APUSH Live Stream REVIEW—Units 1-5

Summary

Join Heimler's History for a lively review session as he guides students through APUSH Units 1-5. In this comprehensive live stream, he covers major themes, key events, and significant ideas from early colonial times to the beginnings of the American Revolution. From the intricacies of the Columbian Exchange to the pivotal shifts in political thought, Heimler provides insights and humor to make history engaging and digestible as students prepare for their exams.

Highlights

• Heimler begins the session excitedly announcing his 1 million subscribers milestone. 🎉
• A humorous joke about bees sets a lighthearted tone for the heavy historical content. 😂
• The session is packed with detailed explanations of historical events from the colonial era to America's early formative years. 📜
• Emphasis on understanding the different regional developments and colonial interactions in America. 🇺🇸
• A tribute to influential philosophers and political moves shaping early American thought. 🧠

Key Takeaways

• Heimler's History hits 1 million subscribers! 🎉
• Comprehensive breakdown of APUSH Units 1-5 to aid in exam prep. 📚
• The importance of understanding key historical documents and ideas. 📝
• Humor and lively energy keep the review session engaging. 🎙️
• Engaging with students through shout-outs and live interactions. 🎤

Overview

In a spirited APUSH review session, Heimler covers the essential details of Units 1 to 5, offering insights into the rich tapestry of early American history. From the agricultural and societal complexities of Native American tribes to the transformative impacts of European colonization, Heimler lays the groundwork for understanding America's roots.

The review marched through historical milestones such as the American Revolution's underpinnings and the early nation's attempts to form a cohesive government. Heimler skillfully ties the economic, cultural, and political narratives that defined early colonial America, ensuring students grasp the broader implications of events like the Enlightenment and the Constitutional Convention.

With a mix of passion and humor, Heimler highlighted significant historical elements, like the effects of the Columbian Exchange and the ideological battles that prompted America's quest for independence. This session not only prepared students for their exams but also sparked an appreciation for the dynamics of early American history.

Chapters

• 00:00 - 04:30: Introduction The chapter titled 'Introduction' begins with a seemingly informal tone, marked by repeated phrases such as 'down' and 'hey.' It sets the stage for what might be a casual or conversational narrative style, leaving the reader intrigued about the context in which these phrases are used.
• 04:30 - 10:30: Introduction to APUSH and Live Stream This chapter serves as an introduction to APUSH (Advanced Placement United States History) and the concept of a live stream. The speaker greets the audience, indicating the start of an engaging session where viewers are likely to learn about the basics of APUSH, along with how it may be supplemented or presented through live streaming platforms. The chapter sets the stage for what might be an interactive and informative journey into history education.
• 10:30 - 17:30: Celebration and News The chapter titled 'Celebration and News' includes a transcript detailing a discussion about upcoming examinations. The conversation entails reviewing units one through five of a course or subject. The session is planned to last approximately one hour and forty-five minutes. The context implies a focus on preparing before the examination due to a compressed schedule, necessitating the review to occur over two nights instead of the originally planned three. The narrative is set against the backdrop of an exam-focused preparation, possibly indicating a sense of urgency or efficiency in study habits.
• 17:30 - 23:30: Administrative Piece The chapter, titled 'Administrative Piece,' opens with the speaker expressing gratitude for the audience's presence. They share momentous news about their channel, 'Old Himler's history,' surpassing 1 million subscribers. The speaker expresses surprise and gratitude for this achievement, finding it to be a noteworthy milestone.
• 23:30 - 29:30: Unit 1 Overview The chapter starts with a heartfelt gratitude expressed by the speaker towards the audience for their support and kind words related to the videos. Despite initially thinking it wouldn't be a significant moment for them, the speaker finds great joy in the interaction. They also assure the audience that even if one needs to leave for any reason, the content will be posted later for them to catch up. Thus, this chapter sets a positive tone by opening with appreciation and ensuring accessibility to the audience.
• 29:30 - 35:30: Unit 1 Big Idea 1: Native American Populations The chapter titled 'Unit 1 Big Idea 1: Native American Populations' seems to focus on the content delivery and engagement strategy deployed on a channel, potentially educational. It hints at the provision of two hours worth of content related to Native American populations, which will remain available until the exam period concludes. Furthermore, there is a mention of a tradition of giving shout-outs to teachers or individuals, utilizing a super chat feature for submissions. This implies an interactive and participatory approach in the presentation of this unit's content.
• 35:30 - 41:30: Unit 1 Big Idea 2: European Exploration The chapter discusses the challenges of managing responsibilities across different time zones, emphasizing the importance of being aware of submission deadlines. The speaker expresses appreciation for the audience despite the exhaustive nature of upcoming tasks, highlighting the commitment required for handling interactions such as super chats. Overall, the tone balances between affection for the audience and a candid acknowledgment of the demanding schedule ahead.
• 41:30 - 47:30: Unit 1 Big Idea 3: Columbian Exchange The chapter introduces Unit 1 which focuses on the Big Idea 3: The Columbian Exchange. The speaker discusses how the session will be organized, where they will read a few comments between each unit, mainly concentrating on the content to help students prepare for their exams. The speaker also mentions that most shout-outs will be given at the end of the session. This is geared towards ensuring that students have the necessary resources to study effectively, with the exam scheduled in two days on May 9th.
• 47:30 - 53:30: Unit 1 Big Idea 4: Spanish Arrival The chapter titled 'Unit 1 Big Idea 4: Spanish Arrival' begins with the speaker trying to lighten the mood, possibly by interacting with the audience through a live chat and attempting to tell jokes. However, the speaker does not continue with the joke, choosing instead to mention an unrelated anecdote about visiting a beekeeper. There are no details provided about the actual subject, 'Spanish Arrival,' in this section of the transcript, suggesting that the available information is incomplete for summarizing this particular chapter accurately.
• 53:30 - 59:30: Unit 1 Big Idea 5: Changing Understandings The chapter begins with a humorous anecdote about purchasing 12 bees and receiving 13, with the extra bee being described as a 'freebie.' This light-hearted introduction sets the tone for the thematic exploration of the unit.
• 59:30 - 67:00: Conclusion of Unit 1 and Super Chats The chapter 'Conclusion of Unit 1 and Super Chats' focuses on summarizing the main ideas of Unit 1, helping jog the memory of readers or listeners. The unit breaks down complex information into what are referred to as 'big ideas', providing a clearer understanding of the content. The time period under discussion ranges from 1491 to 1607, with 1491 being a symbolic date representing the era of the Americas before European influence. The format of the chapter aims to create a systematic overview aiding in retention and comprehension of the discussed historical timeline.
• 67:00 - 72:30: Unit 2 Overview The chapter titled 'Unit 2 Overview' covers the period of European contact with the native societies of America, beginning with the founding of Jamestown in 1607. This chapter explores the various native societies, their interactions with Europeans, and the transformative effects on both native and European societies following their contact. The chapter also introduces the concept of 'big idea number one,' leading into five major themes discussed throughout the unit.
• 72:30 - 78:30: Unit 2 Big Idea 1: Colonization Goals Native American populations in the Americas were diverse, with varying lifestyles influenced by their environments. It's essential to recognize this diversity rather than viewing them as a single group, particularly before European contact.
• 78:30 - 84:30: Unit 2 Big Idea 2: British Colonies Differences In Unit 2 Big Idea 2, the focus is on the differences among British colonies, emphasizing how societies differed based on their environments. These differences led to diverse languages and cultural sensibilities. Examples of these differences include the coastal regions where societies, such as the Chumash people, developed permanent settlements due to abundant resources like fish, small game, and diverse plant life.
• 84:30 - 90:30: Unit 2 Big Idea 3: Transatlantic Trade Wealth The chapter discusses the organization of societies based on geographic locations. In California, societies were influenced by their geography. Similarly, in the Great Basin region, which spans from modern-day Colorado to Canada, groups like the Ute people led nomadic lifestyles, focusing on hunting and gathering. These societies required large tracts of land to hunt buffalo, illustrating the impact of geography on their way of life.
• 90:30 - 96:30: Unit 2 Big Idea 4: European and Native American Policies This chapter discusses the societies located in the Mississippi River Valley, highlighting their primary agricultural lifestyle enabled by the region's rich soil. It also mentions their participation in extensive trade networks along the Mississippi River. The Cahokia civilization is cited as a significant example of these advanced societies. The chapter then transitions to addressing the societies in the northeast.
• 96:30 - 102:30: Unit 2 Big Idea 5: Dependence on Enslaved Laborers This chapter discusses the dependence on enslaved laborers, focusing on agricultural communities that lived differently from other groups, such as the Iroquois who lived communally in longhouses made from local timber. It also touches on the reasons Europeans came to the Americas during the 1300s and 1400s.
• 102:30 - 108:30: Unit 2 Big Idea 6: Colonial Society In Unit 2 Big Idea 6: Colonial Society, the focus is on the changing political landscape of European states during a time when they were undergoing political unification. This unification resulted in the formation of stronger and more centralized states. As a consequence, there was a rise in the upper class, which developed a taste for luxury goods from Asia. However, a significant obstacle emerged due to the Ottoman Muslims controlling all the land-based trade routes between Europe and Asia, challenging European access to these coveted goods.
• 108:30 - 114:30: Unit 2 Big Idea 7: British Colonial Policies The chapter discusses the motivations and actions of European powers during the Age of Exploration, with a focus on the British colonial policies. It highlights the initial European efforts to find new trade routes to Asia due to limitations in trading on their own terms, marking the beginning of extensive maritime exploration. Portugal is identified as a pioneering nation in this era, establishing a trading post empire around Africa and into the Indian Ocean, becoming a dominant force in global trade networks. The narrative sets the stage for understanding subsequent developments in British colonial strategies.
• 114:30 - 121:30: Conclusion of Unit 2 and Super Chats The chapter discusses the emergence of Spain as a significant player in global exploration and trade. Unlike Portugal, Spain attempted to access Asian markets by sailing westward due to Portugal's monopoly. After completing the Reconquista of the Iberian Peninsula, Spain sought new trade routes to Asia, leading to its exploration endeavors.
• 121:30 - 126:30: Unit 3 Overview The chapter discusses the historical context following a victory of Christians over the Jews, and the subsequent rise in interest to spread Christianity globally. It introduces Christopher Columbus, who, sponsored by the Spanish crown, sailed westward and 'discovered' the American continents. This discovery intensified the competition among European states to explore and stake claims in the newly found lands.
• 126:30 - 132:30: Unit 3 Big Idea 1: French and Indian War The chapter introduces the historical context of European powers such as England, Portugal, France, and Spain. It transitions into the main topic, the Columbian Exchange, described as the transfer of people, animals, plants, and diseases between the Old World and the New World, leading to significant changes in Europe and the Americas.
• 132:30 - 138:30: Unit 3 Big Idea 2: British Colonial Policy and Revolutionary War This chapter discusses the exchange of crops and animals between the Americas and Europe, often referred to as the Columbian Exchange. Key examples include the introduction of potatoes and maize to Europe from the Americas and wheat and rice from Europe to the Americas. Additionally, turkeys were brought to Europe from the Americas, while cattle, pigs, and horses made their way to the Americas from Europe. Understanding these exchanges is crucial for grasping the interconnectedness of the global economy and ecosystems during the colonial period.
• 138:30 - 144:30: Unit 3 Big Idea 3: Enlightenment and Independence The chapter discusses the impact of introducing new foods and animals into different societies, focusing on the Columbian Exchange. This exchange expanded diets, particularly in Europe, leading to longer lifespans and population growth. However, it had varying effects in the Americas.
• 144:30 - 150:30: Unit 3 Big Idea 4: American Revolution Success The chapter discusses the Columbian Exchange, particularly focusing on the diseases that were transferred during this period. It notes that while it's debatable if any diseases were brought from the Americas to Europe, diseases such as smallpox and measles were brought from Europe to the Americas. These diseases had a catastrophic impact on the indigenous populations, significantly devastating them.
• 150:30 - 156:30: Unit 3 Big Idea 5: Articles of Confederation The chapter titled 'Unit 3 Big Idea 5: Articles of Confederation' seems to focus on the impact of precious metals, such as gold and silver, from the Americas on the European economy. This influx of wealth facilitated a significant transition from feudalism to a more modern economic system in Europe. This transition is noted as a precursor to more significant economic changes and sets the stage for subsequent big ideas, particularly highlighting the interconnectedness of economies during this period.
• 156:30 - 162:30: Unit 3 Big Idea 6: Constitutional Convention The Spanish arrival in the Americas brought significant social and economic changes. One major change was the encomienda system, where the Spanish used indigenous forced labor to work on plantations and mine precious metals, which altered societal structures. However, this system faced significant issues, although the specific problems are not detailed in the provided text.
• 162:30 - 168:30: Unit 3 Big Idea 7: Constitution and Federalism This chapter discusses the impact of European colonization on indigenous populations, particularly the devastating effect of diseases such as smallpox and measles, to which the indigenous people had no immunity. The Spanish, driven by wealth, were not deterred by the high mortality rates among native populations and sought alternative solutions to sustain their economic ventures in the Americas. This led to significant shifts, including the rise of African slavery as a new labor source in the colonies.
• 168:30 - 174:30: Unit 3 Big Idea 8: Revolution's Effect on Society This chapter discusses the collaboration between European powers and West Africans in transporting enslaved Africans to the Americas, a move aimed at replacing native labor forces. Additionally, it explores the Spanish-imposed caste (casta) system in the Americas, which categorized individuals based on race and ancestry, thus highlighting the societal changes brought about by these historical developments.
• 174:30 - 180:30: Unit 3 Big Idea 9: Washington and Adams Precedents The chapter discusses the establishment of a new hierarchical societal system by the Spanish in which native-born Spaniards were at the top, Africans and Native Americans were at the bottom, and the intermingling of these groups gave rise to various gradations in between.
• 180:30 - 186:30: Unit 3 Big Idea 10: National Identity Expression This chapter discusses the development of a national identity in the context of European and Native American interactions. It focuses on how the two groups' perceptions of each other evolved over time based on differences in religion, gender roles, family structures, land use, and power. Europeans and Native Americans each had distinct worldviews which led to various clashes and adaptations in understanding. The chapter suggests that knowing specific examples related to these differences can be beneficial.
• 186:30 - 196:00: Conclusion of Unit 3 and Super Chats The chapter discusses the differing views on land and religion between Europeans and Native Americans. While Europeans viewed land as a commodity to be bought and sold, Native Americans held a more symbiotic and spiritual connection to the land, believing it belonged to everyone. In terms of religion, Europeans predominantly followed Christianity, whereas Native Americans practiced various forms of pantheism, with beliefs varying by region.
• 196:00 - 201:00: Unit 4 Overview The chapter titled 'Unit 4 Overview' delves into the historical debate over the relationship between Europeans and Native Americans during the era of colonization. Two figures are central to this discourse: Juan Guinnesses de Sepoa, who controversially argued that Native Americans were less than human and benefited from harsh labor conditions enforced by imperial powers such as Spain.
• 201:00 - 207:00: Unit 4 Big Idea 1: Expansion and Supreme Court Chapter 'Unit 4 Big Idea 1: Expansion and Supreme Court' discusses a debate about the treatment and dignity of Native Americans. It highlights the opposing views of two historical figures: one side of the debate argued against the humane treatment of Native Americans, while Bartome de los Kasas advocated for their dignity as human beings. The chapter concludes by indicating this debate is part of Unit 1, which is notably shorter than the subsequent units.
• 207:00 - 213:00: Unit 4 Big Idea 2: Federal Power vs Regional Interests This chapter appears to focus on the topic of federal power versus regional interests, a common theme in U.S. history and political science that deals with the balance of power between national and local governments. However, the provided transcript seems to primarily include personal messages and shout-outs, possibly as part of a classroom or online streaming setting, rather than detailed content from the chapter itself. Therefore, specific details about federal power and regional interests are not available in the transcript.
• 213:00 - 219:00: Unit 4 Big Idea 3: Expansion and Western Dominance This chapter discusses the theme of expansion and Western dominance, possibly within the context of the Ottoman Empire's decline and the rise of Western powers around the time of Constantinople's prominence. Although the content is obscured by informal language and shout-outs to individuals from various schools, the underlying subject appears to involve historical analyses of power dynamics and cultural shifts during significant historical periods.
• 219:00 - 225:00: Unit 4 Big Idea 4: Market Revolution and Effects The chapter titled 'Unit 4 Big Idea 4: Market Revolution and Effects' appears to be centered around the Market Revolution, its inception, progression, key figures, and the various impacts it had both economically and socially. However, much of the provided transcript is filled with unrelated shout-outs and personal messages which are not directly relevant to the chapter’s content. Unfortunately, key details about the main themes and facts that should actually be covered in the chapter summary are missing in the transcript, primarily because it appears to be used more for personal interactions rather than educational content. To produce a meaningful and factual summary of this chapter, additional information focusing on the Market Revolution itself would be necessary, such as specific historical events, advancements, influences on different industrial sectors, changes in labor and society, and the overall transformation in American economic landscape during the period.
• 225:00 - 231:00: Unit 4 Big Idea 5: Expanding Democracy The chapter begins with a playful and informal conversation among the students and their teacher, Mr. Johnson, as they engage in light-hearted banter. There's a mention of someone named Kathleen Keer who is asked to 'boop' her nose, seemingly as a humorous classroom activity. Another student, Nicholas, is noted for wearing a 'goofy hat,' and there are repeated mentions of 'Baku Diku' being real, possibly as an inside joke or a way to foster camaraderie within the class. Overall, the chapter sets a lively and engaging tone, highlighting the use of humor and personalized interactions as a method to engage students in learning about expanding democracy.
• 231:00 - 237:00: Unit 4 Big Idea 6: Andrew Jackson's Presidency The chapter focuses on Andrew Jackson's Presidency under Unit 4 Big Idea 6. The context briefly touches on the period from 1607 to 1754, highlighting significant events like the founding of Jamestown and the beginning of the French and Indian War. However, the primary focus remains on the presidency of Andrew Jackson, suggesting a detailed exploration of his policies, leadership style, and influence during his time in office. Although not explicitly detailed in the provided transcript, the chapter likely covers key aspects of Jackson's administration, including his stance on various political issues, his impact on the U.S. political landscape, and perhaps the consequences of his decisions on the nation.
• 237:00 - 243:00: Unit 4 Big Idea 7: American Identity through Culture The chapter focuses on the colonization of the Americas by European powers, particularly emphasizing the British. It begins by mentioning the different motivations of colonization by the Dutch, French, and English. These motivations can be broadly categorized as for 'gold, God, and glory.' This indicates economic gain, religious spread, and national pride/respect fronts.
• 243:00 - 249:00: Unit 4 Big Idea 8: Social Reforms The chapter on Unit 4 Big Idea 8: Social Reforms discusses the aims and impacts of the Spanish imperial powers. Initially driven by the desire to extract wealth through precious metals like gold and silver, the Spanish soon transitioned to cultivating cash crops specifically for export purposes, neglecting the local food consumption needs. Concurrently, they pursued the spread of Christianity among native populations. This dual focus of economic exploitation and religious conversion resulted in the oppression and forced restructuring of indigenous societies.
• 249:00 - 255:00: Unit 4 Big Idea 9: Southern Culture and Slavery Unit 4 Big Idea 9: Southern Culture and Slavery explores the differences in colonial goals and settlements between the French, Dutch, and Spanish. It highlights how the French and Dutch were more focused on establishing trade partnerships, particularly in the fur trade, rather than seeking conquests like the Spanish. This focus on trade resulted in fewer permanent settlements by the French and Dutch, with Quebec being a notable exception for the French.
• 255:00 - 264:30: Conclusion of Unit 4 and Super Chats The chapter discusses the Dutch presence in New Amsterdam, highlighting their focus on trade rather than on converting Native Americans to Christianity. In contrast, the British had multiple motivations for colonization, including inflation in Britain due to the Columbian exchange, the enclosure movement making land scarce, and religious motivations from groups like Puritans and separatists.
• 264:30 - 269:30: Unit 5 Overview The chapter discusses the motivations behind migration to the British colonies in North America, highlighting social mobility, economic prosperity, and religious freedom as key factors.
• 269:30 - 275:30: Unit 5 Big Idea 1: Manifest Destiny The chapter begins by discussing the first permanent European settlement in North America, Jamestown, established in 1607. The primary goal of this colony was economic gain, specifically through the extraction of wealth. The initial population largely consisted of men, many of whom were indentured servants seeking work. Over time, these laborers were increasingly replaced by enslaved Africans, an event linked to the fallout from Bacon's Rebellion. The chapter hints at a future discussion on what transformed the Jamestown enterprise into a profitable venture.
• 275:30 - 281:30: Unit 5 Big Idea 2: Mexican-American War The chapter discusses the contrast between the Chesapeake region and New England colonies, focusing on their different settlement patterns and economic activities. Chesapeake's economy is centered around tobacco cultivation for European markets, predominantly settled by single men. In contrast, New England, settled by Puritan family groups in 1620, is characterized by a highly religious community structure.
• 281:30 - 287:30: Unit 5 Big Idea 3: Slavery Debate and Compromise of 1850 The chapter discusses the establishment of colonies based on religious principles, as seen with groups migrating from Britain to Holland and then attempting to establish their own colonies. It highlights the British West Indies and southern Atlantic coastal colonies like St. Christopher, Barbados, and Nevis, noting the impact of their warm climates on year-round agricultural activities. Although not directly related to the slavery debate, these regions underscore differing societal formations in the lead-up to the Compromise of 1850.
• 287:30 - 293:30: Unit 5 Big Idea 4: Immigration and Nativism This chapter explores the relationship between the geographical suitability for cash crop cultivation, notably tobacco and sugar, and the ensuing economic and social ramifications. The fertile regions led to booming cash crop economies, significantly enriching Britain through these exports. This economic boost, however, intensified the demand for African laborers, which would later have profound consequences. The implications and long-term effects of this labor demand are flagged for discussion in subsequent sections of the work.
• 293:30 - 299:30: Unit 5 Big Idea 5: Tension and Abolitionism The middle colonies, including New York and New Jersey, were characterized by their strategic locations along the sea and rivers, making them major trade hubs. These areas organized their economies around exports, particularly cereal crops, and attracted a diverse population due to their prominence in trade.
• 299:30 - 305:30: Unit 5 Big Idea 6: Failed Compromises and Political Parties The chapter discusses the governance in the New England colonies, highlighting how they were largely self-governing and somewhat unusually democratic for the time. This self-governance was influenced by the significant distance from Britain, which allowed for more autonomy and democratic practices.
• 305:30 - 311:30: Unit 5 Big Idea 7: Abraham Lincoln's Election This chapter begins by discussing historical influences on American governance, particularly focusing on the Mayflower Compact and the House of Burgesses. The Mayflower Compact, drafted by northern colonies before disembarkation, served as a foundational document establishing a model of self-governance comparable to a congregational church. Similarly, the House of Burgesses in Virginia is recognized as a representative assembly capable of levying taxes and passing laws with a degree of independence from imperial control. These early examples demonstrate the emerging American inclination towards self-governance.
• 311:30 - 317:30: Unit 5 Big Idea 8: Civil War Strategies The chapter discusses Big Idea 8: Civil War Strategies with a focus on the factors that contributed to the longevity and success of colonization, notably highlighting the significant wealth generated through transatlantic trade. The development of the Atlantic economy is also emphasized, where the triangular trade marked the transformation of global trade. The triangular trade is thus identified as a key term associated with this global development.
• 317:30 - 323:30: Unit 5 Big Idea 9: Reconstruction and Amendments The chapter discusses the economic system of mercantilism and its impact on the transatlantic slave trade, focusing on how this system brought wealth through trading enslaved people, rum, and sugarcane. It highlights the importance and influence of the mercantilism system in driving economic activities and how it perpetuated the cycle of trade and profit.
• 323:30 - 329:30: Unit 5 Big Idea 10: Failure of Reconstruction The chapter titled 'Unit 5 Big Idea 10: Failure of Reconstruction' discusses the economic system prevalent in European states, particularly focusing on Britain's efforts to integrate their colonies. The system relied on establishing colonies for raw materials, with Britain implementing policies like the Navigation Acts to ensure trade was conducted via English ships and taxed at English ports, thereby exerting control over the colonies.
• 329:30 - 346:00: Conclusion of Unit 5 and Super Chats The conclusion of Unit 5 discusses the concept of mercantilism, defining it as an economic system where wealth is measured by the accumulation of gold and silver. As there is a finite amount of these resources, states aim to amass as much as possible, underpinning the state-driven nature of mercantilism. This introduction lays the foundation for Big Idea number four, which likely continues the exploration of European economic systems.
• 346:00 - 349:30: Ending and Farewell The chapter titled 'Ending and Farewell' discusses the dynamics between European colonies and Native American peoples. As colonies became more established, European powers implemented various policies that led to frequent conflicts. The chapter mentions Metacom's War, also known as King Phillip's War, as an example of such conflict. Additionally, there is a focus on the alliances formed between certain European groups and Native American tribes against others during this turbulent period.
• 349:30 - 377:00: Super Chats Part 1 The chapter 'Super Chats Part 1' discusses the tensions between the British colonists and Native Americans, specifically focusing on Metacom, leader of the Wampaog Indians. Metacom perceived the unending British encroachment as a threat to their way of life, leading him to ally with other Native American groups to attack British settlements. The chapter highlights the growing friction between the two groups without delving into the outcome of these conflicts.
• 377:00 - 414:00: Super Chats Part 2 This chapter continued the discussion on 'Super Chats' with a focus on unity and resistance. Two examples illustrate this theme: the Pueblo Revolt, which was a significant resistance against Spanish land grabs and Christianizing efforts in the southwest. Initially successful, the Pueblo were ultimately overpowered by the Spanish, who reinforced their authoritative rule, though changes ensued afterward.
• 414:00 - 430:00: Final Remarks The chapter 'Final Remarks' discusses the shift in policies towards American Indian culture, highlighting the move away from complete eradication to accommodating certain aspects of their culture. It introduces big idea number five about the reliance of British colonies on enslaved African laborers, while noting that some enslaved individuals resisted and rebelled against the oppressive system. It also emphasizes that not all colonies relied on slavery to the same extent, suggesting a variation in dependence across the colonies.

APUSH Live Stream REVIEW—Units 1-5 Transcription

• 00:00 - 00:30 N down back down. Hey, hey, hey.
• 00:30 - 01:00 Well, hey guys. Welcome to the well, two
• 01:00 - 01:30 nights before the exam. We're going over a push units one through five tonight. And uh I think this will last about I mean the content maybe like an hour 45 minutesish. Uh since we're compressing into two nights and not three like I
• 01:30 - 02:00 usually do, but uh yeah about is uh and we'll see what happens. But uh glad you guys are here. Glad to be with you. Um I do have some momentous news. Uh just a couple short hours ago, Old Himler's history crossed the 1 million subscriber barrier. And so I um Oh, thank you. Oh my gosh, that's that's embarrassing, but thank you. Thank you so much. Um but I I what a thing. What a thing. I I didn't I
• 02:00 - 02:30 didn't think it would feel like much, but it actually felt really great. And uh I just want to say thanks to all you guys uh for coming around and, you know, uh watching the videos and saying all the nice things that you guys say. Uh I love you guys. So anyway, we got to get this thing started. Uh, I just want to say thank you for that. Um, but a couple of things. Uh, number one, um, as I said, this will be posted after I'm done. So, if you have to leave and, you know, go eat dinner, whatever, this will
• 02:30 - 03:00 be posted on the channel until, you know, the exam season is over. Um, maybe about two hours of content, hour 45, two hours. We'll see what happens. Um, and then as is, you know, uh, as what we do every year, um, if you guys would like to like me to shout out your teacher or or someone, um, feel free to use the super chat for that. But, uh, I'm only reading them if they're submitted before 9:00 p.m. Eastern. So, just make sure
• 03:00 - 03:30 you do that time. You know, if you're in a different time zone, which I know a lot of you guys are, just make sure you do that math and make sure they're submitted by them. I uh I would I would love to invite you uh to spare me the brain rot. Uh I love you guys. I love you. Um but it's going to be a long it's going to be a long night of uh super chats and um I just I I I love you. Anyway, there it is. Um and and just so
• 03:30 - 04:00 you know, this is not like, you know, a normal live stream where I'll be reading them as they come in. I'll read a few between each unit and then I'm going to read most of them at the very end because you know I want to make sure people who are studying uh have what they need to study uh and then all the um shout outs are going to come at the end. So that's all as far as I'm concerned as far as the administrative uh piece of it is concerned. Um, y'all's exam is in 2 days, May the 9th. And, uh,
• 04:00 - 04:30 I would imagine some of you guys, as you know, I'm looking at your live chat here, uh, some of you pretty sweaty. So, let's, uh, let's lighten the mood a little bit. Um, I think I'll start with a joke about a jump rope. No, I'm gonna skip that one. I've got Okay. But really, uh I um I went to the beekeeper the other
• 04:30 - 05:00 day to buy 12 bees. He gave me 13. And I said, "But sir, I only paid you for 12." He looked at me and said, "Well, that's a freebie." Okay, now we're feeling good. Now we're feel All right, now we can get into it. All right, so let's begin with unit one. We're going to go through unit. It's a great joke. We're going to go through unit one through five
• 05:00 - 05:30 tonight. Um, obviously I'm focusing on sort of like highle ideas uh to sort of jog your memory. Um, and uh within each unit, we're going to be uh breaking each of the units down into big ideas. And so I'll tell you how many big ideas uh we have uh as we go through it um so that you can you know keep track of it. So um unit one the time period is 1491 to6007. So uh 1491 is sort of symbolic date talking about the Americas before
• 05:30 - 06:00 European contact and then607 is the founding of Jamestown. And this unit is all about the natives of America and their various different societies uh their contact with the Europeans and the resulting transformation of both societ so both societies once they actually made contact. So that will lead us oh what happened to my camera? There it is. Okay, there we go. That'll lead us to big idea number one. In uh unit one we have five big ideas.
• 06:00 - 06:30 Okay, so this is the first unit one big idea one. Native American populations in the Americas were diverse peoples with differing ways of life shaped by the environment in which they lived. So that's what you have to remember about this first period or um this first big idea is that when you think of the people who lived in the Americas before European contact, don't think of them as like one group like uh Native Americans. Um they they were a diverse people, lots
• 06:30 - 07:00 of different societies. Uh depending on the environment in which they lived, uh they created different kinds of societies based on that. They have different languages, different um cultural sensibilities, all that sort of thing. And so you're going to need to know an example of, you know, a few of these. So in the excuse me in the coastal regions uh they developed permanent settlements because of you know the abundance of fish uh all the small game the diversity of plant life uh an example here is the Chumash people in present day
• 07:00 - 07:30 California. So the thing to remember is how did these different groups organize their lives organize their societies based on where they live? How did the geography inform their society? Um then you go to the Great Basin region which is you know sort of like modernday Colorado all the way up to Canada. Um groups there were often nomadic um they're hunter gatherers. They you know required because of that required large tracks of land in order to hunt buffalo. And an example here is the ute people.
• 07:30 - 08:00 Then you move over to the Mississippi River Valley um and there you have societies that are mainly farmers. their agricultural because in that in the Mississippi River Valley um the these tons of rich soil and that made it possible for them to be farmers. Now they also participated in trade networks up and down the Mississippi River because of where they lived. Uh good example here is the Cahokia which was a massive civilization in the Americas. And then we move over to the northeast.
• 08:00 - 08:30 Um here lots of uh again agricultural uh communities um and they lived differently than other groups. They lived communally in long houses which were constructed from all the you know uh tree uh trees what is the thing timber uh in the region and uh a good example here is the Irakcoy and that is going to lead us to big idea number two Europeans came to the Americas for various reasons well that's vague why don't we make it more specific okay reason number one in the 1300s 1400s
• 08:30 - 09:00 European states were changing quite a bit so they're they're going through a process of political unification And that led to stronger more centralized states. So the consequence of that is a growing upper class with a taste for luxury goods from Asia. But there was a massive problem and that problem was uh that uh the Ottoman Muslims controlled all the land-based trade routes between Europe and Asia. And so Europeans
• 09:00 - 09:30 couldn't really trade on their own terms. And so they began to search for sea routes to Asia. And we'll talk more about that in a second. Now, the first major mover in this whole European uh imperial um or exploration, age of exploration was Portugal. Um they established what's known as a trading post empire all around Africa and into the uh Indian Ocean and became a really um powerful presence uh among that um among that trade network. The next major
• 09:30 - 10:00 player to come on the scene was Spain. They did something different. instead of, you know, they still wanted access to the lucrative trade in the Indian Ocean and Asia, Southeast Asia, China, that sort of thing. But since Portugal had such a massive monopoly in there, they decided to sail west to find new paths to Asian markets. Um, also they had just completed the reconista of the Iberian Peninsula, which meant um, you know, where they kicked out all the Muslims and many of
• 10:00 - 10:30 the Jews. And so they were, you know, sort of high on, you know, victory and, you know, as Christians, they wanted to spread that Christianity elsewhere. So then comes Christopher Columbus who is sponsored by the Spanish crown in order to sail west. And so he, you know, the story, he goes, he runs into two giant honking continents that nobody knew was there. he returns and that return led to fierce competition among European states to explore and you know put their flag in the ground of these new lands
• 10:30 - 11:00 especially folks like England and Portugal and France um and Spain as well. That leads us to big idea number three. Three out of five. The Columbian Exchange resulted in massive changes in Europe and the Americas. All right. Well, here we go. Columbian Exchange. Here's the definition. The Columbian exchange is a it describes the transfer of people and animals and plants and diseases from the east to the west and the west to the east. Or you might hear it called the the old world to the new
• 11:00 - 11:30 world, the new world to the old world. Okay, so it's probably helpful to know a couple examples. You don't need to know a ton of examples, but as far as uh crops go from the Americas into Europe, you got things like potatoes and maize. from Europe into the Americas, you get things like wheat and rice. And then if you look at animals from the Americas into Europe, uh turkeys were introduced to Europe from the Americas. And then from Europe into the Americas, you get cattle and pigs and horses. And um and
• 11:30 - 12:00 the reason why that's important, it's not just, you know, I'm not just telling you this for funsies. It's important because as these foods and animals uh were introduced into these different societies, it had the effect of expanding the diets of people on both sides of the Atlantic which led to longer lifespans which led to um you know population increases. And that's especially true in uh Europe and not so much in um in the Americas because of what I'm about to say the next part of
• 12:00 - 12:30 the Columbian exchange which was diseases. So there's not much it's arguable whether any diseases went from uh the Americas into Europe, but from Europe into America um smallox was one of the big ones, small pox and measles. Um with with that spreading in the indigenous populations of the Americas that absolutely devastated their population that's going to have some effects that I'll talk about in a moment. But the fourth thing that was uh exchanged in the Columbian exchange was
• 12:30 - 13:00 minerals. And this is especially important uh going from uh the Americas into Europe, you've got gold and silver. So with with all this new uh currency, this new all this new precious metal coming into the European economy that ultimately facilitated the European shift from feudalism into kind of a protocism that would later fully bloom. Um so that was a major shift and it leads us to big idea number four out of
• 13:00 - 13:30 five. We're doing it, y'all. We're doing it. Um, the arrival of the Spanish fundamentally changed the social and economic makeup of the Americas. So, what are those changes? So, glad you asked. Change number one, the encoma system. So, this was a change in the way society was structured in the Americas. The Spanish used uh indigenous forced labor to work all their plantations and to mine the precious metals that they were hungry for. But there was a big problem with that. namely that the
• 13:30 - 14:00 indigenous people were dying. See previous big idea were dying in huge numbers from smallpox and measles and all these diseases that the Europeans brought that they had had no immunity for. Um so so there you know the Spanish are not like oh well I guess we tried and it's not going to work. No they were getting very wealthy on this and so they needed a different solution. So that leads us to change number two, which is the rise of African slavery in the Americas. So
• 14:00 - 14:30 European powers partnered with West Africans to bring enslaved Africans to the Americas in order to replace native labor. We'll say more about that in a moment. But then change number three was the uh cast system or if you took also known as the casta system um that the Spanish imposed in the Americas. Essentially, without getting too far into the weeds, the casta system basically categorized people in the Americas based on race and ancestry. It
• 14:30 - 15:00 was a totally new hierarchical system to organize their society that had never been there before. But the Spanish came in and said, "Boom, this is how we're organizing society." And so, at the top of the heap were native-born Spaniards. At the bottom were Africans and Native Americans. And then in the middle were uh all represented all different gradations of um of people who you know were born as a result of the intermingling of those uh two different
• 15:00 - 15:30 or three different uh groups of people. And that leads us to our final big idea for unit one. Big idea number five. As a result of their interaction with each other, Europeans and Native Americans understanding of each other changed over time. So each group had different understandings of how the world worked you know with respect to religion and gender roles, family, land use, power and might be helpful to know a couple of examples of those. So as far as land use goes um Europeans understood land to be
• 15:30 - 16:00 a commodity that could you know be bought and sold like that land is mine. Okay. Native Americans on the other hand had a more symbiotic and like spiritual connection to the land. it belonged to all of us. As far as religion goes, uh Europeans were on the whole Christians. Native Americans on the other hand uh engaged in a more pantheistic religion that or different kinds of pantheistic religions that differed from region to
• 16:00 - 16:30 region. And so all that interaction led to a debate about the proper um relationship of Europeans to Native Americans. And so the two names to associate with this debate are number one, Juan Guinnesses de Seepoa. He argued that Native Americans were less than human and and they actually benefited from harsh labor conditions uh which many imperial powers, Spain especially, were very
• 16:30 - 17:00 happy to hear. But then on the other side of the debate was Bartome de los Kasas who argued for the dignity of Native Americans as human beings. And so we won't go too far into the debate but just so you know there was a debate and those are the two sides. And that is all for unit one. And uh thankfully I mean unit one is the shortest of all the units. Um don't don't let this be your barometer uh for the rest. Uh they get longer from here. But um since
• 17:00 - 17:30 we're done with unit one, let me read just a few super chats uh and then we will get back into it. So um all right, let's start with Alex Powell. Uh shout out to Mr. Wittk, Louis Z or Lewis Z. Shout out to Miss Martanovic uh for an awesome year and getting us prepared for the exam. Getting a five on this exam like the colonist dumped tea into Pearl Harbor. Into Pearl Harbor. Okay. Um, SR Deuce,
• 17:30 - 18:00 uh, can you say shout out to Steagall, the apush goat of CHS and Mr. Cam got no RZ. Also, Ottoman Empire sucks. Constantinople on top. No cap. Skippidity toilet RZ. Okay, there we go. There we go. Uh, Jack Mueller, hi. I'm going to thank you for your help last year. Please shout out Mr. Williams of Stargate High School studies study schools. You buddy have an El Guapo day. Ray R. blocks for $10. Thank you.
• 18:00 - 18:30 Uh, shout out Miss Casan Nova at Ricard's High School in Florida. She is the best. Bake Cole the Basher Hunter. We are all doing our super secret rain dances, so you get a five on this exam. Usha Baka Maka Usha Basher. Also, shalom JP. Uh, let me do a couple more here. Uh, Jonathan Caseres. Um, shout out the goat Mr. Fox for everything this year at Hilton #charice gang. Also, could you say
• 18:30 - 19:00 tongue tongue tongue sahur? I sure did. Uh, Kathleen Keer, please give a boop. Boop your nose and say boop boop. Uh, for Mr. Johnson's a push class. And the last one uh for this round, Nicholas Goofy Hat. Baku Diku is real. Baku Diku is real. Bakuiku is real. If you say so. If you say so. All
• 19:00 - 19:30 right, I'll read some more after unit two. But speaking of unit 2, let's go ahead and get into it. Period is 1607 to 1754.6007 representing the founding of Jamestown. 1754 representing the beginning of the French and Indian War. So we've got, let's see, seven big ideas uh for this unit. Big idea number one, the Spanish,
• 19:30 - 20:00 Dutch, French, and English projects of colonization were motiv motivated by different goals. Okay, so before I even start that, this whole unit is just basically how did the various European powers colonize and interact with the Americas. But we're going to put a particular emphasis on the British. So let's look at uh the goals. Okay, probably you heard this in your class, I would assume. Uh, but mainly the goals can be summarized by gold, God, and glory. Okay, that that's a pretty pretty
• 20:00 - 20:30 good summary for all the imperial powers, even if they have different flavors here and there. But let's start with the Spanish. Their goals were the extraction of wealth. It started with gold and silver minerals uh soon transformed into cash crops meaning growing crops strictly for export and not you know for eating uh among the people who grow them. Um they also had goals to spread Christianity. The result uh of those goals was the subjugation of native populations and a reordering of
• 20:30 - 21:00 their entire society. As I mentioned before in the casta system, French and Dutch goals were a little different. They were more interested in establishing trade partnerships than they were in like conquests like the Spanish were. Especially important to them was the fur trade. And so that means uh the French and the Dutch had really very few um permanent settlements compared to the Spanish. Uh of note for the French was Quebec. Um in uh for the
• 21:00 - 21:30 Dutch was New Amsterdam. And again, they're just mainly interested in trade. So they're not that interested in converting Native Americans to Christianity. But then we have the British. What are their motivations? Well, there's inflation in Britain uh partly because of the Columbian exchange, right? Lots of new stuff is coming into the economy and raising prices. Uh there's also the enclosure movement which meant that land was becoming scarce. You also had Puritans and separatists um who were experiencing
• 21:30 - 22:00 religious persecution. And so the motivations for all those groups was social mobility, economic prosperity, religious freedom, etc. And that brings us to big idea number two. Two out of seven. The British colonies in North America differed from each other in their goals, population, makeup, and society. So let's compare the different regions of the British colonies in North America. We'll start with uh the Chesapeake region, uh North Carolinaish.
• 22:00 - 22:30 Um, so the first permanent settlement was Jamestown in6007. The goal of that colony, pure and simple, was the boom boom. It was all about extracting wealth. And um, the population of that colony was mainly men looking for work. And, you know, most of them were indentured servants. Later, they're going to be replaced by enslaved Africans on account of Bacon's rebellion, but we'll get there later. And what ultimately turned this into a profitable venture was the discovery or
• 22:30 - 23:00 not the discovery but the the um planting of tobacco and the sale of tobacco uh in um European markets. So that's the Chesapeake region. Then let's go up to the New England region. This was settled in like 1620 by Puritan like the separatist uh family groups. So much different than um than the Chesapeake that that's mostly single men coming just to work. The New England colonies on the other hand uh highly religious in nature uh and settled by whole families. So you get a
• 23:00 - 23:30 completely different kind of society. Their goal was to establish a colony shaped by the religious principles and create the occasion for economic prosperity which they lacked um in Holland where they had uh migrated after leaving Britain. Then we can go down to the British West Indies and the southern Atlantic uh coastal colonies. So you know like St. Christopher, Barbados, Nevice. um they had, you know, warm climates. Um and that meant year round
• 23:30 - 24:00 growing seasons and so that those those places really lent themselves well to cash crop economies uh especially for exporting tobacco and sugar. that led becau as as Britain begins to grow fabulously wealthy off of those cash crops uh that led to a spike in demand uh for um for African laborers on the plantations to grow them and that's going to have some serious consequences but we'll talk about that later again uh
• 24:00 - 24:30 let's go up to the middle colonies now I kind of have these out of order but geographically anyway but the middle colonies you've got like uh New York uh New Jersey they're on the sea and they've got lots of rivers and so they end up becoming hubs for trade um really organizing their economy around exports uh especially of serial crops and because they were trade hubs these colonies attracted a much greater diversity of folks. Now that's just a quick rundown of how the different
• 24:30 - 25:00 regions of colonies looked. Now let me tell you real quick about their governance. So, uh, governance in the New England colonies, they were largely self-governing, uh, and us kind of unusually democratic for the time. Why is that? What a good question. Well, because of the distance, okay, because of the distance from Big Mama Britain all the way across the Atlantic Ocean. Uh, and so we see um evidence of this kind of self-governing and democratic um
• 25:00 - 25:30 inclination in a couple of documents. Number one is the Mayflower Compact. Uh this was uh written and signed by the northern colonies. Um the the pilgrims drafted this before they disembarked and organized their government based on the model of a self-governing uh sort of like uh congregational church. Another example is the House of Burgesses in uh Virginia. This was a representative assembly which could levy taxes and pass laws um mainly independent of imperial
• 25:30 - 26:00 power. And that'll lead us to big idea number three. Number three out of seven. Yes. What kept colonization viable was the great wealth being generated by the transatlantic trade. Okay. So the development of the Atlantic economy. So uh term to associate with this is the triangular trade. This is when trade truly becomes global in nature. And the way the triangular trade worked is that
• 26:00 - 26:30 um is that in New England, you know, merchants came to New England and carried rum to to West Africa to trade for enslaved people. Um and then they endured the brutal middle passage across the Atlantic to the Caribbean and traded for sugarcane and then you know all just kept going over and over and over again led to phenomenal wealth uh for those involved. Now what drove this new economic system was mercantalism. Merc it's it's hard to overestimate how important this is. It's
• 26:30 - 27:00 it was the the dominant economic system of European states during this time. It relied heavily on establishing colonies to provide the parent country with raw materials. And you know, Britain made a ton of efforts to really tightly weave their colonies to the mainland um through things like the navigation acts which required uh trade with English colonies in English ships um and goods passed through English ports where they were taxed. So like trying to control
• 27:00 - 27:30 the whole uh thing. But mercantalism, the whole idea there is that there's only a certain amount of wealth in the world because they measured wealth by gold and silver. And of course, there's only a certain amount of gold and silver in the world. So the point is it for a state under the rubric of mercantalism, they just want to get as much as that gold and silver as possible. So they want to control. It's very state uh driven. It's a very state- driven economic system. And that leads us to big idea number four. As European
• 27:30 - 28:00 colonies became more established, European powers maintained differing policies in their interactions with Native American peoples which often led to conflict. Okay. Um so wars with the Native Americans and uh we'll talk about those and some you know alliances with some groups against others. Example number one, Metacom's War, also known as King Phillip's War. Um, Metacom was the
• 28:00 - 28:30 chief of the Wampaog Indians. Uh, and he began to see that British encroachment on their lands would never stop. They're never going to have enough. They're always hungry for more land. And that was threatening their way of life. And so, um, Metaccom and and the Wanog allied with other American Indian groups and attacked British settlements. And for now, we don't need to know the outcome. only that the point is this is illustrating the fact that all is not well between colonists and Native Americans. Okay, that's there's there's a growing tension over these two groups
• 28:30 - 29:00 and their presence together um right now. Okay, so that's all we need to know. Um second example is the Pueblo revolt and this was against uh the Spanish in the southwest. So uh it represented the the Pueblo resistance to Spanish land grabs and their Christianizing mission. And uh you know although the the Pueblo were initially successful, the Spanish eventually crushed this rebellion and you know consolidated their power once again. But afterwards they they did the Spanish did
• 29:00 - 29:30 accommodate certain aspects of American Indian culture um instead of you know maintaining their policy of complete eradication. So you know there you go. That leads us to big idea number five. Five out of seven. All British colonies depended more or less on enslaved African laborers. But some enslaved people actively rebelled against the system. Okay. Now, not all, as I said here, not all colonies equal equally
• 29:30 - 30:00 relied on enslaved laborers. If you picture a map in your head of um of the north of North America and the colonial era, basically, if you start at the farthest north and you go to the furthest south, as you go down, the number of enslaved people increases. Okay? So there's tons in the Caribbean and very few up in the northern colonies. Okay? So, you know, New England, they had relatively few enslaved laborers. The middle colonies
• 30:00 - 30:30 had more, but they're a significant minority. Southern and Chesapeake colonies. Um, and the Caribbean, the largest numbers of all. Okay. So the the idea of slavery was was justified in their minds because um because people were chatt which is a word that means property. They're not fully human is is what they thought. So that's where we get the term chatt slavery. Now slavery was very much in existence
• 30:30 - 31:00 in the early colonial days. Um but the enslaved experience very much varied and they they rebelled against the system uh in different ways. Some of the ways some of the rebellions were covert and some of them were overt. So uh covertly uh you know those kind of rebellions were you know you know maintaining their own cultural customs uh maintaining their own belief systems that they they brought from their homeland. that was a way of not uh capitulating to uh the
• 31:00 - 31:30 culture that they had been brought into. But then o overt uh rebellions uh good example here is the Stono rebellion. This occurred in South Carolina in 1739. Um long story short, a small group of enslaved people burned plantations, killed lots of white people, and ultimately this rebellion was put down um and squashed. But it's important to know that resistance occurred. Okay, very important. That'll lead us to big idea
• 31:30 - 32:00 number six. Six out of seven. Colonial colonial society both resembled English society and developed its own character. All right. So, colonial society, first of all, huge influence from the enlightenment. Okay. Uh thanks to the uh transatlantic print culture, American colonists were influenced by this, you know, European intellectual movement that was, you know, off across the ocean. Um the big ideas that really worked their way into the uh colonial consciousness were uh
• 32:00 - 32:30 ideas like natural rights, the social contract um which both of which sort of weakened religious authority um and and that these ideas were finding a whole lot of purchase in uh colonial America. But there was a response to that uh resistance to that from a group known as the new light clergy. So clergy being you know preachers and and pastors um so they preached against this loss of
• 32:30 - 33:00 faith because of enlightenment influence and that actually laid the foundation for the first great awakening and the first great awakening was this you know massive religious revival that swept through the colonies under the leadership of guys like Jonathan Edwards, George Whitfield and the the important thing to remember about the um about the first great awakening is that it the first truly national movement among colonial Americans. Um,
• 33:00 - 33:30 and yeah, I mean it's hard to it's hard to understand today, but it's very we must emphasize that people didn't back then really didn't think of themselves as you know America I mean or British or what they did but there was much more emphasis on you know your your your region like your neighborhood like that was more about your identity and so the first great awakening which led to a common experience for all these different people was one step in developing a truly a national identity
• 33:30 - 34:00 for Americans. And that leads us to the final big idea of unit two. Big idea number seven. British colonial policies led to an increasing mistrust in the American colonies. Okay. So um American colonies are becoming more anglicized. Okay. That you might see that term on your exam. It just means like English like. So you know the the Anglican church is the church of England. So when we say anglican anglicanized if you can
• 34:00 - 34:30 say it we're talking about like English like like the English. So so the American colonies are becoming Anglicanized but they're also developing autonomous political communities uh that resembled English institutions. Even so there's right in this towards the end of this period there's a growing frustration among colonists. Now, we'll talk more in the next unit about this, but one illustration here is the practice of
• 34:30 - 35:00 British impressment. That was the practice of seizing colonial men against their will, forcing them to serve in the Royal Navy. And, you know, I mean, you would resist that no matter what. But the Navy had, you know, a terrible reputation for, you know, their sailors being malnourished, uh, being riddled with disease, dying. And so this whole thing, this whole impressment thing was not impressing the colonists. Man, what a joke, man. I'm just nailing it today.
• 35:00 - 35:30 Anyway, this impressment uh this practice of impressment led to three days of rioting uh led to resistance uh in response to the general impressment for King George's war. But the point is, colonists were becoming increasingly aware of their natural rights and starting to view things like impressment as a violation of their rights. And that is no bueno. Not for them. And that is the end of unit two for this evening. We
• 35:30 - 36:00 did it. I want read a few more super chats. A few more super chats. Let's see. All right. Gideon Jansu for $10. Thank you. Uh Yogurt, uh let me get a shout out to all the totties in Mr. Flynn's Apush CL class. We are so tough. Yo, you are um congrats on a million. Thank you. Uh
• 36:00 - 36:30 wait, I can't see these anymore. Hold on. There we go. Uh Himler got me a four. Congrats on 1 million. You were the only reason I got a four in AP World History last year. Shout out Elias Dev and JRo also say the Chicago Bears are a 10- win team. Leah Bochavar, hi Himler, I am self-studying for this exam. I bought your study packs and they have really helped. Well, thank you. I'm glad. Hope I get a five. Can you give any tips on SAQs? Uh, in a short amount
• 36:30 - 37:00 of time, the best tip I can give you on an SAQ is uh answer the question that it's asking. Make sure you use the language of the prompt in your um in your answer. Slender beast for $10. Thank you. Thank you so much for everything you've done for us, Himler. Let's circle the wagons right meow and nerp those nuggets. Shout out to Mr. Buster at MHS and both period 1 and 8 #jamwear. Uh let's get fives. Comfy
• 37:00 - 37:30 star, Mr. Heimler, you're very ballerina capuccina am bombardier crocodilo which means you have w aaura. Thank you for the help with a push. Congrats on 1 million goat. Thank you. Um Alton Quinn, oh our goat, Miss Bowen, where do I begin? Chloe, please shout out Coach Baines, another bald a push king. And last one for this round, friendly neighborhood Spider-Man. Shout out to
• 37:30 - 38:00 Mr. Graham. Thanks for a great year. All your A push kids love you. Wow, that is lovely. Uh goodness gracious. There's a lot of these, y'all. There's a lot of these. Okay, we're going to we're going to be here late. Hope you're hope you're in for it. But for now, we need to go to unit three. All right, unit three time period is 1754 to 1800. 1754 being uh the
• 38:00 - 38:30 French and Indian War. 1800 election of Thomas Jefferson. Big idea of the whole unit is that there's increasing tension between Britain and its American colonies and eventually that's going to lead to the successful colonial attempt at independence and their subsequent struggles to create a new government. Okay. So, I just need to let youall know ahead of time, unit three is a beefy one, so gird thyself. We'll start with big idea number three. No. Big idea
• 38:30 - 39:00 number one out of 10. One out of 10. The French and Indian War led to increased land for the American colonies but a greater burden of taxation. So causes of the French and Indian War. By the way, just remember that if you see the Seven Years War on your exam, the French and Indian War is part of the Seven Years War. It was just the part that was fought. The Seven Years War is a much bigger war between Britain and France. uh the French and Indian war. It was just a part of that war that was fought on the American
• 39:00 - 39:30 continent. So uh causes of the French and Indian War. First uh mutual conflict between the French and the British. You know the the British are nervous about the French encroachment into the Ohio River Valley and vice versa because both of them have remember you know presence on the American continent. Long story short, the British win this particular battle. um and that completely ousted the French from North America. The Louisiana territory which belonged to the French is now
• 39:30 - 40:00 transferred to Spain and as a result Britain doubles their land holdings in North America. You know all the way from the original colonial lines to the Mississippi River. The consequences that I mean all this sounds all really great and all but there were some consequences. namely that American colonists, many of whom fought in this war, begin moving west. Okay? And they do this because, well, hey, we fought for this land and now we've got like double the land we had. We're moving west and we're going to uh settle it
• 40:00 - 40:30 because we paid with our blood for it. But moving west led to more conflicts with Native Americans, as the story always goes. So the British government uh parliament um passes a an injunction known as the proclamation line of 1763. Basically just drew a line um over the original colonial borders and said you can't go any further west than that. So that really frustrated the colonist
• 40:30 - 41:00 because they had shed their blood. They had felt entitled to the spoils of war. But Parliament was no longer letting them have that. Second beef they had was taxation. And remember the not all British um uh not all British policies toward their American colonies were taxation policies. Uh that has a tendency to trip uh students up on their exam. They're not all taxation policies. Those are just the ones we tend to remember. But I
• 41:00 - 41:30 I'll go over a few of them. But as far as taxation goes, uh, as a result of fighting that war, the British, uh, debt was doubled and the cost of running the colonies increased five-fold. And so the British levy taxes on the colonies to help pay for the war. I wonder if that's going to have any consequences for them. Well, what a great transition to big idea number two. Uh, British colonial policy, specifically taxation without colonial representation in Parliament, led to the Revolutionary War. So
• 41:30 - 42:00 question is why did new taxes cause so much angst in the colonies? Well, one of the big reasons is because of a long period of salutary neglect. So you know the the uh British government the crown was way across the Atlantic Ocean and remember because they were so far away the colonies began to act very independent uh of the British crown. Um and that was and in many ways the
• 42:00 - 42:30 parliament sort of turned a blind eye to that. Like when colonist flouted the navigation acts, they turned a blind eye mainly because of the distance. It was just very difficult to maintain that um level of control. But why did the taxation policies, you know, wrankle the economist? because all of a sudden after this long period of solutarian neglect, Parliament's cracking down, demanding more tax revenue and uh and it doesn't feel like they can maintain their independence
• 42:30 - 43:00 anymore. Um and so, you know, a couple illustrations of these uh you've got uh stricter enforcement of the Navigation Acts. You've got the Quartering Act in which Imperial troops would remain in the colonies to make sure that everybody, you know, obeyed. Um and and then you've had the Stamp Act which was attacks on all paper items. Um and there was, you know, probably a dozen 15 more that I could list, but the colonists object to this on the grounds that
• 43:00 - 43:30 Parliament is extracting taxes from us without our consent because colonial people have no representation in Parliament. So Parliament claps back and says, "Oh, but there's virtual representation," which means that their answer was essentially, "Well, Parliament represents all classes of British people, not necessarily all locations." And uh, you know, to the colonists that kind of smelled like a turd, because it kind of was.
• 43:30 - 44:00 So the colonial response to that was the to to at least one of those taxes, the uh the the Stamp Act was the their response was the Stamp Act Congress. And this was from here they um they put together a formal petition to parliament to repeal the Stamp Act. Um you know, and they were doing so like as British citizens. This is not like let's get independent at this point. It's no, we're still British citizens. We just want to have our rights as British
• 44:00 - 44:30 citizens recognized at this point. But the British keep introducing new taxes like the townax. Um and you know the response to that is a boycott of British goods and eventually the tension reaches a boiling point in the Boston Massacre in which British imperial officers fire into a crowd of colonists, killed 11 of them. And to to the colonists and especially the ones who you know wrote
• 44:30 - 45:00 about this and and and published these things in newspapers, this was a sure sign of increasing British tyranny and that that must be resisted. Uh another act of resistance um that's notable is the Boston Tea Party uh in which colonist dumped massive amounts of tea very expensive uh into the Boston Harbor. And the British response to that is the Coercive Acts, which is to shut down um the Boston Harbor until they paid for their lost tea. And so, you
• 45:00 - 45:30 know, news of this is starting to spread throughout all the colonies. And there's there's like a growing support for the the patriot movement. Uh and now independence is starting to sound like a really interesting idea, which is going to lead us to big idea number three. Big idea number three out of 10. Enlightenment ideas uh exhibited a major influence on the American independence movement especially exhibited in Thomas Payne's common sense and the declaration of independence.
• 45:30 - 46:00 Okay. So a couple especially important enlightenment ideals natural rights social contract separation of powers and government those are exhibited in for one example Thomas Payne's common sense. So the the the common sense of common sense was that we the American colonies can no longer be uh tied to Britain. Independence is the only way forward. That was the common sense of common sense. And so you know in laying out
• 46:00 - 46:30 this argument, Thomas Payne combined uh biblical imagery uh with enlightenment thought and melded them all together real nice. Uh and as it turned out that pamphlet became incredibly popular in the colonies and so by the spring of 1776 a majority of colonists had been convinced that independence really was the only way forward. It was you might say common sense. Then those ideas natural rights, social
• 46:30 - 47:00 contracts, uh what I say separation of power are also um um on display in the Declaration of Independence uh which was deeply influenced by enlightenment thought. You've got examples of natural rights um you know all men are created equal and they are endowed by their creator with certain unalienable rights. You've got examples of the social contract where it says governments are instituted among men deriving their just powers from the consent of the governed. Okay, you don't
• 47:00 - 47:30 need to remember those quotes, but you do need to remember that those ideas are present in that document. That leads us to big idea number four. Four out of 10. Despite Britain's military and financial advantages, the American patriots won the Revolutionary War and gained independence. Okay. So, when we're talking about the revolution, there's two groups to remember. The loyalists and the patriots. The loyalists were those American colonists who opposed
• 47:30 - 48:00 independence. There were there were people who opposed independence. Don't think about, you know, the the revolutionary period is like everybody in the British colonies in North America were for the the revolutionary war were all convinced that independence was the way. No, there's a significant contingent of folks, the loyalists, who wanted to stay loyal to Britain. On the other side were the patriots, and these were the American colonists who favored independence. And so, get the American Revolution. The Patriot cause succeeds uh for many
• 48:00 - 48:30 reasons, but one of them for sure was the leadership of George Washington uh who was the general of the Continental Army. So you know at the beginning of the war uh Americans were suffering lots of defeats but the turning point came at the battle of Saratoga in 1777 and that was the reason why that was such a strategic battle. You don't really need to know the names of the battles in this um uh war except for this one because the victory at Saratoga
• 48:30 - 49:00 convinced France to ally with Americans against the British. Okay, France was always looking for a reason to fight Britain and Britain was always looking for a reason to fight France and France was saucy from their loss in the Seven Years War, the French and Indian War and uh but they didn't want to be on a losing side again. So um that battle convinced the French to step in and that provided an enormous amount of support for the patriot cause. Um and then ultimately the war ends in the Battle of Yorktown in 1781.
• 49:00 - 49:30 Uh, and we get the United States of America. Somebody go high five a bald eagle. All right. Big idea number five out of 10. The Articles of Confederation was the first Constitution of the United States of America, and it failed largely because the federal government was too weak. Federal government was too weak. All right. Where's my mouse? Okay. Um so before during and after the revolution states had assembled their own
• 49:30 - 50:00 constitutions their own governments and in the drafting of the articles of confederation these models uh these state models were consulted uh some and some ideas were actually implemented. Um, but it was uh ratified in 1781. And and the one thing you probably have to remember about the um about the Articles of Confederation is that it put all federal power into a legislative body. We're used to hearing
• 50:00 - 50:30 about three branches of government. The executive, the judicial, and the legislative. But no, not under the articles. Under the articles, there was only legislative. There was no president. There's, you know, no executive. There was no judicial. There was additionally no provision for uh a national military, no power to tax the states. So this was a document that really reflects the colonists reticence to invest a central authority with too much power because what did they just
• 50:30 - 51:00 get done fighting a war about, namely oppressive centralized power in Britain. So this is a good example of, you know, their reaction to that. Now there are a few things that were good about it. Maybe yeah I'll mention two uh good things about uh the Articles of Confederation. Uh we get the uh in this period we get the the um Northwest Ordinance of 1787 which provided a plan for how unformed territories could apply
• 51:00 - 51:30 to the Union for statehood. Also it abolished slavery in the Northwestern Territories. the bad parts of um the Articles of Confederation um that that I just mentioned before. All of all the the real weakness of the document was exposed in an event known as Sha's rebellion and this was a um a rebellion of farmers in Massachusetts and it was you know ultimately it was crushed by the local militia but it alarmed leaders
• 51:30 - 52:00 around there because you know what if more rebellions happened because and under the Articles of Confederation there's no national military to call on so what are they going to do and that really had a way of showing uh that we needed a new governing document. And uh that's going to lead us to big idea number six. The constitutional convention was called to draft a new constitution to rectify the weaknesses of the articles of confederation. All
• 52:00 - 52:30 right. So the purpose of the constitutional convention was to revise the articles of confederation but it quickly turned into drafting a new constitution. Very quickly, we had two once once that became the purpose, there are two factions. There's the federalists and the anti-federalists. The Federalists favored a stronger central government. The anti-federalists favored more state power. So, the big debate as they're trying to figure this out is how would representation work in this new
• 52:30 - 53:00 government. And there were two plans. There was the Virginia plan which uh outlined that there would be representation in Congress by population. population only. Then there was the New Jersey plan which would represent the people by like one vote per state. Of course, the big states really liked the Virginia plan because it favored them. The little states really liked the New Jersey plan and they couldn't decide on one or the other. So, they made a compromise for how representation was going to go. And that
• 53:00 - 53:30 was known as the great compromise, otherwise known as the Connecticut compromise. And the compromise was we're going to have a biccameal legislature with two houses. In the House of Representatives, the people will be represented by population. In the Senate, each state will be represented equally. There was also a compromise over slavery. This is known as the three-fifths compromise. And it just basically said that uh for purposes of representation, three-fifths of the enslaved population would count towards
• 53:30 - 54:00 that goal. Uh, additionally they prohibited the international slave trade after 1808. And then we get to once the, you know, constitution is all hammered out, we get to the debate over ratification. This becomes a fight between the federalists and the anti-federalists. On the federalist side, they create uh a couple notable federalists like Alexander Hamilton, James Madison, John J. They write the federalist papers defending um and explaining the nature of the
• 54:00 - 54:30 constitution to the public or at least the New York public who is reading it. Um the anti-federalists were never able really to um uh muster as much um force as the Federalist. Um and so ultimately the Federalists won the debate. Um but only by agreeing to the anti-federalist demands for a bill of rights to be added to the Constitution, which it was. And that leads us to big idea number seven out of
• 54:30 - 55:00 10. The Constitution of the United States created a new central government defined by federalism and the separation of powers. Okay, so what in the fresh heck is federalism? Well, federalism is the sharing of power between the federal government and the state government. Okay? It has nothing to do with, you know, one one of them being more powerful than the other. Like federalism is about federal power. No, it's federalism is just the sharing of power between the federal government and the state government. The um the provision
• 55:00 - 55:30 for that comes from the 10th amendment in the Bill of Rights. And what it says is unless the constitution explicitly names a power that belongs to the federal government, that power is reserved for the states. And so um states exert all kinds of power that the federal government has no business being involved in. That's federalism. Also, we have the separation of powers. And the way it worked out in the constitution was to separate the three branches of government. The legislative, which was
• 55:30 - 56:00 the law makingaking branch. uh the executive which was the law enforcing branch and then the judicial which was the law interpreting branch. Okay, they and the framers of the constitution wanted those three branches to work as independently as possible so that they could do their work but also have significant checks over the others to balance each other's power and to avoid any kind of you know tyranny. All right and that leads us to big idea number eight out of 10. The ideals of the American Revolution
• 56:00 - 56:30 affected society in America in terms of gender roles and debates about slavery while they also inspired revolutions in France and Haiti. Okay, so let's talk about slavery. Um the ideals of freedom um of democracy that that people are spouting out like you know American Revolution, freedom, democracy, everybody's great, we love it. Um that leads to not surprisingly a renewed debate on the morality of slavery. So as
• 56:30 - 57:00 a result of that northern states begin the process of emancipation but uh southern states become much more entrenched in the institution. Um when it comes to women, um women during this period are not socially equal to men. But the development of the idea of the Republican motherhood assigns women a new purpose. Um which is that the best way that women could influence political realities, even though they didn't have
• 57:00 - 57:30 power to vote or anything like that, but if women wanted to influence political realities realities, they could raise virtuous sons. uh instructed in the principles of liberty. That was the idea of the republican motherhood. Now the American Revolution also inspired revolutions in France and then in Haiti. So the French Revolution was deeply inspired by the American Revolution's emphasis on freedom and the right of the people to consent to their political leadership. It went much differently in
• 57:30 - 58:00 France than it did here in America. Um it was much more revolutionary than than the American one was. Uh the Haitian Revolution then um then occurred after the French Revolution. Haiti was a colony of France. It had a majority black enslaved population. And as they're hearing all this, uh you know, freedom, equality, uh fraternity, uh equality being shouted in the streets of France, they're like, "Yeah, we'd like to have some of that, too." And so they begin the Haitian Revolution, overthrow
• 58:00 - 58:30 French colonial leadership, and become their own independent state. That leads us to big idea number nine out of 10. George Washington and John Adams set precedents for the way America would behave regarding the relationship between the federal government and state governments economic policy and foreign policy. Okay, so let's look at some of those uh precedents. Um in the first presidency of the United States, George Washington, we quickly see over his
• 58:30 - 59:00 objections, we see uh the division and creation of two political parties. You got the Federalists and the Democratic Republicans and they disagreed on dang near everything. Um they disagreed on well we'll give a few examples relationship uh between federal and state governments. Uh good example here is the whiskey rebellion in 1794. Uh remember when I mentioned she's rebellion before that was you know the whole that showed the weaknesses of the articles of confederation and one of the problems
• 59:00 - 59:30 was there was no national military to to come help but in the whiskey rebellion no I mean there was very much a um you know when farmers attacked federal tax collectors Washington assembles federal troops and squashes the rebellion. they they firmly the two parties firmly disagree about this uh particular um move. They also disagree about economic policy. Uh great example here is Hamilton's national bank. So he makes
• 59:30 - 60:00 use of the elastic clause in the constitution which is the uh necessary and proper clause in article 1 section 8 to um uh consolidate revolutionary war the the debts that they acrewed uh from the states into a single national debt. Now, that had the effect of binding the states together and increasing the credit of the US in the world. But to the Democratic Republicans, that looked like a grab for power um and uh a consolidation of power in the hands, you know, on the side of federal power as at
• 60:00 - 60:30 the expense of state power. They also disagreed on foreign policy. Let's go to John Adams and talk about the XYZ affair. So here um the uh French were seizing American trade ships and so Adams sends out you know a delegation to figure it out but those ships demanded a bribe before they would even talk to the American ambassadors and so that led to kind of a general outrage and you know in a rare moment uh there was sort
• 60:30 - 61:00 of large-scale agreement on you know this outrage between the Democratic Republicans uh and the Federalists. But, you know, they're going to disagree. And so, now let's go to the Alien and Sedition Acts. Um, these were passed during John Adams uh administration and it made it legal and very easy to deport any non-citizen of the United States and made it illegal to criticize the government publicly. And so, you know, there was a massive push back from Democratic Republicans here. And this was codified in the Virginia
• 61:00 - 61:30 and Kentucky resolutions. And this is important. In the Virginia and Kentucky resolutions, essentially the argument goes, if the federal government passes a law that is clearly unconstitutional, then states have the right to nullify them. That's going to come back around. Put that one in your pocket. We'll get back to it. But for now, that leads us to the final big idea of unit three. Ideals. Uh, no, ideas about
• 61:30 - 62:00 national. Okay. All right. So, let's start that one again. Ideas about American national identity found expression in art, literature, and architecture. And while there were national expressions of American identity, there were also strong regional representations as well. So, we'll go through this one quickly. Um, there were artists devoted to historical themes like John Wilson Peele, John Trumbull. Um there were as far as literature goes, you've got Benjamin Franklin's uh poor Richard's
• 62:00 - 62:30 almanac which was full of all these apherisms and it helped shape American identity as uh people who are industrious, very hardworking. you had architecture um especially the classical revival style in Thomas Jefferson's home Montichello which you know they have the columns and the domes and the point is all of these things put together Americans are starting to form and discover their own particular um artistic identity. Okay. Um even if
• 62:30 - 63:00 there's quite a bit of borrowing from other cultures as well. And that's all for unit three. Woo. So, we got through the first three in an hour. Let's look at what's what we got the rest. Yeah, probably take about another hour to get through the four and five because those are those are beefy, too. But I want to make some headway on these super chats. You guys are going hard tonight. Dang. All right. 7:01 p.m.
• 63:00 - 63:30 from Patrick Whida. Thank you very much. No message. Witz, congrats on one mil. Thank you. Thanks for everything, Himler. Uh, Darth Goon 5429. Uh, $10. Thank you. Thanks, Himler. Darth Goon 5429 signing off. Fair enough. JR 16, shout out to Tong Tong Tong Tong Tong Tong Tong Tong Tong Tong Tong Tong Tong Tong Saher. Uh, Melissa Tetford Tetford, can you shout
• 63:30 - 64:00 out the goat Miss Privet and sixth period Forbes Watson? Lots of love from Mr. Avatal's A push class at Weaver Academy. Congrats on 1 million subscribers. K Morgan Builds, good luck to my A push kids Friday. Congrats on 1 million. Thank you. Uh DJ Cooler 1246 for $10. Um Heimler, I will eternally recommend you for incoming freshmen. Well, I am eternally grateful. Lacia Baluc Bologar, I'm sure I'm saying that wrong.
• 64:00 - 64:30 I'm sorry. Uh shout out to Mr. Wilson from BCHS, best a push teacher ever from period 3 and period 6. Ellie Tossy, hi. Shout out Miss Klein for a push. Good hopes for a five. Thank you for everything thing, Himler. Do a few more here. Uh, X_1TL, congrats, King. Thank you, Noah Johnson. Oh, that was deleted. Yeah, I got mods uh helping me in the other room. If if there's any dirties, they'll
• 64:30 - 65:00 get rid of them. Uh, Trinity Garcia for $10. Thank you. Himlerchan, can you shout out Mr. Nestlebush? Nestlebush uh from CD Hilton High School. Thank you for helping us my Pooky Wookie Dookie. Love you so much. Coca-Cola Yoheimler, could you wish everyone in Coach Galloway third period good luck. We love your content so much and think you're a Sigma Gert. Well, thank you. Maxwell Sanders for $10. Uh, please give my A push teacher, Miss McGrath. She is this shout out. Uh, she
• 65:00 - 65:30 is a superhuman of a push. Superman of Apush. Bowen Nanton the goat. Shout out the goat. Mr. Schaffer or Schaefer. Jamie Tanaka for $20. Thank you. Mr. Yoha is such a sigma Bingus. Really hope that's good. LSE uh Noa, shout out Miss Marchbanks of Alabama. And one more of this round. One more. Uh, Timothy Karev. Hey Hamler, can
• 65:30 - 66:00 you shout out Makiachan? Mquuiachan senpai. Hope I said that right. All right, that's enough for now. We're going to have a lot of these to read at the end, so we'll save them. All right, let's go on to unit four. I'm going to get some water. Y'all feeling good? I'm feeling
• 66:00 - 66:30 good. All right, unit four. The period here is 1848, excuse me, 1800 to 1848. Uh, the first of those time periods is the election of Thomas Jefferson. The end is you can you can choose. Uh, either the end of the Mexican-American War or the Senica Falls Convention. Dealer's choice. Um, here we've got nine big ideas. Okay, so oop that's two. Don't want to spoil it. So big idea number one. In the era of Jefferson,
• 66:30 - 67:00 political parties continued to argue about policy. The Supreme Court established its role in American government and the US greatly expanded its territorial holdings. Oh my goodness, that's a junk drawer of a big idea. So uh let's start with territorial holdings. Um no, let's not start there. Let's start let's go in the order we got here. Uh let's talk about party debates. Um, one example of a party debate uh was over the powers of the federal government. I mentioned that a little bit uh just in unit three. But some terms to associate with that, the
• 67:00 - 67:30 Democratic Republicans were what's known as strict constructionists. The Federalists were known as loose constructionists. This is the way that they interpreted the constitution. A strict constructionist says we only have the power to do what the um letter of the constitution says. Loose constructionists are more like well we we have the power to do whatever the spirit of the constitution says. And I mean that that sounds like they didn't respect the the document. They did. Um
• 67:30 - 68:00 but uh strict constructionists very much um wanted to stick to the letter of the law whereas loose constructionists were okay letting in a little bit more if that makes sense. Um okay so expansion of US territorial holdings big one during this time was the Louisiana purchase. Now, to be clear, Thomas Jefferson was the president when this occurred, and he was a strict constructionist. As a um
• 68:00 - 68:30 Democratic Republican, he was like the poster boy for strict constructionism. And if you've ever read the Constitution, it doesn't say anything about the president having um like power to buy land. Um but, uh the Louisiana purchase came under his uh authority. Um and uh I mean it kind of happened. He he didn't know what happened and then but he just approved it later. Um but regardless once uh once that was
• 68:30 - 69:00 added to the US territory um he uh he commissioned uh some folks to set out to chart that territory um and explore it and understand what it is. So that was known as the core of discovery. So you got Louiswis and Clark uh going north and west and you got Zebulon Pike going you know toward the the southern part of it. Um and you know they they tried to work you know diplomatically with American Indians uh living there and but
• 69:00 - 69:30 there's going to be conflicts coming a little bit later. Third thing going on during this in this big idea is that the Supreme Court establishes its place in the American government. Why did it need to do that? Well because the Constitution gave the Supreme Court very little love. Okay. Um and and so the Supreme Court grows in power and in influence under the influence of um Chief Justice John Marshall. And the key inflection point here, the the case you really do need to remember is Marberry
• 69:30 - 70:00 v. Madison. So this it's it's kind of a confusing case, but the outcome is simple to understand. It established the Supreme Court. It it gave gave them the prerogative of judicial review, the power of judicial review, which means that the Supreme Court is now the final interpreter of the Constitution. Okay, big idea number two, two out of nine. As federal power grew during this period, regional interests often conflicted with it and opposed it. Okay, so good example
• 70:00 - 70:30 here is the War of 1812. Now this was uh you know in many ways it was fought because Britain insulted Americans national honor uh with continued use of the policy of impressment. Okay. Uh that happened back when uh we were still colonies of Britain which was you know it was they didn't like it but it was at least it was understandable. But now we're talking about the United States. We fought the Revolutionary War. It's
• 70:30 - 71:00 independent baby. and they're still impressing uh Americans to sail on British naval ships. No, no, no, no, no. That that was not going to work. So, the war um so the war began. There was significant opposition from the New England Federalists. They expressed their observations uh at the Hartford Convention in 1814 um and said that they were staunchly opposed to this. They went so far opposing this war
• 71:00 - 71:30 that they suggested that New England secede from the Union like crazy. The problem was this is a very popular war, right? It was a insult on our national honor. We were fighting back. So, it was a very popular war with the people and you know it this whole Hartford convention thing really just proved to a lot of people that the Federalists were so out of touch with American sentiment um that ultimately it led to the demise of the Federalist party. Uh then we get Henry Clay's um uh
• 71:30 - 72:00 American system. So, the aim of the American system was to unify the American economy. And how are they going to do that? wealth through federally funded internal improvements series of protective tariffs uh establishing the second bank of the United States and again there's regional opposition here from this time from the south so Madison who is president at this point vetoed some of the provisions because while the American system he said would benefit
• 72:00 - 72:30 the nation it would disadvantage the south okay so he's siding with his region there over against uh the whole nation And then we got to talk about westward expansion. So during this period, Missouri applies to become a state. Um there was something known as the Talmage Amendment in Congress um that was attached to a bill that stipulated that Missouri would enter as a free
• 72:30 - 73:00 state. Now I cannot I cannot emphasize enough I'll probably say this uh in the in the next unit as well but it bears repeat repeating just how important it was when the north and the south at this point as these they're becoming you know crystallizing into distinct uh regional entities how important it was for them to keep the Senate balanced between free states and slave states. So, at this point, there's an even number of states. Missouri wants to
• 73:00 - 73:30 come in as a free state. That's going to tip the balance, and that is not good. Um, I mean, it's good for the nation to get another state, but as a result of this, regional tensions begin to flare up. Um, so, so the solution came from the hands of our boy Henry Clay and the Missouri Compromise, also known as the Compromise of 1820. It's the same thing. Don't get confused. The compromise, the provisions were that Missouri would enter as a slave state and then the southern border of Missouri, the 3630
• 73:30 - 74:00 line, um would, you know, extend it extended out past uh Missouri through the Louisiana um Louisiana territory and eventually on to the Pacific Ocean. Um below that line, every you know, every state that applied for to the Union to become a state below that line could be a slave state. everything above it will be a free state. And that kind of cooled everybody's t att tension for like five minutes. That's going to bring us to big idea number three. Three out of nine. So
• 74:00 - 74:30 during this period, the United States sought to establish its place as an independent nation on the world stage by claiming territory and consolidating control over the western hemisphere. So claiming new territory. Okay. So uh we established the US Canadian border at the 49th parallel. There was also the joint occupation of the Oregon territory. There was the Adams Onus treaty in which Spain seated Florida to the US. And then going beyond those borders, uh the
• 74:30 - 75:00 US is starting to establish its authority in the whole stinking western hemisphere. And for this we have a nice little term and that is the Monroe Doctrine. So this uh President James Monro Monroe this established the western hemisphere as a United States sphere of influence. Okay. So we don't want any meddling of European powers here. Uh we've got this. We will handle it. And so this is just an example of a young upstart country flexing its pecs
• 75:00 - 75:30 on the the world stage and saying we've got this hemisphere covered. We are now the power over here. That's good. Did I say peex? There it is. Um, all right. Big idea number four. Um, the market revolution was the linking of northern industry and the linking of northern industry with western and southern farms which created advances in technology and had significant effects on the society and culture of the United States. So,
• 75:30 - 76:00 oh, where' that come from? I'm not tired of you guys. I love you guys. Um, oh yeah. So, uh, lots of students get confused with the market revolution. Let me see if I can just try to simplify it for you. First of all, let's talk about the technology that made it possible. There's things like the cotton gin, spinning jenny, those sorts of things. interchangeable parts which you know became the basis for the American system of manufacturing um which allowed for you know repeatable tasks performed
• 76:00 - 76:30 by unskilled laborers which is what makes mass production possible. Also there's the steam engine you know boats could now steam boats can now go up and downstream excuse me uh in rivers. So all of that had the effect of creating conditions for the market revolution. The government also helped uh plenty uh by introducing legislation that aided the development of quicker
• 76:30 - 77:00 more convenient transportation paths uh things like the Eerie Canal across New York State. Uh the effect of that was to foster regional interdependence for trade. So the the whole point to remember is that because of all these things the nation is slowly being knit together economically whereas prior to this it was much more regional in nature and so that's what these um developments are creating. Additionally, add to the pot, a huge wave of immigration during
• 77:00 - 77:30 this period, 1820 to 1840. Like 2 million immigrants arrive. Many of them settle on the eastern seabboard in these urban manufacturing areas that are are popping up. And um not all of them though. Some of them do move west to establish homesteads on the frontier. Um but once but that creates a huge labor pool for this sort of protoindustrial thing that's going on in the United States. Um but when all these new immigrants show
• 77:30 - 78:00 up to these cities uh they they end up changing um and or introducing their culture like they they have uh they live tightly together in often in these crowded tenementss. uh but they also establish their cultural traditions and create these ethnic enclaves where they speak their language and eat their own food and and in doing so influence the wider culture of the receiving society. Also in the market revolution we get the rise of the middle class. So uh there's a
• 78:00 - 78:30 growing prosperity as a result of the market revolution and the middle class first emerges in the north. The middle class are those folks who don't like work in the factories like with the machines. Um, but they're also not like, you know, the really super rich. Um, but they're like they're businessmen, they're doctors, they're lawyers, they're people who don't they're what we would think of as white collar workers. And then in terms of women, okay, remember we had the uh Republican
• 78:30 - 79:00 motherhood back in uh the second period. Now we have a development called the cult of domesticity. The idea here is that men and women have separate spheres in society. A woman's identity was bound up in childbearing providing you know a home for her husband and her children whereas the sphere of men was work. Okay. So that becomes a very clear defining line
• 79:00 - 79:30 uh between genders in this period. That leads us to big idea number five. Five out of nine. During this period, the demand for expanding democracy manifested itself in universal white male suffrage and the growing influence of political parties. Okay, so let's start with uh the panic of 1819 to set the stage for all of this. So panic is just another word for like what we would call a depression today, economic depression. Um, so it resulted from the
• 79:30 - 80:00 panic of 1819 resulted from irresponsible banking practices. Uh, and laboring men were actually hit the hardest. So, so the banks are corrupt. They, you know, in some sense fail. Laboring men are hit the hardest. The problem was they couldn't vote to hold their politicians responsible for this. And so as they look out west, a lot of the frontier states had already established universal white male
• 80:00 - 80:30 suffrage. And so by 1825, most of the eastern states followed suit as well. Also during this time, as far as expanding democracy goes, we have the growth uh the growth and realignment of political parties. Chief point here is the election of 1824 um which marked a split in the Democratic Republican party. So you've got now the national remember the the Federalists went the way of the dodo after the Hartford convention but now
• 80:30 - 81:00 you got the Democratic Republican party and they're going to split in two. You've got the National Republicans which is one faction later they would become the wigs and they were kind of the loose constructionist. They're the they're the sort of Federalist 2.0. Okay. Then you've got the Democrats who were the strict constructionists. They're they're the Jeffersonian line of of thought in this new party. And that's going to lead us to big idea number six. President Andrew Jackson made a profound use of federal power on issues like the national bank tariffs, federally funded
• 81:00 - 81:30 internal improvements, and the forcible removal of American Indians from their lands. Okay. So, by the time of uh Andrew Jackson's rise, we get new political parties. We have the Wigs led by Henry Clay, and we've got the Democrats led by Andrew Jackson. They have all kinds of conflicts as political parties do. Um, one of the most significant was the became known as the tariff of
• 81:30 - 82:00 abominations. I'm about to talk about tariffs, y'all. I feel like I can't talk. Can I talk about tariffs? I feel like this is like if I just if I just say the word tariff, I'm getting political or something like this. I'm going to talk about tariffs. Okay. Um so the tariff of abominations uh basically raised tariffs by 50%. If you can imagine. Now northerners they loved it. They loved it because this is what's known as a protective tariff. Like it it protected northern
• 82:00 - 82:30 industry. Southerners on the other hand hated it because they were uh their economy was focused around um agriculture and so they relied on a lot of imported goods uh that they couldn't make for themselves. So that tariff hit them very hard. So Andrew Jackson's vice president, John C. Calhoun of South Carolina, remember the Southerners hate hated this. John C. Calhoun was one of them. He encouraged South Carolina to nullify that law. So remember the thing
• 82:30 - 83:00 I told you to put in your pocket, the Kentucky and Virginia resolution. Here it comes back again. And there's that line of reasoning that if a state thinks that a law is unconstitutional, they should just act as if it doesn't exist. In response, Andrew Jackson persuades Congress to pass the force bill, which gave federal authority to send US troops to South Carolina in order to enforce federal law. So, so all of this it's interesting just for what
• 83:00 - 83:30 it is, but all this is an illustration of the, you know, fracture uh between the two parties and how they view federal power. Another example is the bank war. Uh Jackson believed that the bank the the uh bank of the United States disadvantaged the wealthy or excuse me, no advantaged the wealthy at the expense of the poor. So when the recharter came up for the national bank for the second national bank, he went ahead and vetoed it. And then you've got the Indian Removal Act in which the um
• 83:30 - 84:00 uh the Supreme Court tried to check Johnson's power on this um and tell him that the law was unconstitutional, but he went ahead and did it anyway. So, under Jackson, you've got a massive expansion of uh federal power, especially executive power. That's going to lead us to big idea number seven. Seven out of 10. Americans labored during this period to define a distinct American identity through language, philosophy, art, and religion. Okay, if
• 84:00 - 84:30 there was only one philosophy to remember, it would be transcendentalism. This was influenced by European romanticism. Uh, also throw in the belief of human perfectability and you got transcendentalism. Uh the idea here is that you know it's it's rooted in the transcendent power and beauty of nature and emphasizes um you know mystery and human passion and the names to associate with it are um Ralph W Ralph Waldo Emerson that's his name
• 84:30 - 85:00 and uh Henry David Thorough. As far as art goes uh a great one for uh illustrating national identity is the Hudson River School. um this you know the the paintings from from this collective um you know they painted romanticized landscapes in New York and the western territories. Hopefully you've seen some of those in your class. Uh then as far as religion goes uh we get the second great awakening. The second great awakening is a little
• 85:00 - 85:30 different from the first great awakening uh in that it emphasized the moral reformation of society whereas the first great awakening really emphasized uh personal reformation. Um so you know the second great awakening is much more societal in nature. Uh a name to associate with that is Charles Finny. He was this you know magnificent preacher who spread the revival in urban areas. Um, and the second great awakening had uh a similar effect that the first great awakening did, which was um help uh nationalize an
• 85:30 - 86:00 identity for Americans. That's going to bring us to big idea number eight. Eight out of nine. The rise of democratic and individualistic beliefs and the social changes brought on by the market revolution led to a significant effort to reform American society. Okay, let's talk about reform, y'all. And there's no better place to start than the temperance movement. Um, let me introduce you to the temp uh American Temperance Society uh who argued for
• 86:00 - 86:30 complete abstinence from alcohol. Um, and we're able to get some of the some gains, but we'll see some more of that uh I think tomorrow night. Um, there's also big strides towards abolitionism. So, in this period, abolitionism begins to spread rapidly, and there's lots of arguments for the uh the end of slavery. Good name to associate with this is William Lloyd Garrison who was the editor of a paper called the liberator. Uh you've also got the anti-American
• 86:30 - 87:00 slavery society or anti-American American anti-slavery society. There it is. Um and so you know these messages being propagated these abolitionist messages are being spread across the north and it convinced a lot of people. Not all people nothing ever happens in US history where it's like everybody agreed. No, not all people, but a lot of people. Now, ultimately, emancipation was achieved in the north, but some states still did restrict the rights of
• 87:00 - 87:30 African-Americans. In the south, uh the cause of abolition was mainly taken up by black southerners themselves because, you know, none of the southern white people were actually convinced by this argument. Um, great example here is Nat Turner's rebellion. Excuse me. This is a slave revolt uh in which like over 50 white people were killed. Ultimately was unsuccessful, but um the result was pretty intense. Namely, that that white
• 87:30 - 88:00 plantation owners became really really fearful of this because the Haitian Revolution just happened where enslaved people rose up, killed all their enslavers, and established a state of their own. that made them, you know, southern white people uh a little twitchy. And so that that made them, you know, clamp down and and make conditions even harder for the enslaved black people uh that worked uh in their fields. Even so, you know, enslaved
• 88:00 - 88:30 people in the south, they were able to maintain their culture uh in in many ways. They upheld their own dignity by protecting their family structures. Uh joining different political efforts aimed at changing their enslaved status like they were very active in um in resisting. And then finally we got the women's movement uh happening during this time. Uh the Senica Falls Convention, this is the big one, 1848. uh they drafted a declaration or what's called the declaration of sentiments uh
• 88:30 - 89:00 in which they outlined their demands for women's equality and education uh in legal rights in voting. And it's going to be uh 1848 is going to be like 60 more years before um some of those come to fruition. But we'll get to it. We'll get to it. That leads us to the last big idea for unit 4. Big idea number nine. Though the majority of southern white people did not own enslaved people, southern culture ensured that the
• 89:00 - 89:30 institution of slavery was part of the south's way of life and thus was to be protected. Okay. Um All right. So most of the farmers in the south were yman farmers, which means they were independent land owners. They did not they were not wealthy and that means they owned no enslaved laborers but they still believed in the institution of
• 89:30 - 90:00 slavery. They still believed in the racial codes that established southern hierarchy. Um so so that made it very difficult for even those who didn't own slaves um to think of their society in any other terms. As far as economics in the south, you know, their economics and their culture was basically defined by agriculture, especially by cotton. The
• 90:00 - 90:30 problem with cotton was that you know it really depleted the soil and because of you know the growing demand for cotton exports um because of you know industrialization happening elsewhere happening uh especially in Europe um and now the the cotton is depleting the soil that leads to uh cotton farmers wanting to move west in search of more arable land and that's going to lead to some uh pretty significant consequences. in the next unit. Um, where did my mouse
• 90:30 - 91:00 go? I can't change it. Okay, there we go. Uh, and that will bring us to the next unit, uh, unit five. But, uh, for now, I'm going to do some one last round of short super chats until we get to all of them. Just remember, if you, uh, put your super chats in, you want me to shout out somebody, um, I'll be reading most of them at the end. Oh dear. I lost my place
• 91:00 - 91:30 here. Hold on just a sec. Just a sec. Talk amongst yourselves. Find my spot. Okay, here we
• 91:30 - 92:00 go. Um, okay. I think I'm on Timmy Karev. Hey, Emma, can you shout out Mckia Chan Senpai? Oh, no. I already said that one. I already said that. Okay. Oh, here we go. Here we go. Uh, Jeriah Ringo, please shout out Mrs. Celinger or Celinger from Klein Oak. She's amazing. Western Front Productions. Uh, play Lego Star Wars Live. Uh, and thanks for my
• 92:00 - 92:30 last five for my five last year in AP World. Oh man, I love me some Lego Star Wars. Don't even worry about it. Uh, Gojo, please give a shout out to Mr. Samoy and Miss Gar from Grant. Abigail for $10. Thank you. Shout out Mr. Nelson's Apush class in Warwick, New York. Congrats on one mil. Thank you, Justin V. Shout out Mr. Rasheed and tell Brandon and Dexter to Saig Sea. Uh,
• 92:30 - 93:00 Josie Byer for $10. Uh, can you wish Josie B and Dalia L a five on the exam? You guys get that five. Jenna W, shout out to Miss Mason period 2A PS and then PSBC for $10. Thank you. Hi, Mr. Hemer. Can you please shout out Mr. Latril's third period class. Love your videos. R uh Rishan Halgo Ohio himchan uh please bless Bianca a five. You're
• 93:00 - 93:30 blessed. Fe GE shout out Miss Snider a push and Mr. Bernady AP world history. Um all right let's do a few more. Uh, repeat Misty, tell Hamdon, Hamdan, uh, his jumper is arriving in 2026. Carson Kohler for 199. Thank you. Uh, Jay Kursed, shout out Mr. Nap, the greatest A push teacher ever. Keezy,
• 93:30 - 94:00 shout out to Keith Michaels or Keith Mikkels. Uh, and sixth period A push. Alli Berlin Heimler, my fave shout out. Urseline in New Rochelle, New York. We are your biggest fans. You are why we survive a push. Floaty Goaty, shout out my goat, Mr. Sakel. Uh, thank you for carrying me through my A push test. Himler Sky. Hey, my A push teacher, Miss
• 94:00 - 94:30 Coniosis, loves your videos. Can you shout her out? You got it. Chungus man, let me do two more. Uh, Chungus man, unit five related. What are all the political parties up to the Civil War and their motives? Goodness gracious. That's that's a big answer. Uh I'm trying only to do shout outs here, not content. Um but I've I mentioned I think I mentioned all of them up to this point. So hopefully you caught that. Uh Simon Roiffe, please shout out Mr. Fishman. He loves fish. Well, I'm glad to hear that. All right, got a lot more
• 94:30 - 95:00 to go. Uh but let's go ahead and finish up with unit five. Unit five period is 1844 to 1877. We got 1844 election of James K. Pope. 1877 is the end of reconstruction. So this one this was all about the the Civil War. What led up to it? What happened? And what came out of it. So let's do it. Big idea number one.
• 95:00 - 95:30 Uh we've got 10 big ideas. 10 big ideas here. All right. Many Americans believed it was their manifest destiny to expand their nation over the whole of the North American continent. So the idea of manifest destiny is that people believed that it was their god-given right to possess all the land from the Atlantic to the Pacific oceans. Why? Well, further access to natural mineral resources. It also afforded economic opportunities to settlers. Also
• 95:30 - 96:00 they believed in the superiority of American institutions like representative government. So what facilitated westward expansion? Well, there was legislation like the uh preeemption acts which made vast tracks of land uh very cheap um to anyone who would move there and establish a homestead. Another motivation uh or facilitation was gold. Uh gold was discovered in California and that led to the California gold rush in 1848 which led to huge migrations westward. Excuse
• 96:00 - 96:30 me. Um, and then of course what I mentioned just before we quit unit 4, Southerners were needing more arable land for agriculture and so they were migrating westward as well. That leads us to big idea number two. The Mexican-American War was caused by the annexation of Texas and resulted in large territorial gains for the United States. So Texas that belonged to Mexico. American settlers had been settling there for a long time. Um, and they were they were of the southern
• 96:30 - 97:00 persuasion and Mexican law had made sla slavery illegal. Uh, and required any migrants coming in to Mexico to convert to Catholicism. The the Americans moving in didn't really care about any of that. They didn't do it. So, Mexican government starts clamping down on those laws. Uh, and so Americans living in Texas rebel. Long story short, it becomes an independent nation at that point. but it wants to become a US state. So, Mexico warns the United
• 97:00 - 97:30 States against annexation, saying, "Hey, if you annex Texas, that will lead to a war." So, what does the United States do in that situation? Well, they annex Texas. Like, that's that's their thing. So, Texas is annexed during John Tyler's presidency. Um, and there was a disagreement uh between Mexico and the United States over the southern border. uh and as a result war broke out um the Mexican-American war and that war ended
• 97:30 - 98:00 with the treaty of Guadalupe Hidalgo in 1848 and the result the main result of that was what's known as the Mexican session which was a huge territorial gain uh for the United States lots of northern territory in northern Mexico now is seated to the United States places like like today New Mexico, Arizona, California, those places Then adding some uh some fuel to the fire, we got the Wilmont
• 98:00 - 98:30 proviso. This was just a a little note attached to an appropriations bill in Congress saying that uh slavery or I should say banning slavery in all territory gained from the Mexican-American War. That led to a firestorm in Congress. Um because you know, I mean, think about it. You remember the Missouri Compromise? Let's tie this together. Missouri compromise said that everything under Missouri southern border which was what was
• 98:30 - 99:00 gained in the Mexican-American war all of that would be eligible for slavery. Okay. Now the Wilmont proviso is saying all territory gained from the Mexican-American war is now slavery is now banned in those territories. So big fight in Congress. The proviso was eventually struck down, but it's symbolic of the growing tension that's being created by westward expansion and the question of slavery. I wonder if it's going to cause any more problems. I don't know. Let's go to Big ID3 and find out. Oh, it did. It did lead to more
• 99:00 - 99:30 problems. Okay. Further acquisition of land led to an increasingly bitter debate over the future of slavery in America, which was temporarily resolved in the compromise of 1850. Okay. So um with the Mexican session there was basically three positions on what to do about slavery as those territories are formed into states and then apply for to membership into the union. The southern position number one was that slavery is
• 99:30 - 100:00 a constitutional right and that the Missouri compromise is already law and therefore the line should extend all the way to the Pacific. the free soil position which was held by uh northern democrats and wigs wanted all that Mexican session territory to be free. But then the third uh position popularized by uh our boy Steven Douglas was popular sovereignty and the idea was
• 100:00 - 100:30 there like just let the territorial populations decide for themselves whether they're going to allow slavery in their uh territory or not. Not needless to say there wasn't much agreement across lines there. But the solution came in the form of our boy Henry Clay again with the compromise of 1850. So the compromise had a few uh provisions to it. Number one, the Mexican session would be divided into territories who could decide uh for
• 100:30 - 101:00 themselves by popular sovereignty whether their territory would include slavery. Second, California would be admitted as a free state. Third, the slave trade is outlawed in Washington DC. And then fourth, the passage of a stricter fugitive slave law, which is going to cause an awful lot of problems. But we'll go to big idea number four for now. As more immigrants arrived in America, they created ethnic enclaves where they preserved their culture uh and faced opposition from nivists. Okay,
• 101:00 - 101:30 so we got another big wave of immigrants coming in. uh and mostly here they're uh Irish and German. Um and they were uh keeping their um their cultural customs um alive uh keeping their language going. Uh they were able to find each other. Did I say this is another wave of immigration? Like there was the one I referred to in the the last unit. This is the same one by the way. Sorry for the confusion. Um anyway, Irish and
• 101:30 - 102:00 German. The Irish mostly stayed in the urban centers in the east. the Germans mostly struck out west in order to farm and as this huge number of immigrants was piling up on in America. Um there was an awful lot of opposition to them. There was the anti-atholic nivist movement and uh nivism in case you forgot is the policy of preferring and you know protecting the interests of nativeborn people over against the interests of immigrants.
• 102:00 - 102:30 nivists go ahead and uh start their own political party just around anti-immigrant fervor which was known as the no nothing party and the whole point of that party was to limit immigrant cultural influence. That leads us to big idea number five. Tension over slavery increased because of conflicting regional labor ideologies, a fervent abolitionist movement in the north and the arguments of southerners regarding the constitutionality of slavery. Okay.
• 102:30 - 103:00 So, let's talk about differences, regional differences in labor ideologies. In the north, remember, they're mainly um uh defined by manufacturing. In the south, mainly defined by agriculture. The north relied on paid labor, while the south relied mostly on unpaid, coerced labor. So, here's what I tell you. It's it's really important to remember. Don't miss this. It's important to remember that not like many northerners did not object to slavery as
• 103:00 - 103:30 immoral. Instead, they argued that if the system of slavery, if the system of free labor expanded, it would undermine their ability to get work and to work for wages. Okay? So, so in the north there is the abolitionist movement very much so and that's the moral opposition to slavery. But there's also a very practical opposition to slavery which is that if slave labor expands then that's going to threaten wage labor. Okay. So
• 103:30 - 104:00 result was the free soil movement which um which sort of took up the the case that you know the expansion of slavery was incompatible with the labor of um of free workers or or uh wage workers I should say those who were not enslaved. Then you get some real uh traction with the abolitionist movement. Um, we see the development of the Underground Railroad, which is a series of trails and safe houses designed to
• 104:00 - 104:30 help enslaved southerners escape to the north. He had the publication of Uncle Tom's Cabin, which was like a massive bestseller. It made, you know, slavery appear very brutal, very immoral. lots of people started to um be convinced by even though it was uh a work of fiction um people began to uh feel things about it as a result of this um and then there was arguments over the constitutionality of slavery. Southerners argued that the
• 104:30 - 105:00 constitution protected slavery. I mean and they were not wrong, right? The the the original framers in the constitution were real squirly about saying anything that really messed with slavery. So they had they had a point there. Um, additionally, the Southerners also had the 10th amendment on their side. Like remember what I said all the way back in unit 3, the 10th amendment says any power not explicitly enumerated for the federal government belong to the states. And so the the constitution actually gives no explicit
• 105:00 - 105:30 um power to the federal government to regulate slavery except for banning the slave trade. And so this was their argument that that slavery is perfectly constitutional. We'll get to the abolitionist side in a moment. That leads us to big idea number six. All attempts to compromise over slavery ultimately failed which led to the rise of sectional political parties. Okay. So further attempts to compromise on slavery after the compromise of 1850. We
• 105:30 - 106:00 have the Kansas Nebraska Act of 1854. Uh so um Nebraska, that territory is divided into two territories and they're going to decide the slavery question by popular sovereignty. But again, remember this is north of the 3630 line and therefore by the passage of the Kansas Nebraska Act, they're overturning the Missouri Compromise, which was like almost like political scripture at that
• 106:00 - 106:30 point. So everything is wonky right now. But within um Kansas and Nebraska um and muh Missouri uh parts of Missouri um fighting breaks out between um pro and anti-slavery fra uh factions um in a an event known as bleeding Kansas which fueled further division over slavery. Then making things even worse, you get the Dread Scott decision, Supreme Court case in 1857, which effectively made
• 106:30 - 107:00 slavery legal in any state in the Union. And so all of these things are going on. It eventually blows up with an event known as John Brown's raid on Harper's Ferry. Um, and the goal, John Brown's goal in that was to incite incite a slave rebellion. And Southerners were not too happy about this. This is we're almost at the breaking point here. And so there's further division um of sectional divisions with you know we we
• 107:00 - 107:30 think of it in terms of uh political parties. So you know the southern democrats uh championed you know the protection and expansion of slavery. But the northern republicans which you know the wigs and the free soilers they championed the containment of slavery which is to say make absolutely clear not the abolition of slavery just the containment of it. just we'll leave it alone where it is. We're just not going to let it expand. Okay, that leads us to big idea number seven out of 10. Almost there, y'all.
• 107:30 - 108:00 Almost there. Stay with me. The election of Abraham Lincoln in 1860 without a single electoral vote from the South led to the secession of the southern states. So Lincoln was very explicit in his campaign. If he won, he would not seek to abolish slavery where it existed. So that was his position. But the south could see, you know, the writing on the wall. If this is the way the nation is going, our interests are not safe. And so that leads to the secession crisis.
• 108:00 - 108:30 The first state to secede is South Carolina. And then 10 other states join them uh and form the Confederate States of America, and we're about to have ourselves a civil war as a result of it. But the reasons that they seceded, there's essentially two main ones. If you read their uh articles of secession, the different states all wrote reasons why the two big ideas that they outlined for themselves were preservation of the institution of slavery which was bound
• 108:30 - 109:00 up in the southern way of life and protection of states rights against unconstitutional federal overreach. This is how they argued in their um articles of secession. So that secession led to the civil war and that is going to lead us into big idea number eight. Even though the north and south mobilized their entire economies and societies to fight the civil war, the north known as the union ultimately won because of several strategic advantages. So here's a much too brief explanation uh run
• 109:00 - 109:30 through of the civil war. The south begins uh kind of in an advantageous position. They've got superior generals. They got the advantage of fighting a defensive war on home territory. But the North ultimately prevails. Here's why. They have a much greater population. They also have possession of much of the nation's industry and banks, 70% of the nation's railroads. Also, you've got Abraham Lincoln. He started the war in order to preserve the Union. Remember, he was still at that point like, "Hey, I'm going to leave slavery alone where
• 109:30 - 110:00 it exists." Uh, and so his whole goal was just to preserve the Union. But over time the scope of the war shifted under his leadership with two particular events or I should say two particular documents. Number one was the emancipation proclamation um which kind of cast the um uh cast the war uh into in terms of slavery and that actually prevented the south from getting aid from Britain for example. So brilliant strategic move and then also the
• 110:00 - 110:30 Gettysburg address which sought to reunify the country by portraying the war as uh you know a war against slavery and um and the fulfillment of America's founding ideals. Uh also the south struggled because of the destruction of their infrastructure um like in Sherman's march to the sea the sort of scorched earth policy burning of fields destroying of railroads all of that. That's going to bring us to big idea number
• 110:30 - 111:00 nine. After the Civil War, America entered a period of reconstruction which abolished slavery, amended the Constitution significantly, and sought to reunify the North and South. Okay, so let's talk first about the constitutional amendments that happened after the Civil War. You have the 13th Amendment, which abolished slavery. You got the 14th Amendment, which applied the Bill of Rights to state governments. And then you got the 15th amendment which granted voting rights to former enslaved black men. Not women yet, but men. And so in order to make sure that,
• 111:00 - 111:30 you know, everything I just said and, you know, other reconstruction laws were kept, the South remained under federal occupation with federal soldiers. And so clearly, and you know, they're not happy about this. So, there's a big debate among Republicans like how should the returning southerners be treated a as as they're coming back and we're mending this union. Should they be treated as conquered foes or should they be treated as longlost family members who just, you know, lost their way and need a nice
• 111:30 - 112:00 hug? Well, Lincoln was of the hugging persuasion and he wanted to treat the returning southerners kindly like just you put put minimum requirements for rejoining the union in place. But unfortunately, he was assassinated and Andrew Johnson, his vice president, becomes the president. Uh, and he tries to do what Lincoln wanted to do. But he was an irassable man and uh, and really the the radical Republicans in Congress um, did not like him and decided they
• 112:00 - 112:30 wanted full control over reconstruction and they wanted to punish the South for the war. And with the numbers, with the majorities that they had in Congress, they were able to do that. And all that led to even further tension between the defeated South and those in the halls of power. And then finally, the last big idea of the night, number 10. Reconstruction ultimately failed because of northern weariness of forcing southerners into submission and southern insistence on maintaining their pre-Ivil
• 112:30 - 113:00 War society. So southerners did everything they could to maintain their pre-Ivil War society. So after the war, slavery is um abolished, but agriculture is still there. And so the system of sharecropping was, you know, replaced uh slavery um because they, you know, they still needed laborers to work the fields. And so they hired former slaves to work the land and offered them contracts that bound them to the plantation and made um you know
• 113:00 - 113:30 provisions for unlimited amounts of work which if it sounds like slavery it's it's pretty much like slavery. Also there was the uh persistence of white supremacy. The um the ideals of white supremacy. uh southerners organized secret societies like the Ku Klux Clan in order to terrorize black southerners into submission and you know more that I I can't mention right now. Also the enactment of black codes. Um this prevented southern black people from
• 113:30 - 114:00 owning land, from borrowing money, from essentially um entering into their equality as equal citizens under the constitution. And then finally you've got uh pie v. Ferguson. This was a Supreme Court case um that allowed segregation, the the segregation uh racial segregation of society and argued that it was in fact constitutional that facilities can be separate just as long
• 114:00 - 114:30 as they are equal. And you know they were definitely separate. They for sure were not equal. But at the end of the day, northerners just got weary of having to force southerners into submission. And so in the contested election of 1876, that led to what was known as the compromise of 1877. Democrats agreed to let uh the Republican Rutherford be hay Rutherford be Hayes become the president. In
• 114:30 - 115:00 exchange, they had to remove federal occupying troops from the south. And once they were gone, there was no one to enforce federal anti-discrimination laws. And the Southerners went right back to their old ways. And that's it. We did it. We did it. Um, okay. So, uh, if you I'm going to read I'm
• 115:00 - 115:30 probably going to be here for like two more hours reading these super chats. Um, but if you're going to go ahead and go now, um, I just want to let you know thanks for showing up. Uh, I'll be here same time, same place tomorrow. Um, and we'll do one more night before the exam itself. And, uh, just want to let y'all know I love you and, uh, thanks for all the support. I'm wishing you all the best for your exam. And, uh, hopefully I'll see you tomorrow night. Okay, let's do some uh, super chats. But first, give
• 115:30 - 116:00 me like like 30 seconds. I'll be right back.
• 116:00 - 116:30 All
• 116:30 - 117:00 righty, let's do this. Okay, try to go
• 117:00 - 117:30 through these. We got quite a
• 117:30 - 118:00 few judging by um here here's what I'm
• 118:00 - 118:30 going to do. Every 10 or so, I'll tell you what time these were submitted. Uh so that if you know kind of whereabouts you submitted yours, like around what time, you'll know to start listening. And by the way, uh the super chats are going to
• 118:30 - 119:00 be cut off in 2 minutes. So, anything again after 9:00 p.m. uh can't be read. Um so, just FYI. All right. So, just pay attention for the the time stamp and um hopefully that helps you. Y'all ready? All right.
• 119:00 - 119:30 First is Nope. Nope. All right. First is Jackson Klein. Okay. I'm reading from 7:04 p.m. right now. What's going on, Himler? You're the goat. Thanks for the help. Can you please shout out the best AP World teacher, Mr. Layman Anthony? Anon, uh, on behalf of my class, thanks for helping me helping us brave through the rough patches of a push. And to honor the occasion, can we
• 119:30 - 120:00 get a shout out to the best history teacher in all the Midwest, our very own Mr. Mack? Comfy Star, can you please say vote for Rachel as president? Stucky, can you shout out Mr. Brad BP Peters, the goat a push teacher from King High School? Jesse T. Mr. Kagna, thank you for teaching everything DBQ. Michaela Himck, can you wish happy birthday to Bri and Vid, happy birthday. Macy Dwarte, Mr. Hunter
• 120:00 - 120:30 Balow, Baloo. Noah Hernandez, shout out my A push teacher, Mr. Quas. He's the best. Zevy Zero, shout out to Mr. Matthews Aush class. He's a W teacher. Tommy Tren, shout out to Benjamin Buford Roupert, our Batman teacher. Gabby Madero, shout out Brian Ross, the best A push teacher ever. He references you in class daily. Zack Matthew Rizzler Christian Brothers Academy. Lynn
• 120:30 - 121:00 Marcato, thank you. Cherry, thank uh shout out Miss Nixon from CRJ. Happy birthday. Meowsy Ma Ma Moizzy one, two, three. Shout out Mr. So's Soison's class. LZ Shuff or Izzy Shuff. Um, shout out Mr. Gra or Grock. Joanna Banana, shout out Mr. U from AHS. He's the goat. Sniper squirrel, you're going to be my
• 121:00 - 121:30 lifesaver for this exam. Shout out my A push teacher. Uh, Mr. Mloud. Ashley Mayo, it's called a stream, but it rhymes with the grug. It's called It's called a steamboat. It rhymes with the grug. Wafflely, shout out to Edward Wessle, my goat. Congrats on one mil. Thank you. Dobby the house elf. Please shout out Mr. Suggs from TCHS. We going to get those fives. Nat M, can you give a shout out to Aush teacher Mr. Moore
• 121:30 - 122:00 for being the funniest, cool, and giving his students motivation to pass their test this Friday? We love you. We all love you. Videoheimler hope motivations. Gabby, God on G. Oh, Gabby, good luck on your A push review. I love you. Um, reading from 7:05 p.m. now. Kelsey Ritter Peacock, thank you for the super chat. Argyle Cat, shout out to Miss Dooka from her three absolute
• 122:00 - 122:30 definitely favorite students, Matt K, Santana, and Hie. Leo Acasta Himlerchan, shout out to best AP teacher, Coach Gourd. Uh, Barbara Rodriguez, shout out to Miss Dubois and Mr. Taylor WSH. Rusty Orange, shout out to Mr. Allen of Buoltz of Buoltz. Patrick, ignore me. Shout out to Christopher Johnson from Northeast. Zombie Masha 92. Thank you, Himler. This is my last AP
• 122:30 - 123:00 with you. Let us shed a single tear. Stragungh, shout out to Himler and Mr. Godfrey. Carson Kohler, please shout out Mr. Skaggs from Greenwood, uh, Arizona. Um, B, shout out Mr. Brian Hansro. He's a legend. Will, hey, Himler, can you shout out one of the greatest ApushUSH teachers ever, Mr. Fulton Liv, shout out to my teacher, Ivy Spruel. She's the best. Sports Depot,
• 123:00 - 123:30 hey, can you please shout out Mr. Grow, please? Kagami Miles, shout out Mr. Shout out to Manard and all DTSMA push students. Sleepy Mackey, can I please give a shout out to the awesome Mr. Prank at MHS and his rat dog, Appa or Apa? Still reading from 7:05 p.m. Angelo Skenna, can I get a shout out for Mr. Sullivan from Fblock? Alex
• 123:30 - 124:00 Havian, can you shout out my teacher, Mr. Swatton or Sweden? Uh, user shout out Mr. Almocker from Henry Ford II high school. Giani shout out JP Dinosaur Snore23. Can you shout out Mr. Meade from Mather High School teacher ever? Aiden Prima Primac Primac. Shout give a yep yep to
• 124:00 - 124:30 Christopher. fourth hour. Luen, shout out Miss uh Pabarcus the goat. Best teacher ever. Also, we love you. Please don't go bald. Um Hen Henurui, Mr. Novak, please. He loves you. D boy, shout out Miss Jackson from New Rochelle High School and tell Noah Rosen Pooky that he's gonna do great. Also say good luck to the other Noah.
• 124:30 - 125:00 Brie, shout out for Miss Casey. WWS. Chaz McDonald. Himler, your bald head is so cute. Well, thank you. Toasty, shout out Miss Benanish, please. Or Benish. David Fischer, shout out to Mr. Royer the goat. Gad Misrai, shout out to Mr. Del Rey from YDE. Remember, Joey always right no matter what he says. Soul never stops talking and never does homework. Chi-Chi always up to no good on iPad. Watching
• 125:00 - 125:30 schmutz dead VODs archives. Today I took my APCSA exam and I'll be lucky if I got a chew. Shame that there's not so not much good study material like there is for yours. Congrats on 1 million. Thank you Giddy. Shout out to Mr. Brady from Woodside High School. Shler, shout out Anthony Anzela. Win for the win. Hi. Can you shout out Mrs. church from Cox Mill. Lily, hey again, Hiller, this is
• 125:30 - 126:00 third night is a charm. Not even taking a push, but you the goat. Please shout out my home girls, Ella Pike and Anna Hawin. Love you. Thank you, Lily. Captain Blue, this is 7:06 p.m. now. Captain Blue, shout out to Mr. Dur Durkholtz at Miami Arts Charter School. Thanks for always carrying us through. Love you. Keep being amazing. Taylor, shout out Mr. Moisen. Uh, thank you. Himler, my goat. Owen Kort, shout out
• 126:00 - 126:30 Brady Gra Mos Moskovitz 2026. Shout out to Miss Yan. Good luck to all on a push. Okie dokie. Congrats on the mill. Thank you. Shout out our school's AUSH teachers, Miss Layman, Miss Inso, Inso. Uh, they're amazing and we'll make them proud. I know you will. Thank you, Himler. Frost Thunder. Shout
• 126:30 - 127:00 out Mrs. Carr or Cower uh from LRHS. Jonathan R thinks you're the best A push teacher ever. Oh, Hect Mech. Shout out to Mr. Hills class. might be I guess. Shout out to Mave or Mav, Samantha, and Mindy for being the AP Gov Goats. We definitely ate that exam, guys. Thank you, Himler. Briana, shout out to Mr. Denovo's fourth period class,
• 127:00 - 127:30 fourth period red day class. Eric Blood, thank you. Geographical dummy, shout out to my AUSH teacher, Mr. Cullinan from Holy Cross High School in Flushing, New York. Gabe C, I'm back from last year. Watched last year's AP GV stream and now I'm on to A push. Thank you for your help and shout out to Miss Carr again. No 4HG3. Mr. Himler, thank you for the help so far this year. Please shout out Miss Conungleman's period 1
• 127:30 - 128:00 and period 4 at EBHS. She is an amazing teacher. Kovalean Calaman. Shout out my goat Mr. Gibbons. Cav Moore, Kav Cove, Omar, Ethan, Jacob, Boxing King 70. Thank you. Very generous. Um, shout out Walstrom Lovski Burke and my goat Darren Bardall. Tell John Mercer to work on his parking skills. Uh, Joseph, can you say heck
• 128:00 - 128:30 yeah, brother? Coming from Mr. Daisy's classroom. Joshua Morales, shout out Miss Reed. Wyatt Boyd for $50. My goodness. Thank you. Shout out Perry Oasis. Perry Oasis. You got it. Thanks, Wyatt Z. Please shout out Dr. Williams at OPRFHS. Best Apush teacher. Carlos 33.
• 128:30 - 129:00 This is from 7:07 p.m. Shout out to my AUSH teacher, Mr. Cooney. He's great. Olivia Lols, shout out to Mr. No, Dr. Weller from Copio uh high school. She's the goat. I don't think I said that name right, but I hope you know what I'm talking about. Dirt ball 57. Free Towen T. Chang from John Wick and Bradley's prison. He was only girding the fuzz declan dubious and DJ
• 129:00 - 129:30 Tonail. Shout out Tim Sebring as well for being the best Abush teacher. All right. Uh, Lydia Julie, shout out to Miss Faulk in Georgia. Jacob Oblage, thank you so much for your help, Himler. You're welcome. Padua Franciscan High Franciscan High School from Ohio is relying on you to get a five this Friday. Go get it. Uh, the seventh director, please shout out Mr. Shoots from Mountain Lakes.
• 129:30 - 130:00 Luis Luittita, thank you. Uh, an Anel Guzman or Anel Guzman Angel Guzman. Can I get a shout out for my A push teacher, Mr. Clemens, since he told me about your channel and he's an amazing teacher. Beltron, uh, 5000. Shout out Miss Mrs. Dilloway, literally best a push teacher ever. Chuku Himlerchan, hi Heimlerchan, can you shout out Mrs. Matina? Yo, big
• 130:00 - 130:30 siren. Shout out my OP teacher, Mr. Bridgam Bridgum Whit Anderson yo shout out Mr. Daisy Gabriella shout out Dr. Costello Lucas and Ace from FPM Chris J. Can you say vote Jack for CHS go president. You got it. Go vote. Vote for Jack. D34 L3r. Oh, dealer dealer nation. Okay. Uh shout out Miss Wood from Enterprise High
• 130:30 - 131:00 School. Koala, shout out Miss Mueller from Dominican High School. Gamer Sups, shout out Miss P Mr. Pit uh for being a great teacher. Louisa, your mama so big she started Westward expansion. I haven't heard that one before. Uh Cedi Triby, shout out Mr. Prince. Uh Twilight Sparkle LVR 562.
• 131:00 - 131:30 This is from 7:08 p.m. Kumala Sav Savveista Jake Amiatas from Brown School S. Give a big shout out to Dr. Costello TDF Culture, please. No, Miss Sammy, please bless up with the hundred HOS. Jaylen Otto, can you shout out Miss Shaw from Plainsfield High School, New Jersey? Helio for $25. Thank you. Shout
• 131:30 - 132:00 out to Mr. Kerina at Jesse Bethl High School. Kimmy, please do a shout out to the goat of a push, Mr. Laughman. Matteline, roses are red, violets are not green. In PA, there's a teacher named Mr. Paul V, and all his students will at least get a three. Jax Bay 9576. Hi, Himler. I love your videos. and they've helped tremendously both for this class and
• 132:00 - 132:30 world history. Can you shout out Mr. Kyer from Dwendon High School? Yes, I can. Kelp Pel Kell Pelper. Uh, Mrs. Jordan from Denver is the best AP Hero teacher. Alexa Ebersol, shout out Mr. Richards, he's the goat. Aiden Dver, thank you. Freddy Lan
• 132:30 - 133:00 Foster. I'd like to thank my AP teacher Kevin Maine who is like tongue tongue sahur sahur and seabbass who is my favorite Filipino. Make sure to vote Dylan Foster Gooni Gunny. Please shout out TR Loving Goat Miss Crocker at Santana High School. Congrats on 1 million King. Thank you. Israel Seiggoia, can you shout out to my teacher Mr. Craig James Greg Oofers. My name is Craig from New
• 133:00 - 133:30 Town High School and I want to give a shout out to my amazing teacher, my amazing ApushUSH teacher. He's one of the most well articulated and organized educators. Give it up for Mr. Charara Lambus. Hope I said that right. Zean Ahmed, I love Poshletz. Lilia, shout out Mr. MC and happy retirement to Mr. Spencer. Serwin
• 133:30 - 134:00 sidedwin Mr. Heimler want to say thank you for my five on AP world exam uh two years ago. Congrats. Could you wish the best of luck to Mr. Allen's fifth period? Good luck y'all. And they know who they are. Thanks for everything you do. Susitta, shout out to Mr. Swansion. Swansion and Navanit Navanit for teaching. Tristan Gooden, a push so
• 134:00 - 134:30 chopped. Shout out my super nonchalant RF farming teach Slick Rick from his fave student Duke Dennis TTG. Also vote Tristan for Pres. Elvis Lee, shout out Mr. Gwyn. Cat, please shout out Mr. Sparrows from West G a U G A. I don't know how to say that. Uh but there you go. Uh Anila, shout out Mr. Gentile from
• 134:30 - 135:00 MHSA. Also, I got a five in AP Gov last year because of you. Nice work. Emily Romero, shout out Jennifer Dorsey from Bullard High School, Texas. Best AUSH teacher ever. Nicole Hilo, shout out Mr. Perez from Citrus Valley High School. Eric Blood, shout out Audi, Luis, Valyria, Bailey, Charles, Oan, Teadeo, Nikira, and Arya. Arya, you got this. You all
• 135:00 - 135:30 rock. Salamander's rule. Could you please shout out Mr. uh Gimenez and wish him luck on his counseling career? Thank you for your help. You're welcome. Well, I'm pleased to announce everyone that we are now reading super chats from 7:09 p.m. 7:09. That's where we are. This one's from Noah Johnson for $50. Noah, dang,
• 135:30 - 136:00 son. Thank you for all your review and thank you for all your review and tools for help uh for the A push exam. Can you please shout out my A push teacher, Mr. Williams of Northern High School and congratulate him on being awarded teacher of the year. Mr. Williams, nice work. Well done. Karen Perez, shout out to Miss Varys and Moore from MHS HS. Congrats on 1 million. Thank you. Emma Z, please shout out Miss Moore's Apush class. Our school burned
• 136:00 - 136:30 down in the Palisade fires. Oh my goodness. So sorry about that. Uh, A Louie, Lord Baron, period 4. Feed the family, dominate, Cora Ker. Shout out to Mr. Boster Anor. Uh, South Mr. Boster Anor, South Carolina. He is your birthday twin. Oh, Beth Lee, please shout out my Apush teacher, Mrs. Kristen. Kath, shout out Miss Murray
• 136:30 - 137:00 from Hempstead High School. Mick coming after the gov test. Thanks Himler for carrying me through the test. And shout out to the goat Mr. Witcom from ISHS. Purple Pentagons. Shout out Mr. Bratcher. I'm getting I'm ready to get this five. Oh, we made it to 7:10 p.m. now. 7:10. These are these are coming in at 7:10. Gator, hi Mr. Himler. Can you shout out James Madison High School and the AP teacher, Mr.
• 137:00 - 137:30 Champy? Robert Nickerson, shout out to Miss Miller at Berling Game High School. Kobe Fletcher, shout out Mr. McDonald from Green Upstate High School. He loves Arsenal and Glorilla. Can you bless all of Mr. McDonald's AP US history class to get fives? Consider yourself blessed. Luke Steel 1159. Can Sigma Heimler give a shout out to Mr. uh uh Murad Moradians uh aka Mr. Muha fourth period aish class
• 137:30 - 138:00 at Zansville Community High School. Expedect Expectex YT shout out Mr. Watson from Maryland. Benjamin Ha, please shout out Mr. Cullinins period 6 Abush class from Holy Cross High School. We love you. He makes us watch you every day for frameworks. Ladybug, please shout out Mr. Loftman from Florida. Allison Everage, shout out to my amazing
• 138:00 - 138:30 teaching coach, Ryan FWBHS. I want FOF for $20. Thank you, Mr. Mr. Inennis from Kenned High School. Will Fermener, hey, please say hi to Mrs. Newberg's AM Amstad class. Is that is that it? Thanks. Uh, got games on your phone. Shout out to Miss Inosco
• 138:30 - 139:00 Inso from McDow High School. Uh I cannot read this name. It is perhaps written in Arabic. I'm not sure. Uh looks Arabicish, but I also don't want to get in trouble. I but I can't read it. Shout out to Mr. Bower from Maryland. You know who you are. Uh Mary, shout out the absolute goat, Mr. Mahar from NHS. Noah Bell, thank Mr. Langanger for everything he's done at CRHS. Uh, Vant
• 139:00 - 139:30 Pi, shout out Miss Miller at Plano West Senior High. Sunonny my thank you. Amy, hello Himler. Thank you for your service. I shall name my children after you. Please shout out Amy and Jack. Haley girl TKD, shout out Miss Cameo, we we love you and Hippo. Now we're reading from 7:11 p.m. Gus Howeie, shout out to Miss Alito Alioto's
• 139:30 - 140:00 third period A push class at U of D. Cena, shout out Miss Ashraf, we love you. Kylie Sheriff or Sheriff, uh, shout out a push teacher, Mr. H. I'm getting a five. Sloth online. Hey Himlerchan, I'm back again this year. Shout out to Miss Romnner at JBHS in her period 9 class. Thank you. So TS so freaking tough. Yo
• 140:00 - 140:30 Gert Andrew, shout out to Miss uh Periconee, Mr. Watson, and Miss Mrs. Vodka, our queens of a push forever. We love you. Also, shout out to Nick Heel aka Nicki Minaj. I know you're watching this. Angel Gravy, thank you. Vid Vant Gaming 11, please shout out Mrs. Rosen Grant, the best Apush teacher from HHS.
• 140:30 - 141:00 And you are you are two goat. Uh, king of Apush GE. Carson Paladino, shout out Miss Monreef from RHS. Also, let Cooper K know that the hairline only gets worse uh as time goes on. Uh, and the A students work for B students. Chris J, can you say Ottoman Empire has no RZ? Greek yogurt is from Greece, not Turkey. And Steagall is a CHS goat. Sunny my
• 141:00 - 141:30 shout out to New Milford High School. Daniel, thank you for the super chat. Remma Nand Remaandanda for $20. Thank you. Shout out Miss Ewing at Northcross. Anie, love watching these videos. Always laughing at the jokes. Uh, much love to Mr. Bower from Georgia. Keep being awesome. Sauce. Fourth period. Push. A push warrior. Ania. Ania. Terry
• 141:30 - 142:00 football. Excuse me. Terry football. Shout out to Miss Britney Jackson from Crisp County. Happy teacher appreciation week. We love you. Here are some more uh characters I don't know how to pronounce. Um, so please give my a push goat, Miss Offouse, a shout out. She is the titan of Apush, serving history with founding father finesse. Liv spider, shout out, Miss Thomas from Lowden County. Lowden County High.
• 142:00 - 142:30 Now we're all the way to 7:13 p.m. Connor Pier, say hi to Mr. Beerman at Schwarz Creek High, please. Lucas Manard, shout out the most amazing Apush teacher in the world, Miss Torquoire, you know, you know who you are. Uh, Fritz, not fake. Shout out Miss Mullis from Northwet. Damen Mel, shout out Mr. Brown, best history teacher in Las
• 142:30 - 143:00 Vegas. Al can also can you say TS AP test lowkey PMO GE Yo Payton Satler shout out to Miss Hoover's green four class we love you Himler uh Mario is Kek you look like my teacher's husband Miss Dyer anyways can you say Mario Cabraw Jr'll get a five on the A push exam let's go Indie Titans and tip Castillo or Castillo
• 143:00 - 143:30 Michaela, shout out to Mr. Jones and Bri and Vidy. Ulysa, give a year your to McBride's Trenchman might be. I guess the Towmobile GC is back for year two. We got four fives on world last year and we're ready to cook a push this year thanks to you and the goat, Mr. Wagner. Thank you.
• 143:30 - 144:00 Ria Subnani, thank you Mr. Reed for being an A push king. Hash Apush victim. I'm not gonna I'm gonna get first place. Good luck. Leila Tyler Mia Casey Jordan. Banana boatman 11. Thank you. Eccentrics, could you please shout out Miss Freda or Freda from PHS? She is the best. Jen B, shout out Mary Rose Sento at SCA. We love you. Hosinoya Ho
• 144:00 - 144:30 Hoshinoya. My name is Leani and I just want to ask if you could bless me for this AB test and shout out my A push teacher, Mr. Kavanaaugh. Thank you. You're blessed. Lauren Fontau, can you shout out my A push teacher, Miss Kelly, and wish my class good luck? We love your videos. Joel T, shout out to Mr. Chisums, AP US History class. Rabadaka, shout out to my friend Charles. All right, we're at 7:15. I'm
• 144:30 - 145:00 reading from 7:15 PM now. AJ, shout out to Miss Enuan from Houston County. Katherine, hi Himler, can you say hi to Mr. Baker and Mr. Amandola? Or can you say hi to Jeb and Jaw, whichever you like more? They will see that they will see you this summer for grading. Love you, Himler. Snailuca, shout out to Mr. Bower, president of the United President of the United States of Bower. By the way, Coral, shout out to my goat, Mrs.
• 145:00 - 145:30 Hughes, and my fourth and fifth period classes at St. James High School. Fourth period, better obi. Virtual chaos. Shout out to my history teacher, Mr. Callahan. Isabella Gonzalez, I love you, Mr. Heimler. You're the best. Congrats on 1 mil. Please shout out Miss Dan Danlovich. She is awesome. Izzy Bua. Shout out to the goat Miss Vyian from Via Central George Kudmani. Shout out Mr.
• 145:30 - 146:00 Gavidas Ganet Ganetus. Without him, I would be failing this class for real. Rubber Ducky, hi Himler, can you shout out Miss Recultt's fifth period class, manifesting fives for all of us? Lena, are the MCQs for AP World in chronological order or random? usually chronological. Uh, also, do you have any other tips on what to definitely know for tomorrow? Because anything, please help, please.
• 146:00 - 146:30 Oh, because I don't know anything. Please help, please. I'm going to have to refer you to my videos. Lots to know. Um, I can't isolate one thing, but good luck. Cabbage Himler Chan, congrats on one mil. Shout out to my goat, Miss Fallon. Most tough Apush teacher. We love you. Himler Grace, shout out to Mr. Ketchum. He's so goated algae. Hello, I'm Kevin Fam in Mr.
• 146:30 - 147:00 Enuan's a push class. Please give him a shout out. User 1275. Shout out Mr. Premise Premisler and Miss Panro S. Give a shout out to my best friends Lala and Zaza. We're all taking the A push exam Friday. And this shout out will manifest fives for all of us. Thanks, Goat. Levi Clinstra, please shout out Mr. Weey. He loves to play North and South, the old NES game about the Civil War in his free
• 147:00 - 147:30 time. Oh, I never played that one. Sounds lovely. Hannah McN, shout out Mr. Certa's Henry Clay cardboard cutout. Liliana uh Caseris, hi Himler, thank you for all that you do. Can you shout out Mrs. Amigor Amigorena and her FB block A push class? We love you. Reading from chat submitted at 7:17 p.m. Now Ria, shout
• 147:30 - 148:00 out Mr. Curtis from Westlake High School. Mini Towel08, shout out Mrs. Chapler from and the Bishop Brady A push kids of 2025. Also, any suggestions for people to nominate for my A push hall of fame project? Um, a push hall of fame. Uh, why why can't I think of anything any person that exists in a push right now? I've clearly been doing
• 148:00 - 148:30 this talking for too long. Um, yeah, let's let's go with uh let's go with um gosh, I I need to move on. Um I literally cannot think of a single name in a push right now. Oh, this is where it starts I start getting delirious. Sorry. Sorry I let you down. Mini towel. Um Bella Levine Lavine. To what extent was Lincoln the
• 148:30 - 149:00 goat? To every extent. Logan Suiki, shout out to Miss Loachchman's first period. Cameron Brown, shout out to Queen Ren and her favorite students, Cameron, Emma, and Penelopey. Muhammad uh Kazum Golgi, shout out to Miss Dukari from GHS and period 1. Apush Himlerchan, mad respect, you carry the modern history curriculum. Wbeard, thanks. Uh, Isaac Kelly, shout out Miss
• 149:00 - 149:30 Barger from Madison Central High School. I'm manifesting my destiny by colonizing this stream for Barger Land. SSG Benny, shout out to the goat, Mr. Babage. Uh, we're getting a five. Reese Evans, hilly to Miss Hills Week. Abby Wland, please shout out Mrs. Soils from Clinton High School. She's the goat. Chaz McDonald Kendrick Writing
• 149:30 - 150:00 Constitution being like we the mustard. Car me. Thank you. Christian Lobaso, can you shout out my bro Aiden C? To shout out Mr. Warren from Susuanic High School. Sir, hello Mr. Heimler. Can you please shout out my goat Ren Ittoshi Ittoshi and my Apush Queen Leila Posy Posey Anthony Moistner. Can you shout
• 150:00 - 150:30 out my teacher Mr. Pennington Teeny Guy? Shout out to Mr. Hooper. He's an amazing teacher. He has prepared us so well for this test. Every day his class is a blast. Thank you. That's awesome. Sid Devar, Devar Devaravar, shout out to Mr. Donald Adams, best of all time. Jesse, shout out to Miss Chu, the goat from Shure. Now reading chat submitted at
• 150:30 - 151:00 7:18 p.m. Areis lame, shout out to Mr. Gonzalez and his A push classes. Good luck, Rebels. Ashley Mayo, I call it the cast system. It rhymes with grug. Here's some what appear to be Russian characters for $20. Hey, could you shout out my teacher, Mr. Torres, my bald king? Shambbley Azelle, thank you for the super chat. Dan Shut, shout out Miss Lennon, St. Ignatius College Prep.
• 151:00 - 151:30 Pooky, can you give a shout out to Ethan, Miss Sandbridge, Sandridge, and Mr. Bravata? Tell them it's from Julia, Harmony, Dylan, Kingston, Lexi, Mel, Gabby, and Deku. Antonio, shout out Mr. O'Neal from CGHS. He's the second best Abush teacher behind the one and only Himler. Well, thank you, Carmy. Shout out Miss Alba and Mr. Kesler from University High
• 151:30 - 152:00 School. Yes, we are getting fives. Taylor Molry, shout out Miss Mrs. Solles. from AFHS, Mrs. Sole's aura. Emanuel Sang, I'm driving an hour for the exam. Wish me luck. Good luck. These are coming from 7:18 p.m. If you submitted, then I'm reading them. Kathleen Keffer, please give a boop for Mr. Johnson's a push
• 152:00 - 152:30 class. Real Kangi, shout out Mr. Sean Ferguson at SLU. Ignore me. Thank you, Astro. Shout out to Mr. Alaniano and Mr. C. My goats also. Alexis Lock in Lucas M. Thank you. Clouds. Hi, Himler. Thank you for everything. You were so helpful last year for World Roswell loves you. I love you back. Mike Kusenagi, please shout out Mrs. J and
• 152:30 - 153:00 Mr. Galindo and all the Garden Grove High School AUH students. Period 0 2 to 5 Jew and period 6 Galindo Jacob shout out Bombardilo Crocodilo and the Edge Edger Warlords Toxicity Venick please shout out Miss Wood at Enterprise. She's awesome. Como Commandu, shout out Coach Mack before he
• 153:00 - 153:30 starts a riot. M Vanh, shout out Miss Sullivan at BVHS. We love you. Zal Zalvaria, shout out to your favorite bald history teacher, Michael Skrillo from Robert F. Wagner Jr. School in New York City. Alicia, shout out Mr. Wolf and the A Push and Spongebob Goat. June June June Twig, can you rate
• 153:30 - 154:00 the evolution of Junior Brain rot as the years go on? Which year had your fave jokes slash comments to read? And shout out Munos Munos Munos at erhs. Last year was definitely the worst. Reading all the brain rot was not my favorite. Addie Dwetti, shout out Mr. Briers, Mr. Buyers and Miss Wagner from Middletown High School. Prepare me well for AP gov. Got a four. Joseph Fishman.
• 154:00 - 154:30 Shout out to Mr. Inguan and Miss Trans A push class. Kevin, shout out Mr. Stellin. He has no RZ and is a good boy. G3K0ero. Shout out Mr. Clark for being a goated Jamaican Apush teacher at Pleasant View. I like my cat more than you. Shout out to the goat, Mr. Hefern, and his favorite student, Macy. Katherine, please say hi to Miss L's Aush class. Hi. These are coming from
• 154:30 - 155:00 7:20 p.m. Now, Brady, can you please shout out my great teacher, Mr. Withers, aka Witherspear, our class? Owe him one after this unit. Also, can you shout out Dapp Ultimate? Shout out Mr. Avital from Weaver Academy. I got to lock in y'all. Okay, King Himler, shout out my goats in Sanger's class and the goat singer himself. We love you, King Himler. rhymes with Grug, by the way.
• 155:00 - 155:30 Jelly Jammer, shout out to Mr. Jones from McGrder High School, Maryland. Bluebird, shout out to my classmates. Five for IB 2026. Gus Howe, shout out to Miss Aloto at University of Detroit Jesuit. Josh Krispy, shout out to Mrs. Genszheimer. We are grateful for the food she provides after every test and are hopeful for our banquet on Friday.
• 155:30 - 156:00 Gab, shout out my bald king, Mr. Richard. Cena, please shout out Mrs. A. Sophie, can you say soap water nations will get a five on their AP exams? Sure can. Matthew, can you please shout out Miss Cougar? No, Co Kurer Ku Kurer at Adam City High School. Sorry about that. Uh, psychic T. Shout out to my goat of AP history teacher, Mr. Laughman from Largo High School. Pronounced Laughman.
• 156:00 - 156:30 Okay, Mr. Laughman. Nebu, thank you for all your work. Shout out to Mr. Puit of Chavez High School. One of the best AP teachers I've ever had. His enthusiasm made the class very fun and enjoyable. Saw your Norton. The fire you light in my heart is like what Sherman did to Atlanta. Thank you. I think. Thank you. Uh, Micah Hbert, these are coming from 7:21 p.m. Micah Hbert, best of luck to Dr. Hbert's AP US
• 156:30 - 157:00 history class at Edward Edgewood High School. Remember, all good history classes begin with a map. That's true. Grace, please shout out Mr. Ketchum from Coline. We love you, King. Blake Carlson, can I get a shout out for John Bangston from the front row group in his A push class? The ones who never stop asking questions. Amiia Rat 666. Can you please shout out Mr. Lacader? Also, happy belated birthday. Thank you. Uh, Jillian Orgillian Carneahan. Shout out to Mr.
• 157:00 - 157:30 Merritt from Charles Finny. Guy who is real. Shout out Mr. Davis and Mr. Kopinsky uh, of Shaker Heights High School. Shambbley Ael, Miss Murphy's a push class. Headedwig, can you shout out Miss Thomas, my goat, and tell Sophia the iron curtain was a real curtain? Ana, shout out to Uncle Mo's 10th grade a push class at Henry Ford 2 High School in Henry Ford II high school
• 157:30 - 158:00 in Michigan. No one loves canals more than you. All right, we are coming up on 721 now. 7:21. Um, all right. I'm going to do a few more of these. Take a short break. Um, Annel Brutus, hi Himler. Shout out to my teacher, Miss Jones at Sta. Omar Alb wanted to shout out teacher teacher
• 158:00 - 158:30 Santa from our CAM school for everything he does. And thank you, Himler. You cooked. Oh, thanks. Daff Duck, shout out Mrs. Koshan Petty, Taylor Leighton, shout out to Mrs. Smith, the nicest Apush teacher at PHS, and Mr. Wallen, the meanest Apush teacher at PHS. Um, Mark Santos, hey, Himler, can you shout out my teacher, Mr. Mitchell and Mr. Fes from Northwest Catholic High School? They're great teachers. Tarsel, can you shout out my
• 158:30 - 159:00 sweet baby boy, Brian Gel, and wish him luck on his AP exam and his new baby? Congrats, HH for $20. Thank you. Thank you so much, Heimler. And shout out Mr. Hoffman, the absolute goat, and another bald history loving man. Thank you for carrying me this year. You're welcome. Thank you, Leah. Shout out to my teacher, Mr. Bousard. Love. No, Mr. Buchard. Love him for real. Garden, thanks for helping me,
• 159:00 - 159:30 Himler, get a five and a last year. And shout out to Mr. O'Reilly, the a push goat of Depal Prep. Ava Giovana, shout out to Mrs. Graioli, Ava Sam and Luciana Bag. Hello. Can you shout out my A push teacher, Miss Bland, for always serving Continental Realness Blue 5G? Shout out my girlfriend Audrey G from Patrick T. You helped her get a four on AP Human. David Adrien, can you
• 159:30 - 160:00 say hi to my teachers, Mr. Weineberg from AVHS, Andy Inguan. Please shout out my goat coach Lee from Burlson. Waffle, shout out Udica High School and my Apush teacher, Mr. Wessle. Christy Harold, can you please shout can you please tell Mr. Vote or Vault? Vote uh at Pleasant Valley High School that he is a short icon diva and the best AUSH teacher. I love you, my glorious king. Angel Gravy, shout out to Miss
• 160:00 - 160:30 Bundrich. Uh, Seb Gaming 420. These are coming in from 7:22 PM. Shout out the amazing and mighty Kelsey Burton from Cave Springs High School in Rowan Oak, Virginia. We love you. We all love you, Himler. You are amazing. Thank you. Elena Sidi Sadi, Mr. Conlin Gabs, shout out my friends Stevie and Carly watching. Boxing King7, can you say stand ready for my arrival?
• 160:30 - 161:00 Worm Arabiz, shout out uh Mr. Mahar from NHS. Diego, hi to Mr. Everett Dot. Extra credit to fifth period, please. Chia, can you say on can you say on doid we all getting fives? Also, shout out to Miss Secco. Andrew Rios, heyo, thank you for everything you do and please give a
• 161:00 - 161:30 shout out to Mr. Mr. D. Leon. He's Montabelloo High School's best a push teacher. Thank you. Melted, shout out to Mr. Resnik, my a push goat. Himler, can you say Fina is best girl? Thank you so much. You are the best. A thanks. All right. Um, we'll keep going with these in just a moment, but take a quick break. I will be right back.
• 161:30 - 162:00 Heat. Heat.
• 162:00 - 162:30 All right. I think
• 162:30 - 163:00 uh I think what's going to help is to coat my vocal cords with some sugar. That helps, right? Thanks for sticking around, guys. I got to be honest, I was not anticipating this many. Um, but thank you and thanks for
• 163:00 - 163:30 sticking around.
• 163:30 - 164:00 Whatever. All right, let's keep going. I'm now reading chats submitted at 7:22 p.m. This one's from Grace Trout for $20. Thank you. Shout out Mr. Valarde at Academy of Our Lady Peace. Lady of Peace. He's a history legend. Also, shout out to the second National Bank of America. The real winners of a Bush. Mr. Valardi, you are a queen. Adam Adam Basi, shout out to Mrs. Smith
• 164:00 - 164:30 at HCHS. She's the goat. Sigma, Mr. Cervidio at X or Times, Mr. Gleason, Thomas Jefferson, Miku Binder M. Shout out to all DBHS Apush students, uh, TSPMO, GE, Yo, Briana already sent one. Shout out to Mr. Brandell, AP World, and Mr. Denovo, A Push at Bishop Hartley High
• 164:30 - 165:00 School. They are the best. Arthur, shout out to the goat. Mr. Irvin of LCHS. Jameson Writings, shout out to Dr. Harden and Mr. Bailey, shout out. Thank you for your crash outs and keeping us on track and teaching us about our country's history. Best teachers out there. Santiago Pagua, shout out Miss Chase the Goat and Nerf Boss Bandit. Josh Oaklooki. Hi, Heimler. Um, it's
• 165:00 - 165:30 Josh. Please can you wish me luck on my A push test and that I'll be the first person to ever get a six. Yeah, I you got this, man. I got a 30% on my period 8 test. Um, from Pine Richland High School, say hi to Terry. Positively, positively, Issa. Mr. Heimler, please shout out Miss Sanchez and the goats of our A push classes all getting fives. Uh, together
• 165:30 - 166:00 we are a push. Put these feet up. Uh, Chad Wilcox. Mr. Wilcox's ninth grade A push class in Omaha, Nebraska is having a Himler history party to prepare for the test on Friday. Well, that's lovely. Um, thank you for helping us all year long. Go Wolverines. Mint brush can you wish me Alex and Sanjay sizn good luck dev prima thanks to the goat Mr.
• 166:00 - 166:30 Palano Ber shout out pratush and stupid games Joanna Ban Joanna Banana tongue tongue tongue tongue tongue tongue tongue tongue tongue tongue tong sahur c shout out to coach and Mr. Lee from BHS data point. Huge shout out to Mr. Brennan of DYHS. He's the true goat during this a push year. The McKinn 13. Hi, can you shout
• 166:30 - 167:00 out my guy Abbea Abi Abi? I think that's what it is. Yes. Amy, please shout out Miss Mrs. Kowalsski from Helix Charter High School. Annel Brutus, shout out to Ellie, Audrey, and Emily. Love y'all down. Vincent Inguian. Um, shout out Miss Mrs. Ray at Skyland
• 167:00 - 167:30 High School, Salt Lake City, Utah. She loves you and hopes to meet with you one day. Well, I love her, too. Grizz, please shout out my teacher, Mr. ARD, for being the best aush teacher there and say that you hope he enjoyed his trip to Alaska. Jaden H, shout out Mr. Brown, CCHS, praying for a four. Yum, shout out to Mr. Yamron, the and the fourth period Abush class. We are all getting fives. Totally did not do bio homework every
• 167:30 - 168:00 class. Lea Leia, excuse me. Shout out Mr. Perkins. A push classes at Christo Ray. Elm Elmfy. Hello. Congrats on 1 million. Thank you. Can you shout out Mr. Schulers? He's highkey, goatated, and sigma. Megamind, shout out Miss R's class. We were all in the no nothing party, fueled, fooled by the gilded rage. We're so cooked. Send help. Selma,
• 168:00 - 168:30 these are from 7:25 p.m. Shout out to all Apush students at MHS. We shall get that five. Extra shout out to Mr. Rest the goat. Anyways, hi Hamlerchan 37. And shout out to my teacher, Mr. Fisher, C at CNS. And could you tell Justin he's not getting more than a two on this test? Salt Bay, can you tell my friends I don't smell like eggs, please? Yeah. Yeah, I
• 168:30 - 169:00 can. Garrett Pion, shout out Miss Gosler for tough lessons. Just Ellie, shout out Mrs. and her super cool third period at Croin Harmon High School. And congrats on her baby who's due this summer. Just your average, Tom, please say thank you Mr. Ames for getting us through the year. And Violet Bazinga is going to get a five. Sam, shout out to the goat Mr. Fischer from LHS.
• 169:00 - 169:30 Joshua, shout out to Josh, Jackie, Anika, Shiovani, and Lexi in Mr. Gold's Abush class. A, can I get a prayer for a five on my A push exam? And shout out to the goat, Mr. McClean from BRHS. Yes, consider yourself prayed up. Trinity Craig, shout out to Mr. Manning in College Station, Texas. She's the sweetest and loves you so much. I love her back. Kayo, shout out to Skibid toilet Mr. Mikkel from CIMS.
• 169:30 - 170:00 Antonune, can you give a shout out to Mrs. Gardner Low Gang6949? Can you say focus up and pipe down for Mr. Cronin's class? Much love and many thanks. Saggy Waggy, thank you. Hayden Heeney, Miss Roselle, Florida teacher of the year semi a push legend. Congratulations, Miss Roselle. Avery Clementine, my teacher, Mr. Garber,
• 170:00 - 170:30 wants to challenge you to an A push knowledge 1v one. He says you're ducking. We go to Twinsburg High School in Ohio. He's the goat. Well, if he's the goat, it sounds like he would win. Joanna Banana, shout out to Mr. U and his Skibbidity Sigma fifth period. Emma Kine, shout out to Mr. Zurker. Can't wait to be your TA. Saggy Waggy, shout out early college and high school. And Leon
• 170:30 - 171:00 Kennedy. Olivia Muse. Shout out Mr. Ballard who has done a fantastic job as a very fun first year AP teacher. Also, thank you so much, Himler. Keep up the good work. Brick worried 366. Shout out to Miss Ally Brooks from Austin High School. Much love from Allen and Ylexi. AP student. Can you give a shout out to the goat, Mr. vote from Pleasant
• 171:00 - 171:30 High Pleasant Valley High School. And can you tell him to keep dissing Gibby, please? Mr. Blue, shout out Miss Horowitz and Apush from LFP. Bomanian, happy birthday. Jean, shout out Xavier Salazar from Miss Reigns class and Admiral and Admiral Agenda. Shout out Ban Ban and Nabnab. Shout out Catnap and Dog Day, too. Thank you for everything, Mr.
• 171:30 - 172:00 Heimler. FHG DFT. Shout out to Mr. Panto. Oh, Pan Pantoa. Uh, please wish him happy teacher appreciation week. Mr. Pantoa, happy teacher appreciation. Noah, shout out the these are coming from um 729. Now, by the way, Noah, shout out Miss Kler and her star student, Nathaniel. Pranti Prrenat Prrenati or Prrenathi. Uh, can you please drop your holy DBQ
• 172:00 - 172:30 predictions? You're saving lives, King. I Oh my gosh, I have none. I'm so sorry. I wish I could. I don't have any. Footpath, just wanted to say thank you for all the hard work you put into your review videos and lives. You're single-handedly saving my grade. Thank you. Good luck, y'all. On Lenoon, shout out Miss O'Donnell in Madison, Alabama. Jaden 27, thank you. Daily Divis, great job, Mr. Divis' third and sixth period AP World classes for locking in and completing the exam. All
• 172:30 - 173:00 of you definitely got fives, if not a six or seven. Wow. Audrey Blouse, shout out to Mr. Lubers, the best teacher. Ciros, hey, hello, Mr. H. Can you shout out Mr. P? Also, Buff Expo and Mackie is the goat of Clash Royale. Phipe, shout out to Mr. Bulier from Governor Livingston. I'm now reading from chat submitted at 7:30
• 173:00 - 173:30 p.m. DJW Grow. Shout out Mr. VC DBQ will be the Battle of Berlin 2009. Andy Vasquez, shout out Miss Dear Rosa. Naomi Hartman, shout out Mr. James the goat. He loves your vids and uses them all the time. Random thing. Can I get a shout out to Mr. Stip at Lassiier High? His class and his
• 173:30 - 174:00 class who are hopefully tuning into the stream. Lol. Good luck to all. Meow. Is Leon S. Kennedy relevant to AUSH unit? Any A push unit? Leon S. Kennedy. I don't think so. Also, shout out to my queen, Mrs. Verolini at Toteenville High School. Trust that I'm getting a five. Although, you know, maybe maybe that Kennedy is just someone I don't know. Might be. Mattie Moore, can
• 174:00 - 174:30 you please shout out Mr. Birkhard and his favorite student, Mattie Moore? Uh, Ishel Cervantes. Shout out Mr. Josh from Urban Assembly Maker Academy. My goat for real. Best A push teacher. Aiden Dver. Hello, my name is Aiden from Big Bear. Shout out Mr. Courtourtney for being the goat. Shout out to double Dr. Danella Borego, author of The Risen Phoenix and teacher of 67 GE Apush students in Bellen Jesuit
• 174:30 - 175:00 Preparatory School. Enzo Dilla, yo, Miss Young at Hampton High School, you're the goat of a push. Best teacher ever. Gilbert Robertson, shout out Mr. Yoder from Eldo, Dodd Quasim, shout out. Sister Sarah from Noble Leadership Academy, Bella S. Shout out Dr. Mazzaros aka Big Red, our goat. Evelyn, shout out Miss Mr. Hefron,
• 175:00 - 175:30 Hefern, excuse me, Mr. Hefern. Uh, Summer Pendley, shout out to Dr. Oldham at MHS for being an amazing teacher and preparing his students for getting a five on this exam. Sup XR, shout out to Aerys for ER, shout out to Aerys for keeping a a push fun. Rabadaka, shout out to Miss Bland's class. Dentomi, shout out to Mr. Sanger, ICC.
• 175:30 - 176:00 Alex M1234, shout out to Mr. Mason Diamond for being the GOAT. All right. Now, reading from 7:32 p.m. Jazelle Raone, can you please shout out Mr. Johnson from Foscher. Colin St. Helair, shout out Mrs. Carlson's Apush class at MHS. Cave dude, thank you. Michael Morales, shout out to the biomed academy in at EHS in Lancaster,
• 176:00 - 176:30 California. Let's pass this test. Rome, I'm watching Hamilton to study for this test. Trust Omega five. And shout out Mr. Woodcock. Everybody please say hi Mr. Woodcock. We will miss you. Ripley Atkins. Shout out Miss Phillips at PCHS. Hashtaggoat from her favorite students Ripley and Coralene Taylor Riddle. Shout out Dr. Delvo. Delvo Sahand Sahand M. Shout out Mr.
• 176:30 - 177:00 Alan C. Kate. Best Apush teacher and military strategist to grace our earth. Sam Nicole. Hi. Uh, hi Mr. Himler. Please shout out a push teachers Miss Bar and Mrs. Aerosmith from West Ranch. Love Sam K. Flora L and Claire B. David Melo. Please shout out Mr. Melo's 40 A push rock stars at Innovation High in New in Jersey City, New Jersey. Go
• 177:00 - 177:30 Wolves. Isaac Kelly, shout out Miss Barger, Barger aka Miss Owen. Mia Montgomery, thank you. Jaden 27, please shout out Mr. Blood from WHS. Michaela, hello. Himler, save us at CRSV. Doing my best. Uh, Adib Mustafa, shout out Mrs. Alara, graduate of U of Miami, uh, and current teacher at Noble Academy. Just Ellie. Shout out Miss Mrs.
• 177:30 - 178:00 U mayolo and her third period at goodness. Getting some having some trouble. Um, all right. Start again. Just Ellie. Shout out to Miss Myolo in her third period at Croin Harmon High School. Good luck with her baby who's coming this summer. Congratulations. And shout out to my best friend, best friend Ali. H7 LMI. Mr. McCaf or
• 178:00 - 178:30 Mahi is the best teacher in towns and Harris. S shout out to Mr. Miles and his firsthand account of unit 8. Artful 101 Himlerchan. Thank you for carrying me through a push. My a push here. We got this on Friday. Also, can you shout out my A push teacher, Miss Gallagher from Centerville High School, Mac MK, shout out McKenna. Please give a big thank you to Mr. Fman for being such an amazing teacher this year. James Jordan, shout out to Miss
• 178:30 - 179:00 Basile. Mia Montgomery, shout out to the best a push teacher, Mr. Crips. Elliot Tran, shout out to Miss Tripolitis. Uh, and sixth period from Zanville Community High School. Chat, I'm totally getting a five on this. Easy. Just trust. Congrats on 1 mil. Thank you, Zusanna Leawa. Mr. Hurrian, we're watching this
• 179:00 - 179:30 for you. # Zusanna # Teddy # Roma Grace Wallington. Julie, say hello to Mr. Coll aish teacher that has ever graced Holly High. We love you, Mr. Colott. Say Gert Boy for Mia and Julie. Doy bio. Okay, Braden Atkins, can you shout out Mrs. Not? She's awesome sauce T. Phillips. My glorious king. Please say I love Mr.
• 179:30 - 180:00 Musinator or teach. He is the goat and the best and he's why we're getting fives. Go Marauders. Also, happy late birthday. Thank you. Um, all right. Still still reading from 7:35 p.m. Corvvis. Shout out to Mr. Warley and Coach Day 2A Byzantine Boys. Tai the creator. Shout out to Mr. Mudri a push and apuro at BGHS. Please say, "Did you just nuance my
• 180:00 - 180:30 nuance?" Kayla Opel Opalik, hi, thank you for your help. Shout out to Ms. Pedrazza at CCHS. Chris is Pogger. Hey, thank you so much for your videos. Can you please shout out Mr. Rosen from Dublin Jerome High School? Thank you again. Cranky, love you, Himler. Shout out to Miss Tano from Fington. Seth, shout out Mr. McNicks at Silver Creek High. Long live silly little guys. Me, shout out
• 180:30 - 181:00 Mr. Land Landerfield at Landerfield at Clarksburg High. Josh L. Shout out Mr. Stevens. I am his best worst student and he loves tolerates me. Love from Lynfield Christian at Temacula, California. Farah Assaf, shout out Mr. Harris's Apush class and Mr. Gervasi's or Jervasi's Apush AP Gov class. Ceros, hi Himler, can you shout
• 181:00 - 181:30 out Buford Fugleton? Rebecca Goolan, shout out to Mr. Gwyn. Lena, shout out to Santo Mena from MHS. K1K. Shout out to Mr. Landerfield at Clarksburg High School, aka Mr. Landy. Sunny Sloth, Sunny Sloth plays. Shout out my A push teacher, Mr. Othal. He's and say he's the best history
• 181:30 - 182:00 teacher and should give our class extra credit then. Wink. Maybe I wasn't supposed to read that. Um, Chris Burgerer, can you mention my pals Mr. P and Prof Bosque? Andrea Basura, shout out Himler for carrying a push. A thanks Andy Vasquez. Shout out to um Miss Dea Rosa aka MDLR. Kagami Miles. Thank you. Uh oh,
• 182:00 - 182:30 shout out to Mr. Manard and fourth hour. We got this. Gabby Madero, shout out to goat Brian Ross. Brian Ross's a push class from Lakewood Ranch, Florida. We love you, Himler. I love you guys too. Rehea, you're the goat. Heimlerchan, thank you. Sarah Espinosa, shout out Miss Cortez at Science Academy. Please wish all her students a five. Jack uh UAS, shout uh shout out to RZY Lizzy at
• 182:30 - 183:00 SGL. Nicholas Bonjorno. Shout out Mr. Fitch Patrick who will make fun of me for poor financial decisions. Ashley C. Hello himler Senpai. Shout out Miss Sedorski and Miss Rubiano from Edison High School in New Jersey. We appreciate you and G and good luck to the kids to the Apush kids. Eraato Arugato. Uh, no Eleanor, only Zuul. My shout out shout out to my main
• 183:00 - 183:30 man and the baddest cat around, Mr. Zachary Lurelli. He may not teach history, but that's because he's making it every day. Todd FXmen 2000. Thank you, Red. Thank you, Galaxy. Shout out to Mr. Taglanetti, the best AUSH teacher. All right, I'm now reading from chat submitted at 7:36 p.m. Jocelyn Lopez, shout out to Mr. Garrett and his goated a push class. Allison Mercer, can you say thank
• 183:30 - 184:00 you Mr. Rivera for getting us through a push and in Rivera we trust from Ally and Rowan. Annayia, shout out to Miss Mrs. Broowit. Hi Jordan. Mihar Sophie Mayor Sophie. Uh Tarsel, can you shout out my teacher Brian Gel? Mr. Awesome Sauce. Shout out to the Z. Jane Pertigon. Pertigon. Please help Link. Please help Link. DJ, can you please shout out Miss Gopford from Longwooded
• 184:00 - 184:30 Longwood High School aka the best a push teacher. Purple Skittles 2581. Thank you for all your help on my APO exam. Can you shout out my teacher, Miss Jameson? Cola, please shout out Miss Seco. She's my goat. I love her. Sir Swiss, shout out to Miss Solace's a push class period A2. Uh, reading from chat submitted at 7:37.
• 184:30 - 185:00 Now, Reed, can you shout out Mrs. Miss Moon and her favorite student, Edgar R. Maddie Moore, can you please shout out Mr. Birkhard and his favorite student, Mattie Moore. Jackson Shuni Shuni, shout out to Sequoa and Jackson EW is my goat. Adam, huge shout out to uh Sister Sarah at Noble Leadership or being an above average AUSH teacher. My five is dedicated to you. Himler say sister Sarah is
• 185:00 - 185:30 goated. Reva Jasty, please shout out Miss Anderson from Flint Hill and say I love you Anderson. Opa in a high I I love you Anderson Opa. There it is. Lucas M. Shout out Vir and the big infamous OG DP. No more singing in class lads. Time to lock in. Uh Ibraim Tariq. Shout out Miss Rosik. A push class from
• 185:30 - 186:00 Dallas. Mint brush. Will you please wish uh Vidant and Pratnik Gulum Guleny a four to five on a push and please shout out Mr. Murray congrats on 1m. Thanks Quixle shout or Kixel shout out to all the F students you guys are the inventors. John Berg shout out Jackson Smith MC Jack shout out Mr. Irwin at BC
• 186:00 - 186:30 high congrats on 1 million. Thank you. Star, can you shout out Mr. Tracy and Lord Wanzer? Can you also say Overlord Kyu tell you to do your AP homework. Jordan W, congrats on 1 million. Thank you. Uh, so thankful for you. Could you shout out the goat, Mr. Rash? Anna, shout out Mr. Houseman. Go House Gang. Caleb Lustig, shout out Mr. Stern from Goa. A push goat. Thank you
• 186:30 - 187:00 for all the very long and very hard study sessions you have put us through. Go Raiders. Grommit. Thank you. RK Gaming. RK Game. Shout out to Miss Reed, the most sigma Abush teacher at Fairfax High School in Los Angeles. Also, shout out to my friend Anthony who got a five on AP World. Nice work. All right, we're starting to read from chat submitted at 7:39 now.
• 187:00 - 187:30 I got some GF. Um, Vincent Finelli for $20. Thank you. Thank you for milking my brain cow super hard. Also, shout out Miss
• 187:30 - 188:00 Alioto. Sophia McCutchen. Shout out Coach Brown. The best AP A push teacher. Starship Trooper. Shout out Mr. Hoisington for a great a push year. Eva Lera, shout out Eric Brown and the Nerd Herd from ETHS. Chad Johnson, shout out to Mr. Safert at Nyak High School. My brain cows are being milked. Himlerchan, do you think Andrew Jackson is a gert? Is GE? Yo, Gert. I if I knew
• 188:00 - 188:30 what GE was, I I could answer, but I don't. 45-year-old bald man over here. Albatron Himler, please shut up. Please shout out Mrs. Parata, most oral a push teacher of all time. She knows F students are the inventors of our society. Serena and Guian, thank you. William Pierce, shout out to Kate and Bill for caring this year and Mr. Madden and Mr. Washington for this year. Ethan
• 188:30 - 189:00 Christy, shout out my teacher, Timothy von Timothy John Vilski, Tristan Sony, can you shout out Miss Mrs. our Mrs. Gray class from the Levit School and James Mixon, Tristan and Nathan? Uh, yeah. And now I'm reading from chat submitted at 7:42 p.m. She's Getty. Shout out to Mrs. Waller from Southside High School.
• 189:00 - 189:30 Ultimate George Washington lover. The McKin 13. Hi Hemler. Love your videos. They're so you're so helpful. Thank you. And shout out Miss Ingrams a push class and also my friend Abbe. Annie, shout out Mr. Bower and Miss How at DFA. Nicole, can you say Nicole, Emma, Helen, is Isbella and Lauren are gonna get a big fat five. Love you. King Dino slippers 598 Himler
• 189:30 - 190:00 my king can you say hey ank doto pushing 30 is crazy guess you were born in period 7 Lauren Lacier shout out Miss Campbell from Wilson Early College Academy please make us all cookies because we are all getting fives on everyone's soul mommy mood Himler Chan can you shout out the OG queen Miss Kemer from Vestal High School. She is the mother of
• 190:00 - 190:30 a push and deserves everything good. Camper Doodles. Shout out Joseph Clark. Please say, "Hi, Mr. Clark from CSLA. I hear you are an amazing Eagle Scout and famous baseball pitcher." Camper sends thanks. Chris Burgerer Bosque asking if the Warriors are going to finals. Lily Gonzalez, Mr. H. Please give a shout out to our capitalist capitalist overlord Corey Lee as well as your bald brother in-arms, Coach Wayim.
• 190:30 - 191:00 Both of y'all's scalps shine brighter than our futures is so tough. The way both of y'all scalps shine brighter than our futures is so tough. LJ and Aron Shovel, shout out Mr. Crips from MHS. Such a good teacher and Himler advocate. Thank you for your service, Himler. You've been such a help, especially taking time out of your day to do this. #manifest destiny fives Regina uh Compine Comp. Shout out to Mr.
• 191:00 - 191:30 Vasquez from MP. I got that five on W8 on World History. Ziggy Tube. Thank you, Windows 98 Geek. Shout out Mr. Rhyr from OS for being an amazing teacher and somehow cramming all of this into one semester. We love you Rhyr. That special the special kid. King shout out King shout out Braden Sylvester and Mrs. Shraider wheezy. Shout out to Miss Cubbins and Parker Skibbidy at
• 191:30 - 192:00 EFHS. Isaac Pajour. Shout out Miss Z at Wheaten High School. The goat mint brush. Richard Lynn, my poor baby got hurt today racing because it's physics. Congrats on 1 million subs. Himler. Thank you. Shout out to Miss Khan and Miss Franco at Don Luggo High School. P.S. My teacher calls you Daddy Himler. Lol.
• 192:00 - 192:30 Luke, we love you, King. Thank you for all you do. Can you shout out Luke L. James L. Lucas K, Will F, our teacher, Mr. Manor, and the Renda Army. Nofer Bashet. Shout out Mr. Morgan at Mazpath High School. His period 4. Lucy, thank you Mr. Mclofflin or Mcloff. Yeah, I think Mclofflin in Washington for a great year and preparing us so well for the exam. Can you please sing the Boss Tweed song? Fourth period. If
• 192:30 - 193:00 you're asking me, I don't know the Boss Tweed song. Thick Nugs, shout out to Mea, Chris, the Rizzler, Alex and Alex, Ava and Z will get five on their exams. Box, thank you. Himler of knowledge and p thank you Himler of knowledge and passing exams. Love from Miss Murphy's class. Ramier Sashdev congrats Himler. Shout out to Miss Kakunis. Aiden Ang. Thank you Charlie
• 193:00 - 193:30 Coitz. Shout out Mr. Dantis. Amazing AP teacher who passed away earlier this year. Rest in peace. What a tribute. Thank you. Sour applesauce. Shout out to Mr. Moldenhower from Wisconsin Lutheran High School. Thanks to him, I probably wouldn't be as confident as I am for this exam. Lol. Congrats on a million subs. Thank you. Yeah, we be getting our brain cows milked with this one. Shout out to Mrs. Wheeler from CMW. Plea,
• 193:30 - 194:00 please. Been great getting to see your shiny head these months. Rosalyn, please shout out Miss Davis. Thank you so much. SC ca, can you shout out Mr. Zim Zim Pooky Bear Sunshine in room 507 for being a sigma with alpha riz? Alf the crab. No, Alp the crab. Shout out to Miss Brown's class of 2026 at MSA. My brain cows have been milked so hard I might start a dairy
• 194:00 - 194:30 farm. Could I get your blessing for a five? You're blessed. John Rristto, shout out to Miss Hardwick. Thank you for Thank you so much for everything this year and we will miss you next year. Scooby, can you please shout out Mr. Billingsley Randlestown High School your fave class ever to be 10:14 over here, man. Sorry didn't mean to yawn in the
• 194:30 - 195:00 middle of your shout out. Wit, shout out to Miss Shelton and Miss Meyer. They're literally goated just like you, Himler. Let's get this bread manifest destiny. That five everyone. Murthy, shout out Mr. Manard and pray for Jacob V. I got a five on Apush last year. So shout out to Mr. BB from Uni High for carrying Apush last year. Lucky chicken 156. Shout out to Mr. Proctor. He's a goated teacher. Talking with L. Please shout out my goated teacher, Mr. Young. At the dentist getting my
• 195:00 - 195:30 toothbrush filled while watching your live stream. Uh, we all will get a five. Casey is in marching band for $20. Thank you. Hey, Himler. Shout out Mr. Wright. He shows true passion in teaching a push and even makes his own videos. Shout out to Shout out at the right sites. Thank you, Himler, for making history fun to learn. We love you. Long live the yellow dog. Uh, and and Trrenigo, shout out to our bald teacher,
• 195:30 - 196:00 Mr. Ali from GHS. Sophia Crick, shout out to the one and only Jonathan Brady aka J Bray aka Baldy Brady. Sadi Rose to Dr. Stevenson, you inspire us that a push can be cool. Hash save Steve vote Piggamus duck and cover love your AJA push kids. Oh, love your AJA a push kids. Uh,
• 196:00 - 196:30 Ashley Stefani, shout out to my Apush kids at Padua Franciscan High School. You got this. Also, thanks Hmer for being my co-teer all year, Miss Stefani. Uh, well, thanks for allowing me to be there. Paradox. Shout out to my awesome teacher, Mr. Rhyr. He won county teacher of the year. Good job, Mr. Rhyr. Go Ohio State. Mini towel08. Please shout out Miss Shappler from BBHS
• 196:30 - 197:00 in New Hampshire and tell her to teach AP Euro next year. What America what American people should I nominate for my A push hall of fame projects. Uh still can't think of anybody in a push right now. George Washington. That's somebody. Oh gosh. I don't know. This this is this is rough. But I could use a break talking. Let me just What? What in the world?
• 197:00 - 197:30 Um, my brain has stopped working, y'all. My brain has stopped. I literally the only name I can recall in the entire A Bush curriculum right now is George Washington, which is better than I had last time, which was nobody. Wow. Okay. Um, hi Himler, I love you. Uh, this is Alexa. Hi, I love you. Can you say hi to Alexa, Zoe, and Michael? Wish us luck on the AP exam on Friday. Nate, shout out to Miss Ramirez.
• 197:30 - 198:00 Best A push teacher ever. Nory Roblox. Okay, I'm reading from um chats submitted at 7:57 p.m. Now, Nory Roblox, love and thanks to history buff Mr. Mohler, and for all the Apush students down in uh Matawan Regional, I believe in y'all so much. Go Huskys. Love Madison. David Nevin, shout out to my A push sections at Spear Academy. Good luck and study. Flight Sim Geronimo, thank you
• 198:00 - 198:30 for all of your help last year AP World and this year for Apush. Shout out to Mr. Barcelo and Miss Stone from Lyman High School. Cooji Kiotaka. Uh, why is your right ear so red? Good question. I don't know. Uh, but I feel it. I feel it. Shout out Miss Hosgood Mar. Shout out to Mr. Joselyn and his big shiny bald head. Joseph, please shout out Miss Woodruff. Uh,
• 198:30 - 199:00 thank you for all your help this year. Sensei Fat Man. Hey Himler, you've helped me and my classmates so much and we all thank you greatly. If you wouldn't mind cheering the number one AP Gov teacher, Mr. Clockard. Indeed. Maddie, please shout out uh Mr. Abarb, your biggest fan. A uh here's some uh here's a name I I can't read. Uh different language, but shout out to Timmy's Crusaders from
• 199:00 - 199:30 Fryberg. Okay, we have finally made it to shout shout outs that were submitted at 8:00 PM. 8:00 PM, y'all. So, that's the time you submitted yours. Here we go. Uh Ray, shout out to Miss Connors from Chattam High School. Himlerchan the general Mark Twain coined the term the Gilded Age. That is true. Uh Serena Enuan, shout out to the Rizzler of Sprite. Mr. McKay from FHS. Thank you for all that you do.
• 199:30 - 200:00 Himlerchan uh Nat 3Z King Himler. Please shout out Miss Smith of Salesian. She just had a baby. Congratulations. And has been working so hard for her a pushers. Ballerina Capuccina Nate. Uh, Dan, can you please say Miss Moore is my Mr. Moore is my glorious king. Clayton Combmes for $20. Thank you. I love you. Himlerchan, shout out Miss Salvado from Wheaten High School.
• 200:00 - 200:30 Lena, shout out Mr. Santoa. Santoa from MHS. Michaela, shout out Mrs. Saltzman. Hash. She's the best. Koshi, we love you. Himler, love you too. Shout out to Miss Heath. Gianna Gulo, shout out to Mr. Ray the goat. Jordan Love Yogurt, shout out Coach Derek Herbert for teaching me in history. Nick uh
• 200:30 - 201:00 Techio or Teio, shout out Miss Johnson, I think from Morris Nolles for helping us this year. And shout out to Matthew Nemearovski for being so smart in Skibbid, Ohio. Yeah, yeah, yeah. Hi, Mr. Heimler. Can you please shout out Mr. Olive of Bloomingdale Senior High School? He is so awesome. Alex M1234. Shout out Mr. Mason Diamond for being the best AUSH teacher out there. Go get him. Sunny Saloth plays, shout out my A
• 201:00 - 201:30 push teacher, Mr. Othal, and say he's the best history teacher and he should give our class extra credit than wink. Dill, hi Himler. My friend Dylan recently passed away. Shout out Aiden, Evan, Barrett, Gerald, and Audrey. Dill, sorry to hear that. Sorry to hear that. Um, Lumen Tang, shout out Mr. Irwin from RJHS. He's a massive W. Daisy Martinez,
• 201:30 - 202:00 hi Himler. Can I get a congratulations on my A push teachers, Mr. La Famina and Miss Hans for the birth of their newborn baby JJ Maxim. Let's go. American studies 2026. Sussybaka, shout out Mr. Tom or Thome. He's a dog. He's a dog. Skiibbody holla, can you shout? Can you shout out John Hartman from Glenn Bernie High School? Jesse T, shout out to Mr.
• 202:00 - 202:30 Kagna for buying your stuff and teaching. We're all getting fives. Riavel Himler Chan, you're the goat. Thank you so much. Brian Chang, Colonel Kimmel, who leads HR D O S L at the AP Cup Homestead number one. Rebecca Goolan. Shout out to Mr. Gwyn Doy. Let's go. Mrs. Sears, best Abush
• 202:30 - 203:00 teacher in the oldest high school in Florida, rebuilt by the WPA with a functioning bomb shelter. Wow, that's cool. Uh, Meadow Carlson, yogurt, thoughts on Ballerina Cappuccino, Durham Cupcit, as a senior. Really appreciate the help you provide us in sophomore year for AP World. Got a five. Wow. A push for junior. A four. Nice. And AP
• 203:00 - 203:30 gov exam two days ago. Appreciate it. King, shout out to Mustang High School in Oklahoma. Ashley Mayo, shout out to Northeast High School. A push sixth period constitution. Yuri, can you shout out Miss Edwards? We watch you in class. Sunny Sloth, please shout out my AUSH teacher, Mr. Oal Othal, and say he's the best history teacher and should give our class extra credit. And then wink. Stacy, shout out to Mr. Mr. Bur and Mr. French. Shout out to T. Oh, no.
• 203:30 - 204:00 Tiona Hendris. Hi, Himler. Shout out to Miss B and Akin Chan. Akash, this is for uh Akash Agarwal. Shout out to Mr. K at Singapore American School. He is the best AUSH teacher. Jay, shout out Mr. Lo Laughman uh from Largo High School. Nate, shout out Miss Ramirez from CVHS. Best A push teacher. All right, I'm now reading from chat submitted at 8:04
• 204:00 - 204:30 p.m. Uh, Jesus M, can you shout out Mr. Pay of Paul Duke and his nonchalantness? Gregory Rubio, shout out Bombardilo Crocodilo and Mrs. Boy and Miss Boyd. Kayla Opel, Kayla Opalik, shout out the goat. Ms. Pedraza, much love to you, Mr. Himler. Edgar Castro, hi Himler, can you shout out Mr. Ceruo? We love you. Arano Chakraati 40. Um, can
• 204:30 - 205:00 you shout out Mr. Andrew Smith, the goat a push teacher for period 6 and one? Zoe Quaid, shout out Mr. Baker, A Push, period 1. Freddy, excuse me. Freddy, shout out Mr. Moore, A Push class at Alliance. Dr. Olga Men High School. Ghost. Hey, I'm an AP Gov student. I'm going to retake the AP Gov test on May 20. Any tips for the concept application? PS, your videos are helpful. Uh, on the concept application,
• 205:00 - 205:30 best tip, make sure you um reference the scenario in your answer. So many points are lost because of that. Reborn Himler, shout out the goat, Mrs. Brooks. Violet, shout out Mrs. Hicks from first period. A push. Lol. Chubby. Uh, hi Himler. Shout out to Vas uh, Vasuk Vasuki maybe and Akhill. Kenny 2K
• 205:30 - 206:00 OG rigs from the canyon. Cash made it. Shout out to Miss uh, Guror Guerrero. Best Apush teacher. Sorry, I don't think I got that right at all. Braden, shout out Mr. Burus from third period. A push. Valentino, thank you for the super chat. Ruby, um, shout out to Venice High School. We're all praying for a five and locking in while watching you, King. Hashtag baby. Danny Samberg,
• 206:00 - 206:30 thank you, Himler. You saved me. Shout out Mr. May. Uh, Zevy0 XV Y0. Mr. Matthews class sends you love. Shout him out. Well, Mr. Matthews, thank you in the class. Love you back. Biggity Bacon from Xavier. Shout out Mrs. Gamboa. Sorry for dropping your A push class. You were the greatest teacher. Can you say Biggity Bacon? You're getting a five.
• 206:30 - 207:00 Yep. All right, Ray. Shout out to Mr. lock from HPHS pencil ink. Shout out to Miss Dyke or Dick and Mr. Baker and I'm always watching from her quietest laughers and the buckets. Life, laugh, love
• 207:00 - 207:30 Himler. Maybe that's supposed to be live, laugh, love him. Dejun Kim, shout out Coach Clemens, goat Abush teacher. Thanks to him and forever carrying my year. Michael Joel Roth, your twophe himler. Shout out Mr. Aras, my king to hi Gert. Shout out my A push teacher, Mr. Madak. Ferrroni 12. Shout out to the goat, Miss Okonnell. She's
• 207:30 - 208:00 one of the best AUSH teachers by far and she deserves a lot for teaching the students. Well, Fudgy Narwhal Himler, can you shout out Big Daddy Big Daddy Cottonball aka Mr. Civo from EO Smith High School. Ash PP, shout out the goat. Miss Lockachman, your fifth period green beans. Love you. Thank you for everything. And Heimler, my king, thank you so much. You're saving my life. King DJ Tech, Miss Moore, Great Oak High School is the most sigma teacher.
• 208:00 - 208:30 Anthony U, shout out to Mr. Marisang for uh the best AP Gov teacher. Uh, MZLM Sniper. Shout out to These are coming from 8:08 p.m. Shout out to Miss Irvin from Natalie and Jawad. Danny Simon, I am I homeschool my two daughters in a push and we couldn't have done it without you. Thank you for everything. You're awesome. Well, that's really Oh my gosh, for $100, Danny.
• 208:30 - 209:00 Goodness gracious. That is incredibly generous and I'm glad we got to do that together. Good luck. Prime Impolon, can you shout out Mr. Rhymer from OHS High School? Payton Becker, thank you. Biggity Bacon from Louise. Shout out Miss Shout out to Mrs. Gamboa. First period, thanks to the four G's of life. Luc, thank you. Nora, hey, Himler, shout out to Mr. Barry's class from Massachusetts. We love you from
• 209:00 - 209:30 Nora and Julia. Lizzy, shout out to Dr. Uh, Acavdos maybe D period class, please say go USF Bulls. James Curtis, uh, make me a wakeup alarm for me. My name is James. What? Uh, I I don't know how to do that, James, but thanks for thinking of me. Uh, repeatable. Shout out to my goat, Mr. Store. Period. Five on top.
• 209:30 - 210:00 These are coming from now 8:09 p.m. Hulk, shout out to Mr. Barry Bary and vote Chris and Mo for president. Chloe, shout out to Mr. Shop from Khloe and his B2 class. Velvet Schmeelvet, shout out to Mr. Store and M. Miss Sheridan from DSOA. Baseball boys, shout out Mr. Barnwwell. He was born in the Kennedy administration. Also, thank you Himler from Thailand. Wow, Thailand.
• 210:00 - 210:30 Amazing. RFRW AFFW, thank you for the carry. Shout out to Scioset Seioset High School and my goat Daniel Sana. Shout out to Mr. Kcki Sana and Aishu Aishu. Uh, Laz Laznati. Hey, Himler. Shout outs to Mrs. is Brew Baker and Miss Haymon from Etwanda High School for preparing us for our exam.
• 210:30 - 211:00 Champer Rice Gang forever. Payton Becker, shout out to Mr. Travis at LHS. No, LCS who is the best A push and AP gov teacher ever. And Payton and Viven will get fives on a push. Tanak Tanak, uh, shout out Mr. Gallagher from ISE, Abby, Tina from Issa, Abby, Tina, Adaf, shout out to Mr. Brennan from Friends Academy. Shout out Jack Kosen or should I say
• 211:00 - 211:30 Coco Meow Himler Chan, can Lewis Hamilton get a Ferrari win? I don't know. I don't know. I'm sorry. Eden Bradberry. Ian Bradberry. Can you please shout out Mrs. Klene, Angel Sodto, shout out Miss Mrs. Ramirez, Jagger Pal, Palange, shout out Miss Mrs. Boyas, uh, block three APOS class at GHS. Emily
• 211:30 - 212:00 Nelligan, shout out to Miss Rudolph at GHS. Fives for all. Natalie Risner for $20. Thank you. Hi Mo, thank you so much. You absolutely carry my grade this year. Made so many concepts understandable. Congrats on 1 million. I truly appreciate all of your hard work. It has been quite amazing. I see what you did there. I see what you did there. Thank you, Natalie. Studying. Huge shout out to Miss Moyer who went above and beyond to get us ready for this test. Also, thank you so much, Himler. We love your
• 212:00 - 212:30 videos Tantagon. Yo, Himler, you've carried our entire period one a push class. So, can I shout out Mr. Solar for being a goat. Prime Impolon, shout out to Mr. Rhyr who won country, no county teacher of the year in Haret County. Also, go Joe Burrow. Zara Motti, shout out to Miss Guerrero, best a push teacher at Universal Learning Academy. Uh Connor Spafford, thanks him
• 212:30 - 213:00 dog for all of Timmy's crusaders. Uh loves you. Shout out to the big T and Haley Nia O. Hi. Shout out to Miss Nicholas White and her seventh period class from Archer High School. We're all getting fives. A yellow one. Shout out again to Lake Bradock Secondary High School and students there taking a push exam. They're all getting fives on FDR Soul. Zeke Cohen, shout out to Zerena. Her phone didn't die this time. I see. Thanks for all the help,
• 213:00 - 213:30 Himler. On all our lives, we getting a five. Uh, shout out Mr. Nitubish. Nitubish. Uh, and Miss Young from Good Council High School. Sweet Sweaters. Shout out Mr. Brandstrader. Wish us luck. AMDG. Iva Bernal. These are coming now from 8:17 p.m. What's up, Himler? Shout out to Mr. James from HHS, the goat a push teacher. Also, shout out to leave
• 213:30 - 214:00 D, uh, my study partner who keeps me going through a push. Congrats on one mil. Keep being Sigma. Thank you, Mason Kuawa. Shout out to Mr. Marin, uh, and Mr. Bennett from De Laal, Kelly Wheeler. Thank you, Ninfa Morales. Shout out Miss Chance at DHS for a study party for study party for live. Bon Bon 51. Thank you, Miss Allen, for being an amazing teacher. Maize
• 214:00 - 214:30 like the the corn. Love it. Cameron Price, shout out Mr. Browning at BCHS. Good luck, everyone. Charlie Schaefer, thank you. Sean Kelly, shout out Miss Miss McCullen's first period. We got so lucky with an amazing teacher to help us. Even if we annoy you, we love you. Also, shout out to Hler, my favorite bald, gap tothed Atlanta man. Thanks. Uh, Marley D, shout out to Miss Susbilla, seventh block and Mr. Ray at
• 214:30 - 215:00 BRHS. Gabby, shout out Mr. Elmore's first period a push class from Espiranza High. We're all getting fives. Trust, I love you, Himler. You're my goat forever. Thank you. We're reading from 8:20 p.m. Now, skinny legend William Taft. William Taft. Hey, Haimey Boo. I love and appreciate you so much, Pooky. Please shout out the A push goat, Mr. Dean from YCHS and the A push divas Anna Starin and
• 215:00 - 215:30 Oliver. Gage Ta Neluru missed AP World yesterday. Pray for me. Uh, shout out Mr. Howard for being a great AP World teacher. Please watch my edit of you and your Discord and materials. Okay. GE Morrison. Shout out Mr. Uh, Beriger Barager atms MSHs. Also, I love your bookshelf. Oh, thanks. JJ Miller, hey, can you shout
• 215:30 - 216:00 out my teacher, Miss Lantigua? Miss Lontigua. Uh, she is teaching eighth graders how to do an AP World History exam. Dang. And tell Midtown West Middle School they can crush it. Yeah, you can crush it. Crush it. Lily Tutz, shout out Mr. Burkhart in his second period. Don't forget to take attendance. Alana Synindelar oneheim him versus 100 King Georgees. Who would win?
• 216:00 - 216:30 Himler easy cuz I fight dirty. You know that. Greg Hirs. Oh my gosh. Another uh another $100 Chad. My goodness, Greg. Thank you. Um says parental interruption. dropping in to the mid chaos to say, "Mr. Himler, you are a gamecher. Your mix of thoughtful insights, fun, and unique delivery truly matters. Huge congrats on hitting 1 million. Well-earned freebie and instant classic." It was a good joke. It was a
• 216:30 - 217:00 good joke, Greg. Thank you. What a gift. Thank you, Jagger. Palange Himler, can you say shout out GHS JV Demons? Best team in the nation. Y'all making it out the trenches. Shout out Coach Wall-E and Coach Smith. Ava Terra, shout out my goats, Mr. Baker and Mr. Amandola at Windmir High School. A push wouldn't be the same without you guys. Also, thank you Himler and happy 1 million subscribers. Thank you. X shout out Mr.
• 217:00 - 217:30 Hall at Arendelle High uh from XCMF and WJ. Uh Kaker Hussein, honestly, thank you for these preps. got a five in AP World and AP Gov for the past two years. Hopefully this five uh five this year in a push. Good work on that. Uh like it is a ritual. Shout out to Miss Lavas Lavas uh from Hammond High School. Dino Slippers
• 217:30 - 218:00 598. Benny C wanted to say, "My fellow alpha male Himler, please say you're welcome from telling all your dad jokes for you, Mr. Irwin. I knew there had to be at least one funny guy in the room." Thank you. Meadow Carlson. Shout out to Miss Wilson for me. Himlerchan yogurt Ren. Congratulations. Shout out to the Mr. Lord Baron. Also, shout out my study buddies Remy, Blake, and Xavier, the alpha epic gamer. Yay, not normals. Len himchan, your videos are
• 218:00 - 218:30 extremely helpful. Thank you. Mia Janopoulos, shout out to my Moosey Hadley, best of luck on a pusher. My goat also. Himler, you're the real goat. You're helping me so much on World Tomorrow. Well, good. I'm glad. Rose, hi Coco. Hi. Okay. Hi, Coco. Lana, Audrey, Ray, and Anna. One, one. I love you. McKenzie Clark, shout
• 218:30 - 219:00 out our goat of a push teacher. Our goat of an Apush teacher, Mr. Laughman. The pink eraser. I took the AP gov exam on Tuesday. By watching a review live stream, I felt very prepared. Thanks so much, Himler. It's five season. That's awesome. Thank you. Glad to hear that. Michael H. Can we get a shout out for my short bald Italian AUSH teacher, Mr. Funari? He knows ninth period is the best class. Without the bald man duo, I'm failing. Harper tongue tongue tonging my
• 219:00 - 219:30 way to a five. Ple PS. Happy belated birthday. Thank you, Freddy. Congrats on 1 million. Please shout out Mr. Moore's class at Alliance. Dr. Olga Men High School. Noah Hernandez. Hey Himler. Congrats on 1 million. Just wanted to shout out my goat Mr. Quas at Soladad High. He made a push so engaging this year and was able to enrich my brain with knowledge from him and you. Alex H. Shout out Mr. Meade at Matther
• 219:30 - 220:00 High School in Chicago. Paid from 634 club LA. Can I get a shout out for Mr. Riley at CHS, Christian Quizan, shout out to Miss Mason, 2B class from Oldbridge High School, Fran Verse PP. Uh, shout out to Dr. Calvo and to Ellie probably watching the stream right now. I'd be surprised if still watching the stream right now or she and Sophie Amina and Santi were
• 220:00 - 220:30 all going through it. TG manifesting a five. Sneaky Awab. Shout out to Ms. Parada. She's a great teacher and really fosters a great learning environment. Thank you. Lex Stole, shout out Coach Mackenzie from Lex, Molly, and Caitlyn. You the best. Bird, shout out Miss Cersi from NCPHS. And congrats on 1 million Himler. Thank you. Cosmic Wishies, thank you for the super chat.
• 220:30 - 221:00 Mars, shout out to Mr. bird from SLHS Dinosaur Gamer. Shout out Justice for Charles Sumner for Miss Loftton's A Bush class. All right, I've gotten myself to reading them at 8:31. 8:31. And I think I need to take a another 30 second break here. I'll be right back.
• 221:00 - 221:30 God bless you guys if you're still here. All right, be right back.
• 221:30 - 222:00 All right, one more nerd cluster here.
• 222:00 - 222:30 All
• 222:30 - 223:00 right, we going to get through it. We
• 223:00 - 223:30 going to do
• 223:30 - 224:00 it. Sugar, this is great. Just like really coast the vocal cords. Really helps. All right, let's keep going. Let's keep going. All right. Hope pee pe. Um, shout
• 224:00 - 224:30 out to Larry Warble, the a push master. And again, this is coming. These are chats from 8:31 p.m. KJL, thanks for all the AP World Apost. Could you please look in the camera and say, "Buy Himler's review guide." And Miss K from SAS, your students wish you could teach them next year, too. Thanks for the free advertising
• 224:30 - 225:00 there. Excuse me. Uh, lost. Shout out to Casey Sha Faber and Miss Sphinx. A push class from Basis Peoria. You know, you know what's going to help me finish this. An ottoman. I need to put my feet up. I need an ottoman. Be right back.
• 225:00 - 225:30 Yes. The absolute acme of comfort. All right, we jamming now.
• 225:30 - 226:00 Okay, this is from Lost. Shout out to Casey Sha Faber and Miss Finins a push class from Basis Poria Angel. Shout out to shout out Mr. Perez Malik and Winnie from CVHS. I love you. KJL, thanks for all the AP a push and AP World help. Can you please look at the camera? Oh, already said that. Uh, all right. Can uh thank you for the chat. Uh, Reema, thank you. Santiago Murdoch, shout out
• 226:00 - 226:30 to Mr. Hoy from ASA, the best teacher. Eric Clyde, thank you. Joshua D. Cruz, please. Shout out Neil Patel and GE who says, "Yo, Jasmine, shout out to Christina Raza and Fia at A&D." the Steuart School. Shout out Miss Dwell's G purple Purple class. Owen, can you say that? Liam and
• 226:30 - 227:00 Owen are going to get a five. Yeah, you got it. I got absolutely Al Al Hayam. Al Hayam for $20. Thank you. Thank you for your help, Mr. Heimler Cham. Best of luck to everyone taking the A push exam. Be sure to rest well. Shout out to my lovely roommate uh
• 227:00 - 227:30 Cava. Yeah, that's good. That'll do. Uh go back to these chats. Sorry. Here we go. All right. La last adjustment. Last adjustment. I just I got to get comfortable. Um, okay. Uh, I'm at JG JJXD. Shout out Mr. Abberman. Cosmic Wishies. Shout out to Mr. McBride from Flushing High School. A push first.
• 227:30 - 228:00 HR. Remma. Shout out Miss Shouse in North Carolina. She's the goat. Uh, Camille Pimento, shout out Mr. Baker at how our king. Uh, Riavel, thank you. Himler Chan, you're the goat. Shout out to Donk Quavius. Ethan Peters, how important is it to know periods one to two for the test? Uh, you'll see him on the multiple
• 228:00 - 228:30 choice but not on the DBQ. Uh, Charlie Easttop, thank you. Nintendo Bendo, shout out. Miss Erica Sponsor, known as SBD Sponsor. Aaron, say hi to Miss Renade. Mario, shout out IB cohort 10 from DMHS. All right, I'm reading now from chat submitted at 8:33 p.m. Pog Champ01. Can you shout out my
• 228:30 - 229:00 teacher, Coach Canard from Livingston Academy? Great teacher. Jaden Tao, shout out Mr. Carr. Period. H period H period 8 A push in East Rutherford, New Jersey. Bella Lavine, can you shout out Miss uh Roaches Roaches uh and her period Eclass? To what extent is Lincoln the goat? Penelope, please shout out Mr. Valk, period 6 class. Graceland, shout out to Miss Jessica
• 229:00 - 229:30 Gay's fourth period. H SS V O F C LTZ. Himler, my goat. This is $20. Thank you. Uh Himler, my goat, doing wonders, mate. Can you please shout out Miss Fran's fifth and seventh period class at GBN? You're the goat. Bing Soy, shout out Kmac for being the best a push teacher ever. And Ali Glstone for Thea JJHS. We all getting fives. Thank you for the help, Himler. Jax, GE, yo-yo.
• 229:30 - 230:00 What the a push? 67. Samantha Bermudez. Bermudez. Thank you. Uh Rain Marquez, you remind me of world be free the way I love you. Blake for $20. Thank you. Uh thanks for milking our brain cows from Mr. Cup's zero hour class. Uh you're most welcome. The Janera, shout out to Mark Twain for coining the guilded age. TDZ
• 230:00 - 230:30 mouse, can you shout out Mr. Pena or Pa uh for Apush from Roma High School? Call him Sigma Capitalist for me, please. XOXO Devi, hi. Shout out Miss Billings Apush class and Devi Sherlock Static. Shout out to Jasper Francesco uh and Krishna were so John locked in. Liium, thank you for the chat. Alexander Nichols, shout outs to Mr. Hair for not
• 230:30 - 231:00 reading our essays and just putting in A's. Hawk Tua 2024. Himler Chan, please bless my kittens Josh and Tugi. Blessed AJ Pild, can you please shout out Miss Roselle from VHS? She's tough. Can you also say Ethan has no aura and take a bite from the Tayenburgger? Charlie Easttop first period is better than second and Miss Wolfman Wolf
• 231:00 - 231:30 Wolfrram eats Shaunie boy shout out Miss Barhome she's the best Abush teacher please also with Shan Guzman and Rooney Mishiev a five I think that's please also wish Sean Guzman uh and Rooney a five on the AP test yes uh Samantha Bermut Bermudez shout out to Misso another goat All right, I'm reading from chat submitted at 8:35. Liz Huer, please shout out Miss
• 231:30 - 232:00 Hughes. A push class and hope his brother gets out of legal trouble. Yes, indeed. Pray for fives on the AP. Ghost, hey, I'm an AP Gov student. I'm here to retake the AP Gov exam on May 20th. Any tips for the concept application? I think I already answered that. Reference the scenario. That's the big thing. Um, Matthew Rburn, hi Hick. Can you shout out the absolute goat, Mr. Brandon Weiser, as well as thank him for all he's done preparing
• 232:00 - 232:30 his first and seventh periods this upcoming Friday. Thanks and congrats on one mil. Thank you. You got uh Nuji 56, you got a spot in heaven for taking time to do this. Thanks. Uh Decker B15, shout out Miss Hanigan and Phoenix Choco AP student. Continue being a gert. Himlerchan Hunter the Hunter 75. Hey Hamler, please shout out Mr. Weey. Thank you so much for getting my friends and I through this year. PS, congrats on a
• 232:30 - 233:00 million subs. Thank you. Juan Lopez, please shout out Mr. Garcia, Mr. Gov, and my friend Andres. Joe Feronda, shout out Miss Veshy, excuse me. Shout out Miss Veshy at Masterman. Bernardet, please shout out Mr. CCHS and his legendary sixth period AP World History. Congrats on one Milheimler. You're the goat. Brain cows milk K-pop style #BTS. Ava
• 233:00 - 233:30 Sakarin, shout out goodies goons. Best Apush friend group. Mystic. Hey Himler, please shout out John Mr. Jonathan Dullard from Shadow Creek High School and say his iconic catchphrase cool beans. SCA for $20. Thank you. Himler, you are the sigma goat. You are low-key carrying all of us for real. For real. Congrats on 1 mil. And to everybody, we are all getting fives on this exam. And reshout out Mr. Zamatus Zus from NBHS
• 233:30 - 234:00 for silly memes. Cammy, shout out to Mr. Goldenberg and Mr. Carpenter or Nam Jun Huang. Can you say Ruby Chen? Hi Nani Gasuki. Hayden, Cass, and Carter. Uh, okay. These are coming now from 8:37 p.m. Kasa, thank you for the chat. Tariq Schik, shout out my fourth period goat,
• 234:00 - 234:30 Mr. Kaplan Yuzu, shout out my Lord Brennan, CCHS, best a push ever. Fallon G, shout out Mr. Brennan from CCHS. AP student, shout out Nathan Van Lond, tell him to lock in, please. Liium, please shout out Dr. from Morgan at Forny High School. Thanks for helping me through a push. Vault, shout out to Mr. Woods for making a push genuinely interesting class to learn about. Also, why are all the good history teachers I've had bald? I don't
• 234:30 - 235:00 know. I just don't know. Good question. Addison Webb, please wish all the fine young cannibals a five. Fiona Apple fan. Fiona Apple number one fan. Shout out Mr. Pelgro, fellow bald teacher. Casim, can you give a shout out to Mr. Euing? He's a goat. Taran, shout out Mr. Miss uh Rasheed. And all the sophomores at Hercules High for their AP World History
• 235:00 - 235:30 test tomorrow. Good luck. Care uh class of 7 2027. Sorry, I butchered that one. GD Lorb, thanks Himler. You're a legend for real. Can you shout out Mr. Jacobson for being the absolute greatest history teacher on earth? Tommy Cross, tell Christine Forester of Twinsburg High School that she should keep the flag up. I love you, Pooky. Alfarius, can you shout out Coach Lee for being the best A push teacher? Sunny my bless Mr. Wilson a period 7 New
• 235:30 - 236:00 Milford High School with a five. Olive Tree, Miss Dillow Slay, a shout out. P.S. She is considering retiring, so let's give her two brain cow moves for two more years of teaching. Nina, Ella, and Ashlin. Well, that is just the sweetest thing. Western Front Prop Western Front Productions for $20. Thank you. Hey, it's me WFP again. Thanks for the five last year in AP World. Your review guides work. Name your favorite clone trooper
• 236:00 - 236:30 from the Clone Wars. Oh my gosh, I can't remember anybody from AP history. I can't remember the names of it. Uh, I'll have to get back to you on that one. Gosh. Um, the only one that's coming to mind is General Grievous. He He wasn't a trooper, though. So, yeah, I don't know. I have to Oh gosh, my brain is fried, y'all. Uh, cat lover 321. Can you please
• 236:30 - 237:00 shout out Miss Wagner, the best ApushUS teacher from Shabboan, Wisconsin? Ishant Gimme, shout out Mr. Schuler from New Albany High School. He's the goat. Grant, Kian, Nerdine, and Melvin are all getting ones. Oh, Kron, Himler, my glorious king. Thank you for carrying me. Maggie Webster, shout out Maggie Webster and Maya Dragoto, who will get fives because they've been blessed to have AP History together two years in a row. See you next year in AP Gov. Maya, good luck. Charlie
• 237:00 - 237:30 Allen, Bri Heimler, you shout out your fellow bald Abush teacher, Michael Letton, and his A1 period. Thank you. We love you. Thank you for the five on AP World last year. Good, good work. Uh, Yumos uh, Yo Amalos, congrats on 1 mil and shout out to Mr. Ewing. Thank you. Wiku, can you shout out Mr. Do D's a push classes? T, shout out to Coach McKenzie,
• 237:30 - 238:00 great teacher, women and military advocate. Good guy. Isaac Prochasa. These now are coming from 8:42 PM. Shout out to Miss Feifer's A Push class at Wisconsin Heights. He is the best AUSH teacher in the world. Also, congrats on 1 million. Thank you, Wyatt Thor. Shout out to Mr. Dante. Second period history. Fodor, uh, Rat Nation. The Guilded Age has got to be the work of the Dark Reunion.
• 238:00 - 238:30 Um, okay. Baseball boys. Bryce, you need to lock in. Arjun Deborah Hernandez, shout out to Mr. Nestlebush at Hilton. He loves your videos and it's almost his big anniversary of being a cool sigma. Chloe Ohio. Himler sensei. Soap Chan. Shopan. Nani
• 238:30 - 239:00 Gasuki, Ember Fox, shout out to Mr. Berger from Millard South High School and his A4A push class. You two are the best history teachers around. Emperor Bird, shout out to Mr. Yamron from Archimedian. Also stream Dreamcatcher and good luck to everyone. Let's get fives. Uh Daja, please shout out Mr. Miss Horner.
• 239:00 - 239:30 She's retiring this year and she's the goat. Well, congratulations. Excuse me. Uh Jacob Jacobb. Uh hey, can you please shout out Mr. Carlin third period specifically and let's manifest this destiny where we get a five. Zyo, shout out to Mr. Tit from SJJ. SS SSS tier teacher. Killer Ghost,
• 239:30 - 240:00 shout out Mrs. King. AJ is the devil. Do you agree? LA, shout out to Mr. Riley. He's the goat. Thanks. LT12, can you shout out Miss Pavaro's period 6, please? Polaroids, shout out Mr. Godfrey, the goat. Ava Salazar, yoheimr, can you shout out Mr. Rios from SHS? Hashtaggoat. Hollow Night Enjoyer. Tell Mr. Gilly he is indeed Skippy. Awesome sauce. Moises Molina. Shout out to the goat. Mrs. uh Gengaro from STEM Innovation Academy of the
• 240:00 - 240:30 Oranges. She's helped us get through this insane year. Hope we get a five. All right, I'm now reading from chat submitted at 8:48 p.m. M. Van H, you're so funny. Please don't go bald. Shout out to Miss Sullivan at BVHS. We love you. Banana Jotaro. Shout out Mr. Crumb from TWWCA. He's the goat of Apush teachers. Treyan, shout out Mr. Wararez, AP World History. And Mr. Ekoff, Apush from Hilltop. Top teachers for realies.
• 240:30 - 241:00 Sausage Emeralds. Shout out to AP World History teacher Mr. Woodberry. He's the goat. Rain Yao. Shout out to Miss Miss Meera Chris from North Quincy. Guy, shout out to Miss Gengaro. Hashtaggoat. Fabian Hernandez. Thank you for the super chat. Baseball boys, shout out Miss Barnwell's period 4 class. Arjun chicken rack king, please bless Kimberly, Alyssa, and Vicki with a five. You're blessed. Alexa Ebersol, shout out the
• 241:00 - 241:30 goat, Mr. Richards, thanks for being awesome. A push teacher this year from your favorite third period. All right, I'm reading from 8:51 p.m. Now Kaylee Olivia, shout out to the goat, Mr. Donovan Spade, shout out Mr. Hitchcock. Lawler 6, shout out and happy retirement, Mr. Manakus Man uh Manikus Manus I hope at MHS number one Apush teacher and Theodore Roosevelt. Well, congratulations on retirement. Enjoy it. Here's a name that I is in a
• 241:30 - 242:00 different language. Um Himlerchan, can you shout out Miss Kincaid from QHSLs? She calls you the bald guy. Thank you. Gota can understand that. Uh, Variges, shout out to Pat White, my alpha goat. Fabian Hernandez, shout out to Dongji Stapan. I'm so sorry. I got that so wrong. But you know who you are. Maxim
• 242:00 - 242:30 Hernandez. Oh. Uh, shout out to Miss Seiko from DA. Himler, you're the goat. Give me a max. Give and give Max a five. All right, Max. AP student Himler Chan can you say Goku Solos please Franny Fran verse PP shout out to Dr. Calvo and to Ellie Sophie Santi and Amina for going through a push with me thank you so much Himler
• 242:30 - 243:00 we really are all eternally eternally grateful Joselyn H shout out to Mr. boat right and a sixth period # Rams SC Bony shout out to Miss Johnson Hatsune Miku Carti Cardi uh TSPMO ICL Anish the fish thank you thanks for the free five himick maneuver shout out to the goat Miss Forester at Twinsburg and stream up and coming artist DJ
• 243:00 - 243:30 Clementine on Spotify Fang Himler, can you shout out Mr. Douglas Rushing's fifth hour, please? You got it. Naomi Kate, shout out to FCS first period a push and our glorious king, Mr. Sansson, who taught me everything I know and has given a me a huge love for history. Thank you, Himler, for getting us through. You rock. You rock. Nat M, can you give a shout out to my A push teacher, Mr. Moore, for being the funniest, coolest,
• 243:30 - 244:00 and motivating his students to pass? We love your videos, Himler Fukua. Hi, Heimler. Doing this on behalf of periods 6 and 7. We would love it if you could shout out our goat, Mr. Finnegan and Driveways. All right, I'm reading now from 8:54 p.m. Hayden Weidman, shout out to Mr. Haskell Ezel from TL Hannah High School in South Carolina. We love you, Himler. Congrats on a Millie. Thank you.
• 244:00 - 244:30 Lyanna Ramen, can you give a shout out to Mr. Lingrell or Lingrell and Mr. Caster? Garner Williams Jr., please shout out Mr. Smith. Second, no, Mr. Schmidt, second set a push at Shorland Lutheran High School in Summers, Wisconsin. And give Garner, TJ, Ashley, and Claire extra credit. Slinging Productions, can you shout out Mr. Andrew Lob Fran verse
• 244:30 - 245:00 PP one more shout out to Dr. Calvo Kennel Alimo can you shout out Mr. Topping from Golden Gate High School geographical dumbass. Um please shout out my Apush teacher Mr. Cullinan Cullinan bro's literally the goat. Also congrats on one mil subs. I'm John locked in for this five on Friday. Matias S, shout out to kind
• 245:00 - 245:30 25-year-old Irish soul. Shout out to kind 25-year-old Irish soul, Mr. Thompson. Kaden M. Hi. Hi, M. Can you shout out Miss Glick and Mr. Pugs, the best AUSH teachers ever? Vor Vora, shout out to Mr. Boatright and his fifth period. I'm reading from 8:56 p.m. now. Musa Raymond, shout out King Champy. Red Panda Express, please shout
• 245:30 - 246:00 out Mr. Martin, world's funniest a push teacher. Vincent Inguan, can you say Katie sucks at 8ball? Hi, Mchan. Darth Goon 5429. Shout out Miss Mrs. K. Kari, I think. Ki Bunny, shout out to Mr. Hinrich from Wakanda Easter. thing. Hima, can you start a Fortnite gaming channel? Oh, baby, that would be
• 246:00 - 246:30 fun. Um, Feezy Himler, please show us what's in the drawers. That's for me. That's just for me. CM, shout out Mr. Panko from Columbia Prep in New York City. Also, please pray for me to get a five on the exam. Koji Kiyotaka, I'm manifesting fives on everyone's AP exam. Wish you all the best of luck and me too. Camila Torres, can you shout out Mr. Stoddur, the A Push King? Maple Magic, shout out
• 246:30 - 247:00 to Miss Phillips from Olympia High School. The Himler Empire is in the making, y'all. Razor Blade 3456, shout out Mr. Bower from Wooten. Wooten, he totally loves your corny jokes. Of course he does. They're amazing. Sophia and Guian Himler Senpai, can you shout out Emily and an Fran verse PP again? Just crushing it tonight. Thank you for helping me survive a push. You're welcome. Mention
• 247:00 - 247:30 the Zenaia hat theory and Dr. Calvo period 2. Ellie Santi Amina Sophie and Manu 2 Shelbs. Shout out to Mr. Naruto from Citrus High. I got two bald kings helping me with review. Hipic Lunar, thank you for the chat. Alfarius, can you shout out Coach Lee for being the best a push teacher? Matthew, thanks Himler. Can you give a shout out to Mr. Nihus Nihus's class?
• 247:30 - 248:00 Tell him that he's the goat. All right, we're reading from 8:58 p.m. Getting close to the end here. Two in a car crash. Shout out Miss Bowling from Lake Howell, our goat. Tannis, do you believe in the Zenaia hat theory? Don't know what it is, but I'm sure it's marvelous. Dante Alv, thank you for the super chat. Cleos Cleosu, shout out to Miss Santiago from
• 248:00 - 248:30 North. Caesar Pablano Himler, can you shout out Mr. Johnson? Zero period. Jumping Squid, shout Mr. Dullard, Shadow Creek Hive. Francis Bodilair, it would mean the world if you'd shout out Miss Marion. Sam's clarinet, can you shout out Mr. Sweeny's a push class? Jake Fior, shout out to Mr. Crips. He led the MHS block five class through tough A push and saved us from not getting those five big booms on the Friday
• 248:30 - 249:00 exam. Oop, oopy, thank you for the super chat. I drink fish. Shout out Miss Brown's fourth period. Love you. Himler swordsman plays. Thank you for the super chat. Uh Rand Randon Randonovich Destra Randovich Destra. Maybe close. Shout out Mr. Drew for a push. He's sick. Wish him well. Hope you
• 249:00 - 249:30 get better. Kaylee Olivia, shout out to the goat, Mr. Donovan. AP US history. Yummy. Thank you for the super chat. Nolan Pierce, hello Heimler. Shout out coming in from Irv Beckett. Huge fan. Keep it up, King. Thank you. Rice Crisis. Shout out to Allison Chang from Sandy Springs Friends High
• 249:30 - 250:00 School. AP student. Thank you for the super chat. Manifest me a five, please. Himler, Nathan Vanlon, Admiral A1. Shout out Mr. Mueller from Mayor Lutheran High School in Mayor Minnesota. He's the goat of AP history. Himler is the best. Toxicity Phoenix, we love Miss Wood of EHS for AUSH. Emily Romero, shout out to Jennifer Dorsy from Bullard, Texas. Char, can you please shout out
• 250:00 - 250:30 Mr. Ferrari from PMHS? Thank you, Himler. Baby Kate 69, shout out Mr. Norillas from Apush. Isabelle D, shout out Mr. Sykes, please. Upd shout out Mr. Burgess from Berkeley High. Thank you. Flynn Gunter, shout out Miss Winan from Mira Costa. Isabella Morales, shout out my Apush teacher, Mr. Heler. Uh, and Hell
• 250:30 - 251:00 Ortiz or Angel Ortiz. Um, hi Kingheimler. Please shout out Mr. Anthony Allen. My mxci. Shout out the best teacher, Mr. Shinagawa from Silver Creek, fourth period. Loves you. Flynn Gunter, shout out Miss Winan from Mira Costa. Uh, Somaya Islam, shout out to Mr. Bell. And oh my gosh, this is the last one from
• 251:00 - 251:30 Miami. McKe High School. Mrs. Coniosis loves your videos. Hash a pushbf. Okay, we did it, y'all. I can't believe some of you guys are still around. What What a what a gift. Thanks for hanging out. I'm going to go to bed and uh hopefully
• 251:30 - 252:00 I'll see you guys tomorrow. Go get some sleep. I hope sincerely that nobody on the East Coast is still watching. Go. If so, go to bed. Get you some sleep. And I will see all of you guys tomorrow. Much love. I'll catch you on the flipflop.