Decades of Dirt
Classroom Questions
Sisters in Crime, Speed City Chapter is delighted that you are interested in using these high
interest, highly accessible stories from Decades of Dirt in your high school classroom. This
collection of historical tales will test your students’ abilities to outsmart the criminals,
remember details from the scene of the crime, and recollect topics from their history classes
before they reach the end of each story.
As you might expect, the stories include the usual topics in the mystery genre- fraud, spying,
murder, and adultery. Even so, their content is suitable for use inside or outside of most high
school classrooms. Please note that a few stories do include some mild profanity. Be sure to
read the stories before assigning them to your students, and, as always, use your judgment
about how the stories fit the mores and climate of your school and district.
For your convenience, the average grade level for reading and an approximate word count is
noted below each title to help you differentiate for the varying reading levels of your students.
The grade levels were compiled based on a formula using five different reading indices which
include word, syllable, and sentence count, among other factors. Each score noted represents
the approximate number of years of education required to read that specific text. A score of
10-12 reflects the level of a high school graduate. For more specific information about this
formula, see the website Readability-score.com
For classroom discussion, literature circles, or individual response, we have also created
standards-based questions for each story in the Decades of Dirt historical fiction anthology.
Each question is coded with Common Core State Standards and Indiana English Language Arts
Academic Standards 2014 in Reading Literature for your lesson plans and data-tracking
purposes.
We hope your students enjoy reading these stories and invite their feedback to our writers.
Check out our website at http://www.speedcitysistersincrime.org/ to learn more about Sisters
in Crime.
Barbara Swander Miller, July 2015
"Blood of the Hunting Moon"
Average Grade Level: 5.1
Word Count: approximately 4,000
1. How does the author develop Mattachanas as a sympathetic character over the
course of the story? CCSS R 3 / IN ELA 9-10.RL.2.3.
2. What argument does S.M. Harding make about the Englishmen and the People? How
is her point of view seen in the story? Is she successful in her argument? CCSS R 6 / IN
ELA RL.9
1
3. How factual is the author in her depiction of the conflict between the People and the
Englishmen? CCSS R 8 / IN ELA RL.9.3.12
4. What cultural and historical details help make this short story a regional work of
fiction? CCSS R 1 / IN ELA 9-10.RL. 2.1
5. How do the values of the People and the Englishmen differ in the story? How are
they the same? How does the author develop these differences to create tension? CCSS
R 5 / IN ELA RL.9.3.2
6. How does the author's use of figurative language build her ethos as a writer of Native
American history? CCSS R 4 / IN ELA RL.9
"The Thorntown Three"
Average Grade Level: 5.3
Word Count: approximately 4,000
1. How does C.L Shore craft her opening so that it immediately draws readers into the
narrative? CCSS R 5 and 6 / IN ELA RL.5
2. Why were there such conflicted feelings about slavery in Indiana? CCSS R 1 / IN ELA 910.RL.2.1
3. How does the protagonist change during the course of the short story? Why? CCSS R
1 and 5 / IN ELA RL.9.3.4
4. How likely is it that a woman would be recruited during this era in a plot to
assassinate the president? What other incidents involved women as spies during this
era? CCSS W 7 / IN ELA RL.9-10.3.12
5. How does the author establish the setting by using detail, description, and
dialogue? CCSS R 4 / IN ELA RL.1
6. What causes the protagonist to confess her involvement in the spy ring? How does
the timing of her confession relate to the theme of the story? CCSS R 3 and 5 / IN ELA
RL.3
"Only a Grain of Truth"
Average Grade Level: 4.8
Word Count: approximately 5,800
1. Why would people like Betsy Cochran mark time by seasons and not years? What
does that suggest about the lives of early settlers? CCSS R 1 / IN ELA 9-10.RL.2.3
2
2. What does John's custom about milling delays suggest about his character? How
does it support one of the story's themes? CCSS R 1 and 2 / IN ELA RL.3
3. How does the subplot of the baby's birth support a theme of the story? CCSS R 2 / IN
ELA RL.9-10.3.1
4. Which parts of the story foreshadow Betsy's fate? CCSS R 5 / IN ELA RL.3.6
5. "The larger of the goats tried to bite the butt of his rifle, and he moved it out of its
reach." What purpose does this sentence serve in creating tone in the story? Why?
CCSS R 6 / IN ELA RL.3.2
6. According to the story, what are the laws of the frontier? Is this supported by
research? CCSS W 7 /IN ELA RL 3.12
"A Piece of Pie"
Average Grade Level: 5.1
Word Count: approximately 5,500
1. How does the opening scene both support and contradict the romantic notion of the
lawless West? CCSS R 1/IN ELA.RL.10.3.3
2. The sheriff says that his wife has a "clear mind." Does she? How important is her
character in the development of the story? Why? CCSS R 3/IN ELA RL.3
4. How important to the story is the level of description that the author uses? Give
examples that support your claim. CCSS R 5/IN ELA RL.2.1
5. How does the sheriff’s character develop over the course of the story? How does that
development relate to a theme of the work? CCSS R 2 and 3/IN ELA RL.3
6. How does the story relate to pressures that teenagers experience today? CCSSW 9/IN
ELA RL 9-10.3.12
"The Circle Effect"
Average Grade Level: 7.3
Approximate word count: 2,600
1. How does the first paragraph set the tone for the story? What does it suggest will
follow? Does it? CCSS R 4 / IN ELA.9-10.RL.3.1
2. How does the narrator feel about the monument in contrast to his father and citizens
of the city? Why? CCSS R 1 / IN ELA. RL .2.1
3. How does the characterization of the artist Schwartz drive the conflict in the plot?
CCSS R 5 / IN ELA RL.3
3
4. Why might the author have the narrator recount the story as an adult reflecting
instead of simply presenting the moment as the story unfolds? CCSS R 5 /IN ELA RL.5
5. What strategies does the author use to slow down the action during the climactic
scene? Are they effective? How? CCSS R 4/IN ELA 9-10.RL.3.1
6. Of what significance is the title of the story? What argument does the author suggest
by its use? CCSS R 8/IN ELA RL.2.1
"The Third Deadly Sin"
Average Grade Level: 6.0
Approximate word count: 5,000
1. Is it likely that the events of the story are due to the effects of liquor, as the narrator
suggests, or due to something else? Why? CCSS R 1 / IN ELA RL.2.1
2. Who is the savior of Little Hope? How do you know? CCSS R 2 / IN ELA 9-10.RL.2.3
3. What types of con artists have flocked to Little Hope? Categorize them and explain
your classifications using the author’s words. CCSS R 4 / IN ELA 9-10.RL.3.4
4. What is the narrator's position about the town of Little Hope? How does it impact the
tone of the story? Support your answer with textual evidence. CCSS R 5 / IN ELA RL.2
5. Evaluate the author’s use of description and imagery. How does it enhance the
story's meaning? CCSS R 4 / IN ELA 9-10.RL.3.2
6. Trace the development of irony in the story through its plot and character
development. CCSS R 5 / IN ELA 9-10 RL 4.2
"A Harrowing Death"
Average Grade Level: 6.3
Approximate word count: 6,000
1. How do the authors establish the setting in the exposition of the story? How is the
mood established? CCSS R 1 / IN ELA RL.5
2. In what ways is Cornelia a foil to Professor Pettijohn? How does her presence in the
story move the plot? CCSS R 3 / IN ELA RL 9.3.3
3. How do the writers continue to emphasize that the story takes place in the
past? How easily could this story be updated to a contemporary setting? Explain. CCSS
R 4 / IN ELA 9-10 RL.3.12
4
4. Identify two themes in the story and evaluate them as archetypal. CCSS R 2 / IN ELA
9-10.RL.4.2
5. Both Mrs. Browders are women of their time. Defend that claim with textual
evidence and explain how their characterization reflects the attitude of the
writers. CCSS R 6 / IN ELA 9-10 RL.3.12
6. How do the authors create red herrings to create suspense and uncertainty about the
murderer’s identity? CCSSR 5 / IN ELA 9-10.RL.3.1
"Murder on Indiana Avenue"
Average Grade Level: 3.9
Approximate word count: 7,300
1. How does the writer establish the idea that Eve and Gabriel are new to playing in big
time clubs? Why is their being novices important to the plot? CCSS R 3 / IN ELA
RL.10.3.3
2. How does the writer establish a sense of urgency in the exposition? What impact
does this have on readers? Why? CCSS R 4 / IN ELA 9-10.RL.3.1
3. How does Gabriel’s use of figurative language characterize him? Use examples to
support your argument. CCSS R 1 and 4 / IN ELA RL.10.3.4
4. Why would Eve suspect the police of not being truthful? What might her suspicions
suggest about the author’s beliefs? CCSS R 6 W / IN ELA RL.3
5. What theme could both the characters of Mona Bishop and Eve support? How? CCSS
R 2 / IN ELA RL.3
6. How is this story specifically related to the 1930's? Which elements of the story are
more universal? CCSS R 8 / IN ELA 9-10.RL 4.2
"The Dark Core"
Average Grade Level: 5.2
Approximate word Count: 3,000
1. In what ways does the author create backstory that impacts the conflict? CCSS R 5 /
IN ELA 9-10. RL.3.6
2. How does this story reflect changes in the Catholic Church at the time it takes place?
CCSS R 8 /IN ELA 9-10.RL.3.12
3. How does the writer feel about loosening restrictions on nuns? How do you
know? CCSS R 6 / IN ELA RL.1
5
4. Why does the nun offer to allow Father Malcom to punish her? CCSS R 5 / IN ELA RL.3
5. How does the writer build suspense in the climactic scene? CCSS R 5 / IN ELA RL.5
6. In what ways does Sister Mary Francis' behavior seem typical and atypical for a nun?
How is her behavior relevant to a theme of the story? CCSS R 2 / IN ELA RL.3
"One Day at the S.P.A."
Average Grade Level: 6.7
Approximate word count: 5,400
1. Why does Sandy respond in a flippant way when Jack checks his eyelids? What does
his response suggest about their relationship? CCSS R 1 / IN ELA RL.10.3.3 and 9.3.4
2. What motivates Jack Sheridan to risk his life in his profession? CCSS R 3 / IN ELA 910.RL.3.4
3. Why does the writer emphasize technology throughout the story? CCSS R 5 / IN ELA
RL.9-10.3.12
4. How is the mood established throughout the climactic scene? CCSS R 4 / IN ELA RL.5
5. How does the writer feel about government agents? Support your argument with
evidence from the text. CCSS R 6 / IN ELA RL.2.1
6. What is the purpose of the reference to Mr. Heavy and the Shanes? How does it
relate to this short story? CCSS R 9 / IN ELA RL.2
"Lesson Learned"
Average Grade Level: 6.7
Approximate word count: 2,300
1. How does the writer introduce the idea of domestic abuse in the exposition? CCSS
R 1 / IN ELA 9-10.RL.2.1
2. How does this sentence foreshadow the irony at the end of the narrative? "Over the
years, we spent a small fortune on clothing designed to camouflage the numerous
injuries" (147). CCSS R 5 / IN ELA 9-10.RL.3.6
3. Why does the writer create ambiguous identities for her two characters? What does
this reflect about the subject of the story? CCSS R 6 / IN ELA RL.3
4.Has the narrator really learned a lesson? Explore credible sources that help you make
a prediction as to whether the narrator is likely to be a repeat offender. Support your
argument with your research. CCSS R 8 / IN ELA 9-10.RL.3.12
6
5. What might motivate Nurse Debra's quality of care for the victim? Support with
textual evidence. CCSS R 1 / IN ELA 10.3.3
6. Were you surprised by the irony at the end of the story? Explain why or why not
based on the author’s use of craft elements. CCSS R 6 /IN ELA RL.5
"James Dean and Me: An Indiana Fable"
Average Grade Level: 4.2
Approximate word count: 3,400
1. Why does the narrator reminisce throughout the story? What purpose do memories
serve in the overall theme of the story? CCSS R 2 and 5 / IN ELA RL.2
2. How has the narrator's childhood impacted her as an adult? CCSS R 3 / IN ELA
RL.9.3.4
3. How does the narrator express conflicts with her parents that are universal? CCSS R 2
/ IN ELA RL.10.3.3
4. What is the writer's attitude about elderly people? How is it seen in the text? CCSS R
6 / IN ELA RL.2
5. Why does the narrator understand James Dean so well? CCSSR 1 / IN ELA RL.10.3.4
6. What message does the writer hope readers will take away with them? How is it
crafted? CCSS R 2 / IN ELA RL.2
"Tumbling Crows"
Average Grade Level: 6.2
Approximate word count: 4,900
1. Is Ralph, as the narrator claims, "a naturally helpful type of guy... loyal, faithful
steadfast and dependable?" Use textual evidence to support your answer. CCSS R 1 /
IN ELA RL.9.3.4
2. How important is the backstory to the development of the plot in this short
story? Why? CCSS R 5 / IN ELA 9-10.RL.3.1
3. What might the gun symbolize in the story? How? CCSS R 4 / IN ELA 9-10.RL.2.1
4. How does Sheila's past suggest a theme the author could be developing in the story?
CCSS R 2 / IN ELA RL.3
7
5. What is the author's likely opinion about the "Castle Doctrine" based on the events of
the story? How do the author's choices reflect that position? CCSS R 6 / IN ELA RL.2
6. Why does the author shift the action to the bar? CCSS R 3 / IN ELA RL. 5
"A Ring of Justice"
Average Grade Level 5.1
Approximate word count: 5,600
1. What does the phrase "under the fold" mean? Why is it significant? CCSS R 2 / IN ELA
9-10.RL.2.1 and 9-10.RL.3.12
2. How does Hank change over the course of the story? Why? CCSS R 5 / IN ELA RL.3
3. How are Hank and Jack different? What do they have in common? How do their
differences impact the plot? CCSS R 1 / IN ELA RL.10.3.3
4. What does the writer believe about eighteen-year-olds? How is this belief evident in
the story? CCSS R 6 / IN ELA RL.2 and 2.1
5. What effect do the dream scenes have on the development of the plot and
theme? Why? CCSS R 5 / IN ELA RL.3
6. Why does the author include the character of Phillip? How does Phillip's character
relate to the theme of the story? CCSS R 3 / IN ELA RL.3
"Miss Hattie Mae's Secret"
Average Grade Level: 7.1
Approximate word count: 3,200
1. How is Miss Hattie Mae's farting important to the story? CCSS R 3 / IN ELA RL.3
2. What does Sheriff Pittman's choice to handle the situation himself suggest about the
era and his place in it? CCSS R 2 / IN ELA 9-10.RL. 3.12
3. Miss Hattie Mae could be described as very intuitive. How is her intuition revealed
throughout the story? CCSSR 3 / IN ELA 9-10.RL. 3.4
4. How does the writer add suspense to the story? CCSS R 6 / IN ELA RL.5
5. What does young Hattie Mae's calm agreement "to tell nobody never" suggest the
author believes? CCSS R 4 / IN ELA RL.2.1
6. How does the flashback help achieve the writer's purpose? CCSS R 6 / IN ELA 9-10.RL.
3.6
8