REVOLUTIONARY LEADERS


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    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.

    1. Why did you choose this person?
    2. What do you think this person’s legacy will be in 100 years?
    3. Why is this person meaningful to me?
    4. How did my perception of this person change?

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    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  

     

     

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