Click here to get an A+ paper at a Discount
REVOLUTIONARY LEADERS OUTLINE
|
Category |
4 |
|
|
|
|
|
INTRODUCTION |
|||||
|
Hook |
Hook is obviously connected to thesis | Ella Baker didn’t break the rules, but she challenged the rules. | |||
|
Describing a “Revolutionary Leader” |
Describes what it means to be a “revolutionary leader” | To be a revolutionary leader you must go against the status quo at that time and make a difference. | |||
|
Thesis Statement
Copy-paste from your Thesis Statement Outline |
Thesis statement answers the question with a specific unifying idea and three arguable examples | Ella Baker was revolutionary because she empowered black people in America as seen by changing the way civil rights movement was organized and changing the way black people were treated in America | |||
|
HISTORICAL CONTEXT |
|||||
| Personal Background
COPY-PASTE from your Historical Context outline |
Sufficiently addresses the following topics:
– Where leader grew up – When they were born – Family structure in childhood and adulthood – Education – Economic status – Occupation/ training – Current status |
Ella Baker was born on December 13, 1903 in Norfolk, Virginia. Ella Baker was raised by her parents, Georgiana and Blake Baker. When she was seven, her family moved to her grandmother’s house in Littleton, North Carolina, which is where she grew up. As a child, her grandmother told her many stories about being a slave. Ella developed a sense for social justice due to her grandmother’s stories. As a bright student, Ella Baker eventually went to ShawUniversity. Ella Baker was an African-American activist. Baker continued to fight for social justice and equality for the rest of her life. Ella Baker died on her 83rd birthday on December 13, 1983 in New York City due to natural causes.
|
|||
|
Society before the leader’s revolutionary actions
COPY-PASTE from your Historical Context outline |
Explains relevant political, economic, social/cultural components of the status quo before the leader’s effect on society, emphasizing those that most influenced the leader |
|
|||
|
ARGUMENT 1 (Due March 26) |
|||||
|
Transition |
Uses only transition phrases | ||||
|
Argument One |
Topic sentence revisits your answer to the prompt and presents a specific argument | Ella Baker was revolutionary because she changed the way the civil rights movement was organized. | |||
|
Contextualization – Background Information for Argument One |
Argument one is clearly introduced with sufficient background knowledge | Many other activists weren’t as successful as Ella Baker. For Example, Marcus Garvey liked to have speeches across America, and he still didn’t succeed. | |||
|
Evidence Contextualization (Evidence 1)
|
Provides:
1. Main idea of the quote 2. Who said/wrote the quote 3. When the quote was said/written |
||||
|
Evidence 1
|
The evidence clearly proves the argument | “Garvey also unsuccessfully tried to persuade the government of Liberia in west Africa to grant land on which black people from America could settle.” | |||
|
Citation (Evidence 1)
|
(Author, Date) format after Evidence and INSIDE the punctuation | (bbc.co.uk., 2014) | |||
|
Analysis (Evidence 1) |
Analysis accurately:
1. Interprets the evidence 2. Explains how the evidence proves the argument 3.Connects back to thesis |
||||
|
Evidence Contextualization (Evidence 2)
|
Provides:
1. Main idea of the quote 2. Who said/wrote the quote 3. When the quote was said/written |
||||
|
Evidence 2 |
The evidence clearly proves the argument | ||||
ARGUMENT 1 CONTINUED |
|||||
|
Citation (Evidence 2)
|
(Author, Date) format after Evidence and INSIDE the punctuation | ||||
|
Analysis (Evidence 2) |
Analysis accurately:
1. Interprets the evidence 2. Explains how the evidence proves the argument 3.Connects back to thesis |
||||
|
Evidence Contextualization (Evidence 3)
|
Provides:
1. Main idea of the quote 2. Who said/wrote the quote 3. When the quote was said/written |
||||
|
Evidence 3 |
The evidence clearly proves the argument | ||||
|
Citation (Evidence 3)
|
(Author, Date) format after Evidence and INSIDE the punctuation | ||||
|
Analysis (Evidence 3) |
Analysis accurately:
1. Interprets the evidence 2. Explains how the evidence proves the argument 3.Connects back to thesis |
||||
|
Concluding Sentence |
Summarizes main ideas of the paragraph without sounding repetitive | ||||
|
ARGUMENT 2 (Due March 31) |
||
|
Transition |
Uses only transition phrases | |
|
Argument Two |
Topic sentence revisits your answer to the prompt and presents a specific argument | |
|
Contextualization – Background Information for Argument Two |
Argument two is clearly introduced with sufficient background knowledge | |
|
Evidence Contextualization (Evidence 1)
|
Provides:
1. Main idea of the quote 2. Who said/wrote the quote 3. When the quote was said/written |
|
|
Evidence 1 |
The evidence clearly proves the argument | |
|
Citation (Evidence 1)
|
(Author, Date) format after Evidence and INSIDE the punctuation | |
|
Analysis (Evidence 1) |
Analysis accurately:
1. Interprets the evidence 2. Explains how the evidence proves the argument 3.Connects back to thesis |
|
|
Evidence Contextualization (Evidence 2) |
Provides:
1. Main idea of the quote 2. Who said/wrote the quote 3. When the quote was said/written |
|
|
Evidence 2 |
The evidence clearly proves the argument | |
|
ARGUMENT 2 CONTINUED |
||
|
Citation (Evidence 2) |
(Author, Date) format after Evidence and INSIDE the punctuation | |
|
Analysis (Evidence 2) |
Analysis accurately:
1. Interprets the evidence 2. Explains how the evidence proves the argument 3.Connects back to thesis |
|
|
Evidence Contextualization (Evidence 3) |
Provides:
1. Main idea of the quote 2. Who said/wrote the quote 3. When the quote was said/written |
|
|
Evidence 3 |
The evidence clearly proves the argument | |
|
Citation (Evidence 3)
|
(Author, Date) format after Evidence and INSIDE the punctuation | |
|
Analysis (Evidence 3) |
Analysis accurately:
1. Interprets the evidence 2. Explains how the evidence proves the argument 3.Connects back to thesis |
|
|
Concluding Sentence |
Summarizes main ideas of the paragraph without sounding repetitive | |
|
BODY PARAGRAPH 3 |
|
|
|
|
Paragraph thoroughly and thoughtfully answers one of the following questions in 500-600 words. Your paragraph must be supported with sufficient, specific evidence, facts, examples and details.
|
|
|
CONCLUSION |
||
|
Revisits Thesis Statement |
Conclusion accurately revisits thesis statement and explains the impact of the thesis statement | |
|
Contextualization – Greater Significance |
Contextualizes the argument by explaining/showing its application to a universal setting and reconnecting to the hook |
|
