Editorial note: Betty Schaumburg is an intern at the German Historical Institute in Washington D.C. She is about to graduate with a B.A. in American Studies from the University of Heidelberg in Germany. Her High School exchange in 2012 in Wisconsin sparked her curiosity in US history. During the course of her undergraduate studies, she also participated in the exchange program of Heidelberg University and spent her junior year at the University of North Carolina at Greensboro. There, she narrowed her historical interest to the post-Civil War era, Reconstruction and the New South, which contributed to the topic of her Bachelor Thesis.
When I registered my Bachelor Thesis in the beginning of March, I had little idea how my research would be impacted by the looming threat of Covid-19. What started out as the exciting final stage of my Undergraduate Studies, turned out to be a rather complicated and uncertain process. Not only have near to all vital public research institutions closed, but even online book stores showed great delays in literature deliveries. As a direct result, many students who are currently in the same position as me, as well as fellow researchers who are in the midst of their projects, have found themselves stranded and exposed to these unconventional times. This entry aims to describe how in the age of a pandemic I personally have adapted to the unusual circumstances in the duration of my research and utilized digital research in the midst of this Covid-19.
During the course of my academic exchange year at the University of North Carolina at Greensboro, my interest in the Lost Cause mentality in the US South has manifested itself so greatly that I knew I would incorporate this topic into my Bachelor thesis. The fact that the Civil War outcome still has such a tremendous influence not only on political discourses around the country, but also on the academic sphere of universities and their students, triggered my interest in the topic of my thesis, which is dealing with North Carolina universities’ response to the rising opposition against Civil War remnants on these campuses. Since my Bachelor thesis primarily focuses on US soil, I narrowed my sources down to the American periphery.
First, I researched newspapers such as the New York Times and The Washington Post for articles discussing rising protests on North Carolina campuses surrounding Confederate monuments to get an idea about the national significance of these debates. What struck me most was the deal the University of Chapel Hill made with the N.C. Sons of Confederate Veterans concerning UNC’s controversial Silent Sam statue on their campus. According to the New York Times, the university reached a temporary settlement of $2.5 million with the division of the Sons of Confederate Veterans to remove the statue from campus, in return for the division to take care of the monument. Immediately the questions “How influential are Confederate groups on North Carolina campuses? How do campuses address their controversial monuments?” came into mind.
Consequently, I started searching on UNC’s website for internal sources about their statue and was successful. UNC offers free access to archive.org and their annual Alumni Reviews, which also contain articles about the completion of Silent Sam. While the reviews about the monument and newspaper articles of the revealing gave me a broad overview about how people at the time perceived the statue, the actual dedication speech by Julian Carr in 1913, exposing racist content, is available for free on the internet. As a result, I started to search through selected campuses’ websites for released articles addressing controversial names of campus buildings, statues, and their dedication speeches, which led me to successfully retrieve several documents. Then, on the other hand, I researched statements released by the University administration addressing either the removal of named statues, or plans to regard them as historical artifacts to create a direct comparison of different perspectives throughout the University system. However, while it was difficult for me to find out how exactly the Confederate groups influenced or not influenced those decisions, I at least able to collect a spectrum of the statue’s and building’s timeline and the University’s standpoint on them.
Next, I was able to borrow two important books before the shut down of the University of North Carolina at Greensboro library that contextualize the history of Confederate groups and the manifestation of the Lost Cause into society. While they enhanced my understanding of the movement behind the Lost Cause in general, they did not suffice to answer my first question. I also still needed about three other sources whose delivery were delayed by a full month due to Covid-19. I knew that due to the delay of the books I had to focus solely on online resources. I needed to dig deeper to analyze campus relationships with Confederate groups. That is why I now shifted my focus to the website newspapers.com, where many newspaper articles published over a span of centuries are available in digital form and continue to find the right resources that bring me closer to the answer to my questions by utilizing the online resources that UNC provides on their website.
Another important finding I made on the UNC website was North Carolina’s General Assembly’s decision to categorize Civil War monuments as “monuments of remembrance” resulting in the statues’ exemption from removal. This hence created the intentional exclusion of marginalized groups on campus and muffling of the Civil War monument opposition. I plan on researching more about the General Assembly’s rulings and impacts on campus life.
Even though I had planned to use the sources the Library of Congress and UNC library provide for visitors, I have thus far gathered a detailed overview of critical questions vital to my Bachelor Thesis. Covid-19 prevented me from finding sufficient secondary source material concerning the history of the intermingling between Confederate groups and campuses, but UNC nevertheless provides a great range of digital sources concerning their own controversial history with “Silent Sam”. Overall, Universities in North Carolina do a good job in opening up the debate surrounding the Lost Cause and fill in some of the blanks. The pandemic has shown how easy a delay in research can be, and I was thus able to extend the deadline for my thesis to make use of my ordered books and the libraries once they open up again.
 Michael Levinson, “Toppled but Not Gone: UNC Grapples Anew with the Fate of Silent Sam,” New York Times, February 14, 2020, https://www.nytimes.com/2020/02/14/us/unc-silent-sam-statue-settlement.html (Accessed May 5, 2020).
 UNC Alumni Review, “The Soldiers Monument Unveiled”, June 1913, p. 184, http://www.carolinaalumnireview.com/carolinaalumnireview/191306/MobilePagedReplica.action?pm=2&folio=184#pg8 (Accessed May 13, 2020).
 Julian S. Carr, “Unveiling of Confederate Monument at University. June 2, 1913” in the Julian Shakespeare Carr Papers #141, Southern Historical Collection, The Wilson Library, University of North Carolina at Chapel Hill, https://hgreen.people.ua.edu/transcription-carr-speech.html (Accessed May 13, 2020).
 Adam Lovelady, “Statues and Statutes: Limits on Removing Monuments from Public Property,” August 22nd 2017, https://canons.sog.unc.edu/statues-statutes-limits-removing-monuments-public-property/ (Accessed May 13, 2020).
Figure 1: Angum Check and Tim Osborn, “We Tried to Peacefully Protest. The the University Shut Us Down,” The Nation, September 12, 2017, https://www.thenation.com/article/archive/we-tried-to-peacefully-protest-then-the-university-shut-us-down/ (Accessed May 15, 2020).
Figure 2: UNC Alumni Review, “The Soldiers Monument Unveiled”, June 1913, p. 184, http://www.carolinaalumnireview.com/carolinaalumnireview/191306/MobilePagedReplica.action?pm=2&folio=184#pg8 (Accessed May 15, 2020).