The Murdoch Method

• Grade Level: 5 – 9
• Duration: 6+ Class Periods
• Subjects: Language (Reading, Writing), The Arts (Drama, Visual Art), History/Social Studies, Media Literacy

Murdoch Mysteries offers a rich backdrop for developing reading (predicting and inference), writing, critical thinking, observation and reasoning skills.

In this lesson, students will review the investigative techniques and forensic principles—often ahead of their time—used by William Murdoch to solve crimes. Through this investigative unit, students step into the detective’s shoes, learning how to gather evidence, make informed inferences and construct logical conclusions based on overt (and covert) clues.

Through a forensic lens, students will explore how what they see (observation), what they know (knowledge), what can be proven (evidence) and what they conclude (inference) can be shaped—or misled—by the information available. To build these skills, they will first read a short mystery to practise distinguishing between observations and inferences and identifying red herrings. Next, they will investigate a staged classroom crime scene, gather and record evidence and write a report explaining their conclusions. In the culminating task, students will design their own mystery scene, complete with clues and misleading details, for classmates to solve.

Note: Murdoch Mysteries is considered a family show; however, it deals with murder as do some of the lesson activities. Consider previewing episodes to ensure you are able to address any questions or concerns.

Note: Murdoch Mysteries is considered a family show; however, it deals with murder as do some of the lesson activities. Consider previewing episodes to ensure you are able to address any questions or concerns.

You may decide to only watch the first episode listed. The others are optional.

A Study in Sherlock — Season 6, Episode 4: A heist of a bank’s armoured wagon ends in murder and leads Detective Murdoch to a mysterious man claiming to be Sherlock Holmes. As clues accumulate, Murdoch works with the fictional character to uncover the truth and to find the Star of Isis, a diamond stolen years before.

Return of Sherlock Holmes — Season 7, Episode 4: Murdoch is drawn into a baffling mystery at the Queen’s Hotel when a dead man is discovered—and the man who believes himself to be Sherlock Holmes meets him at the scene. Once again, Murdoch and Sherlock work together to find a missing nanny and uncover the secrets in a little boy’s memory.

Kill Thy Neighbour — Season 13, Episode 13: Murdoch’s prickly neighbour is murdered. Suspicion quickly turns toward Murdoch as overwhelming evidence of his guilt surfaces. With things pointing against him, Murdoch and Station House No. 4 race to reveal the truth before his reputation and freedom are destroyed.

A Study in Sherlock / The Return of Sherlock — Historical Background and References:

• Episodes take place in Toronto in 1900 and 1901.
• Both Sir Arthur Conan Doyle and his fictional creation Sherlock Holmes appear in the episodes.
• Sir Arthur Conan Doyle created the character Sherlock Holmes.

Mentions in the episodes:

• Doyle “killed off” Sherlock Holmes in “The Final Problem” (1893). Public outcry followed; ten years later Holmes returned in “The Adventure of the Empty House,” revealing he had faked his death. The man claiming to be Sherlock Holmes gives Doyle the idea.
• A Study in Scarlet: David Kingsley (who thinks he is Sherlock Holmes) undergoes hypnosis at the Provincial Lunatic Asylum, which—after many transformations—is now called the Centre for Addiction and Mental Health (CAMH).
• The Return of Sherlock: References the Queen’s Hotel (with images) and Allan Gardens.

Queen’s Hotel (historical notes):

• Began life as Sword’s Hotel (1856); purchased by Canadian Pacific Railway and renamed Queen’s Hotel (1862).
• Located on Front Street across from Union Station; closed in 1927.
• The current Royal York Hotel was built in its place.

• Logic, deduction and evidence analysis
• Reading — inference skills
• Writing — recount
• Observation — viewing and recording
• Decision making

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

Review resources and materials related to the activity before you introduce it to your students or create the scene in your class. A little planning will make this an activity the students won’t forget.

“How can what we see (observation), what we know to be true (knowledge/truth), what can be proven (evidence) and what we conclude (inference) be influenced, distorted or manipulated?”

1. How can different people see the same thing but come to different conclusions?
Think about what else we bring to a situation—past experiences, personal bias and emotions—and how those can shape what we notice and how we interpret it.

2. When gathering evidence, how and when do you decide which clues matter most?
Consider how a rushed decision, bias or even mental fatigue might lead us to ignore something important—or focus too much on one detail.

3. When does inference play a role in decision making?
Think about how we balance what we see with what we know or believe—and how that affects the conclusions we draw.

4. How can we use evidence to support, but also challenge, our opinions?
Every situation can be seen in more than one way. How do we make sure we’re not dismissing evidence just because it doesn’t match what we already think?

By the end of this lesson, students will:

• Observation & Evidence: Distinguish between observation, knowledge, evidence and inference; apply these distinctions to investigative and storytelling contexts.
• Critical Analysis: Gather and evaluate clues from text, video and visual sources, using critical thinking to identify patterns and build understanding.
• Bias & Misleading Information: Recognize and interpret red herrings and bias, considering how they influence investigations and narrative outcomes.
• Communication & Reasoning: Present conclusions with clear oral and written explanations, supporting reasoning with precise evidence.
• Collaborative Reasoning: Work with peers to construct logical conclusions when faced with limited or conflicting evidence.
• Crime-Scene Design: Plan and construct a detailed Murdoch-era crime-scene diorama, integrating visual evidence and authentic period details to support investigative storytelling.
• Communication Skills: Clearly communicate reasoning and conclusions in oral discussion and written formats.
• Applied Forensic Thinking: Use early forensic methods and investigative logic to solve creative, scenario-based challenges reflecting Murdoch-era science.

By the end of this lesson, students will:

• Observation & Evidence: Distinguish between observation, knowledge, evidence and inference; apply these distinctions to investigative and storytelling contexts.
• Critical Analysis: Gather and evaluate clues from text, video and visual sources.
• Bias & Misleading Information: Recognize and interpret red herrings and bias.
• Communication & Reasoning: Explain conclusions clearly with evidence.
• Collaborative Reasoning: Build shared conclusions with peers.
• Crime-Scene Design: Plan and construct a Murdoch-era crime-scene diorama.
• Communication Skills: Communicate reasoning in oral and written formats.
• Applied Forensic Thinking: Use early forensic methods and logic in scenario-based tasks.

Performance Task: For the final assessment, students will apply their understanding of observation, evidence, knowledge and inference by creating a Crime Scene Mystery in one of three formats: a diorama, a floorplan or a staged classroom scene. Their mystery must include:

• Clear and observable clues
• At least one red herring (misleading or ambiguous clue)
• A logical sequence of events that leads to a reasonable inference

Once complete, students will present their mystery for classmates to solve, demonstrating how conclusions can be shaped—or misled—by the information provided. Their work should reflect an understanding of how observation, evidence and inference can be influenced, distorted or manipulated.

Lesson Resources on Google Drive