"Don't raise your voice. Improve your argument".
Activity 1. Deconstructing a Case Brief
Objective: To learn to identify and analyze the key components of a case brief and visually represent them using a mental map.
Task 1. Answer the questions:
What is a Case Brief?
What do lawyers need Case Briefs for?
What information must be included in a Case Brief?
Task 2. Devide into two teams. Read and discuss given information on the crime within your team. Create a legal-case-brief mind map. Include the following elements:
Central Idea: Case Name and Citation
Main Branches: Facts, Issue, Rule, Reasoning, Holding
Sub-Branches: Detailed information within each main branch (e.g., under "Facts": key events, parties involved).
Additional Tips for Your Mind Map:
Use Keywords: Keep the information concise and use keywords instead of full sentences.
Color-Coding: Use different colors for each branch to visually organize the information.
Images/Icons: Add relevant images or icons to make the mind map more engaging and memorable.
Hierarchy: Use different font sizes or levels of indentation to show the hierarchy of information.
Connections: Use arrows or lines to show connections between different branches or elements.
When you have finished your mind map, swap it with another team. Analyse recieved mind map and reproduce the initial information.
Mental Mapping Tool: MindMeister or Coggle.
Look at the example of the legal-case-brief mind map below:
Regina v. Cunningham (p. 205)
In 1957, the Court of Criminal Appeal heard the case of Regina v. Cunningham, a case that hinged on the legal definition of "malice." The case involved Mr. Cunningham, the defendant, and the plaintiff, represented by the state. The events leading to the trial unfolded in a working-class neighborhood, highlighting the interconnected lives of its residents and the potential consequences of even seemingly isolated actions.
At the time of the incident, Mr. Cunningham was unemployed, having been out of work for three days. His mother-in-law resided at 7A Bakers Street, making her a tenant in the building. Interestingly, she was also a neighbor of the victim, Mrs. Sara Wade, though they lived in separate apartments within the same building. Crucially, the mother-in-law's apartment, 7A, was unoccupied at the time.
Driven by financial need, Cunningham entered the cellar of 7A Bakers Street. His intention was to steal the gas meter. He forcibly wrenched the gas meter from the gas pipes, successfully detaching it and making off with his prize. However, in his haste and focus on the theft, Cunningham failed to properly shut off the gas supply.
As a result of his actions, a significant amount of gas escaped from the severed pipes. This gas then seeped through the walls of the building, making its way into Mrs. Sara Wade's apartment. Mrs. Wade, unknowingly exposed to the leaking gas, became severely ill. The gas poisoning was so severe that it endangered her life. She was found unconscious in her apartment and rushed to the hospital.
Cunningham was subsequently charged with a crime related to endangering Mrs. Wade's life through his actions. The central legal question became whether Cunningham had acted "maliciously" in violating Section 23 of the relevant statute.
At the initial trial, the judge instructed the jury on the meaning of "malice." However, the Court of Criminal Appeal later found that the judge's instructions were misleading. The judge essentially told the jury that if they believed Cunningham acted wickedly in stealing the gas meter, they should also find that he acted maliciously in causing the gas to endanger Mrs. Wade's life.
The Court of Criminal Appeal ultimately reversed the decision of the trial court, ruling in favor of the defendant, Cunningham. The appellate court emphasized that the jury should have been allowed to consider whether Cunningham foresaw that removing the gas meter might cause harm to someone, even if he didn't specifically intend to harm Mrs. Wade. The key question was whether he was reckless as to the potential consequences of his actions. The court clarified that malice, in a legal context, requires either an actual intention to cause the specific harm that occurred or recklessness as to whether such harm might occur, regardless of any ill will towards the injured party. The case was sent back for a new trial.
This case serves as an important illustration of the legal definition of malice and the importance of considering a defendant's state of mind when determining criminal liability. It also highlights the potential for unintended consequences and the legal responsibility individuals have to consider the safety of others when undertaking actions, even those motivated by personal gain.
Wagner v. State 122 P.3d 599 (2005)
The case of Wagner v. State, decided in 2005 and reported at 122 P.3d 599, centered on the legal definition of battery and the required level of intent in the state of Utah. The procedural history of the case is straightforward: the trial court initially dismissed Ms. Wagner's claim, and this decision was subsequently affirmed by a higher court. This meant that Ms. Wagner's legal battle had been unsuccessful at both levels of the Utah court system.
The events leading to the lawsuit were unfortunate. Ms. Wagner was standing in line at a store when she was attacked by a man. The key detail is that this man suffered from a mental illness. The defendant in the case was the State of Utah. The reason for this is that the man who attacked Ms. Wagner was receiving treatment for his mental illness under the care and supervision of the state.
Ms. Wagner, feeling that the state had failed in its duty to protect her, sued the State of Utah. Her claim was based on the argument that the state had been negligent in its supervision of the man with the mental illness, and that this negligence directly led to her being attacked and injured. She argued that the state should be held liable for her injuries.
The central legal issue in the case was the level of intent required to establish a battery. Specifically, the question was: In order to commit a battery, does the person making contact need to intend that the contact be harmful or offensive, or is it sufficient that the contact itself is harmful or offensive, regardless of the actor's specific intent? In other words, does the intent have to be harmful or offensive, or does the contact need to be harmful or offensive?
Ms. Wagner's legal team argued that, because the man who attacked her suffered from a mental illness, he lacked the capacity to form the specific intent to cause harm or offense. They contended that a battery requires the actor to intend harm or offense through their deliberate contact, and that this man was mentally incompetent to form such an intent.
The State of Utah, on the other hand, argued that the only intent required for a battery is simply the intent to make contact. They asserted that the actor does not need to specifically intend to cause harm or offense; it is enough that they intentionally made contact, and that the contact itself meets the legal definition of harmful or offensive.
The court ultimately sided with the State of Utah. The holding of the court was that, no, the intent does not need to be harmful or offensive. The court reasoned that people should be held accountable for their actions. They concluded that Utah follows a "single-intent" jurisdiction rule. This means that the actor does not need the intent that his contact be harmful or offensive to commit a battery, so long as he deliberately made the contact and so long as the contact satisfies the legal test for what is harmful or offensive.
This case is significant because it clarifies the standard for establishing battery in Utah. It confirms that Utah is a single-intent jurisdiction, meaning that the focus is on the intentional act of contact, rather than the actor's specific intent to cause harm or offense.
Assessment Criteria:
Accuracy (30%): Correct identification and representation of the key elements of the case brief (Facts, Issue, Rule, Reasoning, Holding).
Clarity (20%): Clear and organized presentation of information in the mental map. Use of concise language and appropriate visual cues.
Completeness (20%): Inclusion of all relevant information from the case brief in the mental map.
Participation (30%): Active participation in the discussion, providing thoughtful comments and feedback to peers.
Scaling system in the "Modules" section.
Activity 2. Effective reasoning
Objective: To learn to identify and analyze different types of legal arguments.
Task 1. Answer the questions:
What is an argument?
Why do lawyers need to have good argumentative skills?
What strategies do you implement to persuade somebody?
Task 2: Get acquainted with the types of arguments, according to Toulmin:
Reasoning from Analogy. This type of reasoning argues that because two things are similar in some known respects, they are likely to be similar in other, unknown respects. It draws a comparison between two different situations or objects to support a claim.
Reasoning from Generalization. This type of reasoning draws a conclusion based on a pattern or trend observed in a sample of cases. It argues that what is true for a specific set of instances is likely to be true for a larger population or for similar instances.
Reasoning from Sign. This type of reasoning argues that the presence of one thing is an indicator or a sign of the presence of another thing. It relies on a correlation or association between two things to support a claim.
Reasoning from Cause. This type of reasoning argues that one thing directly causes another thing to happen. It establishes a causal relationship between two events or phenomena to support a claim.
Reasoning from Authority. This type of reasoning relies on the credibility and expertise of a source to support a claim. It argues that because an authority figure or expert believes something, it is likely to be true.
Reasoning from Dilemma. This type of reasoning presents a situation with two (or sometimes more) possible options, both of which lead to the same (usually undesirable) conclusion. It forces a choice between limited options, often to persuade someone to accept a particular course of action.
Reasoning from Classification. This type of reasoning argues that because something belongs to a particular category or class, it shares the characteristics of that category. It applies general characteristics of a group to a specific member of that group.
Reasoning from Opposites. This type of reasoning argues that if one thing is true, then its opposite is false, or vice versa. It relies on a contrasting relationship between two concepts to support a claim.
Reasoning from Degree. This type of reasoning argues that something is true to a certain extent, so it will be even more true to a greater extent, or vice versa. It relies on a scale or continuum to support a claim.
Task 3: Match the types of arguments and their examples. (Students work inindividually).
Task 4. Watch the video. Identify the types of legal arguments used in the video. For each argument, explain how it is constructed and evaluate its effectiveness. List any new or challenging legal terms used in the video.
(Students work in mini-groups).
Assessment Criteria:
Identification (30%): Accurate identification of different types of legal arguments used in the video.
Analysis (40%): Clear and insightful analysis of the construction and effectiveness of each argument.
Vocabulary (10%): Correct identification and understanding of new or challenging legal terms.
Participation (20%): Active participation in the discussion, providing thoughtful comments and feedback to peers.
Scaling system in the "Modules" section.
Feedback
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