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INTRODUCTION

Hook

Hook is obviously connected to thesis

I didn’t break the rules, but I challenged the rules (Quotes By and About Ella Baker, 2014).

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

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 Shaw University. 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

In the 1940s, blacks still lacked rights during the civil rights movement which was violent. During this time, only a few black people were employed. They had jobs as journalists and they worked for white people. African-Americans didn’t have an equal chance at life as white people did. In 1948, President Truman ordered for the whites and blacks to make amends by involving armed forces in the problem. African-Americans were discriminated by the whites and they tended to have deadly riots.

ARGUMENT 1 (Due March 26)

Transition

Uses only transition phrases

First of all,

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 had different approaches than Ella Baker. For Example, Marcus Garvey liked to have speeches across America, and he still didn’t succeed. In addition, Booker T Washington was another civil rights activist who believed that it wasn’t necessary to argue back to white people and African Americans should ignore the discrimination towards and they should prove them wrong by uplifting themselves. W.E.B Dubois believed that people of the black race should fight back when they are treated unfairly.

Evidence

Contextualization (Evidence 1)

Provides:

1. Main idea of the quote

2. Who said/wrote the quote

3. When the quote was said/written

In 1944, Ella Baker said that if leaders give light to the people, they will find the way. She portrayed the characteristics of a true leader, one who lead by example. Garvey on the other hand was involved in mail fraud. Apart from being jailed and deported, his image as a revolutionist was removed.

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 3

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 2

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

Secondly,

Argument Two

Topic sentence revisits your answer to the prompt and presents a specific argument

Ella Baker changed the way black people were treated in America.

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?

1. What do you think this person’s legacy will be in 100 years?

1. Why is this person meaningful to me?

1. 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