supreme court case study 29 answers

Breaking News

Students for Fair Admissions Inc. v. President & Fellows of Harvard College

Holding : The admissions programs at Harvard College and the University of North Carolina violate the equal protection clause of the 14th Amendment.

Judgment : Reversed , 6-2, in an opinion by Chief Justice Roberts on June 29, 2023. Justice Thomas filed a concurring opinion. Justice Gorsuch filed a concurring opinion, in which Justice Thomas joined. Justice Kavanaugh filed a concurring opinion. Justice Sotomayor filed a dissenting opinion, in which Justice Kagan joined. Justice Jackson took no part in the consideration or decision of the case.

SCOTUSblog Coverage

• Supreme Court strikes down affirmative action programs in college admissions (Amy Howe, June 29, 2023)
• Affirmative action appears in jeopardy after marathon arguments (Amy Howe, October 31, 2022)
• The court is poised to set jurisprudence on race for generations — and not just in affirmative action (James Romoser, October 30, 2022)
• A guide to the amicus briefs in the affirmative-action cases (Ellena Erskine, Angie Gou, and Elisabeth Snyder, October 29, 2022)
• The court should relegate racial discrimination in higher education to the dustbin of history (Zach West and Bryan Cleveland, October 28, 2022)
• Being race-conscious is a necessary and effective tool to address racism and discrimination — including for Asian Americans (Bethany Li, October 28, 2022)
• On being original: Racial classifications and the fallacy of a certain strain of “progressive originalism” (Devon Westhill, October 28, 2022)
• A business perspective: Diversity in university admissions is a compelling interest (Michael R. Dreeben, Natalie Camastra, and Kelly Kambourelis, October 27, 2022)
• In higher education and beyond, race-based policies stifle individualism and ultimately harm everyone (Wen Fa, October 27, 2022)
• The history of anti-Black discrimination in higher education and the myth of a color-blind Constitution (Danielle R. Holley, October 26, 2022)
• Diversity by diktat: An obscure 1977 OMB memo forms the basis for today’s affirmative-action programs (David Bernstein, October 26, 2022)
• In cases challenging affirmative action, court will confront wide-ranging arguments on history, diversity, and the role of race in America (Amy Howe, October 26, 2022)
• Affirmative action cases up first in November argument calendar (Amy Howe, August 3, 2022)
• Court will hear affirmative-action challenges separately, allowing Jackson to participate in UNC case (Amy Howe, July 22, 2022)
• The rise of certiorari before judgment (Steve Vladeck, January 25, 2022)
• Court will hear challenges to affirmative action at Harvard and University of North Carolina (Amy Howe, January 24, 2022)
• Revenge of the rescheduled cases: Congressional proxy voting, the ministerial exception, and more (John Elwood, January 20, 2022)
• Court will take up five new cases, including lawsuit from football coach who wanted to pray on the field (Amy Howe, January 14, 2022)
• Blockbuster watch: Affirmative action, same-sex weddings, and other big relists (John Elwood, January 12, 2022)
• Justices add new cases on bankruptcy, workers’ comp, and relief from final judgments (Amy Howe, January 10, 2022)
• Justices request government’s views on Harvard affirmative-action dispute (Amy Howe, June 14, 2021)
• Affirmative action at Harvard, border searches and pedestrian safety (Andrew Hamm, February 26, 2021)

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• The Power of Judicial Review

Article III of the U.S. Constitution describes the powers and duties of the judicial branch.  Nowhere does it mention the power of the courts to review actions of the other two branches, and possibly declare these actions unconstitutional.  This power, called Judicial Review , was established by the landmark decision in Marbury v. Madison , 1803.

“ It is emphatically the province and duty of the Judicial Department to say what the law is…If two laws conflict with each other, the Courts must decide on the operation of each.  So, if a law be in opposition to the Constitution… the Court must determine which of these conflicting rules governs the case. This is of the very essence of judicial duty .” Chief Justice Marshall, Marbury v. Madison, 1803  

• Facts about Judicial Review
• Possible Subjects of Judicial Review
• No law or action can contradict the U.S. Constitution, which is the supreme law of the land.
• The court can only review a law that is brought before it through a law suit.
• State courts also have the power to review state laws or actions based upon their state constitutions.
• Legislative actions (laws made by congress)
• Executive actions (treaties, executive orders issued by the president, or regulations issued by a government agency)
• State and local laws

Case Studies

Marbury v. madison , 1803.

• Case History

When President John Adams did not win a second term in the 1801 election, he used the final days of his presidency to make a large number of political appointments.  When the new president (Thomas Jefferson) took office, he told his Secretary of State (James Madison), not to deliver the official paperwork to the government officials who had been appointed by Adams.  Thus the government officials, including William Marbury, were denied their new jobs.  William Marbury petitioned the U.S. Supreme Court for a writ of mandamus , to force Madison to deliver the commission.

Section 13 of the Judiciary Act of 1789 (a law written by Congress), gave the Supreme Court the authority to issue writs of mandamus to settle disputes such as the one described here.  This power to force actions of government officials went above and beyond anything mentioned in Article III of the Constitution.

Therefore, in addition to deciding whether or not William Marbury had a right to his job, the U.S. Supreme Court also had to decide whether or not Section 13 of the Judiciary Act was in violation of the Constitution (the birth of Judicial Review ).

This case did not reach the U.S. Supreme Court the way most issues do.  Most cases reach the Supreme Court as the court of last resort, when the Justices are asked to review a decision of a lower court.  In this case, William Marbury petitioned the U.S. Supreme Court directly due to the provision in Section 13 of the Judiciary Act of 1789.  Note:  The power to directly accept petitions such as these is not granted to the Supreme Court in the Constitution.

What Do You Think The U.S. Supreme Court Decided?

Though the Justices agreed that William Marbury had a right to his job, they also ruled that issuing the writ of mandamus to force that to happen did not fall under their jurisdiction as stated in the Constitution. The Supreme Court opinion explained that it is within their power and authority to review acts of Congress, such as the Judiciary Act of 1789, to determine whether or not the law is unconstitutional. By declaring Section 13 of the Judiciary Act of 1789 unconstitutional, the U.S. Supreme Court established the doctrine of Judicial Review.

The Supreme Court said “ The Constitution is either a superior, paramount law, unchangeable by ordinary means, or it is on a level with ordinary legislative acts, and, like other acts, is alterable when the legislature shall please to alter it. If the (first) part of the alternative be true, then a legislative act contrary to the Constitution is not law .” by author of opinion, Chief Justice John Marshall.

• The Oyez Project
• The opinion of the U.S. Supreme Court
• The official version of the opinion can be found in the U.S. Reports at your local law library. Marbury v. Madison , 5 U.S. 137 (1803)

Ladue v. Gilleo, 1994

In 1990, Margaret Gilleo placed a sign in the yard of her home in Ladue, Missouri. The sign said “Say No to War in the Persian Gulf, Call Congress Now.” The city of Ladue had a law against yard signs, and told Ms. Gilleo to take her signs down. Ms. Gilleo sued the city of Ladue for violating her 1 st Amendment rights.

Was Ladue’s law against signs unconstitutional?

Margaret Gilleo sued the city of Ladue in the U.S. District Court for the Eastern District of Missouri. The court ruled in her favor and stopped Ladue from enforcing the law. Ladue appealed the decision, and the Eighth Circuit Court of Appeals also found in Ms. Gilleo’s favor. The city of Ladue then asked the U.S. Supreme Court to review the case.

The U.S. Supreme Court affirmed the decision of the lower courts. Ladue’s law against yard signs violated the 1 st Amendment of the U.S. Constitution. The 1 st Amendment protects political speech, and banning yard signs takes away the main avenue by which people traditionally express their personal political views. The value of protecting personal political speech is more important than Ladue’s desire to keep the city free of clutter.

The Supreme Court said “ They may not afford the same opportunities for conveying complex ideas as do other media, but residential signs have long been an important and distinct medium of expression .” by author of opinion, Justice John Paul Stevens.

• The official version of the opinion can be found in the U.S. Reports at your local law library. Ladue v. Gilleo , 512 U.S. 43 (1994)

Harper v. Virginia Board of Elections, 1966

Annie Harper was not allowed to register to vote in Virginia because she wasn’t able to pay the state’s poll tax. Virginia law required voters to pay $1.50 tax to register, with the money collected going to public school funding. Ms. Harper sued the Virginia Board of Elections, claiming the poll tax violated her 14 th Amendment right to equal protection. Note: The 24 th Amendment to the Constitution already banned poll taxes in federal elections, but not in state elections.

Was the Virginia law requiring a tax to vote in a state election unconstitutional?

The U.S. District Court dismissed Ms. Harper’s suit in favor of the Board of Elections. She then asked the U.S. Supreme Court to review the case.

The Supreme Court declared the Virginia poll tax law unconstitutional. By making it more difficult for poor people to vote, the state was violating the 14 th Amendment guarantee of equal protection. Voting is a fundamental right, and should remain accessible to all citizens. The amount of wealth someone has should have no bearing on their ability to vote freely.

The Supreme Court said “ We conclude that a State violates the …(Constitution).. …whenever it makes the affluence of the voter or payment of any fee an electoral standard. Voter qualifications have no relation to wealth nor to paying or not paying this or any other tax …. Wealth or fee paying has, in our view, no relation to voting qualifications; the right to vote is too precious, too fundamental to be so burdened or conditioned. ” by author of opinion, Justice William O. Douglas

• The official version of the opinion can be found in the U.S. Reports at your local law library. Harper v. Virginia Board of Elections , 383 U.S. 663 (1966)

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Facts and Case Summary - Tinker v. Des Moines

Decision Date : February 24, 1969

At a public school in Des Moines, Iowa, students planned to wear black armbands at school as a silent protest against the Vietnam War.

When the principal became aware of the plan, he warned the students that they would be suspended if they wore the armbands to school because the protest might cause a disruption in the learning environment. Despite the warning, some students wore the armbands and were suspended.

During their suspension, the students' parents sued the school for violating their children's right to free speech. The U.S. District Court for the Southern District of Iowa sided with the school’s position, ruling that wearing the armbands could disrupt learning.

The students appealed the ruling to the U.S. Court of Appeals for the Eighth Circuit but lost and took the case to the Supreme Court of the United States.

Decision and Reasoning

In a 7-2 decision, the Supreme Court’s majority ruled that neither students nor teachers “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” The Court took the position that school officials could not prohibit only on the suspicion that the speech might disrupt the learning environment.

The dissent argued that the First Amendment does not grant the right to express any opinion at any time. Students attend school to learn, not teach. The armbands were a distraction. School officials, acting on a legitimate interest in school order, should have broad authority to maintain a productive learning environment.

DISCLAIMER: These resources are created by the Administrative Office of the U.S. Courts for educational purposes only. They may not reflect the current state of the law, and are not intended to provide legal advice, guidance on litigation, or commentary on any pending case or legislation.

McCulloch v. Maryland (1819)

Lesson plan.

Students learn about the landmark case McCulloch v. Maryland, in which the Supreme Court clarified what kinds of actions Congress can take under the “necessary and proper” clause. Students find out what events led to this case, look at some examples of what “necessary and proper” could include, and examine the relationship between state and federal power under the Supremacy Clause.

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Teacher Resources

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

• McCulloch v. Maryland_Student Docs.pdf
• McCulloch v. Maryland_Teacher Guide.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

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Oyez! Oyez! Oyez!: Simulating the Supreme Court

The Supreme Court building, built in 1935.

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"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.

Supreme Court Cases Quiz

Our free Supreme Court cases quiz will test your knowledge on 30 landmark Supreme Court cases. It is important for every government and politics student to be familiar with each of these important Supreme Court cases. These cases involve individual rights, criminal law, federalism, first amendment rights, and more. This Supreme Court quiz will help you review and memorize these important decisions.

Which Supreme Court case held that state laws establishing separate public schools for black and white students were unconstitutional?

Which supreme court case established that a public official suing for defamation must prove that the statement was made with “actual malice”, which supreme court case protects an individual’s right to possess a functioning handgun in their home, which supreme court case established that the constitution grants implied powers to congress which can be used to implement the constitution's express powers, which supreme court case upheld state laws requiring racial segregation at public facilities under the “separate but equal” doctrine, which supreme court case held that a search warrant is needed to track an automobile with a gps tracking device, which supreme court case established that police must advise criminal suspects of their constitutional rights before questioning them, which supreme court case invalidated a state law prohibiting the use of contraceptives on the grounds that the law violated the right to marital privacy, which supreme court case upheld the constitutionality of executive order 9066, which ordered japanese americans into internment camps during world war ii, which supreme court case held that the constitution does not provide a right to abortion, which supreme court case held that abortion is a fundamental right under the united states constitution, which supreme court case established the basis for the exercise of judicial review under article iii of the constitution, which supreme court case held that people of african descent who were brought to the u.s. and held as slaves (and their descendants) were not u.s. citizens and were not protected by the constitution, which supreme court case held that state courts are required by the fourteenth amendment to provide counsel to defendants in criminal cases, extending this sixth amendment federal requirement to the states, which supreme court case held that it is unconstitutional for state officials to write an official school prayer and to encourage students to recite it, which supreme court case held that the first amendment right to free speech doesn't protect speech that presents a “clear and present danger”, which supreme court case held that the act of burning a flag is protected “speech” under the first amendment, which supreme court case upheld the individual health insurance mandate included in the affordable care act, which supreme court case defined the first amendment rights of public school students, which supreme court case held that the president cannot use executive privilege to withhold evidence that is relevant in a criminal trial, which supreme court case struck down state funding for religious schools, which supreme court case held that the government cannot restrict independent political expenditures by corporations, which supreme court case held that the government, through the use of eminent domain, can claim and pass on privately owned land to another private owner if doing so results in economic development, which supreme court case held that the right to marry is guaranteed to same-sex couples, which supreme court case held that religious duty is not a legitimate defense to a criminal indictment, which supreme court case prohibits race-based admission decisions to institutions of higher education, which supreme court case established that evidence obtained through unreasonable searches and seizures, in violation of the fourth amendment, may not be used in state courts for state law criminal prosecutions, which supreme court case invalidated laws prohibiting interracial marriage, which supreme court case held that the commerce clause grants congress the power to regulate any aspect of commerce that crosses state lines, including modes of transportation, which supreme court case reaffirmed that obscene material is not protected by the first amendment, and also redefined the constitutional test for determining what constitutes obscene material.

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In the Gun Law Fights of 2023, a Need for Experts on the Weapons of 1791

Gun Law Before Court Is Most Often Used as a Deterrent

Restrictions on the homeless.

The Town at the Center of a Supreme Court Battle Over Homelessness

Homelessness Case Draws Unusual Alliances: Conservatives and California Democrats

Social media platforms’ first amendment rights.

Supreme Court to Decide How the First Amendment Applies to Social Media

Disinformation on social media.

Ruling Puts Social Media at Crossroads of Disinformation and Free Speech

N.r.a. and the first amendment.

The A.C.L.U. Has a New Client: The National Rifle Association

Opioids settlement.

Judge Overturns Purdue Pharma’s Opioid Settlement

Fate of Billions for Opioid Victims From Sacklers Rests With Supreme Court

Racial gerrymandering.

How Maps Reshape American Politics

Nancy Mace’s District Moved Right. Then She Helped Oust McCarthy.

Power of federal agencies.

A Fight Over a Fishing Regulation Could Help Tear Down the Administrative State

A Potentially Huge Supreme Court Case Has a Hidden Conservative Backer

Administrative courts.

Supreme Court Seems Wary of In-House S.E.C. Tribunals

Cross-state air pollution.

E.P.A. Tells Dozens of States to Clean Up Their Smokestacks

Bump stocks for guns.

What Is a Bump Stock and How Does It Work?

Polling data is based on a survey conducted online by YouGov from March 18 to 25 using a representative sample of 2,218 American adults. It comes from the SCOTUSPoll project by Stephen Jessee, University of Texas at Austin; Neil Malhotra, Stanford University; and Maya Sen, Harvard University. Numbers may not add to 100 percent because of rounding. Question wording and responses broken down by political party are available here .

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