| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2021-2022
school year.
(1) School districts and open-enrollment charter schools
are required to provide instruction in the essential knowledge and
skills for positive character traits and personal skills outlined
in this subchapter at least once in the following grade bands: Kindergarten-Grade
2, Grades 3-5, Grades 6-8, and Grades 9-12.
(2) School districts may provide the required instruction
in a variety of arrangements, including through a stand-alone course
or by integrating the positive character traits standards in the essential
knowledge and skills for one or more courses or subject areas at the
appropriate grade levels.
(b) Introduction.
(1) Character education introduces students to character
traits and personal skills that empower them to be good citizens who
are trustworthy, responsible, and caring. The character traits and
personal skills reflect positive beliefs, attitudes, and mindsets;
provide opportunities for self-reflection; and permit students to
apply effective strategies to make decisions, solve problems, and
behave responsibly.
(2) The standards for positive character traits and
personal skills are comprised of four strands: trustworthiness, responsibility,
caring, and citizenship. Each strand consists of the following character
traits and personal skills.
(A) Trustworthiness: honesty, integrity, loyalty, punctuality,
and reliability.
(B) Responsibility: accountability, diligence, perseverance,
self-control, and self-management.
(C) Caring: interpersonal skills, including charity,
compassion, consideration, cooperation, empathy, generosity, kindness,
and patience.
(D) Good citizenship: having concern for the common
good and the community; having respect for authority, law, justice,
and the rights of others; being free from prejudice; having gratitude
and school pride; being courteous, fair, and patriotic; and making
responsible decisions.
(3) Students are expected to develop an awareness of
self-identity as well as recognize multiple perspectives, differences,
diversity, biases, and the social and cultural context in which they
live.
(4) The knowledge and skills for positive character
traits and personal skills are organized in the following grade bands:
Kindergarten-Grade 2, Grades 3-5, Grades 6-8, and Grades 9-12. However,
due to the complexity of the concepts, student expectations and knowledge
and skills statements cannot be taught, discussed, or viewed in isolation.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Trustworthiness. The student understands how trustworthiness
is viewed in society, politics, and the local and global community.
The student is expected to:
(A) examine how the power to make decisions relates
to personal actions;
(B) analyze how the decisions and actions of leaders
in society, government, and the local and global community demonstrate
loyalty and integrity; and
(C) examine the legal and social consequences of unethical
behavior.
(2) Responsibility. The student understands how leaders
demonstrate responsibility in relationships, families, societies,
politics, and the global community. The student is expected to:
(A) identify and describe personal role models who
demonstrate what it means to be accountable for words and actions;
(B) identify and discuss real-world examples of taking
personal responsibility for one's words and actions;
(C) identify and evaluate strategies for practicing
self-management skills in a variety of situations; and
(D) differentiate between and give examples of diligence
and perseverance and identify strategies for demonstrating perseverance.
(3) Caring. The student understands how interpersonal
skills and characteristics of caring influence society and impact
the global community. The student is expected to:
(A) evaluate one's personal attitudes and mindsets
about self and others;
(B) discuss how feelings, decision making, personal
behaviors, and interpersonal skills can impact professional and social
relationships; and
(C) identify strategies for how a person can show empathy
through one's actions.
(4) Good citizenship. The student understands how responsible
decision making and good citizenship influence one's personal view
of society and the local and global community. The student is expected
to:
(A) explain the impact of personal actions and responsible
decision making on the family, school, and local and global community;
(B) describe how justice, fairness, and freedom are
related;
(C) apply conflict resolution skills; and
(D) participate in constructive dialogues with those
of differing viewpoints.
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