Student Handbook 2015 - 2016 Central Elementary School Grades PK-4 19119 E

Total Page:16

File Type:pdf, Size:1020Kb

Student Handbook 2015 - 2016 Central Elementary School Grades PK-4 19119 E Mabank Independent School District Elementary Student Handbook 2015 - 2016 Central Elementary School Grades PK-4 19119 E. US Hwy 175 Mabank, Texas 75147 Principal, Chelsea Capehart Associate Principal, Charity Groom Dean of Students, Melissa Sullivan (903) 880-1380 FAX (903) 880-1383 Lakeview Elementary School Grades K-4 306 Harbor Point Road Gun Barrel City, Texas 75156 Principal, Kevyn Pate Associate Principal, Melanie McAllister Dean of Students, Christopher Massey (903) 880-1360 FAX (903) 880-1363 Southside Elementary School Grades K-4 109 Paschal Blvd. Mabank, Texas 75147 Principal, Brandi Dyer Associate Principal, Kathy Allen Dean of Students, Michael Rowland (903) 880-1340 FAX (903) 880-1343 Dr. Russell D. Marshall Superintendent Linda K. McKee Assistant Superintendent Scott Adams Assistant Superintendent Dena Mojica Curriculum Director Rebecca Thompson Special Programs Director Tracy Carter Athletics Director J.K. Hyde PEIMS/Technology Director James Pate Instructional Technology Director Elizabeth Lovell Food Service Director Randy Welch Transportation Director Hunter Fisher Maintenance Director i MABANK I.S.D. MISSION STATEMENT The mission of Mabank Independent School District is to provide a comprehensive, innovative educational program preparing individuals to be successful, responsible citizens. ii Mascot: Panther Colors: Green and White ALMA MATER Oh give three cheers for Mabank High, The fairest in the land. The girls and boys in loyalty cry, "Forever by thee stand." And if on some unfortunate day, Our land is in distress, The green cross, White cross colors will say, "Depend on M.H.S." FIGHT SONG O' when those dear old Panthers Fall in line, We're gonna win this game Another time. And for those dear ole boys We love so well, And for the football team We'll yell and yell and yell We're gonna fight, fight, fight For every score. We're gonna win this game And win some more. We're gonna stomp those (Rival Mascot) in the sod, in the sod, RAH! RAH! RAH! YEAH! iii MABANK INDEPENDENT SCHOOL DISTRICT Administration Office 880-1300 Mabank High School 880-1600 310 E. Market St. Fax: 880-1303 18786 E. Highway 175 Fax: 880-1603 Dr. Russell Marshall, Superintendent Brad Koskelin, Principal Linda McKee, Asst. Superintendent Arynn Rasmussen, Assistant Principal Scott Adams, Asst. Superintendent Chase Melton, Assistant Principal Dena Mojica, Curriculum Director Joan Otten, Assistant Principal JK Hyde, Technology Coordinator Mabank Junior High School 880-1670 Special Programs 880-1331 822 W. Mason Fax: 880-1673 Rebecca Thompson, Director Barbie Conrad, Principal Danielle Williams, Associate Principal John Miller, Dean of Students Athletics Department 880-1625 Tracy Carter, Athletic Director Mabank Intermediate School 880-1640 513 N. Third St. Fax: 880-1643 Maintenance Department 880-1337 Debbie DeRosa, Principal Hunter Fisher, Director Jenny Harstrom, Associate Principal Brent Fisher, Assistant Principal Transportation Department 880-1690 822 W. Mason Fax: 880-1691 Central Elementary 880-1380 Randy Welch, Director 19119 US 175 Fax: 880-1383 Chelsea Capehart, Principal Charity Groom, Associate Principal Food Services 880-1315 Melissa Sullivan, Dean of Students Elizabeth Lovell, Director Traci Clark, Early Childhood Specialist Custodial Services 880-1300 Southside Elementary 880-1340 John Preedom, Director Ext. 9600 109 Paschal Blvd. Fax: 880-1343 Brandi Dyer, Principal Attendance 880-1600 Kathy Allen, Associate Principal Amy Hillhouse, Truancy Ext. 2025 Michael Rowland, Dean of Students Fine Arts 880-1620 Lakeview Elementary 880-1360 Jeffery DuBose, Director 306 Harbor Point Rd. Fax: 880-1363 Kevyn Pate, Principal Melanie McAllister, Associate Principal Academy (AEP) 880-1600 Christopher Massey, Dean of Students 18786 E. Highway 175 Fax: 880-1603 Fran Bardwell, Coordinator Alternative Campus (DAEP) 880-1320 309 E. Market Fax: 880-1323 Edna Duncan, Coordinator iv Table of Contents PREFACE ......................................................................................................................................11 SECTION I: PARENTAL RIGHTS .............................................................................................. 12 CONSENT, OPT-OUT, AND REFUSAL RIGHTS ................................................................. 12 Consent to Conduct a Psychological Evaluation .................................................................. 12 Consent to Display a Student’s Original Works and Personal Information .......................... 12 Consent to Video or Audio Record a Student When Not Otherwise Permitted by Law ....... 12 Prohibiting the Use of Corporal Punishment ........................................................................ 12 Objecting to the Release of Directory Information ............................................................... 13 Surveys ...................................................................................................................................... REMOVING A STUDENT FROM INSTRUCTION OR EXCUSING A STUDENT FROM A REQUIRED COMPONENT OF INSTRUCTION ....................................................................... Reciting a Portion of the Declaration of Independence in Grades 3–12 ............................... 13 Reciting the Pledges to the U.S. and Texas Flags ................................................................. 13 Religious or Moral Beliefs .................................................................................................... 14 Tutoring or Test Preparation ................................................................................................. 14 RIGHT OF ACCESS TO STUDENT RECORDS, CURRICULUM MATERIALS, AND DISTRICT RECORDS ............................................................................................................. 14 Instructional Materials .......................................................................................................... 14 Notices of Certain Student Misconduct to Noncustodial Parent .......................................... 14 Student Records .................................................................................................................... 14 Accessing Student Records ............................................................................................... 14 Authorized Inspection and Use of Student Records ......................................................... 15 Teacher and Staff Professional Qualifications ...................................................................... 18 STUDENTS WITH EXCEPTIONALITIES OR SPECIAL CIRCUMSTANCES................... 18 Children of Military Families ............................................................................................... 18 Parental Role in Certain Classroom and School Assignments ............................................. 18 Multiple Birth Siblings ..................................................................................................... 18 Safety Transfers/Assignments ........................................................................................... 18 Students Who Have Learning Difficulties or Who Need Special Education Services ......... 19 Students Who Receive Special Education Services with Other School-Aged Children in the Home ..................................................................................................................................... 20 Students Who Speak a Primary Language Other than English ............................................. 20 Students With Physical or Mental Impairments Protected under Section 504 ..................... 20 SECTION II: OTHER IMPORTANT INFORMATION FOR STUDENTS AND PARENTS .... 21 ADMISSIONS & ENROLLMENT………………………………………………………...…21 ABSENCES/ATTENDANCE................................................................................................... 21 v Compulsory Attendance ........................................................................................................ 22 Age 18 and Older .............................................................................................................. 22 Between Ages 6 and 18 ..................................................................................................... 22 Prekindergarten and Kindergarten .................................................................................... 22 Exemptions to Compulsory Attendance................................................................................ 22 All Grade Levels ............................................................................................................... 22 Failure to Comply with Compulsory Attendance ................................................................. 23 All Grade Levels ............................................................................................................... 23 Attendance for Credit or Final Grade (Kindergarten Through Grade 12) ............................ 23 Official Attendance-Taking Time (All Grade Levels) .......................................................... 24 Documentation after an Absence (All Grade Levels) ........................................................... 25 Doctor’s Note after an Absence for Illness (All Grade Levels) ............................................ 25 ACCOUNTABILITY UNDER STATE AND FEDERAL LAW (All Grade Levels) ............... 25 ASSEMBLIES………………………………………………………………………………...26 ATTENDANCE AREA ASSIGNMENTS AND INTRADISTRICT TRANSFER…………...26 BULLYING (All Grade Levels) ..............................................................................................
Recommended publications
  • THOUSAND MILE SONG Also by David Rothenberg
    THOUSAND MILE SONG Also by David Rothenberg Is It Painful to Think? Hand’s End Sudden Music Blue Cliff Record Always the Mountains Why Birds Sing THOUSAND MILE SONG Whale Music In a Sea of Sound DAVID ROTHENBERG A Member of the Perseus Books Group New York Copyright © 2008 by David Rothenberg Published by Basic Books, A Member of the Perseus Books Group All rights reserved. Printed in the United States of America. No part of this book may be reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews. For information, address Basic Books, 387 Park Avenue South, New York, NY 10016–8810. Books published by Basic Books are available at special discounts for bulk purchases in the United States by corporations, institutions, and other organizations. For more information, please contact the Special Markets Department at the Perseus Books Group, 2300 Chestnut Street, Suite 200, Philadelphia, PA 19103, or call (800) 255–1514, or e-mail [email protected]. Designed by Linda Mark Set in 12 pt Granjon by The Perseus Books Group Library of Congress Cataloging-in-Publication Data Rothenberg, David, 1962- Thousand mile song: whale music in a sea of sound / David Rothenberg. p. cm. Includes bibliographical references and index. ISBN 978-0-465-07128-9 (alk. paper) 1. Whales—Behavior. 2. Whale sounds. I. Title. QL737.C4R63 2008 599.5’1594—dc22 2007048161 10 9 8 7 6 5 4 3 2 1 CONTENTS 1 WE DIDN’T KNOW, WE DIDN’T KNOW: Whale Song Hits the Charts 1 2GONNA GROW
    [Show full text]
  • FNT School Ratings 2008 WORTH.Indd
    2008 TAKS Ratings Requirements for Each Rating Category Base Indicators Exemplary Recognized Academically Acceptable TAKS (2007-2008) Meets 90% standard for Meets 75% standard for each Meets each standard: All students group meeting each subject. subject minimum size: OR Reading/ELA…..65% African American meets 70% floor and Writing…………65% Hispanic Required Improvement Social Studies….65% White Mathematics…...45% Econ. Disadv. Science………...40% OR meets Required Improvement SDAA II (2008) Meets 90% standard Meets 70% standard Meets 50% standard All students (if meets minimum (Met ARD Expectations) (Met ARD Expectations) (Met ARD Expectations) size criteria) OR meets 65% floor and OR meets Required Improvement Required Improvement Completion Rate I Meets 95.0% standard Meets 85.0% standard Meets 75.0% standard (class of 2007) OR OR All students group meeting meets 80.0% floor and meets Required Improvement minimum size: Required Improvement African American Hispanic White Econ. Disadv. Annual Dropout Rate Meets 0.2% standard Meets 0.7% standard Meets 1.0% standard (2006-07) All students group meeting minimum size: African American Hispanic White Econ. Disadv. Additional Provisions Exceptions Exceptions cannot be used Exceptions cannot be used to Applied if district/campus would be to move to a rating of move to a rating of Academically Unacceptable due to not Exemplary. Recognized. meeting the Academically Acceptable criteria on up to 3 test measures. Check for Academically A district with a campus A district with a campus rated Does not apply to Academically Unacceptable Campuses (District rated Academically Academically Unacceptable Acceptable districts. Only) Unacceptable cannot be cannot be rated Recognized.
    [Show full text]
  • Music Preferences: a Gateway to Where? by Delia Regan
    Music Preferences: A Gateway to Where? Delia Regan Anna Maria College Author’s Note Delia Regan (‘21), Music Therapy Honor Student, Anna Maria College This thesis was prepared for HON 490-01 Seniors Honors Seminar under the instruction of Professor Travis Maruska, Associate Professor of Humanities, Anna Maria College. Correspondence concerning this article should be addressed by electronic mail. Contact: [email protected], [email protected] ​ ​ ​ 1 Abstract This paper discusses the impact of peer pressure on shared music preferences which was conducted through a survey and group interviews. The information on the development of music preferences provides the reader with background on how the music preference process begins. Peer pressure is also discussed from early childhood into adulthood. The solidification of music preferences happens around the same age as college-aged individuals, which overlaps with a decrease in the impact of peer pressure. The research focuses on college-aged individuals who completed a survey on their music preferences in individual and group settings, and then were put into groups to determine if a social setting would influence their responses to the same questions. Overall, a distinct relationship between peer pressure and music preference could not be made. Keywords: College-Aged, Group Cohesion, Music, Music Preference, Peer Pressure, ​ Social Consequence 2 Music Preferences What does music taste say about a person? Music is usually a part of daily life, whether people are aware of it or not. It can help people express themselves, regulate their emotions, and, when used clinically, can help a person regain the ability to walk. Music is powerful, but what draws people to it? Studies have been done to try and determine why people are attracted to music, and they have created multiple theories trying to answer this question.
    [Show full text]
  • Song & Music in the Movement
    Transcript: Song & Music in the Movement A Conversation with Candie Carawan, Charles Cobb, Bettie Mae Fikes, Worth Long, Charles Neblett, and Hollis Watkins, September 19 – 20, 2017. Tuesday, September 19, 2017 Song_2017.09.19_01TASCAM Charlie Cobb: [00:41] So the recorders are on and the levels are okay. Okay. This is a fairly simple process here and informal. What I want to get, as you all know, is conversation about music and the Movement. And what I'm going to do—I'm not giving elaborate introductions. I'm going to go around the table and name who's here for the record, for the recorded record. Beyond that, I will depend on each one of you in your first, in this first round of comments to introduce yourselves however you wish. To the extent that I feel it necessary, I will prod you if I feel you've left something out that I think is important, which is one of the prerogatives of the moderator. [Laughs] Other than that, it's pretty loose going around the table—and this will be the order in which we'll also speak—Chuck Neblett, Hollis Watkins, Worth Long, Candie Carawan, Bettie Mae Fikes. I could say things like, from Carbondale, Illinois and Mississippi and Worth Long: Atlanta. Cobb: Durham, North Carolina. Tennessee and Alabama, I'm not gonna do all of that. You all can give whatever geographical description of yourself within the context of discussing the music. What I do want in this first round is, since all of you are important voices in terms of music and culture in the Movement—to talk about how you made your way to the Freedom Singers and freedom singing.
    [Show full text]
  • Michigan's Copper Country" Lets You Experience the Require the Efforts of Many People with Different Excitement of the Discovery and Development of the Backgrounds
    Michigan’s Copper Country Ellis W. Courter Contribution to Michigan Geology 92 01 Table of Contents Preface .................................................................................................................. 2 The Keweenaw Peninsula ........................................................................................... 3 The Primitive Miners ................................................................................................. 6 Europeans Come to the Copper Country ....................................................................... 12 The Legend of the Ontonagon Copper Boulder ............................................................... 18 The Copper Rush .................................................................................................... 22 The Pioneer Mining Companies................................................................................... 33 The Portage Lake District ......................................................................................... 44 Civil War Times ...................................................................................................... 51 The Beginning of the Calumet and Hecla ...................................................................... 59 Along the Way to Maturity......................................................................................... 68 Down the South Range ............................................................................................. 80 West of the Ontonagon............................................................................................
    [Show full text]
  • Michael C. Posner V. Equity Title Insurance Agency, Inc. : Brief of Appellee Utah Court of Appeals
    Brigham Young University Law School BYU Law Digital Commons Utah Court of Appeals Briefs 2005 Michael C. Posner v. Equity Title Insurance Agency, Inc. : Brief of Appellee Utah Court of Appeals Follow this and additional works at: https://digitalcommons.law.byu.edu/byu_ca2 Part of the Law Commons Original Brief Submitted to the Utah Court of Appeals; digitized by the Howard W. Hunter Law Library, J. Reuben Clark Law School, Brigham Young University, Provo, Utah; machine-generated OCR, may contain errors. Catherine James; Michael Goldsmith; Attorneys for Plaintiff/Appellant. David M. Bennion; Parsons, Behle & Latimer; Attorneys for Defendant/Appellee . Recommended Citation Brief of Appellee, Posner v. Equity Title Insurance Agency, Inc., No. 20050556 (Utah Court of Appeals, 2005). https://digitalcommons.law.byu.edu/byu_ca2/5870 This Brief of Appellee is brought to you for free and open access by BYU Law Digital Commons. It has been accepted for inclusion in Utah Court of Appeals Briefs by an authorized administrator of BYU Law Digital Commons. Policies regarding these Utah briefs are available at http://digitalcommons.law.byu.edu/utah_court_briefs/policies.html. Please contact the Repository Manager at [email protected] with questions or feedback. IN THE UTAH COURT OF APPEALS MICHAEL C. POSNER, Appeal No. 20050556-CA District Court No. 040901853 Plaintiff/Appellant, vs. EQUITY TITLE INSURANCE AGENCY, INC., a Utah Corporation, Defendant/Appellee. BRIEF OF APPELLEE Appeal from the Order Issued by the Third Judicial District Court, The Honorable Tyrone E. Medley, Presiding Granting Equity Title's Motion for Summary Judgment Against Plaintiff Catherine James David M. Bennion (5664) 5945 Sierra Drive PARSONS BEHLE & LATIMER Mountain Green, Utah 84050 One Utah Center 201 South Main Street, Suite 1800 Michael Goldsmith Post Office Box 45898 58 West Oberland Ct.
    [Show full text]
  • “Taps" “Taps,” As We Currently Know It, Came About in 1862. Composed
    Newsletter 8 May 25 The History of “Taps" “Taps,” as we currently know it, came about in 1862. Composed right after the Seven Days Battles, a bloody battle that waged for a week in the summer of 1862, the song was intended to mourn the fallen. The two armies, led by Confederate General Robert E. Lee and Union Major General George B. McClellan, suffered over 36,000 casualties combined. While the Union Army was driven back down the Virginia Peninsula with Lee’s army continuing on toward Maryland, those who survived would not call either side victorious. One woman who witnessed the aftermath wrote, “Death held a carnival in our city.” After the shock of that battle, the Army of the Potomac was camped at Harrison’s Landing on the James River in Virginia, resting and recuperating, when Brigadier General Daniel Butterfield summoned Private Oliver Willcox Gordon, the brigade bugler, to his tent. Butterfield expressed not liking the bugle call used for Lights Out, because he thought it was too formal. According to Private Gordon, “During the early part of the Civil War I was bugler at the Headquarters of Butterfield’s Brigade, Meroll’s Division, Fitz-John Porter’s Corp, Army of the Potomac. Up to July, 1862, the Infantry call for Taps was that set down in Casey’s Tactics, which Mr. Kobbe says was borrowed from the French. One day, soon after the seven days battles on the Peninsular, when the Army of the Potomac was lying in camp at Harrison’s Landing, General Daniel Butterfield, then commanding our Brigade, sent for me, and showing me some notes on a staff written in pencil on the back of an envelope, asked me to sound them on my bugle.
    [Show full text]
  • Short Story Contest October 2020
    Short Story Contest October 2020 PROMPT: You had developed a habit of sleepwalking. But you weren’t alone now — it seemed like the whole town had started sleepwalking at night, too. The Sleepwalkers by Margy Ragsdale shouldn’t have been surprised; ever since the pandemic hit, everyone’s sleep patterns I have changed. It’s just that no one thought covid-19 would also cause a pandemic of somnambulism—you know, sleepwalking. I’ve been a sleepwalker all my life. From the time I was able to stand on my own two feet, those two feet have been taking me on moonlit strolls out of bed, to the kitchen, the living room, sometimes even out of the house, without me being awake or aware. I have showered, cooked, cleaned, and eaten—and once I even drove—while seemingly completely asleep. I accepted it when my parents, sleepover friends, dorm mates and others told me I had been walking and talking in my sleep again, and frankly, I felt a little special, having the ability to navigate the world wide asleep. But then the pandemic hit and I wasn’t special at all any more. I don’t know why I’m bothering to write this down, it’s stupid. Everyone knows what happened, and maybe even why, but I’m still processing the whole thing and this is how I process. Write it down, write it all down. Okay. Approximately seventeen lifetimes ago, we first read about “novel coronavirus COVID19”, whatever. Seems it hit a few cruise ships, but what’s so new about that? You couldn’t get me on one of those germ incubators on a good year, so no skin off my nose.
    [Show full text]
  • WGBH/NOVA #4220 Making North America: Origins KIRK JOHNSON
    WGBH/NOVA #4220 Making North America: Origins KIRK JOHNSON (Sant Director, Smithsonian National Museum of Natural History): North America, the land that we love: it looks pretty familiar, don’t you think? Well, think again! The ground that we walk on is full of surprises, if you know where to look. 00:25 As a geologist, the Grand Canyon is perhaps the best place in the world. Every single one of these layers tells its own story about what North America was like when that layer was deposited. So, are you ready for a little time-travelling? 00:38 I’m Kirk Johnson, the director of the Smithsonian National Museum of Natural History, and I’m taking off on the fieldtrip of a lifetime,… 00:50 Look at that rock there. That is crazy! …to find out, “How did our amazing continent get to be the way it is?” EMILY WOLIN (Geophysicist): Underneath Lake Superior, that’s about 30 miles of volcanic rock. KIRK JOHNSON: Thirty miles of volcanic rock? How did the landscape shape the creatures that lived and died here? Fourteen-foot-long fish, in Kansas. That’s what I’m telling you! 01:14 And how did we turn the rocks of our homeland… Ho-ho. Oh, man! …into riches? This thing is phenomenal. In this episode, we hunt down the clues to our continent’s epic past. 01:26 You can see new land being formed, right in front of your eyes. Why does this golf course hold the secret to the rise and fall of the Rockies? What forces nearly cracked North America in half? And is it possible that the New York City skyline… I’ve always wanted to do this.
    [Show full text]
  • Watersheds and the Streams That Flow Through Them
    Missouri Streams Fact Sheet Written by Del Lobb & Suzanne Femmer Edited by Sarah Wolken What is a watershed? A watershed is the total land and underground area that supplies WWW atersheds are ex- water, sediment and dissolved materials to a stream. The area of tremely complex systems land that water runs off of before it drains into a stream is called a and their features are surface watershed, catchment area, drainage basin or basin (Figure constantly changing. 1). A surface watershed catches snow, rain and other types of precipitation that fall on the land. Then the surface watershed delivers some of the precipitation to the stream. Uplands, floodplains, riparian corridors and stream channels are all part of the surface watershed. Just as important as the surface watershed is the underground area, called the recharge area or groundwater source area, that Figure 1 delivers groundwater to a stream. What factors control how a watershed works? Climate, geology, topography, hydrology, soils, land use and other factors influence watersheds and the streams that flow through them. We have to understand how these factors affect watersheds and streams before we can protect those systems. We also need to understand how and why different parts of the watershed form and change. Climate Climate is the major force shaping the land and controlling streamflow. The climate of an area is determined by the area’s latitude, elevation, vegetation, topography and nearness to the oceans or other large water bodies. Together these factors determine temperatures, humidity, wind, precipitation and evaporation in a watershed. Weathering factors, such as rain, snow, wind, glaciers and temperature changes, erode soil and rock formations and change the topography of the watershed.
    [Show full text]
  • Response to Reviewer 1 We Thank the Reviewer for Their Helpful Comments
    Response to reviewer 1 We thank the reviewer for their helpful comments. Please find below our response and details of the corrections to the manuscript. (Reviewer's comments in black and our comments in blue). The use of ‘permafrost’ and ‘near-surface permafrost’ is a bit unclear in the text. The authors can state upfront the definition for near-surface permafrost and use it where appropriate. Page 1980, Line3: ‘....is less than 3m for the preceding two years is assumed to have permafrost’. Definition of permafrost and near-surface permafrost to be provided in the text upfront. Page 1984, Line18: ‘all permafrost points (a) and all points (b)’. I think this should be near-surface permafrost points and all permafrost points. Thanks for the comment. We see this wasn't very clear in the text. We have now stated it more clearly, replacing page 1980, line 3:“Our definition of near-surface permafrost is a grid-cell with ALT less than 3 m for two or more consecutive years.”, and we have added the words 'near-surface' in all places where it is relevant. The experiments orgmossD and orgmossDS differ in SWE. The authors indicate that in the old zero-layer snow scheme, the insulation from snow was incorporated in the top layer of the soil. How exactly is this done? What about the hydrology part? This is not clear from reading the text. I would suggest that the authors add few more lines to clarify this in this text. To address this question we have firstly re-written section 2.2.4 as follows: “In the original multi-layer snow scheme, numerical stability requires that the layered snow is only used when the snow depth is 10 cm or greater, and the old, zero-layer snow scheme is used for shallower snow.
    [Show full text]
  • Origins of Public Speaking Chapter 2
    www.publicspeakingproject.org origins of public speaking chapter 2 By: Peter A. DeCaro, Ph.D. University of Alaska, Fairbanks, AK introduction chapter outline: The art of public speaking was practiced chapter objectives: • Introduction long before the Greeks wrote about it in After reading this chapter, you should be • Ancient Greece their treatises more than 2,500 years able to: o The Rise of Democracy ago. For Greek men, it was a way of o The Nature of Rhetoric life, a way of being, just like football 1. Identify the historical events that o Dialectics and Logic and baseball are to us today. We led up to democracy and the o The Rhetorical Approach attribute today’s field of communication recognition of persuasion and • The Roman Republic’s Adoption to the ancient Greeks because they were public speaking as art forms in of Rhetoric the first to systematize the art of public Athens, Greece. o Cicero’s Influence Quintillion’s Influence speaking, which they called “rhetoric.” 2. Describe the nature of public o speaking in Athens during the 5th • The Middle Ages The art, or use of public speaking, is century B.C. and the role it o St. Augustine quite different today than when it was played in a democratic society. o Christianity practiced by the Greeks, and then the 3. Apply Plato’s approach to • The Renaissance Romans. Theirs was a time that didn’t dialectics and logic. o The Humanists The Rationalists have multimedia - television, radio, 4. Explain Aristotle’s descriptions of o • The Modern Period internet, movies, newspapers, and the rhetoric and public speaking.
    [Show full text]