Kristen Jeanveau

Collection of materials from the file of Harry George Dickson R/18077. Courtesy of the Ley and Lois Smith War Memory, and Culture Research Collection, Western University.
For the last two years, I have been a Graduate Teaching Assistant for History 1810: Wars that Changed the World at Western University. For many students, the world wars are a remote experience, long out of living memory. This presents a challenge for a first-year survey course: how should the wars be presented to balance the broad implications of the conflict with microhistory case-studies that offer a deeper look at specific lived experiences?[1] I firmly believe the goal of a history course is not to instill rote memorization of dates and names. As an educator, I am more interested in hearing what questions the students will raise with the content that we present. My goal in the classroom is to foster a sense of curiosity about the World Wars and engage with the students collaboratively to develop our understanding of this contested past, and I try to achieve this through frequent use of material culture studies.
The History Department at Western University is lucky to hold the Ley and Lois Smith War, Memory, and Culture Research Collection and Wartime Canada archives, maintained by my supervisor, Dr. Jonathan Vance. With this access, I make regular use of newspapers, photos, maps, medals, sheet music, military gear, postcards, and letters from their holdings in the classroom. I have observed students who were hesitant to contribute to standard tutorial discussions become engaged when they handle surgical implements from our medical artefact collection, or function as detectives researching the authors of postcards from the First World War. Likewise, more than one student has shared the story of their relative’s military service while examining medals from the Second World War and asking if they could take a photo for their family as they look “just like the ones my great grandfather had.”
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