Kids, Courts, and Citizenship Program

Founded by U.S. Magistrate Judge
Joyce London Alexander

For current programs and schedules, please contact: cmacdonald@discoveringjustice.org (617) 748-9641.

In the Fall of 1989, the Kids, Court and Citizenship (“KCC”) program was born, in the District Court for Massachusetts. The program was designed as an important supplementation to the civics curriculum for fifth-graders, who were chosen because they are at a formative and impressionistic year. Approximately 7,000 students have visited the Court since 1989.

This forum does not allow for a full explanation of the mechanics of the KCC program, but a brief overview is possible. Approximately 60 students at a time are brought to the Court, where they observe a short criminal proceeding. The students are invited to pose questions to the judge about the hearing and the federal court system. The U.S. Marshal will then explain the role and duties of the Marshal’s office, and fields questions about their work. Lawyers, prosecutors pre-trial service and community members, like the Links, Inc., have participated in various ways in the program.

With assistance from the judge’s chambers staff, a mock trial is conducted in which the students debate the death penalty. Students assume the roles of judge, clerk, attorneys, and jury. Once the jury’s vote is returned, the judge leads a larger discussion about the arguments presented and how, if at all, the students’ opinions changed after hearing the arguments.

The simplicity of the program belies an important pedagogical process. Within a short but potent time, students learn about the federal adjudication process, the realism of criminal penalties and the concomitant deprivations of liberty. This message is particularly powerful to those students who live in communities deluged with drugs, firearms and violence. These children’s eyes see, in vivid color and dangerous detail, the facts so often read in the relative sterility of an affidavit.

Although one finds it incumbent to upon a judge to convey to these students the consequences of such behavior, children often listen to adults with but one ear. In the KCC program, it is the students who do the arguing, preaching, and lecturing. Not surprisingly, they listen to one another and, in the process, often see that taking the time to stop, listen, and reflect is more valuable than acting on the immediacy of emotional instinct. They begin to embrace the notion that there is a diversity of opinions which need be respected even if not adopted. And therein lies the benefit of the program to the community: if but one child in every group learns the importance of his or her voice on a jury, then the program is worth the time it requires.