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INSTRUCTOR’S MANUAL
to accompany
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CONTEMPORARY CANADIAN BUSINESS LAW
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PRINCIPLES & CASES, 12TH EDITION
John A. Willes, John H. Willes
Complete Chapter Solutions Manual
are included (Ch 1 to 35)
* Immediate Download ✅
* Swift Response
* All Chapters included
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General Comments
The Twelfth Edition of Contemporary Canadian Business Law may be used as a text in either full (two-
term) or single semester courses in business law. The material contained in the text covers most areas of
the law that affect business organizations, and the topics may be selected in a variety of different ways to
fit the needs of instructors teaching a broad range of courses. The text material should prove adequate for
a typical post-secondary course of 24 - 30 weeks duration. For a shorter, introductory course of 12 - 14
weeks, the first part of the text containing Chapters 1 - 14 would provide an introduction to the law and the
legal system, and the constitution, together with an examination of tort law and the law of contracts, the
two major areas of the Common Law. These chapters could be supplemented by Agency, Partnerships,
Corporation law and Securities Legislation (Chapters 15 - 18) or by topics from the remainder of the text,
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as desired.
The manual includes chapter charts and answers to all questions raised in the end of chapter materials
(Review Questions, Mini-Case Problems, and Case Problems for Discussion) and instructors may also
(1)
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obtain the following teaching materials:
A large Test Bank of true-false, multiple choice, and essay type questions. These may be
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used for tests or examinations as Instructors see fit. Suggested solutions are also provided.
(2) Multiple Choice Questions for tests or examinations as Instructors see fit.
(3) Front Page Law Feature (now on Connect)
(4)
(5)
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PowerPoint class presentation material.
Application Based Activities are highly interactive and automatically graded application-
and analysis-based exercises wherein students immerse themselves in a business
environment, analyze the situation, and apply their knowledge of business strategies.
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Students progress from understanding basic concepts to assessing and solving complex real-
world scenarios.
The text is designed to provide a student with a brief historical perspective of the law, and in
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this sense, a student should be in a position to understand why certain laws exist, and how they developed
from a reading of the introductory part of each chapter.
“How laws develop” is an important linking concept and builds an increasing understanding of
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law as a reflection of a complex society. Starting from a social order concerned only with breaches of the
King’s peace (and to the exclusion of concern over anyone else’s peace) we move from social obedience
to a norm that extends protection to all from the intentional wrongs of others that may disturb us (intentional
torts). Recognizing that once persons have made an agreement among themselves to govern their affairs
(contracts), a breach of those terms becomes another form of social wrong requiring a means of redress.
Thereafter, with a portfolio of intentional harms worthy of repair, the society is faced with settling the more
complex circumstance where it would be either fair or unfair to make persons responsible for wrongs they
did not intend to commit, meaning negligence. Through it all and evolving with it, to prevent a society
from degenerating to “might makes right”, the highest force (the Crown itself) provides the means for
redress in courts, as well as remedies and their enforcement. Lastly, in a proactive step such that not all
affairs must be reduced to separate contracts, and so that social good can be advanced by the Crown (or
latterly, government) substantive laws set out declarations of expected behavior and punishment for
default. This arc of legal development flows through each Part of the text, and in the opening section of
each chapter.
Following this in each chapter, the general legal principles related to the particular area of the law
are set out, and an explanation of their application is provided. Selected comments of judges may be found
in many chapters to acquaint the student with a judicial view of general principles, or their application.
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Recent real-world events are offered in the Front Page Law feature (here on Connect), as well as in the
“Case In Point” and “Management Alert: Best Practice” features in the text. Features such as “Your
Business at Risk” and “Question of Ethics” boxes as well as Checklists highlight the chapter content and
provide the Instructor with quick examples and the basis for impromptu class discussion. Where the law
appears to be moving in a particular direction, the text may so indicate, to provide the instructor with the
opportunity to engage the class in a general discussion of both the reasons for the apparent change, and its
possible effect in a social context. A brief Summary of the material will be found at the end of each chapter,
highlighting some of the more important points or issues, but it should be emphasized that the Summary is
by no means a complete outline of the chapter contents. It is, rather, in the nature of a broad overview of
the topic.
The Review Questions that follow the Summary may be used in a number of ways:
(1)
KBy the student, as a self-testing device on chapter content.
(2) E By the instructor, as a means of reviewing the text material in class.
(3) For written assignment purposes.
(4) For student preparation and class discussion by the students themselves, or in conjunction
with the instructor.
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Brief answers or suggested solutions to the review/discussion questions may be found in this
Instructor’s Manual.
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Most chapters include a number of Court Decisions, which may be used to illustrate judicial
thinking, the application of the law to particular fact situations, the formulation of specific legal principles
or rules, or for general class discussion of the chapter topic. The legal principles or laws set out in these
reported decisions frequently have application to the Case Problems for Discussion which appear at the
end of each chapter.
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The case problems provide students with the opportunity to analyze fact situations, determine
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applicable law, and render decisions, either as a part of a class discussion process, or as a class assignment.
Most of the fact situations are based upon reported cases, and occasionally represent a composite of several
different cases. Where a particular reported decision was the source of the facts, the case citation is
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included for reference purposes or examination by the instructor. The use that may be made of the cases,
either as teaching or testing devices, is generally dictated by the individual instructor's own teaching
method, and in view of the varied uses made of the case material, the discussion of each case, and the
"answers" provided in this manual represent a guide only to the issues raised therein. They do not constitute
the only answers, nor do they represent an exhaustive analysis of the problem.
In closing, it should be noted that the text and this Instructor’s Manual are not intended to be used as a
source of legal opinion, but rather, as teaching tools to provide students with an understanding of the law
and its application to business, and its role in society. The law is constantly changing, and while an effort
has been made to provide accurate general statements of the law in the text and this Instructor’s Manual,
precise statements of the law applicable in all instances and in all jurisdictions are obviously impossible,
given the nature and scope of the text. For a precise statement of the law in any particular jurisdiction,
reference should be made to the applicable statutes or judicial decisions applicable to that province. Case
problem solutions should accordingly be modified to reflect these differences if jurisdictional accuracy is
desired.
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Course Introduction by the Instructor:
At the beginning of the course an instructor might introduce the text and his or her teaching method by
explaining how a student should use the text in conjunction with the instructor's approach to the topic and
course material.
A useful approach in an introductory lecture might be to provide students with a basic approach
to the law to enable them to use the text effectively, and in a fashion that the instructor may desire. By way
of example, the writer's introductory lecture usually includes a few brief comments, which might resemble
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the following:
The law is essentially a collection of rules that govern our behaviour, and determine our rights
and duties. Due to the complexity of our society, there are now a great many of these rules, so many, in
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fact, that it is virtually impossible for even the most learned in the law to know all of them intimately. This
does not mean, however, that one should avoid a study of the law simply because the body of law is so
large. Rather, it points out the importance of law in our society, and underscores the need for everyone to
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be familiar with at least those basic principles of law most often encountered in the day-to-day business of
living. The more specialized laws can be left to the legal practitioner, but the general principles of what
is known as the Common Law can be readily understood by all.
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The fundamental step in any examination of the law is to determine why a law exists. Unless the
purpose of the rule is understood, it is pointless to know what it says. Much of the business of the law is
its application to fact situations, and if its purpose is known, the learning of the rules and their application
becomes a much easier process.
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The second step in gaining a knowledge of the law is to learn the various rules or principles
themselves. While this must be largely memory work, the process can be made easier by the classification
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of the laws, first, in terms of their type, and second, in terms of their application. This has been done in
the text, but basically what a student should do is mentally classify each rule as being either a rule that
establishes rights or duties, or a rule that is used to enforce a right or duty. The former rules, as will be
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explained in Chapter 1, are called substantive laws, while the latter are procedural laws. Most of the laws
in the text are substantive in nature, but nevertheless, in the learning of each, the first step should be to
quickly examine the law in terms of its broad classification, before going a step further in the examination.
Once this has been done, the rule itself should be committed to memory, in order that it may later be used
in the analysis of fact situations.
The third step in the learning process is to gain a facility in the analysis of Court Decisions.
Examples of these situations are given in the body of the text as Court Decisions. These provide an insight
into the analysis of fact situations, and the various methods used by the judges to reach a decision.
The Case Problems for Discussion at the end of each chapter provide fact situations where the law
would come into play. These cases are available to provide experience in the identification of rights
and duties, and the application of the appropriate rules of law. They are an important part of the
learning process in that they require the reader to not only know the rules of law, but of equal
importance, require the reader to select the appropriate rule or rules that would apply in the given fact
situation. In effect, they reflect the level of understanding of the reader, and whether he or she has
grasped the significance of the particular legal principles.
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