D. Canada, 1945–1982 · Canada, 1945–1982After the War: The Baby Boom, Suburbs and a Growing Canada
D1.1 D1.5 A1.1 A1.2 A1.4 A2About 70 minutes
Learning goals- I can describe the baby boom, the growth of suburbs and other population trends after 1945.
- I can analyse historical statistics and explain what they show and what they do not show.
- I can explain why Newfoundland joined Canada in 1949 and how people saw it differently.
- I can name the four historical thinking concepts I will use in this unit.
Words to know
baby boom
The large rise in births in Canada from 1946 to 1965.
total fertility rate
The average number of children a woman would have in her lifetime at the birth rates of a given year.
war bride
A woman who married a Canadian serviceman during or after the Second World War and moved to Canada.
displaced person
Someone forced from their home by war or persecution who cannot safely return.
urbanization
The movement of people from rural areas into cities.
suburb
A residential area on the edge of a city.
interprovincial migration
Moving from one province or territory to another.
referendum
A vote in which citizens decide a single question directly.
A country coming home
In May 1945 the war in Europe ended, and in August 1945 the war in the Pacific ended. More than a million Canadians had served in uniform. Now they were coming home, and almost everyone was asking the same questions: Will there be jobs? Will there be houses? Will the hard times of the 1930s come back?
The answer surprised many people. Instead of a new depression, Canada entered a long economic boom. Families grew, cities spread out into new suburbs, and the population grew quickly.
In this unit you will investigate Canada from 1945 to 1982: from the end of the Second World War to the day Canada brought its Constitution home. You will meet prime ministers and protesters, scientists and singers, newcomers, First Nations, Métis and Inuit leaders, Black Canadian activists and Québécois nationalists. Each of them helped decide what kind of country Canada would become.
Your historian's toolkit
Through this whole unit you will use the historical inquiry process and four historical thinking concepts:
- Historical significance: Why does this event or person matter? Who did it affect, how deeply, and for how long?
- Cause and consequence: What made it happen? What did it lead to, intended and unintended?
- Continuity and change: What changed, and what stayed the same?
- Historical perspective: How did people at the time see it? Why might different groups see it differently?
When a question says assess or analyse, it wants you to use one of these concepts and back up your answer with evidence.
The baby boom
During the Depression and the war, many couples waited to marry and have children. After 1945 they stopped waiting. Births rose quickly and stayed high for about twenty years. Statistics Canada counts the baby boom as the years 1946 to 1965.
- In 1959, the peak year, about 479 000 babies were born in Canada.
- The total fertility rate (the average number of children a woman would have in her lifetime) rose to almost 4.
- By the late 1960s the birth rate was falling fast. Reasons historians give include the birth control pill (legal to prescribe for contraception after 1969), more women working for pay, and families choosing to have fewer children.
The baby boom shaped everything that came after it. Boomers filled new schools in the 1950s, new universities and colleges in the 1960s, and the job market in the 1970s. They also created a huge teen market for records, clothes and movies: one reason a separate teenage culture appeared in these years.
The fertility rate climbed from about 3 to almost 4 children per woman, then fell below 2 by 1981. Notice that the boom was a bulge, not a permanent change: that is an example of change that did not last.War brides and newcomers
Some of the first new families came from overseas. More than 40 000 war brides, most of them from Britain and some from the Netherlands and other European countries, came to Canada after marrying Canadian servicemen. They brought about 20 000 children with them. Many arrived at Pier 21 in Halifax and then rode the train across the country to meet their husbands' families. Some found a warm welcome; others found themselves on isolated farms, far from everything they knew.
After the war, Canada also accepted displaced persons: Europeans who had lost their homes in the war, including survivors of the Holocaust and people who would not return to countries under Soviet control. You will study immigration in detail in a later lesson of this unit.
Cities, suburbs and moving around
In 1945, many Canadians still lived on farms or in small towns. By 1981, most lived in cities. Three big trends were at work:
- Urbanization: people moved from farms to cities. Farm machines meant fewer workers were needed on farms, and factory and office jobs paid more.
- Suburbanization: new neighbourhoods of single-family houses spread around the edges of cities. Don Mills in Toronto, begun in the early 1950s, was one of Canada's first large planned suburbs. Government-backed mortgages through the Central Mortgage and Housing Corporation (CMHC), created in 1946, helped families buy homes.
- Interprovincial migration: people moved between provinces for work, for example to Alberta after the big oil discovery at Leduc in 1947, and to Ontario's growing factory cities.
Suburbs gave families space, new schools and backyards. They also had costs: long commutes by car, farmland paved over, and (some critics said) lonely days for women at home without a car or nearby family.
Several causes worked together to produce one big consequence. Historians rarely find a single cause for a trend this large.Newfoundland becomes the tenth province
Newfoundland had been a separate British dominion. During the Depression it went bankrupt and was governed by a British-appointed commission. In 1948 Newfoundlanders voted in two referendums. In the second, about 52 percent voted to join Canada. Joey Smallwood, a broadcaster and organizer, led the campaign for Confederation. Newfoundland joined Canada on March 31, 1949, and Smallwood became its first premier.
The vote was close, and many Newfoundlanders were sad to lose their own country. Joining brought family allowance cheques and other federal programs, which mattered a great deal to families in a poor economy. This is a good example of how historical perspective matters: the same event was a gain for some and a loss for others.
Canada's population grew by about 10 million people in 30 years. Some growth came from Newfoundland joining (about 350 000 people), but most came from the baby boom and immigration.Worked exampleModelled example: Reading historical statistics
A historian sees these census numbers: 14.0 million (1951) and 18.2 million (1961). What can she conclude, and what can she not conclude from these numbers alone?
- Calculate the change: 18.2 − 14.0 = 4.2 million more people in ten years.
- Turn it into a rate: 4.2 ÷ 14.0 = 0.30, so the population grew by about 30 percent in one decade. That is very fast growth.
- Ask what the numbers do not show: they do not say why the population grew. Was it births? Immigration? Fewer deaths? She needs other sources, such as yearly birth counts and immigration records.
- Ask who is hidden: a single national number hides differences between provinces, between cities and the countryside, and between groups (for example, First Nations communities, whose population counts and experiences were very different).
- Write a careful conclusion that matches the evidence.
Conclusion: "Canada's population grew by about 30 percent between 1951 and 1961, which is evidence of rapid growth. Birth and immigration records are needed to explain why." A good historian claims only what the evidence supports.
Hands-on activityFamily oral history: the boom years
You need: paper, a pencil, and an older relative, neighbour or family friend (a grandparent is ideal). A phone or video call works too.
- Ask permission first, and explain it is for a history lesson.
- Ask four questions, for example: Where did your family live in the 1950s, 1960s or 1970s? Was it a city, a suburb, a town or a farm? How many children were in your family or class at school? Did your family move, and why?
- Write down the answers in point form. Note the date of your interview and the person's name (only with their permission).
- Compare their answers with what you learned in this lesson. Write two sentences: one thing that matches the trends (for example, a big family or a move to a suburb) and one thing that is different.
What to look for: a clear record of who, when and where; a connection to at least one trend (baby boom, suburbs, migration, immigration). Remember that one person's memory is one perspective, not the whole story. If your family came to Canada after 1982 or lived elsewhere, that is fine: compare their experience with Canada's.
Just for funA funny-but-true bit of math: about 479 000 babies were born in Canada in 1959. That is about 1 300 babies a day, enough to fill a large high school every single day of the year.
Your turn
1What years does Statistics Canada use for the baby boom?
2Give two reasons the birth rate rose after 1945.
Any two: couples had postponed marriage and children during the Depression and war; veterans came home and started families; jobs and wages were good, so families felt they could afford children; government programs like family allowance helped.
A woman (most often from Britain) who married a Canadian serviceman during or just after the Second World War and came to Canada to live.
4What is the difference between urbanization and suburbanization?
Urbanization is people moving from the countryside into cities. Suburbanization is the growth of new residential neighbourhoods on the edges of cities.
5Name the 1947 discovery that drew people to Alberta.
The oil discovery at Leduc (Leduc No. 1), near Edmonton.
6When did Newfoundland join Canada, and who led the campaign?
March 31, 1949; Joey Smallwood led the Confederation campaign and became the first premier.
7Give one benefit and one cost of the growth of suburbs.
Benefit: space, single-family homes, yards, new schools. Cost: long car commutes, farmland lost, isolation for people without cars, more pollution.
More practice: warm-up
1In what year were the most babies born in Canada?
1959 (about 479 000 births).
2What does CMHC stand for?
Central Mortgage and Housing Corporation, created in 1946.
3Name the Halifax pier where many war brides and immigrants arrived.
4About what percentage of Newfoundland voters chose Confederation in the second 1948 referendum?
5Which historical thinking concept asks "What changed and what stayed the same?"
More practice: on your own
1Canada's population was 21.6 million in 1971 and 24.3 million in 1981. By about what percent did it grow? Compare that with 1951 to 1961.
24.3 − 21.6 = 2.7 million; 2.7 ÷ 21.6 ≈ 0.125, about 12.5 percent. That is much slower than the roughly 30 percent growth of 1951 to 1961, which fits with the falling birth rate after the boom.
2Explain how the baby boom affected Canada in three different decades.
1950s: crowded schools, many new schools built. 1960s: new universities and colleges, a large teen market and youth culture. 1970s: many young people entering the job market at once. The same group of people affected each stage of life as it aged.
3Why might a war bride's experience depend on where in Canada she settled?
A bride who settled in a city might have neighbours, shops and other war brides nearby; one sent to an isolated farm might face hard work, a cold climate and loneliness, far from what she expected. Place shaped experience.
4Use historical perspective: why might one Newfoundlander celebrate March 31, 1949 and another mourn it?
A supporter might welcome federal programs like family allowance and pensions and a stronger economy. An opponent might feel Newfoundland had lost its independence and its own identity as a country, especially since the vote was close.
5A student says, "After 1945 everyone moved to the suburbs." Improve this claim.
Sample: "After 1945, many Canadian families, especially those with steady middle-class incomes, moved to new suburbs, while many others stayed in city centres, towns, farms and reserves." The improved claim avoids "everyone" and fits the evidence.
Challenge
1The total fertility rate was about 3.9 in 1959 and about 1.7 in 1981. Explain two causes of the decline and one consequence for Canada later on.
Causes: the birth control pill and legal contraception (1969); more women in paid work and higher education; changing ideas about family size. Consequence: an ageing population, as the large boomer group got older and fewer children followed, which later put pressure on pensions and health care (and made immigration more important for population growth).
2How could a historian check whether Don Mills was typical of Canadian suburbs? Name two kinds of sources.
Compare it with other suburbs using sources such as: maps and aerial photos, census data by neighbourhood, newspaper ads for houses, city planning documents, and oral histories from residents. If many suburbs show the same features, Don Mills was typical; if not, it was special.
3Assess the historical significance of the baby boom using two criteria (for example: how many people it affected, and how long its effects lasted).
It affected millions of people directly (the boomers) and everyone around them: schools, jobs, housing and culture changed. Its effects lasted for decades, from crowded schools in the 1950s to retirement and pension pressures after 2011. By both criteria it is highly significant.
Check your understandingQuiz
1. Which years does Statistics Canada use for the baby boom?
2. What was the main reason Newfoundland joined Canada in 1949?
3. Which statement about war brides is accurate?
4. What does suburbanization mean?
5. Which pair of numbers best shows the rise and fall of the fertility rate?
6. A historian has only national population totals. Which question can she NOT answer from them alone?
For parents and teachersBig idea: This opening lesson sets the scene for 1945 to 1982 and practises analysing historical statistics (D1.1) and the political development of Newfoundland joining Confederation (D1.5). It also introduces the inquiry process and the four historical thinking concepts (A1) used in every lesson.
How to help: The oral history activity is the heart of this lesson. If you are the person being interviewed, share real details: prices, the size of your school, how your family got around. If your family came to Canada more recently, talk about where you lived in those years and compare.
Common difficulties:
- Over-generalizing ("everyone moved to the suburbs"). Encourage words like many, most and some.
- Treating numbers as explanations. Ask "Does this number tell us why?"
- Forgetting who is left out of national averages, such as rural, Indigenous and newcomer communities.
Looking ahead: Grade 11 and 12 history and geography courses use these same skills with more complex data.