These questions are not necessarily in order.  Class discussion is not linear.  I might not ask all these questions in class, but the student would be thinking about them.  Because Keeler appears very early in most casebooks, I would ask basic questions to judge how well students are reading cases, and to encourage them to read even more carefully.  After the first few weeks of class, I would take for granted that students searched for the definition of every word or phrase they did not understand.  I would also assume that they knew the procedural history of the case.  I never assume command of the facts.  Whether I would ask other questions than these depends on the students' answers and on my assessment of their level of understanding (e.g., were I to note a look of puzzlement on more than a few faces, or a look of discomfort at the facts or the issues, I would spend more time on those questions.)  The class time devoted to discussion of Keeler and the questions arising from it could vary from 20 to 150 minutes.