter, excuse me, winner or take all voting districts.
• 110:30 - 111:00 So in the electoral college system, whichever candidate wins the most popular votes is awarded all of the electoral votes of that state with the exception of Nebraska and Maine. But the other 48 states do it that way. And so since the two major parties have, you know, you know, they appeal to the largest amount of voters, that makes it almost impossible. This winner take all system makes it impossible for a third party candidate to receive any electoral votes since they never even muster close to a majority of the popular votes. The
• 111:00 - 111:30 second thing that makes it difficult for third parties is the incorporation of third party agendas into the platforms of the major parties. Um, usually third parties are really focused on, you know, a very specific kind of agenda like environmental things, that sort of thing. Um, and if there are a significant number of Americans that support the agenda of the third party, then usually what will happen is one of the major parties are going to just make a strategic move and incorporate that particular agenda in their own platform,
• 111:30 - 112:00 which ultimately nullifies the need for a third party. So, I don't know, maybe we'll get a third party win by the time we get GTA 6. Nailed it. I'm so hip with the youth. Okay, let's keep going. Let's keep going. All right. Big idea. I get Oh, man. I get loopy after a
• 112:00 - 112:30 long time. All right. Big idea number five. Interest groups are a linkage institution that mostly form around single issues or certain demographic or a certain demographic in order to influence policym. Uh okay. So um interest groups their goal is to persuade policy makers to pass legislation that aligns with the group's interest. And one of the chief ways they do that is through lobbying. And so because many of these interest groups form around a single issue, these
• 112:30 - 113:00 lobbyists you know, they're they're often policy experts who can help policy makers understand the impact of certain legislation. That's the um that's the most positive view of lobbying. Of course, it can get, you know, real nasty and dirty as well. Um but remember that interest groups are also one point on the iron triangle, bringing it all together. Again, we talked about that earlier. Um you've got agencies on one point, congressional committees on the other, and interest groups over here.
• 113:00 - 113:30 And those relationships when they work are mutually beneficial like members of congressional committees are especially helped by those interest groups who provide with you the policy information um and you know no small amount of campaign donations um and you know that help goes back and forth all throughout the triangle. Now, the level, this is important, the level of influence that interest groups are able to exert on
• 113:30 - 114:00 public policy does depend on a few factors. Maybe the most important of which is funding. So, groups with better funding have much more power and much greater access to policy makers than those with less funding. So, like, you know, the big boy is the NRA, the National Rifle Association. and they got metric buttloads of money which means you know all all the congressional uh members they they want to hear from them because they they want that money. So more money
• 114:00 - 114:30 usually equals more influence. Uh also um we got to talk about the free writer problem. This is when uh this this can hinder the efficacy of uh interest groups and what they do. So the free rider problem is when a larger group benefits from the efforts of um of the interest group. Okay? So think about it. Members of that interest group are paying the bills to get all this done, all the lobbying and everything that's needed, all the literature. But when their proposed
• 114:30 - 115:00 legislation helps a lot more people than those in the group, that's that's the free writer problem. And that can be difficult. All right. Big idea. Nope, that's seven. Big idea number six out of 10. Big idea number six out of 10. Right, let's talk about how the president is elected. The president is elected through a series of steps and ultimately through the electoral college. Okay, so electing a president is about the most complex electoral process that we have in the United States. So let's talk first about how it's done. The candidate must win the
• 115:00 - 115:30 state primary elections or caucuses in order to earn the um uh the party's nomination. There are two types of primaries that you need to know. There are closed primaries in which voters must, you know, vote for the candidate that aligns with the voters's declared party. Okay? So, if you get into a closed primary and you're a Republican, that means you're going to vote for a Republican. You have to. But then there's an open primary in which voters can vote for any uh you know, any party's candidate depending on what they think is right to do. Now, don't get
• 115:30 - 116:00 confused, but you know, some states use caucuses instead of primaries. And you know the chief difference here is that primary voting happens at the state level by secret ballot whereas caucuses happen at a more more um local level and the voting is a lot more visible. Okay. So once they get once the presidential uh candidate gets the um gets the nomination um through the primary, then they go to the general election. Uh and the candidates, you know, travel around the
• 116:00 - 116:30 country giving speeches, refining their positions, participating in televised debates. And you have to know at this point that there is something that's known as the incumbency advantage, which means that the sitting president, if that president is running again, the sitting president is much more likely to get reelected. Okay? Uh lots of reasons for that, which I'll mention in just a minute. Um and so once the general election is done, then we get to the electoral
• 116:30 - 117:00 college. Remember the president is not elected by the people's votes but instead by a small number of electors from each state. And so you know each state has the same number of electors as they have members in Congress. Um and again remember it's a winner take all system. So whichever candidate wins the plurality of the popular vote wins all the states electoral votes. Again with the exception of Maine and Nebraska who split their electoral votes. And then we get to big idea number seven.
• 117:00 - 117:30 Congressional elections. We talked about presidential elections. Now, let's talk about congressional elections. They have less participation than presidential elections. And there are several factors which determine who gets elected to Congress. Okay? So, uh in congressional elections, all house seats are up for election every two years and one-third of all Senate seats. Um midterm elections happen when it's halfway through a presidential term. Now the incumbency advantage is way greater
• 117:30 - 118:00 in congressional elections than the presidential election. It it is a thing in presidential elections but it's much bigger in u congressional elections because you know people hardly know who their representatives are to begin with. And so uh the incumbent already has name recognition. they already have, you know, networks of financial donors um and all sorts of other uh resources at their um at their becking call. Now,
• 118:00 - 118:30 gerrymander districts can can really be a problem for uh a candidate trying to unseat a congressional member. Um because remember majority parties draw these districts to their own advantage and sometimes that's illegal, sometimes is in a gray area, but um that can be make it very difficult for them to be unseated because that's the whole point of drawing them in that way. And that brings us to big idea number eight.
• 118:30 - 119:00 Running a campaign for office is a complex and exceedingly complicated process and campaign organizations and strategies affect the election process. Okay. Now, lots of things could be said right here. I'm just going to focus on um on fundraising. Okay. Comes to fundraising for running a campaign. Uh it's huge. It is it is rare for a um for a candidate to finance their own campaign. uh but instead they tend to
• 119:00 - 119:30 rely on party funding um individual donors and organizations like political action committees uh packs or super PACs. But the reason why money is so such a big deal in campaigns is that because you know campaigns have gotten so much longer and so much more expensive. Like in a lot of countries it's not unusual for campaign seasons to run like 10 weeks or less because they have laws mandating it. But there are no such laws. thankfully in the United
• 119:30 - 120:00 States. Uh and so campaigns can go for as long as they want and we can have so much fun with those wonderful ads that we get during campaign season. But uh but additionally with states, you know, competing earlier and earlier for primaries um because you know, like those who go first often get a real bump in tourism dollars. Um, the election season has gradually gotten longer and longer and thus far more expensive. And that brings
• 120:00 - 120:30 us to big idea number nine out of 10. Two more, guys. Two more. Stay with me. Stay with me. Um, money is at the heart of political campaigns as I just mentioned. But there are laws that govern such financial contributions and that has led a debate about the proper role of money, a proper role money ought to play in politics. Okay. The f the big commission to know here um is the Federal Election Commission, the FEC created by Congress in 1974. Now, the law which created it also
• 120:30 - 121:00 stipulated that individuals could not donate more than $1,000 to a candidate and you know and political action committees couldn't couldn't donate more than 5,000 um per election to a candidate. Then came along a non-required court case. Buckley v uh Buckley v. Valo, it challenged this law that restricted the amount of money people could give uh to candidates. It it challenged that law saying that by doing
• 121:00 - 121:30 that by restricting the amount that of campaign contributions, you're essentially prohibiting free speech. So the court upholds the law, says no, that's not really a thing. basically came into, you know, an agreement that, you know, without limits upon campaign donations, fair elections were essentially impossible. But people being wily as they are found a way around that restriction and basically, you know,
• 121:30 - 122:00 hard money versus soft money. Hard money is money that's like donated directly to a campaign you a candidate's campaign. Hard money is, you know, traceable and therefore is subject to campaign finance laws. But soft money, not so much. So soft money is like donated to a party or an interest group who could then not directly to the candidate but could then buy advertising or you know whatever on behalf of the candidate who was you know
• 122:00 - 122:30 running and therefore that money the soft money was not subject to campaign finance laws. It was very very sneaky. The solution to that was the bipartisan campaign reform act of 2002, also uh known by its swankier name, Bickra. This law increased the limits of hard money donations, but tried its best to curtail the spending of soft money. One way they did this is by the stand by
• 122:30 - 123:00 your ad provision of the law. You know, you've heard this before, like I'm Steve Himler and I approve this message. They have to say that because of Bickra. But then the big case here, one of your required cases is Citizens United v the Federal Election Commission. This case, it argued that uh Bicker's limitations on um campaign finance amounted to again a violation of free speech. Like look, you know, the argument was if a corporation or any
• 123:00 - 123:30 other entity wants to spend money to endorse a candidate, they should be able to do that in unlimited measure. But the court ruled that this by by restricting contributions and money to candidates that was a violation of free speech. And therefore, corporate funding of ads and broadcasts cannot be limited. BA basically when you think of um Citizens United just think corporations are people too. That's that's that's sort of the the slogan for that one. Um
• 123:30 - 124:00 corporations can spend corporations are have free speech and they're protected as well. And their free speech comes in the form of money uh millions and millions of dollars in campaign donations. And ladies and gentlemen, the final big idea of the night. Big idea number 10. The media is a linkage institution also known as a watchdog agency which holds the government responsible to the citizens. Okay, let's talk about the
• 124:00 - 124:30 media to bring things home tonight. So the media play huge role in political agenda setting. So, you know, it's changed over time. Uh, from the beginning of the republic, most of it was newspapers. Later on, you got telegraphs, which well, that influenced what was in the newspapers, but still newspapers. But then in the early 20th century, you get radio, uh, which was able to broadcast political debates and change the way people thought about
• 124:30 - 125:00 things. um Franklin Roosevelt in the midst of the Great Depression, used the radio to talk directly to the people, explained his um bank holiday, explained the the various um uh New Deal policies and all this sort of thing. And then later we get television um you know, which profoundly changes the way that citizens think about their government. Um, good example here would be uh the news reports coming out of Vietnam during the Vietnam War. That profoundly shaped public opinion on the war because
• 125:00 - 125:30 the government is all like, "Yeah, it's going great. We're almost there." But the news reports that were coming out, the video footage was like gruesome and horrifying and led to, you know, a significant distrust of the government. Um, one of the things uh to remember about uh the media is investigative reporting. This is one thing that one uh manifestation of the way um media comes to us uh and helps us hold the
• 125:30 - 126:00 government accountable. The heyday of investigative reporting, I mean it still happens today, it's happened forever. Um but the heyday of it uh was during the progressive era uh in the you know first part of the 20th century and uh great example is Upton Sinclair's The Jungle which I hope you read some excerpts from because it's disgusting and horrifying. um but basically provided an in-depth investigation on the profoundly unsanitary conditions in meat packing plants uh which actually led people to
• 126:00 - 126:30 be disgusted and pressure their uh their congressional representatives and laws were passed cleaning up you know meat packing factories among other things as well. Um but I said that the the media is a gatekeeping organization a watchdog organization. Let's let me tell you what that means. Well, basically I I just explained the watchdog piece of it. The the go the media is there to tell the citizenry what the government is doing,
• 126:30 - 127:00 what their government that they elected is doing and therefore the people can hold them accountable. The gatekeeping aspect of media is um is something slightly different. There's so much more to know about, you know, in any given day than can fit in any media outlet. So the gatekeeping thing is that the issues that they choose to report on actually shape the nature of the conversation. Like if there's if there's 10 things that happen in a day and there's only 30
• 127:00 - 127:30 minutes or you know certain space in a written thing. If you only choose to talk about three, then that shows something. You know, you you're actually leaving seven of these things out and that can actually affect the way that people think about their government. Um, and that can that can also really affect elections because you know the media tend to hyperfocus on the races, publish all the polls, how each candidate is doing um and that can have
• 127:30 - 128:00 a huge effect on the way people vote. Now uh last thing over time the media has changed. Uh the nature of the media has changed. Like today in an age when attention is the most valuable commodity and demand for this constant churning and this constant reporting is nearly ubiquitous. Media outlets have then shifted the way that they deliver their content which is to say has become increasingly narrow and increasingly partisan. Okay. And so media ownership that has a huge
• 128:00 - 128:30 effect in the way that the the news is um is is reported. So, cable news networks are for-profit companies, which means they have incentive to report what gets the most eyeballs for their advertisers. And so, as that partisan that I just partisanship that I just mentioned increases in news, um cable networks have altered their programming to fit with their audience. Okay? So, CNN typically appeals to liberals. Uh,
• 128:30 - 129:00 for example, Fox News typically appeals to conservatives and they those organizations because they're relying on advertising tend to um gatekeep in a way that pleases their audience. Now, not entirely, but in some ways, yes. Um, and so, you know, when people gravitate toward those outlets, they find themselves in an echo chamber of information. like they're only being fed what, you know, confirms their existing beliefs and can no longer think clearly about
• 129:00 - 129:30 politics and the government and all that sort of thing. And that's it. That's it, y'all. We did it. We did it. All right. Um, I That took like 11 minutes longer than I thought. I said two hours. We We We basically did it. Okay. Thanks for sticking with me, guys. Now, um, if uh
• 129:30 - 130:00 I'm going to read all these super chats. I'm not sure how long it'll take. It'll take It might take a while. Um, but if you're going to leave now, I just want to let you know uh thank you so much for for hanging out with me for the last couple hours. uh when you go into that exam, I know a lot of you are are seniors. Uh a lot a lot of people take gov in their senior year. Uh and this might be one of your final AP exams, which means maybe one of the final times we get to spend any, you know,
• 130:00 - 130:30 meaningful time together. I just want you to know that I'm so grateful for you. Good luck on your exam and uh good luck with whatever comes after uh school for you. whatever happens, you know, there's always a a bald, bearded, gap tooth man here in Atlanta who's cheering you on. So, thank you and good luck and congrats on graduating. All right, I will be back in like a 30 seconds or so and then we'll get to
• 130:30 - 131:00 these super chats. Be right back. Heat. Heat. [Music]
• 131:00 - 131:30 All right. All right. All right. All
• 131:30 - 132:00 right. Let's get these done. Whole course in one night. Dang. I
• 132:00 - 132:30 hope they change the um hope they change the dates for the exams next year so it doesn't do this again. Uh because this is I'd rather do it over a few nights, but alas, nobody asked me. All right, let's go. All right, and by the way, uh remember that uh the door is closed for super chats. I mean, you you could submit as many as you want, but um but I have not
• 132:30 - 133:00 I the the um super chat window is closed as far as me reading them. Um but I love you guys still. All right, Aiden Third, shout out to Mr. Condello at AQ. Also, will this stream stay up tomorrow so I can cram for my Euro tonight? Definitely. Definitely. This will be up until after exam season. Sohan Bandari, we're all getting fives on Gov. Yes, I agree. K2TH9, thank you for this glorious live.
• 133:00 - 133:30 Shout out Miss Praa uh from North Point High School in Maryland, please. Uh Miss Prada, hey Traden H, shout out to Mr. Webb's APGV class at BHS. Hey, Mr. Webb and the AP GV class. Uh, I'm praying on the 50ard line for fives for all of us. Thank you to Mr. Webb, the S, oh, Mr. Webb, the S standing for Sigma, uh, for
• 133:30 - 134:00 being here for our true underdog story. Stay tough, brother. Thanks, Daden. Um, Josiah W., shout out to Mr. Hartman from A from Athalton High School. Hi, Columbia, Maryland. You're my goat. Thanks for all the help. Raw. Josiah Wheeler. Let's all get fives, guys. Yes, let's all get fives. Definitely. Hasma Joffrey Himler, I was a B student. You got me a five on Hey, push. How are you?
• 134:00 - 134:30 My life. Oh my gosh. Nice work. Uh Brenda Ventura Sto, can you please shout out my teacher Carson? Hey Carson. Uh ketchup fries. Dang, why does that make me want some fries? Um, hi. My name is Armand Suber of Amanda Carson's class. Oh, hey Armand. Um, Fluffy Ferrets. Shout out to Mr. Fu from Mccclure High School. No, Mccclure Health Science High School for being the
• 134:30 - 135:00 best AP Gov teacher. A, that's sweet. Uh, Wombo Watcher. Wombo Watcher. Shout out Sen Senior Lena. Senora Lena for you. Uh SKJ DDJ. Hey Himler, can you shout out Miss Rhoden from Greenbire High School? Yes. Hey Miss Rhoden. Uh she puts you up on the board whenever we have a new topic and everybody loves you. A well I love you guys too. Uh
• 135:00 - 135:30 thanks for helping with the AP. You're most welcome. Maximusi or Maximusi. Yeah. Can you shout out Mrs. Prada again for being great? Yes, Miss Prada. Uh, Edpai 202, can you shout out Mr. Hickman, the number one gov teacher? Mr. Hickman, number one. Wed Mandle, shout out Mr. Borton. Hey, Mr. Borton. Uh, Alyssa, shout out Mr. Leno from Lewon High School. Zukro,
• 135:30 - 136:00 uh, hi goat. Shout out Mr. Daka the goat. Lance Miller, shout out my AP gov teacher, Mr. Gibbermeister. the greatest name in the history of teachers. I love that. Uh, average soup enjoyer. Shout out Mark Tuding, Raptors Roar. Love you, Himler. You absolute bald legend. Uh, Nicholas Bivvens or Bivvens, can you shout out Mr. Haynes from Delaware, Ohio? Mr. Hannes, yes. Hasma
• 136:00 - 136:30 Joffrey again. Can you shout out Miss Scufka? Scufka, best GUV teacher. I love hearing people talk about their teachers so in such a lovely way. Um, Ethan C, shout out Mr. Trump from fourth period class. Ethan Colosski, who wins a fight, 100 humans or one gorilla? Is that I I I don't 100 humans or one gorilla? I'm I'm
• 136:30 - 137:00 putting my money on the gorilla. I love gorillas. I think that's a thing now. I've seen that a few places. I don't know. I I don't know if that's like I just got myself in trouble. Whatever. Whatever. Jack Roth, my AP gov exam is on the 21st. Ah, you got to take the late one. I'm sorry. Uh, Annalie F, you're the goat. Thank you. Uh, can you shout out Mr. Pace from CHS? Mr. Pace, howdy. Aliyah Aliyah, shout out Sister
• 137:00 - 137:30 Lena Mohammed Mohammed from Nurol Islam. I hope I said that right, but hey sister. Uh, Harry Doll, can you shout out my AP Gov teacher, Miss Munchch? Munchch Mench Mench. Uh, Lauren Britain, please shout out Miss Mrs. Harbor, the coolest and hardest working
• 137:30 - 138:00 AP Gov teacher in the world. Mrs. Harour, you go. Cruy Cactus, shout out to my AP Gov teacher, Mr. H. What a goat. Ash Cannon, shout out Mr. Hannes at Delaware Hayes High School. Janna Ali, please shout out Miss Fiser and period six and two of APG. Thank you for caring me through my four years by getting my brain calves milked. Janna, you're welcome. Thank you. Act 10. Hi Heimler. Shout out to
• 138:00 - 138:30 Mrs. Anderson from Cali. Mrs. Anderson. Sohan Bandari. Can Himler beat a 100 gorillas? Definitely not. I'm going to I'm going to bet on the gorillas there. Uh the knees. Shout out Mr. Galvin and his gray area in between. Uh Thomas, shout out to Mr. Rooney from GHS and his shiny bald head. We're getting fives on this exam, folks.
• 138:30 - 139:00 Mr. Rooney, I feel you. Zofia, hey, can you please shout out Mr. Thornton from Lla? Mr. Thornton, howdy. Scree, shout out Miss Miss Darrenfield. uh for being the goat at basis from FA Mattie Shout out Mr. Stevenson at RHS himler say Mr. Stevenson's the goat you
• 139:00 - 139:30 got it reggie reggie uh last year with you a please shout out CCHS Mr. from McGill's seventh period class. Hey guys, Nathan Hugh Hugh. Uh, say hi to Lucas from Farragut High School. Hey, Lucas. Uh, V I I or eight. Sir Himler, save Maspef. Okay. Uh, Michael
• 139:30 - 140:00 Schuer, more left for the one and only approaching middle age approaching middle age gov and macro econ, Mr. Parsons, the hero of all AP history students, Himler. A thanks. Uh, everyone appreciates your work to save us. Well, thank you. I appreciate you guys, too. Thank you for everything. Shout out. Oh, spill that. Shout out Mr. This is Amelia Rose
• 140:00 - 140:30 V. Thank you for everything. Shout out Mr. Grey Lot. D. Thank you, Heimler, for carrying me through Abush and now Gov. Shout out to Mr. Hinkle at Lakes High. He is your biggest fan. Well, I am Mr. Hinkle's biggest fan. Uh, that's awesome. Dan, shout out to Mrs. Halstead at WHS the GOAT. Isabella Ice Cream, missed you, Gangly. Year three. Woo! Shout out Mr.
• 140:30 - 141:00 Egan. PK's predictions. Shout out Glorious King Coach Williamson Williamson from Catholic High School. Shout out the goat Hardy, Patty Spix, and Sealori Pix. I love you, Mr. Galliano. Noah M, can you shout out Mr. Mast from Bowie High School? Jen, hi Himler. Hey, thanks for helping us with
• 141:00 - 141:30 all our AP tests. You're welcome. Uh, can you shout out and say hi to the best AP GU teacher, Mr. Lawler from JGS? Thanks. Thank you. Uh, Ilpeka, uh, can you please shout out Miss Lency or Lynch, uh, for being the best AP Gov teacher and student council organizer ever? Also, it's pronounced Lynch. I got it. Nailed it. Thanks. You're welcome. Thank you. Poob, can you shout out Mrs. Livingston from
• 141:30 - 142:00 SRHS? Hey, Mrs. Livingston. As as a dragon as as a dragon. Shout out to Mr. Rhymer from or Reamer from Croftton High School. Hannah Hoffman. Thank you, Himler, for everything. You're welcome. Shout out to Miss Mrs. Fogerty at MHS. Period 7 loves you. Don't get borked. Don't Don't do it. Uh, David Alvarez. Hey, can you shout out my AP Gov teacher, Mr. Barnett? Also, do you
• 142:00 - 142:30 think wins? Who do you think wins? 100 men, only fist or one gorilla. Okay, what is this? Okay, I I don't know what I I think I guess this I'll have to ask my, you know, 16-year-old what this means. Or my 13-year-old. I'm sure they know. Uh, thanks to my Skibbidity Alpha King. Hey, if my 16 or 13year-old are watching, tell me what come tell me what this means if I'm getting myself in trouble. Okay, thanks. Uh, David Will Harryman, uh, loving the review. Can you
• 142:30 - 143:00 shout out my study partner, Pat God, and one of my favorite teachers, Soul Bad Guy? This will be an easy five with your help. I'm in. Let's do it. Lieutenant Arrow, can you shout out Mr. Michael uh Marterone? Michael Marterrone, I hope. From Egg Harbor Township High School in New Jersey. Thanks. I hope everyone gets a five. Egg Harbor. I've never I've never heard of that. I love it. I love Egg. That what a great name for a school. Egg Harbor Township. Man, I wish
• 143:00 - 143:30 I went there. Uh, Michael Haniman, Haniman, My Lord Himler, please shout out Papa Williamson for always being locked in. Kirk for being so nonchalant and Schneck for being Schneck. Lenny Schuber, can you shout out the goat the goat Mr. Nunees from Robin Dark, thank you so much for your help. I got a four last year thanks to you. Wow, nice work. High five.
• 143:30 - 144:00 A weird name is cool. Shout out my boy Mr. Fasley and that Inguian Inuen Inguan. Pretty sure I butchered that. Sorry. Uh Joshua Selenas, can you shout out Miss Miss Mcloff Mlaughlin or Mclofflin? Uh from Philip O. Berry, can you tell her thank you for being an amazing AP Gov and A push teacher and she loves you? That's awesome. I love her, too. Uh, SKJ DDJ, uh, can you shout
• 144:00 - 144:30 out to my King Drew Garang, you got it. John Fry, hey, Himler, could you please shout out the AP Gov goat, Mr. Dugen? Hey, Mr. Dugen. Hanny Cross, Mr. Stevenson from RHS is the goat of goats. Dang. Kenny Theater 47, can you sound out Mark Borgioli? Oh, shout out shout out Mark Borgioli from Buffalo, New York at
• 144:30 - 145:00 Performing Arts. You're a great teacher and the way you care about your students truly shows thanks. Dang, I love hearing that. I love hearing that. Mr. Borgioli, you're doing it right. Andy Deni, please wish North Point High School good luck on the exam. North Point, you guys crush it. Matthew P, shout out to Dr. Cole. also choose Rhett or LeBron. Okay. Um, LeBron only because I don't know who
• 145:00 - 145:30 Rhett is. And uh, if if if that's a sports thing, I I don't. You chose the wrong person to come down on a side there. Uh, Robbie Stalker. Hello, Himler. My teacher, Mr. Jones hates bald people. He screams and shouts when I mention your name, but I watch you anyway. # stay strong. Well, you tell Mr. Jones. I love him anyway. Me and my bald head. Uh Lincoln Beachy. Shout out Mr. Carson Stroop from Delaware Hayes.
• 145:30 - 146:00 Zukro, shout out Mr. Dhaka from BHS. Wish first period good luck. Good luck first period. Blackat Gaming. Any FRQ predictions for this year? Man, I I made a whole video on there's really basically four things they can ask you and there's different variations in that four things. I'm not good at making predictions, but those videos will give you that video will give you the big ideas. Uh, German
• 146:00 - 146:30 Aerodondo, shout out Mr. Leath for being chill and a good teacher. Love it. Stuff with scallop. Shout out to Miss Laws from FSI. One of the best teachers I've ever had. Oh, I love that. Uh, [Music] Yel. Uh, shout out to Mr. Vanderorton from Shores High School. Thanos, shout out Miss Frey at BHS Seabblock loves you. Mr. Mustang 61J,
• 146:30 - 147:00 shout out to Mr. Ard from St. Mary's High School. Parker Brew Himler, just want to say thank you for everything you've done. I'm graduating later this month and your videos helped a lot. Congratulations. Appreciate that. Uh Graham, shout out to Mr. Williamson. NC Gaming, you're the reason I got a five on AP World. Dang, nice work. So, I'm trusting you again with this five for GoPro. Hey, sounds like you're better off trusting yourself. I'm glad I could help, but I think you're going to
• 147:00 - 147:30 absolutely do it. Tommy, can you say happy birthday to Juna Sakamoto? Tommy, happy birthday, Junah. Uh, Talia, can you please shout out Mr. Lob or Lob uh Mr. Lob's Mr. club's AP gov class and say live laugh lab loud and good luck to the loabites. Thank you. I hope I hope I got at least one of those pronunciations correct. V shout out Wen Morgan from Uni High
• 147:30 - 148:00 School. Hey Wen Zora Geneva or Geneva, can you shout out Mr. Schaefer 7th period AP gov class and Mr. Fees 2024 first period A push class. Hey guys, Reicho Lynn, shout out to Elizabeth Knight from JH Rose High. Rob Life better. Yo, thanks for everything you do. Well, thank you. Um, huge shout out to Mr. Acari.
• 148:00 - 148:30 Acari, I hope I got that right. Uh, Xavier Evo, thank you for the super chat. Hollywood, shout out to Mrs. Bound from JP2. Best AP Gov teacher ever. Graham, you're saving me and some CHS brethren. And shout out to Mr. Williamson. Best teacher ever. Uh, Audi Bordia, can you shout out my glorious king, Mr. Yamron from AP Gov? Sure can. Xavier Evoy, shout out to the EVO
• 148:30 - 149:00 state, EVOY for Sarge campaign at U of D. William Hardy, Catholic High Baton Rouge, the best school in the niche. Thank you for helping me save my breath and not have to go, you know, speak two syllables on that. Niche Williamson the goat V. Shout out my goat uh
• 149:00 - 149:30 Leonban for carrying Gov this year. Uh, Aruk Arur y k you say happy birthday to my friend Jaden. Happy birthday, Jaden. And also send out a I have nothing for my AP teacher, Mr. Ski. Thank you, Himler, for all you do. Well, thank you. Uh, Camila Fascinella, shout out to B3 AP Gov for
• 149:30 - 150:00 making this year unforgettable. Miss Valdes, Jimmy Clyde, Sulki, B4 lifers, and Sea Dogs. Obviously, the goat Himler B Soap. Shout out Miss B Arwa. Shout out to the best AP Gov teacher, Mrs. Stevens. Love your videos, Himler. You got me a 4 A push last year. Can you say hi to my friend Nashi? Hey, Nashi. Good luck this year. Ila Garcia, can you shout out Mr. Lulo from his APG gov 7th
• 150:00 - 150:30 period. Bin Rasky, please shout out Mr. Hippensteel from NWLHs. Love you. Tamar Levy co-op and your 11th graders. Love you, Mr. Lob. Lob and Lob we trust. Live, laugh, lob. I see. Now, I wish I knew how to say that uh because that sounds marvelous. Clearly, this guy has a lot of love from
• 150:30 - 151:00 his students. Uh, Gerardo Cervantes, "Hey, Himler, can you give a shout out to my teacher, Mr. Simpson from Chula Vista High, please?" Both of y'all are the goats. Well, thank you. Uh, Laroo, can you shout out Mr. Rogowski for AP Gov? I 89, could you shout out Mr. Rayborn, second and third hour AP Gov class? Danny B, please say please say shout out to Miss Murphy at LHS. Miss
• 151:00 - 151:30 Murphy Enria, shout out to Miss Laws from FSI. Do do I look like him? Love you, Himler. Shout out to the best APGV teacher, Miss McHugh. Scribble Nation, thank you for the super chat. Zuks, shout out Mr. Brush at Kenwood Academy and thank you for the live. Well, thank you for tuning in. Austin Interviews. Shout out to Bella, Alexa, and Miss
• 151:30 - 152:00 Nero. Excuse me. All right. Luke the film fan, please ask uh Miss News class, what did the five fingers say to the face? Scribblemation. Shout out to Mr. Helton. The best teach in the world. Shout out to Mr. uh Avery. Shout out to Mr.
• 152:00 - 152:30 Hippensteel. Camila Fascinella. Shout out to Bday Lunch. Himler, you have the cheese touch and have 67 seconds to pass it on. You're actually the goat for everything. Got nobody to pass it on to. I'm just down here in my basement all alone. With the cheese touch I shall remain. Gormo uh Guly Goullimo. Shout out to Miss
• 152:30 - 153:00 uh Wilos and GMO reacts. Ethan M. Thank you for all your help, Himler. You're my goat. You're welcome. Aven 7777. Thanks, Mr. Heimler, for getting me A's in my classes and fives in my exams all through high school. Also, can you consider making videos on AP government for future generations? I do get lots of requests for that. I don't know. I don't know. We shall see. Jans, but thank you, Aven Jans. You saved me on so many exams.
• 153:00 - 153:30 Thanks from Malaysia. Woo. Dang. And Mr. Matun. Wow, that's a long ways away. Glad to have you. Jason Ren, shout out to my friends Gabby, um, Addie, Jada, and Ava. Emily Rose V, thank you for everything. And shout out Mr. Grege, Mr. Greg Lot for being the best AP Gov teacher. Oh, his name is pronounced Grey Lot. Grey Lot. Mr. Grey
• 153:30 - 154:00 Lot. Uh Avery Burner, shout out to Miss Glover from Dublin, Skioto or Coto. Uh thanks for all your help this year. Star Leo, shout out to Miss Adamo. Adamo from JCHS. She loves you and her classes. I've watched every AP gov video from you. Thank you, King. Well, I love you guys, too. Parker Tan, hey, can you shout out Mrs. Ricks from Lakota West High School? She's the best
• 154:00 - 154:30 AB gov teacher and we love her. Thanks for carrying me an A push last year. You got me a four. I appreciate you so much. Right back at you, Parker. Uh, Abajitet do shout out to Mr. Shields period 6. And tell Dan J to stop sleeping in class and spending money on the Hawk Tua coin. You heard it here. K cupcake. Thank you. Uh Gabriel D, shout out to Miss Naj
• 154:30 - 155:00 Nagis Naji uh class at FPM. Thank you for all the help these past years. You've helped me attain five in Euro world and US. I hope to finish off a five. I hope to finish off with one last five on Tuesday. Hey, I'd bet on you. Well done, Gabriel. Peter, uh can you shout out Peter B and Alex R? Hey guys, Charlotte Wilkinson, can you shout out Aaliyah D because she is a gov
• 155:00 - 155:30 nerd. Eong SAA gang, I know y'all see this. Love y'all. Electric swim 11. Hey Himler, shout out to Mr. Cole from Walert Catholic High School in uh Oh, I feel like I should know how to say this, but I've uh is it Deuke, Iowa? I don't think so. I I feel I I know I've I know I've seen this in the past. I can't remember how to pronounce it, but
• 155:30 - 156:00 anyway, you you guys know I still love you. Um anyway, Mr. Cole Smith, he is the goat of AP Gov. Sincerely, Flint and Shield Party. Uh Maya Hammad, thank you for the super chat. Grant uh Sheri, shout out Mr. Sergeant at Scholars Academy number one in South Carolina. Ketchup fries. Hi, I'm not sure if my message sent the first time. My name is Armand Suber of Amanda Carson's class at Crystal Ray
• 156:00 - 156:30 Philadelphia High School. Well, ketchup fries. I It did send last time. Thank you for sending it again. I know that because I I want fries again. Uh Alandre, hope you had a good day. I did. Hope you had a good day, too. May you shout out Mr. Thompson's third period class through superior class. Thank you. Uh Nick, shout out to Miss Utaro and her AP Gov class at St. Mary's High School. Let's do this. Eliza Katherine, shout out to
• 156:30 - 157:00 Ms. Tre treasure treasure treasure at SG SJA 8th hour. We're all getting fives trust. Even if projectbased learning wasn't for us in the beginning. Maya Hammad, happy early birthday. Well, thank you. Yeah. Yeah, it's almost Yeah, it's my birthday in a couple days. Two days actually the day you guys are going to be taking your exam. And thank you, Mrs. Fuhof. Uh, first period. I love food. Shout out to Mr.
• 157:00 - 157:30 Stevenson from Reagan High School. He is the goat. Josh Zang, thank you so much for carrying me through AP Gov. GE. Yo, Zachary Colost Colos Colian. Uh, shout out to the GOAT, Mr. Silva at AGHS. Period 6 is best. Traden H. Shout out to Mr. Webs. Second period AP gov class at BHS. This is our true underdog story.
• 157:30 - 158:00 Stay tough, beautiful people. Uh Guzman, Tom, Guzman, Tomas. Shout out to Mr. Nunees from and Mr. N from MAC. Obi-Wan Kenobi. Nice. Uh shout out to Mr. Aaron Holtz from Norfolk Senior High. I Chirf. Shout out Mr. Hopping at GHS.
• 158:00 - 158:30 Also, Davis's team owns Drew and Henry's Oh, Davis's team owns Drew and Henry's team in trash ball. And Davis should be a first ballot hall of famer. Brad, shout out Mr. Lawler. He praises you and your videos. By the way, do you use your own videos before making these live streams? Uh, well, thanks to Mr. Lawler, do I use my own videos before making these live streams? I don't. No, no, I just got just got a bunch of notes.
• 158:30 - 159:00 Um, maybe some of them are from my videos. I'm not sure. Can't remember. Uh, Brian D, shout out to Mr. Rectenwald. Um, Mrs. Baron from Monte Vista and Heimler uh for helping us senioritis affected seniors get through AP gov death and taxes. Katherine, please shout out Miss Carson. She loves you so much. Hey, Miss Carson. Uh, you're like her favorite person ever and is watching you on her big TV right now.
• 159:00 - 159:30 A Well, hey, Miss Carson. Thanks. Right back at you. Uh, Ian Mueller, I have been I've been watching your videos for the past three years and I'm forever grateful for the hard work you have done to help everyone. Let's crush this test. Shout out Miss McHugh. Sixth period and say no shot. LRA, can you say hi? Uh, and shout out Mr. Scarboro from Paige High. Robbie
• 159:30 - 160:00 Stalker, you're a beautiful man. Haimey, I want you as my dad. Well, thanks Robbie. Um, Warcat 101 fanfic writer. Hey, because of you. I got a four and five on a push and world. Thanks for all the help, especially for Gov. You're welcome. Javier Claros, shout out Miss Lions. Sarah, shout out to the goat, Mr. Sergeant at SHs. Also, thank you, Himler, for your AP gov vids and resources. You're welcome. Uh, N
• 160:00 - 160:30 something Ni WD3. Um, shout out Mrs. Papad Papad. Okay. Papadotus. Papadotus. Papadatos. Papados. I'm so sorry. Uh, we get in a five trust and then a little heart. Uh, Tad Despain, Coach Fleshman is actually an all-around amazing teacher. What should I do to secure a four on the AP test?
• 160:30 - 161:00 I'll be so for real, I don't know how I'll do. Know your content. Get some practice writing. That should be good. Emphasis on the content. Daniel Q, shout out Mr. Hart from GHS for being the gov goat. Also, shout out Mr. Stammits or Stammits from retiring from WAP and becoming a culinary teacher. That's awesome. Thank you, Himler Yeeton. You are amazing. Thank you. You
• 161:00 - 161:30 right back at you. Please shout out my teacher, Miss uh Ifkovich. My entire class loves listening to you. Oh, you are saving our classes grades. Thank you. Ohio basis AP Gerl Hail B Melindu Talagala Taligala. Please shout out Mr. Kaplan from Howard High School. Simmyi or
• 161:30 - 162:00 Kimmy, can you shout out Mr. Bokelman from LHS? Smiley face. Alyssa, shout out Mr. Leno from Lewon High School in Maine. We love you. Love you guys back. Uh the militaria collector, shout out to Dr. Collie io PCS for first gov class. Um oh gosh, we're here at the end. We got two more. Augustina Contessie Contess. Uh shout
• 162:00 - 162:30 out to Mr. Powell from BG YHS the goat. And the last one, Gio. Shout out to Mr. Yotus from CSD in Davidson, North Carolina. Guys, that's it. Thank you all so much for tuning in. Thanks for all the super chats. Um, I hope it's a great day on the 6th.
• 162:30 - 163:00 I hope you go in there feel uh confident and prepared because you guys are awesome. So, thanks a lot for coming around. If you're graduating, good luck. If you're taking another AP class next year, then hopefully I'll see you around. Anyway, I'll catch you on the flipflop.