You may find the printable resources contained in this binder helpful. Note: this binder was prepared during the in-person pilot in Butte County. Resources support the Salem Witch Trials but may be adapted for any of the lessons. 

Before you get started, be sure to review the Ethics Checklist for judges participating in Judges in the Classroom. The checklist was prepared by the Judicial Council.

 
Planning the Virtual Visit

You should meet with the teacher prior to your visit. Use the platform being used on the day of your visit. This will give you time to test your mic and camera.

MEET THE TEACHER FIRST (VIA PHONE OR REMOTE):

• Who will advance the slides?
  The teacher, as host, may volunteer to do it. Make sure the host uses features that brings up the most students, and you as the presenter. 

• Calling on Students
  Students should verbally answer and ask questions. Avoid using the chat function as it cuts down on interaction. You may ask the teacher to call on students, or if the names appear on the screen, you may call on them directly. 

• Sharing Your Screen
  Practice sharing your presentation. The teacher may be able to load and advance slides for you. The slides are secondary, you should appear onscreen as much as possible. Check how you will appear and sound, adjust your settings, if needed. Practice with the teacher in advance. 

• Breakout rooms
  Some lessons include breakout activities. Discuss how this will be facilitated before your visit. Most teachers will assign students to rooms ahead of time.

Also, talk through the following points with the teacher:

1. What lessons, if any, has the class had up to the day of your visit on this topic, or related subjects?  Share CIVICS 101 with the teacher. This will prepare the class.

2. Be sure to include time for a question and answer session. Students should ask the questions, not type them in the chat. You want the visit to be interactive.

Send Materials to Teacher ahead of Time

Each lesson plan webpage has additional content, including handouts, YouTube videos, and links to websites. Share these with your teacher, if you'd  like. The class should have some understanding of the subject prior to your visit. 

Day of Visit

• Have court tech staff on standby

• Presenting from an empty courtroom, in your robe is ideal

• Think about whether or not you can give the students a virtual tour of the courtroom showing them the gallery, counsel tables, jury box, witness stand, reporter’s desk, clerks desk. (Be sure to emphasize their role as jurors in the future.)

• Be aware of your background if presenting from chambers or from home. Upload/use an image of your courthouse or bench as a background, if you like. 

• Set up your video and lighting in advance, it is best to face natural light and sit with eyes at camera level.
   

Preparing Content for Your Virtual JIC Lesson

Judges in the Classroom lessons were created to be "grab and go" materials requiring little, if any customization. Lessons with files names "with notes" include talking point suggestions for the speaker. You may find them helpful. 

Day of Visit

• Consider again the positioning of your camera.

• Do not allow recording of the meeting, make this announcement in the beginning. If the teacher is ok with it, they may take a snapshot. Teachers are proving to be the best marketers of this program!

• Place a notice on your courtroom door to avoid interruptions during your visit. 

Also:

• Be aware of vocabulary.  Speak slowly, simplify terms.

• Make no comments on the appearance of participant's backgrounds or surroundings.

• For a variety of reasons, some students will not turn on their cameras.

• Hold class engagement by staying on point.

View here for more remote presentation tips:  

Other Types of Visits

Presentation of the Lessons Plans created by judges and teachers for this program are preferred. However, teachers may request other types of remote visits, including:

1. Meet a local judge (with a Q&A)

Teachers are increasingly looking for support from judges to lead discussions about the law, constitutional rights, and voting. While this type of visit is encouraged, judges should remember their limitations on what can and cannot be said during your visit.

This type of visit is good for younger students who may be challenged to follow a lesson remotely. You may adapt any of the lessons to insert your own thoughts or questions.

Teachers report their older students, particularly those reaching voting age, want to have dialogue with someone who can answer their questions about civic participation, assembly, and the law.

2. Student presentation with Q&A

Students will present their civics-related projects and the judge will get the chance to offer feedback and participate in short Q&A. Some of the questions for the student are:

How did you choose your project topic?

ii. What was hardest part of completing your project?

iii. What was something you learned in completing your project?

For virtual visits, it is recommended lessons not be used for students younger than 3rd grade.