Written by:
Markus D. Dubber
SUNY Buffalo Law School
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Mark G. Kelman
Stanford Law School
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The casebook is accompanied by a detailed teacher’s manual.
The electronic version of the teacher’s manual is available to professors who have adopted the casebook for their class. Here are some of the things we tried to do in the manual:
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(1) Summarize cases, statutes, secondary sources. We’ve prepared a short brief of every case, along with summaries of all other materials, including statutes and secondary readings. Occasionally we’ve included further background information on a case, along with cites to additional secondary literature (or related cases and statutes).
(2) Explain the point of each selection. As we discuss a particular case (statute, article, problem, etc.), we try to do such things as give teachers a sense of why we included it in the materials, what point(s) we’re trying to make (or a teacher using our casebook might wish to make), how the case etc. fits into the plan of the section/chapter/book, and-perhaps most important-what should students take away from this case. Our discussion of these issues is informed by our experience teaching criminal law in general, and various versions of the casebook in particular.
(3) Answer questions/problems. We discuss, sometimes quite extensively, how we think about and might address the questions/comments in the casebook so that teachers can decide whether, and how, to use a particular question/comment in class. We also provide detailed guidance on class discussion of the many Problems in the casebook.
(4) Explore different viewpoints. Throughout the manual we note differences in our approaches to a given issue. This was one of the most enjoyable aspects of writing the teacher’s manual as we got a chance to explain ourselves in greater detail, in the hope that teachers will find it useful to be presented with alternatives as they develop their own take on the material. The casebook is designed to be flexible-it can be taught from various perspectives, with various emphases and in various sequences. Nothing better illustrates this point than the fact that the two of us read and teach the same material in quite different ways.
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