Unit 3: Civil Liberties & Civil Rights
US Gov · Unit 3 · Paper 3

Civil Liberties & Civil Rights unit test

A test on this unit alone, marked as a percentage and a letter grade — for the test your class is actually sitting, rather than for May. Answer everything, then submit once: seeing the answer to question 3 before attempting question 4 makes the final percentage meaningless.

Paper 1Paper 2Paper 3
Each paper is built from this unit’s 24 terms and is the same for everyone, so a teacher can assign “Unit 3, Paper 3” and every student sits the identical test. Multiple choice is marked objectively; the written sections you mark yourself against the model answer and rubric.
Suggested time 31 min 28 points0/17 attempted
1

Equal protection clause

2

Engel v. Vitale (1962)

3

Strict scrutiny

4

Voting Rights Act of 1965

5

Wisconsin v. Yoder (1972)

6

Exclusionary rule

7

Tinker v. Des Moines (1969)

8

Symbolic speech

9

Free exercise clause

10

Right to privacy

11

Selective incorporation

12

New York Times v. United States (1971)

Short answer 1. Define or explain: Title IX

3 pts

Short answer 2. Define or explain: Affirmative action

3 pts

Short answer 3. Define or explain: McDonald v. Chicago (2010)

3 pts

Short answer 4. Define or explain: Civil Rights Act of 1964

3 pts

Free response

4 pts

SCOTUS COMPARISON. In Morse v. Frederick (2007), a high school student unfurled a banner reading "BONG HiTS 4 JESUS" on a public sidewalk as the Olympic torch relay passed his school during a school-sanctioned, school-supervised event. The principal confiscated the banner and suspended him. The Supreme Court held that school officials may restrict student speech that they reasonably view as promoting illegal drug use, given schools’ special responsibility for student welfare. (A) Identify the constitutional clause or provision at issue in both Morse v. Frederick and Tinker v. Des Moines Independent Community School District (1969). (B) Explain how the facts of Morse led to a different holding than in Tinker. (C) Describe one action students who disagree with the Morse decision could take to limit its effect in their own school.