Study Guide
Compiled by George Buri, March 2016
CONTENTS
THEATRE ETIQUETTE ..................................................................................................................................... 3
SYNOPSIS & CHARACTERS ............................................................................................................................. 4
CONTEXTUAL BACKGROUND ........................................................................................................................ 4
World War II .............................................................................................................................................. 4
The Baby Boom Generation ...................................................................................................................... 5
The Cold War............................................................................................................................................. 6
The Vietnam War ...................................................................................................................................... 7
The Civil Rights Movement ....................................................................................................................... 9
The Counter Culture.................................................................................................................................. 9
ABOUT RICK MILLER .................................................................................................................................... 10
Q & A WITH RICK MILLER ............................................................................................................................ 10
GLOSSARY.................................................................................................................................................... 13
ACTIVITIES FOR EDUCATORS ....................................................................................................................... 14
Discussion Questions: ............................................................................................................................. 14
Activities:................................................................................................................................................. 14
CURRICULUM CONNECTIONS ..................................................................................................................... 15
RESOURCES ................................................................................................................................................. 17
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THEATRE ETIQUETTE
“The theater is so endlessly fascinating because it's so accidental. It's so much like life.” – Arthur Miller
Arrive Early: Latecomers may not be admitted to a performance. Please ensure you arrive with enough
time to find your seat before the performance starts.
Cell Phones and Other Electronic Devices: Please TURN OFF your cell phones/iPods/gaming
systems/cameras. We have seen an increase in texting, surfing, and gaming during performances, which
is very distracting for the performers and other audience members. The use of cameras and recording
devices is strictly prohibited.
Talking During the Performance: You can be heard (even when whispering!) by the actors onstage and
the audience around you. Disruptive patrons will be removed from the theatre. Please wait to share
your thoughts and opinions with others until after the performance.
Food/Drinks: Food and hot drinks are not allowed in the theatre. Where there is an intermission,
concessions may be open for purchase of snacks and drinks. There is complimentary water in the lobby.
Dress: There is no dress code at the Royal Manitoba Theatre Centre, but we respectfully request that
patrons refrain from wearing hats in the theatre. We also strive to be a scent-free environment, and
thank all patrons for their cooperation.
Leaving During the Performance: If an audience member leaves the theatre during a performance, they
will be readmitted at the discretion of our Front of House staff. Should they be readmitted, they will not
be ushered back to their original seat, but placed in a vacant seat at the back of the auditorium.
Being Asked to Leave: The theatre staff has, and will exercise, the right to ask any member of the
audience to leave the performance if that person is being disruptive. Inappropriate and disruptive
behaviour includes, but is not limited to: talking, using electronic devices, cameras, laser pointers, or
other light- or sound-emitting devices, and deliberately interfering with an actor or the performance
(tripping, throwing items on or near the stage, etc.).
Talkbacks: All Tuesday evening performances and final matinees at Royal MTC feature a talkback with
members of the cast following the show. While watching the performance, make a mental note of
questions to ask the actors. Questions can be about the story, the interpretation, life in the theatre, etc.
Enjoy the show: Laugh, applaud, cheer and respond to the performance appropriately. Make sure to
thank all the artists for their hard work with applause during the curtain call.
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SYNOPSIS & CHARACTERS
BOOM, written by and starring Rick Miller, is a one-man multimedia show based on the lives of the
playwright's parents. It tells the complicated story of three main characters through the years from 1945
to 1969, when the “Baby Boom” generation was born, raised and came of age. It was also an era of great
social, cultural and political change in Canada and around the world. BOOM allows the viewer to
experience the music, social change and political events of the era while hearing the story of Maddie,
Rudi and Laurence. Maddie, the author's mother, recalls growing up in a small town in Ontario in a family
dealing with the effects of alcoholism and domestic violence. Meanwhile Rudi grows up in Austria, an
occupied country devastated by war. He moves to the United States to join his father and eventually
makes his way to Toronto. Laurence also immigrates to Canada but as a draft-dodger from the Vietnam
War. Growing up black in the United States, Laurence witnesses racial injustice first hand and joins the
civil rights movement. In late 1960s Toronto, all three characters meet at the University of Toronto. Their
meeting forever changes the lives of all three... and leads to the eventual birth of the playwright Rick
Miller. The play ends on the day of his conception: The same day in 1969 that the first humans walked on
the Moon.
CONTEXTUAL BACKGROUND
World War II
The Second World War was the deadliest war in
world history, taking the lives of over 60 million
people. In Europe, the war pitted the “Axis” powers
led by Nazi Germany against the “Allies” including
the United States, Great Britain and the Soviet
Union. In Asia, the war pitted Imperial Japan against
the Allies.
Canada fought on the side of the Allies, helping to
American Troops in approaching "Omaha" Beach on "D-Day"
6 June 1944
liberate Europe from Nazi occupation. Although
Canadians suffered heavy casualties with over 45,000 dead, the country suffered a relatively small
number of casualties compared to the rest of the world. The Soviet Union suffered the most casualties in
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the war, with over 20 million killed. The murderous Nazi regime systematically exterminated over 10
million people in the Holocaust, including Jews, Soviet prisoners or war, Poles, Serbs, persons with
disabilities, Roma, and many others. The war ended in 1945 with the unconditional surrender of first
Germany and then Japan.
The war against Japan ended with the United
States dropping two atomic bombs on the
Japanese cities of Hiroshima and Nagasaki, killing
tens of thousands of civilians. Given the horrors of
this war, the world's attention was immediately
turned to rebuilding devastated areas and
constructing a world order that would prevent
such a terrible event from ever occurring again.
The Enola Gay and crew
Suggested Resources: To further contextualize the casualties of World War II visit The Fallen of
World War II, an interactive documentary project that examines the human cost of war.
http://www.fallen.io/ww2/
The Baby Boom Generation
World War II and the Great Depression that
preceded it meant that an entire generation had
delayed marriage and child raising. The
Depression, which began in 1929, led to
unemployment rates as high as 25% nationally,
widespread poverty and economic uncertainty.
Many young people could not afford to marry or
have children. Although the economy improved
during the war, thanks to massive government
Levittown, one of the earliest American suburbs, circa 1959
spending on military goods, few consumer
products were available to the public and both men and women went overseas to fight the war.
Marriages were put on hold or forced to endure separations lasting several years. When the war ended,
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many people were eager to have children and raise families.
An unexpected period of postwar prosperity meant that people had the money as well as the time to
raise families. The result was a “Baby Boom” in which North Americans had children at a very high rate in
a relatively small amount of time. Between 1946 and 1961, 6.7 million children were born in Canada,
whose population was only 11 million at the beginning of the boom. The average annual birthrate during
this time was 28 per 1,000 compared to around 11 per
1,000 today.
This “Baby Boom” generation changed Canada. New
schools had to be built to accommodate them. Marketers
sought to sell their products to a lucrative market that had
more disposable income than any generation in Canadian
history. This generation also came of age in the 1960s and
was behind the tidal wave of that era’s youth protests,
including the civil rights, anti-war and feminist movements.
Even today, the Baby Boom generation has an enormous
impact on Canadian society, as demographers debate the
A newborn baby in an incubator at
Toronto Western Hospital, 1955
effects of an aging population.
The Cold War
Within a few years of World War II, relations between the
wartime allies the United States and the Soviet Union had
deteriorated. Failure to completely agree on the nature of
the postwar world led these two global “Superpowers” into
what became known as the “Cold War”. Since the existence
of nuclear weapons made a direct military conflict between
the two essentially suicidal, they instead waged a “Cold War”
rather than a “hot” or shooting war. The United States used
Students in Brooklyn, New York, during a ‘duck and
cover’ drill, photo by Walter Albertin, 1962
covert action, proxy warfare and economic influence in order to overthrow regimes they considered too
friendly to the Soviet Union while the Soviet Union provided aid to revolutionary regimes in countries
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such as Cuba and Vietnam.
Some historians have classified the Cold War as an inevitable battle between the ideologies of Capitalist
Democracy and Communism, while others have argued that it was caused more by economic selfinterest and imperialism. In either case, the Cold War never became “hot” but instead led to the
constant fear that an escalation of hostilities could lead to full -scale nuclear war with little warning.
Events such as the Cuban Missile Crisis brought the world to the brink of this nightmare scenario.
The Cold War was primarily fought in the “Third World”, or the countries outside of the Soviet or
Western blocs, which were gaining their independence from colonial rule. As these countries gained
independence, both the Soviet Union and the Unites States sought to include them within their circle of
political influence and often supported factions who promised to ally themselves with one side or the
other.
The Vietnam War
The Vietnam War was one of the most notable Cold War
conflicts. The war began as a struggle for national
independence on the part of the Vietnamese, led by the
Communists and Ho Chi Minh against France, which had
been Vietnam's colonial master since the 1800s. With
France facing defeat in Vietnam in 1954, the United States
began to intervene in an attempt to keep Vietnam divided
between a Communist North Vietnam and nonCommunist South Vietnam. American involvement was a
result of the “domino theory” which stated that if one
country anywhere in the world was allowed to “go
communist”, other countries nearby would do so as well
until communism spread to the entire world.
A young Marine private waits on the beach during the
Marine landing, Da Nang, 3 August 1965
American presidents from Harry Truman to Lyndon
Johnson justified American involvement in Vietnam on
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the grounds of the domino theory. However, in the mid-1960s as the war dragged on and American
casualties began to mount, public opinion in the United States turned against the war, starting on college
campuses. Young men who were being drafted into the army and sent to Vietnam began to resist their
induction. The most famous of these was the heavyweight champion of the world, Muhammad Ali who
declared, “On the war in Vietnam I
sing this song; I ain't got no quarrel
with no Viet Cong”.
Thousands of Americans refused to be
drafted and, like Ali, either risked jail
or moved to Canada where they were
referred to as “draft dodgers”.
Although over 50,000 Americans fled
to Canada to avoid the draft, they did
not receive a welcome reception from
A female demonstrator offers a flower to military police officers during an
anti-Vietnam War protest at the Pentagon, 21 October 1967
many Canadian politicians. On the
other hand, many Canadian college students joined in the anti-war movement, protesting the assistance
given by Canadian governments and corporations to the American military.
Eventually, antiwar sentiment and America's failure to win the war led to Lyndon Johnson’s decision not
to seek re-election in 1968, and the election of Richard Nixon in that same year. Although widespread
anti-war protests continued into the 1970s, Nixon insisted that America could not leave Vietnam but had
to obtain “peace with honor”. His policy of bombing of Vietnam as well as surrounding countries in order
to obtain better conditions for a peace treaty led to the deaths of hundreds of thousands of Vietnamese
civilians and the destabilization of the entire region. Eventually, the United States left Vietnam in 1973
and, by 1975, the North Vietnamese Communists had captured the entire country.
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The Civil Rights Movement
Starting in the 1950s, a number of
African American groups organized to
fight for equal rights in America and to
end racial inequality. In particular, they
opposed the segregation in southern
states where whites and blacks were
forced to use separate schools and other
public services. Busses, trains, lunch
counters, movie theatres, hotels and
even water fountains were labeled
“whites only” and most of the black
population was denied the right to vote.
Martin Luther King Jr. addresses a crowd from the steps of the Lincoln
Memorial where he delivered his famous, “I Have a Dream,” speech during
the Aug. 28, 1963 march on Washington, D.C.
In order to change this situation, civil
rights activists used non-violent civil disobedience. Staging “sit-ins” and other non-violent protests, civil
rights activists broke unjust laws and their beatings and arrests drew national attention to the injustice
and brutality of the authorities. While their actions led to the passing of a new civil rights bill in 1964,
many felt that the bill did not go far enough and that a more militant approach was needed to secure
racial justice.
The Counter Culture
In addition to the political protest of the 1960s, many young people engaged in cultural protest. They
grew their hair long and rejected the fashion conventions of the time, dressing in bright, “psychedelic”
colours and wearing flowers, beads or other non-conventional accessories. These so-called “hippies”
also used drugs such as marijuana and LSD, engaged in free love and listened to new genres of music
including folk and acid rock. While some hippies expressed no particular political platform, others used
the counter culture as a way of demonstrating their rejection of mainstream North American values,
including the patriarchal nuclear family and consumer capitalism.
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ABOUT RICK MILLER
Rick Miller is a playwright, performer and director currently
based in Toronto, Ontario. The creator of the worldwide hit
fringe production MacHomer*, Miller has won both Gemini
and Dora awards for his works, which have been performed
in five languages on five continents. Miller trained in
Montreal as an architect, actor, musician, playwright and
visual artist and was named “one of the 100 most creative
people alive today” by Entertainment Weekly. In addition to
creating shows such as Art?, Slightly Bent Into the Ring,
Bigger than Jesus*, Twenty Thousand Leagues Under the
Sea, and HARDSELL*, Miller hosted the ABC show Just for
Laughs for three years. Miller and his team of designers,
Rick Miller, photo by Michael Cooper
Photographic
spent three years creating BOOM and it is currently on a national tour.
*premiered at Royal MTC.
Q & A WITH RICK MILLER
Where did the idea for BOOM come from?
It takes me a long time from initial idea to actually beginning to create a show. I mull over all the ideas in
my head, and over time, one often pulls me in a specific direction. Often, there’s a personal catalyst, and
in the case of BOOM, it was my father. Like me, he’s an archivist, endlessly cataloguing and documenting
his family’s history. He was starting to document his own story growing up in Vienna during and after
World War Two, and I found the excerpts he was emailing me fascinating – so different from the usual
North American post war experience. I began to dig into the history, politics and culture of the baby
boom period, and hooked into the concept of a solo documentary ‘time capsule’; I literally become my
parents, as well as dozens of other influential figures who shaped their lives.
What in particular about that era interested you?
I’ve always been a child of rock and roll, so to document its birth was a great challenge for me. So music
and pop culture are one part of it. But the most interesting discovery to me was that in the 1960s, more
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than any time before or since, culture and politics actually seemed to merge. A massive generation of
young people, connecting around big issues, and causing an explosion of creativity and consequence
that still affects all of us who are not boomers.
Like you, right?
Right. I’m not a boomer, although I was born out of another mini-baby boom that followed the moon
landing of Apollo 11. That happened in July 1969, and I was born in March of 1970. You do the math. So
in a way, the story of boomers is the story of my parents. And why should we care about our parents’
stories? Or our grandparents’ stories? Because I think we can learn about ourselves today if we just look
back and see the cycles and patterns of history. BOOM is full of circles and spiraling elements in order to
reinforce just that: history repeats itself, and we become more like our parents than we wish to think.
Is your ideal audience a family, then?
Not in the sense of a ‘family show’, which tends to imply that you can bring your toddlers. My partners
and I at Kidoons are developing historical literacy materials for all ages (see heritagemoment.com), and
BOOM itself is more appropriate for ages 12 and up. But if we can get three generations to come to the
theatre and experience the show together, I think it could open up all sorts of interesting conversations
around the dinner table. In our work-in-progress run at Theatre Calgary in January 2014, there was an
18-year-old boy who stayed around for the post-show talkback, which I try to do after every show in the
lobby. He raised his hand, and said that he wished he had seen this show with his grandmother, who
had just died a few weeks prior. The idea was that he would have understood her a little better, having
just had a glimpse into her life through BOOM.
Is there a Toronto connection to the show?
Very much so. BOOM is structured like a documentary, where three baby boomer characters look back
and tell stories about their childhood from 1945 to 1969. They’re born in three different countries, but
their lives start to intersect at the University of Toronto and in Yorkville. I found it fascinating that
Yorkville was so radically different back then – full of coffeehouses, draft dodgers and counter-culture
freaks. And since then, we’ve gone from Hair Central to Holt Renfrew and from hippie to yuppie, but
that’s a whole other story.
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For audience members who aren’t baby boomers, can you give a quick primer?
Sure. ‘Boomers’ refers to children born during the ‘baby boom’ that followed the end of the Second
World War. There were so many of them born in such a short time that they were able (and still are
able) to remodel society as they pass through it. They call it the “Pig in the Python” effect. As they grow
older, all the big stories of the time – the Cold War, the space race, Vietnam, the civil rights movement,
the birth of rock and roll – start spiraling together in this fusion of politics and culture. A massive
generation of young people, fuelled by breakthroughs in technology and communications, connecting
around big issues in a very turbulent time.
Why did you decide to do this as a solo show?
BOOM is the latest in a long line of solo shows that I’ve created (or co-created) in my 20-year career. As
much as I enjoy working with larger ensembles, there is a certain satisfaction in taking people on a ride
with just myself onstage. Of course, any theatre production is collaborative, and even a solo show has a
whole team working to make the project soar. But, for this piece, I felt that part of the audience
experience is to be immersed in one man’s journey to rediscover his past, and fold it into the future.
Playing 100 characters in 100 minutes is a challenge, to be sure (vocals range from Perry Como to Janis
Joplin!), but one that makes the experience all the more rewarding for myself and for the audience. I
hope you walk out of BOOM as exhausted and exhilarated as I do!
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GLOSSARY
Perry Como – One of the “crooners”, male singers who performed smooth and soothing music to the
backing of a big band. Before the advent of rock and roll, crooners like Bing Crosby and Como dominated
popular music.
Tupperware – One of many new synthetic or plastic products that appeared on the market in the 1950s
and 1960s, Tupperware promised a simple and safe way to store leftovers and avoid spoilage.
Containment – The official American policy in dealing with the Soviet Union was to “contain”
communism to existing communist countries.
Berlin Wall – After World War II, Germany was divided into occupation zones with each of the four major
victorious powers (Britain, United States, France and Soviet Union) being given a zone. When these
countries could not agree on a plan to reunite the occupation zones, what emerged was a capitalist
“West Germany” and a communist “East Germany”. The city of Berlin itself was also left divided into
Eastern and Western Zones. When East Germany put up a wall between the two halves of the city in
order to prevent people from leaving the Eastern zone, it became a metaphor for the East/West divide of
the Cold War.
NATO – The North Atlantic Treaty Organization was an alliance of North American and European
countries in the anti-Soviet bloc. Based upon mutual defence, it called for an attack on any member
nation to be considered an attack on all of the nations. This meant that any conflict between the Soviet
bloc and NATO could lead to full-scale nuclear war.
I Love Lucy – The most popular television show of the 1950s. It showcased comedian Lucille Ball and her
husband Desi Arnez who starred as fictionalized versions of themselves.
Levittown – A planned community in New York that became a symbol of the “cookie cutter” suburban
communities that were being created on the outskirts of North American cities in the 1950s. By the end
of the 1960s, one third of all Canadians were living in suburbs.
Montgomery Bus Boycott – Starting with the refusal of activist Rosa Parks to surrender her bus seat to a
white passenger, a boycott of the city of Montgomery Alabama's bus system forced the transit system to
end its policy of segregation. This boycott was one of the first major victories of the civil rights
movement.
Avro Arrow – A state-of-the-art Canadian airplane designed to intercept Soviet aircraft carrying nuclear
weapons at high altitudes and shoot them down. When the Soviets and Americans developed long-range
nuclear missiles, the Avro Arrow became obsolete and the program was shut down, much to the dismay
of Canadian nationalists.
Space Race – A contest between the Soviet Union and United States to see who could control outer
space included launching the first satellite into orbit, the first person into space and landing the first man
on the moon. The space race became a symbol of scientific progress and an example of the Cold War
rivalry between the US and USSR.
View-Master – A device, popular in the 1950s and 1960s, in which the user looked into something
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resembling brightly colored binoculars and saw a series of images that were printed on a rotating disc.
Hula Hoop – Another 1950s fad, the Hula Hoop was a large plastic hoop that the user kept around their
waist by twirling their hips.
American Bandstand – Hosted by Dick Clark, this was a popular television program that was designed to
appeal in particular to teenagers. It helped introduce rock and roll to a wider audience.
The Pill – Refers to the birth control pill, which was approved for use in the early 1960s. The availability
of the pill as well as the end of legal barriers to women obtaining birth control allowed for women to
have unprecedented control over their own bodies and to limit the number of children they had.
DDT – A chemical used in pesticides that was found to be extremely harmful to human health and to the
environment, and was subsequently banned. Rachel Carson's book Silent Spring exposed the harmful
effects of DDT and was one of the factors behind the birth of the modern environmental movement.
Hippies – The term “hippie” was derived from the African-American slang term “hip” meaning an
individual who was “cool” or “with it”. Hippies gathered in hip villages such as Haight-Ashbury in San
Francisco or Yorkville in Toronto.
ACTIVITIES FOR EDUCATORS
Discussion Questions:
1. At several points we see events that motivate the characters to become politically active. Has there
been an experience in your life where witnessing injustice or being a victim of injustice has led you to
take action? Describe this experience.
2. How was growing up during the Cold War different than what it has been like for you growing up?
Discuss the similarities and differences.
3. Miller presents a large number of historical events, songs, pictures etc. How many of these were you
already familiar with? Which were most interesting? Which would you like to know more about?
Activities:
1. Rick Miller wrote this play as a way of exploring his family’s history in order to understand where he
came from. Conduct a similar oral history of a member of your own family or community. Ask them what
their life was like growing up and how they experienced world events that occurred while they were
growing up.
You could also interview two members of the same family and compare and contrast their experiences
of growing up during the same time period. How are they similar or different and why?
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2. Produce a short multi-media presentation similar to the one made by Rick Miller. Use your own
lifetime as the time frame. Like Miller, incorporate pictures of significant world events as well as popular
culture moments (movies, television, music, fads and trends) that you remember being significant.
3. Laurence and Rudy both immigrate to Canada but for similar reasons. Both are affected by war, and
come to Canada seeking a better life. How are their stories similar to those of people who immigrate to
Canada today? Recently we've heard a lot about Syrian refugees coming to Canada. Research their
experience and compare it to the experience of Laurence and Rudi in the play.
4. The play BOOM is about the “Baby Boom” generation. What generation are you part of? Does it have
a name? What are other people saying about it? What do you think are the characteristics, concerns and
challenges of your generation? As a class, produce a brief “profile of your generation” that answers these
questions.
5. Rick Miller is an impersonator who plays the voices of over 100 characters in this production alone.
See if you have what it takes to use your voice the way he does. Take a clip of an old movie or TV show
and write and perform your own audio to it. Include as many different characters and voices as you
want. Be creative. Feel free to completely change what the scene is about! You could also have several
different groups take the same scene and redo it and compare the wacky results!
CURRICULUM CONNECTIONS
DRAMA
(SENIOR
YEARS)
Connecting: The learner
develops understandings
about the significance of
the dramatic arts by
making connections to
various times, places,
social groups, and
cultures.
Responding: The learner
uses critical reflection to
inform drama/theatre
learning and to develop
agency and identity.
DR C-1: The learner develops understandings
about people and practices in the dramatic arts.
DR C-2: The learner develops understandings about the
influence and impact of the dramatic arts
DR C-3: The learner develops understandings about the
roles, purposes, and meanings of the dramatic arts
DR–R1:The learner generates initial reactions to
drama/theatre experiences.
DR–R2:The learner critically observes and describes
drama/theatre experiences
DR–R3: The learner analyzes and interprets
rama/theatre experiences.
DR–R4: The learner applies new understandings about
drama/theatre to construct identity and to act in
transformative ways.
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GLO 2: Comprehend and
respond personally and
critically to oral, print,
and other media texts
Experience Various Texts (2.2.1) Experience texts
from a variety of forms and genres and cultural
traditions; explain various interpretations of the
same text.
Connect Self, Texts, and Culture(2.2.2) Examine how
personal experiences, community traditions, and
Canadian perspectives are presented in oral,
literary, and media texts.
Appreciate the Artistry of Texts (2.2.3) Discuss how
word choice and supporting details in oral, literary,
and media texts [including books, drama, and oral
presentations] affect purpose and audience.
ENGLISH
GLO 5: Celebrate and
Build Community
Relate Texts to Culture(5.2.2) Explain ways in which
oral, literary, and media texts reflect topics and
themes in life.
Appreciate Diversity (5.2.3) Reflect on ways in
which the choices and motives of individuals
encountered in oral, literary, and media texts
provide insight into those of self and others; discuss
personal participation and responsibilities in a
variety of communities
Critical and Creative
Thinking
SOCIAL
STUDIES
Evaluate information from a variety of sources to
determine reliability, validity, authenticity, and
perspective. Include: student-gathered data
Communication
Analyze prejudice, racism, stereotyping, and other
forms of bias in the media and in other information
sources.
Debate differing points of view regarding an issue
9.3.1 Living in the Global
Village
9-KG-037 Compare media portrayals of current issues.
Include: local, national, international sources.
S2-KG-039 Define the concept of globalization and
identify related social issues.
S2.4.3 Globalization
S2-VG-008 Be willing to consider the social and
environmental impacts of their consumer choices.
11.5: Defining
Contemporary Canada
Students explore the strong ties between Canada and
the United Students investigate how Canada is affected
by the forces of globalization, and debate the role it
should play in international development, military
engagements, environmental issues, and global climate
change.
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11.4: History of Canada
Achievements and
Challenges (1931–1982)
12: Citizenship and
Sustainability
11.4.1: Post-war prosperity
11.4.2: Establishment of national institutions and
contribution to Canadian identity
Media
Consumerism
Global Wealth and Power
Social Justice and Human Rights
12: Western Civilization
Major Movements and Events of the 19th Century
The 20th Century
RESOURCES
http://www.rickmiller.ca/about
http://www.boomshow.ca/
Gabriel Kolko, Century of War: Conflict Politics and Society since 1914
Doug Owram, Born at the Right Time: A History of the Baby Boom Generation
John Hagan, Northern Passage: American Vietnam War Resisters in Canada
T. E. Vadney, The World Since 1945
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