GENERAL ASSEMBLY OF NORTH CAROLINA

SESSION 1999

S	3 

SENATE BILL 1177
Education/Higher Education Committee Substitute Adopted 6/15/00
Education/Higher Education Committee Substitute No. 2 Adopted 6/22/00

Short Title:  Enhanced Character Education.	(Public)

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Sponsors:

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Referred to: 

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May 9, 2000

A BILL TO BE ENTITLED
AN ACT TO STRENGTHEN AND ENHANCE THE CURRICULUM FOR CHARACTER EDUCATION AND TO APPROPRIATE FUNDS TO IMPLEMENT THE CURRICULUM.
The General Assembly of North Carolina enacts:
Section 1.  G.S. 115C-81 is amended by adding a new subsection to read:
"( h1)	Enhanced Character Education. – Local boards of education that require the teaching of character education under subsection (h) of this section shall incorporate into their programs the following additional curriculum:
(1)	Respect for teachers. – Holding teachers, school administrators, and all school personnel in high esteem; demonstrating in words and deeds that all school personnel deserve to be treated with courtesy and proper deference.  In order to emphasize this character trait, schools may include instruction on respectful forms of address that students should use when addressing school employees on school property.  These forms of address may include the use of 'Yes, Ma'am', 'No, Ma'am', 'Yes, Sir', 'No, Sir', and the use of an appropriate title such as 'Mr.', 'Mrs.', 'Miss', or 'Ms.'.
(2)	Responsibility for school safety. – Creating a harmonious school atmosphere that is free from assaultive threats, weapons, and violent or disruptive behavior; cultivating an orderly learning environment where students and school personnel feel safe and secure; encouraging the resolution of conflicts and disagreements through peaceful means including peer mediation.
(3)	Good citizenship. – Obeying the laws of the nation and this State; abiding by school rules; understanding the rights and responsibilities of the members of a democracy."
Section 2.  G.S. 115C-81(h) reads as rewritten:
"(h)	Character Education. – Local boards of education are strongly encouraged to require the teaching of the following character traits in the public schools:
(1)	Courage. – Having the determination to do the right thing even when others don't and the strength to follow your conscience rather than the crowd; and attempting difficult things that are worthwhile.
(2)	Good judgment. – Choosing worthy goals and setting proper priorities; thinking through the consequences of your actions; and basing decisions on practical wisdom and good sense.
(3)	Integrity. – Having the inner strength to be truthful, trustworthy, and honest in all things; acting justly and honorably.
(4)	Kindness. – Being considerate, courteous, helpful, and understanding of others; showing care, compassion, friendship, and generosity; and treating others as you would like to be treated.
(5)	Perseverance. – Being persistent in the pursuit of worthy objectives in spite of difficulty, opposition, or discouragement; and exhibiting patience and having the fortitude to try again when confronted with delays, mistakes, or failures.
(6)	Respect. – Showing high regard for authority, for other people, for self, for property, and for country; and understanding that all people have value as human beings.
(7)	Responsibility. – Being dependable in carrying out obligations and duties; showing reliability and consistency in words and conduct; being accountable for your own actions; and being committed to active involvement in your community.
(8)	Self-Discipline. – Demonstrating hard work and commitment to purpose; regulating yourself for improvement and restraining from inappropriate behaviors; being in proper control of your words, actions, impulses, and desires; choosing abstinence from premarital sex, drugs, alcohol, and other harmful substances and behaviors; and doing your best in all situations. 
A program to teach the above character traits and those under subsection (h1)	of this section may incorporate volunteerism.  Volunteerism includes rendering a service of one's own free will with no promise of compensation to others in the community, being actively involved in school by offering to help other students achieve academic success through programs such as student mentoring, developing a sense of caring for others, and participating as a responsible citizen in the community.  Public schools also may use service-learning as a tool to enrich the curriculum by helping students to relate their service experience directly to knowledge and skills learned in the classroom."
Section 3.  There is appropriated from the General Fund to the State Board of Education the sum of twenty-five thousand dollars ($25,000) for the 2000-2001 fiscal year.  The State Board shall use these funds to assist local school administrative units to implement this act.
Section 4.  Section 3 of this act becomes effective July 1, 2000.  The remainder of this act becomes effective September 1, 2001.