statute or regulation adopts language which was previously used without

Statute or regulation adopts language which was

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statute or regulation adopts language which was previously used without compulsion and was in- terpreted against the drafting party, and there is normally no intention to change the established mean- ing.  Moreover, insurers are more likely than insureds to participate in drafting prescribed forms and to review them carefully before putting them into use. T EACHING  S UGGESTIONS 1. In introducing the subject of contracts, ask students under what circumstances they believe the law should enforce a promise that the promisor does not wish to keep.   Begin the discussion by asking students to recognize contracts that they recently entered into—buying a textbook, buying a cheese- burger, buying a compact disc.   Under what circumstances do they think that they should be held to these contracts? Under what circumstances do they think that they might be excused?    Concepts that can be woven into the discussion include: a. Although it is a good idea to keep promises, there are times when they should be excused. b. Some duties arise from consensual acts, but some duties are nonconsensual. c. There is not always a legal duty to do or not to do something because it seems like the right thing to do. d. There are costs as well as advantages to requiring that society enforce promises. e. There may be reasons for forcing a person to enter into a commitment. 2. Divide students into small groups (four to five persons) and require each group to think of a contract for each of the following combinations: a. Bilateral, informal, executed contract. b. Bilateral, informal, executory contract. c. Unilateral, informal, executed contract. d. Bilateral, formal, executed contract. Have each group share their ideas with the entire class. Note: Any combinations of the types of contracts discussed in the text will work.   Allow approxi- mately fifteen to twenty minutes for the groups to complete four descriptions, and another fifteen to twenty minutes to discuss the groups’ descriptions with the class. 3. Discuss the circumstances under which the failure to make good on a social contract—such as at- tending the prom—can give rise to civil liability. 4. Students often confuse implied-in-fact and implied-in-law contracts.   They might find it easier to
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212           INSTRUCTOR’S MANUAL TO ACCOMPANY  BUSINESS LAW,  ELEVENTH EDITION distinguish between the two types of contracts by viewing implied-in-fact contracts as looking at actions leading up  to what occurred and implied-in-law contacts as looking at  the results .
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  • Fall '09
  • Gough
  • Business Law, ........., Business  Law

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