Sam echoes how I teach. I am not a lawyer and do not, WILL not, give legal advice in class. However, I work with the students so they have a fair understanding of the laws, as they are written, and emphasize REPEATEDLY that the best outcome for them, as a self-defense situation unfolds, is to be as strongly on the "right" side of the law as possible.
There's so many tricky areas to cover, you can't do it in one weekend; and in my classes, I only get a few hours to cover *everything* legal. Even with IL's lengthy 16 hour curriculum there are so many other required things I must teach for concealed carry, the actual amount of time spent on legal issues is relatively small (3-4 hours, max).
The best that most instructors can do, given the broad material they must cover, is to make sure there is an understanding of the plain text of the law, and go through a few basic scenarios. Even then, shoot/don't shoot can change rapidly with just a minor shift in conditions. You could try to cover every possible scenario and it would take the rest of your life. They are truly endless, and every shoot is different.
Covering things such as what you (or family who witness the event) say to the police who respond (which is nothing, until you have a lawyer), are cornerstones to an effective defense.
In my class we cover a few cases in a little detail; Harold Fish is one I often use, because it illustrates the complexities and potential risks involved in self-defense where there are no witnesses, as well as self-defense where there is an unarmed or lightly armed attacker (e.g. they have a screwdriver as a lethal weapon.)
Basic concepts like "reasonable man", "disparity of force" (physical size and/or multiple attackers, age and gender differences, etc), and so on are covered.
But, again, there's only so much TIME, and once that time is up, the legal lessons end and the live fire exercises must begin....
The crucial point I try to drive home, is "be as far on the right side of the law as you can POSSIBLY be, but don't get killed because of indecision."
Not an easy thing to teach.
And *definitely* not an easy thing to codify in writing because it does evolve over time. People like Mas who have taken the time to put together a linear, rational lesson in book form are a valuable asset, but even then, the classroom lecture is dynamic if the instructor gets the class involved to any degree, and it's important to "reign in" side discussions and tangents that pop up to be able to cover all of the basic material.
I often joke with my students towards the end of the lesson (as questions REALLY get flowing, it shows people are THINKING) - and say "I could spend the next two weeks talking about this, but we only have so much time!"
The key issue I think Sam was illustrating is that we have 50 states; and while I'm supposed to teach IL's laws, I have to also work the lesson in to 'universal principals' that apply everywhere, because my students are likely to travel, and their new permit will be recognized far from IL...