Speaker 1: A group of high school student High school.
Speaker 2: Students Elizabethan High School students started a project to research
Speaker 2: a string of unsolved murders. Their research led to the identification.
Speaker 3: Of the killer.
Speaker 4: Investigators now have an answer to a thirty four year
Speaker 4: old question.
Speaker 5: Once you start getting a few tips, or a few
Speaker 5: leads or few identifications, then the cold case isn't so
Speaker 5: cold anymore.
Speaker 6: There's a pretty good chance he's still alive.
Speaker 3: Everything that the students predicted through their profile turned out
Speaker 3: to be accurate.
Speaker 7: Redhead killer profile mal Caucasian, five nine six, two hundred
Speaker 7: and seventy pounds, unstable home, absent father, and a domineering mother,
Speaker 7: right handed, a Q above one hundred, most likely heterosexual.
Speaker 3: There is no profile of this killer except for the
Speaker 3: ones the students created.
Speaker 8: Just because some of these women no longer have people
Speaker 8: to speak for them does not mean that they desire
Speaker 8: to not be so anymore.
Speaker 9: What if this guy's still alive?
Speaker 10: Like what becomes after us?
Speaker 1: You're gonna kill me?
Speaker 2: Yeah, this is Murder one on one, Season one, episode two,
Speaker 2: With a little help from my friends. I'm Jeff Sheen,
Speaker 2: a television and podcast producer at Kati Studios with Stephanie Leideker,
Speaker 2: Courtney Armstrong, and Andrew Arno. Once the class had named
Speaker 2: their killer, they wanted to focus on the victims connected
Speaker 2: by his senseless crimes. Who were these six women? And
Speaker 2: why did he choose them to die?
Speaker 9: How do six women go missing and nobody knows that
Speaker 9: they're missing. There were six victims, all with red or
Speaker 9: reddish hair. Only one of the victims is identified. They
Speaker 9: were found along like highways or interstates. Most of them
Speaker 9: were in Tennessee, there was one in West Virginia, Kentucky.
Speaker 9: They were all around the South, So we named the
Speaker 9: killer the Bible Belt strangler, just because he was killing
Speaker 9: in the Bible belts of more suffocated.
Speaker 3: They also had some other interesting similarities. They were all white,
Speaker 3: all of them were estrange from their family, Many of
Speaker 3: them were transient, oftentimes involved with prostitution, and it appeared
Speaker 3: that many of them were actually abducted on or along
Speaker 3: the interstate, so was this tie to these interstates. They
Speaker 3: were either pregnant, had recently lost a baby, or had
Speaker 3: had a c section, so there were some very interesting
Speaker 3: things though. They were all killed up close with the hands,
Speaker 3: so some of them had blunt force trauma. Or suffocation
Speaker 3: or strangling was how they died. So those are the
Speaker 3: major similarities.
Speaker 9: It's scary to think that somebody in my community or
Speaker 9: in any community could go missing and nobody look for her,
Speaker 9: nobody know her name, and she'd be found a state
Speaker 9: away and nobody knows that she's from here.
Speaker 2: During the semester, junior Cayle Van Dervor recalls the assignment
Speaker 2: structure our class.
Speaker 9: We each divided into groups to pick a specific victim.
Speaker 9: We got to know every detail about that victim, and
Speaker 9: we felt very connected to our victim. I had the
Speaker 9: West Virginia victim, and I picked her because I have
Speaker 9: family in West Virginia, so I felt very connected to her.
Speaker 9: I felt like I would basically say, I felt like
Speaker 9: she was family because I'd worked so hard to find
Speaker 9: her justice.
Speaker 2: Here's what we know about each victim, according to mister
Speaker 2: Campbell's classes research.
Speaker 10: At Campbell County Jane Doe.
Speaker 8: On January first, nineteen eighty five, the body of a
Speaker 8: woman was found disposed of over the side of the
Speaker 8: guardrail near Stinking Creek in Campbell County, Tennessee. The body
Speaker 8: was hauled up the embankment off the southbound side of
Speaker 8: Interstate seventy five in the small town of Jellicoe. The
Speaker 8: victim had been dead for an estimated three days and
Speaker 8: was in an advanced state of decomposition. She had been
Speaker 8: beaten bound with strips of cloth taken from her shirt
Speaker 8: and strangled with a ligature. She was Caucasian and had
Speaker 8: shoulder length, curly red hair. Her age was estimated to
Speaker 8: be between seventeen and twenty five, but possibly as old
Speaker 8: as thirty. The victim was found clothed in a tan pullover,
Speaker 8: a shirt and jeans. The young woman had freckles over
Speaker 8: her body in various scars, including a burn mark on
Speaker 8: one arm. She was ten to twelve weeks pregnant.
Speaker 2: When she died.
Speaker 8: She had a partial upper denture holding two false teeth.
Speaker 8: It is believed that she was between five foot one
Speaker 8: and five foot four inches when she died, and was
Speaker 8: approximately one hundred and ten to one hundred and fifteen
Speaker 8: pounds with green eyes. Additionally, she had been wrapped in
Speaker 8: what has been variously described as a blanket, comforter or bedspread.
Speaker 10: Cheatham County, Jane Doe. On March thirty first, nineteen eighty five,
Speaker 10: the skeletonized body of a red haired female was found
Speaker 10: in Pleasant View, Cheatham County, Tennessee, by a driver who
Speaker 10: had a mechanical breakdown. She was believed to have died
Speaker 10: between three and five months previously from an unknown cause.
Speaker 10: Her remains were found at the side of Intersex twenty four,
Speaker 10: between mile markers twenty nine and thirty, in the same
Speaker 10: timeframe as the rest of the victims in the known
Speaker 10: physical features being similar. The body was found with a shirt, sweater, pants,
Speaker 10: and underwear. She was white, between five feet and five
Speaker 10: feet two inches tall. However, her weight could not be determined.
Speaker 10: An examination of her teeth showed that the victim had
Speaker 10: some evidence of crowding and overlapping in her mouth. This
Speaker 10: woman was believed to be between the ages of thirty
Speaker 10: one and forty at the time of her death. The
Speaker 10: Knox County Jane Doe.
Speaker 8: On April one, nineteen eighty five, the body of a
Speaker 8: woman was found in a large white admiral refrigerator in Gray,
Speaker 8: Knox County, Kentucky, alongside Route twenty five. Her death was
Speaker 8: by suffocation. Contradicting reports have her being killed from the
Speaker 8: night before to a few days earlier. Distinguishing features of
Speaker 8: the body included a number of moles on the right
Speaker 8: side of her neck, near one ankle and below each breast,
Speaker 8: a yellow stained upper incisor, and a scar and other
Speaker 8: marks on her abdomen indicating that she had borne at
Speaker 8: least one child. Her eyes were light brown and hair
Speaker 8: was red and nearly a foot long, which fit the
Speaker 8: pattern of the red Head murders. After the autopsy, this
Speaker 8: victim was determined to be between twenty four and thirty
Speaker 8: five years old and approximately four feet nine to four
Speaker 8: feet eleven inches tall. The victim was nude except for
Speaker 8: two distinctive necklace pendits, one of a heart and the
Speaker 8: other of a gold colored eagle, and two pairs of socks,
Speaker 8: one white and the other white with green and yellow stripes.
Speaker 8: There are reports that the victim may have been soliciting
Speaker 8: a ride to North Carolina over seabee radio, and she
Speaker 8: could have been at a nearby truck stop the previous
Speaker 8: knot Five hundred people attended the Jane Doe victim's funeral,
Speaker 8: which was even televised, and a headstone and burial plot
Speaker 8: were donated. The case was a local sensation, as the
Speaker 8: town was a quiet and sleepy place where little out
Speaker 8: of the ordinary usually happened.
Speaker 10: The DeSoto County Jane Doe is a woman found murdered
Speaker 10: on January twenty fourth, nineteen eighty five, in Olive Branch, Mississippi.
Speaker 10: The victim was found by a truck driver driving southbound
Speaker 10: on US Highway seventy eight, one hundred feet east of
Speaker 10: Coldwater River Bridge at around seven thirty a m. Her
Speaker 10: body was twenty feet south of the highway and her shoes, undergarments,
Speaker 10: and jacket were missing. She was strangled with a ligature
Speaker 10: and possibly sexually assaulted. Authorities speculate she may have been
Speaker 10: tossed over the side of the bridge. She was estimated
Speaker 10: to be twenty to forty years old. She was approximately
Speaker 10: five feet two inches to five feet four inches tall,
Speaker 10: with a weight of one hundred and five to one
Speaker 10: hundred and thirty pounds. She is believed to have been
Speaker 10: a heavy smoker. She had three piercings in each ear
Speaker 10: and her fingernails were deeply bitten. She also was a
Speaker 10: Caucasian with red hair. The Campbell County Jane Doe.
Speaker 8: On April third, nineteen eighty five, the skeletonized partial remains
Speaker 8: of a young girl were discovered about two hundred yards
Speaker 8: off Big Wheel Gap Road, four miles southwest of Jellico, Tennessee,
Speaker 8: in Campbell County, near a stripmond. She was believed to
Speaker 8: have been dead between one and four years Her age
Speaker 8: was estimated between nine and fifteen years old. She was
Speaker 8: found by a passerby in an area where trash was
Speaker 8: often dumped, and it appeared her body had been moved
Speaker 8: from its original site because of animal activity. The cause
Speaker 8: of death was listed as undetermined, which did not rule
Speaker 8: out homicide. Thirty two bones, including her skull, were recovered
Speaker 8: from the scene. Walker was Caucasian, had a very small
Speaker 8: build with red hair and freckles. A necklace and bracelet
Speaker 8: made of plastic buttons were found nearby, as well as
Speaker 8: a pair of size five boots and a few scraps
Speaker 8: of clothing. The Green County Jane Doe.
Speaker 10: On April fourteenth, nineteen eighty five, the body of a
Speaker 10: young white female was found in Greenville, Green County, Tennessee.
Speaker 10: Her body was discovered by a fisherman in the brush
Speaker 10: beside a small creek that was fifty eight feet from
Speaker 10: the exit ramp for Gerald'stown Road. She was determined to
Speaker 10: have been killed between three and six weeks previously, and
Speaker 10: her body was in an advanced state of decomposition. She
Speaker 10: appeared to be beaten and died, most likely from blunt
Speaker 10: forest trauma, which caused a head wound and could not
Speaker 10: roll out a laceration to an internal organ. However, decomposition
Speaker 10: hindered these assessments. She had been approximately six to eight
Speaker 10: weeks pregnant shortly by before she died, but had miscarried
Speaker 10: before her death. She was estimated to be fourteen to
Speaker 10: twenty years old, possibly as old as twenty five. She
Speaker 10: was approximately five feet four inches to five feet six
Speaker 10: inches tall, with a weight of one hundred and thirty
Speaker 10: to one hundred and forty pounds. She had a slight
Speaker 10: overby and had some feelings in her teeth, showing that
Speaker 10: she had dental care in her life. Her fingernails had
Speaker 10: pink polish. She had light brown to blonde hair with
Speaker 10: red highlights.
Speaker 2: Only one of the six victims would be identified.
Speaker 10: The Crittenden County Jane Doe. On September sixteenth, nineteen eighty four,
Speaker 10: the body of a woman was found in Critenon County, Arkansas,
Speaker 10: along Interstate forty near West Memphis. Despite all the traffic.
Speaker 10: Her body lay alongside the highway for four days before
Speaker 10: a hitchhiker noticed nichols corpse and contacted local authorities. She
Speaker 10: was found near the exit ramp. Her body had been
Speaker 10: there for several days and was beginning to decompose. Her
Speaker 10: body was covered only by the remnants of a nit top.
Speaker 10: She had been killed by strangulation. She was identified as
Speaker 10: a twenty eight year old Lisa Nichols. She was Caucasian
Speaker 10: and had a petite frame. Her family members described her
Speaker 10: as growing up with beautiful red hair, but many would
Speaker 10: characterize it as strawberry blonde. By this time. She was
Speaker 10: identified by a couple from Florida who had allowed her
Speaker 10: to stay with them for a period of time. She
Speaker 10: was positively identified through fingerprints.
Speaker 2: Let's stop here for a break. We'll be back in
Speaker 2: a moment. Murder one oh one with their list of
Speaker 2: six victims, the class wanted to figure out what drew
Speaker 2: the killer to these particular ku woman.
Speaker 3: Were looked at two parts, the how of the crime
Speaker 3: and the why of the crime. So the how would
Speaker 3: be things like picking up people along the interstate, killing
Speaker 3: them with a knife or something like that, but the
Speaker 3: why is really what drives the killer to do this?
Speaker 3: Why do they want to choose a redhead, Why do
Speaker 3: they want to choose Caucasian? Why do they want to
Speaker 3: choose somebody who's in the sex trade. Why would they
Speaker 3: prefer to kill.
Speaker 6: Them with their hands instead of a gun or knife.
Speaker 6: That's what makes each.
Speaker 3: Killer an individual is that there's this profile they share
Speaker 3: which hardly any other killer will match.
Speaker 11: I think, especially with the prominence of legal and law
Speaker 11: enforcement and crime see investigation entertainment that you see on
Speaker 11: TV and in the movies and right now, that that
Speaker 11: helps peak the interest of the students in a situation
Speaker 11: like this, and also to explore what it's really like
Speaker 11: true or is it really you know, much more difficult
Speaker 11: and dirty. My name is Josh, But when I'm and
Speaker 11: what Elizabeth? In high school, the first I heard about
Speaker 11: it was when mister Campbell came to me and pitched
Speaker 11: the idea. He's walked in and say, I got kind
Speaker 11: of a crazy idea. Let me see what you think
Speaker 11: about it. Honestly, the first thought is usually wow, what
Speaker 11: would happen if this was was my inn, or my
Speaker 11: sister or you know, someone in my community. Now, you know,
Speaker 11: how would I feel and what would I want the
Speaker 11: justice system to do?
Speaker 2: But how did the project fit into Elizabeth In High
Speaker 2: school's curriculum.
Speaker 11: Our job is obviously to teach academic standards in your
Speaker 11: English and math and science, but even more so, we
Speaker 11: have a social responsibility to our students to prepare them
Speaker 11: for life after school. How do you engage with people?
Speaker 11: How do you engage in your community? How do you
Speaker 11: apply what you've learned? I think that that's a school
Speaker 11: we're really focusing heavily on right now, is how can
Speaker 11: we take this basic core knowledge and really apply that
Speaker 11: to our personal lives. Would I rather be doing something
Speaker 11: like that or sitting in class learning from a textbook,
Speaker 11: hatting a lecture from a teacher? You know, really just
Speaker 11: kind of thought it'd be a great idea for the
Speaker 11: kids to apply what they're learning and kind of take ownership.
Speaker 11: But when the students, you know, step into a role
Speaker 11: where they're they're learning and their their application and knowledge
Speaker 11: ties to the community and ties to the world around them,
Speaker 11: and they become passionate and interested in the subject matter,
Speaker 11: the learning almost comes as a secondhand product of that,
Speaker 11: and it's it's fun and it's exciting for them, and
Speaker 11: they're engaged in a way that you don't always see students.
Speaker 11: If you look back in human history, you know, at
Speaker 11: times a fifteen, sixteen, seventeen year olds considered a grown
Speaker 11: adult and had grown responsibilities. And too many times we
Speaker 11: don't expect enough of our youth. You know, Yes, they
Speaker 11: still need mentoring, and they still need help, they still
Speaker 11: need guidance, but they're capable of phenomenal things.
Speaker 2: As the semester continued, the class worked in groups to
Speaker 2: uncover information.
Speaker 9: We shared information like if the group that was working
Speaker 9: on a victim found something that might help another group.
Speaker 9: They shared that one group found the podcast that Shane
Speaker 9: had done about the murders, and then like, we relay
Speaker 9: all our information to mister Campbell and he would make
Speaker 9: the phone calls.
Speaker 1: And then Alex found me through Facebook and explains that
Speaker 1: he's a teacher out of Tennessee. In his class, is
Speaker 1: noticed that one of the Jane does in this case
Speaker 1: is in their county and he would like to do
Speaker 1: some type of project with his students. To be honest
Speaker 1: with you, I thought that it was a weird prank.
Speaker 1: So I'm Shane Shane Waters from a foul play crime
Speaker 1: series podcast been doing this podcast for a long time,
Speaker 1: started it in January of twenty fourteen, which makes it
Speaker 1: one of the only crime series podcasts that predates Cereal.
Speaker 2: Shane Waters is a podcaster and journalist who happened to
Speaker 2: be working on a story about the same six women.
Speaker 1: I try to come up with some type of similarities
Speaker 1: between the victims and try to find some type of
Speaker 1: link of which ones were more than likely linked together,
Speaker 1: and that's when I came with the six. The only
Speaker 1: one that I thought could be the seventh was a
Speaker 1: young child who was also found in Campbell County, but
Speaker 1: she was so young, and I thought that was going
Speaker 1: to be a really far fetched thing just because of
Speaker 1: her age. So I ended up not including her and
Speaker 1: just calling it the six. When Alex and I had
Speaker 1: our first conversation, he was like, how many did you
Speaker 1: come up with? And I was like six, and he's like,
Speaker 1: what six? And I told him which six I had,
Speaker 1: and he's like, that's funny because that's the sixth we had.
Speaker 2: Shane had a deep connection that drew him to the story.
Speaker 1: So before I went into college, I was actually homeless.
Speaker 1: I was in high school and I was homeless. Yeah,
Speaker 1: and because of the experience of being homeless, I would
Speaker 1: go on and that's why I was so determined to
Speaker 1: make sure that these women who people were calling throwaway people,
Speaker 1: that people, you know, take them seriously. But I know
Speaker 1: what it's like to feel less than a human being
Speaker 1: and for other people to treat you.
Speaker 2: Like that, which is why when Shane first connected with
Speaker 2: meter Campbell, he felt it was important to make sure
Speaker 2: the class was going to handle these cases with care.
Speaker 1: And the very first conversation I have with him when
Speaker 1: he told me that his students wanted to work on
Speaker 1: this case, I was very nervous because I already knew
Speaker 1: at that point in time why the case in this
Speaker 1: series of cases had gone cold. I knew that it
Speaker 1: was because society was treating these women less than people.
Speaker 1: So I was curious on how high school students would
Speaker 1: portray sex workers. I was amazed that they understood and
Speaker 1: that they came away with the understanding of knowing that
Speaker 1: these women weren't defined by where they were in that
Speaker 1: point in their lives.
Speaker 2: Sex Workers are often ignored when it comes to crimes
Speaker 2: committed against them, despite the fact that they are among
Speaker 2: the most vulnerable populations. According to a report by the
Speaker 2: World Health Organization, sex workers experience high levels of violence,
Speaker 2: including physical assault, rape, and murder. Further, up to seventy
Speaker 2: five percent of sex workers report experiencing violence at some
Speaker 2: point in their lives. Another study found that only twenty
Speaker 2: five percent of homicides against sex workers in the US
Speaker 2: resulted in an arrest, compared to the sixty one percent
Speaker 2: of rest rate for homicides in general. Ignoring crimes against
Speaker 2: sex workers perpetuates the stigma and discrimination that these people face,
Speaker 2: making it more difficult for them to access services and
Speaker 2: support when they need it the most. This is a
Speaker 2: human rights issue that requires urgent attention and action by policymakers,
Speaker 2: law enforcement, and society at large. Shane was shocked to
Speaker 2: discover that he and mister Campbell's class seemed to be
Speaker 2: the only ones working these cases.
Speaker 1: But then the more that I read about it, I
Speaker 1: was just like, this is very weird that no one
Speaker 1: knows about this, Like why were these riverages forgotten about?
Speaker 1: Like surely this case was solved or something like what
Speaker 1: am I missing? So I called the TBI and eventually
Speaker 1: I talked to this lady and the lady explains to
Speaker 1: me that the case was still unsolved, and the case
Speaker 1: was with the cold case unit, but it wasn't an
Speaker 1: active case that's being worked out. She was just very
Speaker 1: not having it. And I was like, is there someone
Speaker 1: of the cold case team by her contact if I
Speaker 1: receieking tips And she's like, no, we would contact you.
Speaker 1: You don't contact them, and I was like okay, and
Speaker 1: then she hung up on me, and I was like,
Speaker 1: that was a very odd interaction. So that was like
Speaker 1: the very first contact that I have with the TBI.
Speaker 1: I was very confused at that point on one why
Speaker 1: the case wasn't being covered in the media since the eighties,
Speaker 1: and then also why the TBI was telling me that
Speaker 1: it wasn't being.
Speaker 2: Worked Soon, Shane and the class got into a groove.
Speaker 1: It was kind of like they were working in a
Speaker 1: classroom and doing like the FBI work and like the
Speaker 1: book work, like the textbook work, and then I was
Speaker 1: out in the field doing the on the ground work
Speaker 1: and talking to people, and then I would go back
Speaker 1: to the school and report back and we would collaborate. Then.
Speaker 1: So I would go out and go to the locations
Speaker 1: and talk to all these people and you know, actually
Speaker 1: see the locations where these women were dropped and talk
Speaker 1: to the locals, talk to the people who own the property,
Speaker 1: talk to eyewitnesses. So each time I found those bits
Speaker 1: and pieces, I would kind of go back to the
Speaker 1: school to report my findings.
Speaker 2: For Shane, there were advantages to having the class have
Speaker 2: his back.
Speaker 1: I'm out there talking to people, and the last thing
Speaker 1: I'm sure the killer would have wanted was for work
Speaker 1: to get out, you know. So the fact that I
Speaker 1: have a classroom of students and a teacher in Tennessee
Speaker 1: who if I go missing, they would be ringing doorbells,
Speaker 1: you know what I mean. So that also was comforting
Speaker 1: as well, because it was kind of scary, to be
Speaker 1: honest with you, because I don't know if you've ever
Speaker 1: been to rural Kentucky or Tennessee or or West Virginia,
Speaker 1: but you don't have cell phone service out there, so
Speaker 1: you're going and knocking on doors and you're you don't
Speaker 1: know who is going to be answering that door or
Speaker 1: if you're gonna be very welcome, Like it's it's kind
Speaker 1: of scary. I'm I'm almost shaking right now just telling
Speaker 1: you about it. I'm a very large person, like I'm
Speaker 1: very very tall, but when you're out there alone, it
Speaker 1: was a little scary. I'm not gonna lie.
Speaker 2: Shane Waters wouldn't be the only ally the class had.
Speaker 4: You know, I always had a respected law enforcement But
Speaker 4: you know, it's kind of offensive in a way when
Speaker 4: somebody says, well, you're a wanna be cop. It's if
Speaker 4: I wanted to be a cop, I perfectly will could
Speaker 4: have been. If I wanted to be, I could have
Speaker 4: DoD the normal route. I'm not trying to go behind
Speaker 4: the thing. I don't want to be a cop. So
Speaker 4: my name is Todd Matthews and currently I'm the executive
Speaker 4: director for donat at Work and then NAMOUS. The National
Speaker 4: Missing and Unidentified Person Systems nam US is based on
Speaker 4: dental rakers standing a fingerprint analysis and fairly clinical descriptions
Speaker 4: in the circumstances of disappearance or condition that a bodybusman.
Speaker 4: So it's very very not outside the layman's ability to understand,
Speaker 4: but it's very very scientifically written to the point that
Speaker 4: it's not. It's very clinical, and the DOUGH Network we
Speaker 4: use anecdotal data.
Speaker 2: Founded in two thousand and one, the Dough Network is
Speaker 2: a volunteer organization devoted to assisting investigating agencies and bringing
Speaker 2: closure to the national and international cold cases considering missing
Speaker 2: and unidentified people. In two thousand and five, Todd Matthews
Speaker 2: created a larger database called NamUs. It's a national information
Speaker 2: clearinghouse and resource center for missing, unidentified and unclaimed persons
Speaker 2: across the US. The name of database application fills the
Speaker 2: nation's need for a unified, online, free, secure database for
Speaker 2: unidentified remains and missing person records. Most commonly, NamUs is
Speaker 2: used by law enforcement, victims, loved ones, and medical examiners
Speaker 2: and corners. Todd Matthews remembers when he and mister Campbell
Speaker 2: first connected.
Speaker 4: Well, it was, you know, some call, you know originally,
Speaker 4: and you know, you get a lot of them calls,
Speaker 4: but one when you have an accent that's very close
Speaker 4: to yours, you kind of you kind of pay attention
Speaker 4: to it a little bit, you know, and it's easy
Speaker 4: to talk to them. They're from a very similar background
Speaker 4: that I am, so it's comfortable you know that their
Speaker 4: their areas are facing some of the same problems that
Speaker 4: we have in classrooms. So we kind of got each
Speaker 4: other kind of understood, and I thought, this is something
Speaker 4: I want to do. This is not something I have
Speaker 4: to do. I want to talk to this guy. I
Speaker 4: want to see what he's gotten, you know in mind,
Speaker 4: you know, to plant a seed into these kids and
Speaker 4: hopefully it'll it'll be something. Doesn't have to be a lot,
Speaker 4: as long as it makes the change, as long as
Speaker 4: somebody understands it. So it's definitely worth it. So the
Speaker 4: thing that we set up was a virtual meeting, So
Speaker 4: we did, you know, like a FaceTime share where I
Speaker 4: could see the students. It's fun, you know, when you
Speaker 4: first talked to kids like that, you think, I know,
Speaker 4: you think this is the thing you watch csilos, not
Speaker 4: who's got it? Who's got it? To go forward? Because
Speaker 4: it ain't going to be easy. So you know, you
Speaker 4: just got to let the cream rise to the top.
Speaker 4: And they had the interest, you know, they had the desire,
Speaker 4: they had the youth, and they had the numbers, all
Speaker 4: those eyes and all those hands. So a lot of
Speaker 4: what they did was, you know, just going through what
Speaker 4: would be the basic thing you would do comparison process
Speaker 4: of elimination. So they were asking kind of high level
Speaker 4: questions to get.
Speaker 9: To know a murder. It was a little eerie to
Speaker 9: have to think about every single detail of this man
Speaker 9: who took the lives of six women. So it was
Speaker 9: it was a challenge, I think for the class to
Speaker 9: try to find every single detail.
Speaker 12: And the scariest thing about it. It might be a
Speaker 12: person that you know or somebody that your family member
Speaker 12: might know. That could just be that you kind of
Speaker 12: knew that they were kind of offer they were kind
Speaker 12: of doing something, but they're close to home and they're
Speaker 12: killing people. It really does shock you.
Speaker 2: Let's stop here for another quick break murder. One on one,
Speaker 2: Todd Matthews encouraged the class to look at every detail.
Speaker 4: Pour over these files, gather up every piece of data
Speaker 4: and save it and try to do something with it.
Speaker 4: Have conversations, look at these things, compare notes. And they
Speaker 4: had so many people to bounce ideas over, so many
Speaker 4: people to see one little thing that might have been
Speaker 4: slightly different in another article. You know, people talking to town.
Speaker 4: So there was opportunity for them to find stories, comments,
Speaker 4: things that people have passed along, and they had the
Speaker 4: time and the desire to do it.
Speaker 9: He really got all of us really excited to find
Speaker 9: maybe just a name for one of these victims, because
Speaker 9: if we could just give one of these victims justice
Speaker 9: That would be more than has happened in the last
Speaker 9: thirty years. So I think we want all the victims
Speaker 9: eventually identified. But I think that our main goal was
Speaker 9: to just try to bring this story to lot, try
Speaker 9: to give these victims a name, try to give them family,
Speaker 9: and I think that we did that by considering them
Speaker 9: our sisters.
Speaker 4: And there's always something if you go back and reread
Speaker 4: something the kids could have looked for a later article
Speaker 4: that maybe described another opject that was found, honoring our body,
Speaker 4: some other clue, a comment that somebody made in a
Speaker 4: news report. But this is going to require going back
Speaker 4: and reading a lot of information, going back and just
Speaker 4: literally rereading articles and looking for little Dugan, maybe a
Speaker 4: photograph that was a scene that maybe is not digitally available,
Speaker 4: comments from law enforcement where they might have mentioned something
Speaker 4: about a ligature not a bean in a file or
Speaker 4: in an autopsy report that was publicly viewable. So there
Speaker 4: was comments locally that you might pick up that you
Speaker 4: might not see on the national level. During that time period.
Speaker 2: As the semester was winding down, mister Campbell thought the
Speaker 2: class was at an impass.
Speaker 3: What happened was once there were no leads. Once they
Speaker 3: had arrested no one, and the case got really cold
Speaker 3: and they could never identify them, and there was no
Speaker 3: family pushing for this. I think a lot of those
Speaker 3: cases were just forgotten. Actually, I know some of those
Speaker 3: cases were forgotten. I know a semester seems like a
Speaker 3: long time, but really you only have so much time
Speaker 3: to do so much. There are people that deserve to
Speaker 3: pay for their crimes, and there are families that deserve
Speaker 3: to have closure. And so I think that they realized
Speaker 3: that if we didn't do something now, in ten years,
Speaker 3: how many witnesses are left?
Speaker 6: Or in twenty years is this person still alive.
Speaker 3: So it was really strange that, even though it was
Speaker 3: over thirty years ago, I think there was a sense
Speaker 3: of like immediacy, that they needed to do something.
Speaker 6: Now because it was going to be too late.
Speaker 2: Eventually, the class had two thorough and complete profiles, one
Speaker 2: of the alleged killer and the other for his victims.
Speaker 2: With so many years of experience, Todd gave the class
Speaker 2: a suggestion that changed everything.
Speaker 4: The best way to try and help identify a serial
Speaker 4: killer is to identify bodies that we think are attributed
Speaker 4: to that serial killer.
Speaker 9: So I would say the ultimate goal is to spread
Speaker 9: the word and get these victims spaces out there. Maybe
Speaker 9: somebody could recognize someone and.
Speaker 5: See, here's the issue. Law enforcement never said determined that
Speaker 5: any of these murders were related to one another.
Speaker 2: In class one day, one of the students came up
Speaker 2: with a brilliant idea.
Speaker 3: Once we had this information, I told the students, what
Speaker 3: are you going to do with it? You have something
Speaker 3: that nobody else has. You have a lot of evidence
Speaker 3: that all these six are connected, and you have this
Speaker 3: profile of this person.
Speaker 6: So what do you want to do with that?
Speaker 5: So the students said they wanted to share it so
Speaker 5: that others could have the profile. And so that's when
Speaker 5: the students came up with the idea of trying to
Speaker 5: share this, you know, with everybody. Do was They said, well,
Speaker 5: how would you know if the police had a profile
Speaker 5: and they were looking for a certain person, what would
Speaker 5: they do? They'd have press conference, they would get the
Speaker 5: information out. So the students decided that they wanted to
Speaker 5: hold a press conference at the school.
Speaker 9: We invited different law enforcement officials, different media and news
Speaker 9: outlets to connect the murders. Would make these cases go
Speaker 9: from single murders to a serial killer in the eyes
Speaker 9: of law enforcement.
Speaker 3: So we began to work very hard with the police
Speaker 3: agencies from four different states that were involved, and also
Speaker 3: we looked up all the print media and the TV
Speaker 3: media that are in those areas and asked them if
Speaker 3: they would all run a story on the same day
Speaker 3: and kind of have a region wide media blitz. And
Speaker 3: so that was their strategy, get as many police and
Speaker 3: media people involved as possible, to get the word out
Speaker 3: to as many people as possible, to try to generate
Speaker 3: some leads that would help in the case.
Speaker 1: We knew that we needed to spread the word for
Speaker 1: it and get more people aware of what happened, especially
Speaker 1: in the areas where these women were found.
Speaker 5: It went from a class investigating something to a class
Speaker 5: trying to share something with the rest of the world
Speaker 5: to try to have an impact or to create some change.
Speaker 2: During the semester, mister Campbell's students discussed their motivations.
Speaker 7: It's important to bring justice to these women because, like
Speaker 7: many of us, they have families and people who cared
Speaker 7: about them. They might not know they're missing, or they
Speaker 7: might be a strange, but they're still a person. They
Speaker 7: still had a voice.
Speaker 9: The women didn't have anybody to fight for their right
Speaker 9: to be found, because no one was pushing for.
Speaker 8: It or finally giving them the justice that they deserved.
Speaker 9: Whether they were a strange from their family, whether they
Speaker 9: may have been.
Speaker 8: Prostitutes or not, they still deserved to have this justice.
Speaker 3: The Bible Belt Strangler could still be out there if
Speaker 3: you look at the age range the students have and
Speaker 3: the time stillapsed. He's getting a little older, but there's
Speaker 3: a pretty good chance he's still alive.
Speaker 2: During the semester at the class talk to a local reporter.
Speaker 7: He deserves pay for what he did. He needs to
Speaker 7: come and face the consequences of what he did.
Speaker 2: So you think this guy is like still alive and
Speaker 2: out there.
Speaker 9: I'm not sure that he's still a truck driver, but
Speaker 9: I do think that he is still alive.
Speaker 6: Do you think we're going to find the Bible Belt Strangler?
Speaker 8: Yes?
Speaker 10: I do.
Speaker 2: It's just a matter of time now that the words
Speaker 2: don't more on that next time. Murder one oh one
Speaker 2: is executive produced by Stephanie Leidecker, Alex Campbell, Courtney Armstrong,
Speaker 2: Andrew Arnot, and me Jeff Shane. Additional producing by Connor
Speaker 2: Powell and Gabriel Castillo. Editing by Jeff Twa and Davey
Speaker 2: Cooper Wasser, music by Vanikor Music. Murder one oh one
Speaker 2: is a production of iHeartRadio and Katie's Studios. For more
Speaker 2: podcast from iHeartRadio, visit the iHeartRadio app, Apple Podcasts, or
Speaker 2: wherever you listen to your favorite shows.