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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 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 prohibits race-based admission decisions to institutions of higher education, 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 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 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 held that the constitution does not provide a right to abortion, 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 held that abortion is a fundamental right under the united states constitution, which supreme court case established that police must advise criminal suspects of their constitutional rights before questioning them, 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 laws establishing separate public schools for black and white students were unconstitutional, 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 invalidated laws prohibiting interracial marriage, which supreme court case held that the act of burning a flag is protected “speech” under the first amendment, 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 upheld the constitutionality of executive order 9066, which ordered japanese americans into internment camps during world war ii, 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 established that the constitution grants implied powers to congress which can be used to implement the constitution's express powers, which supreme court case established the basis for the exercise of judicial review under article iii of the constitution, which supreme court case upheld the individual health insurance mandate included in the affordable care act, which supreme court case held that the right to marry is guaranteed to same-sex couples, 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, which supreme court case held that religious duty is not a legitimate defense to a criminal indictment, which supreme court case protects an individual’s right to possess a functioning handgun in their home, which supreme court case held that a search warrant is needed to track an automobile with a gps tracking device, 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 upheld state laws requiring racial segregation at public facilities under the “separate but equal” doctrine, 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 defined the first amendment rights of public school students.

Landmark Supreme Court Cases

Let's learn about some landmark Supreme Court cases and think about how they impacted American law and society!

Landmark Cases Video 1

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Landmark Cases Video 2

Landmark cases video 3, landmark cases video 4, showing what you know.

A case study collection to help students demonstrate understanding of the impact of landmark Supreme Court Cases on American law and society.

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A reading activity to help students demonstrate understanding of the impact of Marbury v. Madison (1803) on American law and society.

A reading activity to help students understand aspects of the state and federal trial process and its impact on American society.

A reading and graphic organizart activity to help students demonstrate understanding of Article III and the court system on American law and society.

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Lesson Plan: AP Government Landmark Supreme Court Cases Review

The Significance of Marbury v. Madison

Author Cliff Sloan and Yale Law Professor Akhil Reed Amar explain the significance of the Supreme Court Case Marbury v. Madison.

Description

This lesson provides students with an opportunity to review the facts and holdings of, and connections between, the fourteen landmark Supreme Court cases selected for inclusion in the redesigned AP Government course (see list below). While the case selection is aligned with the Advanced Placement course, these landmark cases are suitable for use in any government course focusing on key Supreme Court decisions in United States legal history. Landmark Cases: Marbury v. Madision (1803); McCulloch v. Maryland (1819); Schenck v. United States (1919); Brown v. Board of Education (1954); Baker v. Carr (1961); Engel v. Vitale (1962); Gideon v. Wainwright (1963); Tinker v. Des Moines (1969); New York Times v. United States (1971); Wisconsin v. Yoder (1972); Shaw v. Reno (1993); United States v. Lopez (1995); Citizens United v. FEC (2010); McDonald v. Chicago (2010)

Forming Knowledge:

Students, working either individually or in jigsawed groups, peruse the following short video clips, as well as their textbook, class notes, and any other teacher-provided resources, to fact-find about each of the fourteen Key SCOTUS Cases from the redesigned AP Government exam, sharing and comparing information with one another.

Video Clip One: Marbury v. Madison - 1803

Video Clip Two: McCulloch v. Maryland - 1819

Video Clip Three: Schenck v. United States -1919

Video Clip Four: Brown v. Board of Education - 1954

Video Clip Five: Baker v. Carr - 1961

Video Clip Six: Engel v. Vitale - 1962

Video Clip Seven: Gideon v. Wainwright - 1963

Video Clip Eight: Tinker v. Des Moines - 1969

Video Clip Nine: New York Times v. U.S. - 1971

Video Clip Ten: Wisconsin v. Yoder - 1972

Video Clip Eleven: Shaw v. Reno - 1993

Video Clip Twelve: U.S. v. Lopez - 1995

Video Clip Thirteen: Citizens United v. FEC - 2010

Video Clip Fouteen: McDonald v. Chicago - 2010

Enhancing Knowledge & Connections:

Students complete the Key Supreme Court Cases Overview Chart , using the video clips above and/or the more extensive lesson plans hyperlinked within the chart, to extend and enhance their understanding of each case and the connections between cases.

Reviewing Knowledge:

Using the Key SCOTUS Cases Game Cards , students play any of the below games as directed, or a variation of your class's creation, in small groups (sized as works best for your particular classroom).

NOTE: In order to enhance game play, the game cards contain a few cases in addition to those in the College Board's list of 14. As you wish, you can keep those extra cards, discard them, or replace them with cases of your selection. Each set of directions is repeated twice on the first sheet to facilitate creation of class sets of game cards. There are also five variations for review card gameplay in the C-SPAN AP Government Key Founding Documents Review lesson that can be adapted for these document cards!

Variation One:

• Shuffle the cards then deal them out facedown across your table
• When it’s your turn, choose any two cards and turn them face up
• State the Constitutional issue involved in each case, earning one point per case.
• State the ruling of each case, earning one point per case.
• State an AP-worthy comparison between either those two cases OR one of those cases and another relevant SCOTUS case for two additional points
• The first player to 18 points wins!

Variation Two:

• Shuffle the cards and then deal out the top six face up
• Organize the cases you’ve dealt in a manner that makes sense to you.
• Send two members of your group as ambassadors to two other groups and leave the remaining group member(s) at your table to receive ambassadors from other groups
• Explain the way you have grouped your cases to the ambassadors you’ve received
• Welcome your ambassadors back to your table and have them explain how the groups they visited arranged the cases they drew.
• Repeat Steps 1-5!

Variation Three:

• Shuffle the cards then deal them out three cards to each player. Place the remaining cards face down in one pile in the middle of the table.
• Flip over the top card from the face-down deck
• The first person to slap down one of the cards in his/her hand and articulate an AP-worthy comparison between that case and the case dealt in #2 earns one point and draws a card from the top of the stack to add to his/her hand.
• Repeat steps 2 & 3
• The first player to 5 points wins!

Variation Four:

• Shuffle the cards then deal out three cards to each player
• Each player chooses one card and places it face down in front of the player to his/her left. Play then begins with the youngest player and then proceeds counterclockwise around the group.
• For your turn, flip over the card you were passed. Earn one point for accurately stating the Constitutional issue involved in that case and one point for stating the ruling of that case. Earn two additional points for stating the facts and ruling of one of the two cases remaining in your hand and one point for articulating a comparison between that case and the case you were passed.
• The first player to 15 points wins!

Variation Five:

• Shuffle the cards, deal out five to each player, and place the remaining cards face down in the middle of the table. Turn the top card of that pile face up.
• Play begins with the youngest player and then proceeds counterclockwise around the group.
• Choose a card from your hand and place it face up on top of the middle card, articulating an AP-worthy connection between the two.
• If you can’t play, pass your turn. If every player passes in the same turn, flip over another card from the face-down pile.
• The first player to get rid of all of the cards in his/her hand wins!

Reviewing Knowledge Virtually:

The Key SCOTUS Cases VIRTUAL REVIEW Game Cards were designed as variations to the above games that could be printed out individually in student homes and played virtually, on their own initiative or as directed/facilitated by you, using a virtual collaboration platform like Zoom or FaceTime.

There are also five variations for virtual review card gameplay in the C-SPAN AP Government Key Founding Documents Review lesson that can be adapted for these case cards!

Virtual Variation One

• Each of you shuffles your set of cards then deals them out facedown in front of you
• When it’s your turn, choose any two cards and turn them face up. Your first card may not be one you’ve chosen in a previous turn.

Virtual Variation Two

• One of you, serving as the dealer, shuffles the cards and then deals out the top six face up so that everyone can see them
• The first player to yell “Certiorari!” and articulate a connection between three of the face-up cases receives three points.
• The next player(s) to yell “Concurring!” and assert connection between three cases (one or two of three originally articulated may be repeated, but not all three as one set) receive(s) two points
• When no other connections can be identified, the dealer repeats step 1
• The first player to 12 points wins!

Virtual Variation Three

• Each of you shuffles your set of the cards then deals out three cards to yourself. Place your remaining cards face down in one pile in front of you that’s visible to everyone else
• One of you flips over the top card from your face-down deck.
• After the top card has been revealed, the first person to slap down one of the cards in his/her hand (which CANNOT be the same card!) and articulate an AP-worthy comparison between that case and the case dealt in #2 earns one point and draws a card from the top of the stack to add to his/her hand.
• Repeat steps 2 & 3, taking turns flipping over your top card.

Virtual Variation Four

• Each of you shuffles your set of cards then deals out three to yourself (do not reveal them to your opponents)
• Each player chooses one card and places it face down. Play then begins with the youngest player and then proceeds in age order
• For your turn, identify an opponent, flip over the card you placed face down, The identified opponent earns one point for accurately stating the Constitutional issue involved in that case and one point for stating the ruling of that case. He/she earns two additional points for stating the facts and ruling of one of the two cases remaining in his/her hand and one point for articulating a comparison between that case and the case you revealed.

Virtual Variation Five

• One of you, serving as the dealer, shuffles your set of cards, deals out four cards to each player (in some manner that can be seen by everyone), places the remaining cards face down in a stack, and flips over the top card from that stack.
• Play begins with the oldest player and proceeds in reverse age order
• For your turn, choose a card from your hand and have the dealer place it face up on top of the revealed card from the stack, articulating an AP-worthy connection between the two.
• If you can’t play, pass your turn. If every player passes in the same turn, the dealer flips over another card from the face-down pile.
• The first player to get rid of all of the cards in his/her hand wins

Extending Knowledge:

Students engage in one or more of the below activities, either working individually or in groups, to reflect their understanding of the cases.

MIND MAP IT: Create a mind map or similar infographic detailing the key facts of your selected case and key provisions of the ruling.

AMI-CRUSHING IT: For your selected case, determine two groups that might reasonably have filed amicus briefs supporting each side. Write a short explanation for each of the four indicating why you feel they would have been on that side, what you believe the gist of their argument would have been, and a hashtag they might have used to try to build social media support for their position..

MEANING IN THE MEME-ING: Create two memes for your selected case that convey main ideas, along with two opportune hashtags that for each might be used when posting that meme on social media.

CELEBRITY ENDORSEMENT: Choose a famous person whom, in your view, would be an active proponent of the ideas/ruling in your selected case because of the way those the case might apply to his/her life. Print a picture of your celebrity with a thought bubble indicating and explaining your rationale.

PRESS PLAY: Create either a Netflix queue or a song playlist to accompany your selected case. Your list should have 6-8 entries, each an actual film/TV show or song (depending on which option you choose) that, in your view, connects to a significant theme or component of your case, accompanied by an explanation of that connection.

• ADVERTISE YOUR UNDERSTANDING: Create a one-page (8½x11) color magazine ad “promoting” your selected case. Your ad should contain a tagline and a picture, and should clearly communicate 6-8 main ideas from the facts and ruling of your case.

Communicating Knowledge:

Students respond to:

• The SCOTUS Comparison Question from page 28 of the the publicly released AP Government and Politics practice exam .
• and/or this SCOTUS comparison question
• and/or any or all of these four SCOTUS comparison questions
• and/or a SCOTUS comparison question that you've created or found

Kahoot!ing Knowledge

This 35-question Kahoot contains excerpts from each of the 14 key SCOTUS cases and 9 founding documents for students to identify. It can be played in class, over Zoom via a shared screen, or independently by students.

Blooketing Knowledge

This 36-question Blooket contains excerpts from each of the 14 key SCOTUS cases and 9 founding documents for students to identify. It can be played in class, over Zoom, or independently by students.

Blooketing More Knowledge

This 34-question Blooket reviews a series of landmark SCOTUS cases, including the 14 key AP Gov cases.

Quizleting Knowledge

This Quizlet set contains excerpts from each of the 14 key SCOTUS cases and 9 founding documents for students to use as flashcards or for Quizlet gameplay.

Related Article

• How to Read a U.S. Supreme Court Opinion | American Bar Association

Additional Resources

• SCOTUS Case Summaries | Oyez.org
• AP U.S. Government and Politics Required Documents and Supreme Court Cases - Google Docs
• C-SPAN Lesson Plan: AP Government Key Foundational Documents Review

Respond to the writing prompt, presented in the style of the SCOTUS Comparison Question component of the redesigned AP Government and Politics exam.

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The first amendment, classroom resources by topic, ap supreme court cases, introduction.

Review the top 15 Supreme Court cases from a typical course of study for an AP Government class and better understand these landmark Supreme Court cases and the U.S. Constitution’s foundational principles. Cases include  McCulloch v. Maryland  (1819),  Engel v. Vitale  (1962),  Schenck v. United States  (1919),  Gideon v. Wainwright  (1963),  Baker v. Carr  (1963), and 10 more canonical cases. This is a great unit for middle school students to preview and investigate the Supreme Court cases to encourage further study of government.

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13.5 Judicial Decision-Making and Implementation by the Supreme Court

Learning objectives.

By the end of this section, you will be able to:

• Describe how the Supreme Court decides cases and issues opinions
• Identify the various influences on the Supreme Court
• Explain how the judiciary is checked by the other branches of government

The courts are the least covered and least publicly known of the three branches of government. The inner workings of the Supreme Court and its day-to-day operations certainly do not get as much public attention as its rulings, and only a very small number of its announced decisions are enthusiastically discussed and debated. The Court’s 2015 decision on same-sex marriage was the exception, not the rule, since most court opinions are filed away quietly in the United States Reports , sought out mostly by judges, lawyers, researchers, and others with a particular interest in reading or studying them.

Thus, we sometimes envision the justices formally robed and cloistered away in their chambers, unaffected by the world around them, but the reality is that they are not that isolated, and a number of outside factors influence their decisions. Though they lack their own mechanism for enforcement of their rulings and their power remains checked and balanced by the other branches, the effect of the justices’ opinions on the workings of government, politics, and society in the United States is much more significant than the attention they attract might indicate.

JUDICIAL OPINIONS

Every Court opinion sets precedent for the future. The Supreme Court ’s decisions are not always unanimous, however; the published majority opinion , or explanation of the justices’ decision, is the one with which a majority of the nine justices agree. It can represent a vote as narrow as five in favor to four against. A tied vote is rare but can occur at a time of vacancy, absence, or abstention from a case, perhaps where there is a conflict of interest. In the event of a tied vote, the decision of the lower court stands.

Most typically, though, the Court will put forward a majority opinion. If he or she is in the majority, the chief justice decides who will write the opinion. If not, then the most senior justice ruling with the majority chooses the writer. Likewise, the most senior justice in the dissenting group can assign a member of that group to write the dissenting opinion ; however, any justice who disagrees with the majority may write a separate dissenting opinion. If a justice agrees with the outcome of the case but not with the majority’s reasoning in it, that justice may write a concurring opinion .

Court decisions are released at different times throughout the Court’s term, but all opinions are announced publicly before the Court adjourns for the summer. Some of the most controversial and hotly debated rulings are released near or on the last day of the term and thus are avidly anticipated ( Figure 13.12 ).

Link to Learning

One of the most prominent writers on judicial decision-making in the U.S. system is Dr. Forrest Maltzman of George Washington University. Maltzman’s articles, chapters, and manuscripts, along with articles by other prominent authors in the field, are downloadable at this site.

INFLUENCES ON THE COURT

Many of the same players who influence whether the Court will grant cert . in a case, discussed earlier in this chapter, also play a role in its decision-making, including law clerks, the solicitor general, interest groups, and the mass media. But additional legal, personal, ideological, and political influences weigh on the Supreme Court and its decision-making process. On the legal side, courts, including the Supreme Court, cannot make a ruling unless they have a case before them, and even with a case, courts must rule on its facts. Although the courts’ role is interpretive, judges and justices are still constrained by the facts of the case, the Constitution, the relevant laws, and the courts’ own precedent.

A justice’s decisions are influenced by how he or she defines his role as a jurist, with some justices believing strongly in judicial activism , or the need to defend individual rights and liberties, and they aim to stop actions and laws by other branches of government that they see as infringing on these rights. A judge or justice who views the role with an activist lens is more likely to use his or her judicial power to broaden personal liberty, justice, and equality. Still others believe in judicial restraint , which leads them to defer decisions (and thus policymaking) to the elected branches of government and stay focused on a narrower interpretation of the Bill of Rights. These justices are less likely to strike down actions or laws as unconstitutional and are less likely to focus on the expansion of individual liberties. While it is typically the case that liberal actions are described as unnecessarily activist, conservative decisions can be activist as well.

Critics of the judiciary often deride activist courts for involving themselves too heavily in matters they believe are better left to the elected legislative and executive branches. However, as Justice Anthony Kennedy has said, “An activist court is a court that makes a decision you don’t like.” 61

Justices’ personal beliefs and political attitudes also matter in their decision-making. Although we may prefer to believe a justice can leave political ideology or party identification outside the doors of the courtroom, the reality is that a more liberal-thinking judge may tend to make more liberal decisions and a more conservative-leaning judge may tend toward more conservative ones. Although this is not true 100 percent of the time, and an individual’s decisions are sometimes a cause for surprise, the influence of ideology is real, and at a minimum, it often guides presidents to aim for nominees who mirror their own political or ideological image. It is likely not possible to find a potential justice who is completely apolitical.

And the courts themselves are affected by another “court”—the court of public opinion. Though somewhat isolated from politics and the volatility of the electorate, justices may still be swayed by special-interest pressure, the leverage of elected or other public officials, the mass media, and the general public. As times change and the opinions of the population change, the court’s interpretation is likely to keep up with those changes, lest the courts face the danger of losing their own relevance.

Take, for example, rulings on sodomy laws: In 1986, the Supreme Court upheld the constitutionality of the State of Georgia’s ban on sodomy, 62 but it reversed its decision seventeen years later, invalidating sodomy laws in Texas and thirteen other states. 63 No doubt the Court considered what had been happening nationwide: In the 1960s, sodomy was banned in all the states. By 1986, that number had been reduced by about half. By 2002, thirty-six states had repealed their sodomy laws, and most states were only selectively enforcing them. Changes in state laws, along with an emerging LGBT movement, no doubt swayed the Court and led it to the reversal of its earlier ruling with the 2003 decision, Lawrence v. Texas ( Figure 13.13 ). 64

Heralded by advocates of gay rights as important progress toward greater equality, the ruling in Lawrence v. Texas illustrates that the Court is willing to reflect upon what is going on in the world. Even with their heavy reliance on precedent and reluctance to throw out past decisions, justices are not completely inflexible and do tend to change and evolve with the times.

Get Connected!

The importance of jury duty.

Since judges and justices are not elected, we sometimes consider the courts removed from the public; however, this is not always the case, and there are times when average citizens may get involved with the courts firsthand as part of their decision-making process at either the state or federal levels. At some point, if you haven’t already been called, you may receive a summons for jury duty from your local court system. You may be asked to serve on federal jury duty , such as U.S. district court duty or federal grand jury duty, but service at the local level, in the state court system, is much more common.

While your first reaction may be to start planning a way to get out of it, participating in jury service is vital to the operation of the judicial system, because it provides individuals in court the chance to be heard and to be tried fairly by a group of their peers. And jury duty has benefits for those who serve as well. You will no doubt come away better informed about how the judicial system works and ready to share your experiences with others. Who knows? You might even get an unexpected surprise, as some citizens in Dallas, Texas did recently when former President George W. Bush showed up to serve jury duty with them.

Have you ever been called to jury duty? Describe your experience. What did you learn about the judicial process? What advice would you give to someone called to jury duty for the first time? If you’ve never been called to jury duty, what questions do you have for those who have?

THE COURTS AND THE OTHER BRANCHES OF GOVERNMENT

Both the executive and legislative branches check and balance the judiciary in many different ways. The president can leave a lasting imprint on the bench through his or her nominations, even long after leaving office. The president may also influence the Court through the solicitor general’s involvement or through the submission of amicus briefs in cases in which the United States is not a party.

President Franklin D. Roosevelt even attempted to stack the odds in his favor in 1937, with a “court-packing scheme” in which he tried to get a bill passed through Congress that would have reorganized the judiciary and enabled him to appoint up to six additional judges to the high court ( Figure 13.14 ). The bill never passed, but other presidents have also been accused of trying similar moves at different courts in the federal system. Most recently, some members of Congress suggested that President Obama was attempting to “pack” the District of Columbia Circuit Court of Appeals with three nominees. Obama was filling vacancies, not adding judges, but the “packing” term was still bandied about. 65

Likewise, Congress has checks on the judiciary. It retains the power to modify the federal court structure and its appellate jurisdiction, and the Senate may accept or reject presidential nominees to the federal courts. Faced with a court ruling that overturns one of its laws, Congress may rewrite the law or even begin a constitutional amendment process.

But the most significant check on the Supreme Court is executive and legislative leverage over the implementation and enforcement of its rulings. This process is called judicial implementation . While it is true that courts play a major role in policymaking, they have no mechanism to make their rulings a reality. Remember it was Alexander Hamilton in Federalist No. 78 who remarked that the courts had “neither force nor will, but merely judgment.” And even years later, when the 1832 Supreme Court ruled the State of Georgia’s seizing of Native American lands unconstitutional, 66 President Andrew Jackson is reported to have said, “John Marshall has made his decision, now let him enforce it,” and the Court’s ruling was basically ignored. 67 Abraham Lincoln , too, famously ignored Chief Justice Roger B. Taney ’s order finding unconstitutional Lincoln’s suspension of habeas corpus rights in 1861, early in the Civil War. Thus, court rulings matter only to the extent they are heeded and followed.

The Court relies on the executive to implement or enforce its decisions and on the legislative branch to fund them. As the Jackson and Lincoln stories indicate, presidents may simply ignore decisions of the Court, and Congress may withhold funding needed for implementation and enforcement. Fortunately for the courts, these situations rarely happen, and the other branches tend to provide support rather than opposition. In general, presidents have tended to see it as their duty to both obey and enforce Court rulings, and Congress seldom takes away the funding needed for the president to do so.

For example, in 1957, President Dwight D. Eisenhower called out the military by executive order to enforce the Supreme Court’s order to racially integrate the public schools in Little Rock, Arkansas. Eisenhower told the nation: “Whenever normal agencies prove inadequate to the task and it becomes necessary for the executive branch of the federal government to use its powers and authority to uphold federal courts, the president’s responsibility is inescapable.” 68 Executive Order 10730 nationalized the Arkansas National Guard to enforce desegregation because the governor refused to use the state National Guard troops to protect the Black students trying to enter the school ( Figure 13.15 ).

So what becomes of court decisions is largely due to their credibility, their viability, and the assistance given by the other branches of government. It is also somewhat a matter of tradition and the way the United States has gone about its judicial business for more than two centuries. Although not everyone agrees with the decisions made by the Court, rulings are generally accepted and followed, and the Court is respected as the key interpreter of the laws and the Constitution. Over time, its rulings have become yet another way policy is legitimately made and justice more adequately served in the United States.

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11 min read • july 12, 2023

Your Guide to the 2024 AP US Government & Politics Exam

We know that studying for your AP exams can be stressful, but Fiveable has your back! We created a study plan to help you crush your AP Government and Politics exam. This guide will continue to update with information about the 2024 exams, as well as helpful resources to help you do your best on test day. Unlock Cram Mode for access to our cram events—students who have successfully passed their AP exams will answer your questions and guide your last-minute studying LIVE! And don't miss out on unlimited access to our database of thousands of practice questions.

Format of the 2024 AP US Gov Exam

Going into test day, this is the format to expect:

📃 55 multiple-choice questions with 80 minutes to complete them.

There will be ~30 individual, stand-alone questions.

All the other questions will be put together into sets. You may be asked to complete a quantitative, qualitative, or visual analysis in these questions.

✍ 4 free-response questions with 100 minutes to complete them. You should devote ~20 minutes to each response.

Question 1 is always a concept application question.

Question 2 is a quantitative analysis question, where you will analyze data and come to a conclusion.

Question 3 is a Supreme Court case comparison essay. You will compare a required court case with a nonrequired one, explaining how they are related.

Lastly, question 4 is an argumentative essay .

👉 Check out the 2023 AP US Government and Politics Free-Response Section posted on the College Board site.

Scoring Rubric for the AP US Government Exam

View an example set of questions and the corresponding scoring guidelines (page 186) from the College Board to get an idea of what they look for in your responses! You can also focus in on the argumentative essay (free response #4) and take a look at that rubric here .

Check out our study plan below to find resources and tools to prepare for your AP US Government exam.

When is the 2024 AP Gov Exam and How do I Take it?

Tests will be taken in person at your school. Here is what we know from College Board so far:

The exam date will be in-person and on paper at your school on Monday, May 6, 2024 at 8 am, your local time.

You have 3 hours to take the exam. We will have more updates from College Board soon, but as of now, this is what we know!

How Should I Prepare for the AP Gov Exam?

First, you need to take stock of your progress in the course so far so that you can build your study plan according to your needs. Download the AP Government and Politics Cheatsheet PDF —a single sheet that covers everything you need to know—so that you can see a map of the entire course and quickly spot the weak areas that you need to focus on.

Then, create your study plan by focusing on your learning styles and areas to improve. Which types of questions do you need to practice more? We've put together the study plan found below to help you study between now and May. This will cover all of the units and essay types to prepare you for your exam. Pay special attention to the units that you need the most improvement in.

Study, practice, and review for test day with other students during our live cram sessions via Cram Mode . Cram live streams will teach, review, and practice important topics from AP courses, college admission tests, and college admission topics. These streams are hosted by experienced students who know what you need to succeed.

Finally, build your study schedule in advance! We highly suggest making your study schedule ahead of time so that you can easily join interactive study sessions such as live streams, voice chats, and study groups.

Pre-Work: Set Up Your Study Environment

Before you begin studying, take some time to get organized.

🖥 Create a study space.

Make sure you have a designated place at home to study. Somewhere you can keep all of your materials, where you can focus on learning, and where you are comfortable. Spend some time prepping the space with everything you need and you can even let others in the family know that this is your study space. 

📚 Organize your study materials.

Get your notebook, textbook, prep books, or whatever other physical materials you have. Also create a space for you to keep track of review. Start a new section in your notebook to take notes or start a Google Doc to keep track of your notes. Get yourself set up!

📅 Plan designated times for studying.

The hardest part about studying from home is sticking to a routine. Decide on one hour every day that you can dedicate to studying. This can be any time of the day, whatever works best for you. Set a timer on your phone for that time and really try to stick to it. The routine will help you stay on track.

🏆 Decide on an accountability plan.

How will you hold yourself accountable to this study plan? You may or may not have a teacher or rules set up to help you stay on track, so you need to set some for yourself. First set your goal. This could be studying for x number of hours or getting through a unit. Then, create a reward for yourself. If you reach your goal, then x. This will help stay focused!

AP US Government & Politics 2024 Study Plan

🏛️ unit 1: foundations of american democracy, big takeaways:.

Unit 1 introduces the concept of democracy and its various forms. The documents that first started the United States are analyzed by looking at the challenges and promises associated with each. The division of power within our government: individual rights vs government authority and state vs federal government powers are at the heart of this unit and discussed within each founding document. 

Definitely do this:

🎥 Watch these videos:

Intro to American Government, models of Representative Democracy : A full review of the types of democracy, the difference between government and politics as well as the functions of government are discussed. 

Foundational Documents Review : A deep dive into the foundational documents you need to know for the exam.

Ratification of the Constitution: Constitutional Convention : A review of the compromises leading to the ratification of the Constitution. 

📰 Check out these articles:

Unit 1 Overview: Foundations of American Democracy 

1.1 Ideals of Democracy  

1.2 Types of Democracy 

1.3 Federalist No. 10 & Brutus 1 Summary 

1.4 Challenges of the Articles of Confederation

1.5 Ratification of the US Constitution

1.6 Principles of American Government

1.7 Relationship Between States and the Federal Government

1.8 Constitutional Interpretations of Federalism

1.9 Federalism in Action 

1.10 Required Founding Documents

✍️ Practice:

Best Quizlet Deck: AP Gov Unit 1 by bryce_s

If you have more time or want to dig deeper:

👻 Check out Too Late to Apologize: An Ode to the Declaration of Independence (YouTube)

Types of Federalism Part 1 - Dual vs Cooperative

Marbury v. Madison, McCulloch v. Maryland and US v. Lopez

The Powers - Expressed, Implied, Concurrent, Denied...

⚖️ Unit 2: Interactions Among Branches of Government

Unit 2 dives into the separation of powers between our three branches of government. It looks at the specific powers of each branch as outlined in the Constitution and how each branch has grown in power through the years. The system of checks and balances and the role each branch plays in holding the other accountable is analyzed. 

Legislative and Judicial Branch Review : This stream provides a review of the legislative and judicial branches including their powers and role within the federal government.

Powers of the Presidency : This stream provides a review of the executive branch including its powers and role within the federal government.

Separation of Powers/Checks and Balances : This video from Crash Course reviews the separation of powers between the three branches of government. It also looks at the ways each branch “checks” the other. 

Unit 2 Overview: Interactions Among Branches of Government

2.1 Congress : The Senate and the House of Representatives

2.2 Structures, Powers, and Functions of Congress

2.3 Congressional Behavior

2.4 Roles and Power of the President

2.5 Checks on the Presidency

2.6 Expansion of Presidential Power

2.7 Presidential Communication

2.8 The Judicial Branch

2.9 Legitimacy of the Judicial Branch

2.10 The Court in Action

2.11 Checks on the Judicial Branch

2.12 The Bureaucracy

2.13 Discretionary and Rule-Making Authority

2.14 Holding the Bureaucracy Accountable

2.15 Policy and the Branches of Government

Best Quizlet Deck: Unit 2 – AP Gov by k8te13

Bill to Law Process

Review and Application of Iron Triangles and Issue Networks

Selection and Nomination of Federal Judges

✊ Unit 3: Civil Liberties and Civil Rights

Unit 3 takes the principles of our government established in Units 1 and 2 to analyze maintaining those principles while balancing liberty and order. The role of the Bill of Rights and the 14th amendment in guaranteeing civil rights and liberties for all citizens is at the heart of this unit.  

First and Second Amendments : This stream looks at what the first and second amendments say, how they have been interpreted and some of the major Supreme Court cases around them.

Civil Liberties and Civil Rights : This video from crash course provides a review of the civil liberties and civil rights guaranteed to US citizens. It also looks at the way the Bill of Rights has been interpreted since its inception in relation to liberties and rights.

The 14th Amendment : This stream breaks down the 14th amendment and many of the key terms associated with it: due process, equal protection, incorporation, citizenship, and privileges or immunities clause. 

Required Supreme Court Cases from 1st-10th Amendments : This stream reviews Supreme Court cases about the 1st-10th Amendments and how they protect civil liberties today!

Unit 3 Overview: Civil Liberties and Civil Rights

3.1 The Bill of Rights

3.2 First Amendment: Freedom of Religion

3.3 First Amendment: Freedom of Speech

3.4 First Amendment: Freedom of the Press

3.5 Second Amendment: Rights to Bear Arms

3.6 Amendments: Balancing Individual Freedom with Public Order and Safety

3.7 Selective Incorporation & the 14th Amendment

3.8 Amendments: Due Process and the Rights of the Accused

3.9 Amendments: Due Process and the Right to Privacy

3.10 Social Movements and Equal Protection

3.11 Government Responses to Social Movements

3.12 Balancing Minority and Majority Rights

3.13 Affirmative Action

Best Quizlet Deck: AP Gov – Civil Liberties and Rights by Sandy_Midgley

📜 Check out Bill of Rights and Bill of Rights (YouTube)

Civil Liberties and Civil Rights (Fiveable stream)

🐘Unit 4: American Political Ideologies and Beliefs

Unit 4 focuses on political ideology - the idea that there are different and consistent patterns of beliefs about political values and the role of government within the context that we live in. This unit will discuss the different American ideologies and how major parties influence them.

Political Socialization and Political Ideology : This stream discusses what influences people's political views and a few different dominant political ideologies.

Political Parties and Their Platforms : This stream dives into the major beliefs and ideologies of the Republican and Democratic party platforms, the history of political parties, their impact on voters and the government, and third parties were also discussed.

Economic Ideology - Keynesian vs Supply Side : In this stream we dived into fiscal economic theory and policy, looking at the liberal take on Keynesian theory and the conservative look at supply-side theory. 

Unit 4 Overview: American Political Ideologies and Beliefs

4.1 American Attitudes about Government and Politics

4.2 Political Socialization

4.4 Influence of Political Events on Ideology

4.5 Measuring Public Opinion

4.6 Evaluating Public Opinion Data

4.7 Ideologies of Political Parties

4.8 Ideology and Policy Making

4.9 Ideology and Economic Policy

4.10 Ideology and Social Policy

Best Quizlet Deck: AP GOV Unit 4 by MARGARET_CYLKOWSKI

A Review of Public Policy (Social Policy)

A Review of Public Policy (Economic Policy)

Social Security, Healthcare, and Education Policy

🗳Unit 5: Political Participation

This unit focuses on how we, citizens, can participate in politics as well as how the media, finance and other factors play a part in our government and policy-making. 

Voting and Voter Behavior : Who votes and why do they vote? This stream answers these questions and explains the process of voting in the US in this stream.

Campaign Finance : Campaign finance isn't as scary as you think! This stream looks at the Federal Elections Campaign Act, hard vs soft money, Buckley vs Valeo, Bipartisan Campaign Reform Act, Citizens United vs FEC, 501(c)s, and more!

Media Ownership and Bias :  This steam discusses the growing concentration of media companies and how bias in media affects both policy-making and public interest.

Critical Elections: Realignments and Dealignment : Often, students are confused on the differences between a party realignment and dealignment. This stream covers those around the five critical elections in US history. 

Unit 5 Overview: Political Participation

5.1 Voting Rights and Models of Voting Behaviour

5.2 Voter Turnout

5.3 Political Parties

5.4 How and Why Political Parties Change

5.5 Third-Party Politics

5.6 Interest Groups Influencing Policy Making

5.7 Groups Influencing Policy Outcomes

5.8 Electing a President

5.9 Congressional Elections

5.10 Modern Campaigns

5.11 Campaign Finance

5.12 The Media

5.13 Changing Media

Best Quizlet Deck: AP Government - Political Participation by Carpenter-Economics

🧐AP US Government - Multiple Choice Questions (MCQ)

AP US Government Multiple Choice Questions

AP US Government Multiple Choice Help (MCQ)

🏛️AP US Government - Free Response Questions (FRQ)

Breaking Down the Supreme Court Case Comparison Essay : This stream discusses how exactly to write the Supreme Court Case Comparison Essay, FRQ #3, on the AP Gov exam! We talked about the elements of a good response, and wrote one ourselves!

Writing Workshop on the Argumentative Essay : This stream explores the Argumentative Essay, looking at the rubric and then using the remainder of the time to practice our skills. 

AP US Government Free Response Help - FRQs

FRQ: Conceptual Analysis

FRQ: SCOTUS Application

AP Gov FRQ: Argument Essay Review (2020)

AP Gov FRQ: Quantitative Analysis Review (2020)

AP Gov SAQ Practice Prompt Answers & Feedback

AP GoPo Free Response Questions (FRQ) – Past Prompts

AP Gov Federalism Practice Prompt Answers & Feedback

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What are the supreme Court case study 2 answers?

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What is the supreme court case study 42 answer?

You need to answer this question because we don’t do homework. Your teacher is looking for your critical thinking skills skills and not our answers.

Was Emmett Till's court case a supreme court case?

No it was not a supreme court case, but a state case because it was held in the local court

What are the supreme court case 59 answers?

What reason did the president give for justifying his claim of executive privilege

How does a case on appeal reach a supreme court?

A case on appeal reaches the supreme court if the judges below them cant handle it or that case specifically but it is very hard to get a case on appeal in the supreme court

Who won in the Rhodes v Chapman supreme court case?

chapman won the supreme court case

Who decide whether or not the Supreme Court will review case?

who decides whether or not the supreme court will review a case

What does the supreme court case us v bagley do?

What does the supreme court case burns v. reed do?

What court case affirmed which power of the Supreme Court in the trial of Marbury v Madison?

power to determine whether a law is constitutional (study island)

What Supreme Court case set up the Supreme Court?

There is no case that set up the Supreme Court. The US Supreme Court was required under Article III of the Constitution; Congress created it with the Judiciary Act of 1789.

Which court hears the case if a case involves the constitution?

supreme court

When a case goes directly to the US Supreme Court it is called what?

If the US Supreme Court is the first to hear a case, the Court has original jurisdiction.

What does SCt stands for in Supreme Court?

S.Ct. is an abbreviation for Supreme Court. S.Ct. indicates the writer is citing a Supreme Court case.

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