Local News
Gray Academy excels at online teaching during pandemic with ‘Gray Away”
and Annie (Gr. 6)
By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.
While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.
Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”
How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”
Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”
School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)
Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”
Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”
Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).
Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”
Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.
I asked whether there is a full slate of classes, including Judaic studies, for all students?
Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”
I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?
Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”
Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.
Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”
I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”
Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.
“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.
Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.
Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.
Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”
Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”
Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.
Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s
Local News
Nakba exhbit at CMHR – you can see it right here and make your own assessment
By BERNIE BELLAN (Posted June 26, updated July 19) The Nakba exhibit at the Canadian Exhibit for Human Rights opened to the public June 27. The morning before the exhibit was set to open to the public, (it had a private opening for invited guests the evening of June 26) we received a press release from the CMHR. That press release gave a very detailed description of what was in the exhibit, along with photos (supplied by Annie Kierans of the CMHR).
There is also a link right at the beginning of the press release that will allow you to watch the same videos that anyone attending the exhibit can watch. We reprinted what was sent to us without making one edit. We leave it to you to form your own opinion as to whether the exhibit is fair in its presentation, and whether it is lacking “context” – which is an accusation that has been levelled at the exhibit’s organizers by some representatives of Jewish organizations.
We have received many emails in reaction to the exhibit. If you have an opinion and would like to see it published on this website, you can send it to jewishp@mymts.net, but please indicate whether you would be willing to have it published on this website.
Here is what we received the morning of June 26:
Winnipeg, MB — June 26, 2026 — The Canadian Museum for Human Rights (CMHR) will open a new exhibit tomorrow that explores human rights violations related to the ongoing forced displacement of Palestinian Canadians.
Palestine Uprooted: Nakba Past and Present will be on display in the Rights Today gallery on Level 5 until 2028. Featuring personal stories told through artifacts and video testimonies, the exhibit presents Palestinian Canadians reflecting on their ongoing struggle for human rights. The small exhibit reveals enduring patterns of loss and resilience, helping visitors understand more about this contemporary human rights story.
Palestinian Canadian stories are now included alongside many other stories of forced displacement and human rights violations featured in the Museum’s galleries. Each of these stories contribute to our visitors understanding of human rights and help the Museum fulfill its mandate to foster reflection and dialogue.
Exhibition highlights
Personal stories and artifacts: Experience firsthand accounts from Palestinian Canadians sharing their journeys of displacement and memory through a series of five artifacts. Cases display artifacts like property deeds, house keys, and a traditional Palestinian embroidered dress, accompanied by short videos that deepen understanding of the impacts of displacement.
Powerful artworks: In her painting Bound Together in Gaza, Malak Mattar, a Gazan artist, captures the struggles and resilience of her generation shaped by conflict. Her work pays homage to Guernica, Picasso’s powerful masterpiece depicting civilian suffering during war.
Curfews and Closures, by Rajie Cook, bears witness to life under military occupation during the 2000–2005 Palestinian uprising, when curfews and closures were expanded and further limited basic rights and freedoms.
Cultural heritage: Discover traditional Palestinian embroidery called tatreez. Tatreez motifs and colours are tied to place, family history and regional identity. Patterns are associated with particular towns, villages or areas of Palestine. In this way, tatreez is a form of storytelling: a way of preserving memory, sustaining identity and expressing resilience across displacement and exile.
Poetry and reflection: Engage with Mahmoud Darwish’s evocative verses, inspiring personal reflection on exile, voice, and responsibility. Visitors can take a card containing Darwish’s poem and add a personal note, fostering ongoing dialogue beyond the exhibit.
Contemporary context: Witness striking images of current events in Gaza and the West Bank, connecting past displacement to ongoing struggles.
Quotes:
“No force can silence the truth we carry. Growing up in Canada, my children lived the Nakba through our stories. And now we watch it happen again, live, on our phones. When I see the images coming out of Gaza, I am not watching the news. I am watching my history repeat itself.” -Fouad Sahyoun, a Palestinian Canadian featured in the exhibit
“We developed this exhibit with a clear awareness that Palestinian Canadian voices have too often been marginalized, silenced or spoken over — and that anti-Palestinian racism affects whose stories are heard and whose suffering is recognized. That is why we intentionally centred Palestinian Canadian voices throughout the exhibit.” -Isabelle Masson, Curator of Palestine Uprooted
“Human rights matter precisely when they are inconvenient, when the question of who deserves the dignity of having their rights recognized is genuinely contested. These are the moments where having a national museum for human rights is most important.
There are people who believe this exhibit should not exist in its current form. There are people who believe it should have existed sooner. There are people who will visit this exhibit and feel that it does not say enough, and others who will feel it says too much.
We have listened to every one of these voices. We have reflected. And we have renewed our resolve to continue the difficult, sometimes contested, and often controversial work of building understanding about human rights. We are a museum grounded in Canada’s human rights framework, whose mandate requires us to bear witness to the full complexity of the human story. We are proud to open this exhibit because the story it tells will help achieve that mandate, and because this story belongs in the collective memory of Canadians.”
- – Isha Khan, CEO
Local News
New GrowWinnipeg “Grow Together” highlights diverse origins of our growing Jewish community
By MYRON LOVE On Monday, June 11, about 120 younger Jewish Winnipeggers from diverse backgrounds came together at the Asper Campus for an evening of food and music, games and prizes and, most important, the opportunity to socialize with their peers from a growing community that reflects the long term success of our community’s 26-year-old GrowWinnipeg initiative.
“We are gathered here to celebrate your and your parents’ decisions to come to Winnipeg, build families and raise families here,” noted Dalia Szpiro, GrowWinnipeg’s director, in addressing the young adults in attendance.
To summarize, the GrowWinnipeg Initiative arose when our past community’s leadership recognized that our Jewish population was an aging and shrinking community with aging infrastructure.
The first stage was the planning and construction of the Asper Campus, which brought our major institutions and organizations under one roof in an attractive new building.
The next challenge was to attract more people to our community. GrowWinnipeg was created to take on the challenge. The initiative, which was officially launched in 2000, is unique in its efforts to reach out to young Jewish families throughout the Western world.
The first outreach efforts were directed at Argentina’s sizeable Jewish community at a time when the South American country’s economy was going through a very difficult period. Several of our community leaders visited the Jewish community in Buenos Aires and a website was established. Arrangements were made for local families to host Jewish Argentinians here on exploratory visits and the community helped the prospective immigrants navigate the then new Provincial Nominee Program, find jobs and establish themselves here.
Since then, many young families – from Argentina, as well as a great number of other countries – have chosen to make Winnipeg their new home. The young people at the recent GrowWinnipeg evening were reflective of the diversity of our growing community. During the course of the evening, I had the opportunity to speak with not only Israeli-born participants, also young people from Russia and Ukraine, Turkey and Uruguay – and a young lady who grew up in Ottawa.
Naomi Kirshenblatt Palansky originally came here from Ottawa to go to university. She met and married local entrepreneur Noah Palansky in 2023. (We wrote about Noah in the December 19, 2025 issue). That same year, the former competitive swimmer who competed in the Maccabiah Games in 2009 and 2013 served as manager of the Canadian Junior swimming team participating in the games. She is currently the director of operations and strategy for a company called CoinFlip.
Although born in Montevideo, Uruguay, Yael Borovich grew up in Winnipeg. She is the daughter of Dalia Szpiro and Eduardo Borovich (and younger sister of Vanessa) all of whom moved here in 2002. She is a graduate of the Asper School of Business and works as a senior client relationship manager for Scotia Bank’s commercial branch.
Siblings Igal and Edem Avimelek arrived here from Turkey six years ago with their parents, Etel and Moris. Edem is in her second year at the University of Manitoba while Igal is studying engineering at UBC.
They report that their father, Moris, has established the Upperwear Textile Agency – marketing textile products online – while their mother Etel, is senior IT Director, software development and data analytics and enterprise architecture at Standard Aero.
“Our parents were looking to move to a new country and came across the GrowWinnipeg webpage,” Edem says. “GrowWinnipeg has been really supportive of us in helping us move here and become established.”
More recent arrivals Alex Tsmokaliuk and Jane Hin are from Ukraine and Russia respectively and have been together since 2022. “We were looking for a peaceful place to start a family,”: Alex says. “We heard about GrowWinnpeg and here we are.”
Alex is a fitness trainer while Jane is working for WRE Development as a property manager.
Dora Bronstein, who is originally from Beersheva, is also a recent arrival to our community. “I came to Winnipeg because I wanted to get away from war – and I heard about GrowWinnipeg,” she says.
She is currently working for L.C. Taylor Licensed Insolvency Trustee as an estate manager.
Erele Tzidon and Daniel Mejnov
Last October, GrowWinnipeg introduced its new Youth Ambassadors program.
“Since October, we have been working to create an organized system and opportunities to help young newcomers find their people within our community,” wrote Youth Ambassador Erele Tzidon on Facebook.
“Our mission is to help young immigrants find a sense of home in Winnipeg and support a smooth and welcoming transition.
We are excited to help bring our young Jewish community together.
As reported in the Jewish Post about 18 months ago, Tzidon is originally from Moshav Ginaton in central Israel. She came to Winnipeg in 2018 with her parents Ofer – formerly regional manager for a car rental agency in Israel and now an RBC branch manager – and Sharon – an emotional therapist in Israel who is currently working as an educational assistant at Gray Academy – and three younger brothers.
The 20-year Gray Academy graduate has recently completed her third year in Science at the University of Manitoba. For the past three years, she has also been a member of Dr. Inna Rabinovich-Nikitin’s research team at the Institute of Cardiovascular Sciences (ICS), researching the link between pregnancy complications and the risk for heart disease.
In November, 2024, Tzidon was presented with the Dr. James S. McGoey Student Award – based on the quality of her cardiovascular research at the ICS, which operates out of the St. Boniface Hospital campus’s Albrechchtsen Research Centre.
Tzidon’s fellow Youth Ambassador is Daniel Mejnov. He was born in Beersheva but moved to Winnipeg with his parents, Dennis and Victoria (and younger brother Alon) 14 years ago. He is currently enrolled in an IT program at the University of Winnipeg.
Mejnov welcomed all those in attendance at the celebration and thanked the volunteers who helped him and Tzidon organize the event.
“It has been great being able to bring so many people together,” he said. “This is a good way to unite our community.
Two other individuals of particular note that I spoke with at the event were Orit Agabayev and Alina Plis, partners in three year old A and O Event Décor, who provided the balloon arches and walls, table settings and centre pieces for the evening.
Agabayev is originally from Netanya and Plis is from Yeruham (in southern Israel). The latter has been here for 18 years and operates a daycare. The former came 16 years. Her principal career is working in the field of animal nutrition.
In an Instagram PosI from four years ago, Plis noted that “I have always been passionate about planning parties and events. I started out with planning big surprise birthday parties for my kids. Eventually I began planning and decorating events for family and friends. Now I am taking the next step with my friend, Orit, who shares the same level enthusiasm as me. What drives me to go above and beyond is simply the excitement my creations bring to those who see my work.
On Facebook, Agabayev added that “Alina and I are so excited to start A&O event decor. We both love decorating and planning different events. We hope that you can put your trust in us to create or decorate an event for you. We do Birthday parties, anniversaries, bachelor/bachelorette parties, proposals, weddings and more..
“Message us with your ideas to get a free quote and you’re one step closer to having an unforgettable event.”
Local News
Hungarian Holocaust survivor focus of new documentary co-produced by Winnipeggers Liam Karp and Jamie Michaels
By MYRON LOVE “I Draw Things the Best I Can,” a new documentary co-produced by Winnipegger Liam Karp and former Winnipegger Jamie Michaels premiered June 8 at the Toronto Jewish Film Festival.
The 40-minute film focuses on the life of Hungarian-born Holocaust survivor Adam Policzer from his childhood hiding with neighbours in Miskolc in 1944, his postwar immigration to Chile to reunite with his father (who came to Chile just before the war but was unable to bring his family out), his imprisonment in Chile for over a year under the dictatorship of General Augusto Pinoche following the coup in 1972, his subsequent immigration with his wife and family to Vancouver, and his successful career as an architect.
Earlier this year, Policzer unveiled a new side of himself. He wrote and drew all the illustrations for “The House Across the Street,” the story of his struggle for survival – a memorial he had published in the form of a graphic novel. The book was published by Jamie Michaels’ “Dirty Water Comics” in June.
According to its webpage, Dirty Water Comics is “a boutique publishing house that specializes in literary comics that showcase a unique voice and a talent for storytelling. We publish a selective catalogue, create immersive readings, and pride ourselves on championing the work we curate”.
Michaels co-founded the company in 2016 in order to publish his own first graphic comic –an account of his ambitious journey some years before – along with a couple of high school friends – to travel by canoe down the Red and Mississippi Rivers to the Gulf of Mexico. The launch of that graphic novel was reported in a story that previously appeared in The Jewish Post & News.
The son of John Michaels and Karen Stern then published a second graphic novel recounting the 1933 Christie Pitts riot, which pitted younger members of Toronto’s Jewish community and their supporters against Nazi-inspired thugs.
“The House across the Street” is Dirty Water Comics’ fourth publication. (“The Harrowing Tales of La Coriveau” – the third publication – “is a graphic novel retelling the legend and history of Marie-Josephte Corriveau, a Quebecois woman whom the English executed in 1763 for the murder of her second husband. Following her death, Corriveau was hanged from a tree outside of Quebec City in an iron cage. In the centuries that followed, her story was transformed. She became a caged witch who haunted lone travellers, a reviled murderess, and a victim of circumstance”.)
“I first met Adam Policzer a couple of years ago when he approached me about his book,” recalls Michaels, who recently earned his Ph.D from the University of Calgary, where he currently teaches. (His dissertation was on the evolution of Jewish and Arab nationalism during World War I.) “I reached out to Liam and he and I both thought it was a beautiful story and thAt we should make a documentary about Adam.”
Karp and Michaels have been friends since high school (Grant Park). Over the past ten years, the son of Marcia and Morris Karp has built a successful career as the go-to guy for visual effects for movies and television series being shot in and around Winnipeg. He is currently providing his expertise for the remake of the popualtr TV series “Little House on the Prairie,” which is being shot in and around Winnipeg.
In filming the documentary, Karp and Michaels spent time with Policzer and his family in Vancouver. They also filmed on location in Budapest and visited Miskolc to interview members of the family that hid him during the Holocaust.
Karp and Michaels express their appreciation to the Jewish Foundation of Manitoba and Manitoba Film and Music, which provided funding for the project.
Michaels reports that the partners have secured several screenings of the documentary throughout North America. “We hope to show Adam’s story at the Winnipeg Jewish Film Festival next year,” he says.
While Karp and Michaels don’t currently have any plans to collaborate again as yet, they both say that they would like to work together again.
