Civics, Civility, and Collaboration in the Courtroom: What Makes a Good Judge?

Introduction and Overview

Begin by introducing yourself and having students introduce themselves. Be sure to spend some time explaining who you are, and why you’re there to facilitate discussion. Explain what you will be doing for the session.

2. Warm Up

Ask students if they know what a “judge” is, or what it means to “judge.” Solicit responses, and probe anything that students offer. Students may be familiar with other “judging” examples, including parents, teachers, coaches, referees, competitions, or contests. Explain that judges in court manage the courtroom, listen to testimony and arguments, issue decisions, and instruct juries and other courtroom personnel. Use the clips below to get everyone on a same page about what a judge is.

For young students: “The Justice Hears a Case” (3:14)

U.S. Supreme Court Justice Sonia Sotomayor visits Sesame Street and resolves a dispute between two characters. It’s a useful conversation starter to focus the discussion on court judges and shows an example that can be further analyzed. https://youtu.be/FizspmIJbAw

For older students: “Live Courtroom Video” (up to 12:12)

This 12-minute video features live video footage from the Milwaukee County criminal court in Milwaukee, WI. The footage shows promising practices that judges are using to open court and set pre-trial orders and conditions, select juries, and during bail and sentencing hearings.

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3. What Makes a Good Judge?

Ask students to consider what qualities and skills a judge must possess and use to be effective. Adjust how this part of the activity flows as follows, based on age of students:

Very young students could benefit from a general brainstorm with an adult making a list on chart paper or whiteboard. Start with basic ideas, introduce more as appropriate, discussing the meaning of certain types of characteristics along the way.

Slightly older students could be split into partner groups to work together to complete the Being a Judge Handout, identifying 5-8 important characteristics of a judge.

Older students could individually make a list of 5-8 important characteristics on a separate piece of paper. After some time, sort students into pairs to share their lists with one another. After a bit more time, reconvene and ask each pair to identify the characteristics that were common to both partners’ lists, and list those on chart paper or white board.

4. Wrap Up

Reconvene the class and proceed as follows, based on age of students:

Very young students might discuss how the characteristics they identified are reflected in the video they watched earlier, or how they might aid someone in that position.

Slightly older students might be asked to share their lists with the class to see what characteristics emerge as most common among student groups. Develop a profile of a “class judge” on chart paper or white board.

Older students: Importance of Impartiality and Independence

Using the compiled class list, focus discussion on “impartiality” and “independence.” If students identified similar ideas, use them to segue to concepts of impartiality and judicial independence. Discuss with students why these ideas are important to judges and courts under American law.

Optional: Fair & Impartial Judiciary (7:04)

“Court Short” from the Administrative Office of U.S. Courts” discusses the importance of a fair, impartial, and independent judiciary. Several federal judges offer onscreen commentary.

5. Before you go

Thank students for participating in today’s discussion. Explain that you hope they learned things about judges, courts, and American law from discussion. Thank teachers, administrators, and anyone else that facilitated the discussion.