, andrew and daniel. we will take your calls and you can join the conversation on paste and twitter during the first hour. "washington journal" ♪ host: good morning and welcome to washington journal. lost 25 million jobs in april and the unemployment rate is 14%. millions are filing and not share1948 has a smaller of the u.s. population been employed. the pandemic has wiped out decades of job growth and we want to know what it has done to you. what has happened to your job or that of your loved ones? we wantre unemployed, to hear from you at

(202-748-8000). if you were recently furloughed, you are temporarily networking, (202-748-8001). we wanttill have a job, to know at (202-748-8002). if you do not fit into any of those categories but you have an callon, it is important (202-748-8003). us youralso text opinion at (202-748-8003) and we are always reading on c-span facebook and twitter. yesterdayoyment rate was one of the worst of our lifetime with 14.7% of americans 25 million jobs lost in april alone. some economists say that is

lower than what the reality is. president donald trump was at the white house yesterday and he met with gop members and was asked about the unemployment figures. here's what he had to say. [video clip] where you expect to see the unemployment numbers? >> i think they are going to go way up in the statement kevin made his incredible. everybody expects to have a job back shortly. deepo into a bad economy, recession, or worse and nobody expects to have a job. i saw that chart. body expects they will have a job. we did the right thing because we saved millions of lives but this was one day, we had to turn

off. when we turn it back on -- which we have done -- i think next year is the chance to be one of the best economically. unemployment is at 14% and possibly his highest 20%. where do you think that will be? >> i'm not going to say exactly what but it is going to be where was or better. 3.5% but it will be -- i expected to be where it was. the demand is going to be tremendous and year is going to be a tremendous year. fourth quarter is going to be good, maybe better than that. the transition is interesting but you are going to see good numbers coming out of the third quarter. i call it the transition to greatness. we are going have a great year next year. >> do you think we could get doug out by the third quarter of this year? >> we are moving in that

direction. i would say starting about now we are going to start moving in that direction but the third quarter, i think it is going to be good. a transition quarter. good andbe more than next year is going to be a really powerful year economically. host: the wall street journal put these numbers into context and i'm going to show you what they said. unemployment fell sharply in all broad business sectors last month and across all groups of workers. particularly large increases in on up limit among women, college dropouts, and hispanics. the jobless rate eclipsed the tracing record of 10.8% back to 1948. it was well below the 25% rate the estimated was reached during

the great depression. the jobless triggered by the pandemic produced the steepest decline on record back to 1939. by comparison, nearly 2 million jobs were lost in one month in 1945 at the end of world war ii. c-span spoke to house speaker nancy pelosi. we asked her about the cost and scale of the covid-19 relief packages she favored and this is what she had to say. [video clip] >> is there an estimated price tag? >> we are working on it. $1 trillion? >> you are getting warmer. >> $3 trillion? >> when people ask me about the price tag to help the american people -- which is a stimulus making sure states can make the

payroll for what they have spent and lost revenue but no other expenses. we are putting money in the pockets of american people and they want to know how it costs but around here, nobody batted an eye on the republicans give 1%of the tax scam to the top in our country and that was nearly a $2 trillion addition to the national debt. today marking 75 years ago and there was a tax to pay for military operation. should there be a tax to offset cost or do you think, down the road, you would support an increase to bring down the debt? >> if you are going to do any tax policy, it should be bipartisan and comprehensive.

i don't think you do it right here. there are exceptions that we are in this together and we have to this so we cannd open up our economy. that is the livelihood of our people. we had two wars, a big tax cut in the bush years, a giveaway to the pharmaceutical industries, all of these things have added to the national debt mentioned in other military engagements -- we had a way to pay for and if it was to be a worthy mission, the american people would be behind it. host: let's go to the phone lines and see what viewers are saying about their employment.

city, newom new york york. good morning. caller: good morning. thank you for c-span. as usual you're are doing an excellent job. thank you for that. i am self-employed and i'm fortunate that way. i am already in my 60's so i'm getting up there in years and been set for myself but i feel very badly for the young people legs ino get their sea this economy. i don't understand how we can have a president and a power struggle for attention with a virus. the virus takes control of the media because it is so important and here he is in a struggle with it. injectingf suggesting

disinfectant reminds me of jim jones telling people the drink the kool-aid. i being know why dr. fauc blocked is the most insane thing. witnesses were blocked in the ukraine investigation, the mueller investigation, it is a pattern and it is dangerous. when you have a pattern of blocking key people in all these investigations that can tell truth to the american people, when they are silenced from talking, trust me, you have a big problem with the administration that is silencing people from telling the american people what is going on. host: carolyn coley from maryland. she has been furloughed. caller: good morning. line.to be on the

host: do you work for the government? the private industry? caller: hospitality, restaurant. host: how long did they tell you before they can bring you back? caller: we are uncertain. we want to follow the laws of the governing -- of the governor here. we just want to ensure that we can provide the best service for our guests because we are halfrned about the better of the clients and customers that come in. fortunately, we were able to move to curbside pickup. aknow that is a shift and change for some restaurants however, the dine in experience -- we are uncertain. host: how are you making ends meet?

while you're being furloughed, the restaurant is not paying you i assume. understand thing i is that ends never meet. that is the problem. how do i -- i am a and and i have two children i am thankful for unemployment. in maryland it is very beneficial. it is providing a source of income. there comes a time of streamlining. host: do you know if your employer applied for the paycheck protection program? is any of that money coming through your business? caller: currently what i focus on -- that is a good question. say thatare not to they are not.

however, i think the way the system is set up for unemployment because taxes were , it is a way of protecting those who have taken initiative like myself to go out and work. i believe i am very fortunate at this time to even be able to claim unemployment because there are those prior to the shutdown that were maybe not working. i give myself a pat on the back energy andthe enthusiasm to even go to work. there are many who do not go to work at all. annette:'s talk to calling from winter park, florida. did you lose your job? caller: i am a real estate

broker and we are part of the market not being served well by unemployment. i have not been able to get any theonse from ppp or economic disaster relief loan. i am 37 years old. when i got out of college i got to join the great recession and finally got back on my feet and now going to deplete my savings to make it through this one. host: when do you think the market is going to turn around? i know real estate is always an uncertain market. when you think that will turn around? caller: i will tell you if i had a crystal ball, i would not be a real estate agent but it is such a hard question. notunemployment system is serving people. i think orlando is going to continue to see the longer haul

because we are not -- the gaps are so huge. people's credit is being destroyed, there furloughed, they cannot get mortgages, it is a tough system. everybody is doing their best to work virtually and be positive but our hands are very tied and our government system is not stepping up to fix the unemployment system. it is constantly under maintenance. they are spending billions to fix it but nothing is getting fixed. it is shocking the federal government has not stepped in and taken over. host: we are getting tweets from all around the country from reporters and others talking about that unemployment rate. here is one tweet from a reporter quoting the bureau of labor statistics. "the on up limit rate was 13% for adult men and 15.5% for

adult women. 31.9% for teenagers. breaking down by race and ethnicity, the unemployment rate -- 14.2%put 2% white blacks,6 foot 7% for 14.5% for asians, and 18.9% for hispanics. they all represent record highs for the respective series." calling from bill mississippi. caller: first of all, i have to correct you on those numbers. there are some of the african-american that is is highs 80%. due to-americans, slavery, have caused trillions

of dollars. why should a white man oh 18 times as much? who is going to be working for who? i know we had to do something to stop this pandemic but to spend trillions of dollars when there are other issues -- come on. the rest of the world knows this. i don't want to be xenophobic but when people come to this country and don't have a shirt on their back, where did they come? they come to our community, our school, our teachers have to work harder, our businesses are taken. it is ridiculous. i feel like there needs to be a marshall plan for african-americans because it is ridiculous and nothing is being done. those numbers are only going to get worse. think about that, america. stop being selfish. give back to the people who give their blood, their language,

their culture and you don't care. people let me who served this country. my uncle and father died for this country. you don't care. host: yesterday during her daily briefing, alabama governor kay ivey addressed the jobless figures in the state home order. [video clip] ago we had months the lowest unemployment rate in alabama history. sadly this seems like a distant memory. in february, one of my top challenges was we had more jobs than people to fill them. peoplemore than 400,000 are unemployed. they filed claims with the department of labor. these are innocent people who lost their jobs and many of them are folks who are accepting government help for the first time in their lives.

people are frustrated. i understand. i care about you. we hear your voices, we know you are frustrated, and today's order will again provide another round of hope. more people have filed for unemployment during the last six weeks than during the previous two years combined. truly this is heartbreaking. while remaining true to our focus on fiscal health we also acknowledge that more can be done to address our economic health is well. last week i spoke about how our state eased a stay-at-home order. rest assured we are trying to be just as thoughtful and careful as we ease back in two more social interactions while maintaining a six foot distance.

ordernded stay-at-home that has expanded re-openings will still require social distancing and urge everyone to continue to taking all health precautions as we return to whatever normal may look like in the near future. host: let's put this in historical context. here is a chart from the washington post which shows the unemployment is the worst since the great depression. here's a second chart we have from the washington post that will show you the unemployment rate in april 2020 is the second-highest only to the time during the great depression. some of these numbers are estimates because the labor department only started doing estimates on unemployment in

1948 but we can see the estimates showing the great depression is the only time the unemployment rate has been higher than what it is right now. let's turn to social media and see what they are saying. here's one that says, jobs reports will correct as the country of insperity. the faultlines with tyrannical governors and politicians like pelosi that are fighting to destroy the economy. here is another that says, my husband's unemployment went through quickly without a glitch. this may be due to his company helping employees with the process. says, thether that boneheaded response but this administration made everything related to the situation a whole lot worse than it had to be. in 2001, we learned business men make terrible presidents. profit above all the population

be dammed. we want to know about the report and with the coronavirus is done to you. we go back to the phone lines with william from california. caller: good morning. a door dash worker. glovesrequired to wear and masks and having to put bags of food -- we are not allowed to the orders. host: we lost william. let us talk to julie calling from pennsylvania. caller: good morning.

i have been working as a contractor and the company has kept me on because i am an essential -- it is an essential company. i do not know what is going to happen because i am not part of the new diversity agenda. i am a white female, heterosexual, so i do not know if they will keep me on. it only seems like a certain demographic is getting the permanent jobs now. host: what exactly do you do? caller: i work in marketing. host: what do you do in marketing? caller: one other comment, i think our president is doing a great job. attacked byas been this crazy agenda and i think we are able to see, now that the governors are in place, the liberal agenda in the cities being ruined.

host: let's go to michelle calling from new york. you have been furloughed, what happened with your job? caller: i am hoping to get back to work. the things governor cuomo are doing our phases. host: what type of job where you working when you were furloughed? caller: entertainment, casino. host: have they given you any indication of what is going to happen with your job or when you will get back? caller: no indication but i'm hoping to get back. hopefullyreat job and it will be back up and running by the end of july i hope. maybe by the end of june. i feel sorry for a lot of the people i worked with that they are having a hard time getting through unemployment. host: michelle, i asked of us earlier but how are you making

ends meet while you are furloughed? have you tried to find another job to tide you over? are you on unemployment? caller: unemployment temporarily. host: did you have any idea -- have they given you any idea of when you're going to be back? when you come back, will you have the same job you had when he left? caller: i'm hoping to have the same job. i'm a car dealer for rivers dealer for rivers casino. they are a wonderful employer. they are still paying my dental and health care. i'm trying to get back by the end of june or beginning of july. governor cuomo is doing it in phases, he wants to be safe. he is opening manufacturing and construction companies then restaurants and hopefully

entertainment. what is it going to take for you to feel safe even when they reopened the casino? you have a lot of people coming through the casinos at all times of day, from all around the country. what is it going to take for you to feel safe? caller: hopefully we will have precautions in place. cleaning the place properly, maybe we will be wearing masks. i don't know what the procedure is going to be but i'm sure they are not going to open if we are in danger. host: do you plan to wear a mask? right now it seems like there is a lot of uncertainty about how this is spreading and how to keep yourself safe. even if they do not require it, do you plan to wear one anyway? caller: no. i would go by what the procedure is and just put my faith in the

lord. host: yesterday during his coronavirus briefing andrew cuomo addressed the latest jobless figures in his state and run the country. here's what he had to say. [video clip] >> there is no doubt this is a horrendous period to live through. the greatest problem for most issues,- social isolation, and the emotion, and the emotional trauma which is a problem unto itself -- the economics are devastating. i am not working. i live paycheck-to-paycheck. it has been over a month for some people, six weeks, two months. i don't know if my job is still there. , right?s keep coming nobody put the bills on pause.

that is a tremendous pressure on people. 20%,nemployment rate, which some say that is underestimated and closer to 25%. imagine that. the largest and greatest since the great depression. there is no doubt this is a terrible period but we have to get through. that was winston churchill. when you're going through hell, keep going. if we make a mistake and react too quickly, the situation is only going to get worse and longer. i understand employment benefits are not enough and the speculation whether or not my job is going to be there is terrible. we have taken extraordinary to help people deal with the situations with no evictions. nobody can be evicted from their

home. we are providing food assistance and a number of different ways but we have to get through it. medialet's go to social and see what they are saying about the economy and their job situation. says, jobs,hat jobs, jobs. slave labor wages before the virus and now we are given the choice of work or die. here's another, why can't the government fund unemployment through employers we have laid off workers rather than employees having to suffer through going through the sign-up process of overwhelmed on a plane offices? here's another, when healthy people are quarantined it is called tyranny. let's get back to work. one last one that says, we can hire six people a day if anyone applied.

our store has been chronically understaffed for months. once again, we were talking about the april jobs report that inwed 20.5 million jobs lost april. we want to know how this is affecting you and your job or that of your loved ones. let's talk to georgia calling from denver, colorado. good morning. caller: good morning. how are you? host: just fine. go ahead. job that did start a laid me off three days into training because of the coronavirus which is unfortunate. obviously i would like to make additional funds when i can. i'm looking forward to when we are able to go back to work but listening to some of the

comments from other callers, it is said we seem so racially divided. another woman said she is a white lady and does not know if she is going to get her job because democratic people -- something like that. the other blackeye says the government doesn't care about -- black guy says the government doesn't care about us. epends on where you live. where i live we do not have racial issues. it just depends on the person and what your drive is. i think everybody knows about the president. and sayssmart mouth

things that are inappropriate but that is him. that is not a white or black thing, it is an ignorant thing. i think some of the things he says are great. i don't know. i just wanted to comment on that. host: let's talk to darrell calling from virginia and he has been furloughed. good morning. caller: good morning. how are you? host: just fine. when did you get furloughed and about how long did they say you are going to stay furloughed? caller: i got lucky. i was furloughed for two weeks and the company said it may be longer. me it was only two weeks but i got my unemployment, i got the $600 they told us we would get and i'm back at my job. my company did keep the insurance on us while we were furloughed so that was good.

i'm one of the lucky ones i guess. host: what industry are you in? construction, the government, what industry are you in? caller: i am in the coal industry. we were doing really good until this virus came over and of course it is a global market. we sell a lot on the global market. economics is happened everywhere. host: what changed in those two weeks at your job site? when they brought you back, did they bring everybody back? are you wearing extra protective equipment? caller: yes, they brought everybody back. we had orders and they were canceled. withe are wearing masks, cleanings three times a week instead of once at the place i

work, we do social distancing. we are pretty strict and everybody is working together. -- i don't think it knows any bounds. sex, race, whatever you want to call it, it is a war against this virus and it is a global war. all the countries everywhere are having problems. i think everybody needs to remember that. it is a global economy and this is a global pandemic. awareody just needs to be and work together on this to get resolved. do what they say. wash your hands, social distance. host: let me ask you this, you are doing social distancing and they have extra safety precautions. is that slowing the business down? productivityss because of the new safety requirements that this pandemic has brought up?

caller: it is the industry i work in. we have meetings every morning and if more than 10 people show up, somebody leaves. we tried to distance ourselves. a lot of people work by themselves even though it is a bigger area so in that respect, i am lucky. or're in the control room, on a piece of equipment, it's not an office environment. it is more of an outside environment. in that respect i'm lucky again that it is not a group of people together all the time. we have our meetings and then we leave. i'm pretty lucky in that respect. host: let's talk to kevin calling from park ridge, illinois and he is unemployed. when did you lose your job? was it because of the pandemic? caller: yes and it has been

almost two months. host: what industry did you work in? caller: the hospitality industry. host: what did they tell you? did they tell you there was any possibility of you getting restaurant or you place of employment just close? caller: my business is tied to the restaurant industry. i am not working. i provide a service to them directly. we have a governor in illinois with a plan in hand but the plan to open restaurants, there is no dates or timetables. it is very disconcerting to the restaurant owners here in illinois because they do not know when they're going to open their business. it is frightening. it is not just here but throughout the country and is the long-term effects this will have.

to most people this is frightening and being self-employed, it has taken two illinoisr the department to open for those who are self-employed to file unemployment. there is no specific information once you do file as to when people will receive benefits. it is as though the media and illinois has not been putting the questions to the governor and other politicians that specifically have a plan in hand and address the concerns people have. i believe they have a right to know. host: bloomberg has a series of charts that they are publishing today that actually show what industries are hiring in america and what industries are not. from our calls we can see some of the industries that are showing up in the chart. personalle, under the and laundry services, they lost

over 700,000 jobs in the last few months. recreationnt, arts, lost 1.3 million jobs. 39,600ory stores lost 7 jobs. gambling and recreation lost more than one million jobs. the scenic and sightseeing travel industry lost 21,500 jobs. but there are some industries going up. ouran see from some of callers this morning. brad is calling from pennsylvania. brad is unemployed as well. when did you lose your job? caller: the end of february and it was due to covid-19 because

our future jobs coming up got canceled. host: what industry did you work in? caller: i worked in the oil refineries in california. host: what did they tell you? did they say hopefully this will turn around and we can hire you back? did they say we are done? caller: we know it will turn around and they will rehired me back just don't know when. at first it was a couple of weeks, it could be a few months, it could even be late into the fall. another comment i would like to point out, i am going back to work. my unemployment is coming through fine but i'm wondering the people who having trouble, did they quit their job? they never really mentioned. in 2008 we have the financial problems they gave out extensions for two years.

unemployment went down because when the money ran out, people got jobs. what i worry about right now is if you are giving a person of employment plus $600 a week, some are making more on unemployment than they made the job they had. peopleo not change that, will not want to go back to work. they will make less money. host: let's talk to carlos calling from miami beach, lorna and he has been -- miami beach, florida and he has been furloughed. caller: good morning. host: what industry did you work in? caller: i manage a hotel. manage a large team concierge, front desk, housekeeping. i had to lay off all my employees which is about 4000 plus. that being said, a lot of people

worry -- i get multiple calls and emails a day sing whenever going back? we were promised we were going to be back in may. then i got pushed back to june and now people are worried. everybody wants to come to south beach and enjoy themselves but what i'm trying to promise is when do we bring our workers back? we need to go back to work. if not, we are going to fall as a country. we can do this if we work together and that is what i want to say. host: you said you used to manage a hotel. when you bring the people back, do you expect to bring back a full strength or only certain number of people? or do not have any idea how it is going to work? caller: we have a strong plan. that is the thing.

-- the people off we had laid off we had furloughs and temporary layoff. i take that back. the furlough and permanently off. we just say thank you for your assistance. if you worked with our company for more than a year, we are going to promise to bring you back but at a slow pace. provided.ll also be we need to get this country back to work. have a great plan. host: one more question. a lot of states are opening but a lot of people are not yet comfortable about going out. do you expect your hotel to get a lot of business if it opens too soon? you say go ahead and open and let's see what happens? caller: i have a great answer.

i get multiple calls a day. i have multiple vips calling me, texting me saying, i'm tired of being home. the country is going to open backup. when is the hotel opening? i have a birthday, i have an anniversary, can i take my wife out there? what is going on? do you want to keep that down for them? come on. host: let's talk to catherine calling from bolingbrook, illinois. good morning. caller: good morning. retiredant to say i am in my retirement benefits, pension, social security are very good and it is permanent. i am better off now than i would have been if i work.

that is because i cannot be laid off. canceled butot be i have looked at my neighborhood and any restaurants that are open i am ordering out, i will pick it up. i had pizza places my husband and i frequent and i enjoy them. money justot of trying to help the community. pensioni had my from the great unions that andorted me when i worked the government having a social security plan. we have got to keep these programs available and have strong unions in order to help pandemiclife is got a going against it.

that is what i wanted to say. thank you. host: let's talk to kathy calling from pennsylvania. good morning. caller: good morning. thank you for taking my call. my position was eliminated prior to the virus hitting. i was in community outreach and licensed and also a speech therapist by profession. i was in the process of helping a friend who has a speech clinic in the pittsburgh area. i would be an independent contractor once i was going to be on the payroll. she had to close her clinic because the virus hit and of course we work very closely with people's mouths. background working in the nursing industry which is a hotspot. unemploymentng

benefits and the exhausted mid april. toalled unemployment thanks the representative's office assisting. he got through to unemployment and they told me i was eligible to receive the benefits and they and i amyet come in eligible to receive the extra funding. i am still looking for work and getting calls about doing tele-therapy which would be a great thing to do to serve the underserved. however, i have not been able to get an answer from unemployment as to whether i will be able to still get unemployment benefits, especially if i'm only part time, because prior to the virus hitting anyone who is an independent contractor -- even

if you are not making a profit -- were not eligible to receive regular unemployment benefits. receive mywaiting to extended benefits. i have another 13 weeks i am eligible for and the system is so overwhelmed right now they are behind in fulfilling the unemployment extended benefits. virusstion is once the situation is over, anyone who wants to be an independent contractor or except work and goes out and works as an independent contractor and start there on business in the business ends up getting shut down again, will they be eligible for unemployment benefits? the way it was prior to the virus we were not -- anybody who was an independent contractor

who is not eligible to receive benefits. my previous benefits came from my former employer when i was doing community outreach and marketing and we were doing expos and events and festivals. host: yesterday during president membersvisit with gop larry kudlow commented on the future of the economy and stock markets. here's what he had to say. [video clip] >> i want to connect a dot or two. al last in the ov that talking about these temporary job losses. if you had told me i would go on air on a day when we lost 20 million jobs in the stock market would go up, that would have been very interesting. [laughter] i have been around a while and

thought i sighed all. just saying i think it is temporary and i also think the -- i know itbottom but i think a lot of things stephen has negotiated is one reason why these are temporary losses and why the market is shrugging them off. it is very possible we will get a lot of these jobs back fast. we will have a 20% increase in growth in the second half of this year as we transition. i appreciate your comments.

and february of this year the economy was growing at an annual rate. regulations,w energy independence, fair trade deals, the building blocks of a middle-class wage boom and a small business boom which is the heart of the republican party. you did it once. if we stay with this principle, we can do it again and next year can be absolutely spectacular. i really believe that. host: one of the social media followers was interested in with the unemployment rates were by age. here's a story from marketwatch.com that breaks it down by age.

it specifically says things are not looking great for our older population. americans 55 and older had the unemployment rate of 13.6% in april. compared to the 2.6% in january and women had a rate of 15.5% versus 2.4% during the same timeframe. skip down. older americans are not the only ones who suffered. every age demographic did. adults, between 16 and 19 years old and 20-24 saw the highest roots of unemployment. group with ar age

higher rate of unemployment than those 55 and older were between 25 and 34 years old with a rate of 14.5% last month. in january the 3.7% but workers in their 50's, 60's, and beyond face more challenges when they lose a job than younger counterparts. wait an1-60 years old average of nine months to find a job during the last recession. let's go back to the phone lines and get some final calls. from talk to greg calling nor folk, virginia. caller: i just wanted to extend a comment that one of your other callers from pennsylvania said and i am receiving unemployment

after being laid off. i am making more money from the unemployment benefits from state and federal than i did on my job. i have very little incentive to go back to work especially since i am pushing 60 years old and am afraid of getting infected. that, i think it is a shame how everyone is expecting the government to bail them out and to give the money in this situation. i hope it is a wake-up call that people need to start saving money and putting aside for disasters like this. we live in a dangerous world and there always will be pandemics and natural disasters and wars. we cannot depend on the federal government to bail us out every time. host: let's talk to karen calling from new york. good morning. caller: good morning.

i just wanted to say i am working. i work in the insurance industry which is considered essential in new york. we only have three people coming into the office. the rest are working from home. besides doing our regular insurance duties we are manning the reception desk, doing the grateful i am very can go into work every day. i am one of those people who is still struggling from 2008. i feel for the people who cannot go in every day. host: let's talk to john calling from beachwood, new jersey and he has been furloughed. what industry were you in when you were furloughed? caller: automotive. i work for a car dealership as a technician and i checked out so many of those boxes other callers have been discussing. i was furloughed and it is

possible i have lost my job. also, i am 65 and continue to work and continuing to pay for my benefits at work. people who isose collecting unemployment with a surplus and i am making more money than what i was before. contemplatingi'm possibly not going back to work because of the difference in the money i am able to bring in. it is not a position i want to be in but at the same time i'm not that far away from actually getting to retire. it is difficult for people in my industry at my age to go back to the duties they were doing before. i have been promised reemployment but at this point, -- i would like to

go back to work but it is a matter of how the economy goes and what happens with our ownership. many other dealers are going through the same type of things. host: had they given you any indication of when you may be coming back to work or are they saying wait-and-see? caller: it is kind of wait-and-see. originally they were hoping to go back may 15 but obviously governor murphy applied for another extension. we are going to have to wait and see. connieet's talk to calling from north carolina who has also lost her job. what industry were you working in? caller: i was a waitress at a restaurant for over 30 years but i called into the program about

a month ago over the extension. i wanted to tell that woman who called about the extension unemployment. i am one ofwas -- those people on the extension and have not received anything -- but they finally came out negative talk to somebody. 3% of thethe lower unemployed rate. my son applied and later got it. i've been here over a month and they said they are releasing the money between the 15th and 23rd of may. you will get that paid and you will get paid but there was no money in the fund and it was the lowest on the totem pole. nobody on the extension got money. we had a lot of people here on the extensions.

we are opening the resort part of the beaches as of the 16th. let's talk to frederick calling from louisiana. good morning. caller: good morning. host: you have to get a quick comment in. caller: i was recently unemployed and considered essential. i was working for a processing plant and i contracted covid-19. i was told to file for unemployment. host: we would like to thank all of our callers and social media followers and viewers for the first hour. coming up, the rest of our show is going to be for high school students getting ready to take the ap history and government exams. we will look at strategies and potential issues for the history exam with teachers jason stacey

and matthew ellington. then colleen and daniel will walk us through the government exam. yesterday at a press briefing governor roy cooper responded to a question about moving the state into phase one of reopening and if he was concerned people would go out more than they should. [video clip] >> we will be able to know how people are doing by the number of positive tests we have, the percentage, the number of people who are in the hospital, by the pre covid-19 symptoms. we will know how we are doing and if the people of north carolina do things to spread more virus and more people get sick, we will now we do not need to go into phase two because our

evidence will show as otherwise. think this is the right move at the right time. we are encouraging people to be careful and i think people have learned a lot. yes, people are going to go out more because it is warmer and it is going to be mother's day weekend. i think that is fine. there is less a chance of spreading the virus outdoors. we want people to be outdoors but we want them to be socially distant and to wear a cloth covering and wash their hands. i have confidence in the people of north carolina being able to do this in the right way because i think people do want to see us move into phase two. we are in this together and you can go on the website and check for yourself how north carolinians are doing. we are hoping the next two weeks the numbers will be favorable but if they are not, we will not go into phase two.

announcer: "washington journal" continues. host: we are back and we are helping our high school students around the country prepare for the coming advanced basement u.s. history exam. we are here with jason stacy and matthew ellington, who are going to help our students prep for the test. good morning, gentlemen. guest: good morning. guest: good morning. host: this is the first year we have done the u.s. history cram for the exam for the advanced placement test on c-span. the first question everybody wants to know, what is changing this year for this test because of the coronavirus pandemic? guest: well, there is quite a lot. is aiggest change is this shorter test, only 45 minutes long. it is going to be an online test for students. just oneon, it is

document-based essay question with five documents. examly, it is an students can to get home from their computers. in this era of distance learning, the college board has modified the test while still keeping the same skills that students need to be successful. finally, this test is an open note test. the college board will not try to prohibit students from using their notes, so students may refer to notes as they take the exam. guest: that is right. and i think it is exciting the change they have made and they kept the document-based questions. dbq in a lot of ways is the crown jewel of the test, allowing you to show off your arguments,lls, make interpret documents, and to bring in the information you've learned. t is important to remember that i is a modified time period covered, concentrating on.

starting in 1754 and going to. seven, ending in 1945 -- going inperiods seven, ending 1945. host: we will open up our phone lines to high school students only. we want you to call in with questions about the test or about history for our distinguished teachers. if you have questions on the test or if you would like to attempt one of our practice questions on-air, we want to hear from you. high school students only. we will open up regional phone lines. that means if you are a high school student in the eastern or --tral time zonez, ws zones, we want to hear from you at (202)-748-8000 . if you are a high school student in the mountain and pacific time zones, and you have a question about the test or about u.s. history, or about how you should answer this question, we want to hear from you at (202)-748-8001.

once again, eastern central time zone, (202)-748-8000. mountain pacific time zone (202)-748-8001. gentlemen, i was looking over some of the questions for this test, and the first question that popped to mind is that this is an essay test, so how much are you expected to write? great well, that is a question, jesse. the amount you are expected to there is no number of words required. you should expect to write an essay that is multi-paragraph and has a clear argument and that argument is probably going to be proven through a number of paragraphs. you should plan on having an introduction. if you have time for it, a conclusion. guest: that is right. it is graded on the rubric, so

you need to make sure they are familiar with the rubric and writing in such a way that they can accomplish various paths and demonstrate they have learned the skills asked of them on the ap u.s. history exam, nobody is counting words or pages or characters. test now, you said this will be taken by students at home. atl me, can you take this any time at home, or is there only a certain time period it will be open for students at home? will everyone be taking it at the same time or different times? guest: go ahead, matt. guest: this test will be taken by everyone across the world at the same exact time. it is going to be given friday, may 15, at 2:00 p.m. eastern, 11:00 a.m. pacific time, and whatever local time people are, so folks in the u.s., it will

not be bad. for folks overseas, they could be testing at odd hours. the college board is doing this to ensure the test can be as secure as possible. guest: that is right. as i understand it, there was a number of ways in which students can record their answer. they can write it in a word file or some kind of text file and turn it in as a file that the upload, they can handwrite it and take a picture of their responses and upload those with the phone, or they can even i write it into a text box the college board provides and respond that way. host: what is it students will see they can base their essay on, and how long will they have to write the essay and get it submitted? click onudents will their exam ticket, it will open up their exam.

the college board recommends students log in 30 minutes prior to the exam because there will be some security screens and questions they have to answer to verify their identities. begins, students will see the full questions, so they will see the directions, they will see the five primary source documents that go with that question, and they will also see the submission window students can use to cut and paste, as jason mentioned, or they can attach the documents that. -- attach their documents to that. host: we have students waiting on the line to talk to you gentlemen or try a test question. let's start with julia, calling from montclair, new jersey. good morning. guest: hi, julia. host: julia, are you there? lost julia, sove let's move to sarah, calling from bay city, michigan. good morning. caller: good morning.

guest: morning, sarah. guest: hi, sarah. caller: hi! host: sarah, do you have a question about u.s. history or do you want to try one of our sample questions and see how you would write your essay? caller: umm, i have a question. yearong is the exam this and what is the format for it? minutesarah, it is 45 you will have to write, and it is only one dbq you will have to answer, and that dbq will have five documents. guest: that is right. basically a is shorter, more condensed version of the traditional ap exam. it is the same skills with everything you would have learned in your class, but you are only going to have one dbq to show what you know on this exam. host: now, a question for both of you gentlemen.

do only high school seniors take the ap test this year, or can juniors take it, as well? who is taking the test? guest: go ahead, jason. host: [laughter] guest: go ahead, matt. host: let's try you, jason. guest: teachers, we love to talk. anyone who is signed up for the school, is in high usually high school juniors to take the test, and i assume a school can have a sophomore class of ap history or students who have signed up. i do not believe there is a designated age, as long as students are in high school. usually it is juniors who take the exam. guest: that is correct. my classes are all junior classes at my high school, and most high schools i know test juniors. host: here is a question for you, are either one of you suggesting that any of your students wait until next year to

take it, or are you saying just go ahead and do this? let's start with you, matthew. guest: absolutely not. i do not recommend waiting because there's a lot of content that students need to remember. that is a long time to go because those students will not be enrolled in ap u.s. history next year. i definitely recommend that students take the exam this year. as i said, it is the same skills as the regular exam, it is just shorter and in an online format. guest: that is right, matt. i agree. if you prepared for it and spent all this time in your classes reading your textbook, practicing your essays, learning the information over the course of this academic year, the real reward is to take the test. the college board has made a great choice in choosing the dbq as being the feature that they are going to keep in this unusual year because the dbq allows you to show off all of

the skills, your knowledge, your ability to make arguments, your ability to interpret documents. that dbq is going to allow you to show off all of the work you have done. host: let's talk to another student calling in from selma, calling from cambridge, maryland sorry -- sorry, cambridge, massachusetts. guest: morning, selma. host: are you there? caller: yeah. host: good morning. caller: good morning. my question is what is meant by the revolution of reconstruction? getwhat are good points to that extra complexity point on askedsay when if we are about radical reconstruction or the revolution of reconstruction? host: let's start with you, jason with that question. guest: i will start with the first part of the question and then i will go to matt for the complexity point because he has a lot of good stuff to say about it. the revolution of reconstruction

is in reference primarily to the amendments that come after the civil war, the 13th, 14th, and 15th amendments. 13th amendment, of course, abolishing slavery in the united states. 14th amendment establishing civil rights that will be protected by the federal government against state powers, specifically those in the former confederacy that are oppressing african-american populations in the south, and the 15th amendment that granted voting ,ights to african-americans ideally throughout the united states. however, it is important to keep in mind that there is a lot going on on the ground during reconstruction after the civil war between the time periods 1865 and 1877. a lot of what is going on on the ground, especially in the south period, is running contrary to the 13th, 14, and 15th amendment. it is important to keep in mind that the so-called revolution of

reconstruction has a very, very mixed legacy. by the end of that time period, african-americans, former slaves in the south, former enslaved african americans in the south, are finding it difficult to acquire their own land. many of them are in a sharecropping contract that produced them to a situation where they are permanently in debt to landholders, many of whom are former slaveholders especially and also, by the end of reconstruction, and even into the 1880's, voting rights are being curtailed in the south for african-americans through terrorism organizations, like the ku klux klan, and also through local legislation, like grandfather clauses and literacy tests that prevent african-americans from fulfilling those rights that they helped acquire in fighting

the civil war on the side of the union and that the republican congress sought to instill and place into the constitution through that 13th, 14, and 15th amendments. guest: jason is right. if you remember even a fraction of what he just said, you are going to earn that complexity point. complexity is college board's attempt to award a more sophisticated essay. if you look at the rubric, the complexity point is given for or modifying an argument -- for qualifying or modifying an argument. there are tips we can give you to maximize chances at earning the complexity point. we wrote "fabric of the nation," which outlined a three step strategy called gem because you annecy write a gem of and it stands for generate nuance. you want to use more

sophisticated language like jason used, and talking about not just the successes but also talking about the limitations of reconstruction. how it applies differently to different groups. what did and did not work. the second part of that strategy is to explain both sides of the reasoning skill. grades theirs essay questions around one of three reasoning skills, causation, comparison, or continuity and change over time. all three of those reasoning skills actually have two sides to them. causation is cause-and-effect. comparison is similarity and difference, and continuity in and change is continuity in change. one of the tipster and the complexity point is to make sure that if the prompt only calls for one side --for example, if it said to evaluate the extent of change in terms of

reconstruction, you would also want to talk about some of the continuities, some of the things that do not change. the third part of the strategy, the "m" is to make connections across time. connectple, you could reconstruction and unfulfilled legacies of the 15th amendment to the civil rights movement of the 1950's, the 1960's, and your concluding paragraph is often a great place to do that. readers are looking for evidence that you have done these kinds of things, so if you take a multi-prompt approach, where you are taking several attempts at trying to earn the complexity point, you are going to greatly increase your chance of getting that point on the rubric. host: what is the grading scale, matthew, on this test? when you get your results, what can you tell from the score that is on the test? host: -- guest: ok, the grading scale is

similar but a little bit different than in years past. traditionally, the rubric has been a seven point rubric for the document based essay question this year because that is the only part of the exam. the college board has expanded to 10 rubric points. however, all of the skills and tasks are still the same. college board will then take the essay score and in past, it would have taken your essay scores, plural, and the short answer and multiple-choice. this time they will take the essay score and translated into an overall a peace corps. with students and colleges -- overall ap score. what students and colleges will see is a score of one through five. some will accept three or above, although some require 4's, and some will accept scores of 2 and above. usually on the ap exam, a slim majority, 52% to 55%, will earn

a three or above to them eligible for college credit. host: let's go back to another to come in.ing let's talk to miles, calling from fayetteville, north carolina. good morning. caller: good morning. guest: morning, miles. guest: hey, miles. host: do you have a question or do you want to try one of the questions we have prepared here? i have a question, and it is more about the testing. host: go ahead, then. caller: so i was just wondering, like, how do i say it? thell the people taking test at the same time, there should not be a chance that the server or website should go down, is there? guest: [laughter] oh, boy, miles, i hope not. guest: there is no chance, miles. guest: i hope not.

[laughter] but, do make sure you have enough bandwidth on your end. if you have siblings or family members that are heavy streamers, heavy gamers, and your internet is a little more limited, you are going to want to ask them to pause what they are doing so you have the bandwidth to be able to upload when you are done writing your essay. guest: miles, are you still on the line? host: miles already dropped off. to look at one of the questions or documents that may show up in some form. maybe not on this test, but maybe has shown up before. us what your tell student is supposed to do once they see this. ok, so here is something that a student could see on as an example for one of the tests. this is a north carolina says "tofrom 1882 that

everyone applying to rent land upon shares, the following conditions must be read and everd to, the sales of cropper's part of the cotton to be made by me when and where i to to sell, and after deducting il dayowe and all sums that may be responsible for on their accounts, to pay them the net proceeds." matthew -- guest: yes? host: tell us what you should do after you read that document. guest: this is a great document, very much the kind that students may see on the ap u.s. history exam. there are several tasks the student should complete when they see a document like this. the first task is to ask themselves, what is this document really about? sometimes the title will tell you. in this case, a sharecroppers contract.

they should ask themselves, what do they know and remember about sharecropping and where does that fit in the historical timeline? most importantly, how does that relate to the exam? there is one point on the rubric for using two of the five documents in a simple descriptive manner, essentially being able to summarize that. even if a student is somewhat limited, most students can read and summarize. that is the first task students want to do. ideally, students want to connect that document to an argument. depending on what the essay question is, students want to use the document to move their essays forward to support whatever point or points they are making. and then, finally, students also want to complete the task of sourcing. there are upo -- to two points possible this year for the dbq on the exam for sourcing a document. sourcing is college board's of asking students to think like an

apprentice historian. can they examine and analyze the document in one of four ways by looking and discussing the document's historical situation? in other words, the context around the document by identifying the intended audience. who was the document for and how does that help us understand the document? by looking at the author's purpose, what is the goal and what was the author trying to accomplish in this document? or by looking at the point of view that is being expressed in this document. there are a few strategies to approaching these documents that i think are important. i imagine you have talked about these in your classes with your teacher, but, jesse, could you one more time read that first line after the word "source" in the document? or what is the title of it that they put their? host: north carolina contract

1882. guest: sometimes when we have a document in front of us, and it is written in a language over 100 years old, and we start reading it, it gets intimidating. the language in which it is written is not the normal language we speak to each other and it is talking about something that happened a long time ago. it is often important not to go looking for the answers in the document at first. it is often important to take a look at that source line that jesse just read. notice here you have the word contract and you have the date 1882. clues as to what the document is likely going to be about. so you probably remember a few key dates from your class. all of theremember dates and that is ok, but some of the key dates, for example, the years of the civil war. our first question today about

the revolution of reconstruction between 1865 and 1877, and if you have 1865 in mind as the end of the civil war between 1861 and 1865, you know this is a post-civil war document. with that in mind, you can begin to recall some of the important pieces of information and the broad context of the time period in the generation after the civil war. if you look at that word "contract," it may trigger in your mind there sharecropping contracts that you recalled from class and that i talked about briefly at the beginning of enslavedere former african americans, who are newly freed, found it very difficult to acquire land, primarily because except for a short period after the civil war, many of the governments in the former confederacy are controlled by those who want to

prevent formerly enslaved african americans from acquiring property and civil rights. many former african-american slaves found themselves in these sharecropping contracts, where they were effectively forced to rent land and pay for that rent with a portion of their crops, which send them into a cycle of debt, which made it a most impossible for them to ever acquire land, and often even leave the places where they were currently working the land. so that in that first line, you can begin to have a sense of what this document might be talking about. and then when you begin to read the document, you can begin to think, alright, well, who is actually talking in this document? could it be a formerly enslaved african-american? could it be a white landholder? there is a portion in there, where the speaker is talking me," andt is "owed to

this should clue you in that this is probably a white landholder who is creating a contract for a formerly enslaved african-american, and it is probably not going to be to their benefit. this begins to bring in all of the information that will help you get those extra points on the dbq. the point of view of the speaker, the context in which it is being written, and all of that good historical apprenticeship that you have been trained over the last year to begin to make this document work for your argument. host: let's go back to our phone lines and talk to another student. this will be julia, who was calling from montclair, new jersey. good morning. caller: hi. so i know there is a lot of information and time periods covered on the test, so how do you recommend studying those, and are there online resources? what specifically should we focus on when we are going through our notes to study?

host: let's let you take that one, matthew. guest: a great question, julia. as jason has mentioned, college board has narrowed the focus of the test a little busier, so it will be somewhere between 1754, the beginning of the french-indian war, and 1945, the end of world war ii. there are a lot of resources online to help ap students go from the college board and other resources, commercial, and that teachers have put out. let me give a plug to ap teachers across the country because rather than simply going andand buying a review book finding additional resources, i think many ap students already have everything they need from what they have done in the course during the year. i would encourage you to consider using some of those resources, those lecture notes, the homework or the outlines

that you have done in your class, and then strategically supplement them with resources you find online that are helpful. one resource in particular i want to call out is the concept outline from the college board. if your teacher has not shared this with you, you can find this at the college board's website, outline for"concept ap history." for the three time periods covered on the test, that is about 15 pages of content that the college board says here are the essential concepts. they will be enduring and understanding the big picture ideas, sprinkled with a few specific terms and events that we believe you need to know. so one good strategy is to go through that concept outline, make sure that you understand those concepts. make sure you can explain those concepts. they sure you could provide a

couple of examples for each of those and really, really make sure there are not any terms or vocabulary words in those 15 pages that are unfamiliar to you because if they are, you have got time between now and the exam to familiarize yourself with that. that is really, in my opinion, the alternate study guide for the ap u.s. history exam. guest: the great thing about that concept outline is it also includes in each section row can down by subsections very clear broken- each section down by subsections with very clear tasks to analyze, explain and describe things of that not only is it information to stare at and memorize, which is never necessarily a great way to study for this test because you have to do so much analysis and argumentation, to have a series of tasks where it asks you to think about it. one of those sub questions asks

you to describe, explain or evaluate, and then you could take that particular question and just test yourself on how much you remember from that particular section, and then after you have done that, you can go back to the concept outline and see some of the information that they had ther toe the question they embedded. host: let's talk about time management. i have seen graduate-level writing classes, and one of the things i insist for i get an essay from anyone is in outline. do you suggest the students taking the ap test spend time writing an outline of their essay or do you suggest to get right into it? how long should they study the photo or study the contract or the paragraph before getting into the writing portion? matthew, we will start with you. essence on is of the this year's ap exam.

students have less time they have ever had before. 45 minutes to read, think k, outline and write the essay with a five-minute submission window. the college board says you have 50 minutes total and not a second more. as much as i would love for students to be able to fully outline, there is no time for that. maybe a brief, quick outline, jot down your main points, plug in the documents, plug in your output information, but then you have got to go. as jason said, you want a multi-paragraph or five paragraph essay, and you need the time to submit this essay electronically to college board, all within 50 minutes, so time is of the essence. students need to move quickly. it is only the written essay that will be graded, not outline. guest: i used to instruct my

students to read the dbq questions first and to maybe take a minute or two to think about how they would answer that question if it were just an essay question without documents. i am interested in matt's opinion on this and if you would support that, as well. i found sometimes my students would read the question and not really think about what the question is asking or how they could answer it, and then they would immediately go to the documents to try and find the answer. then times in that panic, documents would confuse them more than guide them. i actually think that some of the answer to a question will already be in your head before you go to the documents. , insteadncourage you of doing an extensive outline, is verysuggested it difficult to do in the amount of time you have to write it, take a minute or two to think about the question itself and to think

about how you would answer it without the documents. i think you will find that many of the documents will fit into an argument you have already generated just by looking at the question at first. matt, what do you think? guest: absolutely. that is the same advice i give my students because of fear is that if you just jump into the documents without doing any thought whatsoever, you will forget some of the outset information you know, and you are liable to write an essay about the documents. remember, this essay needs to be about the essay prompt. there is an old joke that goes around ap teachers that ap should stand for answer the prompt. that is more than just summarizing and writing about the documents. jason is right. that is excellent advice. do a little bit of a quick brainstorm, think about how you might organize your argument, try to develop two or three categories, and go ahead if they

had given you the categories in the prompt, use those categories. even if they have not, remember, the prompts are based on reasoning skills. if it is a causation essay, ask yourself what are two or three causes or effects, and make sure to do the same if it is continuity in change or comparison, which is similarity and difference. guest: something else jesse's question brings to mind is after you have taken the step where you look at the question and you have thought about possible answers, and you maybe have generated the beginning of an argument and jotted down a word or two to help you remember it, when you go to the documents, keep in mind that when you are looking at the documents, they will help trigger outside information that you will want to bring in on your own. for example, if we look at the first document we talked about today, the sharecropping contract from 1882, once you have thought about that source line, where you see the word contract and you see 1882 and

you think about the time period , then you have gone into the document itself, looked it over, read it, and concluded this is a white landholder who has created a document for a formerly enslaved african-american, and to realize you know some of the information that is not in the document itself and you may want to jot that down next to the document and write down "sharecropping," which is not in the document itself but could qualify as an example of outside information, especially if you briefly explain that system as part of your argument. if the word "reconstruction" is not, question or document itself , all off these are examples of outside information that you will recall by taking a look at the documents themselves. instead of thinking about putting together a complex outline before you begin to tote, do that quick response

the question that you think might be appropriate, and then when you go to the documents, jot down next to those document some of the outside information that comes to mind, looking at that source line and then reading the document itself. guest: if i can just piggyback on that and extend the. farther, when jason is talking about writing out that information next to the document, on the rubric there is two points possible that students can earn for outside information. that is two out of 10, 20%. there is another category on the rubric, as well. the sourcing category. in the sourcing category, one of the ways the students can get theit is by explaining historical situation or context of a document. sometimes students wonder how can we do that? it sounds hard. it is actually one of the easier skills in the category. the way students can do that is exactly how jason explained. documentsecting the

test specific piece of out side information in the time period that helps explain what is happening in that document. so outside information, if students are generating it, or even if they are looking at their notes and reminding themselves of a little bit of it, that can help them in multiple ways to improve their score on this year's dbq. host: another student will jump in, and this is a student calling from minneapolis, minnesota. good morning. caller: good morning, sir. go ahead. guest: good morning. guest: good morning. caller: good morning. timeaid we have a maximum limit of 50 minutes, and it is a time to dbq. i am going over the time limit, so what is your advice if i have 10 minutes left and i cannot remember a concept, do not know what to write down, so what do i do? host: go ahead. guest: yeah, that is a great question.

a lot of students, including some of mine, are struggling because this year, even though they have reduced the number of documents, have reduced the amount of time. it is not easy to write a full dbq and simply 45 minutes. i would be stressed and struggling under those constraints, so here is my advice to you. look at the rubric. also, look at yourself and look at what you have accomplished. when i say look at the rubric, the rubric tells you how the essay is going to be graded. so one of the strategies that you can do is to ask yourself how many points of my on track for, and what can i let go of? for example, there are five documents on this year's exam, but in theory, you can earn nine of the 10 points by only talking about two documents if you do them well and meet all the other criteria, so one strategy might be that you shorten the number

of documents that you talk about and maybe you only discuss three documents more in-depth instead of trying to cover all five documents. conversely, if you struggle with the sourcing component but you feel like you know how to integrate these documents well into your essay, then you could do that. you could go for all of the documents but then they go the sourcing. so you are going to have to look at what you have done and what you are able to accomplish and then make some strategic choices as the test is going, which is why it is so important to practice this ahead of time. point abouto that running out of time, this year in particular, there will be a great m patient because it is open note to go to the internet, to try and find something you cannot remember, to go to your notes and flip through them and try to find that one date that you know that is in there

somewhere to go through the index of your textbook. i want to stress just because it is open note, do not get pulled into trying to find a particular fact, name, or argument that you know might be somewhere in the sources that you have. that will eat up more time that can be better spent on using the strategies that matt just mentioned, sticking to what you know and what you remember, using the documents that you can apply to the fullest. do not be tempted by the fact that it is open note because it is also a very limited amount of time. you could spend five minutes or 10 minutes trying to research one small thing, and then you will find, even if you find that thing, you have used time that could have been better spent making a broader argument and finishing that paragraph, establishing context, or interpreting if you were documents. host: let's go to another

student, tom, calling from buffalo, new york. good morning. caller: morning. guest: hey, tom. guest: good morning, tom. caller: my question is, what would you say that the most challenging aspect of this format of the exam is compared to the previous format? host: takedown, matthew. guest: sure. i will take that one. i think the answer will depend a little bit on each student. for a lot of students, it will be the fact that it is timed but also that it is online. i students have been practicing handwritten time writing through the year and then all of a sudden, with the move to distance-learning, and with the new exam this year, it is in an online format. again, i think it is critical for students to practice. practice their typing. practice submitting the essay. and of course practice the

actual writing of the essay, as well. fortunately, college board has opened up an exam demo. if you google "ap exam demo 2020," i think it is the first hit that will come up and linked directly on the college board's website. i strongly encourage all students to practice the online while many of us may feel it is easy, if you have not submitted an online example four, you do not want may 15 to be the first time you do that without the familiarity of having already worked through the college board system. guest: tom, i would turn it around, too, this year there is a certain advantage to this format. by the time students get to the dbq, they have already answered the short answer questions, and they have spent a lot of energy to do that, and then they have

to come to the dbq. you are coming to the dbq brush. one thing to keep in mind and the good news about the format is the dbq is challenging every year and requires you to use all of the skills you have acquired, and now you will be able to hit the ground running because you will come to that dbq fresh. host: let me ask this question so we are on the same page. we will look at an image could be one of those source documents in an image called the first vote from "harper's weekly 1867," as a black-and-white drawing of an elderly african-american man casting a ballot. what would be the possible dbq or question that this document would be relating to for our students? jason, let's start with you. guest: thanks, jesse. that is a great document. notice how important the source line is here, both the title, where it is published, and when

it is published. if we are going to talk about a possible question, it is important to keep in mind that in the last three years, 2017, 2018, and 2019, the dbq questions have started with the word evaluate. to my looking at the last three years, i believe that is correct. you to evaluate something, it is asking you to judge it. you will be usually asked to judge something to the extent it is or isn't. this is just one document, so there would be four more, but the question could be something like evaluate the extent to economic political and reforms of reconstruction ultimately help those they sought to assist or something along those lines, and then a

student looking at this document so wenote it is in 1867, are two years after the end of the civil war. we are really at the beginning of the reconstruction period, and at the beginning, there was toespread voting available formally enslaved african smericans, and here i "harper's magazine," and students would not have to know this, but it is a northern magazine published out of boston, and here's this northern magazine showing or proclaiming that there is progress on the part of civil rights for african-americans, but of course, students will also keep in mind that if it is in evaluating question, evaluate the extent to where there was progress, and as i mentioned, this will be a mixed legacy, so

that within 10 years of the publication of this cartoon, celebrating an african-american man voting for the first time, in fact, many african-americans will find the rights curtailed. guest: yeah, and i would simply add to that the college board is in the habit, as i mentioned earlier, of framing the questions around the historical reasoning skills, causation, cause and effect, comparison, similarity or difference, and continuity and change, which is continuity in change. students can ask themselves, what is this document say about the effects of reconstruction perhaps on the lives of african-americans were on the political system in the south? or how does this document illustrates one of the kinds of changes that is taking place? or how is this similar or different to the experiences that african-americans faced before reconstruction in the civil war or in a different time period?

host: let's go to another student. this one is megan, calling from winchester, virginia. good morning. caller: good morning. guest: morning. guest: morning, megan. caller: so i have a few questions, but i can take one if that is all you can take. my first question is, how is making connections across time periods for the complexity point different from contextualization? guest: that is a good question, megan. the way i explained that to my students is contextualization connect to a broader process or topic, often times.i encourage students to do that at the beginning of their essay to connected to something prior or at the beginning of the time period, although it can be done at the end to connect forward during the middle of the essay. the way i distinguish contextualization for making connections is contextualization means it is either within or to

the time period.making connections , you are making a jump, maybe 15 to 100 years but i would not go much farther than that. it is not directly connected to the time period. that is one way to keep it straight. guest: a good example of that with what we've been talking about with reconstruction today is that contextualization might take into account the situation for african-americans in the united states immediately prior to the civil war, may in the 1850's or the 1840's, and a complexity point might be at the end of the essay to look forward to well after reconstruction, the civil rights movement, in the 1950's and 1960's as an attempt to address many of the problems that came out of reconstruction and that failed

revolution. host: let's go to will, calling from buffalo, new york. will, do you have a question for our distinguished teachers here? caller: yeah, this is pretty much like the question you just answered, but i was wondering what the importance is of comparing the cross eras? guest: well, as we were just explaining, the importance of explaining a cross era is it gives the reader another opportunity to reward you for complexity. it is one of the ways that college board has defined for readers to assess whether or not an essay is more sophisticated and more historically complex. keep in mind, you do not need to do that because one, you do not have to earn the complexity point most years over 90% of students do not. it is the hardest point on the ap dbq to earn.

some teachers referred to it as the unicorn point. there are other ways, such as generating new ones, explaining both sides of the reasoning skills, that you can earn the complexity point, as well. it can be part of a coherent strategy to maximize your chances of success. if you are running short of time, that might be something that doesn't make it into your essay. host: go ahead. guest: the most important thing on your dbq is to generate an argument and to prove that argument by analyzing the documents where you can bring in outside information and you understand the ways in which they support your argument, and following through with your argument through multiple paragraphs. the complexity point is very important, but it isn't essential. what is essential is you have your argument clear, you bring to bear evidence to prove that

argument, and that evidence be a combination of the documents provided, as many as you can use, and outside information that you remember from class, from your reading. much of that outside information can be triggered by the documents itself. host: here is one of the questions a student has texted or sent on twitter, since the test is open note, what do you believe are the key things to have printed out and sitting in front of us for the test? i do not want to have too many things in front of me, but i want to have the most important things with easy access. guest: that is a great question because it is very easy to become overwhelmed in the test. recommend you have a set of study guides, whether they are the concepts outlined that perhaps you have annotated, whether they are your lecture notes, whether they are homework outlines.

it will look different for every student, it is important that whatever it is, it is organized in something you are familiar and comfortable with. you do not want to just rent something off the internet for the first time i look at it during the exam. -- print something off the internet for the first time and look at it during the exam. the purpose of the notes for students is it is there to refresher memory. there is not time, as jason said, to do any research. now is the time if you still need to learn something new to go ahead and learn it. during the ap exam, it is all about reminding yourself of what you already know, so those notes can be used as a quick cheat sheet to pecan refresher memory, light, oh, that is right. i remember that event, this person and that law, and i know them so i can intelligently incorporate them into my essay and show off everything that i know. host: we have eight minutes

left, so let's you can get our last couple of students in who have waited patiently on the line. let's go to kylie from cornelius, north carolina. what is your question? caller: hi, i actually just got mine answered on twitter. but i do have another question. there are 10 points this year. how many do we need to get a five on the exam, and what are the points you recommend we focus on the most? guest: that is a great questionguest:. the truth is we do not know for sure, and college board does not know for sure because they are not going to make that decision until after everyone has taken the exam and they have read thousands of exams and have gone through a process called norming, and they have looked at the statistics across various years. what we can take educated guesses. i think it is safe to say that you need a majority of the points to make sure that you

pass, and since you asked specifically about a five, i feel 100% confident saying if you get 10 out of 10 you got a five, and if you get a nine, you will get a five, as well. again, we will not know for sure. in theory, i suppose it is possible an eight could do it. a good rule of thumb is to go by categories, 1, 2, three and four, five and 6, 7, 8, 9 and 10. that would correlate to 1, 2, 3, 4, five, and that is an estimate but that is as good as we can do right now. host: let's see if we can get one more student in, and that is emily calling from orlando, florida. go ahead. caller: good morning, everyone. guest: good morning, emily. caller: my question is i know that crunch time and everybody will be studying for the exam. do you have any tips on what we should be studying or anything we should be looking over? host: jason, take that one.

guest: i think the way to start is to just take the five time periods, periods three through seven that are in the concept outlined, and to just create on a piece of paper, just list the dates so that you have got the whole period you will be tested on divided by those five time periods. use that list with spaces in between the time periods to jot down some of the key trends you recall in that time. if you are looking at the big one at the end, 1890 to 1945, some things that immediately come to mind, for example, are the progressive era, the first world war and second world war, the 1920's, and once you have begun to write down the larger teams within each one of the time periods, some of the facts

should come back to you. you will have that outline. again, it is not going to be very detailed, but as matt said, in the midst of the test, it will help remind you what you already know. that sheet can serve as a roadmap for the whole period you are being tested on. you will make that roadmap as you do your final preparations for the test and organizing it according to the five time periods you are evaluated on. host: here is a question sent in a student earlier. this question comes in from adrian, who is a student at north shore senior and houston texas. maden wants to know, what the kansas-nebraska act a key part in the civil war? guest: how much time do we have left? host: [laughter] about five minutes. act iskansas nebraska important for a lot of reasons. first, it is really at the end of a long process since the

u.s.-mexico war that reopened the debate about the extension of slavery. the kansas-nebraska act opened from therritory missouri compromise of 1820 that was close to slavery and made possible the extension of the institution of slavery into the west, north of the 3630 line or the southern border of missouri. it effectively started the violence in the kansas territory in 1856, where you remember john brown and the border ruffians from missouri are fighting it out in the kansas territory over whether kansas will become a slave state or not, ultimately leading to violence on the senate floor with senator sumner, and was caned on the ofor of the senate in may

1856, and passed that, it just accelerates toward the first recession of estate in december of 1860, south carolina. the kansas-nebraska act is significant because it is effectively the trigger for the violence that spirals into those secession of the first state in 1860 after the election of abraham lincoln in november of that year. matt, do you want to add? guest: there is a lot there. i would simply add the kansas-nebraska act accelerated the demise of the week party and led to the rise of the republican party, which was a regional party. they were not represented in the south, and it was the election of a republican president, abraham lincoln, without a southern electoral vote that prompted 10 states to secede from the union. host:host: a couple of technical questions from students. they want to know your advice. the first is from sydney,

school inom pious x lincoln, nebraska. how do you correctly cite the document? and another quick question from one of our online followers who wants to know, will the question to the same for everyone on the test? host: let's start with jason and they go to matthew. guest: to the first question, there is no official way in which you have to cite your documents. i recommended that my students cite them at the end of the sentence where they use them in a parenthesis, where it just b.s doc ao or matt? guest: that is exactly the same thing i encourage my students. often times, the document citation is as much for the student to make sure they keep track they covered the documents they want to cover because the reader would have'read hundreds of the dbqs and he or she will have those memorized by the time they read your essay. host: does everybody get this in

question? -- the same question? guest: we don't know. college board will probably not that. if you asked them, they would probably see all the questions will be equivalent. my guess is, based on past history, most students will see the same question but they usually run several versions of the exam every year. host: perfect. we would like to thank matthew ellington and jason kelly, the -- jason stacy, the co-authors of "a brief history of the fabric of the nation," and we would like to thank both of you for helping us prep for this ap u.s. history exam. thank you so much. guest: good luck, everyone. have a good time. guest: thanks. you guys have got this. you can do this, students. host: coming up, we will turn our attention to the ap government exam prep with dan

larsen and andrew choline. first, yesterday, west virginia governor jim justice explained when and how parts of the outdoors in the state would reopen for you. here is what jim justice had to say. important the trail is in the southern end of the state. i think it is an outdoor activity, i am absolutely aware of the fact that people from out of state, here to enjoy those trails, the hatfield's and mccoy's, as well as people within our state and i am nowmmending, going to move we open the trails thursday, may 21 before memorial day weekend and today, as part of my west

virginia strong and come back reopening plan, i am announcing that and, but, you know, there will be limitations and we will enforce limitations as best as we possibly can. limitations, they will put them up there and i will read through them because i am confident we can do this. encouraged to wear face masks or shields when stopped. by law must wear a helmet while riding. self screening, riders are encouraged to sell screen for covid-19 symptoms and guidelines, temperature checks, encouraged to tap temperatures and every thing. if temperatures are over 100 degrees, riders are not permitted to enter the trails. kind, we will any

ask them to remove themselves immediately and go home. riderslimit of grouping, are prohibited from congregating along trails. physical distancing. practice proper social distancing, at a minimum of six feet while practical and safe to do so. shared vehicles. riders are discouraged from sharing a vehicle. do now, with anyone outside their media group or party. shared equipment. riders are discouraged from sharing safety equipment or masks. now, the bottom line to all those, one thing, simple as this. trails, weng to our

expect you to respect us in respect our people here and protect yourself, but protect us. hawkll watch this like a to the very best of our ability. there is no question there be some people who will mess up and everything. absolutely, and outdoor activities such as this, we have got to remember, we cannot stay closed forever. we have got to try to reopen as we go forward. >> washington journal continues. host: we are continuing to prep our high school students out there for the upcoming advanced placement exams. we will turn our attention to the u.s. government exam with least and dan, both of at stevenson high school -- adley

east stevenson high school. >> always great to be with c-span, school is always in session. host: let's talk about the upcoming u.s. government ap exam. is, tell us how this different this year because of coronavirus? jesse, theany ways, test of the same. let's talk differences. we have limited to units one, foundation, unit 2, interaction among branches and unit 3, civil rights and liberties. instead of multiple-choice, students will write two free response questions, one in argument essay, and second, a frankly,pplication but students should prepare as they prepare for all test in the past. do your best. in the end, answer the prompt. host: andrew, do you agree?

this is an open book test. how do you do this as an open book test? guest: i agree with what most of what dan said. clearly this will be different, clearly, we have terrific admiration for students out there, in the middle of this tumult and those teachers who have helped those students in the last eight weeks, get ready to show the discipline, their resolve. obviously there is adversity here. class, those20 seniors who have missed out on sports, senior problems, my own son, we have great empathy, but man, do we admire those teachers and students going through this to show what they know. really, as dan said, this is more than a class or test. it is a lifestyle. we are going to see that from our ap gov students.

host: we talked earlier about the ap u.s. history exam and how long students have and what they were going to see on it. dan, how long will students have to complete the ap u.s. government exam and what exactly will they see coming up on the test? guest: the way this is taken, certainly is different. students will be taking this from home. they will have notes. i have my cue cards ready to go. students, i highly encourage you to have your teleprompters ready to go on monday, may 11, 3 p.m. central standard time, heavily prescribed and technologically sophisticated in the way it is pushed out. students can practice that now, even after the show. qhe test will have two fr questions. they will have 15 minutes to answer. they have an argument essay.

they will have 25 minutes to answer this. my advice is, and i will say this more than once, i will say it now, show a little pda on monday. make sure to proofread your responses. you will not have multiple-choice to backup any mistakes you might make on your frq's. what you write on monday, will be what you are assessed on. make sure to proofread. p. d. distinguish yourself. monday, show some swaggy in your writing. show off. show off in your writing. thatpecific vocabulary will distinguish you know exactly what you're talking about. thirdly, i am worrying about time. accelerate your writing. be mindful of the time. i would practice in advance. ofre are dozens and dozens

concept application questions out there online. there are dozens of argument essays online. i would sit down and practice. you will have three different ways to submit. you could take a picture of a written essay. you could write in a text box on monday. what i am suggesting, having word processing document already laid out, typed in, then upload that document. it will have some challenges for students. frankly, i am excited about this opportunity. host: andrew, you have a website. what type of things, including your website, would students need to look out to prepare for this test? org, dant citizenyou. has put a lot of great resources available. a lot of them are for the full exams, including all five units. 1, 2, 3,ghlight, units foundations, interaction between

branches, civil rights and civil liberties, that is a lot of your content. abouts helpful videos some of the procedures about going to the test. the only thing i would add is, yes, time will be an issue but remember you have 25 minutes to write the argument essay. you have an additional five minutes to get your technology, to upload answers. that is a 30 minute portion of time for that argument essay, then for the concept application, 15 minutes to write, another five minutes to upload. essentially, a 20 minute trunk of time. dan is right. practice your timing, particularly for that concept application, where you might struggle with your time. host: let's remind students out there, they can call in and ask our wonderful teachers here questions about the ap government exam. we will open up regional lines for you. high school students only.

if you are a high school student in the eastern or central time zones, (202)-748-8000. mountain and pacific time zones, high school students, (202)-748- 8001. keep in mind, you can always text us at (202)-748-8003. high school students only. we are looking for your questions on twitter. ncramforexam. what does it take to get that highest score, dan, on this test? the highest score will still be a five, i assume? guest: i don't know if this will answer but for me, if that student shows up, they have scored the highest question. in our democracy, turning out is what we anticipate and need. the very success of our democracy depends upon the knowledge and skills of its citizens.

when a student clicks on that test on monday, as far as i'm concerned, they showed up. you're right, jesse, there are bandages to get a 3, 4, 5. most colleges and universities will give you credit. a there are advantages to get 3, 4, 5. this is much more than a test or class. it is a lifestyle that preserves democracy to the next generation. host: andrew, there was a good question we had during the last hour, for this part of the test -- what should students have sitting in front of them that they can refer to when they take this exam? it is an open book test at home but you cannot have everything sitting in front of you. what are the most important things they should have ready? guest: we were listening to dr. stacy, a former colleague of ours at stevenson high school, i thought he was terrific. you want resources in front of you.

historical docs, summary of the nine historical documents, summaries of the 15 supreme court cases, particularly the ones from units 1, 2, 3. those might be the most hopeful. maybe glossary lists, key vocabulary from units 1, 2, 3. i think, because of the constrained time, you don't want to wait and rely on the google machine. that will not help you that much. you have to really prepare for those concepts. especially prepare for those skills and tasks, so when it comes to actually measuring success of what college board ap is going to do to determine different scores, 3, 4, 5's, a crucial piece of that is students answering prompts. that is what ap stands for any and. answer prompts. argument, essay, follow directions.

pick an argument. pick a side. this of that. pick one or the other. do not pick both. pick one of the other. make a solid claim. explain that claim with a reason. use a causal word. because is my favorite causal word. answer the prompts. use evidence to support your claim. one of those pieces of evidence must be one of the historic documents they give you. it might be the constitution. it could be federalist 51. you have to use one of those documents listed in the prompt. your other piece of evidence can be the other document, it could be a different historical document you know, there could be a piece of u.s. history remember, a supreme court case you know, a current event, but you have to use a second piece of evidence. again, you have to explicitly link evidence to support your claim, that clear claim at the top, then give a really good reason and elaborate with that and whenever i tell my students

about reasoning, you have to say because for some kind of causal statement to really give a full reason. dan can walk you through the concept application. again, you have to answer the prompt to get those points. the side information will help. preparation ahead of time is what we recommend. host: let's let students join in. dublin, ohio. good morning. caller: can i give a shout out to my ap goat teacher? host: -- gov teacher. of course again. would you like to take one of our questions and see how you would work this out in an essay? caller: i would love to take one of your questions. host: here is our first example of that prompt we were talking

about. here we go. relateshow federalism to civil rights? tell us how you would work that into an essay. caller: how federalism relates into civil rights. the 14th amendment, we started incorporating some of the bill of rights into the states as well, then i would bring in, i would use the constitution as one of my evidence pieces for the essay. for the other piece of evidence, i would type in supreme court case, brown v. board of education, because we have the federal government stepping in because the states weren't being fair, basically. host: nods from our distinguished teachers, i think you are on the right track. guest: if i can't do this next year, can use it in for me? you are more than prepared.

thank you for shouting out mr. patton. students, boy, do we really admire your teachers right now. we do every year but this year in particular, with the new challenges. you are prepared. when i am using federalism and civil rights, be it in a concept application or an argument essay, you have done exactly the right things. let's highlight them. one. i would also make sure to define what federalism means and define what civil rights means. before i can discuss their relationship, i need to distinguish to the audience, the audience reading my essay, that i understand terms. federalism, of course, that separation, division of power between national, state and local governments. we have dual sovereignty. states are different than the national government. state government, national government each have their own sovereignty. historically, federalism has hindered several lights because

states have had -- hindered civil rights because states have had different policies over the national government. we fought a civil war over that. you are right. over time, the courts, the supreme court of the u.s., has used the incorporation doctrine to bolster the sovereignty of the national government over the states when it comes to civil rights. in your acknowledgment of brown v board and the use of the 14th amendment due process clause to incorporate, whew, you don't need me, you just need may 11, 3:00 central standard time to show off. you have some swag coming monday. guest: she has given us a preview with the due process clause in the incorporation of the bill of rights into civil liberties. you're right. define the word. federalism. civil rights. the protection of groups against discrimination.

you reference brown v. board of education, obviously that was a local school district discriminating racially in that case. the supreme court intervened with the equal protection clause, as a way to tell the states how to follow civil rights. we know, this would not exactly be a prompt in the argument essay. you would be directed to make an argument or to pick a this or that. in the case of whether states, federalism hinders or bolsters civil rights, certainly there are plenty of examples in american history of states and federalism that hinders civil rights. we also have examples of states that accentuated them. wyoming giving women the right to vote before the nation did. massachusetts leading the other states in recognizing same-sex marriage. those would be examples of states in federalism used to bolster civil rights.

host: questions on our twitter account. government, corporations and regulatory agencies differ? please shout out my ap teacher, this is brooks. [laughter] whew, did not take long for bureaucracy to show up. still looking for andy's can of mushrooms on this. i am sure we will hear about it in a minute. bureaucracy, a little complicated, differentiating between independent agencies, government corporations, the bottom line is this. federal bureaucracy, u.s. bureaucracy, that arm of the executive branch is the verb of policymaking. congress writes the laws. the president might sign it. how is it enforced? how does it work? bureaucracy. government corporations like amtrak, for instance, trains. independent agencies, epa, so

on, they are the ones that enforce policies in different ways. i am not sure we have to get into the distinguishing tidbits about differentiating government corporations, independent agencies, executive agencies and so on but i would certainly prepare for the bureaucracy. when i prepare for bureaucracy, i will be prepared to talk about discretionary authority. i could see this coming up into a concept application or an argument essay. we talk about discretionary authority. we know the constitution provides certain enumerated powers, formal powers. would it not be interesting to write a nuanced argument about how the legislative, executive and judicial branches exceed constitutional formal powers? bureaucracy would be an excellent example, demonstrating how they use discretionary authority, in many cases,

bureaucracy looks like a legislative branch. they can write laws, in essence. they can write policy. they can enforce those policies. they arbitrate those policies as well. again, i would not fear a bureaucracy question. i would embrace it. look at the broader sense about the powers of the federal bureaucracy and how oftentimes, they deviate from a strict constitutional mandate. this is really the story of american government. the aggrandizement of the national government. a question orsee prompt related to bureaucracy, take a deep breath. there was always panic that comes with bureaucracy. also, know your branches of government, especially your executive branch. after all, bureaucracy is part of that executive branch. the president, as chief executive, delegates that job of implementing the law, enforcing

the law to the cabinet and different departments and regulatory agencies, so for instance, the faa regulates say fairways, right? that is the role of the executive branch. congress, the legislature, his writing laws about air safety but it is up to the executive branch to enforce that law. dan is right. because laws and policies are so enormous and complicated, our government allows bureaucracies, especially regulatory agencies, to have that discretionary authority, to really get into some of those detailed policies of how those will be enforced and adjudicated. host: let me remind students, they can text questions but when you text questions, please include your name, city and school. let's go back to the phone lines. let's talk to mattie,

hagerstown, maryland. good morning. caller: good morning. host: do you have a question for them or would you like to try one of our exam questions? caller: i have a question and also shout out to mr. heller, at north high henderson high school. host: go ahead. caller: with this year's situation, should people with poor internet connection try going somewhere else in a car and what would you recommend? host: dan. guest: this is a technology question. i would be assured, if you are able to listen to the show and call in, you probably should feel satisfied to know your technology will be sufficient on monday. don't get me wrong. there will be some stress about technology. i get that. let's go in with confidence. if it does not work, there will be a solution. don't see the problem on your lap. the college board will address any and all problems that arise.

i would prepare myself for the test. i would not stress about technology. mattie ism impressed already problem-solving, a problem we know a lot of students are going to have. maybe spotty wi-fi, internet. mattie, it is a very practical solution. go to your public library, if you are concerned about this, park in the lot, find that strong wi-fi. terrific problem-solving. host: james, south dartmouth, massachusetts, good morning. caller: hi, can i give a shout out to my teacher? host: go ahead. mccarron, from douglas high school. host: do you have a question for our teachers or would you like to try and exam quick question? caller: i have a question. host: go ahead. a letter from a

birmingham jail. guest: i am so glad you raised an essential document. i have a cue card here of my essential documents. we know, on the argument essay, you will be asked to use at least one, if not two of the essential documents on the argument. i would not be sitting today saying, oh, i wonder what document they will use. i would prepare all nine. i have my cue card. my teleprompter, ready to go. mlk'sonly hope, they use letter from a birmingham jail. what a terrific document for all of us to read, not just yesterday or today but tomorrow. one of the greatest documents in our history. jailed, because they were worried his civil rights movement would cause trouble.

they were negotiating with king to lay it down. relax, settle. mlk writes this amazing manifesto, this creed of the civil rights movement. we cannot wait any longer. the time is now. ml king is really inspiring all justice,stand up for wherever we are. -- if we, anywhere, have to have justice, now and forever and you and i are responsible to stand up for that justice. ploy, i am ready and prepared to write that on monday, to shout that for my rooftop every day for the rest of my life. let's all be ambassadors of justice, wherever we see injustice, we need to point it out. james, thank you for raising this document. i certainly hope you get a chance to argue that on monday on your ap test. guest: they could very well be,

james, you are given the flexibility to argue the connection between mlk's letter from a birmingham jail with the declaration of independence. he references jefferson in the letter as the idea of the civil rights movement upholding the ideals of all men are created equal. even though this exam, does not cover units 4, 5, it is good to know his letter was about grassroots activism and coalition building. justn't think you should get information from units 1, 2, 3, to be an effective citizen. you should know activism. you should know the role of building coalitions in american politics. don't be shy about knowing the full course, even though we know the test is centered on 1, 2, 3. guest: this is an important point to make, jesse, although

students will not be assessed on units 4, 5, student certainly are welcome to use material from units 4, 5 to argue in their argument essay or to use it as an explanation in their concept application. what is true in american government, wherever it falls, is true on monday on the ap test. host: andrew, i will send this to you. it comes in as a text from bridget wilson, who lives in washington and goes to eastlake high school, shout out to ms. fischer, and the argument essay, is it necessary to directly quote the foundational documents or can we paraphrase and cite it in parentheses? guest: really great question. shout up to washington state. beautiful area. you could do either for the argument essay. you should know your documents

bumperpare and no, sticker summaries for the documents but boy, if you know a quote from the declaration or bill of rights, put that in and show with a quote, -- i would be explicit, as the constitution says, then either put a quote for summary in. do not be shy. you don't want the reader actually assessing your work to try to be a detective to figure out, is she referencing the constitution or is this a reference to federalist 51? be really clear. that tip comes in handy for the concept application. you will be asked at least twice to refer to the scenario, the text provided in the application. in that case, we tell our students, we think you should use a quote from the scenario or from the text provided because

text is right there. do not be shy in the concept application of using a quote. you can start your answer with, according to the scenario, according to the text, then insert your quote, make sure you link that scenario/quote to the prompt you are asked to answer in the concept application. argument essay, you can use a quote or a clear summary that shows you know the document. mr. larson talked about this. you want to know, you want to show you know the concepts being asked about. do not be shy about demonstrating that, if you have extra time, to elaborate on demonstrating your knowledge of documents and concepts. host: in our last 30 minutes, we will give a way a special prize for someone who tackles our app exam questions. probably other

constitution, signed by house speaker nancy pelosi. if you want to take one of our press questions, there will be a prize for one of you at the end of the show. let's go back to the phone lines and talk to william from hayward, california. caller: hi, how are you? host: just fine. go ahead. caller: [indiscernible] host: go ahead. caller: shout out to mr. campbell, the best ap gov teacher i have ever had. so yeah. [laughter] i was wondering if i could answer a question? host: our next prep question. explain how federalism is evident in our constitution. i would bring up the 10th amendment, where states

have certain powers the federal government does not. a clear example of how there is differentiation and powers held by federal and state governments. william, boy, if you are thinking that clearly at 6:30 a.m. on a saturday in california, you're are going to be in great shape at 1 p.m. coastal time on monday because you just nailed it my friend. you are crushing it. you are absolutely right. the constitution has created federalism. one example of that would in fact be the 10th amendment, the reserve powers, that in our bill of rights, the founding fathers codified the fact that there would be unique powers reserved to the states. william, whew, boy, am i impressed.

great job out in california. guest: the only thing i would add is, let's say this was part of a prompt and argument essay and the constitution was one of the historic documents you could write from. certainly his example from the 10th is terrific. thee remembers, oh, constitution also has a supremacy clause and it essentially says national government, the constitution is the supreme law of the land and that he knows, maybe a supreme urt case that the national government has power over states when laws conflict, that could be another example of federalism, if you are using two examples from the same document, our suggestion is to make sure you are really clear. one example from the constitution is an amendment. a different example from the constitution is the supremacy clause.

just to clarify you are using two different examples from the same document. remember, with the constitution, all the amendments are part of the constitution. when we talk about the constitution as a historic document, we are not just talking about the original constitution. we are including the first 10 amendments, the bill of rights and all 27 amendments. guest: this might be a time to quickly talk about a template for that argument essay. andy, you have done a good job alerting us to that. when you write your claim, definitely say, i think. we are not all in agreement about this but you have to make an assertive claim. i think. i would start my claim with some sort of almost paraphrase of what the prompt is, then make it clear, i think statement. because. show some reasoning. you don't have to show all arguments and reclaim.

i think. insert what the prompt is asking in an affirmative. then say, because. then space. don't make it one long piece of text. space. in this case, if i was taking constitution is my first argument, my first sentence in my argument essay, evidence paragraph is, the constitution supports my claim. period. then i would put the constitution into a context. constitution was written as a charter of our american government. constitution was written to create a limited government. constitution was written with specific enumerated powers. separation of powers. checks and balances. then i would go into discussing what federalism is. then i would discuss how the constitution supports my claim, that in fact, federalism can be fact in the u.s. constitution.

a very methodical and systematic, short, explicit sentences, always connecting back to your claim. space again into your second habit is paragraph -- your second evidence paragraph. if you have time and you are using a digital wordprocessing document to do this, i can cut-and-paste my claim and i am writing it again at the bottom. that is just me. claim, space, evidence paragraph again, restate my claim. a good solid template in mind, even now, will help you on monday. washington.seattle, guest: love seattle. host: good morning. to miss kelly,ut who worked so hard to teach us everything and i cannot wait to

ace this exam and make her proud. [laughter] host: do you have a question or do you want to try one? caller: i have a question. connect the rebellion to the articles of confederation and the federalist versus anti-federalist? worry, your, don't teachers already proud of you regardless of what happens monday. they just have goosebumps right now hearing your voice on this program knowing how wonderful you are in class, even if that is at home. let's not forget, teachers, it does not matter where you learn. we love to hear you learning. as we say in our room, feel the learn. that can be done anywhere, just like on c-span. this is not a history test. there is some history that will be assessed. the first units on foundations, and you can discuss foundations of american government, you need historical background. you hit a bull's-eye on this

one. the shays rebellion. we understandway the evolution of american government, the articles of confederation failed. it really took a cataclysmic event like the shays rebellion to get some of those elites off their chairs, particularly in virginia, when they realize that under the articles of confederation, the centralized government was ill-equipped to defend the nation. the shays rebellion becomes that event, thent -- pio elites met in philadelphia in 1787, what a hot summer that was, and they could not always agree. how strong should the central government be? it is a debate we still have today. whew. another hot summer. we will be debating how big government should be this summer.

because of the shays rebellion, it leads to new they had to reinvent the american government to defend the american people. they came up with the u.s. constitution. there were political parties and interest groups that were skeptical and cynical of what elites were doing in philadelphia. they thought they were creating too big of a central government. these are the differences between the federalists and the anti-federalists. the anti-federalists had that document, brutus 1, where they wrote and codified in an essay, for us to read today, suspicions of what it might be like if that central government became too powerful. listen, this is not an historical test. it is a government test. do not be surprised to see foundations, some of that historical context show up, maybe in a concept application on monday or maybe an argument. great job.

you are so prepared and we are so proud of you. [laughter] guest: the only thing he might have missed in that is the idea, the mushroom solution, the federalists -- ok -- [laughter] -- the constitution the federalists were promoting, a stronger central government that have the power to regulate commerce between states. that is why they gave congress the right to regulate interstate commerce, interstate trade. also the idea that the executive branch had the power to enforce laws and collect taxes and enforce tax laws, to be able to collect money to pay for a national government and things like a militia, to put down rebellions. host: another question from jamie, michigan. good morning. caller: hello! hi. host: hi. caller: good morning.

shout out to my teacher, mr. bright. jamie, do you have a question or do you want to try one? caller: i have a question. host: go ahead. caller: could you guys elaborate more on soft money and hard money and how those are used? guest: happy to. i am a little bit suspicious that the campaign-finance may not be on this year's test. campaign-finance really appears in unit 5. however, i am with you. i am preparing. i might be able to use some of this in an argument essay. the argument essay will allow you to bring in evidence. if you want to use campaign-finance as evidence, i would not refrain from that. use a strong argument. maybe money has gotten involved in how policymaking works in congress.

whew. what better place to talk about hard and soft money. hard money is the money regulated by law, given directly to the candidates. that is hard money. whew. hard to get. soft money is the unregulated money, the independent expenditures that go into the super pac's, less regulated, unlimited but here the key distinction. hard money goes directly to the candidate. soft money cannot go to the candidate, in fact, cannot even collude with the candidate or corroborate. the soft money goes into independent expenditure groups, supporting their own campaigns that will advocate for another candidate. 5, ith as this is on unit is a great question.

can i use unified material to argue something about how policy works in congress? why not? use campaign-finance. great job. another prepared student. guest: here is the why not. make sure your evidence is supporting your prompt. i would think that kind of evidence dan talked about could support the prompt if the prompt is something about free speech. we know the first right to free speech, civil liberty, not only applies to what we say but we know that free speech, up to the supreme court in a number of different cases, also applies to the money we donate, the money we give, the money we spend for a political cause, maybe for a candidate or group or idea. sure that whatever evidence you are using, whether from a historic document or from your other knowledge of ap government, make sure that

evidence links really clearly and specifically to support your claims, thesis and make sure you provide reasoning. because why. because how. host: let's go to someone with a great name. hagerstown, maryland. good morning. caller: good morning. host: do you have a question for us or would you like to drive a prep question? caller: i have a question. shout out mr. heller. host: yes you can. guest: terrific. caller: all right, in the ap exam, is it possible they will give us a document that is unfamiliar to us and if they do that, how should we approach that question? guest: a really good question. i have my cue cards. what is up doc? all nine essential documents. i know as a fact, i will not be

assessed on a document unless it is one of these nine. prepare them. a little bumper sticker statement on each. know them and their context and how you could use them in argument or concept application. however, in the concept application, there will be material you may not know. prepare for that in advance. they might talk about something. it doesn't really matter, because what you will need to know will be in the prompts. the prompts will not say, hey, what about this document? unless the document is required, they will not ask about. they will ask about the concept of a course, like federalism or policymaking. concept, theret use be a enough context to

to drop into that concept application response. we cannot say this enough. in the concept application, even if there is something you really are not clear on, you can use becausesupport as your or your therefore, as you are defining the terms, that you should know and will be held accountable to. again, let's relax. they will not hold you accountable for a document unless it is listed in our document list of nine. great pray question -- question. york, goodria, new morning. caller: hi, can i give a shout out to my teacher, mr. lee, he is super cool and i miss him and i want to thank him for how he

prepared my class and stuff. host: great. would you like to take one of our test questions or do you have a question for our teachers? caller: i have a question. can i give a shout out to my teacher? he is super cool and i want to thank him for how he prepared my class. but anyways, i was wondering, what are your best tips to speed up your writing, especially when you are writing about complicated topics like incorporation or the relationship between bureaucracy and government? so yeah. all,: victoria, first of thank you for your shout out. mr. larson and i always say, this is the greatest hour of affirmation of schoolteachers in america. we hear straight from students. your shout out is really

touching and much appreciated. it is a great question about time management. i would highly recommend, particularly in the argument essay, to make a strong thesis statement, make sure you repeat the words of the prompt, make sure you are explaining why, with a causal word, then maybe move into your evidence, start writing your evidence, make sure you link that evidence, describe it, link it specifically to the prompt, explain why it supports the prompt, then go into your second piece of evidence, then you will probably have time with your argument essay to go back, elaborate on that thesis in your claim statement, proofread, add another sentence or two to your claim statement to make sure you are rephrasing it to make sure your answering the specific prompt, making sure you are taking a specific claim and supporting that with reason, then go and add your evidence 1, add another sentence, elaborate

on what you know about that document and evidence and how it connects to supporting your claim or thesis. i think you will be more crunched for time on the concept application because you are probably going to have five different tasks to do, plus, you have to bring in that scenario, that text, in the form of a direct reference or we suggest, a quote. some students prefer to go through that scenario and read and annotate and that can be fine, i am just concerned that with only 15 minutes to write in five minutes to upload the concept application, you will be feeling the crunch. perhaps read the questions ahead are theseind out what questions asking me to look for in the scenario and then go into the scenario and use your critical reading skills to find segments of the scenario that are going to be those key buzzwords that connect to what

you are going to be asked to do in the concept application. that can be a way to make sure you answer, in a timely manner. the key thing is answer the prompts first, then go back and elaborate with extra time you might have. guest: this is a moment to stop and for students to assess, which is faster for me? typing in word processing document? for handwriting? it might be different. i am so old, we used a chisel. i am chiseling into the tablet. it took us days. i was a good chesler back in the day. i have students now who write, and write much faster than they can type. because i think the accelerated timepiece, i am a little worried about, will be a factor for all students, if i am a student today, i would be saying, ok, cannot type fast enough or do i

need to handwrite? , either/or, it does not matter. whatld be assessing today strategy to use on monday. ohio, good hudson, morning. caller: good morning. host: do you have any shout outs? caller: my teacher, mr. toddy. host: kate, let's tackle one of these prep questions, ok? caller: actually, i have a question. [laughter] host: go ahead. what is your favorite foundational document to use for any frq? guest: what a great question. this might be a way to assuage stresses and anxiety about time. i am preparing the argument essay now because i am preparing the u.s. constitution as a

document that supports my claim. i already have in mind that my first sentence in my argument essay, evidence paragraph is, the u.s. constitution supports my claim. i already have in mind the context. the u.s. constitution was written in 1787 to create a stronger central government, that the articles of confederation, with a limited government, with checks and balances, with separation of powers, clearly explicit, enumerated powers. i have that in my mind. beyond a shadow of a doubt, in your argument essay, i will be able to write those three sentences already. i will use the u.s. constitution. i cannot imagine an argument in american government class where we are not citing the u.s. constitution. you hit a clear bullseye here. as we worry about time management, i am already preparing that first paragraph in the argument essay, in my

mind, because i have already prepared to use the constitution. guest: but be careful. [laughter] be careful, victoria. the constitution might not be one of those documents listed that you can use, however, mr. larson is correct, let's say, the two documents you have a choice of our articles of confederation or federalist 51 and they do not list the constitution. for your second piece of evidence, you can use the constitution. the great thing about the constitution again, it is not just a branch, it is not the alsoment process, it can be all 27 amendments, including the bill of rights. that gives a wide degree of latitude. that is the class. the constitution. you can bring that in if the constitution is not listed as a specific document, you can

certainly bring in clauses or examples from the constitution. ohio, good dayton, morning. caller: good morning. host: do you want to try a prep question? caller: is it ok if i ask a question? host: go ahead. caller: shout out mr. buyer, my government teacher. you.uyer, shout out to we finally got there. [laughter] host: noah, what is your question? caller: i would like to ask, do you think it would be a good idea to make an outline for the response question or better to go straight in and conserve time? guest: time is an issue. i am not of the opinion taking time to pre-write is good use of time this year.

other teachers may have a difference. for me, having practiced, i have written and answered dozens and dozens of frq's, in the last eight weeks, we have been practicing a lot, my students are having a hard time writing the concept application in 15 minutes. with five tasks, i have to get right to it. in the argument essay, 25 minutes may sound like a lot. if i have to develop reasoning for two separate documents and clearly defined terms, even before i apply them to my claim, listen, i am with andy on this. i would write my claims, right my argument paragraph one, right 2,argument paragraph restate my claim and oh, i still have seven minutes left? now i can add more muscle. if there is no muscle, you will

get no credit for an outline. years passed, when you had the blue book and you turned in all 's, the readers would see all the scribbles and marking in your test. even though students who would pre-write, we would read the pre-writing. this year, you're only uploading the response. i would spend all my time writing in the area i want to assess. guest: noah, that is mr. larson's opinion. there is a lot of different opinions about this. myself, i am not the best pre-writer. my students, some of them are good pre-writers. they learn good skills with that . that is what they do to be able to really communicate clearly, so, i think in this case, use the tools your teachers have given you that you feel make you the best, most clear writer. that is what ap government writing is assessing.

are you able to write clearly, clearly answering the prompts with correct info in a really complete manner doing everything you are directed to do? the only thing i would add is because you will be able to type, really spent time, no matter pre-writing or just getting in, spend time making a really strong claim, a strong argument. is your thesis, your top paragraph, is it supported with a strong causal reason? if you can do a strong clear prompt early, there is no reason the claim intoe evidence 1, 2, so you can more directly and clearly link that evidence to that prompt in a very clear manner. that is what is being assessed. can you write clearly? completely answering the prompt in a way that shows

sophistication and reasoning with your knowledge of the documents for the concept application, with the scenario? host: melody, bronx, new york. caller: hi. host: do you have any -- evidenceow do you add from a video in an argumentative sense? [indiscernible] yeah. before i let them answer, you get our special prize today, a signed copy of the u.s. constitution by house speaker nancy pelosi. don't hang up. caller: ok. citationsking about

and due to the environment in which we are writing this year, really any environment, this test is not about having the proper citations. when i am listening to a podcast or hearing something, i usually say something like, according to a political science expert or according to an expert in the field, there will be no points taken or granted for improper citations. for those of you who are curious, i prefer chicago style. [laughter] guest: i would love to see a using citizenu.org. [laughter] certainly you can cite the illustrious history view. [laughter] host: we would like to thank both of you for spending your

time with us this morning getting students ready for this test. , citizenu.org,el thank you. guest: thank you. guest: thanks, jesse. host: thank you all of you out there for sticking with us in watching today. stay safe and join us again tomorrow morning for another washington journal on c-span. have a great saturday. ♪ x a number of cases coming

before the supreme court next week. other states can prosecute native americans for crimes committed on tribal land. and whether parochial schools are exempt from federal discrimination laws. cases that deal with president trump's financial records and whether the president's personal financial records prior to becoming president can be subpoenaed. wednesday is another day of combined cases. whether states can act against electoral college delegates. you can watch live coverage of next week supreme court's oral arguments on the c-span networks at c-span.org, and listen with the free c-span radio app. >> sign up today for c-span's newsletter word for word, providing new updates daily to the coronavirus pandemic response from state gov