1. What is Teaching with the Case Method?
The case method combines two elements:
the case itself and the discussion of that
case. A teaching case is a rich narrative in
which individuals or groups must make a
decision or solve a problem. A teaching case
is not a "case study" of the type used in
academic research. Teaching cases provide
information, but neither analysis nor
conclusions. The analytical work of
explaining the relationships among events in
the case, identifying options, evaluating
choices and predicting the effects of actions
is the work done by students during the
classroom discussion.
into clear steps, and frequently have no
single "right" answer. Cases provide a rich
contextual way to introduce new material
and create opportunities for students to
apply the material they have just learned.
The same overarching case can even be used
several times in the same course, as students
return to the story of the case with new
analytical techniques and tools. Cases
require students to make choices about what
theory or concepts to apply in conducting
the analysis, which is distinct from the one
to one correspondence between theory and
application that they see in their textbooks
or hear in lectures.
What are Cases?
Cases are narratives that contain information
and invite analysis. Participants are put in
the position of making decisions or
evaluations based on the information
available.
What happens in a Case Method
classroom?
In classroom discussion, students analyze
the information in the case and use it to
solve the problem set up by the case. The
discussion can take many forms, including
closely directed questioning by faculty to
help students draw out the information from
the case and identify the central decisions or
evaluations that need to be made, more
open-ended questions and discussions as
students evaluate options and weigh the
evidence, and small group work by students
focused on specific analytical tasks. Many
faculty members use role-play as a
technique to put students completely in the
case environment. Ideally, case method
discussions involve mostly conversation
between and among students, rather than
discussion centered on direct participation
by the faculty member. Many case method
teachers describe their role as conductor,
facilitator, or guide, drawing attention to
their role in setting up discussion in which
students are the primary participants.
Cases can involve situations in which
decisions must be made or problems solved,
or they can involve evaluation or
reconsideration of existing policies,
practices or proposals. Effective cases are
usually based on real events, but can be
drawn from both the present and the past,
even the distant past. Cases require students
to make choices about what theory or
concepts to apply in conducting the analysis,
which is distinct from the one to one
correspondence between theory and
application that they see in their textbooks
or hear in lectures.
How do Cases differ from other kinds of
examples?
Unlike examples from textbooks or those we
insert in lectures, cases include information
but provide no analysis. Cases present
students with complex, unstructured
problems that may include extraneous or
irrelevant information and often don't
include every piece of information an
analyst would like to have. Unlike problem
sets, they do not break the problem down

2. "Russians"
Case method in practice
In Europe and America, there's a growing
feeling of hysteria
Conditioned to respond to all the threats
Imagine that you going to speak to the United
Nations regarding the conflict. Answer the
following questions to prepare your speech for
the UN. Try to be as persuasive as possible.
In the rhetorical speeches of the Soviets
Questions
Mr. Krushchev said we will bury
1. What is your point of view about the
situation (Cold War)? Explain.
I don't subscribe to this point of view
It would be such an ignorant thing to do
If the Russians love their children too
How can I save my little boy from
Oppenheimer's deadly toy
There is no monopoly in common sense
On either side of the political fence
We share the same biology Regardless of
ideology
Believe me when I say to you
I hope the Russians love their children too
There is no historical precedent
To put the words in the mouth of the President
There's no such thing as a winnable war
It's a lie that we don't believe anymore
Mr. Reagan says we will protect you
I don't subscribe to this point of view
Believe me when I say to you
I hope the Russians love their children too
We share the same biology
Regardless of ideology
What might save us, me, and you
Is that the Russians love their children too
2. Who do you think is responsible for this
situation?
3. What would you do to solve this problem?
Discuss the problem with your group and get
ready to speak about the ways of its solution.