Teaching the Law School Curriculum - Institute for Law Teaching ...

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4 Business Associations Writing across the Curriculum Joan Heminway 13 Teaching Corporate Governance through Shareholder Litigation Jill E. Fisch 13 Feedback and Evaluation 14 Class Participation Diane S. Kaplan 14 Final Exam Preparation and Feedback Joan Heminway 15
Business Associations 5 Introduction The basic course in business associations, also called “corporations” or “enterprise organizations,” is an upperlevel course that is offered in some schools as an elective and required in others. The University of Michigan Law School, for example, had a course titled Enterprise Organization. See E. Orts, Quality Circles in Law Teaching, 47 J. Legal Educ. 425 (1997). The course provides students with the basic foundation in the various important phases of business entities, ranging from formation, to duties and relationships during existence, to termination. More specifically, there are legal consequences relating to corporate requirements, the fiduciary duties of corporate officers to other officers, to shareholders and other business entities, and the “business judgment” rule. The legal requirements in each phase warrant considerable attention and analysis. Approaches to the business associations course vary in methodology and coverage, but they usually concern the different phases in the life of a business entity. A common curricular challenge for teachers in this area is the need to reconcile the students’ wide disparity of business knowledge. To facilitate the learning process, many teachers use real-world cases and contextual materials, ranging from slides and handouts to wearing case-appropriate outfits. Steven Friedland, Nova Southeastern University Law Center Approach Learning Goals for Business Associations Courses My introductory course in business associations focuses upon the problems and issues that confront people wishing to form and operate small businesses and upon the ways lawyers can help solve these problems. It also studies the role of business entities in the market economy and the effect that corporations have on the environment, consumers, workers, and political process. The readings for the course compare the formation, organization, and management of the most common forms of business entities — corporations, limited liability companies, and partnerships. Because the focus of the course is primarily on the problems encountered by owners and managers of small business organizations, it does not cover securities law, and acquisitions, recapitalization, or other issues that arise solely in large corporate organizations, other than questions relating to the role of shareholders and public interest lawyers in making large corporations socially responsible. The goals of the course are: (1) to learn the law of business associations for purposes of passing the bar examination and representing clients effectively (including neighborhood businesses, community development groups, and other public interest organizations); (2) to learn, through studying an area of law governed by statutes, how to read statutes closely, how to interpret them, and how to use cases that interpret and apply them; (3) to learn, through the simulated representation of a small company, how to set up a business and how to draft its governance documents; (4) to learn about the responsibilities of a lawyer representing an organization rather than an individual; (5) to learn about the governance of corporations, partnerships, and limited liability companies and about the different roles played by owners and managers in each, in order to be able to advise clients about which form of business association suits them best, as well as how best to operate within that form; and (6) to understand the role corporations play in the politics and economy of our society, the ways in which corporate law does (and does not) promote corporate social responsibility, and some of the means available to public interest lawyers to make corporations act responsibly. To best accomplish these goals, I teach the course through the problem method. Each class session centers on student discussion of a simulated client problem. Students attempt to resolve the problem using the statutes and cases assigned for that day’s class. Deborah Zalesne, City University of New York School of Law
Page 1: Teaching the Law School Curriculum
Page 4 and 5: Copyright 2004 Steven Friedland and
Page 7 and 8: Contents Contributors xxv Preface x
Page 9 and 10: Contents ix Exercises 37 Collaborat
Page 11 and 12: Contents xi Problem Solving and Sto
Page 13 and 14: Contents xiii Exercises 141 A Contr
Page 15 and 16: Contents xv Motions to Suppress Evi
Page 17 and 18: Contents xvii Chapter 9 Family Law
Page 19 and 20: Contents xix Individualized Instruc
Page 21 and 22: Contents xxi Brief Gems 308 Reading
Page 23 and 24: Contents xxiii Repossessing Cars an
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Page 62 and 63: 32 Civil Procedure Medical exam The
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Page 66 and 67: 36 Civil Procedure baseball, your m
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Clinical Law 55 selor-at-Law: A Col
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Clinical Law 57 office. Work to ame
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Clinical Law 59 3. An Intoxicated U
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Clinical Law 61 cise is designed to
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6. Evaluation 5. Action Plan Clinic
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Clinical Law 65 Appendix C 6 Ways t
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Mirror, Mirror: Using Non-Tradition
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Clinical Law 69 lawyer’s craft. R
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Clinical Law 71 After the students
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Clinical Law 73 Isolating rhetorica
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Clinical Law 75 to course content.
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Clinical Law 77 To achieve the opti
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Other professional communications:
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82 Constitutional Law Employing the
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84 Constitutional Law Introduction
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86 Constitutional Law 4. To learn t
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88 Constitutional Law the Constitut
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90 Constitutional Law tions of the
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92 Constitutional Law Sinai Israel
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94 Constitutional Law selves, and n
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96 Constitutional Law Gordon Wood
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98 Constitutional Law the focus of
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100 Constitutional Law The biggest
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102 Constitutional Law formation of
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104 Constitutional Law from Orlando
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106 Constitutional Law Professor: W
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108 Constitutional Law When dealing
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110 Constitutional Law ance; moving
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112 Constitutional Law That exercis
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114 Constitutional Law Casebook and
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116 Constitutional Law On Discrimin
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118 Constitutional Law in class. St
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120 Constitutional Law sity (http:/
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122 Constitutional Law jected, and
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124 Constitutional Law The Second A
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126 Constitutional Law for example
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chapter 5 Contracts Approach 131 Le
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Contracts 131 Approach Learning abo
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• Remedies, particularly the avai
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Dear Mom: I promise to give you my
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Contracts 137 Material Teaching Con
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Contracts 139 cial choices. I also
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Contracts 141 To help address these
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Contracts 143 tion, parol evidence,
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Contracts 145 When we met in the cl
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Contracts 147 Case #1: Disappointed
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SCRIPT THREE: Contracts 149 CHRIS:
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Contracts 151 strating that within
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chapter 6 Criminal Law Approach 155
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Criminal Law 155 Approach Introduct
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Criminal Law 157 my students intend
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Criminal Law 159 dents whose challe
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Criminal Law 161 Pulp Fiction. Exce
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Criminal Law 163 Dudley — a crew
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Criminal Law 165 of the leading sch
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Criminal Law 167 The Set Up. During
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Criminal Law 169 As a clinician, I
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Criminal Law 171 clarify materials
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Criminal Law 173 penal code section
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chapter 7 Criminal Procedure Introd
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Criminal Procedure 177 Introduction
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Criminal Procedure 179 was unaware
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Criminal Procedure 181 policies and
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Motivating Students to Read Statute
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. What is the maximum possible sent
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chapter 8 Evidence Introduction Ste
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Evidence 189 Introduction For many
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Evidence 191 fact that our students
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Evidence 193 ing skills professors,
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Evidence 195 text of] a Rule,” th
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Evidence 197 in the syllabus given
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Evidence 199 propensity to lie. The
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My Cousin Vinny, Revisited Evidence
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First-Day Exercises Evidence 203 Ex
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Storytelling in the Classroom Evide
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Teaching Hearsay through Role Play
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Cartoons, Captions, and Mnemonics o
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chapter 9 Family Law Approach 213 W
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Family Law 213 Approach Why I Use P
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Family Law 215 One area of the cour
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Family Law 217 • “Merry Musings
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Family Law 219 We then turn to the
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Family Law 221 can integrate studen
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Family Law 223 that was in the oven
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Family Law 225 The first in-class e
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Family Law 227 high school. She con
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230 Federal Income Tax Brief Gems 2
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232 Federal Income Tax 4. Perfect w
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234 Federal Income Tax with respect
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236 Federal Income Tax out the seme
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238 Federal Income Tax Sources of T
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240 Federal Income Tax Section 1001
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242 Federal Income Tax Section 1015
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244 Federal Income Tax Gains from D
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246 Federal Income Tax Computing Ta
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248 Federal Income Tax Exercises In
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250 Federal Income Tax Getting the
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252 Federal Income Tax Research Pap
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254 Legal Research and Writing The
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256 Legal Research and Writing stri
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258 Legal Research and Writing Thes
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260 Legal Research and Writing law
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266 Legal Research and Writing [The
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268 Legal Research and Writing Exer
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270 Legal Research and Writing in a
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272 Legal Research and Writing pros
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274 Legal Research and Writing Larg
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276 Legal Research and Writing frie
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278 Legal Research and Writing all,
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280 Legal Research and Writing cifi
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282 Legal Research and Writing dent
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284 Legal Research and Writing part
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286 Legal Research and Writing conn
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288 Legal Research and Writing serv
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290 Professional Responsibility Bri
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292 Professional Responsibility Sol
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294 Professional Responsibility 1.6
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296 Professional Responsibility ali
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298 Professional Responsibility Rol
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300 Professional Responsibility •
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302 Professional Responsibility The
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304 Professional Responsibility be
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306 Professional Responsibility Kla
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308 Professional Responsibility MPR
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310 Professional Responsibility to
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312 Professional Responsibility tic
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chapter 13 Property Introduction St
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Property 317 Introduction Property
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Property 319 The description of pro
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Teaching Property through the Probl
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Property 323 copied them. I re-read
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Property 325 already do that. I add
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Property 327 cause the student know
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Property 329 Table of Determining L
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Negotiating a Lease Property 331 On
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Property 333 anticipating all relev
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Property 335 Everything I Needed to
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Property 337 be law on the subject
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Property 339 Difficulty Paper In or
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Property 341 hitting practice shots
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chapter 14 Sales and Secured Transa
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We Are All Debtors and Creditors Sa
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Sales and Secured Transactions 347
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Which Intrinsic Evidence Is Admissi
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No K No Performance? No K by writin
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Potential Recovery Theories in Sale
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Borrower/Lender Role Play to Begin
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Secured Transactions Exam Format Sa
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370 Torts Brainstorming Technique t
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372 Torts Duty First is comprehensi
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374 Torts look back at the notes th
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376 Torts The wise selection and ar
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378 Torts The Moral Perversity of t
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380 Torts Tarasoff v. Regents of Un
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382 Torts (Star Trek, Star Trek: Th
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384 Torts also are designed so the
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386 Torts Teaching Palsgraf Most to
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388 Torts The Restatement approach
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390 Torts native — earthquakes, l
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392 Torts I needn’t have worried.
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394 Index for Books The Courage of
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396 Index for Books The Peaceable C
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398 Index for Cases Casey, 111 Cohe
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400 Index for Cases Evidence: Dalla
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402 Index for Cases Hecht v. Superi
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404 Index for Films and TV Shows Th
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406 SUBJECT INDEX Films, see separa
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