Character Creation

• Grade Level: 5 – 9
• Duration: 6+ Class Periods
• Subjects: Language Arts/English, Media Literacy, Social Studies/History

Historical fiction provides an opportunity to explore and humanize diverse perspectives, revealing how societal norms, roles and historical contexts shape individual experiences and identities.

This lesson fosters critical thinking and historical perspective-taking as students design a new character for Murdoch Mysteries. While recognizing that their character might not typically hold their chosen role at the beginning of the 20th century, students develop a realistic character with an appropriate backstory that considers how historical factors—such as immigration, social roles, race, disability and class—might shape their character’s personality and experiences. Students will then write a short scene introducing their character into the world of Murdoch Mysteries.

Note: Murdoch Mysteries is considered a family show; however, it deals with murder as do some of the lesson activities. This episode, The Great Wall, also includes a reference to sexual assault. The event is not depicted on screen, but it is mentioned in the dialogue. Consider previewing episodes to ensure you are able to address any questions or concerns.

In The Great Wall — Season 3, Episode 2, Detective Murdoch investigates the murder of Constable Cooper in Toronto’s Chinatown after initial suspicion falls on a Chinese herbalist, Feng Choy. As Murdoch digs deeper, he uncovers evidence of racism, police corruption and a horrific crime against a young girl—leading to a shocking betrayal from within the force.

Historical Background and References:

“Chinatown” typically refers to the neighbourhood in downtown Toronto, which extends along Dundas Street West and Spadina Avenue. The Chinese community in this downtown Chinatown previously originated from the First Chinatown, which was located in what used to be known as The Ward.

One of the first settlers in Toronto’s Chinatown was a hand laundry business on Adelaide Street (1878). Sam Ching was the only Chinese man documented in the city registry at the time.

Over the next two decades, Chinatown took form—even though the Chinese Immigration Act of 1885 was still in place. The community populated Bay and Elizabeth Streets. Hundreds of Chinese men arrived through Western Canada after building the Canadian Pacific Railway. By 1910, Toronto’s Chinese population grew to over a thousand, with hundreds of Chinese-owned and -operated businesses along these streets.

See Worksheets and Templates for more information.

Additional Written Material to Review

• Early Toronto
• Toronto Life
• Toronto Great Fire 1904
• Photos — Toronto early 1900s

• Inquiry/Research Skills
• Using Canva
• Script Writing
• How to Write a Script: Step-By-Step with Examples
• Basic Elements of a Film Script for BEGINNERS!
• Monologues

Consider introducing students to the World of Murdoch Mysteries to familiarize them with the show and characters before the lesson.

How does the social history of life in early 20th-century Toronto shape the development of a character and how can that character help us see history and society in a new or deeper way?

1. How do historical factors shape a character’s personality and experiences?
Consider how elements like immigration, social roles, race, disability or class might influence your character’s life. How can these factors make your character more authentic and relatable?

2. What challenges might your character face in the world of early 20th-century Toronto?
Think about societal norms, prejudices and opportunities during this time. How might these challenges affect your character’s goals, relationships and actions?

3. How can you create a backstory that feels realistic for the time period while being engaging for a modern audience?
Reflect on how to balance historical accuracy with storytelling. What parts of your character’s background need to be grounded in reality and where can you introduce creative elements?

4. What role will your character play in the Murdoch Mysteries series?
Imagine how your character interacts with existing characters or contributes to the plot. What makes them a compelling addition to the series?

5. How might your character navigate bias or barriers in their era?
Think about how they might respond to the limitations or prejudices of their time. How could their story reflect broader themes of resilience, progress or societal change?

• Historical Understanding: Analyze how historical contexts, including social roles, immigration, race, disability, gender and class, inform character design.
• Critical Thinking: Evaluate how societal biases and historical factors shaped individuals’ opportunities, experiences and challenges.
• Creative Application: Apply understanding of historical contexts to create an original, realistic character for Murdoch Mysteries, including a compelling backstory, personality and role.
• Storytelling Skills: Write a short scene that demonstrates character development, effective dialogue and integration into the Murdoch narrative while adhering to the show’s tone and setting.
• Perspective-Taking: Demonstrate empathy and understanding by creating a character that reflects diverse perspectives influenced by historical and social conditions.

• Communication — use digital tools; listen to all POVs; written, verbal, visual; give and receive feedback; ask questions; present orally
• Teamwork — collaboration
• Executive Functions — organization; time management; seek feedback
• Innovation — creativity; design; brainstorm
• Decision Making — analyze videos; consider different perspectives
• Empathy — perspective taking; seek to understand
• Engaged Citizen — learn from history
• Learner Agency — self-directed

For the final activity, students will demonstrate their understanding of historical context and storytelling by designing a historically grounded character to join the world of Murdoch Mysteries. Students will create a detailed character profile and write a short scene (1–3 minutes of dialogue and action) that introduces their character into the show.

They will present their character and scene to the class, explaining how their character reflects the historical context of the early 1900s and how factors such as immigration, race, disability, social roles or class influenced their character’s development. This presentation should also explain how the character adds depth to the world of Murdoch Mysteries and connects to broader historical themes.