supreme court case study 28 answer key

Find what you need to study

3.14 Required Supreme Court Cases

15 min read • may 3, 2023

Akhilesh Shivaramakrishnan

Some Background

AP US Government & Politics students should be thoroughly familiar with 15 Supreme Court Cases for the AP exam. 

Not only should you be familiar with the final decisions, you should be familiar with the reasons for the majority opinion and how they impacted American society. 

According to the College Board, these cases are essential content in college courses and in-depth analysis will help you gain the basis needed for future courses in politics. 

Why Do I Need to Know These?

On your AP exam in May, your FRQ #3 will be a SCOTUS comparison essay.

You will be asked to compare one of the required cases (for which no information will be provided) with a case that is presented to you on the exam.

These required cases tend to appear throughout the AP exam multiple choice.

It is essential that you analyze these cases in depth so you are prepared for the AP Exam!

What Are The Required Cases?

Marbury v. madison (1803), mcculloch v. maryland (1819).

Schenck v. the United States (1919)

Brown v. Board of Education (1954)

Engel v. vitale (1962), baker v. carr (1962), gideon v. wainwright (1963), tinker v. des moines independent community school district (1969).

New York Times Co. v. United States (1971)

Wisconsin v. Yoder (1972)

Shaw v. reno (1993), united states v. lopez (1995), mcdonald v. chicago (2010), citizens united v. federal election commission (2010), why these cases.

According to the College Board, these cases are essential to college courses in introductory history and politics. Many of these cases are controversial or were decided 5-4. 

These cases will help you further enhance your knowledge of the AP Government curriculum. You’ll be able to see how the content you learn about in class applies to real situations.

4 Key Points for Each Case

What context does the College Board want you to understand the case through? There is a reason why the College Board wants you to know each of the required Supreme Court cases for the AP exam. In their syllabus documents, they list out the exact reason why a particular case is relevant to government and politics. This can give you context on why each case is important, so make sure to read it!

A short summary of the case : Like an essay for your AP history class, you want to make sure that you provide context in your Supreme Court comparison FRQ. Therefore, it’s crucial that you understand the situation behind each of these cases. 

Might be helpful - the date : Although you will never be asked to recall the exact date of a Supreme Court case, knowing the date can help you put the case into context and can enhance your FRQ response.

Constitutional issues: What does the American government revolve around? You got it - the Constitution! Make sure you understand the constitutional issue that each case presents.

Holding, Constitutional Principle & Majority Opinion: The holding of the case is based on something from the Constitution. Knowing the holding and constitutional principle that was used to decide the case is the most important part . These will help you answer FRQ #3, which will ask you to compare the holding in one of the 15 required cases to a case you will be presented with on the AP exam.

Cases Involving Federalism

College Board Context: “CON-2.B.2: The balance of power between the national and state governments has changed over time based on US Supreme Court interpretation of (these) cases.”

Short Summary : In 1816, the Second Bank of the United States was chartered; soon after, in 1818, however, Maryland decided to pass a law that imposed taxes on the bank. James McCulloch , who served as a cashier at the Baltimore branch of the Second Bank, decided not to pay the tax. The state court had ruled that the Bank was unconstitutional, to begin with, and that the federal government did not have the authority to charter a bank

Constitutional Issues: Two questions could be explored in this case. Did Congress have the implied power to create a bank? And secondly, could states tax a federal entity/bank?

Holdings and Constitutional Principles : Congress concluded based on the Necessary & Proper Clause that Congress is not limited by its expressed powers. It was decided that through Congress’ implied powers, they had the ability to create a bank. Congress also concluded based on the Supremacy Clause that because the national laws were superior to state laws, the states were not allowed to tax the federal government.

Implied Powers : implied powers expand upon the enumerated powers that are listed in the Constitution. Congress is allowed to borrow money, coin money, and tax expressly by the Constitution. The implied power of creating a national bank allows for the federal government to implement this expressed power.

Short Summary : Alfonzo Lopez was a Texas high school senior who took a concealed weapon inside his school. Federal charges were soon imposed because of his violation of the Gun-Free School Zones Act of 1990. The act stated that individuals could not possess firearms within school zones based on the premise of the Commerce Clause.

Constitutional Issue : This case explored a constitutional issue involving the commerce clause, and whether the Gun-Free School Zones Act of 1990 exceeded the power allowed by the clause.

Holding and Constitutional Principles : In the ruling, the law was considered unconstitutional since having a gun in the school zone did not substantially affect interstate commerce , which is a clear provision in the commerce clause. This case also reaffirmed the Tenth Amendment, which protects states’ rights. It was clear through this case that the commerce clause did not grant Congress limitless power.

Straight from the AP US Government Course Description : this case “(introduced) a new phase of federalism that recognized the importance of state sovereignty and local control.”

Cases Involving the First Amendment

College Board Context: “LOR-2: Provisions of the US Constitution’s Bill of Rights are continually being interpreted to balance the power of the government and the civil liberties of individuals.”

TIP : Do you have trouble remembering the main points the First Amendment addresses? Remember the acronym FEE RAPPS !

F ree E xercise Clause

E stablishment Clause

P etition the Government

Short Summary : The New York Board of Regents had authorized that at the beginning of each day, a short but voluntary prayer would be recited. Several organizations filed suit against the Board of Regents, claiming that the prayer violated the Constitution. The New York Court of Appeals dismissed their arguments.

Constitutional Issue : This case was significant and interesting because this prayer was both voluntary and non-denominational. However, the organizations filed suit based on a violation of the Establishment Clause of the Constitution, which states that a law could not be made “respecting an establishment of religion.” 

Holding and Constitutional Principles : The court held that states could not hold prayers in public school EVEN IF it was voluntary and EVEN IF the prayer did not adhere to a specific religion. Because the act of prayer was considered a religious activity, having it occur in a public school (which is funded by the government) would go against the establishment clause of the first amendment.

Main Idea? School sponsorship of religious activities = violation of first amendment

Short Summary : Jonas Yoder, as well as other Amish parents, refused to send their children to school after the 8th grade. In accordance with their religion, they did not agree with high school attendance. They were later charged under a Wisconsin law that required students to attend school until age 16.

Constitutional Issue : This case relates to the other major religious clause of the 1st Amendment: the free exercise clause. By requiring Wisconsin parents to send their children to school, without a faith exception, did it violate the parents' rights to freely exercise their religion?

Holding and Constitutional Principles : The court held that the requirement to send children to school beyond the eighth grade was unconstitutional. It stated that an individual’s interest in the free exercise of religion was more powerful than a federal interest in sending children to school beyond the eighth grade. 

Short Summary : A group of students decided to wear black armbands in order to protest the Vietnam War. Mary Beth Tinker and Christopher Eckhardt decided that they would wear their armbands to school despite warnings from school administration. After wearing the armbands to school, they were sent home. The students decided to sue their school district for violating the freedom of expression.

Constitutional Issue : The main question that was addressed here was whether the prohibition against wearing these armbands (and in general - symbolic protest) violated the freedom of speech clause of the First Amendment.

Holding and Constitutional Principle : The Supreme Court held that students still have free speech rights at school, and in order to justify the suppression of speech, the speech must substantially interfere with school operations (explore the case Bethel School District v. Fraser - it’s interesting). As referenced earlier, this case relates directly to the First Amendment, and the ruling confirmed that students’ right of symbolic speech was more powerful than the potential disorder that it could cause.

Majority Opinion : A common phrase you might hear is: “students don’t shed their rights at the schoolhouse gate.” This quote comes from the majority opinion in this case!

New York Times Co v. United States (1971)

Short Summary : This case, also known as the Pentagon Papers case had to do with the First Amendment. The Nixon Administration tried to prevent the New York Times from publishing material that belonged to a Defense Department study about US intervention in Vietnam. President Nixon stated that it was necessary to national security to prohibit it before publication, also known as prior restraint.

Constitutional Issue : The Constitutional issue that revolved around this case was whether the Nixon administration’s prior restraint was constitutional and if preventing the publication of “classified material” was a violation of the First Amendment’s freedom of the press.

Holding and Constitutional Principle : The Supreme Court, in this case, bolstered the freedom of the press guaranteed by the First Amendment. In a 6-3 vote, the Court established that there was a “heavy presumption against prior restraint” even for national security purposes. This is a key case to know for freedom of the press!

Schenck v. United States (1919)

Short Summary : During World War I, a pair of socialists, including Charles Schenck distributed leaflets that stated the draft violated the 13th Amendment - which prohibits involuntary servitude. The leaflet wanted people to disobey the draft. Schenck was charged with violating the Espionage Act of 1917. They appealed on the grounds of the First Amendment.

Constitutional Issue : This was a First Amendment case and the question was whether the Espionage Act violated the First Amendment and if it was an appropriate way that Congress exercised its wartime authority. 

Holding and Constitutional Principle : The Supreme Court held that the Espionage Act did not violate the First Amendment and it was an appropriate exercise of Congress’ wartime authority. This was a key limitation on the First Amendment as the free speech clause does not allow for advocacy of unlawful behavior.

Cases Involving Selective Incorporation

College Board Context: “LOR-3: Protections of the Bill of Rights have been selectively incorporated by way of the Fourteenth Amendment’s due process clause to prevent state infringement of basic liberties.”

Short Summary: Clarence Earl Gideon was charged in Florida state court on a felony - breaking and entering charge. During his trial, Gideon requested that he receive a court-appointed lawyer; however, in accordance with Florida State law, an indigent defendant could only have an attorney be appointed in capital crimes/cases. Gideon then filed a habeas corpus suit, stating that the court’s decision violated his rights to be represented.

Constitutional Issue : The constitutional issue in this case involved the Sixth Amendment and whether the right to counsel guaranteed in this amendment also applied to felony defendants in state court.

Holding and Constitutional Principle : The holding was that the Sixth Amendment’s right to counsel applies to state court defendants via the Fourteenth Amendment. The Court stated that because the right of counsel is fundamental, it should be incorporated into the states. 

Roe v. Wade (1973)

*This case is no longer required on the AP Government exam, starting in 2023. However, due to its importance, we would like students to understand the case and its implications.*

Short Summary: Norma McCorvey (Jane Roe) wanted an abortion but could not legally have one in the state of Texas, because of a state law that prohibited abortions except in cases where the mother’s life was in danger. She questioned the legality of this law.

Constitutional Issue : The Constitutional issue in this case was whether a woman’s right to have an abortion was permitted by the Constitution, and whether it fit into the broad right of privacy.

Holding and Constitutional Principle : The Supreme Court held that a woman’s right to an abortion fell within the right of privacy that was clarified in Griswold v. Connecticut, and therefore was protected by the Fourteenth Amendment. Laws in 46 states were affected by this ruling. This ruling expanded the definition of privacy .

Modern Connections : This case is one of the most controversial cases to appear before the Supreme Court. Political candidates are often split along party lines - Democrats often agree with this holding and Republicans often disagree.

Short Summary: Chicago passed a handgun ban law, and several suits were filed against the city challenging the ban after another case ( District of Columbia v. Heller ). In that case, the Court had held that a DC handgun ban violated the Second Amendment. There, since the law was enacted by the federal government, the Second Amendment was applicable. 

Constitutional Issue : In this case, the applicability of the Second Amendment to the states was argued, and if the 2nd Amendment’s right to bear arms (interpreted as an individual right) also applied to the states. This involves selective incorporation!

Holding and Constitutional Principle : In its decision, the Court stated that the handgun ban was unconstitutional in a 5-4 decision. Because the right to self-defense was fundamental , the 2nd Amendment was incorporated to the states through the Fourteenth Amendment’s due process clause.

Cases Involving the Equal Protection Clause

College Board Context: “PRD-1: The Fourteenth Amendment’s equal protection clause as well as other constitutional provisions have often been used to support the advancement of equality.”

Short Summary: This is one of the most famous cases in US history. Relating to the racial segregation of schools, African American students had been denied admittance to public schools because of these segregation laws, and many argued that this was in violation of the Constitution.

Constitutional Issue : This was an issue in terms of the Equal Protection Clause of the Fourteenth Amendment. A previous case, Plessy v. Ferguson, held that segregated facilities were legal as long as the facilities were equal (called “separate but equal doctrine.”) In this case, racial segregation in public school education was argued against based on the Equal Protection Clause.

Holding and Constitutional Principle : The Court held that “separate but equal is inherently unequal,” and therefore racial segregation of public schools is unconstitutional. The segregated schools allowed by the previous Plessy case were declared unconstitutional. This had a MAJOR IMPACT on the US and required desegregation of all public schools

Judicial Review : The Supreme Court is allowed to reverse previous rulings based on the premise of judicial review. See the Marbury v. Madison case for more info about this!

Stare Decisis : The case established that this principle, which states that current courts should look to previous decisions for interpretation, will not always be upheld.

Enforced? : The Court required states to desegregate "with all deliberate speed," and when schools had not desegregated after 10 years, the Court issued another opinion requiring immediate desegregation. This is an example of how judicial decisions may not be enforced by the federal or state executive departments.

Cases Involving Federal Policy

College Board Context: “PRD-2: The impact of federal policies on campaigning and electoral rules continues to be contested by both sides of the political spectrum.”

Short Summary: The Bipartisan Campaign Reform Act of 2002 had previously banned corporations from independent political spending and direct contributions to campaigns or political parties. In 2008, Citizens United was not allowed to show an anti-Hillary Clinton movie.

Constitutional Issue : The issue here was whether the BCRA applied to nonprofits, or if the First Amendment’s free speech clause protected such political speech.

Holding and Constitutional Principle : The holding in this case was that corporations should be considered people and therefore their funding of “independent political expenditures cannot be limited.” This is considered a form of political speech , which is protected by the free speech portion of the First Amendment. 

Further Impact : This led to the development of Super PACS and a significant increase in the amount of money contributed to political campaigns.

Note : In my opinion, this is one of the hardest cases to get straight! This is one I would definitely recommend studying early-on before the exam!

Cases Involving Districting & Representation

College Board Context: “CON-3: The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.”

Short Summary: Charles Baker stated that an old law (1901) that detailed the apportionment for Tennessee’s General Assembly had been ignored, and stated that reapportionment did not take into account the significant change that the state had gone through.

Constitutional Issue : The issue here was unique, and was regarding whether the Supreme Court as a unit had the authority to hear cases that related to legislative apportionment. 

Holding and Constitutional Principle : The chief justice and the Court concluded that because of the Fourteenth Amendment issues (through equal protection) that the case seemed to address, the Supreme Court did have the authority to hear this case. 

Impact : This case opened the door to more challenges to unfair redistricting by way of the Equal Protection Clause. Eventually, it also led to the development of the one person, one vote doctrine.

Short Summary: Several North Carolina residents challenged a proposed, unusually shaped district. They believed that the only purpose of the district was that it would definitely elect African-American representatives.

Constitutional Issue : The constitutional issue here was whether racial gerrymandering took place with this district (it was very narrow) and if the district raised an Equal Protection Clause question.

Holding and Constitutional Principle : The Supreme Court held, in a majority opinion authored by Sandra Day O’Connor, that because the district was shaped in such a clearly odd way, it was enough to prove that there was a very apparent effort to separate voters racially.

Further Impact : A key fact about this case is that majority-minority districts can be constitutionally challenged if race was the sole factor in their creation.

Cases Involving Judicial Review

College Board Context: “CON-5: The design of the judicial branch protects the Supreme Court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice.”

Short Summary: The 1800 election ended in a defeat for John Adams to Thomas Jefferson. Before Adams’ term ended, Congress passed the Judiciary Act of 1801 (creating new courts, adding new judges). It was an effort by John Adams to keep his own influence in federal courts even though he was leaving office (still occurs today.) His appointments to these courts, however, were not valid until the appointed judges were delivered their commissions by Jefferson’s Secretary of State. Marbury was one of the judges appointed; however, his commission was not delivered. 

Constitutional Issue : A key issue was whether the Court had the authority to order the delivery of commission, and if a federal judge could even bring the case to court.

Holding and Constitutional Principle : The Court held that although legally, the commission should have been delivered, the clause of the Judiciary Act of 1789 which enabled Marbury to bring the case to court was unconstitutional. By declaring a law made by Congress unconstitutional, the practice of judicial review was established.

How to study the required court cases?

We suggest making sure to create a study plan and set up your study space with a good environment. Then, go over each court case and quiz yourself on the details. To help with your productivity, especially during the last few days before the exam, you should use a pomodoro study timer to break up your sessions into intervals and make time for breaks. It is also hugely beneficial to study with friends so that you can motivate one another and crush the AP Gov exam together! 🙌🏾

Stay Connected

© 2024 Fiveable Inc. All rights reserved.

AP® and SAT® are trademarks registered by the College Board, which is not affiliated with, and does not endorse this website.

• Teacher Opportunities
• AP U.S. Government Key Terms
• Bureaucracy & Regulation
• Campaigns & Elections
• Civil Rights & Civil Liberties
• Comparative Government
• Constitutional Foundation
• Criminal Law & Justice
• Economics & Financial Literacy
• English & Literature
• Environmental Policy & Land Use
• Executive Branch
• Federalism and State Issues
• Foreign Policy
• Gun Rights & Firearm Legislation
• Immigration
• Interest Groups & Lobbying
• Judicial Branch
• Legislative Branch
• Political Parties
• Science & Technology
• Social Services
• State History
• Supreme Court Cases
• U.S. History
• World History

Log-in to bookmark & organize content - it's free!

• Bell Ringers
• Lesson Plans
• Featured Resources

Lesson Plan: The Steps in a Supreme Court Case

How the Supreme Court Decides Which Cases to Hear

Supreme Court Justice Stephen Breyer talked about the process that the Supreme Court uses to select only a few court cases out of the millions of state and federal cases each year. He explained the appellate process and the criteria that justices use to determine if a case should be heard by the Supreme Court.

Description

This lesson has students view video clips of Supreme Court justices explain the process in which the Supreme Court decides which cases to hear, reads briefs, listens to oral arguments and eventually makes a decision and write opinions. The clips include perspectives from Associate Justices Stephen Breyer, Elena Kagan and Chief Justice John Roberts.

INTRODUCTION:

Before beginning the lesson, ensure that the student have an understanding of the following terms. These terms will be used throughout the video clips included in the lesson.

EXPLORATION:

Have the students view each video clip and follow along by answering the questions associated with each video.

VIDEO CLIP: Justice Breyer on How the Supreme Court Decides Which Cases to Hear (6:28)

• Explain the process that court cases go from their initial trial to when they are reviewed by the Supreme Court?
• What does Justice Breyer mean by cases having a "federal question?" Why is this one of the factors in selecting Supreme Court cases?
• Around how many cases are heard each year in the Supreme Court?
• How do justices and their clerks review all their potential cases?
• Explain the criteria that is used to decide which cases to hear.
• Explain the process at the conference in which the Supreme Court discusses and votes on which cases to hear.

VIDEO CLIP: Justice Breyer on Briefs and Oral Arguments (1:21)

• Explain the purpose of briefs. Who writes these briefs?
• What are oral arguments?

VIDEO CLIP: Chief Justice John Roberts on Oral Arguments (2:11)

• How are oral arguments structured?
• What is the purpose of the questions from the justices?
• How do oral arguments impact how justices view the case?

VIDEO CLIP: The Process of Deciding Supreme Court Cases (4:48)

• What is the first step in deciding Supreme Court cases?
• Explain how the conference works when deciding a Supreme Court case?
• How can debate and discussion amongst the justices impact the final decision in a Supreme Court case?
• Explain how the final decision is decided. How do they decide who writes the majority and dissenting opinions?
• How does the seniority of the justices play into the process of deciding a Supreme Court case?

VIDEO CLIP: Justice Stephen Breyer on Writing Supreme Court Opinion (1:27)

• What role do law clerks play in this process?
• How is the writing of Supreme Court opinions a collaborative process?

APPLICATION:

After viewing the video clips and answering the questions, have the students complete the chart on the Supreme Court handout . Students will summarize each step in the process and create a drawing representing this step.

• Supreme Court Handout

CONCLUSION:

Students will write a written response to the following prompt:

• Evaluate the process that the Supreme Court uses to decide cases. Is it an effective way to interpret laws?

EXTENSION ACTIVITIES:

Research a Supreme Court Case- Choose a Supreme Court cases that was decided on in the previous term. Research the case on the OYEZ website and provide the following:

• Background of the case
• Petitioner and Respondent
• Questions in the case
• Summary of the oral arguments
• How it was decided
• Summaries of the opinion(s)

Oral Arguments- Using the Supreme Court Oral Arguments lesson plan , listen to the oral arguments of one of the Supreme Court Cases on the list. Summarize the arguments that both sides make and determine how you would rule in this case.

Additional Prompts-

• Is the Supreme Court too slow in deciding cases? Explain your answer.
• Does the Supreme Court hear the appropriate amount of cases? Explain your answer.
• How would you improve the way that the Supreme Court processes and decides cases?

Additional Resources

• How the Supreme Court Works - Google Docs

This student-centered activity requires learners to identify and analyze the process of how the Supreme Court accepts, hears and rules on cases using digital media from C-SPAN

In this lesson students will examine both sides of a Supreme Court case and determine its significance to the U.S. Culminating activities may include a mock trial or moot court.

• Associate Justice
• Chief Justice
• Majority Opinion
• Oral Argument
• Oral Arguments
• Respondents
• Supreme Court

Judicial Review

Lesson plan.

If Marbury was right, then why didn't he get the writ? This lesson explores the case that established the power the Supreme Court has today. Students will learn how the decision in Marbury v. Madison influenced the structure of the third branch, and how the Court's use of judicial review can be interpreted as activism or restraint. 

But wait, there's more! Looking for a quick and fun way to check student understanding? Use our Kahoot!  in English or in Spanish after students complete this lesson. 

iCivics en español! Student and class materials for this lesson are available in Spanish.

Pedagogy Tags

Teacher Resources

Get access to lesson plans, teacher guides, student handouts, and other teaching materials.

• Judicial Review_Student Docs.pdf
• Judicial Review_Teacher Guide.pdf
• Spanish_Judicial Review_Student Docs.pdf

I find the materials so engaging, relevant, and easy to understand – I now use iCivics as a central resource, and use the textbook as a supplemental tool. The games are invaluable for applying the concepts we learn in class. My seniors LOVE iCivics.

Lynna Landry , AP US History & Government / Economics Teacher and Department Chair, California

Related Resources

Appellate courts: let's take it up.

Argument Wars

Argument Wars Extension Pack

Branches of Power

Court quest, court quest extension pack, double take: the dual court system, in the courts, interpreting the constitution, james bond in a honda (mock trial), see how it all fits together.

• Lesson Plans
• Teacher's Guides
• Media Resources

Oyez! Oyez! Oyez!: Simulating the Supreme Court

The Supreme Court building, built in 1935.

Creative Commons 

"The Supreme Court, of course, has the responsibility of ensuring that our government never oversteps its proper bounds or violates the rights of individuals. But the Court must also recognize the limits on itself and respect the choices made by the American people."   ⁠—Elena Kagan, Associate Justice of the Supreme Court and the first woman to serve as Solicitor General of the United States. 

As one of the three branches of the U.S. federal government, the Supreme Court is an essential part of civics education. In this lesson, students will learn about the structure and purpose of the Supreme Court and analyze the landmark  Tinker v. Des Moines  (1969) case about student free speech in schools. Once students have analyzed the case and its significance in U.S. history, they will participate in a research-based simulation about student free speech and social media before their own Supreme Court.

Guiding Questions

What are the Constitutional responsibilities and powers of the Supreme Court?

How does the judiciary system function alongside the other two branches of government?

How does the Supreme Court protect your First Amendment rights?

Learning Objectives

Analyze the Constitutional roles and responsibilities of the judiciary system and the Supreme Court.

Analyze Supreme Court rulings and develop an evidence-based argument regarding the First Amendment.

Simulate how a Supreme Court case is researched and argued, and evaluate the proceedings and outcome.

Lesson Plan Details

Article III of the U.S. Constitution outlines the roles and responsibilities of the Supreme Court of the United States. According to Article III, Section 1:

"The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behaviour, and shall, at stated Times, receive for their Services, a Compensation, which shall not be diminished during their Continuance in Office."

Since 1869, the Supreme Court has consisted of nine members , with one Chief Justice and eight Associate Justices. Traditionally, the Supreme Court begins its term on the first Monday of October and concludes its work in June. The following resources offer more on the history of the institution, its rulings, those who have served on the bench, and other relevant information about the highest court in the country. 

• Oyez.org provides a variety of resources on the Supreme Court including justice biographies, summaries and oral arguments for cases, and news regarding the court’s activities.
• The Library of Congress provides a collection that contains a variety of Supreme Court reports.
• The education page of The United States Courts website features a variety of resources for educators. If you are looking to extend this lesson, this website has resources to discuss landmark cases relevant to students and schools.
• The National Archives provides a full transcript text of the Constitution , where Article III establishes the Supreme Court.
• The Crash Course Government and Politics Playlist provides a variety of videos on the judicial system and the Supreme Court. Episodes 18-22 cover the judicial branch as a whole, with episode 20 specifically focusing on the Supreme Court. Episodes 23-26 cover first amendment rights that might be relevant in these cases.
• This Interview with Mary Beth Tinker provides context and information about the landmark Tinker v. Des Moines case.
• PBS Newshour reported on a story that discusses schools monitoring social media and issues of student free speech outside the classroom.

NCSS.D2.Civ.4.6-8. Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.

NCSS.D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.

NCSS.D3.1.6-8. Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

NCSS.D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.

NCSS.D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

NCSS.D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

NCSS.D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings.

NCSS.D3.4.9-12. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.

These discussion questions can help to generate thoughtful inquiry throughout the unit:

• What rights do you have as a citizen of the United States?
• What are civil liberties?
• How are the rights of students different from the rights of adults?
• What is the difference between probable cause and reasonable suspicion?
• Do regulations and school policies limit the rights of students?

Activity 1. Oyez! Oyez! Oyez!

Using the Supreme Court Website , have students research the United States Supreme Court. Using this handout , students will be able to organize information about the Constitutional responsibilities of the Supreme Court.

Organize a discussion about what students have learned from the resources to determine if further inquiry is needed prior to engaging in independent research and the simulation activity:

• What qualifications are required in order to be a Supreme Court Justice?
• What factors factor into nominating and confirming a Supreme Court Justice?
• According to the Constitution, what are the roles and responsibilities of the Supreme Court?
• What are the functional differences between the Supreme Court and lower courts?
• Why is no evidence directly presented to the Justices of the Supreme Court?
• What are the positive and negative aspects of appointing a Supreme Court Justice for life?
• What types of cases does the Supreme Court hear?

Activity 2. Court Case Analysis

The Activity 2 handout   provides students the opportunity to organize their examination of the landmark court case Tinker v. Des Moines (1969) . The Tinker case involved a group of students who wore black armbands to school in protest of the Vietnam War. The students were ultimately suspended from school for disruptive behavior and chose to sue the school district, arguing that their free speech rights were violated. At issue: Did the decision to prohibit students from wearing armbands violate their free speech rights?

Activity 3. Supreme Court Case Research

After students have been assigned their roles in the case (see activity 4), have students begin their research in making arguments for their court case. Students can use any of the following resources to make their case, as well as those they find on their own.

The Activity Three h andout outlines notes on the court cases that can help students to organize their information and research, and can be included in the final portfolio.

Court Cases involving Schools, Education, and Free Speech:

• Doninger v. Niehoff (2008)
• West Virginia State Board v. Barnette (1943)
• Wisneiewski v. Board of Education (2007)
• R.S. et al v. Minnewaska Area School District No. 2149 et al  
• Hazelwood School District v. Kuhlmeier (1988)
• Bethel School District No. 403 v. Fraser (1986)
• Island Trees School District v. Pico (1985)
• School District of Abington Township, Pennsylvania v. Schempp (1963)
• New Jersey v. TLO (1985)
• Board of Education of Independent School District #92 of Pottawatomie County v. Earls (2002)
• A.N. v. Upper Perkiomen School District (2017)
• Canady v. Bossier (2001)
• Morse v. Frederick (2007)
• Goss v. Lopez (1975)
• Roper v. Simmons (2005)

Research Databases:

• Justia Dockets and Filings allows students to search court case filings from the U.S district courts and U.S. Court of Appeals directly. Students can also browse by state, circuit, and type of lawsuit filed to find cases that are relevant to their arguments.
• Congress.gov provides a space for students to search for federal laws that might be valid in their arguments.
• Oyez also provides resources to search Supreme Court cases, along with how justices voted on the issue.
• FindLaw also provides resources for searching court cases online.
• While looking at the Constitution, the National Archives provides research options for students to look up articles that might be related to this case.

Activity 4. Supreme Court Simulation

The Layshock v. Hermitage School District  (2011) case can be used for the simulation (the Supreme Court declined to hear the case in 2012, so there is no ruling to sway or limit student research) or this case can serve to inform the question students research and ultimately argue in favor of or against. Although any court case can be argued in front of the court, this case deals specifically with issues of free speech, school administration, and individual rights that are particularly relevant to students.  Note: While students may want to point out the irrelevancy of the social media platform involved in this particular case in comparison to other social media platforms, it is important that students understand that the case is not about any platform in particular, but whether the actions taken were a violation of the First Amendment. 

The simulation is based on students taking on roles related to the researching and conducting of a Supreme Court case:

Justices —The justices will be making the final decision in the case. During the research period, Justices should research how the Supreme Court functions, landmark cases, how justices write opinions of the court, and information on the Constitution, with particular attention to the First Amendment. These notes will be used to prepare them for their role as a Justice. The following handouts can help them prepare for the trial:

• Justice Biography Handout —For their interview with the reporter, this handout can help students develop their backstory as a Justice. It also helps students to consider the qualifications, history, and differences between Supreme Court Justices.
• Justice Question Development Handout —Once students have read the written argument from each side, this handout will help them to prepare questions for the trial.

Clerks —Students can serve as clerks for the Justices and carry out the role of researcher and question designer. 

Solicitor General —These students will present the case and respond to questions from the Justices. During the research period, the team will study the provided court cases, search for other precedents to support their cause, and develop arguments that defend their client. 

• Case Research Handout —This handout will help students to outline important court cases and determine how they would use them in the trial.

Prosecutorial Team —These students will be making an argument for the plaintiffs in front of the Justices. During the research period, the prosecutorial team will study the provided court cases, search for other precedents to support their cause, and develop strong evidence-based arguments.

Journalists — Students who take on the role of journalists can research the background of relevant court cases and conduct interviews with other students involved in the simulation. As assessment, they will have to submit newspaper articles about the case.

• Journalist Interview Preparation Handout —This handout will help students to prepare questions for each of their interviews based on the person’s individual role.

Marshal of the Supreme Court — This role will be played by the instructor. This gives you the power to oversee the proceedings of the court and keep the classroom in order during the simulation.

Once students have researched and begun to develop arguments as a group, they will put together a brief for the Justices to review before the case. This should include the arguments they intend to make, as well as cited evidence from other court cases. The Justices will review this before the case is argued so that they can develop the questions they will ask.

Unlike the real Supreme Court, this simulation will feature multiple people making the argument for each side. Each side will have a specific period of time to make the argument for the case (the real Supreme Court allows half an hour, but that can be adjusted to fit your class needs). During the oral argument, each student should be responsible for part of the argument. While students are presenting their case, Justices are aloud to ask questions directly to the lawyers.

Once both sides of the case have argued, Justices will deliberate together and make a final decision. Justices will then vote on the issue to close the case.

If there have been any concerns about student free speech, controversial curriculum, or inappropriate library materials in your school or area, this activity can also be tailored to fit your specific learning community. For a printable set of these directions and resources, use this handout.

Students will create a portfolio based on their role in the trial. This can include their research for the case, brief(s) provided to the Justices, notes on planning the arguments, a final writing piece that reflects on the trial, and any other relevant materials from this unit. The final writing prompt can be different for each group.

Justices —Each justice will write their own opinion on the case, citing specific evidence provided by the two teams of lawyers and their own research. This piece of writing should explain why and how they made their decision on the case, including reference to how the Constitution informed their ruling.

Lawyer teams —Each of these students should write a reflection about the case. It should include information about what they contributed to the case, how they would approach the case differently again, their interpretation of the Constitutional issues involved in the case, and whether they agree with the decision made by the Justices.

Journalists —Using the information provided by both teams of lawyers, the oral arguments, and interviews with each team, the students will write a final newspaper argument documenting the events of the trial and the arguments for each side.

Materials & Media

Activity 1 handout, activity 2 handout, activity 3 handout, activity 4 handout - direction, activity 4 handout - journalist question development, activity 4 handout - justice biography, activity 4 handout - justice question development, related on edsitement, the supreme court: the judicial power of the united states, norman rockwell, freedom of speech—know it when you see it, scottsboro boys and to kill a mockingbird : two trials for the classroom, john marshall, marbury v. madison, and judicial review.

FREE AP Government Resources! 

1. marbury v. madison (1803), 2. mcculloch v. maryland (1819), 3. schenck v. u.s (1919), 4. brown v. board of education (1954), 5. baker v. carr (1962), 6. engel v. vitale (1962), 7. gideon v. wainwright (1963), 8. tinker v. des moines (1969), 9. new york times v. u.s (1969), 10. wisconsin v. yoder (1972), 11. roe v. wade (1973), 12. shaw v. reno (1993), 13. u.s. v. lopez (1995), 14. mcdonald v. chicago (2010), 15. citizens united v. fec (2010), final thoughts.

Published March 13, 2024

15 Supreme Court Cases You HAVE To Know For the AP Government Exam

High School Sophomore from West Virginia, Avid Classics Enthusiast, Marketing Intern and Blog Writer at Knowt :)

Preparing for your AP Government exam can be a daunting task, but with the right AP resources and study strategies, you can conquer it with confidence. Whether you're diving into AP test prep a few months in advance or looking for AP study guides to streamline your review sessions, understanding landmark Supreme Court cases is crucial. But don't worry, we're here to help! In this AP guide, we'll navigate through 15 Supreme Court cases crucial for your AP exam study guides. Each case discussed in this article has been carefully selected to enhance your understanding of U.S. history and government, making them indispensable for your AP test review.

To support your last-minute AP test prep, we've compiled essential AP resources and AP study notes. These tools are designed to help streamline your studying process, offering clear, concise, and relevant information that aligns with your AP test study guides.

The ULTIMATE AP Government Study Guide : A comprehensive review tool covering key topics and cases, perfect for anyone looking for effective AP study guides.

AP Government Flashcards : Handy for memorizing key facts, dates, and legal principles, these flashcards are an essential part of any AP resources kit.

Our Favorite YouTube channel for all things AP Gov - Heimler’s : complements online AP notes and AP study guides.

As you delve into each Supreme Court case, from Marbury v. Madison to Citizens United v. FEC, consider utilizing AP flashcards to remember crucial dates and outcomes. Engage with online AP notes to reinforce your understanding and participate in AP test review sessions to discuss these cases' implications. By incorporating these strategies into your AP test study guides, you'll be better prepared to tackle the AP government exam with confidence.

Remember, the key to AP test prep success is utilizing a variety of AP resources, including AP study guides, AP flashcards, and AP exam study guides. By doing so, you'll ensure a well-rounded review and a deeper understanding of the material. Good luck on your AP Government exam!

Marbury v. Madison (1803) is a foundational Supreme Court case establishing the concept of judicial review, which allows the Supreme Court to invalidate laws and government actions that conflict with the Constitution. For your AP Government exam, it's essential to know the year of the decision, the key figures involved (William Marbury, James Madison, Chief Justice John Marshall), and the principle of judicial review itself. Understand the background of the case, where Marbury was denied his commission as a justice of the peace and sought a remedy directly from the Supreme Court.

To effectively study this case, create a detailed timeline from the appointment of Marbury to the Supreme Court's decision. Make sure to understand the legal terms and the specific questions the court was answering. Focus on Chief Justice Marshall’s reasoning and how he established the court's role in interpreting the Constitution. Practice explaining the significance of the case in your own words to ensure you grasp its impact on the American legal system and the balance of power in the federal government. Engaging in discussions, using flashcards for key facts, and reviewing how this case has been applied in other contexts can deepen your understanding and help solidify this crucial piece of U.S. legal history for your exam.

McCulloch v. Maryland (1819) is a pivotal Supreme Court case that reinforced the powers of the federal government. It revolved around whether the state of Maryland had the authority to tax the Second Bank of the United States, leading to broader questions about the power of federal institutions and states' rights. For your AP Government exam, key points to remember include the year of the case, the main conflict (state versus federal power), and the outcome: the Supreme Court, under Chief Justice John Marshall, ruled that Congress had implied powers under the Necessary and Proper Clause of the Constitution, and states could not interfere with federal institutions, epitomized by the phrase "the power to tax involves the power to destroy."

To study for this case, break down the arguments presented by both sides and understand the legal reasoning behind the Court's decision. Make note cards with important terms and concepts, like "implied powers," "Necessary and Proper Clause," and "federal supremacy." Review how this case fits into the larger framework of federalism in U.S government. Discussing the case with classmates or in study groups can help you see different viewpoints and understand the broader implications of the ruling. Finally, look at how this case has been referenced in subsequent Supreme Court decisions to understand its lasting impact on American government and law.

Schenck v. United States (1919) is an important Supreme Court case for understanding the limits of free speech, particularly during wartime. In this case, Charles Schenck was convicted under the Espionage Act for distributing pamphlets that opposed the draft during World War I. The Supreme Court, led by Justice Oliver Wendell Holmes, upheld his conviction, introducing the famous "clear and present danger" test to determine when speech could be limited.

For your AP Government exam, focus on the year of the case, the context of World War I, the main parties involved (Charles Schenck and the United States), and the significant outcome concerning the First Amendment. Understand the rationale behind the decision, especially the concept of "clear and present danger" as a standard for limiting speech. This case illustrates the tension between civil liberties and national security, a recurring theme in U.S. government.

To study Schenck v. United States, outline the arguments presented by both sides and the Court's reasoning. Create flashcards with key terms and details, like the Espionage Act, "clear and present danger," and the impact of the ruling on First Amendment rights. Discuss the case with peers to explore different perspectives and its implications in various historical contexts. Review how this decision has been referenced or challenged in subsequent Supreme Court cases to understand its lasting influence. Engaging with the material in multiple formats will help solidify your understanding of this landmark case and its place in American legal and social history.

Brown v. Board of Education (1954) is a landmark Supreme Court case that declared racial segregation in public schools unconstitutional, overturning the "separate but equal" doctrine established by Plessy v. Ferguson in 1896. This case is crucial for your AP Government exam because it highlights the struggle for civil rights and the role of the judiciary in addressing social injustice. Key facts to remember include the year of the decision, the context of the Civil Rights Movement, the plaintiffs (Oliver Brown and others), and the unanimous decision led by Chief Justice Earl Warren that segregation in public schools creates a sense of inferiority among African-American children.

To study for this case, focus on the background of segregation in the United States, the legal arguments made by both sides, and the social and political implications of the Court's decision. Create a timeline that links Brown v. Board of Education with other civil rights milestones. Use flashcards to remember significant terms, names, and concepts associated with the case, such as "separate but equal," "Jim Crow laws," and "de jure segregation." Discuss the case in study groups to explore its impacts and the legal reasoning behind the Court's decision. Review how this case has influenced subsequent civil rights legislation and court decisions to understand its lasting legacy. Engaging with the material in various ways will help ensure a deeper understanding of this pivotal moment in American history for your exam.

Baker v. Carr (1962) is a landmark Supreme Court case that transformed the landscape of American politics by addressing the issue of electoral districting, often summarized by the phrase "one person, one vote." The case emerged from Tennessee, where Charles W. Baker filed a lawsuit arguing that the state's apportionment (the way voting districts were drawn) ignored significant population shifts, thus diluting the voting power of certain regions, particularly urban areas. The Supreme Court's decision, led by Chief Justice Earl Warren, ruled that federal courts could hear cases on state apportionment and that unequal representation violated the Fourteenth Amendment's Equal Protection Clause.

For your AP Government exam, important facts to remember about Baker v. Carr include the year of the decision (1962), the key legal question (whether federal courts can rule on state apportionment issues), and the major outcome (affirmation that federal courts can address legislative redistricting issues). This case set the stage for subsequent rulings that would further shape American electoral processes, emphasizing the importance of equal representation.

To study for this, start by understanding the background of the case and the legal arguments presented by both sides. Use diagrams to visualize how apportionment works and how it was being challenged. Make flashcards detailing the key figures, legal principles, and impacts of the ruling. Discuss the case's significance in relation to the civil rights movement and its effect on subsequent electoral reforms. Review how the "one person, one vote" principle has been applied and challenged in later cases. Engaging with the material in a variety of ways will help you grasp the enduring significance of Baker v. Carr in American political and legal history.

​​Engel v. Vitale (1962) is a critical Supreme Court case that examined the role of religion in public schools, ultimately reshaping the relationship between religion and government in the United States. The case arose when a public school in New York implemented a voluntary, non-denominational prayer at the start of each school day, leading to a lawsuit by a group of parents, including Steven Engel, arguing that this violated the Establishment Clause of the First Amendment, which prohibits the government from establishing an official religion.

For your AP Government exam, it's important to remember the year of the decision (1962), the main issue (prayer in public schools), and the outcome (the Supreme Court ruled that government-directed prayer in public schools, even if non-denominational and voluntary, violates the First Amendment). This case underscores the principle of the separation of church and state, a foundational concept in American government.

To effectively study Engel v. Vitale, outline the background and the arguments from both sides, focusing on how this case illustrates the application of the Establishment Clause. Create flashcards to memorize the key facts, terms, and impacts of the ruling. Review how this decision has influenced subsequent cases involving religion in public life. Discuss the case's implications with classmates to explore different perspectives and understand its significance in the broader context of civil liberties and government powers. Understanding Engel v. Vitale will help you grasp the complex interplay between religion and public policy in U.S. history.

Gideon v. Wainwright (1963) is a crucial Supreme Court case for understanding the rights of defendants in the American legal system. The case centers around Clarence Earl Gideon, who was charged with a felony in Florida. Gideon requested a court-appointed attorney, arguing that he could not afford one, but was denied based on state law which only provided attorneys for capital cases. After being convicted, Gideon appealed to the Supreme Court, which unanimously ruled that the Sixth Amendment's guarantee of counsel is a fundamental right essential to a fair trial and, as such, applies to state courts through the Fourteenth Amendment.

For your AP Government exam, remember the year of the decision (1963), the key constitutional question (whether the Sixth Amendment's right to counsel applies to state court defendants in felony cases), and the ruling's impact (extending the right to counsel to all criminal defendants in state courts). This case highlights the importance of due process and the rights of individuals within the American justice system.

To study Gideon v. Wainwright, outline the events leading up to Gideon's arrest and subsequent trial, focusing on the constitutional issues at stake. Create flashcards with key terms, such as "Sixth Amendment," "right to counsel," and "Fourteenth Amendment." Discuss the implications of the ruling on the American legal system and its significance in ensuring fair trials for all individuals, regardless of economic status. Review subsequent cases influenced by Gideon's precedent to understand its lasting impact. Engaging with the case from multiple angles will deepen your understanding and help you remember its significance for your exam.

Tinker v. Des Moines Independent Community School District (1969) is a significant Supreme Court case that established the standard for evaluating the freedom of speech in schools. The case originated when Mary Beth Tinker and her siblings wore black armbands to their public school as a form of protest against the Vietnam War. The school suspended them, leading to a lawsuit that argued the suspension violated their First Amendment rights. The Supreme Court ruled in favor of the Tinkers, stating that students do not "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate."

For your AP Government exam, it's important to remember the year of the case (1969), the main parties involved (the Tinker family and the Des Moines school), and the principle established that students have free speech rights in school settings, as long as their speech does not disrupt the educational process. This case underscores the balance between authority and individual rights and the application of the First Amendment in educational environments.

To study Tinker v. Des Moines, examine the background leading up to the case, including the social and political climate of the 1960s. Create flashcards that define key legal terms and details, such as "symbolic speech" and "material and substantial disruption." Discuss with peers or in study groups to explore different viewpoints and the broader implications of the case on student rights and school policies. Review how this case has been applied in subsequent legal disputes involving student speech to understand its continuing impact. Engaging with the material through various methods will help solidify your understanding of the case's significance in American legal and educational history.

New York Times v. United States (1971), commonly known as the "Pentagon Papers Case," is a crucial Supreme Court case for understanding the balance between national security and the freedom of the press. The controversy arose when the New York Times started publishing the Pentagon Papers, classified documents detailing U.S. strategy in the Vietnam War. The Nixon Administration argued that publishing these documents posed a security risk and sought to stop their publication. However, the Supreme Court ruled in favor of the newspapers, holding that the government had not met the heavy burden required to justify a prior restraint on speech under the First Amendment.

For your AP Government exam, key facts to remember about this case include the year (1971), the central conflict (freedom of the press versus government secrecy), and the outcome (a reaffirmation of the press's right to publish information significant to public interest without prior restraint). This case is pivotal for its role in shaping the modern understanding of the First Amendment and its protections for the press.

To study New York Times v. United States, start by understanding the context of the Vietnam War and why the Pentagon Papers were significant. Outline the arguments made by both sides in the case and the Supreme Court's reasoning. Make flashcards to remember the key legal terms and principles, such as "prior restraint" and "First Amendment." Discuss the case's implications for journalism and government transparency with classmates to explore different perspectives. Review how this decision has been applied and referenced in later freedom of the press cases to grasp its lasting impact. By approaching the case from multiple angles, you can gain a comprehensive understanding of its significance and be better prepared for your exam.

Wisconsin v. Yoder (1972) is a landmark Supreme Court case that addressed the balance between individual religious freedoms and state educational requirements. The case originated when three Amish families in Wisconsin were prosecuted under a state law requiring all children to attend public school until age 16. The families argued that this law conflicted with their religious beliefs and practices, which dictated that children should not attend school past the eighth grade. The Supreme Court ruled in favor of the Yoder family, stating that their First Amendment right to free exercise of religion outweighed the state's interest in mandating school attendance beyond the eighth grade.

For your AP Government exam, important points to remember include the year of the decision (1972), the central issue (the conflict between religious freedom and state laws on education), and the outcome (recognition of the Amish community's right to limit their children's schooling based on religious beliefs). This case highlights the importance of religious liberties and the limitations of state power in infringing upon these freedoms.

To study Wisconsin v. Yoder, focus on understanding the background of the Amish community and their reasons for opposing extended public schooling. Create flashcards with key legal terms and principles, such as "free exercise of religion," "compelling state interest," and "First Amendment." Analyze the court's reasoning and how it balanced the interests of religious freedom against the state's educational goals. Discuss the case with peers to explore different viewpoints and its broader implications on religious and educational rights. Review how this decision has influenced subsequent cases involving religious freedoms and state regulations. By exploring these various elements, you will develop a comprehensive understanding of Wisconsin v. Yoder and its significance in American legal history.

Roe v. Wade (1973) is a pivotal Supreme Court case that significantly impacted American society and law by addressing the issue of abortion rights. The case was brought by "Jane Roe" (a pseudonym for Norma McCorvey), who challenged Texas laws criminalizing most abortions, arguing that they were unconstitutional. The Supreme Court, in a 7-2 decision, ruled that the right to privacy under the Due Process Clause of the 14th Amendment extended to a woman's decision to have an abortion. However, the Court also held that this right must be balanced against the state's interests in regulating abortions: protecting women's health and protecting the potentiality of human life. The decision led to the establishment of the trimester framework, which set different levels of state interest for each stage of pregnancy.

For your AP Government exam, essential facts to remember include the year of the decision (1973), the constitutional basis for the ruling (the right to privacy under the 14th Amendment), and the outcome (the establishment of a woman's right to choose an abortion within the first trimester, with increasing state regulation possible in later stages of pregnancy). This case is crucial for understanding shifts in social policies, individual rights, and the role of the state.

To study Roe v. Wade, outline the legal arguments presented by both sides and the Supreme Court's reasoning. Create flashcards with key terms and concepts, such as "right to privacy," "Due Process Clause," and "trimester framework." Discuss the case's broader implications on American society, politics, and health care with classmates to explore different perspectives. Review how this decision has been challenged, reaffirmed, or modified in subsequent Supreme Court cases to understand its lasting impact, and how it has been overturned by Dobbs v. Jackson.

Shaw v. Reno (1993) is an essential Supreme Court case for understanding the complexities of racial gerrymandering and the interpretation of the Equal Protection Clause of the Fourteenth Amendment in the context of electoral districting. The case arose after the U.S. Department of Justice rejected North Carolina's initial congressional redistricting plan for failing to create a majority-black district. The state submitted a new plan creating two majority-black districts, but one of them was unusually shaped, leading white residents to challenge the plan as racially discriminatory.

For your AP Government exam, remember the year of the case (1993), the main issue (whether racial considerations in redistricting, leading to oddly shaped electoral districts, violate the Equal Protection Clause), and the outcome (the Supreme Court ruled that redistricting based primarily on race must be held to a standard of strict scrutiny under the Equal Protection Clause). This case underscored the tension between preventing racial discrimination and avoiding racial segregation in voting practices.

To study Shaw v. Reno, focus on the background and political context of the case, understanding the balance between enhancing minority representation and avoiding racial segregation. Make flashcards detailing key concepts such as "racial gerrymandering," "Equal Protection Clause," and "strict scrutiny." Discuss with classmates the implications of this ruling on redistricting and minority representation in Congress to explore different viewpoints. Review how this decision has influenced subsequent legal standards and cases related to redistricting and race. Engaging with the material through different methods, such as case summaries, scholarly articles, and class discussions, will deepen your understanding of Shaw v. Reno's significance in American legal and political history.

U.S. v. Lopez (1995) marks a significant moment in Supreme Court history, primarily because it was the first case in decades where the Court limited the power of the Congress under the Commerce Clause. The case began when Alfonso Lopez, a high school student, was charged under the Federal Gun-Free School Zones Act for carrying a concealed weapon into his Texas high school. Lopez argued that the federal law, which banned guns in school zones, exceeded Congress's authority under the Commerce Clause, which allows Congress to regulate interstate commerce.

For your AP Government exam, important details to remember include the year of the decision (1995), the central legal question (whether the Gun-Free School Zones Act of 1990 exceeded Congress's power under the Commerce Clause), and the outcome (the Supreme Court ruled in favor of Lopez, stating that carrying a gun in a school zone did not significantly affect interstate commerce and therefore was beyond the scope of Congress's power under the Commerce Clause). This case is critical for understanding the limits of federal power and the balance of authority between state and federal governments.

To study U.S. v. Lopez, start by understanding the background of the Commerce Clause and its previous interpretations by the Court. Create flashcards highlighting key legal terms and principles, such as "Commerce Clause," "federalism," and "Gun-Free School Zones Act." Discuss the implications of the ruling on federal regulatory powers and its impact on the balance between state and federal authority with classmates. Review how this decision has been referenced in subsequent cases to understand its lasting impact on federalism and congressional authority. Engaging with a variety of study materials and viewpoints will help you grasp the significance of U.S. v. Lopez and its place in American legal history.

McDonald v. Chicago (2010) is a pivotal Supreme Court case that marked a significant moment in the interpretation of the Second Amendment and the application of constitutional rights at the state level. The case arose after Otis McDonald, a resident of Chicago, challenged the city's stringent handgun ban, arguing that it violated his Second Amendment right to keep and bear arms for self-defense. This case followed the landmark District of Columbia v. Heller (2008) decision, which had recognized an individual's right to own firearms under the Second Amendment but applied only to federal enclaves.

For your AP Government exam, it's crucial to remember the year of the decision (2010), the main legal question (whether the Second Amendment right to keep and bear arms is incorporated by the Fourteenth Amendment's Due Process Clause, making it applicable to the states), and the outcome (the Supreme Court ruled that the Second Amendment does apply to the states, thereby extending the Heller decision's protections to include state and local governments). This case is vital for understanding the evolving interpretation of the Bill of Rights and the concept of "selective incorporation."

To study McDonald v. Chicago, focus on the legal background provided by the Heller decision and how McDonald sought to expand those rights to the state level. Make flashcards with key terms and concepts, such as "Second Amendment," "selective incorporation," and "Due Process Clause of the Fourteenth Amendment." Discuss the case's broader implications for gun control laws and individual rights with peers to explore different viewpoints. Review subsequent legal challenges and discussions surrounding gun rights and regulations to understand the decision's ongoing impact. By examining various resources and engaging in thoughtful discussion, you will deepen your understanding of McDonald v. Chicago's significance in American legal and social history/

Citizens United v. Federal Election Commission (2010) is a landmark Supreme Court case that significantly changed campaign finance laws in the United States. The case arose when Citizens United, a nonprofit corporation, was prevented from airing a film critical of Hillary Clinton close to the 2008 Democratic primaries due to the Bipartisan Campaign Reform Act (BCRA), which restricted "electioneering communications" by corporations and unions. Citizens United challenged these restrictions, arguing that they violated the First Amendment's free speech protections.

For your AP Government exam, essential facts to remember about this case include the year of the decision (2010), the main legal question (whether the BCRA's restrictions on corporate and union spending on electioneering communications violate the First Amendment), and the outcome (the Supreme Court ruled that corporations and unions can spend unlimited amounts of money on political campaigns, asserting that such spending is a form of protected speech under the First Amendment). This case is crucial for understanding the intersection of free speech, campaign finance, and political influence.

To study Citizens United v. FEC, start by understanding the background of campaign finance laws in the U.S. and how this decision changed them. Create flashcards with key terms and principles, such as "electioneering communications," "Bipartisan Campaign Reform Act," and "corporate speech." Discuss the implications of the ruling on political campaigns, electoral integrity, and public perception of democracy with classmates to explore different perspectives. Review how this decision has influenced subsequent elections and the creation of Super PACs to grasp its lasting impact. Engaging with the material through diverse methods and perspectives will help you better understand the significance of Citizens United v. FEC in American political and legal history.

As you gear up for your AP Government exam, remember that these 15 landmark Supreme Court cases are not just names and dates to memorize—they are the vibrant, living history of American democracy in action. Each case represents a pivotal moment in the ongoing journey toward justice, equality, and the balance of power. By studying these cases, you're not only preparing to ace your exam; you're gaining a deeper understanding of the principles that shape our nation and the rights we hold dear. So, take a deep breath, embrace the challenge, and dive into your studies with enthusiasm and curiosity. Remember, your effort now is not just for a grade—it's a step toward becoming an informed and engaged citizen. Good luck on your AP Government exam, and remember, we're rooting for you every step of the way!

Everything You Need to get a 5 on AP Statistics

In this article, we will cover some effective strategies and valuable AP Statistics exam tips that can help you achieve a top score of 5. By breaking down these tricks and offering useful resources, you'll gain the knowledge and confidence needed and know how to ace the AP Statistics exam and secure an outstanding performance. With the right approach and preparation, acing the AP Statistics exam is within your reach. Free AP Statistics Resources No need to stress if you find yourself cramming for AP Statistics at the last minute; it's a situation many of us have experienced. If you're looking ...

5 YouTube Channels That Saved Me During AP Bio

Free AP Biology Resources!!! To learn how to ace the AP Biology exam, avoid last-minute cramming and start early with AP test prep. After each in-class test, take time to review and reinforce your understanding of the material. Use AP flashcards, books, and of course, YouTube channels to help ace your exam. These online AP notes and AP Biology exam tips will provide go over pretty much everything you need to know! This comprehensive AP Biology Study Guide goes over the important stuff you actually need to know and how to pass the AP Biology exam – as written by a former AP Bio student! AP Biol...

Everything You Need to get a 5 on AP Microeconomics

This article will delve into some of our effective strategies and tips for achieving a 5 on the AP Microeconomics exam. I will dissect and explain these techniques in detail. Armed with the appropriate strategies, resources, and AP Micro test tips, you can certainly learn how to pass the AP Microeconomics exam. Free AP Microeconomics Resources If you find yourself wondering how to study for the AP Microeconomics exam at the last minute, there's no need to worry – we've all been in that situation! If you're seeking guidance on how to ace the AP Micro under time constraints, here are a collectio...

Is buying essays online safe?

Shopping through online platforms is a highly controversial issue. Naturally, you cannot be completely sure when placing an order through an unfamiliar site, with which you have never cooperated. That is why we recommend that people contact trusted companies that have hundreds of positive reviews.

As for buying essays through sites, then you need to be as careful as possible and carefully check every detail. Read company reviews on third-party sources or ask a question on the forum. Check out the guarantees given by the specialists and discuss cooperation with the company manager. Do not transfer money to someone else's account until they send you a document with an essay for review.

Good online platforms provide certificates and some personal data so that the client can have the necessary information about the service manual. Service employees should immediately calculate the cost of the order for you and in the process of work are not entitled to add a percentage to this amount, if you do not make additional edits and preferences.

Check your email for notifications. Once your essay is complete, double-check it to see if it falls under your expectations and if satisfied-release the funds to your writer. Keep in mind that our essay writing service has a free revisions policy.

How can I be sure you will write my paper, and it is not a scam?

Customer Reviews