I interviewed my son-in-law, Nicholas Bland, a thirty-two year old male, about his experiences during the COVID pandemic.

What is daily life like for you? I work every day from 6 a.m. until 5:30 p.m., come home to my wife and dog and have dinner together and relax. We talk about our day and enjoy each others company.

How is it affected by current restrictions? Going out to concerts and other public forms of entertainment have been stopped. It’s frustrating and irritating to not be able to move around and go places when you want to.

What adjustments have you had to make to your usual routines? None really. I do have to wear a mask and I hate that.

How has technology played a role in your life during the pandemic – either in classes, as a way to get and share information, or for entertainment? Yes, I tend to spend more time playing computer games than I did before the outbreak. Since people are pretty much stuck at home for the most part, you are limited in what kind of entertainment you have access to.

Are you involved in student organizations, sports, or clubs? No, I do ride a motorcycle and even that is limited because you can only be in groups of under ten people.

Do/did you have a job on or off campus? I work on Ft. Benning, Ga. as a painter.

What are your impressions of the media coverage of the pandemic, both currently and before it arrived in the United States? I think that we have been given incorrect information. No one seems to really know the facts about anything. We have been given contrasting information for months. It’s ridiculous.

What seemed normal a few weeks ago that seems strange to you now? Being able to go out to eat in restaurants. and public places at any time.

What are you doing now that will likely seem strange to you in a month or two? Nothing that I can think of.

What were you planning to do this spring and summer that is now uncertain? We had plans to go to Disney World but had to change that since they shut down.

Is there anything else you would like people to know? Don’t believe the media. Do your own research about this supposed pandemic.

I interviewed a twenty-one year old journalism major at Auburn University about his experience during the first six months of the COVID-19 pandemic on September 20, 2020. His overall reaction was a mixture of frustration with forces and groups within the United States, but also a newfound appreciation for friends and the small things in life. Over the course of the twenty-four minute interview, the narrator explained his experience over the last six months, as well as his general thoughts and observations about the factors that have lead to COVID-19 having such a disastrous effect on the United States.

I tried to first ask him about himself and his daily routines, but he works at the newspaper so the topic quickly swerved into the media and it’s handling of the pandemic coverage.On the whole he rejected the idea that the pandemic had united people at all, instead it has only further divided the country into two irreconcilable camps. He blames many of the problems in the pandemic on right wing media outlets who “haven’t dropped the ball, they were never trying to pick it up,” and inciting widespread conspiracy theories as well as noncompliance from a vocal section of the the population. Which also lead to a larger societal critique of how the United States has become a country of “ultra-individualism” where people do not care about each other. In general, it seemed like the narrator was more interested in talking about society at-large then his own issues. Additionally, he saw COVID as just a part of a year which shows how fragile the world is and how “humans are at fault for just about everything,” including new developments since the arrival of COVID-19 such as the wildfires and Black Lives Matter protests.

However, when asked directly he talked about how he did not feel restricted by the COVID safety procedures, and sees it as more about protecting other people than themselves. In general the narrator counters what has become a popular narrative of the pandemic, that everything slowed down. Instead, he said the world wouldn’t let him slow down with work, school, and new issues arising out of old problems over the pandemic summer. On the bright side he kept highlighting the importance of being near friends and people he liked as keeping him together during the pandemic, especially how he could talk through the rapidly changing world with other people having a similar experience. He also touched on how rapidly reality changed and people had to adapt to the new normal, echoing a popular sentiment. “Everything fell apart pretty quick” as information became more readily known about the COVID-19 virus and executives around the the state scrambled to keep up.

I felt like on the whole I was able to get a good idea about how the narrator felt about the pandemic, as well as his general worldview. He both affirmed widespread narratives such as a deep concern to help other in the time and the importance of in-person interactions, but also pushes against popular messages of COVID-19 bringing people together as well as slowing down the world. I tried to make sure I affirmed the narrator’s feeling and ask follow-ups to questions. I think I made the narrator comfortable with informal small talk before the interview about things in their lives not related to this oral history. I think the narrator was forthcoming, and was very accommodating to my questions as well as small things such as my writing down questions. Additionally, I think this process has taught me that when you interview someone about something you both experienced it helps to get you reflecting about the event too. In the end there are no great, packageable lessons here about an individual’s striving to succeed and rise above the circumstances. This is not StoryCorps, this is life.

Interview Completed on September 19, 2020

            After completing this interview, I reflected on the answers and their deeper meaning. One of my first thoughts was that COVID and this pandemic as a whole holds different meanings for everyone. For example, I interviewed an academic, somehow who looks at the bigger picture behind events or decisions. Their interpretation often holds a lot of pessimistic views, so questions such as asking about hurdles they faced during this period proved difficult to answer and resulted in some agitation in tone. The answer I received to asking about hurdles was, “Jobs. The capitalist system sucks and this pandemic proves that it needs to be completely overhauled. You have people with advanced degrees who can’t find work and have to volunteer their labor in hopes of making connections that will lead to pay. Free labor is a joke. It completely shakes your confidence and makes you second guess what you want to do in life. Mentally, this has been horrible.” For others, hurdles may have been simpler such as missing the simplicity of our day-to-day lives prior to the pandemic, but neither answer is less valid.

            Another thought I had with completing this interview focused on the role of media. I would argue that everyone believes media has played a role in the pandemic, but the split is on whether this role has been positive or negative, or even a combination of both. I asked my interviewee, “What are your impressions of the media coverage of the pandemic, both currently and before it arrived in the United States?” For this, I tried not to bring my own answer into this question by asking in a certain tone. The answer given was, “It’s not the media handling things poorly, except for some. It’s our leaders who aren’t making good decisions for the nation as a whole. Media is just easy to blame. International coverage before it arrived, I think, did a decent job, but no one really knew what we were in for. Now people essentially think the pandemic is over and ignore updates and information media tries to provide.” This answer, I believe, shows part of the great divide in interpretation currently in the United States. It does provide some balance in blame pushed on the media, but seemed the not answer the question fully. In retrospection, this is the question I asked that I believe most needed a follow up question. The answer was not specific enough to gage the meaning.

            Overall, I believe the interview successfully answered my questions and showed how the pandemic has personally impacted people. It also showed how within one interview, tone can change fluidly with the types of questions asked. To me, this also demonstrates how transcripts of interviews can lose aspects of the interview in comparison to listening.

I interview Dr. Timothy Dodge, history and political science librarian at Auburn University.

What does public history mean to you?

“Public History is the study of history outside of academics, things such as Museums displays, historic sites.” Dr. Dodge also mentions movies, “not a big blockbuster, but more like documentaries and other informative films.” Also, he mentioned an automobile museum which he has been to a few of them.

Did you always see yourself in your career field?

“Yes, I attended school at Columbia University to become a librarian at twenty-two years old since after I got my bachelor’s degree in history from the University of New Hampshire.” Dr. Dodge also mentions he later went and got his doctorate in history. The decision was easy for him, as he states he enjoyed being in the library since he was a child.

Can you explain the process of becoming a public historian?

“Just getting out there and meet other historians. Do internships at museums, parks things like that, gain credentials, and get involved in public relations.

What is your favorite part of your profession?

“Other than helping students find sources for research topics, Publishing articles and books, peer reviews, researching, identifying and locating sources.” Also, Dr. Dodge mentioned he likes getting emails from random people, telling him how much they enjoyed his books or articles, and the feedback he gets from them.

What advice would you give history majors that is interested in being a public historian?

“Be flexible, use the technological change to your advantage, learn and take advantage of sources online. Be imaginative and establish a personal connection with historian.” Dr. Dodge talked about the connection he had established with Donald Vincent the head library director at the University of New Hampshire. Donald Vincent went on to mentor Dr. Dodge not only as a student but also after he became a librarian.

Joshua Montgomery is a history teacher at Bayside Academy and is also the head of the High School.

What made you want to teach History? 

    I always enjoyed history but never thought of it becoming an integral part of my professional career.  Like many educators, I was heavily influenced by an experience I had when I was a student.  For me, I had a college history professor who made a lasting impact on me throughout my time in college.  His impact on my consumption of historical content and the manner in which he delivered his lessons made me consider going into the profession myself.   

Have you ever hit a speed bump in your career that you feel has made you grow?    

     As a teacher I never really had speed bumps other than the typical moments of adversity you face as an educator.  That being said, I was charged with being the department chair for a number of years and part of my job was to help create academic standards for our department grades 3-12.  Leading a collaborative process can be daunting because you have to be willing to have courageous conversations with people who might not agree with your perspective.  The discussions and debates the history staff had during the two years where we discussed those standards and their implementation was a massive moment of growth.  I learned about how I think history should be taught and I learned how to lead a group of people toward finding consensus and pushing a vision forward.  

What is your favorite period of history to teach and why? 

     I am a Civil Rights Historian by definition but I love teaching about post-war America, Progressive Era politics, and Manifest Destiny.  

What advice do you have for a senior in college who is trying to figure out his or her career path after graduating? 

    Follow your heart and not your wallet.  Once you find something you love doing, then figure out how you can make more money doing it.  But never forget that passion and purpose is what ultimately keeps people happy. 

Elliot Spillers is a former SGA president at the University of Alabama and a current public historian at the Equal Justice Initiative in Montgomery, Alabama. When I was looking for organizations to reach out to for this post, EJI immediately came to mind since they run a museum and a memorial that tell really intricate and difficult stories. Spillers happily answered many of my questions about how they do that.

Q: Why is it important for public historians to tell stories that are complicated and difficult?

A: The United States has done very little to acknowledge and reckon with its legacy of enslavement, lynching, and racial segregation. As a result, people of color are disproportionally marginalized, disadvantaged, and mistreated. The National Memorial for Peace stands as a testimony to thousands of Black victims of racial terror lynching whose stories were almost entirely neglected for decades. Without remembrance of these victims or the broader historical experience and legacy of racial injustice in America from enslavement forward, we will not be able to address contemporary expressions of racial injustice, including police brutality and other forms of marginalization and disenfranchisement.

Hi, Dr. Gaddis, this part of the blog is mostly for you. I emailed five organizations for this project roughly a week before the deadline, and received one response before the graciously amended deadline. It was from EJI in Montgomery, and it was clearly copy-pasted from the organization’s media talking points. I would have asked for more information from them, but they didn’t respond to me until Tuesday afternoon.

I say all of that to say, this is the only decent answer I could scrape together from their response. I really wish that more organizations had responded to me because I feel like I had a genuinely good set of questions I wanted answered.

Hill Goodspeed is the current historian at the National Naval Aviation Museum in Pensacola, FL.

How did you get your start with the Museum?

I interned with the museum through my Junior and Senior year of college. When I was working on my Master’s I Co-oped with the museum and after graduation they offered me a job and I’ve been here since.

What work do you do as the Museum’s Historian?

I work pretty much everywhere in the museum and do a little bit of everything. I do most of my work with Research and publications, but I am also in charge of the collections archive and responsible for all loans to and from our collection.

What’s the best and worst part of your work at the Museum?

If your into history, it’s like walking into a candy store everyday. We’re always getting something new that changes the way we think about everything. Being a military museum we’ve been at full staff and pay, but shut-down due to Covid. I wouldn’t say there is a bad part of working with the museum outside of some funding issues.

What Skills do you recommend picking up in college to prepare someone for work in a Museum?

I’d say good research skills are a must along with good communication skills. One skill that’s on the rise and growing in importance is technology. People don’t like just looking at an exhibit and reading about it, they want to have some interaction and through technology it becomes a lot easier to give that to them.

Any parting tips for students interested in public history?

Get experience. It’s pretty simple and a lot of people are gonna tell you that, but it’s really the only way. What they won’t tell you is sometimes you have to get the experience on your own dime.

Casey Gamble is the Museum Programs Coordinator at Vulcan Park and Museum in Birmingham, Alabama.

How would you describe your job, do you consider yourself a “public historian?” 

My official title is “Museum Programs Manager” and right now that pretty much means doing all the history, education, and collections related things at my small history museum. And yes, I would say that makes me a “public historian” using the definition by NCPH. 

What was your general career path?  

It’s been a kind of long and windy road: I earned a B.S. in history with the intention of going straight to grad school and eventually earning a PhD. But, life changes plans sometimes, and I needed to find a job right out of college and wound up working in accounting for over 5 years before finishing up a master’s in secondary education with a focus on social studies. I taught in a classroom for a brief time, but quickly realized that environment was not for me, and I sought out alternatives. It just so happens that the museum where I had done a year long internship while in grad school was hiring a part time education coordinator, and I was able to transition to a full time position after that. 

What was your favorite project that you have worked on?

For the centennial of the passage of the 19th amendment we created a women’s suffrage exhibit for our small temporary gallery. I was able to help with the research, writing, and editing of that exhibit and I had so much fun working on it! At the opening reception, some of the women featured were able to attend, and although some of them had passed away, their families came and it was awesome to get to meet everyone and hear personal stories. 

What advice do you have for someone looking for their first public history job?

Get as much varied experience as you can. Us historians like to specialize, and that’s great, but not always practical. Try to get internships, volunteer work, or part time jobs (if feasible) in collections, research, education, and even front line positions like visitor services. Try to do as much as you can while still in school so that you have a solid resume when you graduate. I know it’s not fun, and believe me, I know it’s hard, and can seem almost impossible. But even if you can devote a few days a month to volunteering, that helps! Look into writing articles or blog posts for museums, present at a conference, attend training sessions. It all helps! Right now, there are virtual volunteer opportunities, too. Don’t wait!

I interviewed Keith S. Hébert, Ph.D.Associate Professor of History, Public History Program Officer, Auburn University

What got you interested in History and the field that you study?

​I grew up in a county filled with historic buildings and sites associated with the American Civil War. Raised by a single mother, we did not have a great deal of money for travel, but we spent a lot of time on the weekends and holidays visiting regional state and national parks. I visited Chickamauga National Military Park many times as well as New Echota State Park and the Etowah Indian Mounds. When I was 8, my mother purchased a set of encyclopedias. I read those books daily. Although I am a historian, I am interested in a wide array of topics and encyclopedias exposed me to a broad base of knowledge. In the seventh grade, my teacher Ms. Hale showed us a film Nicholas and Alexandria–a drama that examined the rise and fall of Tsar Nicholas II of Russia. From that moment on, I was hooked on Russian history. When I enrolled as an undergraduate at the University of West Georgia, I started out as a pre-medicine major but quickly changed to history because the university offered a broad range of Russian history courses. My senior year, I broke my leg trying to impress my French girlfriend. Due to my surgeries I had to drop a class and finish up my degree the following semester. The sole course available that summer was a Public History Internship which I completed at the Atlanta History Center. From that moment on, I knew that wanted to be a public historian because I enjoy sharing what I know with audiences both in and outside of the classroom.

Were you ever discouraged about your work?

​Studying history was not something that my family understood. I come from a working class family. Just going to college was seen as a necessary step toward a career, but history was not the career path those closest to me envisioned. Overcoming their doubts and constant reminders that I could always become a nurse or lawyer rather than a historian was and remains hard. Most folks do not run into too many historians who make a good living and love what they do. I could not imagine doing anything else.

Have you traveled for your history work?

​I have traveled across the United States for my work. Writing my first book on Bartow County, Georgia, I traveled to California for several weeks to research some archival papers related to my subject held in San Francisco. As someone who grew up in the rural South, being a temporary resident of San Francisco was one of the most enjoyable times in my life. Growing up without a lot of money and little opportunity for travel, my career as a historian has taken me to many places that I would have never had access to. For example, several years ago I got to interview President Jimmy Carter in his apartment in Atlanta. Years ago, I was part of an exhibit committee at the Atlanta History Center that included actor Sean Connery. A few years back, I was working on a project to preserve a historic monastery. The monks allowed me to live among them for a few days and to visit and photograph their most private places within their sanctuary. They had taken a vow of silence. The fact that I was able to stay silent for three days was quite a miracle. A few years ago, I got to hand out with historian Eric Foner, my favorite historian. I picked him up from the airport and hung out with him for three days!

Do you think that there is more to learn in your field?

​Despite what other historians might think, there is still much to be discovered about the history of the American Civil War and Public History. Anyone who thinks the Civil War has been exhausted does not know what they are talking about. Anyone who think neither the Civil War nor Public History scholarship is not as rigorous and exceptional as work in their field is also delusion and deeply prejudiced. The Civil War offers scholars a chance to investigate in depth the intersections of race and class and regionalism in American history.

How do you think that history in today’s world is seen and do you agree with how it’s being treated?

​I think most people are quite ignorant about the study of history. What passes for history on television and movies is abysmal and has fed our increasing ignorant society. We need history more than ever but unfortunately like everything else history, based on sound research and methods, has fallen victim to our nation’s poisonous political climate. When we live in a society that cannot come to an agreement that slavery was foundational to our nation’s past and as such continues to play some role in our contemporary race relations and society, I mourn for the small place that academic historians hold in American public discourse. None of this is surprising when we live in a society devoid of facts and distrustful of experts in all fields whether it be public health or climate change. History is no different.

What do you think should happen to monuments and statues that are taken down?

​My thoughts on this topic have evolved quite a bit because of my interactions with Neo-Confederates over the years. In the past, I pleaded with Neo-Confederates to do a better job of contextualizing their monuments to tell a more complete version of history than the one they tended to present–the Confederacy had little to do with slavery and that it was a superior society defeated at the hands of an inferior society because of the latter’s greater resources and numbers–ie The Lost Cause. Neo-Confederates had generations to clean up their pitiful act but failed to do so. Now, there is great momentum to bring down monuments. I now find myself in support of those who wish to topple these relics of the past that offer nothing noteworthy about the Civil War but only reflect the lies told by generations of white southerners as part of the Lost Cause mythology–the lies that I was taught as a student growing up but later discovered were falsehoods. I would not mind seeing those monuments dumped into the Alabama River or Mobile Bay at this point. Their supporters had generations of time to clean up their act and to improve their interpretation of what scholars have been telling them for years. If they go into museums they need to include an accurate story of why they were erected in the first place and why their removal was seen as necessary by many in society.

Dr. Jennifer Ross-Nazzal: Historian Johnson Space Center: Houston, Texas

1. What drew you to history and why did you choose to enter it as a professional field? 

Originally, I was a Political Science major.  At the start of my senior year in college, I enrolled in the first half of the American women’s history survey and really enjoyed it.  Afterwards I declared a double major in Political Science and History.  At the end of my senior year, I decided to pursue a master’s degree to study women’s history. 

After competing my master’s degree I began working as hall director at a community college and taught a couple of classes here and there.  About nine months later, I began applying for several open positions at nearby community colleges.  One college encouraged me to reapply the next year.  I decided a doctorate would help me stand out, so I decided to apply to doctoral programs. 

2. Did you set out with the intent working in the public history?

Not initially but I did see it as a backup and applied to several programs that offered public history courses.  At the time, only a handful of schools offered PhDs in public history, and Washington State University was one. 

3. Were there any big opportunities or experiences that shaped your interests or your career?

There were many.  A couple standout at this moment.  I wrote my master’s thesis on the impact and influence of New Mexico clubwomen on their local communities.  To fill a gap in limited resources I conducted ten oral history interviews with women from the different clubs across the state and used sections throughout my manuscript.  This sparked my interest in oral history. 

As a PhD student, I participated in two internships including one with the NASA Johnson Space Center Oral History Project.  Interning with the project opened the door to a full-time position in 2002.  On my first day in that position, I traveled to San Diego and sat in on an interview with Sally Ride, America’s first woman in space.  What a memorable day!   

4. How did graduate school prepare you for the professional field? What sorts of skills have proved useful and were there any areas of your training that were lacking?

Graduate school gave me solid training in research and research methods like oral history.  Working on my master’s thesis I learned how important interpersonal relationship skills were to gathering information locked away in people’s homes and clubhouses.  Conducting oral history interviews as a grad student prepared me for my current position.  Researching the Montana National Guard helped me think outside of the box when it came to looking for materials unavailable in the organizational records. 

Graduate school—even our public history program—focused solely on academics.  Rarely did I collaborate with others on projects, yet I work as a part of a team every day.  Nor did I receive the management skills one needs in public history.  Historians need to be trained in project management, budget, and personnel matters.    And, public historians need to be prepared to work on tasks that in no way relate to research or writing.  These can be arranging meetings, travel, or coming up with a budget for a project.  Public historians also need training in how to handle difficult situations and people. 

5. Each day is different, but what are some of the tasks you handle daily?

It is difficult to characterize my days as they vary so much, but I do handle reference requests on a daily basis.  Lately, because I am teleworking, I have had regular online weekly meetings with my management.  On typical days before this pandemic, I might be arranging travel, preparing to conduct an oral history interview, or editing an oral history transcript.  I might be at the archive doing some research or doing an interview with the media or a student.  Occasionally I give tours of the Center and am a guide.  Other days I might be gathering research for a talk or giving a talk.  Really, I never know what my day could bring.  For instance, I might also be completing required IT security, ergonomic, record management, or safety training.

6. What advice do you have for someone who may be close to getting out of graduate school or looking for their first job 

In the public history world you need to market all your skills—not just your ability to research and write. 

Years ago I attended a cultural resource management conference where the owner of a firm spoke to students.  She explained that she did not need someone who could only do one thing, in this case CRM.  She needed someone who could service her trucks and do CRM or CRM and the accounting.  Even in the federal world I have seen this.  The Department of Energy recently hired a historian but wanted the new hire to be their cultural resources manager, their archivist, and their historian. 

After finishing your master’s or doctorate don’t assume you’re finished with your education.  The world is changing, jobs are much less secure, and you should continue to look for ways to market yourself.  I have earned a certificate in historic preservation and am pursuing a master’s in Information Science to make sure I’m more flexible in my current position, but also marketable if I need to change jobs.