· Assignment 1: Historical Character Development Background: One way to learn history is to put yourself in another's shoes. In this course, you will develop a historical character and experience American history through the eyes and ears of this character. Your character can be any age, race, gender, or ethnicity you like. Because your character is magical, he or she will move through time and space to the different time periods we will discuss without aging (if only we could do that in real life!). As we progress through the course, you will write about his or her experiences in America and your final project will be based on this character so choose carefully! · upbringing and relationship to parents and siblings · strengths and weaknesses · occupation or favorite ways of passing the time · likes and dislikes While these traits are optional, they may help you in subsequent assignments. Submission: Post your character description using the Assignment 1: Historical Character Development link above. You will receive feedback from your instructor and classmates on making your character stronger. Be sure to give feedback to your classmates on their characters as well. Grading: This assignment is not graded although you will need to complete it in order to proceed through the rest of the course. · Assignment 1: Historical Character Development Background: One way to learn history is to put yourself in another's shoes. In this course, you will develop a historical character and experience American history through the eyes and ears of this character. Your character can be any age, race, gender, or ethnicity you like. Because your character is magical, he or she will move through time and space to the different time periods we will discuss without aging (if only we could do that in real life!). As we progress through the course, you will write about his or her experiences in America and your final project will be based on this character so choose carefully! · upbringing and relationship to parents and siblings · strengths and weaknesses · occupation or favorite ways of passing the time · likes and dislikes While these traits are optional, they may help you in subsequent assignments. Submission: Post your character description using the Assignment 1: Historical Character Development link above. You will receive feedback from your instructor and classmates on making your character stronger. Be sure to give feedback to your classmates on their characters as well. Grading: This assignment is not graded although you will need to complete it in order to proceed through the rest of the course. Running head: ELLA BAKER 1 ELLA BAKER 6 Assignment 2: Course Project Milestone I: Ella Baker Jalisa Mathis AMH-2020 Ella Baker is a renowned social activist who has played a significant part in advocating for the civil liberties of women aside from the entrenched racial segregation. She is an African-America woman aged 65 years old, born from an immigran.

1. · Assignment 1: Historical Character Development
Background: One way to learn history is to put yourself in
another's shoes. In this course, you will develop a historical
character and experience American history through the eyes and
ears of this character. Your character can be any age, race,
gender, or ethnicity you like. Because your character is magical,
he or she will move through time and space to the different time
periods we will discuss without aging (if only we could do that
in real life!). As we progress through the course, you will write
about his or her experiences in America and your final project
will be based on this character so choose carefully!
· upbringing and relationship to parents and siblings
· strengths and weaknesses
· occupation or favorite ways of passing the time
· likes and dislikes
While these traits are optional, they may help you in subsequent
assignments.
Submission: Post your character description using
the Assignment 1: Historical Character Development link above.
You will receive feedback from your instructor and classmates
on making your character stronger. Be sure to give feedback to
your classmates on their characters as well.
Grading: This assignment is not graded although you will need
to complete it in order to proceed through the rest of the course.
· Assignment 1: Historical Character Development
Background: One way to learn history is to put yourself in
another's shoes. In this course, you will develop a historical
character and experience American history through the eyes and
ears of this character. Your character can be any age, race,
gender, or ethnicity you like. Because your character is magical,

2. he or she will move through time and space to the different time
periods we will discuss without aging (if only we could do that
in real life!). As we progress through the course, you will write
about his or her experiences in America and your final project
will be based on this character so choose carefully!
· upbringing and relationship to parents and siblings
· strengths and weaknesses
· occupation or favorite ways of passing the time
· likes and dislikes
While these traits are optional, they may help you in subsequent
assignments.
Submission: Post your character description using
the Assignment 1: Historical Character Development link above.
You will receive feedback from your instructor and classmates
on making your character stronger. Be sure to give feedback to
your classmates on their characters as well.
Grading: This assignment is not graded although you will need
to complete it in order to proceed through the rest of the course.
Running head: ELLA BAKER
1
ELLA BAKER
6
Assignment 2: Course Project Milestone I: Ella Baker
Jalisa Mathis
AMH-2020
Ella Baker is a renowned social activist who has played a
significant part in advocating for the civil liberties of women
aside from the entrenched racial segregation. She is an African-
America woman aged 65 years old, born from an immigrant

3. family whose mother and father had been exiled to the United
States to work in the European farms for measly wage to make a
living and at times for no wage at all. Ella Baker grew up
observing the sort of oppression that her parents were
undergoing in the hands of the White settlers and by the time
she completed her high school education, she had begun the
struggles to unshackle her fellow Blacks from repressive acts
that really undermined their human liberties as well as freedom
(Hamilton, 2015). In the family circles, Ella Baker was a close
confederate to her parents and passionately loved them. In fact,
such was the primary impetuses that inspired her to emerge
strongly in her endeavors to advocate for their discharge from
the White subjugation. It is equally noteworthy to take
cognizance that Ella Baker had only one sibling; born in
Norfolk, Virginia, Baker was brought up in North Carolina
countryside, a place she acquired a profound sense of self-worth
(Levy, 2015). Her parents taught her to share the little they had
their less fortunate fellow citizen; her grandmother taught her
how to tolerate fierce whipping as opposed to consenting to be
affianced to a man selected for her by her master. Exploiting
her robust will as well as a knack for paying attention, Baker
assisted native front-runners prudently articulate and implement
targeted crusades against mob justice, also championing for job
training for black educators to receive same pay. Baker also was
similarly adroit at distinguishing good talent and assisted entice
accomplished rank and file participants into taking management
positions; among the members at one of her conventions was an
NAACP participant from Montgomery, Alabama, known as Rosa
Parks (Haydn, 2013).
She well along made efforts to guide the younger brother who
assumed her role and become an active member in Martin
Luther King’s organization by the name of Southern Christian
Leadership Conference (SCLC). As aforementioned previously,
Baker is a social activist and her favorite ways of passing time
is assisting the less privileged. She has stood quite firm as a
campaigner for the welfares and civil liberties of her fellow

4. African Americans in the aspects affiliated to education and
social freedom (Hamilton, 2013). She has articulated passionate
liking for social and political freedom. She has, nonetheless,
expressed devoted condemnation of any resolve that had any
inkling towards depriving Blacks of their rights in the American
society. In other words, Baker has been quite consistent to voice
the plights of the African Americans on top of helping and
supporting them to improve their well-being through her
renowned foundation (Kirk, 2017).
A talented grassroots planner, Baker shuns the attention in favor
of important behind-the-scenes endeavors that assist inspire the
black freedom struggle. She is equally a national ‘soldier of
rank’ as well as prominent figure in the National Association
for the Advancement of Colored People (NAACP), in fact one
of the core originators of the Southern Christian Leadership
Conference previously mentioned, and a major architect in the
conception of the Student Nonviolent Coordinating Committee
(SNCC). Ella Baker has made a name for herself in a principally
male-dominated political realm that comprised Martin Luther
King Jr., W. E. B. Du Bois, and Thurgood Marshall, all the
while preserving relations with a dynamic group of activists,
students, and women both white and black. While many
Americans across the nation honor civil rights front-runner that
the former head of state President Ronald Reagan termed as
United States “preeminent nonviolent commander”, a number of
people will, fittingly, be thinking of Dr. Martin Luther King,
Jr., in whose tribute a national holiday was time-honored in the
year 1983. Albeit there is a subtly known civil rights individual
without whom Dr. King’s endeavors and nothing less compared
to the entire civil rights drive of the time might not have come
forth, and whose absence from the eminence of American
history is a disfavor to every citizen: Ella J. Baker (Haydn,
2013).
Baker spent almost half a century nurturing political awareness
of African-Americans and played a pivotal part in three of the
20th century’s most persuasive civil rights groups: The Student

5. Nonviolent Coordinating Committee (SNCC, pronounced
“snick”), the Southern Christian Leadership Conference
(SCLC), and the National Association of the Advancement of
Colored People (NAACP). Whereas these civil rights groups
characteristically comprised comparatively more male
figureheads, it is Baker who, initially as an NAACP field
secretary and thereafter as the administrator of branches. Ella
Baker spent the following year traversing one small town to
another, persuading disfranchised ordinary black populations
who had been social and politically subjugated and intimidated
for over 2 centuries. Her message as always, convince African-
Americans to come together and in an amicable way maintain
that they were worthy of fundamental civil and human liberties.
For over two years, in a period prior to the advent the Internet,
social media or rolodexes, Baker made the most of her
experience, skills, including contacts to organize events,
ascertain and establish campaigns and protests, and handpick
various qualified individuals to oversee them. Her association
with the world-renowned Dr. King, nonetheless, was rather
overwrought: Regardless of her proven record of
accomplishment and level of experience, he had trouble
consenting to a woman’s verdicts trumping his own, and her
notion was that the group ought to dedicate its resources
profoundly on espousing and empowering its overall
undertaking as opposed to celebrating a enigmatic leader. Wyatt
Tee Walker, a previous SCLC panel member, explained to the
filmmaker Joanne Grant that the ministers’ denial to follow
Baker’s counsel was in practice with the period’s social norms
coupled by a typical patriarchal ego. Discouraged, Baker was on
the verge of handing in her notice in the year 1960, when a
group of university scholars declined to leave a Woolworth
lunch counter in Greensboro, North Carolina (Levy, 2015).
Having continuously alleged that evocative change takes place
on the streets (and simply not from court declarations), she
drafted a letter on a Southern Christian Leadership Conference

6. letterhead asking student headship all over the South to come
together and start working together. That daylong forum, held
during Easter weekend at Shaw University, is what brought
forth the Student Nonviolent Coordinating Committee (SNCC).
This was a youth-oriented group that facilitated and organized
the year 1961 Freedom Rides, managed numerous black voter
registration efforts in the South and caught national
consideration at the time of the 1964 Mississippi Freedom
Summer when three SNCC members were executed by white
supremacists. Once she resigned from the national organization
in the year 1946 Ella Baker had already returned to Harlem to
take care of her niece. During this time, she kept staying
involved the organization’s involvements albeit the New York
chapter, and eventually in the year 1952 she was elected its
president, the first-ever woman in that position. At her premier
role, she put together alliances with other civil liberty groups,
influenced a pertinent drive to terminate school discrimination,
and even openly defied the mayor on the issue (Kirk, 2017).
References
Hamilton, N. A. (2015). American social leaders and activists.
New York: Facts On File.
Haydn, T. (2013). Using new technologies to enhance teaching
and learning in history. London: Routledge.
Kirk, J. A. (2017). Laura Visser-Maessen. Robert Parris Moses:
A Life in Civil Rights and Leadership at the Grassroots.
Levy, P. B. (Ed.). (2015). The Civil Rights Movement in
America: From Black Nationalism to the Women's Political
Council: From Black Nationalism to the Women's Political
Council. ABC-CLIO.