Evidence problems and materials

by Steven I. Friedland

This problem-oriented casebook has a Teacher's Manual (available only to faculty, directly from the Publisher) and can be used alone or with Evidence Cases and Problems by the same author.

408 pages, Hardcover

First published January 1, 1994

About the author

Steven Friedland was a founding faculty member at Elon Law School after teaching at several other schools, including the University of Georgia and Georgia State University, as well as Nova Southeastern University (NSU) in Ft. Lauderdale, Fla., where he served as a professor of law for more than a decade. Friedland was elected to the American Law Institute in 2010, named to the board of trustees for the Law School Admissions Council in 2012 and to the Lexis Publishing Company Advisory Board the same year. Friedland has co-authored several Constitutional Law, Evidence Law, and Criminal Procedure textbooks, as well as three books on law school teaching. He is a national leader and speaker on law school teaching, and has advised the Japan Legal Foundation about starting law schools in Japan and Afghanistan law professors as part of a U.S. A.I.D. project on law teaching in that country. He was one of twenty-six law teachers included in the Harvard University Press book by Michael Hunter Schwartz and Gerry Hess, What the Best Law Teachers Do.

Reviews

[sologdin · Rating 1 out of 5]

i couldn't stand 'problem' texts in lawyer school--it dialed up the affliction of regular class, to an end that was not obviously beneficial--humiliation for its own sake. the difficulty is that the study of actual cases and controversies that have been disposed of on their respective merits after argument by interested parties demonstrates how law works; problems on the other hand are constructs invented by someone, often based on real cases, but omitting the vast majority of the material from the published case. it distills actual cases to abstract issues to be argued by students. that allows too much to the imagination; the abstraction does not create focused inquiry, but a kenomatic state of exception.

anyway, this text is as good as any other for learning evidence.