Contents
NEW CANADIAN KID ............................................................................................................................................ 3
The Company .................................................................................................................................................... 3
Creative Team ............................................................................................................................................... 3
Cast ............................................................................................................................................................... 3
A Message from the Artistic Director ................................................................................................................... 4
About the Play ...................................................................................................................................................... 5
Synopsis ............................................................................................................................................................ 5
Character .......................................................................................................................................................... 6
Language ........................................................................................................................................................... 6
Developing Gibberish........................................................................................................................................ 7
Curricular Ties & Lesson Ideas .............................................................................................................................. 8
English Language Arts ....................................................................................................................................... 8
G.L.O. # 1 - Exploring thoughts, ideas and feelings....................................................................................... 8
G.L.O. # 2 - Comprehend and respond ......................................................................................................... 9
G.L.O. # 3 - Manage ideas and information ................................................................................................ 10
G.L.O. # 4 - Enhance the clarity and artistry of communication ................................................................. 11
G.L.O. # 5 - Celebrate and build community ............................................................................................... 11
The Arts Curriculum – Drama ......................................................................................................................... 12
Drama Improvisation .................................................................................................................................. 13
Social Studies Curriculum Ties ........................................................................................................................ 14
General Learning Outcomes (GLO’s)........................................................................................................... 14
Specific Learning Outcomes (SLO’s) ............................................................................................................ 15
Resources ............................................................................................................................................................ 16
GENERAL INFORMATION ABOUT IMMIGRATION ........................................................................................... 16
BOOKS ............................................................................................................................................................. 16
VIDEOS ............................................................................................................................................................ 17
www.mtyp.ca
N e w C a n a d i a n K i d S t u d y G u i d e |2
NEW CANADIAN KID
By Dennis Foon | An MTYP Production
On the MTYP Mainstage: February 4-13, 2015
On Tour: February 16 – May 15, 2015
The Company
Creative Team
Playwright – Dennis Foon
Director – Heidi Malazdrewich
Set/Costume/Properties Designer – Jamie Plummer
Lighting Designer – Larry Isacoff
Composer – Danny Carroll
Stage Manager – Katherine Johnston
Cast
Nick – John Echano
Mench – Tom Keenan
Mother – Tracey Nepinak
Mug – RobYn Slade
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N e w C a n a d i a n K i d S t u d y G u i d e |3
A Message from the Artistic Director
January, 2014
Dear teachers,
Believe it or not, New Canadian Kid was premiered in 1981. Three decades later, the play remains as relevant
as it was back then. Sure, many of our attitudes have changed. The very composition of Canada and our
understanding of what being Canadian means has evolved as well. However, the confusion and alienation
Nick experiences when he first arrives in Canada are still felt by the many, many immigrant children and
families who come to this incredible country of ours.
I came to Canada in my mid-teens so, in many ways, my own experience was very different from Nick’s. I was
older, had a good command of the English language, and most importantly, had a choice in coming here.
However, there are so many delicious moments in the play that do speak to my experience of learning what
Canada is all about. I am sure your students will feel the same way. The 2012 Trends Report: Demographic
and Economic Information created by the City of Winnipeg shows that immigration numbers are trending up
in Manitoba, and that the median age of immigrants is significantly lower than the median age of
Manitobans. Your students will recognize aspects of themselves in Nick or in his established Canadian
counterparts, Mench and Mug.
Perhaps, the greatest foresight playwright Dennis Foon had in writing this play was the title. The term most
commonly used to refer to immigrants now is New Canadian, after all.
Pablo Felices-Luna
Artistic Director
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N e w C a n a d i a n K i d S t u d y G u i d e |4
About the Play
Synopsis
NEW CANADIAN KID begins with Nick's reluctance to leave Homeland. He is given a going away present, a
lunch bowl that becomes his precious memory of the friends he left behind. Nick's first day of school in
Canada is bewildering. He unwittingly insults his new classmates, Mug and Mench, by failing to stand for the
national anthem. Further misunderstandings and what is intended to be fun during the lunch break result in a
fight with Mug. Nick's bowl gets broken and he leaves school confused, angry and wanting to return to
Homeland.
Nick's mother is a temporary comfort and support to him but has problems of her own. When she goes out
grocery shopping and can't understand what people are trying to tell her, she drops her bag of groceries and
runs from the store. Nick's father, whom we never meet, is working long hours to support his family and Nick
finds himself giving his mother the same pep talk she gave him.
Meanwhile Mug becomes determined to be Nick's enemy and calls Nick racist names to intimidate him. Mug
consistently plagues Nick as Nick plays sports with his newfound friend, Mench. Mench sticks up for Nick
against Mug so Nick decides to bring him home to meet his mother. Mench is the first Canadian to enter
Nick's house and his mother is uncomfortable with his presence. Mother insists that Nick speak Homelander
in the house and her anger embarrasses Mench into leaving. But Nick brings Mench back and through
everyone's efforts and the help of mother's tasty pudding, Mench feels welcome in the household.
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One day Mug vandalizes Nick's home by writing "Sgak", a racist name on Nick's window. Only then does Nick
realize the Mug may never change and that she is no different from bullies Nick knew in Homeland. He calls
their game an 'international sport'. The play ends when Nick and Mench devise a simple plan to thwart Mug
and rid themselves of the pesky bully.
Character
The character of the new Canadian is intended to be representational. He does not come from a specific
country but rather represents a common plight of many new immigrants to Canada. The danger in choosing
to have Nick represent all immigrants is that the reader or audience may feel that some problems of a
specific immigrant group are being trivialized. This, of course, is not the intention.
Nick and his mother are experiencing culture shock, a feeling of alienation resulting from moving to a new
environment and having to adapt to a new way of life. We talked to Canadians and new Canadians who could
identify with Nick's situation. There were children in our audience who had moved from one city to another
within the same province who experienced a greater sense of confusion and alienation than some who had
come to Canada from a different country.
When discussing the characters in New Canadian Kid with your class, it is important to point out that we
learn to understand the characters through their relationships with each other. For example, in the beginning
of the play we only know Nick's mother through her relationship with Nick. Through Nick she relates her
difficulties in coping with being in Canada. When Mench finally meets Nick’s mother, a new dimension is
added to the mother's character. We see her discomfort around Mench. Her behaviour changes and she is
quite unlike what we knew of her in previous scenes with Nick.
Mug's behaviour is influenced the same way. When we see her in her relationship with Mench alone, she
seems fun loving, although a bit of a tease. Her maliciousness is exposed when she encounters a
confrontation with Nick.
Every play has conflict and this often happens through the characters and their relationships. Without this
conflict, we could never know the characters and there would be no story.
Language
There are two languages in the play. The first is English and is spoken by Nick, The New Canadian Kid, and his
mother. The second language is a language that has been made up by the actors specifically for the play. It is
called gibberish and is spoken by the characters in the play who are from Canada.
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Developing Gibberish
The original New Canadian Kid script was written in English. This is necessary to get the meaning down on
paper before translating it.
Dennis Foon decided to leave the translation to the director and actors. Potential problems had to be
discussed and sorted out before the gibberish was developed, such as:
1. How could the audience understand what was going on in the gibberish scene?
2. Would it be necessary to invent a specific gibberish language that would have to be understood and
memorized by the actors?
3. How could we make the gibberish interesting?
The writer had already decided to have the main character, Nick, act as narrator in the play. The narrator acts
as a 'bridge' between scenes, either to help clarify some action in the preceding scene or to prepare us for
the following one.
It is also the writer's intention that not all of the gibberish be understood. The scenes in Nick's first day in a
Canadian school are about misunderstandings. For example, when Mench repeatedly asks Nick his name, the
audience doesn't understand him either and can feel Nick's discomfort in knowing that someone is trying to
communicate unsuccessfully with him.
In later gibberish scenes where neither the action nor the narration can help in the understanding, the writer
uses Nick to translate. For example, when Mug interrupts the baseball game and says, "me popee dichay pax
bolo mit chay," Nick repeats to himself, "Your father won't let you play with me, ... why not?" This way some
vital information is made clear to the audience.
It was important that the play have specific gibberish language so that the actors would have the same verbal
cues every day when rehearsing and playing the scenes. To change the language on a whim would be too
confusing for the other actors on stage.
It was decided, for the sake of clarity and simplicity, to keep the gibberish bits short. Some of the language
was borrowed from Latin derivations just as English and French sometimes are. For example, Mug, in her
scene poking fun at Nick's lunch, takes a bite of Nick's food and says, "Se chay corpso o dito me moh-may et
popay'' to mean, "If I die, tell my mother and daddy I loved them." Other gibberish comes from English slang,
for example, Mug's "nax vay Rogay" meaning "no way, Jose."
The audience's recognition of the English and French sounds add to the humour of scenes and help make the
language interesting. In addition, it proves a challenge for the audience to "pick up" the understanding of the
language as quick as Nick does.
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Curricular Ties & Lesson Ideas
English Language Arts
In considering the five General Learning Outcomes (G.L.O.’s) of the English Language Arts curriculum:
1. Students will listen, speak, read, write, view and represent to explore thoughts ideas, feelings and
experiences.
2. Students will listen, speak, read, write, view and represent to comprehend and respond personal and
critically to oral, literary and media texts.
3. Students will listen, speak, read, write, view and represent to manage ideas and information,
4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
5. Students will listen, speak, read, write, view and represent to celebrate and build community.
Here are some activities that can be done, at any grade level from Grade 1-6, which fulfill some of the ELA
outcomes.
G.L.O. # 1 - Exploring thoughts, ideas and feelings
Springboard for Discussion
Use these questions as either pre or post show discussion starters.
- Who was your favourite character? Why?
- Which character did you not like? Why?
Making Connections:
-
-
Have you ever moved before?
Did it make you feel happy or sad?
Do you know how to make friends with someone who is new?
Did you understand what Mench and Mug were saying? If you did, how did you figure it out?
Why did the playwright have Nick and his Mother speak English, and the Canadian characters speak
gibberish (a made up language)? Did you understand Mug and Mench at the beginning of the play?
What about at the end?
What happened in the beginning, middle and end of the play?
Discuss the production. How did the set / costumes / sound / acting / writing / directing get the story
across? What worked? What didn’t? Why?
Do you think that this play is relevant today? Why or why not?
Mug bullied Nick in a variety of ways. What do you think was the most hurtful? Why?
These are a series of activities that can be done pre-show to enable student to have a better understanding
of the concepts and enjoy the performance.
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1. The first day of school is often frightening enough even when you speak the language and already
know some of the children in the class. Have the children relate some of their experiences from their
own first day of school. Was there anything in the play that they recognized from their own
experiences?
G.L.O. # 2 - Comprehend and respond
Suggested exercises:
1. Although what happens to Nick is sad at times, are there parts in the play that you may have found
funny? What is it about the situation that make us laugh? What specifically did you find humorous?
Do you think it is a good idea to laugh at these situations? Why or why not? What is the moment in
the play where the humour stops short and tensions builds?
2. Nick has to deal with prejudice and name calling in the play. He finds this difficult. Do you have any
advice for him on how to deal with the bully in the play? Do you think he learns to deal with him in a
positive way?
3. Nick's mother says that perhaps the people in the grocery store think she is stupid. What situation
caused her to think this? Have you ever been in a situation where you didn't understand what was
going on and you felt stupid? Do you think the people around you thought you were stupid? What
happened?
4. One of the things Nick probably does to keep in touch with Homeland is write letters to his friends
back home. We know that he might mention his new friend Mench. What other possible first
impressions might Nick mention in his letter? Write a letter for him.
5. New Canadian Kid is based on the work of students interviewing each other. Choose partners and
interview each other about your backgrounds. Try to find out as much information as you can and
then write a profile of your partner.
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G.L.O. # 3 - Manage ideas and information
Vocabulary
Teachers may wish to introduce some of the following vocabulary and concepts to their classes before
reading the play.
immigrant
Homeland
citizenship
national anthem
unfamiliar
New Canadian
bully
cultural
culture shock
international
gibberish
main character
scuffle/fight
name calling
point of view
relationship.
prejudice
racist/racism/racial slur
The gibberish comprises a great deal of the vocabulary in New Canadian Kid. English translations of the
gibberish are given in the script. Here are a few of the more common words and expressions used.
Lo- Hello
sue- you
sue vancha- do you want
nax - no
nax taka - no thank you
sue-she- okay, alright
er-chee-bah - goodbye
gibba may - give me
logo-crazy
bersebolo - baseball
bersebolo hatch - baseball mitt
shlamshtick - hockey
voit voit - basketball
Sgak is a racist name Mug calls Nick. Mench describes it as a name for Homelanders used by people who hate
Homelanders.
Although some young audience members have interpreted 'sgak' to mean 'go away' or 'I hate you', a more
accurate translation would be any derogatory racist slur which we encounter all too frequently. Where a boy
may have a justifiable reason for telling someone to go away, one can find no justification for using racist
names.
During the first production of New Canadian Kid we came across a class who had just seen the play and were
discussing the meaning of 'sgak' with their teacher. The teacher had written the word on the blackboard and
asked his class to brainstorm on all the racist words they had heard in the playground. The teacher wrote all
the responses down on the board, creating a circle of words around 'sgak'. The point was well taken that all
the words had really little meaning and were only created to cause hurt.
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G.L.O. # 4 - Enhance the clarity and artistry of communication
This production of New Canadian Kid presented a challenge for our set designer. The show is going to play
over 100 performances in almost as many different schools and it needs a set that will hold out. Design your
own set for New Canadian Kid keeping all the elements simple, yet sturdy for touring. Make a drawing of
your set, colour it and detail the parts.
G.L.O. # 5 - Celebrate and build community
Many of the objectives in this G.L.O. are found in the social studies curriculum. Any writing that students do
could be in the form of a personal journal entry commenting on their feelings about being Canadian, or if the
case a new immigrant.
Making Personal Flags / Shields / Head Shots
Have students, depending on their grade level create a flag, personal shield or head shot. You can use one of
the following protocols
In your project depict those things that are important to you. Images like:
- People who are important to you - for example, your family, friends and people you admire.
- Your personal heritage; family background, where you or your ancestors came from and the ties that
you still have to that culture.
- Places significant to you - places you may have visited or wish to visit, your favorite places such as
the beach, mountains, cities, or forests.
- Physical features and personality features which identify you, for example - eyes, nose, mouth, hair,
clothing style - attitudes that are specifically you such as cheerful, competitive.
- Activities/hobbies - any outside school activities such as dancing, collecting, competing, volunteering.
- Accomplishments/awards - awards and achievements which you have received.
- Short term goals - achieve good grades, make the team, lose weight, buy a car, get a job.
- Long term goals - career hopes and dreams for the future.
- Favorite things- foods, movies, books, entertainment, music
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Create a Country!
In a group of 4 or more, come up with your own country and culture! Brainstorm and prepare a presentation
about the language, food, clothing and customs of your country! Bring your presentation to life using
drawings and maybe even demonstrating the language and national dance! Use the library, the internet and
your imagination to guide you.
The Arts Curriculum – Drama
The overarching goal of the drama curriculum is to support, nurture, and inspire the growth of every student
as a dramatic artist and as an artful learner.
There are 4 general learning outcomes (G.L.O.’s) in the drama curriculum. They are:
1. Drama Language and Performance Skills; Students develop understanding of and facility with
dramatic forms and elements.
2. Creative Expression in drama; Students collaboratively and individually generate, develop, and
communicate ideas in creating and performing drama for a variety of purposes and audiences.
3. Understanding drama in Context; Students connect drama to contexts of time, place, and community,
and develop understanding of how drama reflects and influences culture and identity
4. Valuing drama Experience; Students analyze, reflect on, and construct meaning in response to their
own and others dramatic work.
Here are some exercises and activities that can be done at any grade level from grade 1-6 with modification:
Naming the Objects
Set up a playing area with a tray or table of household objects - not too many, for example, a teacup, spoon,
glass, napkin, scissors, etc.
Have two players enter the playing area, the rest of the class may act as the audience. The two players must
take turns pointing to each object and giving each a name in gibberish. Their names must differ from each
other's. For example, one may choose to call the teacup a 'blooper', the other may call it a 'shoola'.
The players must quickly move from one object to another giving each a name. After each object is named
they must move randomly from one object to another repeating the name they gave each. Each time a player
names an object, his opponent must respond with his name for the same object.
The exercise ends when one of the players forgets what he originally called an object or calls it a different
name. The audience may be the judge. In this example, no talking is acceptable other than the naming of the
objects. However, a player must question his partner by responding, "blooper? blooper? (shakes head)
shoola, shoola!!"
A Lesson
Have a student give a lesson in gibberish to the class. The simpler, the more chance for success. It can be
playing a guitar, riding a horse, making a bed, learning how to walk, or how to tie shoes.
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He/she may wish to bring other people on stage as teaching aids. Follow up this exercise with a discussion on
what the lesson was about and what clues worked to help the understanding of the lesson.
Translation
You need three performers in the playing area. The situation is a TV talk show. The host is interviewing a
famous guest who cannot speak English and, therefore has brought his translator with him/her. The
responsibility for the success of this idea lies with the translator. He/she must listen attentively to what the
famous guest is saying to him (in gibberish, of course) and must translate this for the talk show host.
The scene may be played several times using different guests with unusual talents, e.g. an expert on teaching
fleas how to dance or a performer who sits on beds of nails.
Follow up Discussion
As a class, discuss the feeling one goes through when trying to communicate an idea that is not being
understood. What are the feelings of the person who is listening to the idea and cannot understand? How do
these feeling differ from those of a person who does understand all that is going on? Encourage children who
were originally from outside Canada to talk about some of their first experience in learning English. Are there
any Canadian students in the class who have travelled to other countries and have not understood the
language of the country? How did they or their parents feel when trying to ask directions for find a place to
eat or perhaps find a public washroom, etc.?
Drama Improvisation
While auditioning actors for New Canadian Kid we saw some fine performers of improvisation challenges
that helped set the style for final production. Here are some examples that drama teachers may want to try
in their own classes.
Remember each scene should have a conflict to give it interest and to challenge the performers. The
performers should have a set objective in mind for their character before entering a scene, e.g. I want to get
to know him or I want to ignore him. The conflict is created when two objectives differ. I.e. one wants to get
to know the other while the other wants to ignore the first.
First day of school
Have a group of students play the Canadian kids in the classroom on Nick's first day of school. Let the
students decide who will be Nick and who will be the other children. They may develop their own gibberish.
They can create a situation similar to or different from that in the production. Stress the importance of
creating a conflict (not physical) and listening to each other. Allow the children to establish their own
characters. One may wish to play a friend to Nick while another may choose to ignore him and yet another
may want to make fun of him.
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Lunch in the Playground
Set up a similar situation in the playground where everyone takes out their lunch. Nick enters the scene with
his own lunch which is very difference from the others.
Learning Math at Home
Nick brings his friend home to do his homework with him. Nick's mother is there and wants to help with his
math. Play out this situation using three performers. Have the friend speak gibberish to Nick while Nick
translates the math problem to his mother. Again, stress that they listen to each other. Remember that the
friend does not understand English.
Follow up Discussion/Analysis
Follow up each scene with a short discussion on what was learned:
 Where were the difficulties in using gibberish?
 Did everyone listen to each other?
 Where was the conflict in their scene? For example: conflict between Nick and the others or
between Nick and his mother.
 When did the conflict change? e.g. from a conflict between Nick and one of the Canadian kids to a
conflict between two of the Canadian kids.
 What were the performers playing for or what were their objectives? For example, was Nick trying to
be liked or was he trying to ignore the situation?
 Were the other children wanting to be nice to him or wanting to mistreat him?
 Did the mother work hard to understand the problem? Did she understand?
 Did Nick's friend really want her to understand it?
Social Studies Curriculum Ties
General Learning Outcomes (GLO’s)
There are six General Learning Outcomes (GLO’s) in the Social Studies Curriculum in Manitoba. They are:
1. Identity, Culture, and Community - Students will explore concepts of identity, culture, and
community in relation to individuals, societies, and nations.
2. The Land: Places and People - Students will explore the dynamic relationships of people with the
land, places, and environments.
3. Historical Connections - Students will explore how people, events, and ideas of the past shape the
present and influence the future.
4. Global Interdependence - Students will explore the global interdependence of people, communities,
societies, nations, and environments.
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5. Power and Authority - Students will explore the processes and structures of power and authority,
and their implications for individuals, relationships, communities, and nations.
6. Economics and Resources - Students will explore the distribution of resources and wealth in relation
to individuals, communities, and nations.
Of these six, GLO # 1, which deals with “Identity, Culture, and Community” has a strong tie to the theme and
purpose of New Canadian Kid and in grades 1-6 the fit is natural.
Specific Learning Outcomes (SLO’s)
Some of the SLO’s which match are:
Grade 2
-
2-Kl-006 Identify cultural groups in their local communities.
2-KI-009 Describe groups with which they identify.
2-KI-010 Identify their heritage and culture.
2-KI-011 Recognize the diversity that characterizes Canada.
2-KI-015 Recognize that a variety of languages are spoken in Canada.
2-VC-003 Value being a member of the Canadian community.
Grade 6
-
KI-017 Describe characteristics that define Canada as a country.
KI-019 Give examples from the arts and media that are expressions of Canadian culture and/or
identity.
KI-016 Describe factors that shape personal and national identities and explain how they may
coexist.
KP-054 Identify factors that contribute to inequities in Canada and propose solutions.
Suggested Exercises
Activities, which range from Grade 1-6, that could fit into these SLO include:
1.
2.
3.
4.
5.
6.
Surveying classrooms to determine and chart the cultural makeup of the rooms and then
mapping these cultural beginnings so that it can be a constant reminder about where they all
come from.
During a Grandparents Day at school have the student interview the Grandparents to find out if
they were born in Canada or immigrated and what that experience felt like.
Create a “Living Library” (https://livinglibrary33.wordpress.com/) where parents, teachers,
community members and students all use the traditions of oral storytelling to become books in a
classroom living library.
Create classroom materials which reflect common phrases in all the language represented in the
classroom.
Using a digital platform have students create “I Am Canadian” presentations.
Using the data found in the City of Winnipeg’s census material, study the cultural make-up of the
city, and also look at the immigrant population and determine where they are settling. Have a
Settlement Worker, in as a guest speaker to talk about the challenges faced by new immigrants
to Manitoba.
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Resources
GENERAL INFORMATION ABOUT IMMIGRATION
Manitoba Immigration Facts – 2012 Statistical Report
http://www.gov.mb.ca/labour/immigration/pdf/manitoba_immigration_facts_report_2012.pdf
This is an excellent data source on citizenship and immigration in Winnipeg
Community Trends Report – City of Winnipeg 2012
www.winnipeg.ca/cao/pdfs/TheCommunityTrendsReportApril2012.pdf
This is compete data source for the City of Winnipeg regarding population, migration, immigration and socioeconomic indicators.
BOOKS
FICTION
Tan, Shaun. The Arrival. New York: Arthur A. Levine, 2007.
The Arrival by Shaun Tan is a migrant story told as a series of wordless images that might seem to
come from a long forgotten time. A man leaves his wife and child in an impoverished town, seeking
better prospects in an unknown country on the other side of a vast ocean. He eventually finds
himself in a bewildering city of foreign customs, peculiar animals, curious floating objects and
indecipherable languages. With nothing more than a suitcase and a handful of currency, the
immigrant must find a place to live, food to eat and some kind of gainful employment. He is helped
along the way by sympathetic strangers, each carrying their own unspoken history: stories of
struggle and survival in a world of incomprehensible violence, upheaval and hope.
This would be an excellent piece of literature to either start off the conversation about immigration,
to parallel the thoughts of Nick or to use to reinforce the theme of being alienated in a new land.
NON-FICTION
Hughes, Susan. Coming to Canada: Building a Life in a New Land. Toronto: Maple Tree, 2005.
Smith, David J., and Shelagh Armstrong. If the World Were a Village: A Book about the World's People.
Toronto: Kids Can, 2011.
Hodge, Deborah, and John Mantha. The Kids Book of Canadian Immigration. Toronto: Kids Can, 2006.
We are a Rainbow – Nancy Maria Grande Tabor
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PUBLISHERS | CLEARING HOUSES
A great clearinghouse for children’s books on refugees and immigration
http://www.brycs.org/clearinghouse/Highlighted-Resources-Children-Books-about-the-Refugee-ImmigrantExperience.cfm
The American Library Association’s list of Contemporary Immigration Books for students.
http://www.ala.org/emiert/sites/ala.org.emiert/files/content/usefullinks/contempimmigrant.pdf
Canadian Children’s Books
http://www.bookcentre.ca/files/ImmigrationBookList.pdf
KidsBooks is a great clearinghouse for all children’s books.
http://www.kidsbooks.ca/KidsbooksRecommends/MulticulturalBooks/Immigration/Department.aspx?DeptID
=3685
VIDEOS
Coming to Canada – immigration stories
http://tvoparents.tvo.org/video/162341/coming-canada-immigration-stories
Rich stories of the children and veterans found in the Canadian Museum of Immigration found at Pier 21.
http://www.pier21.ca/research/collections/the-story-collection/online-story-collection/british-homechildren
A very good CBC piece dealing with children on immigrants and how they are caught in the middle of two
cultures.
http://www.cbc.ca/news/canada/children-of-immigrants-caught-between-2-cultures-1.1225779
A great on-line resource about the Great West Garment Company and how immigration formed the company
http://www.royalalbertamuseum.ca/virtualexhibit/gwg/en/educational/immigration.html
There are great resources on-line from the Canadian Museum of Human Rights.
https://humanrights.ca/learn/museum/school-programs
www.mtyp.ca
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