Murder Mystery
                         
​                                 By:  Tricia Carter
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OVERVIEW:

Students uncovered solutions to Unsolved Case Files and created a podcast describing the process and evidence that allowed the case to be solved in a mimicry of a true crime podcast.    

• To understand the process detectives go through to solve unsolved cases.
• To learn to construct a compelling narrative detailing the process of solving a case while storytelling.
• To learn to write a script.
• To develop interviewing skills.
• ​To learn audio recording and editing skills.​

Why do some cases go unsolved?

• Background research and rough script writing
  
• Rough script revision through peer review
  
• Generating questions/arguments and discussing them in socratic seminar (next year)
  
• Professional Podcaster Feedback (next year)
  
• Student selected exemplars ​

• Students were given files based on real-life unsolved cases.  They contained copies of actual documents detectives would encounter when solving a case including: photos, autopsy reports, police interviews, witness statements, maps, person of interest forms, newspaper articles, and other pieces taken into evidence.  Students had to summarize what they learned from each piece, track their progress, and finally synthesize their findings.  
• Students were given professional podcasting tools (sound shields, headphones, and microphones) to use while recording in a professional sound mixing software.​​

• Students will publish their podcasts on a school website/facebook.  Example:  Each group of students created a 7 minute podcast episode that were shared weekly on the school Facebook page.

• Students chose one other student they would like to work with and were placed in groups of four. 
• Each group was given their choice of four unsolved cases they wanted to try to solve. 
• Students determined their own group roles and expectations for the project.  
• Students were given creative freedom in the podcast software to mix their own sounds, add music, and create their own custom podcast.​​

• Muskegon Police Department, Investigations Bureau Detectives. Local Detectives will present information to students about how they solve cases.  Students learn how to interview a professional while recording their responses.  
  
• Potentially connecting with a professional podcaster to give tips to students on how to build their audience, engage their listeners, and use technology.  Said podcaster could also review and critique student podcasts.​​

        ​STUDENT REFLECTIONS

Did you enjoy this murder mystery unit?  Why?

     “Yes, I did.  I never solved an actual mystery this good and I feel good about it.” -Persiah B.  
     “Yes I enjoyed it because it was very interesting and I got to be an investigator for a few weeks like it was real life.  It was fun to do “different” kinds of work that didn’t feel like school work.  It was exciting and different each day.” -Semaja S. 

What challenges did your group face?  Did you overcome them?

     “The challenges that we faced was finding the right evidence that we needed for each objective.” -Matthew T.
     “Me and my group’s challenges that we faced were trying to do everything at once but we overcame them by splitting it into chunks and we each worked on one at a time.” -Semaja S

• Students revisited the DQB several times throughout the project and reflected on their progress.  
• Students completed an objective summary and reflection four times while at various points of solving their case.  
• Students wrote a final reflection and submitted a google form (for the teacher) about what they enjoyed most and what could be improved with the project.  ​​

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• Project Template
• Link to ELA standards   
• Project Card                                            

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Meet the Educator:

Tricia Carter teaches 9th grade English at Muskegon High School.

     "PBL has changed the way I view learning in my classroom.  I’ve always felt a pull to take my students away from “traditional high school classrooms.” Yet, that seemed challenging for my ELA curriculum.  PBL has taught me our students thrive on real world projects, and it has changed the way I plan my units."​