AP U.S. Government - Select a Category
AP Political Science Practices and Multiple-Choice Analysis
Describe Political Concepts and Institutions: Which choice most accurately identifies and describes a political principle, institution, process, policy, or behavior presented in a prompt? Aligned to CB AP Gov CED Course Skill 1.A - Describe political principles, institutions, processes, policies, and behaviors - Describe Political Concepts and Institutions: CB AP Gov CED: Course Skill 1.A - Describe political principles, institutions, processes, policies, and behaviors.
Explain Political Relationships and Effects: Which explanation best accounts for how or why a political principle, institution, process, policy, or behavior produces a stated effect? Aligned to CB AP Gov CED Course Skill 1.B - Explain political principles, institutions, processes, policies, and behaviors - Explain Political Relationships and Effects: CB AP Gov CED: Course Skill 1.B - Explain political principles, institutions, processes, policies, and behaviors.
Compare Political Concepts and Institutions: Which comparison accurately identifies a meaningful similarity or difference between political principles, institutions, processes, policies, or behaviors? Aligned to CB AP Gov CED Course Skill 1.C - Compare political principles, institutions, processes, policies, and behaviors - Compare Political Concepts and Institutions: CB AP Gov CED: Course Skill 1.C - Compare political principles, institutions, processes, policies, and behaviors.
Recognize Political Concepts in Context: Given a historical or contemporary scenario, which description correctly identifies the political principle, institution, process, policy, or behavior illustrated? Aligned to CB AP Gov CED Course Skill 1.D - Describe political principles, institutions, processes, policies, and behaviors illustrated in different scenarios in context - Recognize Political Concepts in Context: CB AP Gov CED: Course Skill 1.D - Describe political principles, institutions, processes, policies, and behaviors illustrated in different scenarios in context.
Apply Political Concepts to New Scenarios: Given an unfamiliar scenario, which explanation best applies a relevant political principle, institution, process, policy, or behavior? Aligned to CB AP Gov CED Course Skill 1.E - Explain how political principles, institutions, processes, policies, and behaviors apply to different scenarios in context - Apply Political Concepts to New Scenarios: CB AP Gov CED: Course Skill 1.E - Explain how political principles, institutions, processes, policies, and behaviors apply to different scenarios in context.
Identify Required SCOTUS Case Components: Which option correctly identifies the facts, constitutional issue, holding, reasoning, decision, or majority opinion of a required Supreme Court case? Aligned to CB AP Gov CED Course Skill 2.A - Describe the facts, issue, holding, reasoning, decision, and majority opinion of required Supreme Court cases - Identify Required SCOTUS Case Components: CB AP Gov CED: Course Skill 2.A - Describe the facts, issue, holding, reasoning, decision, and majority opinion of required Supreme Court cases.
Connect a Required Case to a Foundational Document: Which explanation best connects a required Supreme Court case to a constitutional provision, required foundational document, or other source? Aligned to CB AP Gov CED Course Skill 2.B - Explain how a required Supreme Court case relates to a foundational document or other primary or secondary source - Connect a Required Case to a Foundational Document: CB AP Gov CED: Course Skill 2.B - Explain how a required Supreme Court case relates to a foundational document or other primary or secondary source.
Compare Required and Nonrequired Supreme Court Cases: Using a supplied summary of a nonrequired case, which comparison best identifies a relevant similarity or difference in facts, issue, holding, or reasoning? Aligned to CB AP Gov CED Course Skill 2.C - Explain how a required Supreme Court case compares to a nonrequired Supreme Court case - Compare Required and Nonrequired Supreme Court Cases: CB AP Gov CED: Course Skill 2.C - Explain how a required Supreme Court case compares to a nonrequired Supreme Court case.
Relate a Required Case to Political Concepts: Which explanation best connects a required Supreme Court case to a political principle, institution, process, policy, or behavior? Aligned to CB AP Gov CED Course Skill 2.D - Explain how a required Supreme Court case relates to a relevant political principle, institution, process, policy, or behavior - Relate a Required Case to Political Concepts: CB AP Gov CED: Course Skill 2.D - Explain how a required Supreme Court case relates to a relevant political principle, institution, process, policy, or behavior.
Describe Quantitative Political Data: Which statement accurately reports the variables, values, categories, units, or comparisons shown in a table, chart, graph, map, or infographic? Aligned to CB AP Gov CED Course Skill 3.A - Describe the data presented - Describe Quantitative Political Data: CB AP Gov CED: Course Skill 3.A - Describe the data presented.
Identify Patterns and Trends in Political Data: Which statement correctly describes a pattern, trend, change, association, or contrast visible in quantitative political data? Aligned to CB AP Gov CED Course Skill 3.B - Describe patterns and trends in data - Identify Patterns and Trends in Political Data: CB AP Gov CED: Course Skill 3.B - Describe patterns and trends in data.
Draw Conclusions from Political Data: Which conclusion is best supported by the pattern or trend displayed in the quantitative data? Aligned to CB AP Gov CED Course Skill 3.C - Explain patterns and trends in data to draw conclusions - Draw Conclusions from Political Data: CB AP Gov CED: Course Skill 3.C - Explain patterns and trends in data to draw conclusions.
Infer Political Meaning from Data: Which explanation best states what the data imply or illustrate about a political principle, institution, process, policy, or behavior? Aligned to CB AP Gov CED Course Skill 3.D - Explain what data imply or illustrate about political principles, institutions, processes, policies, and behaviors - Infer Political Meaning from Data: CB AP Gov CED: Course Skill 3.D - Explain what data imply or illustrate about political principles, institutions, processes, policies, and behaviors.
Evaluate Limitations of Political Data: Which limitation most weakens a conclusion drawn from the data, considering sampling, timing, measurement, question wording, scope, or missing variables? Aligned to CB AP Gov CED Course Skill 3.E - Explain possible limitations of the data provided - Evaluate Limitations of Political Data: CB AP Gov CED: Course Skill 3.E - Explain possible limitations of the data provided.
Evaluate Limitations of Data Visualizations: Which feature of a graph, map, table, or infographic could mislead readers or obscure the underlying data? Aligned to CB AP Gov CED Course Skill 3.F - Explain possible limitations of the visual representation of the data provided - Evaluate Limitations of Data Visualizations: CB AP Gov CED: Course Skill 3.F - Explain possible limitations of the visual representation of the data provided.
Identify a Source Argument and Its Support: Which option most accurately identifies the argument, perspective, evidence, and reasoning presented in a political source? Aligned to CB AP Gov CED Course Skill 4.A - Describe the argument, perspective, evidence, and reasoning presented in a source - Identify a Source Argument and Its Support: CB AP Gov CED: Course Skill 4.A - Describe the argument, perspective, evidence, and reasoning presented in a source.
Relate a Source to Political Concepts: Which explanation best connects a source argument or perspective to political principles, institutions, processes, policies, or behaviors? Aligned to CB AP Gov CED Course Skill 4.B - Explain how the argument or perspective in a source relates to political principles, institutions, processes, policies, and behaviors - Relate a Source to Political Concepts: CB AP Gov CED: Course Skill 4.B - Explain how the argument or perspective in a source relates to political principles, institutions, processes, policies, and behaviors.
Infer the Political Implications of a Source: Which outcome is the most plausible implication of the argument or perspective presented in a political source? Aligned to CB AP Gov CED Course Skill 4.C - Explain how the implications of a source argument or perspective may affect political principles, institutions, processes, policies, and behaviors - Infer the Political Implications of a Source: CB AP Gov CED: Course Skill 4.C - Explain how the implications of a source argument or perspective may affect political principles, institutions, processes, policies, and behaviors.
Interpret Political Cartoons, Maps, and Infographics: Which explanation best connects the visual elements, symbols, labels, spatial patterns, or design choices of a source to a political concept or behavior? Aligned to CB AP Gov CED Course Skill 4.D - Explain how visual elements of a source illustrate or relate to political principles, institutions, processes, policies, and behaviors - Interpret Political Cartoons, Maps, and Infographics: CB AP Gov CED: Course Skill 4.D - Explain how visual elements of a source illustrate or relate to political principles, institutions, processes, policies, and behaviors.
Select a Defensible Political Claim or Thesis: Which proposed claim directly answers the prompt, takes a defensible position, and establishes a clear line of reasoning? Aligned to CB AP Gov CED Course Skill 5.A - Articulate a defensible claim or thesis - Select a Defensible Political Claim or Thesis: CB AP Gov CED: Course Skill 5.A - Articulate a defensible claim or thesis.
Select Relevant Evidence for a Political Argument: Which piece of constitutional, institutional, historical, case-based, or data-based evidence most directly supports a stated political claim? Aligned to CB AP Gov CED Course Skill 5.B - Support an argument or claim using relevant evidence - Select Relevant Evidence for a Political Argument: CB AP Gov CED: Course Skill 5.B - Support an argument or claim using relevant evidence.
Evaluate Reasoning and Evidence Connections: Which explanation most logically connects the selected evidence to the claim and clarifies the evidence's political significance? Aligned to CB AP Gov CED Course Skill 5.C - Use reasoning to organize and analyze evidence and explain its significance - Evaluate Reasoning and Evidence Connections: CB AP Gov CED: Course Skill 5.C - Use reasoning to organize and analyze evidence and explain its significance.
Select an Effective Rebuttal or Refutation: Which response most accurately addresses an opposing or alternate perspective by rebutting its reasoning or refuting it with relevant evidence? Aligned to CB AP Gov CED Course Skill 5.D - Respond to opposing or alternate perspectives with rebuttal or refutation - Select an Effective Rebuttal or Refutation: CB AP Gov CED: Course Skill 5.D - Respond to opposing or alternate perspectives with rebuttal or refutation.
Unit 1 - Foundations of American Democracy (15-22% of the Multiple-Choice Section)
Democratic Ideals: Natural Rights, Social Contract, Popular Sovereignty, and Limited Government: Which description best distinguishes the four democratic ideals and applies each ideal to a constitutional or civic scenario? Aligned to CB AP Gov CED Unit 1, Topic 1.1; LO 1.1.A; EK 1.1.A.1; Course Skills 1.A, 1.D - Democratic Ideals: Natural Rights, Social Contract, Popular Sovereignty, and Limited Government: CB AP Gov CED: Unit 1, Topic 1.1; LO 1.1.A; EK 1.1.A.1; Course Skills 1.A, 1.D.
Constitutional Safeguards for Limited Government: Which explanation best shows how separation of powers, checks and balances, federalism, and republicanism interact to prevent absolute government power? Aligned to CB AP Gov CED Unit 1, Topic 1.1; LO 1.1.A; EK 1.1.A.2; Course Skills 1.B, 1.E - Constitutional Safeguards for Limited Government: CB AP Gov CED: Unit 1, Topic 1.1; LO 1.1.A; EK 1.1.A.2; Course Skills 1.B, 1.E.
Democratic Ideals in the Declaration, Constitution, and Gettysburg Address: Which source-to-ideal match correctly connects natural rights, popular sovereignty, social contract, limited government, or equality to the required documents? Aligned to CB AP Gov CED Unit 1, Topic 1.1; LO 1.1.A; EK 1.1.A.3; Course Skills 4.A, 4.B; Gettysburg Address alignment effective fall 2026 - Democratic Ideals in the Declaration, Constitution, and Gettysburg Address: CB AP Gov CED: Unit 1, Topic 1.1; LO 1.1.A; EK 1.1.A.3; Course Skills 4.A, 4.B; Gettysburg Address alignment effective fall 2026.
Participatory, Pluralist, and Elite Democracy: Which model of representative democracy is best illustrated by broad citizen participation, organized group competition, or limited participation by political elites? Aligned to CB AP Gov CED Unit 1, Topic 1.2; LO 1.2.A; EK 1.2.A.1; Course Skills 1.A, 1.D - Participatory, Pluralist, and Elite Democracy: CB AP Gov CED: Unit 1, Topic 1.2; LO 1.2.A; EK 1.2.A.1; Course Skills 1.A, 1.D.
Constitutional Tensions Among Models of Democracy: Which explanation best connects constitutional design or the Federalist No. 10-Brutus No. 1 debate to participatory, pluralist, or elite democracy? Aligned to CB AP Gov CED Unit 1, Topic 1.2; LO 1.2.A; EK 1.2.A.2; Course Skills 4.A, 4.B - Constitutional Tensions Among Models of Democracy: CB AP Gov CED: Unit 1, Topic 1.2; LO 1.2.A; EK 1.2.A.2; Course Skills 4.A, 4.B.
Models of Democracy in Contemporary Politics: Given an institution, policy debate, election, protest, or interest-group activity, which democratic model is most clearly reflected? Aligned to CB AP Gov CED Unit 1, Topic 1.2; LO 1.2.A; EK 1.2.A.3; Course Skills 1.D, 1.E - Models of Democracy in Contemporary Politics: CB AP Gov CED: Unit 1, Topic 1.2; LO 1.2.A; EK 1.2.A.3; Course Skills 1.D, 1.E.
Federalist Support for a Large Republic: Which statement best explains the Federalist argument that representation, an extended republic, and divided authority can control factions while sustaining effective national government? Aligned to CB AP Gov CED Unit 1, Topic 1.3; LO 1.3.A; EK 1.3.A.1; Course Skills 4.A, 4.B - Federalist Support for a Large Republic: CB AP Gov CED: Unit 1, Topic 1.3; LO 1.3.A; EK 1.3.A.1; Course Skills 4.A, 4.B.
Anti-Federalist Defense of a Small Republic: Which statement best explains the Anti-Federalist argument that decentralized government and a small republic better protect liberty and responsive self-government? Aligned to CB AP Gov CED Unit 1, Topic 1.3; LO 1.3.A; EK 1.3.A.2; Course Skills 4.A, 4.B - Anti-Federalist Defense of a Small Republic: CB AP Gov CED: Unit 1, Topic 1.3; LO 1.3.A; EK 1.3.A.2; Course Skills 4.A, 4.B.
Weaknesses of the Articles of Confederation: Which weakness of the Articles best explains a stated problem involving taxation, military response, interstate commerce, currency, law enforcement, or national adjudication? Aligned to CB AP Gov CED Unit 1, Topic 1.4; LO 1.4.A; EK 1.4.A.1; Course Skills 1.A, 1.E - Weaknesses of the Articles of Confederation: CB AP Gov CED: Unit 1, Topic 1.4; LO 1.4.A; EK 1.4.A.1; Course Skills 1.A, 1.E.
Constitutional Convention Compromises: Which description correctly identifies the Great Compromise, Electoral College compromise, Three-Fifths Compromise, delayed slave-trade decision, or agreement to add a Bill of Rights and explains its institutional effect? Aligned to CB AP Gov CED Unit 1, Topic 1.5; LO 1.5.A; EK 1.5.A.1; Course Skills 1.A, 1.E - Constitutional Convention Compromises: CB AP Gov CED: Unit 1, Topic 1.5; LO 1.5.A; EK 1.5.A.1; Course Skills 1.A, 1.E.
Article V Amendment Process: Which sequence correctly identifies a constitutional amendment proposal route and the required three-fourths state ratification threshold? Aligned to CB AP Gov CED Unit 1, Topic 1.5; LO 1.5.A; EK 1.5.A.2; Course Skills 1.A, 1.D - Article V Amendment Process: CB AP Gov CED: Unit 1, Topic 1.5; LO 1.5.A; EK 1.5.A.2; Course Skills 1.A, 1.D.
Unresolved Consequences of Constitutional Compromise: Which explanation best shows how a compromise necessary for ratification left a political or constitutional conflict unresolved? Aligned to CB AP Gov CED Unit 1, Topic 1.5; LO 1.5.A; EK 1.5.A.3; Course Skills 1.B, 1.E - Unresolved Consequences of Constitutional Compromise: CB AP Gov CED: Unit 1, Topic 1.5; LO 1.5.A; EK 1.5.A.3; Course Skills 1.B, 1.E.
Continuing Debates over Government Power and Individual Rights: Which constitutional tension best explains a modern debate over national power, state authority, surveillance, education, or individual liberty? Aligned to CB AP Gov CED Unit 1, Topic 1.5; LO 1.5.A; EK 1.5.A.4; Course Skills 1.D, 1.E - Continuing Debates over Government Power and Individual Rights: CB AP Gov CED: Unit 1, Topic 1.5; LO 1.5.A; EK 1.5.A.4; Course Skills 1.D, 1.E.
Separated Powers and Interbranch Checks: Which branch-power pairing or institutional interaction correctly demonstrates separation of powers and a check on another branch? Aligned to CB AP Gov CED Unit 1, Topic 1.6; LO 1.6.A; EK 1.6.A.1; Course Skills 1.A, 1.C - Separated Powers and Interbranch Checks: CB AP Gov CED: Unit 1, Topic 1.6; LO 1.6.A; EK 1.6.A.1; Course Skills 1.A, 1.C.
Federalist No. 51 and Control of Majority Power: Which explanation best connects ambition counteracting ambition, separated institutions, and checks and balances to limiting abuses by majorities? Aligned to CB AP Gov CED Unit 1, Topic 1.6; LO 1.6.A; EK 1.6.A.2; Course Skills 4.A, 4.B - Federalist No. 51 explains how constitutional provisions of separation of powers and checks and balances control potential abuses by majorities.
Multiple Access Points in the Constitutional System: Which scenario best illustrates how separated institutions and checks and balances give citizens, groups, and officials multiple opportunities to influence public policy? Aligned to CB AP Gov CED Unit 1, Topic 1.6; LO 1.6.B; EK 1.6.B.1; Course Skills 1.D, 1.E - Multiple Access Points in the Constitutional System: CB AP Gov CED: Unit 1, Topic 1.6; LO 1.6.B; EK 1.6.B.1; Course Skills 1.D, 1.E.
Impeachment and Removal: Which description correctly distinguishes the House's power to impeach from the Senate's power to try and potentially remove an official? Aligned to CB AP Gov CED Unit 1, Topic 1.6; LO 1.6.B; EK 1.6.B.2; Course Skills 1.A, 1.C - Impeachment and Removal: CB AP Gov CED: Unit 1, Topic 1.6; LO 1.6.B; EK 1.6.B.2; Course Skills 1.A, 1.C.
Federalism and Divided Sovereignty: Which explanation best describes how shared national-state authority limits concentrated power and creates multiple opportunities for political participation? Aligned to CB AP Gov CED Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.1; Course Skills 1.B, 1.D; Federalist No. 39 alignment effective fall 2026 - Federalism and Divided Sovereignty: CB AP Gov CED: Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.1; Course Skills 1.B, 1.D; Federalist No. 39 alignment effective fall 2026.
Enumerated, Implied, and Exclusive Powers: Which power classification correctly identifies a written national power, a power inferred through the Necessary and Proper Clause, or a power held by only one level of government? Aligned to CB AP Gov CED Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.2; Course Skills 1.A, 1.D - Enumerated, Implied, and Exclusive Powers: CB AP Gov CED: Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.2; Course Skills 1.A, 1.D.
Reserved Powers and the Tenth Amendment: Which policy area or government action is best justified as a power reserved to the states under the Tenth Amendment? Aligned to CB AP Gov CED Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.3; Course Skills 1.D, 1.E - Reserved Powers and the Tenth Amendment: CB AP Gov CED: Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.3; Course Skills 1.D, 1.E.
Concurrent Powers: Which example correctly identifies a power shared by national and state governments, such as taxation, law enforcement, or infrastructure development? Aligned to CB AP Gov CED Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.4; Course Skills 1.A, 1.D - Concurrent Powers: CB AP Gov CED: Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.4; Course Skills 1.A, 1.D.
Fiscal Federalism: Grants, Revenue Sharing, and Mandates: Which description best distinguishes revenue sharing, block grants, categorical grants, and mandates by the level of national restriction or state discretion? Aligned to CB AP Gov CED Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.5; Course Skills 1.C, 3.A - Fiscal Federalism: Grants, Revenue Sharing, and Mandates: CB AP Gov CED: Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.5; Course Skills 1.C, 3.A.
Fourteenth Amendment Enforcement Against the States: Which explanation best shows how the Due Process and Equal Protection Clauses expand national protection of persons while leaving the scope of protection subject to Supreme Court interpretation? Aligned to CB AP Gov CED Unit 1, Topic 1.8; LO 1.8.A; EK 1.8.A.1; Course Skills 1.B, 2.D - Fourteenth Amendment Enforcement Against the States: CB AP Gov CED: Unit 1, Topic 1.8; LO 1.8.A; EK 1.8.A.1; Course Skills 1.B, 2.D.
Commerce Clause and the Scope of National Power: Which scenario best illustrates either a valid use of the Commerce Clause or a judicially recognized limit on Congress's regulation of interstate commerce? Aligned to CB AP Gov CED Unit 1, Topic 1.8; LO 1.8.A; EK 1.8.A.2; Course Skills 1.D, 2.D - Commerce Clause and the Scope of National Power: CB AP Gov CED: Unit 1, Topic 1.8; LO 1.8.A; EK 1.8.A.2; Course Skills 1.D, 2.D.
Necessary and Proper Clause and Implied Powers: Which explanation best connects an enumerated power to a law justified as necessary and proper for carrying that power into execution? Aligned to CB AP Gov CED Unit 1, Topic 1.8; LO 1.8.A; EK 1.8.A.3; Course Skills 1.B, 2.D - Necessary and Proper Clause and Implied Powers: CB AP Gov CED: Unit 1, Topic 1.8; LO 1.8.A; EK 1.8.A.3; Course Skills 1.B, 2.D.
Supremacy Clause and Federal Preemption: Which outcome is most consistent with federal supremacy when a valid federal law conflicts with a state law, and which circumstance could place the federal action beyond constitutional authority? Aligned to CB AP Gov CED Unit 1, Topic 1.8; LO 1.8.A; EK 1.8.A.4; Course Skills 1.E, 2.D - Supremacy Clause and Federal Preemption: CB AP Gov CED: Unit 1, Topic 1.8; LO 1.8.A; EK 1.8.A.4; Course Skills 1.E, 2.D.
Federalism as Multiple Policymaking Access Points: Which scenario best demonstrates citizens, interest groups, states, or national officials using more than one level of government to pursue a policy goal? Aligned to CB AP Gov CED Unit 1, Topic 1.9; LO 1.9.A; EK 1.9.A.1; Course Skills 1.D, 1.E - Federalism as Multiple Policymaking Access Points: CB AP Gov CED: Unit 1, Topic 1.9; LO 1.9.A; EK 1.9.A.1; Course Skills 1.D, 1.E.
Federalism as a Constraint on National Policymaking: Which explanation best shows how concurrent powers, state implementation choices, or intergovernmental conflict can limit or alter a national policy? Aligned to CB AP Gov CED Unit 1, Topic 1.9; LO 1.9.A; EK 1.9.A.2; Course Skills 1.B, 1.E - Federalism as a Constraint on National Policymaking: CB AP Gov CED: Unit 1, Topic 1.9; LO 1.9.A; EK 1.9.A.2; Course Skills 1.B, 1.E.
Unit 1 - Required Foundational Documents and Supreme Court Applications - Mini Skills
Declaration of Independence: Natural Rights and Consent: Which claim, passage summary, or application best reflects the document's arguments about natural rights, equality, popular sovereignty, and the legitimacy of government? Aligned to CB AP Gov CED Required Foundational Document - Declaration of Independence; Unit 1, Topics 1.1-1.3; LOs 1.1.A, 1.2.A, 1.3.A; Course Skills 4.A-4.C - Declaration of Independence: Natural Rights and Consent: CB AP Gov CED: Required Foundational Document - Declaration of Independence; Unit 1, Topics 1.1-1.3; LOs 1.1.A, 1.2.A, 1.3.A; Course Skills 4.A-4.C.
Constitution of the United States: Structure and Limited Government: Which constitutional provision, institutional design, or amendment best supports a stated principle involving separated powers, federalism, republicanism, rights, or checks and balances? Aligned to CB AP Gov CED Required Foundational Document - Constitution of the United States, including the Bill of Rights and subsequent amendments; Course Skills 1.A-1.E, 4.A-4.C - Constitution of the United States: Structure and Limited Government: CB AP Gov CED: Required Foundational Document - Constitution of the United States, including the Bill of Rights and subsequent amendments; Course Skills 1.A-1.E, 4.A-4.C.
Articles of Confederation: Confederation Design and Weaknesses: Which feature or consequence of the Articles best explains the demand for a stronger national government at the Constitutional Convention? Aligned to CB AP Gov CED Required Foundational Document - Articles of Confederation; Unit 1, Topics 1.3-1.5 and 1.7; Course Skills 4.A, 4.B - Articles of Confederation: Confederation Design and Weaknesses: CB AP Gov CED: Required Foundational Document - Articles of Confederation; Unit 1, Topics 1.3-1.5 and 1.7; Course Skills 4.A, 4.B.
Brutus No. 1: Small Republic and Protection of Liberty: Which statement best represents Brutus's warning about consolidated national power, an extended republic, representation, and the risk to individual liberty? Aligned to CB AP Gov CED Required Foundational Document - Brutus No. 1; Unit 1, Topics 1.2-1.3; Course Skills 4.A-4.C - Brutus No. 1: Small Republic and Protection of Liberty: CB AP Gov CED: Required Foundational Document - Brutus No. 1; Unit 1, Topics 1.2-1.3; Course Skills 4.A-4.C.
Federalist No. 10: Factions and the Extended Republic: Which explanation best connects the causes and effects of faction to representation, a large republic, and the dispersal of political power? Aligned to CB AP Gov CED Required Foundational Document - Federalist No. 10; Units 1, 2, 4, and 5; Course Skills 4.A-4.C - Federalist No. 10: Factions and the Extended Republic: CB AP Gov CED: Required Foundational Document - Federalist No. 10; Units 1, 2, 4, and 5; Course Skills 4.A-4.C.
Federalist No. 51: Auxiliary Precautions: Which statement best explains how separated institutions, checks and balances, federalism, and competing ambitions protect liberty and restrain majority power? Aligned to CB AP Gov CED Required Foundational Document - Federalist No. 51; Units 1 and 2; Course Skills 4.A-4.C - Federalist No. 51: Auxiliary Precautions: CB AP Gov CED: Required Foundational Document - Federalist No. 51; Units 1 and 2; Course Skills 4.A-4.C.
Federalist No. 39: Republican and Federal Features: Which explanation best identifies how the constitutional system combines national and state features while grounding authority in the people? Aligned to CB AP Gov CED Required Foundational Document - Federalist No. 39; Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.1; Course Skills 4.A-4.C; effective fall 2026 - Federalist No. 39: Republican and Federal Features: CB AP Gov CED: Required Foundational Document - Federalist No. 39; Unit 1, Topic 1.7; LO 1.7.A; EK 1.7.A.1; Course Skills 4.A-4.C; effective fall 2026.
Gettysburg Address: Equality and Popular Sovereignty: Which interpretation best explains how the address reaffirms equality, popular sovereignty, national purpose, and democratic self-government? Aligned to CB AP Gov CED Required Foundational Document - Gettysburg Address; Unit 1, Topic 1.1; LO 1.1.A; EK 1.1.A.3; Course Skills 4.A-4.C; effective fall 2026 - Gettysburg Address: Equality and Popular Sovereignty: CB AP Gov CED: Required Foundational Document - Gettysburg Address; Unit 1, Topic 1.1; LO 1.1.A; EK 1.1.A.3; Course Skills 4.A-4.C; effective fall 2026.
McCulloch v. Maryland: Implied Powers and Federal Supremacy: Which option correctly identifies the case's issue, holding, reasoning, or significance for the Necessary and Proper Clause and Supremacy Clause? Aligned to CB AP Gov CED Required SCOTUS Case - McCulloch v. Maryland (1819); Unit 1, Topic 1.8; LO 1.8.A; Course Skills 2.A, 2.B, 2.D - McCulloch v. Maryland: Implied Powers and Federal Supremacy: CB AP Gov CED: Required SCOTUS Case - McCulloch v. Maryland (1819); Unit 1, Topic 1.8; LO 1.8.A; Course Skills 2.A, 2.B, 2.D.
United States v. Lopez: Limits on the Commerce Power: Which option correctly explains why the Court found that Congress exceeded its Commerce Clause authority and how the holding altered the national-state balance? Aligned to CB AP Gov CED: Required SCOTUS Case - United States v. Lopez (1995); Unit 1, Topics 1.8-1.9; LO 1.8.A; Course Skills 2.A-2.D - United States v. Lopez: Limits on the Commerce Power: CB AP Gov CED: Required SCOTUS Case - United States v. Lopez (1995); Unit 1, Topics 1.8-1.9; LO 1.8.A; Course Skills 2.A-2.D.
Unit 2 - Interactions Among Branches of Government (25-36% of the Multiple-Choice Section)
Bicameralism and Forms of Representation: Which comparison best explains how equal state representation in the Senate and population-based representation in the House reflect republicanism? Aligned to CB AP Gov CED Unit 2, Topic 2.1; LO 2.1.A; EK 2.1.A.1; Course Skills 1.A, 1.C - Bicameralism and Forms of Representation: CB AP Gov CED: Unit 2, Topic 2.1; LO 2.1.A; EK 2.1.A.1; Course Skills 1.A, 1.C.
Chamber Size and Formality of Debate: Which institutional difference best explains why House debate is generally more structured and Senate debate allows greater individual influence? Aligned to CB AP Gov CED Unit 2, Topic 2.1; LO 2.1.A; EK 2.1.A.2; Course Skills 1.B, 1.C - Chamber Size and Formality of Debate: CB AP Gov CED: Unit 2, Topic 2.1; LO 2.1.A; EK 2.1.A.2; Course Skills 1.B, 1.C.
Terms, Electoral Cycles, and the Continuous Senate: Which comparison correctly relates House and Senate term lengths, election schedules, and continuity to member behavior or responsiveness? Aligned to CB AP Gov CED Unit 2, Topic 2.1; LO 2.1.A; EK 2.1.A.3; Course Skills 1.A, 1.C - Terms, Electoral Cycles, and the Continuous Senate: CB AP Gov CED: Unit 2, Topic 2.1; LO 2.1.A; EK 2.1.A.3; Course Skills 1.A, 1.C.
Congressional Enumerated and Implied Powers: Which congressional action is best supported by a listed or implied power involving taxation, budgeting, war, naturalization, commerce, courts, necessary and proper legislation, or oversight? Aligned to CB AP Gov CED Unit 2, Topic 2.1; LO 2.1.A; EK 2.1.A.4; Course Skills 1.A, 1.E - Congressional Enumerated and Implied Powers: CB AP Gov CED: Unit 2, Topic 2.1; LO 2.1.A; EK 2.1.A.4; Course Skills 1.A, 1.E.
How Chamber Design Shapes Lawmaking: Which explanation best shows how structural differences between the House and Senate alter coalition building, debate, amendment, or passage of legislation? Aligned to CB AP Gov CED Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.1; Course Skills 1.B, 1.C - How Chamber Design Shapes Lawmaking: CB AP Gov CED: Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.1; Course Skills 1.B, 1.C.
Committees, Hearings, and Bill Markup: Which sequence correctly describes how standing committees and majority-party leadership screen, investigate, revise, and advance legislation? Aligned to CB AP Gov CED Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.2; Course Skills 1.A, 1.D - Committees, Hearings, and Bill Markup: CB AP Gov CED: Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.2; Course Skills 1.A, 1.D.
House and Senate Rules and Procedures: Which procedure is correctly matched to the chamber or stage of lawmaking, including the Speaker, Rules Committee, revenue bills, Committee of the Whole, discharge petitions, unanimous consent, holds, filibusters, cloture, and conference committees? Aligned to CB AP Gov CED Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.3; Course Skills 1.A, 1.C - House and Senate Rules and Procedures: CB AP Gov CED: Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.3; Course Skills 1.A, 1.C.
Mandatory and Discretionary Spending: Which budget item is correctly classified as mandatory or discretionary, and which conclusion follows as entitlement costs, tax revenues, or deficits change? Aligned to CB AP Gov CED Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.4; Course Skills 1.C, 3.C - Mandatory and Discretionary Spending: CB AP Gov CED: Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.4; Course Skills 1.C, 3.C.
Pork-Barrel Legislation and Logrolling: Which scenario best illustrates targeted district spending, vote trading, or the effect of these practices on coalition building and legislative passage? Aligned to CB AP Gov CED Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.5; Course Skills 1.D, 1.E - Pork-Barrel Legislation and Logrolling: CB AP Gov CED: Unit 2, Topic 2.2; LO 2.2.A; EK 2.2.A.5; Course Skills 1.D, 1.E.
Partisanship, Polarization, and Gridlock: Which causal explanation best connects ideological division and partisan voting to legislative delay, blocked action, or gridlock? Aligned to Unit 2, Topic 2.3; LO 2.3.A; EK 2.3.A.1; Course Skills 1.B, 1.E - Partisanship, Polarization, and Gridlock: CB AP Gov CED: Unit 2, Topic 2.3; LO 2.3.A; EK 2.3.A.1; Course Skills 1.B, 1.E.
Redistricting, Gerrymandering, and Equal Protection: Which district map, electoral pattern, or scenario most clearly illustrates redistricting, partisan or racial gerrymandering, malapportionment, or an equal-protection challenge? Aligned to CB AP Gov CED Unit 2, Topic 2.3; LO 2.3.A; EK 2.3.A.2; Course Skills 1.D, 4.D - Redistricting, Gerrymandering, and Equal Protection: CB AP Gov CED: Unit 2, Topic 2.3; LO 2.3.A; EK 2.3.A.2; Course Skills 1.D, 4.D.
Divided Government and Congressional-Presidential Conflict: Which outcome is most likely when different parties control the presidency and at least one chamber, especially during appointments or a lame-duck period? Aligned to CB AP Gov CED Unit 2, Topic 2.3; LO 2.3.A; EK 2.3.A.3; Course Skills 1.B, 1.E - Divided Government and Congressional-Presidential Conflict: CB AP Gov CED: Unit 2, Topic 2.3; LO 2.3.A; EK 2.3.A.3; Course Skills 1.B, 1.E.
Trustee, Delegate, and Politico Representation: Which model of representation is best illustrated when a legislator follows personal judgment, constituent preferences, or a strategic combination of both? Aligned to CB AP Gov CED Unit 2, Topic 2.3; LO 2.3.A; EK 2.3.A.4; Course Skills 1.A, 1.D - Trustee, Delegate, and Politico Representation: CB AP Gov CED: Unit 2, Topic 2.3; LO 2.3.A; EK 2.3.A.4; Course Skills 1.A, 1.D.
Presidential Support Institutions: Which role is most appropriately performed by the vice president, Cabinet, or Executive Office of the President in advancing a policy agenda? Aligned to CB AP Gov CED Unit 2, Topic 2.4; LO 2.4.A; EK 2.4.A.1; Course Skills 1.A, 1.D - Presidential Support Institutions: CB AP Gov CED: Unit 2, Topic 2.4; LO 2.4.A; EK 2.4.A.1; Course Skills 1.A, 1.D.
Formal and Informal Presidential Powers: Which presidential action is correctly classified as a veto, pocket veto, treaty, executive agreement, bargaining and persuasion, executive order, or signing statement, and which check applies? Aligned to CB AP Gov CED Unit 2, Topic 2.4; LO 2.4.A; EK 2.4.A.2; Course Skills 1.A, 1.C - Formal and Informal Presidential Powers: CB AP Gov CED: Unit 2, Topic 2.4; LO 2.4.A; EK 2.4.A.2; Course Skills 1.A, 1.C.
Senate Confirmation as a Check on Appointments: Which appointment requires Senate confirmation, and which political conflict is most likely to arise from the nomination? Aligned to CB AP Gov CED Unit 2, Topic 2.5; LO 2.5.A; EK 2.5.A.1; Course Skills 1.D, 1.E - Senate Confirmation as a Check on Appointments: CB AP Gov CED: Unit 2, Topic 2.5; LO 2.5.A; EK 2.5.A.1; Course Skills 1.D, 1.E.
Long-Term Influence of Judicial Appointments: Which explanation best accounts for why life-tenured judicial appointments can extend a president's influence beyond the president's term? Aligned to CB AP Gov CED Unit 2, Topic 2.5; LO 2.5.A; EK 2.5.A.2; Course Skills 1.B, 1.E - Long-Term Influence of Judicial Appointments: CB AP Gov CED: Unit 2, Topic 2.5; LO 2.5.A; EK 2.5.A.2; Course Skills 1.B, 1.E.
Executive Orders and Bureaucratic Directives: Which scenario best explains why a president might use an executive order or direct an agency when the congressional agenda conflicts with presidential priorities? Aligned to CB AP Gov CED Unit 2, Topic 2.5; LO 2.5.A; EK 2.5.A.3; Course Skills 1.D, 1.E - Executive Orders and Bureaucratic Directives: CB AP Gov CED: Unit 2, Topic 2.5; LO 2.5.A; EK 2.5.A.3; Course Skills 1.D, 1.E.
Federalist No. 70 and the Energetic Executive: Which argument best connects a single executive to national defense, steady law administration, property protection, and security of liberty? Aligned to CB AP Gov CED Unit 2, Topic 2.6; LO 2.6.A; EK 2.6.A.1; Course Skills 4.A, 4.B - Federalist No. 70 and the Energetic Executive: CB AP Gov CED: Unit 2, Topic 2.6; LO 2.6.A; EK 2.6.A.1; Course Skills 4.A, 4.B.
Twenty-Second Amendment and Presidential Term Limits: Which explanation best shows how presidential term limits reflect concern about concentrated or expanding executive power? Aligned to CB AP Gov CED Unit 2, Topic 2.6; LO 2.6.A; EK 2.6.A.2; Course Skills 1.B, 1.E - Twenty-Second Amendment and Presidential Term Limits: CB AP Gov CED: Unit 2, Topic 2.6; LO 2.6.A; EK 2.6.A.2; Course Skills 1.B, 1.E.
Limited and Expansive Views of Presidential Power: Which interpretation of presidential authority best fits a scenario involving emergency action, delegated power, inherent executive power, or congressional resistance? Aligned to CB AP Gov CED Unit 2, Topic 2.6; LO 2.6.A; EK 2.6.A.3; Course Skills 1.C, 1.E - Limited and Expansive Views of Presidential Power: CB AP Gov CED: Unit 2, Topic 2.6; LO 2.6.A; EK 2.6.A.3; Course Skills 1.C, 1.E.
Presidential Communication, the Bully Pulpit, and Agenda Setting: Which communication strategy best explains how social media, nationally broadcast addresses, or the State of the Union can shape public attention and pressure other branches? Aligned to CB AP Gov CED Unit 2, Topic 2.7; LO 2.7.A; EK 2.7.A.1; Course Skills 1.D, 1.E - Presidential Communication, the Bully Pulpit, and Agenda Setting: CB AP Gov CED: Unit 2, Topic 2.7; LO 2.7.A; EK 2.7.A.1; Course Skills 1.D, 1.E.
Judicial Review: Article III and Federalist No. 78: Which explanation best connects judicial independence and the authority to invalidate unconstitutional government action to Article III and Federalist No. 78? Aligned to CB AP Gov CED Unit 2, Topic 2.8; LO 2.8.A; EK 2.8.A.1; Course Skills 2.B, 4.B.
Stare Decisis and Legal Precedent: Which judicial decision-making choice best demonstrates adherence to precedent in a case with materially similar facts and legal issues? Aligned to CB AP Gov CED Unit 2, Topic 2.9; LO 2.9.A; EK 2.9.A.1; Course Skills 1.D, 2.D - Stare Decisis and Legal Precedent: CB AP Gov CED: Unit 2, Topic 2.9; LO 2.9.A; EK 2.9.A.1; Course Skills 1.D, 2.D.
Court Composition and Changes in Precedent: Which explanation best shows how changes in the ideological composition of the Supreme Court can lead to new precedent or the rejection of existing precedent? Aligned to CB AP Gov CED Unit 2, Topic 2.9; LO 2.9.A; EK 2.9.A.2; Course Skills 1.B, 2.D - Court Composition and Changes in Precedent: CB AP Gov CED: Unit 2, Topic 2.9; LO 2.9.A; EK 2.9.A.2; Course Skills 1.B, 2.D.
Life Tenure, Judicial Independence, and Court Legitimacy: Which explanation best connects life tenure to independence from current political pressure and to public debate over controversial or unpopular decisions? Aligned to CB AP Gov CED Unit 2, Topic 2.10; LO 2.10.A; EK 2.10.A.1; Course Skills 1.B, 1.E - Life Tenure, Judicial Independence, and Court Legitimacy: CB AP Gov CED: Unit 2, Topic 2.10; LO 2.10.A; EK 2.10.A.1; Course Skills 1.B, 1.E.
Judicial Activism and Judicial Restraint: Which judicial approach is best illustrated by overturning precedent or invalidating elected-branch action versus adhering closely to existing constitutional and case precedent? Aligned to CB AP Gov CED Unit 2, Topic 2.11; LO 2.11.A; EK 2.11.A.1; Course Skills 1.C, 1.D - Judicial Activism and Judicial Restraint: CB AP Gov CED: Unit 2, Topic 2.11; LO 2.11.A; EK 2.11.A.1; Course Skills 1.C, 1.D.
Checks on Supreme Court Power: Which action by Congress, the president, the states, or the amendment process can most directly limit, alter, delay, or respond to a Supreme Court decision? Aligned to CB AP Gov CED Unit 2, Topic 2.11; LO 2.11.B; EK 2.11.B.1; Course Skills 1.A, 1.E - Checks on Supreme Court Power: CB AP Gov CED: Unit 2, Topic 2.11; LO 2.11.B; EK 2.11.B.1; Course Skills 1.A, 1.E.
Bureaucratic Organization and Policy Implementation: Which bureaucratic structure or activity best illustrates departments, agencies, commissions, government corporations, regulation, enforcement, testimony, iron triangles, or issue networks? Aligned to CB AP Gov CED Unit 2, Topic 2.12; LO 2.12.A; EK 2.12.A.1; Course Skills 1.A, 1.D - Bureaucratic Organization and Policy Implementation: CB AP Gov CED: Unit 2, Topic 2.12; LO 2.12.A; EK 2.12.A.1; Course Skills 1.A, 1.D.
Merit System and Political Patronage: Which personnel practice best reflects professional civil service selection rather than appointment based on partisan loyalty? Aligned to CB AP Gov CED Unit 2, Topic 2.12; LO 2.12.A; EK 2.12.A.2; Course Skills 1.C, 1.D - Merit System and Political Patronage: CB AP Gov CED: Unit 2, Topic 2.12; LO 2.12.A; EK 2.12.A.2; Course Skills 1.C, 1.D.
Bureaucratic Discretion and Rulemaking Authority: Which agency action best demonstrates delegated discretion to interpret a statute, create a regulation, enforce a rule, or choose an implementation method? Aligned to CB AP Gov CED Unit 2, Topic 2.13; LO 2.13.A; EK 2.13.A.1; Course Skills 1.D, 1.E - Bureaucratic Discretion and Rulemaking Authority: CB AP Gov CED: Unit 2, Topic 2.13; LO 2.13.A; EK 2.13.A.1; Course Skills 1.D, 1.E.
Congressional Oversight of the Bureaucracy: Which congressional action best demonstrates monitoring, investigation, committee hearings, appropriations, or withholding funds to influence agency behavior? Aligned to CB AP Gov CED Unit 2, Topic 2.14; LO 2.14.A; EK 2.14.A.1; Course Skills 1.D, 1.E - Congressional Oversight of the Bureaucracy: CB AP Gov CED: Unit 2, Topic 2.14; LO 2.14.A; EK 2.14.A.1; Course Skills 1.D, 1.E.
Oversight as a Check on Presidential Administration: Which explanation best shows how congressional oversight can curb the president's use of executive authority through the bureaucracy? Aligned to CB AP Gov CED Unit 2, Topic 2.14; LO 2.14.A; EK 2.14.A.2; Course Skills 1.B, 1.E - Oversight as a Check on Presidential Administration: CB AP Gov CED: Unit 2, Topic 2.14; LO 2.14.A; EK 2.14.A.2; Course Skills 1.B, 1.E.
Presidential Control of Executive Agencies: Which agency decision is most likely to change because of a president's ideology, appointment authority, directives, or administrative priorities? Aligned to CB AP Gov CED Unit 2, Topic 2.14; LO 2.14.B; EK 2.14.B.1; Course Skills 1.D, 1.E - Presidential Control of Executive Agencies: CB AP Gov CED: Unit 2, Topic 2.14; LO 2.14.B; EK 2.14.B.1; Course Skills 1.D, 1.E.
Compliance Monitoring and Implementation Challenges: Which monitoring result best indicates that funds are being used as intended, regulations are being followed, or implementation is failing? Aligned to CB AP Gov CED Unit 2, Topic 2.14; LO 2.14.B; EK 2.14.B.2; Course Skills 3.C, 3.D - Compliance Monitoring and Implementation Challenges: CB AP Gov CED: Unit 2, Topic 2.14; LO 2.14.B; EK 2.14.B.2; Course Skills 3.C, 3.D.
Interbranch Accountability of the Bureaucracy: Which formal or informal power of Congress, the president, or the courts is best suited to hold a bureaucratic agency accountable in a given scenario? Aligned to CB AP Gov CED Unit 2, Topic 2.15; LO 2.15.A; EK 2.15.A.1; Course Skills 1.C, 1.E - Interbranch Accountability of the Bureaucracy: CB AP Gov CED: Unit 2, Topic 2.15; LO 2.15.A; EK 2.15.A.1; Course Skills 1.C, 1.E.
Multiple Access Points in National Policymaking: Which pathway best illustrates a stakeholder influencing policy through Congress, the presidency, an agency, and the courts at different stages? Aligned to CB AP Gov CED Unit 2, Topic 2.15; LO 2.15.B; EK 2.15.B.1; Course Skills 1.D, 1.E - Multiple Access Points in National Policymaking: CB AP Gov CED: Unit 2, Topic 2.15; LO 2.15.B; EK 2.15.B.1; Course Skills 1.D, 1.E.
Shared Powers as a Constraint on Policy Change: Which explanation best shows how the distribution of authority among Congress, the president, and the courts can slow, modify, or block a national policy? Aligned to CB AP Gov CED Unit 2, Topic 2.15; LO 2.15.B; EK 2.15.B.2; Course Skills 1.B, 1.E - Shared Powers as a Constraint on Policy Change: CB AP Gov CED: Unit 2, Topic 2.15; LO 2.15.B; EK 2.15.B.2; Course Skills 1.B, 1.E.
Unit 2 - Required Foundational Documents and Supreme Court Applications - Mini Skills
Federalist No. 70: Unity, Energy, and Accountability in the Executive: Which claim best reflects Hamilton's defense of a single energetic executive and the connection between unity, decisive action, and political accountability? Aligned to CB AP Gov CED Required Foundational Document - Federalist No. 70; Unit 2, Topics 2.4-2.7 and 2.12-2.15; Course Skills 4.A-4.C - Federalist No. 70: Unity, Energy, and Accountability in the Executive: CB AP Gov CED: Required Foundational Document - Federalist No. 70; Unit 2, Topics 2.4-2.7 and 2.12-2.15; Course Skills 4.A-4.C.
Federalist No. 78: Judicial Independence and Review: Which statement best represents Hamilton's argument about judicial independence, life tenure, constitutional interpretation, and the judiciary's limited enforcement power? Aligned to CB AP Gov CED Required Foundational Document - Federalist No. 78; Unit 2, Topics 2.8-2.11; Course Skills 4.A-4.C - Federalist No. 78: Judicial Independence and Review: CB AP Gov CED: Required Foundational Document - Federalist No. 78; Unit 2, Topics 2.8-2.11; Course Skills 4.A-4.C.
Marbury v. Madison: Establishing Judicial Review: Which option correctly identifies the constitutional issue, holding, reasoning, or long-term significance of the Court's assertion of judicial review? Aligned to CB AP Gov CED Required SCOTUS Case - Marbury v. Madison (1803); Unit 2, Topics 2.8 and 2.11; Course Skills 2.A-2.D.
Baker v. Carr: Justiciability and Redistricting: Which explanation best connects the case's holding on justiciability to federal-court review of redistricting and Equal Protection challenges? Aligned to CB AP Gov CED Required SCOTUS Case - Baker v. Carr (1962); Unit 2, Topics 2.3 and 2.10; Course Skills 2.A-2.D - Baker v. Carr: Justiciability and Redistricting: CB AP Gov CED: Required SCOTUS Case - Baker v. Carr (1962); Unit 2, Topics 2.3 and 2.10; Course Skills 2.A-2.D.
Unit 3 - Civil Liberties and Civil Rights (13-18% of the Multiple-Choice Section)
Purpose of the Bill of Rights: Which explanation best identifies why the first ten amendments were added and how they constrain government interference with individual liberty? Aligned to CB AP Gov CED Unit 3, Topic 3.1; LO 3.1.A; EK 3.1.A.1; Course Skills 1.A, 1.B - Purpose of the Bill of Rights: CB AP Gov CED: Unit 3, Topic 3.1; LO 3.1.A; EK 3.1.A.1; Course Skills 1.A, 1.B.
Civil Liberties and Protection from Arbitrary Government: Which scenario most clearly involves a civil liberty protecting a person, opinion, or property from arbitrary government interference? Aligned to CB AP Gov CED Unit 3, Topic 3.1; LO 3.1.A; EK 3.1.A.2; Course Skills 1.A, 1.D - Civil Liberties and Protection from Arbitrary Government: CB AP Gov CED: Unit 3, Topic 3.1; LO 3.1.A; EK 3.1.A.2; Course Skills 1.A, 1.D.
Judicial Interpretation of the Bill of Rights: Which explanation best shows why the meaning and application of a constitutional liberty can change through Supreme Court interpretation? Aligned to CB AP Gov CED Unit 3, Topic 3.1; LO 3.1.A; EK 3.1.A.3; Course Skills 1.B, 2.D - Judicial Interpretation of the Bill of Rights: CB AP Gov CED: Unit 3, Topic 3.1; LO 3.1.A; EK 3.1.A.3; Course Skills 1.B, 2.D.
Rights Protected by Amendments One Through Ten: Which amendment-to-right match correctly identifies protections involving expression, religion, arms, searches, criminal procedure, civil juries, punishment, unenumerated rights, or reserved powers? Aligned to CB AP Gov CED Unit 3, Topic 3.1; LO 3.1.B; EK 3.1.B.1; Course Skills 1.A, 1.C - Rights Protected by Amendments One Through Ten: CB AP Gov CED: Unit 3, Topic 3.1; LO 3.1.B; EK 3.1.B.1; Course Skills 1.A, 1.C.
Establishment and Free Exercise Clauses: Which explanation best distinguishes government establishment of religion from government interference with religious exercise in a First Amendment scenario? Aligned to CB AP Gov CED Unit 3, Topic 3.2; LO 3.2.A; EK 3.2.A.1; Course Skills 1.C, 2.D - Establishment and Free Exercise Clauses: CB AP Gov CED: Unit 3, Topic 3.2; LO 3.2.A; EK 3.2.A.1; Course Skills 1.C, 2.D.
Protected Speech and Symbolic Expression: Which action is most likely protected as verbal or symbolic speech under the First Amendment? Aligned to CB AP Gov CED Unit 3, Topic 3.3; LO 3.3.A; EK 3.3.A.1; Course Skills 1.D, 2.D - Protected Speech and Symbolic Expression: CB AP Gov CED: Unit 3, Topic 3.3; LO 3.3.A; EK 3.3.A.1; Course Skills 1.D, 2.D.
Constitutional Limits on Speech: Which restriction is best justified as a content-neutral time, place, and manner regulation or as a limit involving obscenity, defamation, or dangerous speech? Aligned to CB AP Gov CED Unit 3, Topic 3.3; LO 3.3.A; EK 3.3.A.2; Course Skills 1.C, 1.E - Constitutional Limits on Speech: CB AP Gov CED: Unit 3, Topic 3.3; LO 3.3.A; EK 3.3.A.2; Course Skills 1.C, 1.E.
Freedom of the Press and Prior Restraint: Which government action most clearly violates the heavy presumption against prior restraint, including when national security is asserted? Aligned to CB AP Gov CED Unit 3, Topic 3.4; LO 3.4.A; EK 3.4.A.1; Course Skills 1.D, 2.D - Freedom of the Press and Prior Restraint: CB AP Gov CED: Unit 3, Topic 3.4; LO 3.4.A; EK 3.4.A.1; Course Skills 1.D, 2.D.
Second Amendment and Individual Liberty: Which explanation best connects Supreme Court interpretation of the right to keep and bear arms to an individual-liberty claim? Aligned to CB AP Gov CED Unit 3, Topic 3.5; LO 3.5.A; EK 3.5.A.1; Course Skills 1.B, 2.D - Second Amendment and Individual Liberty: CB AP Gov CED: Unit 3, Topic 3.5; LO 3.5.A; EK 3.5.A.1; Course Skills 1.B, 2.D.
Eighth Amendment and Cruel and Unusual Punishment: Which constitutional question best reflects judicial interpretation of the Eighth Amendment in the administration of the death penalty? Aligned to CB AP Gov CED Unit 3, Topic 3.6; LO 3.6.A; EK 3.6.A.1; Course Skills 1.D, 2.D - Eighth Amendment and Cruel and Unusual Punishment: CB AP Gov CED: Unit 3, Topic 3.6; LO 3.6.A; EK 3.6.A.1; Course Skills 1.D, 2.D.
Public Safety, Firearms, and Digital Metadata: Which argument best captures the tension between public safety and individual rights in government regulation of firearms or collection of digital information? Aligned to CB AP Gov CED Unit 3, Topic 3.6; LO 3.6.A; EK 3.6.A.2; Course Skills 1.C, 5.B - Public Safety, Firearms, and Digital Metadata: CB AP Gov CED: Unit 3, Topic 3.6; LO 3.6.A; EK 3.6.A.2; Course Skills 1.C, 5.B.
Selective Incorporation Through the Fourteenth Amendment: Which explanation best describes how a protection in the Bill of Rights becomes enforceable against state governments through the Fourteenth Amendment Due Process Clause? Aligned to CB AP Gov CED Unit 3, Topic 3.7; LO 3.7.A; EK 3.7.A.1; Course Skills 1.B, 2.B - Selective Incorporation Through the Fourteenth Amendment: CB AP Gov CED: Unit 3, Topic 3.7; LO 3.7.A; EK 3.7.A.1; Course Skills 1.B, 2.B.
Fifth and Fourteenth Amendment Due Process: Which due process clause applies to the national or state government, and when might a compelling government interest justify a restriction on liberty? Aligned to CB AP Gov CED Unit 3, Topic 3.8; LO 3.8.A; EK 3.8.A.1; Course Skills 1.C, 1.E - Fifth and Fourteenth Amendment Due Process: CB AP Gov CED: Unit 3, Topic 3.8; LO 3.8.A; EK 3.8.A.1; Course Skills 1.C, 1.E.
Procedural Due Process, Miranda, and the Public-Safety Exception: Which law-enforcement procedure is required before custodial interrogation, and which circumstance best fits the recognized public-safety exception? Aligned to CB AP Gov CED Unit 3, Topic 3.8; LO 3.8.A; EK 3.8.A.2; Course Skills 1.D, 1.E - Procedural Due Process, Miranda, and the Public-Safety Exception: CB AP Gov CED: Unit 3, Topic 3.8; LO 3.8.A; EK 3.8.A.2; Course Skills 1.D, 1.E.
Rights of the Accused and Search Protections: Which constitutional protection best applies to counsel, a speedy and public trial, an impartial jury, cell-phone searches, or bulk metadata collection? Aligned to CB AP Gov CED Unit 3, Topic 3.8; LO 3.8.A; EK 3.8.A.3; Course Skills 1.A, 1.D - Rights of the Accused and Search Protections: CB AP Gov CED: Unit 3, Topic 3.8; LO 3.8.A; EK 3.8.A.3; Course Skills 1.A, 1.D.
Exclusionary Rule and Illegally Obtained Evidence: Which evidence is most likely excluded from a criminal prosecution because it was obtained through an unconstitutional search or seizure? Aligned to CB AP Gov CED Unit 3, Topic 3.8; LO 3.8.A; EK 3.8.A.4; Course Skills 1.D, 2.D - Exclusionary Rule and Illegally Obtained Evidence: CB AP Gov CED: Unit 3, Topic 3.8; LO 3.8.A; EK 3.8.A.4; Course Skills 1.D, 2.D.
Unenumerated Rights and Substantive Due Process: Which constitutional argument best supports judicial protection of a right not explicitly listed, using implied rights, the Ninth Amendment, or substantive due process? Aligned to CB AP Gov CED Unit 3, Topic 3.9; LO 3.9.A; EK 3.9.A.1; Course Skills 1.B, 4.B - Unenumerated Rights and Substantive Due Process: CB AP Gov CED: Unit 3, Topic 3.9; LO 3.9.A; EK 3.9.A.1; Course Skills 1.B, 4.B.
Privacy Rights from Griswold to Dobbs: Which comparison correctly explains the development of constitutional privacy doctrine, the former abortion-right precedent, and the return of abortion regulation to legislatures after Dobbs? Aligned to CB AP Gov CED Unit 3, Topic 3.9; LO 3.9.A; EK 3.9.A.2; Course Skills 1.C, 2.C - Privacy Rights from Griswold to Dobbs: CB AP Gov CED: Unit 3, Topic 3.9; LO 3.9.A; EK 3.9.A.2; Course Skills 1.C, 2.C.
Civil Rights, Equal Protection, and Due Process: Which scenario involves a civil-rights claim against discrimination and is most directly connected to the Equal Protection Clause, Due Process Clause, or federal civil-rights legislation? Aligned to CB AP Gov CED Unit 3, Topic 3.10; LO 3.10.A; EK 3.10.A.1; Course Skills 1.D, 1.E - Civil Rights, Equal Protection, and Due Process: CB AP Gov CED: Unit 3, Topic 3.10; LO 3.10.A; EK 3.10.A.1; Course Skills 1.D, 1.E.
Constitutional Foundations of Social Movements: Which movement or advocacy strategy best demonstrates use of equal protection, constitutional rights, or moral claims to mobilize political change? Aligned to CB AP Gov CED Unit 3, Topic 3.10; LO 3.10.A; EK 3.10.A.2; Course Skills 1.D, 4.B - Constitutional Foundations of Social Movements: CB AP Gov CED: Unit 3, Topic 3.10; LO 3.10.A; EK 3.10.A.2; Course Skills 1.D, 4.B.
Government Responses to Social Movements: Which court ruling or federal statute is correctly matched to school desegregation, public-accommodation and employment discrimination, sex discrimination in education, or voting rights? Aligned to CB AP Gov CED Unit 3, Topic 3.11; LO 3.11.A; EK 3.11.A.1; Course Skills 1.A, 1.C - Government Responses to Social Movements: CB AP Gov CED: Unit 3, Topic 3.11; LO 3.11.A; EK 3.11.A.1; Course Skills 1.A, 1.C.
Restriction and Protection of Minority Rights Over Time: Which sequence or comparison best traces government action from emancipation and abolition through separate-but-equal restrictions, desegregation, and disputes over majority-minority districts? Aligned to CB AP Gov CED Unit 3, Topic 3.12; LO 3.12.A; EK 3.12.A.1; Course Skills 1.C, 2.C; Emancipation Proclamation alignment effective fall 2026 - Restriction and Protection of Minority Rights Over Time: CB AP Gov CED: Unit 3, Topic 3.12; LO 3.12.A; EK 3.12.A.1; Course Skills 1.C, 2.C; Emancipation Proclamation alignment effective fall 2026.
Affirmative Action and Equal Protection: Which constitutional issue best frames Supreme Court debate over policies addressing disparities related to race, ethnicity, sex, disability, or age? Aligned to CB AP Gov CED Unit 3, Topic 3.13; LO 3.13.A; EK 3.13.A.1; Course Skills 1.D, 2.D - Affirmative Action and Equal Protection: CB AP Gov CED: Unit 3, Topic 3.13; LO 3.13.A; EK 3.13.A.1; Course Skills 1.D, 2.D.
Unit 3 - Required Foundational Documents and Supreme Court Applications - Mini Skills
Letter from a Birmingham Jail: Direct Action and Constitutional Equality: Which interpretation best identifies the document's claims about unjust laws, nonviolent direct action, delayed justice, civic responsibility, and equal protection? Aligned to CB AP Gov CED Required Foundational Document - Letter from a Birmingham Jail; Unit 3, Topics 3.1, 3.3-3.4, 3.6-3.8, and 3.10-3.12; Course Skills 4.A-4.C - Letter from a Birmingham Jail: Direct Action and Constitutional Equality: CB AP Gov CED: Required Foundational Document - Letter from a Birmingham Jail; Unit 3, Topics 3.1, 3.3-3.4, 3.6-3.8, and 3.10-3.12; Course Skills 4.A-4.C.
Emancipation Proclamation: Wartime Emancipation and the Expansion of Civil Rights: Which explanation best connects the proclamation's wartime scope to the later permanent abolition of slavery under the Thirteenth Amendment? Aligned to CB AP Gov CED Required Foundational Document - Emancipation Proclamation; Unit 3, Topic 3.12; LO 3.12.A; EK 3.12.A.1; Course Skills 4.A-4.C; effective fall 2026 - Emancipation Proclamation: Wartime Emancipation and the Expansion of Civil Rights: CB AP Gov CED: Required Foundational Document - Emancipation Proclamation; Unit 3, Topic 3.12; LO 3.12.A; EK 3.12.A.1; Course Skills 4.A-4.C; effective fall 2026.
Schenck v. United States: Dangerous Speech: Which option correctly identifies the facts, holding, or reasoning that allowed restriction of speech judged to create a clear and present danger? Aligned to CB AP Gov CED Required SCOTUS Case - Schenck v. United States (1919); Unit 3, Topic 3.3; Course Skills 2.A-2.D - Schenck v. United States: Dangerous Speech: CB AP Gov CED: Required SCOTUS Case - Schenck v. United States (1919); Unit 3, Topic 3.3; Course Skills 2.A-2.D.
Brown v. Board of Education: Equal Protection and School Segregation: Which explanation best connects the Court's holding to the Fourteenth Amendment and the rejection of race-based school segregation? Aligned to CB AP Gov CED Required SCOTUS Case - Brown v. Board of Education (1954); Unit 3, Topics 3.10-3.12; Course Skills 2.A-2.D - Brown v. Board of Education: Equal Protection and School Segregation: CB AP Gov CED: Required SCOTUS Case - Brown v. Board of Education (1954); Unit 3, Topics 3.10-3.12; Course Skills 2.A-2.D.
Engel v. Vitale: Establishment Clause: Which option correctly explains why school sponsorship of prayer or other religious activity violates the First Amendment Establishment Clause? Aligned to CB AP Gov CED Required SCOTUS Case - Engel v. Vitale (1962); Unit 3, Topic 3.2; Course Skills 2.A-2.D - Engel v. Vitale: Establishment Clause: CB AP Gov CED: Required SCOTUS Case - Engel v. Vitale (1962); Unit 3, Topic 3.2; Course Skills 2.A-2.D.
Gideon v. Wainwright: Right to Counsel: Which explanation best connects the Sixth Amendment right to an attorney, Fourteenth Amendment incorporation, and felony prosecutions in state court? Aligned to CB AP Gov CED Required SCOTUS Case - Gideon v. Wainwright (1963); Unit 3, Topics 3.7-3.8; Course Skills 2.A-2.D - Gideon v. Wainwright: Right to Counsel: CB AP Gov CED: Required SCOTUS Case - Gideon v. Wainwright (1963); Unit 3, Topics 3.7-3.8; Course Skills 2.A-2.D.
Tinker v. Des Moines: Student Symbolic Speech: Which option correctly explains why student armbands were protected expression and how the holding applies to speech in public schools? Aligned to CB AP Gov CED Required SCOTUS Case - Tinker v. Des Moines Independent Community School District (1969); Unit 3, Topic 3.3; Course Skills 2.A-2.D - Tinker v. Des Moines: Student Symbolic Speech: CB AP Gov CED: Required SCOTUS Case - Tinker v. Des Moines Independent Community School District (1969); Unit 3, Topic 3.3; Course Skills 2.A-2.D.
New York Times Co. v. United States: Prior Restraint: Which explanation best identifies the heavy presumption against prior restraint and its application when the government invokes national security? Aligned to CB AP Gov CED Required SCOTUS Case - New York Times Co. v. United States (1971); Unit 3, Topic 3.4; Course Skills 2.A-2.D - New York Times Co. v. United States: Prior Restraint: CB AP Gov CED: Required SCOTUS Case - New York Times Co. v. United States (1971); Unit 3, Topic 3.4; Course Skills 2.A-2.D.
Wisconsin v. Yoder: Free Exercise of Religion: Which option correctly explains why compulsory school attendance beyond eighth grade violated the Amish families' Free Exercise rights? Aligned to CB AP Gov CED Required SCOTUS Case - Wisconsin v. Yoder (1972); Unit 3, Topic 3.2; Course Skills 2.A-2.D - Wisconsin v. Yoder: Free Exercise of Religion: CB AP Gov CED: Required SCOTUS Case - Wisconsin v. Yoder (1972); Unit 3, Topic 3.2; Course Skills 2.A-2.D.
Shaw v. Reno: Race and Congressional Districting: Which explanation best connects a district's shape and race-based design to an Equal Protection challenge involving majority-minority districts? Aligned to CB AP Gov CED Required SCOTUS Case - Shaw v. Reno (1993); Units 2, 3, and 5; Course Skills 2.A-2.D - Shaw v. Reno: Race and Congressional Districting: CB AP Gov CED: Required SCOTUS Case - Shaw v. Reno (1993); Units 2, 3, and 5; Course Skills 2.A-2.D.
McDonald v. Chicago: Incorporation of the Second Amendment: Which option correctly explains how the Fourteenth Amendment made the individual right to keep and bear arms applicable to state and local governments? Aligned to CB AP Gov CED Required SCOTUS Case - McDonald v. Chicago (2010); Unit 3, Topics 3.5 and 3.7; Course Skills 2.A-2.D - McDonald v. Chicago: Incorporation of the Second Amendment: CB AP Gov CED: Required SCOTUS Case - McDonald v. Chicago (2010); Unit 3, Topics 3.5 and 3.7; Course Skills 2.A-2.D.
Unit 4 - American Political Ideologies and Beliefs (10-15% of the Multiple-Choice Section)
Core Values and Attitudes About Government: Which interpretation of individualism, equality of opportunity, free enterprise, or rule of law best explains a citizen's position on the proper role of government? Aligned to CB AP Gov CED Unit 4, Topic 4.1; LO 4.1.A; EK 4.1.A.1; Course Skills 1.D, 1.E; Core Principles from Adam Smith's The Wealth of Nations alignment effective fall 2026 - Core Values and Attitudes About Government: CB AP Gov CED: Unit 4, Topic 4.1; LO 4.1.A; EK 4.1.A.1; Course Skills 1.D, 1.E; Core Principles from Adam Smith's The Wealth of Nations alignment effective fall 2026.
Agents of Political Socialization: Which agent or social environment - family, school, peers, media, civic groups, or religious organizations - most plausibly explains the development of a stated political attitude or behavior? Aligned to Unit 4, Topic 4.2; LO 4.2.A; EK 4.2.A.1; Course Skills 1.D, 1.E - Agents of Political Socialization: CB AP Gov CED: Unit 4, Topic 4.2; LO 4.2.A; EK 4.2.A.1; Course Skills 1.D, 1.E.
U.S. Political Culture and Globalization: Which explanation best connects democratic ideals and core values to U.S. political culture or to reciprocal influence between U.S. and global values? Aligned to CB AP Gov CED Unit 4, Topic 4.2; LO 4.2.A; EK 4.2.A.2; Course Skills 1.B, 1.E - U.S. Political Culture and Globalization: CB AP Gov CED: Unit 4, Topic 4.2; LO 4.2.A; EK 4.2.A.2; Course Skills 1.B, 1.E.
Generational and Life-Cycle Effects: Which explanation best distinguishes attitudes shaped by shared historical experiences of an age cohort from attitudes shaped by stages of an individual's life? Aligned to CB AP Gov CED Unit 4, Topic 4.3; LO 4.3.A; EK 4.3.A.1; Course Skills 1.C, 3.C - Generational and Life-Cycle Effects: CB AP Gov CED: Unit 4, Topic 4.3; LO 4.3.A; EK 4.3.A.1; Course Skills 1.C, 3.C.
Major Political Events and Ideological Change: Which causal explanation best shows how a major political event can alter political attitudes through the process of political socialization? Aligned to CB AP Gov CED Unit 4, Topic 4.4; LO 4.4.A; EK 4.4.A.1; Course Skills 1.B, 1.E - Major Political Events and Ideological Change: CB AP Gov CED: Unit 4, Topic 4.4; LO 4.4.A; EK 4.4.A.1; Course Skills 1.B, 1.E.
Types of Scientific Polls: Which poll type is correctly matched to measuring issue opinion, establishing a campaign baseline, tracking change over time, or surveying voters after they cast ballots? Aligned to CB AP Gov CED Unit 4, Topic 4.5; LO 4.5.A; EK 4.5.A.1; Course Skills 1.C, 3.A - Types of Scientific Polls: CB AP Gov CED: Unit 4, Topic 4.5; LO 4.5.A; EK 4.5.A.1; Course Skills 1.C, 3.A.
Sampling, Margin of Error, Question Wording, and Reporting: Which polling design or report is most methodologically sound based on representative sampling, margin of error, neutral wording, and conclusions supported by the data? Aligned to CB AP Gov CED Unit 4, Topic 4.5; LO 4.5.A; EK 4.5.A.2; Course Skills 3.E, 3.F.
Credibility of Public Opinion Claims: Which evaluation best judges whether a claim about an election or policy debate is supported by reliable, truthful, and relevant public opinion data? Aligned to CB AP Gov CED Unit 4, Topic 4.6; LO 4.6.A; EK 4.6.A.1; Course Skills 3.C, 3.E - Credibility of Public Opinion Claims: CB AP Gov CED: Unit 4, Topic 4.6; LO 4.6.A; EK 4.6.A.1; Course Skills 3.C, 3.E.
Liberal and Conservative Party Ideologies: Which policy position is most consistent with the general ideological tendency of the Democratic or Republican Party platform? Aligned to CB AP Gov CED Unit 4, Topic 4.7; LO 4.7.A; EK 4.7.A.1; Course Skills 1.C, 1.E - Liberal and Conservative Party Ideologies: CB AP Gov CED: Unit 4, Topic 4.7; LO 4.7.A; EK 4.7.A.1; Course Skills 1.C, 1.E.
Political Participation and the Content of Public Policy: Which explanation best shows how the attitudes of citizens who participate at a particular time shape the public policies produced by democratic institutions? Aligned to CB AP Gov CED Unit 4, Topic 4.8; LO 4.8.A; EK 4.8.A.1; Course Skills 1.B, 1.E - Political Participation and the Content of Public Policy: CB AP Gov CED: Unit 4, Topic 4.8; LO 4.8.A; EK 4.8.A.1; Course Skills 1.B, 1.E.
Liberty, Stability, and Order in Policy Debates: Which policy choice best illustrates the recurring tradeoff between individual liberty and government efforts to maintain social stability or order? Aligned to CB AP Gov CED Unit 4, Topic 4.8; LO 4.8.A; EK 4.8.A.2; Course Skills 1.C, 1.E - Liberty, Stability, and Order in Policy Debates: CB AP Gov CED: Unit 4, Topic 4.8; LO 4.8.A; EK 4.8.A.2; Course Skills 1.C, 1.E.
Ideologies and Regulation of the Marketplace: Which level of market regulation is most consistent with liberal, conservative, or libertarian ideology? Aligned to CB AP Gov CED Unit 4, Topic 4.9; LO 4.9.A; EK 4.9.A.1; Course Skills 1.C, 1.D - Ideologies and Regulation of the Marketplace: CB AP Gov CED: Unit 4, Topic 4.9; LO 4.9.A; EK 4.9.A.1; Course Skills 1.C, 1.D.
Fiscal Policy: Keynesian and Supply-Side Approaches: Which action by Congress and the president is a fiscal-policy tool, and which ideological approach best supports the action? Aligned to CB AP Gov CED Unit 4, Topic 4.9; LO 4.9.B; EK 4.9.B.1; Course Skills 1.D, 3.D - Fiscal Policy: Keynesian and Supply-Side Approaches: CB AP Gov CED: Unit 4, Topic 4.9; LO 4.9.B; EK 4.9.B.1; Course Skills 1.D, 3.D.
Monetary Policy and the Federal Reserve: Which Federal Reserve action most directly changes interest rates or broader economic conditions in pursuit of maximum employment and price stability? Aligned to CB AP Gov CED Unit 4, Topic 4.9; LO 4.9.B; EK 4.9.B.2; Course Skills 1.D, 3.D - Monetary Policy and the Federal Reserve: CB AP Gov CED: Unit 4, Topic 4.9; LO 4.9.B; EK 4.9.B.2; Course Skills 1.D, 3.D.
Liberal Views of Government and Social Policy: Which policy position most closely reflects greater national government involvement in areas such as education or public health? Aligned to CB AP Gov CED Unit 4, Topic 4.10; LO 4.10.A; EK 4.10.A.1; Course Skills 1.D, 1.E - Liberal Views of Government and Social Policy: CB AP Gov CED: Unit 4, Topic 4.10; LO 4.10.A; EK 4.10.A.1; Course Skills 1.D, 1.E.
Conservative Views of Government and Social Policy: Which policy position most closely reflects less national involvement and greater state or private responsibility for education, public health, or other social issues? Aligned to CB AP Gov CED Unit 4, Topic 4.10; LO 4.10.A; EK 4.10.A.2; Course Skills 1.D, 1.E - Conservative Views of Government and Social Policy: CB AP Gov CED: Unit 4, Topic 4.10; LO 4.10.A; EK 4.10.A.2; Course Skills 1.D, 1.E.
Libertarian Views of Government and Social Policy: Which policy position most closely reflects minimal national and state involvement except to protect private property or individual liberty? Aligned to CB AP Gov CED Unit 4, Topic 4.10; LO 4.10.A; EK 4.10.A.3; Course Skills 1.D, 1.E - Libertarian Views of Government and Social Policy: CB AP Gov CED: Unit 4, Topic 4.10; LO 4.10.A; EK 4.10.A.3; Course Skills 1.D, 1.E.
Ideological Success and Social-Policy Trends: Which shift in the level or type of government involvement most strongly indicates the political success of a liberal or conservative perspective? Aligned to CB AP Gov CED Unit 4, Topic 4.10; LO 4.10.B; EK 4.10.B.1; Course Skills 1.B, 3.C - Ideological Success and Social-Policy Trends: CB AP Gov CED: Unit 4, Topic 4.10; LO 4.10.B; EK 4.10.B.1; Course Skills 1.B, 3.C.
Unit 4 - Required Foundational Document - Mini Skill
Core Principles from Adam Smith's The Wealth of Nations: Which claim best reflects pursuit of self-interest, competition, efficient resource allocation, voluntary exchange, and limited government regulation in a free-enterprise system? Aligned to CB AP Gov CED Required Foundational Document - Core Principles from Adam Smith's The Wealth of Nations; Unit 4, Topic 4.1; LO 4.1.A; EK 4.1.A.1; Course Skills 4.A-4.C; effective fall 2026 - Core Principles from Adam Smith's The Wealth of Nations: CB AP Gov CED: Required Foundational Document - Core Principles from Adam Smith's The Wealth of Nations; Unit 4, Topic 4.1; LO 4.1.A; EK 4.1.A.1; Course Skills 4.A-4.C; effective fall 2026.
Unit 5 - Political Participation (20-27% of the Multiple-Choice Section)
Constitutional Amendments Expanding Political Participation: Which voting-rights protection is correctly matched to the Fourteenth, Fifteenth, Seventeenth, Nineteenth, Twenty-Fourth, or Twenty-Sixth Amendment? Aligned to CB AP Gov CED Unit 5, Topic 5.1; LO 5.1.A; EK 5.1.A.1; Course Skills 1.A, 1.C - Constitutional Amendments Expanding Political Participation: CB AP Gov CED: Unit 5, Topic 5.1; LO 5.1.A; EK 5.1.A.1; Course Skills 1.A, 1.C.
Rational-Choice, Retrospective, Prospective, and Straight-Ticket Voting: Which model of voting behavior best explains a voter choosing based on self-interest, past performance, expected future performance, or party-line voting? Aligned to CB AP Gov CED Unit 5, Topic 5.1; LO 5.1.B; EK 5.1.B.1; Course Skills 1.A, 1.D - Rational-Choice, Retrospective, Prospective, and Straight-Ticket Voting: CB AP Gov CED: Unit 5, Topic 5.1; LO 5.1.B; EK 5.1.B.1; Course Skills 1.A, 1.D.
Structural Barriers, Political Efficacy, and Voter Turnout: Which factor best explains a turnout difference involving access to the polls, belief that participation matters, or demographic characteristics? Aligned to CB AP Gov CED Unit 5, Topic 5.2; LO 5.2.A; EK 5.2.A.1; Course Skills 1.D, 3.C - Structural Barriers, Political Efficacy, and Voter Turnout: CB AP Gov CED: Unit 5, Topic 5.2; LO 5.2.A; EK 5.2.A.1; Course Skills 1.D, 3.C.
State Election Rules, Registration, and Election Type: Which change in polling access, voter identification, mail or early voting, registration procedure, or election type is most likely to alter turnout? Aligned to CB AP Gov CED Unit 5, Topic 5.2; LO 5.2.A; EK 5.2.A.2; Course Skills 1.E, 3.C - State Election Rules, Registration, and Election Type: CB AP Gov CED: Unit 5, Topic 5.2; LO 5.2.A; EK 5.2.A.2; Course Skills 1.E, 3.C.
Predicting Turnout from Demographics and Engagement: Which conclusion about the likelihood of voting is best supported by demographic, efficacy, or political-engagement data? Aligned to CB AP Gov CED Unit 5, Topic 5.2; LO 5.2.A; EK 5.2.A.3; Course Skills 3.B, 3.C - Predicting Turnout from Demographics and Engagement: CB AP Gov CED: Unit 5, Topic 5.2; LO 5.2.A; EK 5.2.A.3; Course Skills 3.B, 3.C.
Factors Influencing Voter Choice: Which factor - party identification, ideology, candidate characteristics, current issues, religion, age, sex, race, ethnicity, or another demographic trait - best explains a stated voting pattern? Aligned to CB AP Gov CED Unit 5, Topic 5.2; LO 5.2.A; EK 5.2.A.4; Course Skills 1.D, 3.D - Factors Influencing Voter Choice: CB AP Gov CED: Unit 5, Topic 5.2; LO 5.2.A; EK 5.2.A.4; Course Skills 1.D, 3.D.
Linkage Institutions: Which institution - political party, interest group, election, or media organization - best channels citizen preferences to policymakers in a given scenario? Aligned to CB AP Gov CED Unit 5, Topic 5.3; LO 5.3.A; EK 5.3.A.1; Course Skills 1.A, 1.D - Linkage Institutions: CB AP Gov CED: Unit 5, Topic 5.3; LO 5.3.A; EK 5.3.A.1; Course Skills 1.A, 1.D.
Functions and Impact of Political Parties: Which party activity best illustrates voter mobilization and education, platform development, candidate recruitment, campaign management, fundraising, media strategy, or legislative leadership? Aligned to CB AP Gov CED Unit 5, Topic 5.3; LO 5.3.B; EK 5.3.B.1; Course Skills 1.A, 1.D - Functions and Impact of Political Parties: CB AP Gov CED: Unit 5, Topic 5.3; LO 5.3.B; EK 5.3.B.1; Course Skills 1.A, 1.D.
Candidate-Centered Campaigns and Weakened Party Control: Which campaign feature most clearly demonstrates a shift in attention from party organization to the candidate's personal characteristics and campaign operation? Aligned to CB AP Gov CED Unit 5, Topic 5.4; LO 5.4.A; EK 5.4.A.1; Course Skills 1.B, 1.D - Candidate-Centered Campaigns and Weakened Party Control: CB AP Gov CED: Unit 5, Topic 5.4; LO 5.4.A; EK 5.4.A.1; Course Skills 1.B, 1.D.
Party Coalitions and Adaptive Messaging: Which change in policy emphasis or campaign messaging is most likely intended to attract or retain a particular demographic coalition? Aligned to CB AP Gov CED Unit 5, Topic 5.4; LO 5.4.A; EK 5.4.A.2; Course Skills 1.D, 1.E - Party Coalitions and Adaptive Messaging: CB AP Gov CED: Unit 5, Topic 5.4; LO 5.4.A; EK 5.4.A.2; Course Skills 1.D, 1.E.
Critical Elections, Campaign Finance Law, and Technology: Which development best explains a change in party structure caused by electoral realignment, campaign-finance rules, or communication and voter-data technology? Aligned to CB AP Gov CED Unit 5, Topic 5.4; LO 5.4.A; EK 5.4.A.3; Course Skills 1.B, 3.C - Critical Elections, Campaign Finance Law, and Technology: CB AP Gov CED: Unit 5, Topic 5.4; LO 5.4.A; EK 5.4.A.3; Course Skills 1.B, 3.C.
Party Communication and Voter Data Management: Which use of digital communication or voter data best illustrates message control, outreach, targeting, or mobilization by a political party? Aligned to CB AP Gov CED Unit 5, Topic 5.4; LO 5.4.A; EK 5.4.A.4; Course Skills 1.D, 1.E - Party Communication and Voter Data Management: CB AP Gov CED: Unit 5, Topic 5.4; LO 5.4.A; EK 5.4.A.4; Course Skills 1.D, 1.E.
Winner-Take-All Elections and the Two-Party System: Which electoral rule best explains why third-party and independent candidates face greater barriers in the United States than in a proportional representation system? Aligned to CB AP Gov CED Unit 5, Topic 5.5; LO 5.5.A; EK 5.5.A.1; Course Skills 1.B, 3.D - Winner-Take-All Elections and the Two-Party System: CB AP Gov CED: Unit 5, Topic 5.5; LO 5.5.A; EK 5.5.A.1; Course Skills 1.B, 3.D.
Major-Party Absorption of Third-Party Issues: Which outcome best illustrates a major party weakening a third party by adopting part of the smaller party's agenda or constituency? Aligned to CB AP Gov CED Unit 5, Topic 5.5; LO 5.5.A; EK 5.5.A.2; Course Skills 1.D, 1.E - Major-Party Absorption of Third-Party Issues: CB AP Gov CED: Unit 5, Topic 5.5; LO 5.5.A; EK 5.5.A.2; Course Skills 1.D, 1.E.
Interest-Group Tactics and Amicus Curiae Briefs: Which tactic best matches an interest group seeking influence through voter education, lobbying, drafting legislation, member mobilization, agency contact, or an amicus curiae brief? Aligned to Unit 5, Topic 5.6; LO 5.6.A; EK 5.6.A.1; Course Skills 1.A, 1.D - Interest-Group Tactics and Amicus Curiae Briefs: CB AP Gov CED: Unit 5, Topic 5.6; LO 5.6.A; EK 5.6.A.1; Course Skills 1.A, 1.D.
Iron Triangles and Issue Networks: Which diagram or scenario best distinguishes a durable alliance among a committee, agency, and interest group from a broader temporary issue network? Aligned to CB AP Gov CED Unit 5, Topic 5.6; LO 5.6.A; EK 5.6.A.2; Course Skills 1.C, 4.D - Iron Triangles and Issue Networks: CB AP Gov CED: Unit 5, Topic 5.6; LO 5.6.A; EK 5.6.A.2; Course Skills 1.C, 4.D.
Interest-Group Resources, Free Riders, and Selective Benefits: Which explanation best connects membership size, money, access, the free-rider problem, or selective benefits to differences in interest-group influence? Aligned to CB AP Gov CED Unit 5, Topic 5.6; LO 5.6.B; EK 5.6.B.1; Course Skills 1.B, 3.D - Interest-Group Resources, Free Riders, and Selective Benefits: CB AP Gov CED: Unit 5, Topic 5.6; LO 5.6.B; EK 5.6.B.1; Course Skills 1.B, 3.D.
Single-Issue Groups, Social Movements, and Protest Movements: Which type of organized political action best fits a group focused on one policy, a broad ideological or social change, or public protest intended to alter policymaking? Aligned to CB AP Gov CED Unit 5, Topic 5.7; LO 5.7.A; EK 5.7.A.1; Course Skills 1.A, 1.D - Single-Issue Groups, Social Movements, and Protest Movements: CB AP Gov CED: Unit 5, Topic 5.7; LO 5.7.A; EK 5.7.A.1; Course Skills 1.A, 1.D.
Competing Political Actors in the Policy Process: Which actor is most likely to exert influence at a stated stage of policymaking or the federal budget process, and through which institutional access point? Aligned to CB AP Gov CED Unit 5, Topic 5.7; LO 5.7.A; EK 5.7.A.2; Course Skills 1.C, 1.E - Competing Political Actors in the Policy Process: CB AP Gov CED: Unit 5, Topic 5.7; LO 5.7.A; EK 5.7.A.2; Course Skills 1.C, 1.E.
Elections, Parties, Policy Shifts, and Realignment: Which electoral outcome most plausibly produces a major policy initiative or a durable realignment of voting constituencies? Aligned to CB AP Gov CED Unit 5, Topic 5.7; LO 5.7.A; EK 5.7.A.3; Course Skills 1.B, 3.C - Elections, Parties, Policy Shifts, and Realignment: CB AP Gov CED: Unit 5, Topic 5.7; LO 5.7.A; EK 5.7.A.3; Course Skills 1.B, 3.C.
Stages and Institutions of Presidential Elections: Which sequence or description correctly connects incumbency, open and closed primaries, caucuses, conventions, the general election, and the Electoral College? Aligned to CB AP Gov CED Unit 5, Topic 5.8; LO 5.8.A; EK 5.8.A.1; Course Skills 1.A, 1.C - Stages and Institutions of Presidential Elections: CB AP Gov CED: Unit 5, Topic 5.8; LO 5.8.A; EK 5.8.A.1; Course Skills 1.A, 1.C.
Electoral College Allocation and Popular-Vote Divergence: Which electoral map or scenario best explains winner-take-all allocation, state control of electors, or a national popular-vote result that differs from the Electoral College outcome? Aligned to CB AP Gov CED Unit 5, Topic 5.8; LO 5.8.B; EK 5.8.B.1; Course Skills 3.C, 4.D - Electoral College Allocation and Popular-Vote Divergence: CB AP Gov CED: Unit 5, Topic 5.8; LO 5.8.B; EK 5.8.B.1; Course Skills 3.C, 4.D.
Processes and Outcomes in Congressional Elections: Which comparison best explains how incumbency, primary rules, caucuses, and presidential versus midterm elections affect congressional contests? Aligned to CB AP Gov CED Unit 5, Topic 5.9; LO 5.9.A; EK 5.9.A.1; Course Skills 1.C, 3.C - Processes and Outcomes in Congressional Elections: CB AP Gov CED: Unit 5, Topic 5.9; LO 5.9.A; EK 5.9.A.1; Course Skills 1.C, 3.C.
Professionalization, Cost, Duration, and Social Media in Modern Campaigns: Which consequence is most directly associated with professional consultants, intensive fundraising, long election cycles, or reliance on social media for communication and fundraising? Aligned to CB AP Gov CED Unit 5, Topic 5.10; LO 5.10.A; EK 5.10.A.1; Course Skills 1.B, 1.E - Professionalization, Cost, Duration, and Social Media in Modern Campaigns: CB AP Gov CED: Unit 5, Topic 5.10; LO 5.10.A; EK 5.10.A.1; Course Skills 1.B, 1.E.
Campaign-Finance Law and Protected Political Spending: Which comparison best connects the Bipartisan Campaign Reform Act, disclosure or advertisement requirements, and Supreme Court protection of independent political spending? Aligned to CB AP Gov CED Unit 5, Topic 5.11; LO 5.11.A; EK 5.11.A.1; Course Skills 1.C, 2.B - Campaign-Finance Law and Protected Political Spending: CB AP Gov CED: Unit 5, Topic 5.11; LO 5.11.A; EK 5.11.A.1; Course Skills 1.C, 2.B.
Free Speech, Fair Elections, and Campaign Contributions: Which argument best captures the continuing conflict between political-expression rights and the goal of competitive, transparent, and fair elections? Aligned to CB AP Gov CED Unit 5, Topic 5.11; LO 5.11.A; EK 5.11.A.2; Course Skills 5.B, 5.C - Free Speech, Fair Elections, and Campaign Contributions: CB AP Gov CED: Unit 5, Topic 5.11; LO 5.11.A; EK 5.11.A.2; Course Skills 5.B, 5.C.
PACs and Election Influence: Which type of political action committee or spending activity is correctly matched to its fundraising, contribution, independent-expenditure, or policymaking influence? Aligned to CB AP Gov CED Unit 5, Topic 5.11; LO 5.11.A; EK 5.11.A.3; Course Skills 1.A, 3.D - PACs and Election Influence: CB AP Gov CED: Unit 5, Topic 5.11; LO 5.11.A; EK 5.11.A.3; Course Skills 1.A, 3.D.
Media Agenda Setting and Political Information: Which media choice best illustrates agenda setting through news selection, investigative reporting, election coverage, commentary, social media, or new communication technology? Aligned to CB AP Gov CED Unit 5, Topic 5.12; LO 5.12.A; EK 5.12.A.1; Course Skills 1.D, 4.D - Media Agenda Setting and Political Information: CB AP Gov CED: Unit 5, Topic 5.12; LO 5.12.A; EK 5.12.A.1; Course Skills 1.D, 4.D.
Polling and Horse-Race Election Coverage: Which media presentation most clearly treats an election as a contest of changing popularity rather than a comparison of qualifications and policy platforms? Aligned to CB AP Gov CED Unit 5, Topic 5.12; LO 5.12.A; EK 5.12.A.2; Course Skills 3.D, 4.D.
Media Coverage and Political Participation: Which change in political participation is most plausibly caused by the type, tone, or frequency of media coverage, analysis, and commentary? Aligned to CB AP Gov CED Unit 5, Topic 5.13; LO 5.13.A; EK 5.13.A.1; Course Skills 1.B, 1.E - Media Coverage and Political Participation: CB AP Gov CED: Unit 5, Topic 5.13; LO 5.13.A; EK 5.13.A.1; Course Skills 1.B, 1.E.
Media Bias, Ownership, and Partisan News: Which evaluation best explains how ideological demand, ownership structure, or partisan news outlets may shape political communication and public trust? Aligned to CB AP Gov CED Unit 5, Topic 5.13; LO 5.13.A; EK 5.13.A.2; Course Skills 4.A, 4.C - Media Bias, Ownership, and Partisan News: CB AP Gov CED: Unit 5, Topic 5.13; LO 5.13.A; EK 5.13.A.2; Course Skills 4.A, 4.C.
Media Choice, Reinforcement, Knowledge, and Source Credibility: Which explanation best connects increased media choice, ideologically oriented programming, consumer-driven technology, reinforcement of existing beliefs, or uncertainty about credibility to democratic debate and political knowledge? Aligned to CB AP Gov CED Unit 5, Topic 5.13; LO 5.13.A; EK 5.13.A.3; Course Skills 1.B, 3.E - Media Choice, Reinforcement, Knowledge, and Source Credibility: CB AP Gov CED: Unit 5, Topic 5.13; LO 5.13.A; EK 5.13.A.3; Course Skills 1.B, 3.E.
Unit 5 - Required Supreme Court Application - Mini Skill
Citizens United v. Federal Election Commission: Political Spending and Speech: Which option correctly identifies the case's First Amendment holding, its treatment of independent spending by corporations and associations, or its significance for campaign finance? Aligned to CB AP Gov CED Required SCOTUS Case - Citizens United v. Federal Election Commission (2010); Unit 5, Topic 5.11; Course Skills 2.A-2.D - Citizens United v. Federal Election Commission: Political Spending and Speech: CB AP Gov CED: Required SCOTUS Case - Citizens United v. Federal Election Commission (2010); Unit 5, Topic 5.11; Course Skills 2.A-2.D.