Grade by Grade
C. Canada, 1929–1945 · Canada, 1929–1945: Depression, Extremism and the Second World War

The Home Front: Total War, Women, Workers and the Conscription Crisis

C2.5 C1.3 C1.5 C2.1 C3.1 A1.4About 75 minutes
Learning goals
  • I can explain how total war changed Canada's economy and ended the Depression.
  • I can describe how the war affected women, workers, farmers and young people.
  • I can explain how government used rationing, controls, censorship and propaganda.
  • I can explain the causes and consequences of the 1942 plebiscite and the 1944 conscription crisis.

Words to know

total war
A war in which a country uses all its resources (people, industry, money) for the war effort.
rationing
Limiting how much of scarce goods (such as sugar, butter, meat, tea, coffee and gasoline) each person can buy, using coupons.
Victory Bonds
Government bonds that Canadians bought to lend money for the war, repaid with interest later.
Crown corporation
A company owned by the government; many were created during the war to produce war materials.
NRMA
The National Resources Mobilization Act (1940), which allowed conscription for home defence.
plebiscite
A direct vote by citizens on a single question; the result advises the government.
collective bargaining
Negotiation between an employer and a union representing workers about wages and conditions.
Rand Formula
A 1946 ruling by Justice Ivan Rand after the Windsor Ford strike: all workers covered by a union contract pay union dues, but no one has to join the union.

Hook: the Bren Gun Girl

In 1941, a National Film Board photographer took pictures of Veronica Foster, a young worker at the John Inglis factory in Toronto, admiring a finished Bren light machine gun. "Ronnie, the Bren Gun Girl" became one of Canada's best-known wartime images. It was propaganda, meant to encourage women to take war jobs, but it also showed something real: the war was changing who worked, what they did and how Canadians lived.

Total war ends the Depression

The war did what a decade of government policy had not: it ended mass unemployment.

  • C. D. Howe, the Minister of Munitions and Supply, organized production on a huge scale. Factories made trucks, ships, aircraft, guns and ammunition. The government created Crown corporations for goods private companies could not supply, such as synthetic rubber at Polymer Corporation in Sarnia.
  • The economy roughly doubled in size during the war, and unemployment fell to very low levels.
  • To pay for the war, the federal government raised income taxes and Canadians bought Victory Bonds in a series of loan campaigns.
  • The Wartime Prices and Trade Board set price and wage ceilings (from late 1941) to stop inflation, and introduced rationing of sugar, tea, coffee, butter, meat and gasoline, with ration books from 1942.
  • Families planted gardens, and children collected scrap metal, rubber, paper and even kitchen fat and bones (used in making explosives) in salvage drives.
Total war on the home frontTotal warevery resource for thewar effortIndustryC. D. Howe's Department ofMunitions and Supply;Crown corporations;factories run day andnightMoneyVictory Bonds, higherincome taxes; the economyroughly doubledControlsWartime Prices and TradeBoard: price and wageceilings, rationingWorkerswomen in factories anduniforms; unions grow; PC1003 (1944)Informationcensorship, NFB films,propaganda postersManpowerNRMA (1940); the 1942plebiscite; the 1944crisis
In total war, almost every part of life was connected to the war effort, and the federal government took on far more power than ever before.

Women in the war effort

  • Hundreds of thousands of women took paid jobs, many in war industries that had been considered "men's work": munitions, shipyards and aircraft plants. Engineer Elsie MacGill supervised the production of Hurricane fighter planes at Fort William (now Thunder Bay), Ontario.
  • About 50,000 women joined the armed forces: the Canadian Women's Army Corps, the RCAF Women's Division, and the Women's Royal Canadian Naval Service ("Wrens"). Nursing Sisters served overseas. Women in uniform were paid less than men and mostly kept out of combat.
  • Governments opened some daycares in Ontario and Quebec so mothers could work.
  • Millions of women volunteered at home: knitting, packing parcels for prisoners of war, organizing salvage drives.
  • After the war, many women were expected to give up their jobs to returning soldiers, but the war had changed expectations, a change you will see grow in Unit D.

Workers, farmers and young people

  • Workers joined unions in record numbers. In 1944, federal order-in-council PC 1003 recognized workers' right to collective bargaining.
  • In 1945, workers at the Ford plant in Windsor, Ontario, struck for 99 days for union security. The settlement, the Rand Formula (1946), required all workers covered by a union contract to pay union dues, without forcing anyone to join. It still shapes Canadian labour law.
  • Farmers benefited from high prices and demand, though they lost workers to the forces and factories.
  • Young people left school for work or the forces, and helped with salvage drives and Victory Bond campaigns.
  • Black Canadians served in the forces and worked in war industries, though some faced discrimination when they tried to enlist or find jobs. Black sleeping car porters on the railways organized a union, the Brotherhood of Sleeping Car Porters, which signed its first contract with the Canadian Pacific Railway in 1945.

Censorship and propaganda

Under the War Measures Act, the Defence of Canada Regulations allowed the government to censor newspapers and mail, ban organizations it saw as dangerous (such as the Communist Party and the Jehovah's Witnesses in 1940), and intern people without trial. The National Film Board and government posters encouraged people to buy bonds, save scrap, keep secrets ("Careless talk costs lives") and accept rationing.

The conscription crisis, again

In the First World War, conscription (1917) had bitterly divided English and French Canada. Mackenzie King wanted to avoid that.

  • 1939: King promised no conscription for overseas service.
  • 1940: the NRMA allowed conscription for home defence only.
  • April 27, 1942: King held a plebiscite asking voters to release the government from its promise. About 64% of Canadians voted yes, but more than 70% of voters in Quebec voted no. King's famous summary: "Not necessarily conscription, but conscription if necessary." In Quebec, groups such as the Ligue pour la défense du Canada had campaigned for no.
  • 1944: After heavy losses in Normandy and Italy, the army reported a shortage of trained infantry. Defence Minister J. L. Ralston, who favoured conscription, left the cabinet. In November 1944, King finally agreed to send 16,000 NRMA conscripts overseas. Some NRMA soldiers protested, and Quebec was angry again, but the crisis was less severe than in 1917. Only about 2,500 conscripts reached front-line units before the war ended.
Conscription in the Second World War, step by step1939King promises noconscription for overseasserviceJune 1940NRMA: conscription for homedefence onlyApril 27, 1942Plebiscite releases Kingfrom his promise1942Bill 80; "conscription ifnecessary"Nov. 1944Crisis: 16,000 NRMA menordered overseas
King moved slowly, one step at a time, to keep French and English Canada together. (Events evenly spaced, not to scale.)
The 1942 conscription plebiscite: share voting YES (approximate)0%25%50%75%100%about 64%All of Canadaunder 30%QuebecSources: The Canadian Encyclopedia; Canadian History: Post-Confederation. Over 70% of Quebec voters said NO.
The plebiscite showed a deep divide: most of Canada said yes, while most Quebec voters said no.
Just for fun

Mackenzie King's slogan, "Not necessarily conscription, but conscription if necessary," may be the most famously careful sentence in Canadian politics. Try using it at home: "Not necessarily homework tonight, but homework if necessary." (Your teacher may not agree.)

Reading statistics about a divided country (A1.4)

A national number can hide regional differences. 64% "yes" sounds like strong agreement, but Quebec voted more than 70% "no". Always ask: who is in the total, and do some groups differ sharply? The same skill applies to modern election maps and polls.

Worked example

Let's explain why the 1944 crisis was less severe than 1917

Compare the conscription crises of 1917 and 1944, and explain why 1944 did less damage to national unity.

  1. 1917: Borden imposed conscription after a bitter election; there were riots in Quebec City in 1918, and the country split sharply along language lines.
  2. 1939 to 1942: King made promises, then used a plebiscite to get permission to change them, so it looked democratic and gradual.
  3. 1940 onward: NRMA conscripts were used at home, so overseas conscription came only as a last resort, late in the war.
  4. 1944: King delayed until the military need was clear and sent a limited number (16,000); few reached the front before the war ended.
  5. Judgement: King's gradual approach, the plebiscite, and the short time before the war ended limited the damage, though Quebec was again angry.

The 1944 crisis did less damage because King moved slowly and step by step, used a plebiscite, limited overseas conscription to the end of the war, and kept his cabinet largely together.

Hands-on activity

A wartime ration week

You need: a notebook, a pencil, and your family's cooperation for one week (or one day as a shorter version).

  1. Choose three rationed items: sugar, butter and coffee or tea. Wartime ration amounts changed over time; for this activity, set your own limit at about half of what your household normally uses.
  2. Measure how much your household normally uses in a day or a week.
  3. Try to stay within that limit for one day or week. Record what you did: substitutes (honey, margarine), recipes changed, things you went without.
  4. Write a paragraph: How might rationing have felt for a large family, a farm family, or a family with a soldier overseas? Why did most Canadians accept it?

What to look for: careful measurement, creative substitutes, and an understanding that rationing was about fairness and freeing supplies for the war.

Your turn

1

How did the Second World War end the Depression in Canada?

2

What did the Wartime Prices and Trade Board do?

3

Give three ways women contributed to the war effort.

4

What was the 1942 plebiscite about, and what was the result?

5

What did King mean by "Not necessarily conscription, but conscription if necessary"?

6

What was the Rand Formula?

7

Name two wartime powers the government used under the War Measures Act.

More practice: warm-up

1

Who was the "Minister of Munitions and Supply"?

2

What does NRMA stand for?

3

What were Victory Bonds?

4

Who was "Ronnie, the Bren Gun Girl"?

5

What did PC 1003 (1944) recognize?

More practice: on your own

1

Why did the war expand the federal government's power?

2

Why did many Quebec voters oppose conscription?

3

How did the war change women's lives, and what limits remained?

4

Why was the Rand Formula a compromise?

5

How did propaganda and censorship work together on the home front?

Challenge

1

"The Second World War changed Canada more at home than overseas." Do you agree? Use evidence.

2

Assess Mackenzie King's handling of conscription from two perspectives: an English-Canadian family with a son fighting in Italy in 1944, and a French-Canadian family in rural Quebec.

3

Using cause and consequence, explain how the war led to the Rand Formula.

Check your understanding

Quiz

1.

Which minister organized Canada's wartime industrial production?

2.

What was the purpose of rationing?

3.

In the 1942 plebiscite, how did Quebec vote?

4.

What did the NRMA (1940) allow?

5.

How many NRMA conscripts did King agree to send overseas in November 1944?

6.

What was the Rand Formula?

For parents and teachers

Big idea: This lesson covers how the war affected non-Indigenous Canadians at home (C2.5): economic recovery, rationing, censorship, women, workers, farmers and young people; economic trends such as the Ford strike (C1.3); wartime policies and propaganda (C1.5); conflict over conscription (C2.1); and individuals such as C. D. Howe and Elsie MacGill (C3.1). It practises reading statistics critically (A1.4).

Common difficulties:

  • Two conscription crises. Make a quick 1917 vs 1944 comparison chart.
  • Plebiscite vs referendum vs election. A plebiscite is an advisory vote on one question.

How to help: The ration week works well as a family challenge. Grandparents or older relatives may remember stories of ration books or Victory Bonds from their parents; ask them.