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NATIONAL SOCIAL STUDIES STANDARDS FROM NCSS
IV: INDIVIDUAL DEVELOPMENT AND IDENTITY
Social studies programs should include experiences that provide for the study of individual development and identity.
Personal identity is shaped by one's culture, by groups, and by institutional influences. How do people learn? Why do
people behave as they do? What influences how people learn, perceive, and grow? How do people meet their basic needs
in a variety of contexts? Questions such as these are central to the study of how individuals develop from youth to
adulthood. Examination of various forms of human behavior enhances understanding of the relationships among social
norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles
underlying individual action. In schools, this theme typically appears in units and courses dealing with psychology and
anthropology.
Given the nature of individual development and our own cultural context, students need to be aware of the processes of
learning, growth, and development at every level of their school experience. In the early grades, for example, observing
brothers, sisters, and older adults, looking at family photo albums, remembering past achievements and projecting
oneself into the future, and comparing the patterns of behavior evident in people of different age groups are appropriate
activities because young learners develop their personal identities in the context of families, peers, schools, and
communities. Central to this development are the exploration, identification, and analysis of how individuals relate to
others. In the middle grades, issues of personal identity are refocused as the individual begins to explain self in relation to
others in the society and culture. At the high school level, students need to encounter multiple opportunities to examine
contemporary patterns of human behavior, using methods from the behavioral sciences to apply core concepts drawn from
psychology, social psychology, sociology, and anthropology as they apply to individuals, societies, and cultures.
V: INDIVIDUALS, GROUPS, AND INSTITIUTIONS
Social studies programs should include experiences that provide for the study of interactions among individuals, groups,
and institutions.
Institutions such as schools, churches, families, government agencies, and the courts all play an integral role in our lives.
These and other institutions exert enormous influence over us, yet institutions are no more than organizational
embodiments to further the core social values of those who comprise them. Thus, it is important that students know how
institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how
institutions can be maintained or changed. The study of individuals, groups, and institutions, drawing upon sociology,
anthropology, and other disciplines, prepares students to ask and answer questions such as: What is the role of
institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role
in institutional change? In schools, this theme typically appears in units and courses dealing with sociology, anthropology,
psychology, political science, and history.
Young children should be given opportunities to examine various institutions that affect their lives and influence their
thinking. They should be assisted in recognizing the tensions that occur when the goals, values, and principles of two or
more institutions or groups conflict-for example, when the school board prohibits candy machines in schools vs. a class
project to install a candy machine to help raise money for the local hospital. They should also have opportunities to explore
ways in which institutions such as churches or health care networks are created to respond to changing individual and
group needs. Middle school learners will benefit from varied experiences through which they examine the ways in which
institutions change over time, promote social conformity, and influence culture. They should be encouraged to use this
understanding to suggest ways to work through institutional change for the common good. High school students must
understand the paradigms and traditions that undergird social and political institutions. They should be provided
opportunities to examine, use, and add to the body of knowledge related to the behavioral sciences and social theory as it
relates to the ways people and groups organize themselves around common needs, beliefs, and interests.
VI: POWER, AUTHORITY, AND GOVERNANCE
Social studies programs should include experiences that provide for the study of how people create and change structures
of power, authority, and governance.
Understanding the historical development of structures of power, authority, and governance and their evolving functions in
contemporary U.S. society, as well as in other parts of the world, is essential for developing civic competence. In exploring
this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained,
used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed?
How can we keep government responsive to its citizens' needs and interests? How can individual rights be protected
within the context of majority rule? By examining the purposes and characteristics of various governance systems, learners
develop an understanding of how groups and nations attempt to resolve conflicts and seek to establish order and security.
Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and
concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the
persistent issues and social problems encountered in public life. They do so by applying concepts and methods of political
science and law. In schools, this theme typically appears in units and courses dealing with government, politics, political
science, history, law, and other social sciences.
Learners in the early grades explore their natural and developing sense of fairness and order as they experience
relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specific
contexts. During the middle school years, these rights and responsibilities are applied in more complex contexts with
emphasis on new applications. High school students develop their abilities in the use of abstract principles. They study the
various systems that have been developed over the centuries to allocate and employ power and authority in the governing
process. At every level, learners should have opportunities to apply their knowledge and skills to and participate in the
workings of the various levels of power, authority, and governance.
X: CIVIC IDEALS AND PRACTICES
Social studies programs should include experiences that provide for the study of how people create and change structures
of power, authority, and governance.
Understanding the historical development of structures of power, authority, and governance and their evolving functions in
contemporary U.S. society, as well as in other parts of the world, is essential for developing civic competence. In exploring
this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained,
used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed?
How can we keep government responsive to its citizens' needs and interests? How can individual rights be protected
within the context of majority rule? By examining the purposes and characteristics of various governance systems, learners
develop an understanding of how groups and nations attempt to resolve conflicts and seek to establish order and security.
Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and
concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the
persistent issues and social problems encountered in public life. They do so by applying concepts and methods of political
science and law. In schools, this theme typically appears in units and courses dealing with government, politics, political
science, history, law, and other social sciences.
Learners in the early grades explore their natural and developing sense of fairness and order as they experience
relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specific
contexts. During the middle school years, these rights and responsibilities are applied in more complex contexts with
emphasis on new applications. High school students develop their abilities in the use of abstract principles. They study the
various systems that have been developed over the centuries to allocate and employ power and authority in the governing
process. At every level, learners should have opportunities to apply their knowledge and skills to and participate in the
workings of the various levels of power, authority, and governance.
STANDARDS BY STATE
ALABAMA:
State Mandate:
A minimum of ten minutes per day of character education is required for all K-12 students, as mandated in Section 16-6B-2
(h), Code of Alabama 1975. 1995 legislation requires character education. Gov. Don Siegelman has proposed legislation
patterned after the Louisiana courtesy legislation that requires students to address teachers by titles and has introduced a
“Governor’s Respect for Teachers Award.” On April 20, 2001 Executive Order No. 50 was passed, establishing the
Alabama Advisory Council for Safe Schools.
Standards Being Developed
________________________________________
ALASKA:
Social Studies
Government and Citizenship
Content Standards: A, B, E
ALASKA: Skills for a Healthy Life
Content Standards: B, C, D
ALASKA CHARACTER EDUCATION:
Alaska: The 1998 Character Education Project in Alaska incorporated plans for school reform in character education
for citizenship, and healthy life skills.
________________________________________
ARIZONA:
Social Studies
Correlates to Strand 3 (Civics/Government)
Concepts: 1, 3, 4
ARIZONA: Workplace Skills Standards
Standard 4:
ESSENTIALS (Grades 4-8)
4WP-E1. Identify ways to build mutual trust and respect and develop an action plan
for negotiating concerns
4WP-E4. Assume leadership roles in team settings
Standard 6:
6WP-F1. Identify the components and how they fit together in community and social
systems
The character education content of the SIX PILLARS OF CHARACTER series is also correlated directly to Arizona
Standards by the Arizona Department of Education.
For Character Education Alignment to Arizona State Standards, go to the Arizona Department of Education web site:
http://www.ade.state.az.us/charactered/alignment.asp
Legislation:
The Arizona legislature passed a bill (SB 1369) giving K-12 schools authority to include character education instruction
and expands the use of public school fees to fund character education. The legislation also provides guidelines for
adopting character traits and for activities to reinforce their application. The measure was introduced by Sen. David
Petersen. The year before, in 1999, a bill to encourage character education based on models such as Character First
and Character Counts! was passed by the legislature, but vetoed by the governor. The Governor recently appointed a
character education commission, a task force of business leaders and educators to identify ways to fund character
education and integrate character education into the curriculum.
________________________________________
ARKANSAS:
State Mandate:
Arkansas legislation requires character education (Act 631 of 1997).
Civics
5. Citizenship Students shall develop an understanding of the rights and responsibilities of citizens.
C.5.3.2
C.5.4.4
C.5.2.2
C.5.2.2
C.5.1.2
C.5.K.2
C.5.5.9
C.5.5.10
C.5.6.8
C.5.6.9
C.5.5.15
C.5.6.14
Character-Centered Teaching (CCT) - Integrate lessons on character into the school's overall academic program.
________________________________________
CALIFORNIA:
Character Education
THE CALIFORNIA MANDATE FOR CHARACTER EDUCATION:
Education Code Section 233.5(a)
Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice,
patriotism, and a true comprehension of the rights, duties, and dignity of American citizenship, and the meaning of
equality and human dignity, including the promotion of harmonious relations, kindness toward domestic pets and the
humane treatment of living creatures, to teach them to avoid idleness, profanity, and falsehood, and to instruct them in
manners and morals and the principles of a free government. (b) Each teacher is also encouraged to create and foster
an environment that encourages pupils to realize their full potential and that is free from discriminatory attitudes,
practices, events, or activities, in order to prevent acts of hate violence, as defined in subdivision (e) of Section 233.
RESOLUTION FOR CHARACTER EDUCATION MONTH:
State Board of Education Resolution recognizing October 2007 as Character Education Month.
WHEREAS, the State Superintendent of Public Instruction and the California State Board of Education believe that all
students enrolled in the California Public Schools have the right to a comprehensive curriculum that promotes a
common core of personal and social values as the basis of good character;
WHEREAS, the State Superintendent of Public Instruction and the California State Board believe that America’s
heritage and laws reflect a common core of personal and social values that holds the citizens of this democracy
responsible for acting morally and ethically, being actively involved in school and community, resolving differences
peacefully, and respecting the rights, dignity and property of others;
WHEREAS, the State Superintendent of Public Instruction and the California State Board believe that the character of
our state is only as strong as the character of each individual citizen;
WHEREAS, although character development is, first and foremost, an obligation of families, the efforts of faith
communities, schools, youth, and civic and human services organizations also play a very significant role in
supporting families to foster and promote good character;
WHEREAS, state law calls upon educators to impress upon students the principles of morality, truth, justice,
patriotism, and a true comprehension of the rights, duties, and dignity of American citizenship, and the meaning of
equality and human dignity, all of which result in awakening students to the moral and ethical virtues that build a
fundamental strength of character; and
WHEREAS, an effective character education program requires an intentional, proactive, consistent, and
comprehensive approach that promotes a common core of personal and social values in all phases of school life, a
core that includes trustworthiness, respect, responsibility, fairness, caring, citizenship, civic virtue, honesty, and
personal responsibility; now, therefore, be it
RESOLVED, that the State Superintendent of Public Instruction and the California State Board of Education join in
proclaiming and observing the month of October 2007, as Character Education Month and be it further
RESOLVED, that throughout the year, the Superintendent of Public Instruction and the California State Board of
Education encourage local educational agencies throughout California to promote effective character education
programs by taking a proactive and comprehensive approach to promote responsible, ethical, civic minded behavior in
all phases of school life.
JACK O'CONNELL
President, California State Board of Education
KENNETH NOONAN
State Superintendent of Public Instruction
Legislation:
State’s education code requires teaching of character development traits and was recently redrafted to increase
emphasis on character development. Additionally, legislation (AB2028) was passed on May 30, 2000 that would create
a list of model character education programs for schools.
CALIFORNIA: History-Social Science
Grade 3: Continuity and Change
Standard 3.4
Grade 4: California: A Changing State
Standard 4.5
Grade 5: Making a New Nation
Standard 5.7
Grade 12: Principles of American Democracy and Economics
Standards: 12.1; 12.2; 12.3; 12.4; 12.6
CALIFORNIA: Physical Education
Grades 4,5, 6: Standard 5 (all components—Self-Responsibility, Social Interaction, Group Dynamics)
Students demonstrate and utilize knowledge of psychological and
sociological concepts, principles, and strategies that apply to the
learning and performance of physical activity.
________________________________________
COLORADO:
Social Studies
Civics Standards:
Grades 5-8: 1.1; 1.3; 2.3; 4.1; 4.2; 4.3; 4.4
COLORADO MANDATE FOR CHARACTER EDUCATION
COLORADO STATE BOARD OF EDUCATION
RESOLUTION TO INITIATE
COLORADO CHARACTER EDUCATION DAY
WHEREAS, character is a cornerstone of the democratic society,
and
WHEREAS character is a moral and ethical quality needed to
sustain the individual citizen, and
WHEREAS American students have a right to the knowledge of
their moral heritage, and
WHEREAS schools should provide instruction to students in core character
qualities that transcend cultural, religious, and socioeconomic
differences such as: common courtesy, respect for person and
property, civic and personal responsibility, and honest and fair
dealings, and
WHEREAS our students need to learn about public and personal virtues and
positive behavior, and
WHEREAS when you plant the seeds of virtue, virtue will grow, for you
reap what you sow,”
BE IT RESOLVED that the citizens of Colorado celebrate the planting and
growth of the seeds of character by the observation of
Colorado Character Education Day” each year;
BE IT FURTHER RESOLVED that the Colorado State Board of Education
call on the Colorado State Legislature, the Governor, the Department of
Education, and all school districts, boards of education, public schools,
colleges, and universities in Colorado to designate and annually set aside
the fourth Friday of October to study, discuss, and demonstrate the
significance of Character Education;
BE IT FURTHER RESOLVED that the State Board of Education
vigorously promote the implementation and
celebration of Colorado Character Education
Day.”
Adopted April 9, 1998; Readopted October 7, 1999
Legislation:
Governor Bill Owens signed into law HB 01-1292, which “encourages school districts to develop and strengthen
character education in Colorado’s schools by providing instruction to students on developmental tools and core
character qualities that transcend cultural, religious and socioeconomic differences.” The bill also states that “while
parents are the primary and most important moral educators of their children, such efforts should be reinforced in the
school and community environments… research indicating that core character qualities such as family support,
community involvement, positive peer influence, motivation to achieve, respect for person and property, common
courtesy, conflict resolution, integrity, honesty, fairness, a sense of civil and personal responsibility, purpose and self-
respect help give youth the basic interpersonal skills and attributes that are critical building blocks for successful
relationships.”
_______________________________________
CONNECTICUT:
Civics and Government:
6. Rights and Responsibilities of Citizens
Connecticut’s Common Core of Learning:
Aspects of Character
Responsibility and Integrity
Students demonstrate a sense of ethics, and take responsibility for their commitments and actions
As part of education in Grades K-12, students will:
• Demonstrate honesty, dependability and self control;
• Assume responsibility for their behavior, think before they act, consider the consequences on all people affected
by their actions, and assume responsibility for the consequences of those actions;
• Develop criteria for making informed judgments and decisions, and uphold their beliefs in order to conduct
themselves in a moral, ethical and legal manner; and
• Assume primary responsibility for learning, including identifying their needs and setting reasonable goals.
Character Education Support:
The Connecticut State Department of Education received a $250,000 Partnerships in Character Education Pilot Project
grant in 1996 from the U.S. Department of Education to establish character education programs. There is currently no
legislation proposed for character education, however the State Department of Education does encourage districts to
address character education in their curriculum.
________________________________________
DELAWARE:
Civics Standard Two: Students will understand the principles and ideals underlying the American political system
[Politics].
Civics Standard Three: Students will understand the responsibilities, rights, and privileges of United States citizens
[Citizenship].
Civics Standard Four: Students will develop and employ the civic skills necessary for effective, participatory
citizenship [Participation].
Also Addresses:
Liberty & Citizenship
Delaware Recommended Curriculum
Social Studies 4-5
Legislation:
Legislation enacted during the 1994-95 school year and generous resources support school-based intervention
programs that positively effect school climate, discipline and safety. While schools are using resources to implement
character education, legislators intentionally avoided using the specific term “character education” due to past
objections to the term “values education.” In May, 2001, Delaware hosted it’s first Character Rally, a two-day event
founded by Junior Achievement of Delaware to provide a fundamental understanding of ethics and the importance of
building character in the lives of youth. More than 5,000 eighth graders attended.
________________________________________
DISTRICT OF COLUMBIA: (WASHINGTON D.C.)
Civic Values:
2.2. Students describe the rights and responsibilities of citizenship.
1. Identify the rights and responsibilities that students have in the school as citizens and members of the school
community (e.g., right to vote
in a class election, responsibility to follow school rules, responsibility not to harm one another, and responsibility to
respect each other’s
feelings). (P)
3. Define the meaning of words associated with good citizenship (e.g., politeness, achievement, courage, honesty, and
reliability). (P)
2.4. Students understand the importance of individual action and character, and they explain, from examining
biographies, how people who have acted righteously have made a difference in others’ lives and have achieved the
status of heroes in the remote and recent past. (P, S)
D.C. Character Education Initiative - An initiative that connects character-building content and instructional strategies
with existing curriculum standards to improve overall school climate.
________________________________________
FLORIDA:
State Mandate: 1999 legislation
(A+ Plan for Education) requires character education similar to that set forth in Character Counts! 2000: Gov. Jeb Bush
promoted the “Not in My School” program, scheduled to begin during the 2000-2001 school year. The program
encourages high school principals to work with students on monitoring their schools for crime, to hold conflict
resolution sessions, and to have students talk with their parents about school-related issues.
Government and the Citizen [Civics and Government]
Standard 2: The student understands the role of the citizen in American democracy. (SS.C.2.2)
Grades: 3-5
SS.C.2.2.1
SS.C.2.2.2
SS.C.2.2.3
SS.C.2.2.4
SS.C.2.2.5
Standard 2: The student understands the role of the citizen in American democracy. (SS.C.2.3)
Grades: 6
SS.C.2.3.1
SS.C.2.3.2
SS.C.2.3.3
SS.C.2.3.4
SS.C.2.3.5
SS.C.2.3.6
SS.C.2.3.7
________________________________________
GEORGIA:
State Mandate:
1997 legislation requires character education based on 27 traits. Follow-up legislation passed the same year
mandates that the state develop resources for character education based on 27 traits. Legislation patterned after the
Louisiana courtesy legislation is currently being considered. Section 20-2-145 of the Georgia State Code, amended in
1999, declares that by the start of the 1999-2000 school year, 29 traits will be taught.
Government/Civic Understandings
SS4CG1
SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and
principles, both personal and civic.
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty,
patriotism, courage, trustworthiness).
SS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution.
SS3CG2 The student will describe how the historical figures in SS3H2a display positive character traits of cooperation,
diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of
authority.
________________________________________
HAWAII:
Career and Life Skills
Grade 4:
Standard 3: Skills for Life and Work
Standard 5: Individual, Family, and Community Development
Grade 5:
Standard 2: Career and Life Planning (making choices)
Standard 3: Skills for Life and Work
Standard 5: Individual, Family, and Community Development
Grade 6:
Standard 3: Skills for Life and Work
Standard 5: Individual, Family, and Community Development
Social Studies
Grade 4:
Standard 5: Political Science / Civics-Governance, Power, Authority
Standard 7: Political Science / Civics—Global Cooperation
Standard 8: Political Science / Civics-Citizenship
Grade 5:
Standard 5: Political Science / Civics-Governance, Power, Authority
Standard 7: Political Science / Civics—Global Cooperation
Standard 8: Political Science / Civics-Citizenship
Grade 6:
Standard 5: Political Science / Civics- Governance, Power, Authority
Standard 8: Political Science / Civics-Citizenship
THE HAWAII MANDATE FOR CHARACTER EDUCATION
Hawaii: Currently, the Board of Education has adopted character education as a policy.
2001 Legislation, H.B. NO. 437 has also been passed. This bill requires schools to teach character education.
________________________________________
IDAHO:
Social Studies
Standard 4: Civics and Government
Grade 4:
Goal 4.1
Goal 4.3
Goal 4.4
Grade 5:
Goal 5.1
Goal 5.3.
Goal 5.4
Grade 6:
Goal 6.1
Goal 6.3
Goal 6.4
IDAHO POSITION STATEMENT AND ADOPTION: CHARACTER EDUCATION
ADOPTION EFFECTIVE
JAN. 1, 2002 - DEC. 31, 2010
STATE DEPARTMENT OF EDUCATION
Civic Education Coordinator
MATT MCCARTER
208-332-6961
MAMcCarter@sde.idaho.gov
CHARACTER EDUCATION
Position Statement: Character Education
Character Education is the deliberate effort to help people understand, care
about, and act upon core values such as respect, responsibility, trustworthiness,
self-discipline, caring and fairness. It seeks to provide students with repeated,
real-life experiences at home, at school and in the community. It holds all school
members—staff and students alike—accountable to standards of conduct
consistent with the school’s professed core values.
A strong emphasis is placed on embedding character-building experiences in all
phases of school life, including the formal curriculum and culture of the school.
Schools are encouraged to revise their existing curricula by creating
opportunities throughout all disciplines for teaching values and character.
Responding to teachable ethical moments that spontaneously arise throughout
the school day and year is also essential.
In addition to defining values in terms of observable behavior, modeling them at
every opportunity is critical. A major focus of character education is applying
core values to everyday life.
Idaho schools are encouraged to work with their parents and community
members to select, define and apply their core values. Partnering with parents
and other community stakeholders in the entire character education effort is
essential to fostering an ethical society as well as civil and caring communities.
Differences in identified core values from community to community dictate that
school districts carefully study materials they are considering for purchase.
School districts are encouraged to select materials that enhance their existing
curriculum rather than create “add-on” programs.
State Support:
In 2000, the Idaho State Department of Education was awarded a $1 million, four-year Partnerships in Character
Education Pilot Project grant from the U.S. Department of Education. One component of the grant is to provide
professional development, guidance and resources for Idaho teachers, schools and their communities in embedding
character traits and life skills into their existing curriculum and instruction. Idaho’s project establishes Character
Traits/Life Skills Institutes as the way schools and their community teams access appropriate assistance in
developing character education/life skills action plans. The federal funds supplement efforts already underway in
Idaho that utilize local school funds, state innovative project monies, non-profit foundations and other funding sources.
_______________________________________
ILLINOIS:
STATE GOAL 14: Understand political systems, with an emphasis on the United States.
C. Understand election processes and responsibilities of citizens.
14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community,
workplace, state and nation (e.g., voting, protection under the law).
14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states
and the nation.
State Support:
Illinois State Board of Education is in partnership with five school districts to develop, implement, test, and replicate
effective character education models throughout the state.
________________________________________
INDIANA:
State Mandate:
1937 legislation requires character education, referring to it as “good citizenship.” The legislation was updated in
1995. Legislation patterned after the Louisiana courtesy legislation is currently being considered. 2000: Gov. Frank O’
Bannon announced that he wants Indiana to be “a national leader in making character count” and that the state would
be joining with Anderson University to establish the Center for Character Development to promote character education
in Indiana’s schools and communities. In October 2000, the Indianapolis Colts’ Peyton Manning became their honorary
spokesperson.
Grade 4:
Standard 2
Roles of Citizens
4.2.5 Give examples of how citizens can participate in their state government and
explain the right and responsibility of voting.
4.2.6 Define and provide examples of civic virtues* in a democracy.
Example: Individual responsibility, self-discipline/self-governance, civility,
respect for the rights and dignity of all individuals, honesty, respect for the law,
courage, compassion, patriotism, fairness and commitment to the common good
Roles of Citizens
5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility,
cooperation, respect and responsible participation. (Individuals, Society and
Culture)
5.2.9 Examine ways by which citizens may effectively voice opinions, monitor
government, and bring about change in government including voting and
participation in the election process.
5.2.10 Use a variety of information resources to identify and evaluate contemporary
issues that involve civic responsibility, individual rights and the common good.
________________________________________
IOWA:
Iowa Governor Tom Vilsack has signed legislation (HB 2454) encouraging school districts to establish character
education programs. The new law directs the state department of education to partner with schools, nonprofit
organizations and institutions of higher education to design and implement character education programs that may be
integrated into classroom instruction. “Each school is encouraged to instill the highest character and academic
excellence in each student, in close cooperation with the student's parents, and with input from the community and
educators…. Whenever possible, the department shall develop partnerships… to design and implement character
education programs that may be integrated into classroom instruction and may be carried out with other educational
reforms.”
________________________________________
KANSAS:
Social Studies
Civics-Government
Grades 4, 5, 6:
Benchmark 2: The student understands the shared ideals and diversity of American society and political culture.
Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active
civic participant.
Character Education
THE KANSAS MANDATE FOR CHARACTER EDUCATION
Kansas Character Development Legislation (SB 68 Sec 5)
New Se. 5 (a) Upon request of a school district, the state board shall assist in the development of a grade appropriate
curriculum for character development programs which may be offered to students in the school district. Nothing in
this subsection shall be construed as requiring the state board to develop a new curriculum or a new character
development program.
(b) As used in this section:
(1) “Character development program” means a program which is secular in nature and which stresses character
qualities,
(2) “Character qualities” means positive character qualities which include, but is not limited to, honesty, responsibility,
attentiveness, patience, kindness, respect, self-control, tolerance, cooperation, initiative, patriotism and citizenship.
After receiving a Partnerships in Character Education Pilot Project grant from the U.S. Department of Education,
Kansas sponsored 24 districts in designing and implementing character education programs that incorporate six
elements of character: caring, civic virtue, justice and fairness, respect, responsibility and trustworthiness.
________________________________________
KENTUCKY:
Academic Expectations
2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them
to real-life situations.
2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights
and responsibilities of citizens in a democracy.
Grade 4:
SS-4-GC-U-3
Students will understand that all citizens of Kentucky have rights and responsibilities as members of a democratic
society, including civic participation.
SS-4-GC-S-2
Students will explore rights and responsibilities:
a) describe, give examples, and compare rights and responsibilities
b) describe the benefits of citizenship and find examples of citizenship in current events/news media
Grade 5:
SS-5-GC-U-5
Students will understand that as members of a democratic society, all citizens of the United States have certain rights
and responsibilities, including civic participation.
SS-5-GC-S-4
Students will investigate the rights and responsibilities of U.S. citizens:
a) describe and give examples of specific rights guaranteed to all U.S. citizens in the Bill of Rights (e.g., freedom of
religion, freedom of speech, freedom of press) and explain why they are important today
b) describe some of the responsibilities U.S. citizens have in order for democratic governments to function
effectively (e.g. voting, community service, paying taxes) and find examples of civic participation in current
events/news (e.g., television, radio, articles, Internet)
Legislation:
House Bill 157, which would make character education a part of the state’s model school curriculum, was passed on
March 28, 2000. A state-mandated “Learning Goals and Academic Expectations” for students addresses character
education-like objectives. Legislation patterned after the Louisiana courtesy legislation is currently being considered.
The state has a Character Education Project designed to foster the development of character traits in Kentucky’s
children. It is closely allied with the Kentucky Safe School Act (House Bill 330), and the Title IV, Safe and Drug Free
Schools and Communities Program. Kentucky has adopted 10 character traits.
________________________________________
LOUISIANA:
Legislation:
H.B. 102 passed in 1998 and requires the Department of Education to establish a character education clearinghouse
and to distribute information to all districts on various character education nonsectarian practices, models and
potential funding sources. The law specifically states that any city or parish school system may offer a character
education curriculum, but does not require them to do so. (It “permits” city and parish school boards to offer
character education curriculum.) Gov. Mike Foster does not support the use of any single program or set of character
traits. The state’s role as an information disseminator is clearly defined. Additionally, a 1999 bill requires that students
address all school employees as “ma’am” or “sir.” This first “school manners” law passed in the country has led to
other states to look toward similar legislation. Gov. Foster has also established the “Outstanding Character Education
Awards” program, which he has funded privately for the past two years.
Bulletin 741:
Policy Statement:
Approved by BESE on March 25, 1999, "Districts shall develop a character education philosophy and implementation
plan consistent with locally developed curriculum."
Civics: Strand Two
§501. Citizenship and Government
§503. Benchmarks K-4
A. In Grades K-4, what students know and are able to do includes:
4. Roles of the Citizen
a. C-1D-E1: Explaining the meaning of citizenship and the means by which individuals become citizens of the United
States (1, 3, 5);
b. C-1D-E2: Describing the rights and responsibilities of citizenship in a democratic society (1, 5);
c. C-1D-E3: Identifying and discussing civic traits that are important to the preservation and improvement of American
constitutional democracy (1, 4, 5);
d. C-1D-E4: Describing the many ways that citizens can participate in and contribute to their communities and to
American society (1, 2, 4, 5);
e. C-1D-E5: Discussing issues related to citizenship and public service (1, 3, 5).
§505. Benchmarks 5-8
A. As students in Grades 5-8 extend their knowledge, what they know and are able to do includes:
4. Roles of the Citizen
a. C-1D-M1: Explaining the meaning of citizenship and the requirements for citizenship and naturalization in the United
States (1, 5);
b. C-1D-M2: Identifying the rights and responsibilities of citizens and explaining their importance to
the individual and to society (1, 4, 5);
c. C-1D-M3: Discussing issues involving the rights and responsibilities of individuals in American society
(1, 2, 4, 5);
d. C-1D-M4: Describing the many ways by which citizens can organize, monitor, and help to shape politics and
government at local, state, and national levels (1, 2, 3, 4, 5);
e. C-1D-M5: Communicating the importance of knowledge to competent and responsible political
participation and leadership (1, 4, 5);
§1109. Third Grade
B. Civics: Strand Two
3. Roles of the Citizens
a. GLE 29: Identify the qualities of people who were leaders and good citizens as shown by their honesty,
courage, trustworthiness, and patriotism (C-1D-E3);
b. GLE 30: Identify a state issue and describe how good citizenship can help solve the problem (e.g.,
participation in an anti-litter campaign) (C-1D-E5);
§1111. Fourth Grade
B. Civics: Strand Two
4. Roles of the Citizen
b. GLE 33: Identify the rights and responsibilities of citizenship in making the nation a better place to live (C-1D-E2); Title
28, Part CXXI,21 Louisiana Administrative Code November 2005
c. GLE 34: Discuss civic traits of good citizenship that are important to the preservation and improvement of American
constitutional democracy, using an excerpt from a speech, address, or essay which illustrates those traits (C-1D-E3)
(C-1D-E4);
d. GLE 35: Identify a national issue and describe how good citizenship can help solve the problem (C-1D-E5)
_______________________________________
MAINE:
Social Studies
Learning Results: Parameters for Essential Instruction
Content Area:
B. Civics and Government
2. Rights, Duties, Responsibilities, and Citizen Participation in Government
Taking Responsibility Guiding Principles:
Standards for Ethical and Responsible Behavior
IV. A RESPONSIBLE AND INVOLVED CITIZEN
V. A COLLABORATIVE AND QUALITY WORKER
Legislation:
Enacted Public Law, 1999, Chapter 351 of the Maine Statutes (as amended from Maine Law, 1821) established
Statewide Standards for Behavior that state, “In consultation with organizations representing school boards, school
administrators, teachers, parents and other interested local officials and community members, the commissioner
shall develop statewide standards for responsible and ethical student behavior.” The law sets specific standards
based upon the February 2001 report of the Commission for Ethical and Responsible Student Behavior, Taking
Responsibility. The report helps communities develop standards by suggesting processes and programs for long-term
changes in attitudes, structures and climate in schools. All Maine schools are required to develop codes of conduct
based upon this report. These standards call for the teaching and modeling of values that will result in educating
academically successful students of good character. The importance of character is implied throughout the language
of the Maine’s Common Core as well as in the academic standards of Learning Results formally adopted by the Maine
Legislature in 1996.
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MARYLAND:
Standard 1.0 Political Science
Students will understand the historical development and current status of the fundamental concepts and processes of
authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become
responsible citizens.
Topic
C. Protecting Rights and Maintaining Order
While state legislation currently encourages character education, Sen. Larry E. Haines (R-Carroll), introduced
legislation (SB 737) in March 2000 to mandate that all Maryland public schools develop curricula to teach basic moral
values. 1978 legislation adopted a resolution establishing Maryland’s Values Education Commission. In 1983, the
Commission defined 10 character and eight citizenship goals. The Maryland Partnership in Character Education is
working to integrate character education into the state’s 24 school systems. Maryland was the first state to appoint a
statewide character education coordinator.
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MASSACHUSETTS:
MA History and Social Sciences Framework:
Grade 3:
Civics and Government
6. Give examples of why it is necessary for communities to have governments (e.g., governments provide order and
protect rights). (C)
7. Give examples of the different ways people in a community can influence their local government (e.g., by voting,
running for office, or participating in meetings). (C)
Grade 4:
Civics and Government
Grade 5:
Civics and Government
8. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state,
county, and municipal. (C)
State Support:
In 1999 Gov. Paul Cellucci announced his support for Summer Institutes About Character Education. In 2001 Fund Code
750 was introduced to support planning for the integration of character education into Massachusetts’ public school
curriculum.
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MICHIGAN:
C5 Roles of the Citizen in American Democracy
Explain important rights and how, when, and where American citizens demonstrate their responsibilities by
participating in government.
4 – C5.0.1 Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office,
respecting the law, being informed and attentive to public issues, paying taxes, registering to vote
and voting knowledgeably, serving as a juror).
4 – C5.0.2 Describe the relationship between rights and responsibilities of citizenship.
4 – C5.0.3 Explain why rights have limits.
4 – C5.0.4 Describe ways citizens can work together to promote the values and principles of American
democracy.
The six core values of Character Education are integrated throughout the kindergarten through sixth grade lessons of
the Michigan Model®.
• Trustworthiness
• Respect
• Responsibility
• Caring
• Justice & Fairness
• Civic Virtue & Citizenship
State Support:
Adopted character education resolution on October 24, 1996 to empower and encourage public schools to provide
character education in a safe setting conducive to learning, based on the principles of our governing documents,
including the principles of the First Amendment, and maintaining separation of church and state.
________________________________________
MINNESOTA:
GOVERNMENT AND CITIZENSHIP GRADES 4-8
Strand: VII. GOVERNMENT AND CITIZENSHIP
A. Civic Values, Skills, Rights and responsibilities
State Support:
Does not require character education in state code or policy. Character education decisions are made at the local
level. Local decisions are supported by the Comprehensive Goals identified in Minnesota statute 120B.02.
________________________________________
MISSISSIPPI:
Grade 3:
2. Acquire the characteristics to be a responsible citizen in the United States. (C, H, G, E)
a. Define the necessity and purpose(s) of government in a community.
b. Recognize that there are different forms of government in different communities around the world.
c. Explain the purpose of rules and laws and why they are important to a community
(e.g., recycling, energy conservation, courteous public behavior, etc.).
d. Identify some important beliefs commonly held by Americans about themselves and their government (e.g.,
individual rights and freedoms, common good, respect for law, importance of work, education, volunteerism, conflict
resolution, etc.).
e. Explain the most important responsibilities of local government to the community.
f. Explain why certain civic responsibilities (e.g., civic protocol, and studying historical figures, etc.) are important
to individuals and to the community.
g. Recognize responsibilities of the individual as they relate to the student's community
(e.g., respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the
democratic process, work for the common good, etc.).
Grade 4:
2. Acquire the characteristics to be a responsible citizen at the local, state, national and international level. (C, H, G,
E)
a. Explain the functions, responsibilities, and histories of governments.
b. Explain the process of electing local and state officials.
c. Explain the student's role as a responsible citizen (e.g., justice, equality, responsibility, freedom, integrity, loyalty,
honesty, diversity, compassion, fairness, courage, authority, rule of law, etc.).
d. Recognize responsibilities of the individual at home school, community and state(e.g., courteous public behavior,
respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the
democratic process, and work for the common good).
Grade 5:
5. Analyze the ideals, principles, and practices of citizenship in a democratic society. (C, H)
a. Explain the meaning of American citizenship (e.g., change in definition of citizen over time, the process of
becoming a citizen, etc.).
b. Identify the character traits that are important to the preservation and improvement of American constitutional
democracy (e.g., courage, honesty, individual responsibility, compassion, patriotism, loyalty, freedom, integrity,
fairness, justice, equality, diversity, authority, rule of law, etc.).
c. Identify civic rights and responsibilities (e.g., voting, paying taxes, etc.).
Senate Bill 2121 authorizes local school districts to develop and implement a comprehensive K-12 program for
Character Education. Such programs require approval from the State Board of Education. The following procedure
will be implemented in order to gain approval for such program.
1.0 Definitions
1.1 Character traits- as defined in Senate Bill 2121, " ...shall reflect and keep with the spirit and letter of the following
founding documents: the Mississippi Constitution of 1890; the Constitution of the United States of America; the
Declaration of Independence, and state and federal law."
1.2 Assessment of character traits- as defined in Senate Bill 2121, "...shall be limited to and must reflect the material
taught in the classroom. Student shall not be evaluated in any way as to whether the students evidence a specific
character trait in their own lives."
Senate Bill 2121 passed by the 1999 Legislature encourages but does not require public schools to teach character
traits. Legislation patterned after the Louisiana courtesy legislation that requires students to address teachers by
titles is currently being considered.
________________________________________
MISSOURI:
Standard 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United
States.
Grade 4 Benchmark:
Knowledge of the following principles and ideas:
2. Citizens have both rights and responsibilities:
• Rights include freedoms of religion, speech, press; to assemble peacefully; to petition the government; and to be
treated fairly by the government.
• Responsibilities include respect for the rights of others and treating others fairly (justice).
State Support:
CHARACTERplus was established in 1988 by parents, educators and business leaders. It is now the nation’s largest
community-wide response to the challenges of character education.
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MONTANA:
Social Studies
Social Studies Standards 1 and 2
Through Grades 4 and 8:
Students analyze how people create and change structures of power, authority, and
governance to understand the operation of government and to demonstrate civic
responsibility.
THE MONTANA MANDATE FOR CHARACTER EDUCATION
Montana: Senate Bill #418 introduced in the 2001 State Legislature calls for directive character education that
promotes honesty, temperance, morality, courtesy, respect for self, parents and others, and obedience to law.
________________________________________
NEBRASKA:
Social Studies
GRADE 4:
4.13 Students will describe the process of making laws, carrying out laws, and determining
if laws have been violated.
GRADE 5:
5.3.2 By the end of fifth grade, students will summarize the rights and responsibilities of
United States citizens.
BY GRADE 8:
8.3.7 Students will summarize the rights and responsibilities of United States citizens.
Character Education
State Mandate:
1997 education bill supports character education-like skills and 1996 legislation mandates character education.
Teachers in violation of the legislation are subject to a misdemeanor.
NEBRASKA MANDATE FOR CHARACTER EDUCATION
From Doug Christensen, Commissioner of Education:
Educating children to become productive, honest citizens has long been a goal of the people of
Nebraska. In 1927, State Senator Allen S. Stinson of Knox County introduced legislation
defining the schools' role in Character Education. Such personal characteristics as honesty,
morality, courtesy, obedience to law, respect for the national flag, the Constitution of the United
States, the Constitution of the State of Nebraska, and for parents and the home have been
identified in Nebraska Law 79-725 as desirable attributes for Nebraska citizens.
The Nebraska Character Education Guidelines have been published to help Nebraska educators
implement the intent of this law and strengthen the character traits of Nebraska's young people.
These Guidelines, designed by teachers, community members and representatives of the
University of Nebraska and the State Department of Education, were developed to give direction
to administrators and teachers as they design programs and curriculum that effectively integrate
Character Education concepts into individual classrooms and the total school climate.
Effectively implemented, Character Education is not a stand-alone program but woven into the
very fabric of all that schools and communities teach and do.
Research indicates that the most successful Character Education programs are a comprehensive
effort involving families, schools and entire communities. Hence, in these Guidelines, one will
see references to how the character traits can be practiced and strengthened in each of these
settings.
Full text available at: The Nebraska Department of Education web site: www.nde.ne.gov
________________________________________
NEVADA:
Social Studies
Civics Standards: 1.0; 4.0
________________________________________
NEW HAMPSHIRE:
Social Studies Curriculum Framework
Theme B: Civic Ideals, Practices, and Engagement
SS:CV:4: Rights and Responsibilities
SS:CV:2:4.1
SS:CV:4:4.1
SS:CV:2:4.2
State Support:
1995 received a state Safe and Drug Free Schools and Communities Grant to address the occurrence of violent
incidences on school grounds.
________________________________________
NEW JERSEY:
Social Studies
STANDARD 6.2 (Civics) All students will know, understand and appreciate the values and principles of American
democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.
Also fulfills concepts described in 6.2 strands for:
GRADES 3-4:
GRADES 5-8:
Career Education and Consumer, Family, and Life Skills
STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order to be
functional members of society.
Also fulfills concepts described in 9.2 strands for:
GRADES 3-4
GRADES 5-8
Legislation:
The New Jersey legislature has, for a second year, approved an appropriation of $4.75 million for the New Jersey
Character Education Partnership Initiative, which provides state-aid funds on a formula basis to all public school
districts, charter schools, special education services districts, educational services commissions and State-Operated
Education Facilities. The Bureau of Policy Analysis and Program Development Office of Educational Support Services
at the NJ Department of Education (contact: Philip Brown) is responsible for approving applications to use the funds
appropriately and for providing guidance and support services. Assembly, No. 1548 encourages the development of
character education programs.
________________________________________
NEW MEXICO:
Social Studies
Strand: Civics and Government
Content Standards (Grades 5-8): III-A; III-C; III-D
THE NEW MEXICO MANDATE FOR CHARACTER EDUCATION
Through the adoption of the New Mexico Standards for Excellence, the Public Education Department addresses the
issue of character education under 6.30.2.8. This section identifies personal qualities of individuals that New Mexico
schools and communities recognize and promote character education as a means to achieve student success as
responsible, productive, and caring citizens.
The New Mexico Character Education Partnership brings together the New Mexico Public Education Department,
Albuquerque Public Schools and NM School districts/charter schools in a project to build statewide leadership for
sustainable character education in New Mexico schools and communities.
________________________________________
NEW YORK:
Social Studies
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the United States and other nations; the United States Constitution; the
basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship,
including avenues of participation.
Character Education
THE NEW YORK MANDATE FOR CHARACTER EDUCATION
September 2001:
The State Legislature and the Governor have enacted a new law which requires instruction in civility, citizenship and
character education. The new law amends existing Education Law as follows:
"§801-a. Instruction in civility, citizenship and character education. The regents shall ensure that the course of
instruction in grades kindergarten through twelve includes a component on civility, citizenship and character
education. Such component shall instruct students on the principles of honesty, tolerance, personal responsibility,
respect for others, observance of laws and rules, courtesy, dignity and other traits which will enhance the quality of
their experiences in, and contributions to, the community. The regents shall determine how to incorporate such
component in existing curricula and the commissioner shall promulgate any regulations needed to carry out such
determination of the regents."
New York State Learning Standards for social studies and for health, physical education, and family and consumer
sciences include many of the elements listed in the Project SAVE curricular requirements. State Social Studies
Standard 5, Civics, Citizenship, and Government, focuses on basic civic values such as justice, honesty, self-discipline,
due process, equality, majority rule with respect for minority rights, and respect for self, others, and property. This
standard also emphasizes the important rights, roles, and responsibilities of citizenship, including ways that citizens
can participate in our constitutional democracy. The one-half unit social studies requirement, participation in
government, reinforces these concepts and provides a culminating learning experience for students as they prepare
to assume the roles of citizens in our society. Learning Standard 2 for health, physical education and family and
consumer sciences, A Safe and Healthy Environment, calls for students to demonstrate personally and socially
responsible behavior, to care for and respect themselves and others, to recognize threats to the environment and to
demonstrate responsible personal and social behavior while engaged in physical activity.
School districts are encouraged to establish a process for analyzing their existing efforts, kindergarten through
twelfth grade, in providing instruction in civility, citizenship and character education. Through this process, districts
can build upon established practices to strengthen curriculum and staff development in these areas. Attached are
lists of materials to assist school districts in complying with the requirements for instruction in civility, citizenship and
character education. These lists are offered as a resource to school districts in meeting the requirements of the SAVE
legislation. Updated information can be found at www.emsc.nysed.gov as it becomes available.
Legislation:
(2000 SAVE Act) Mandates that K-12 teaching include a component on civility, citizenship and character education
instructing students on the principles of honesty, tolerance, personal responsibility, respect for others, observance of
laws and rules, dignity and other traits. These are to be incorporated in existing curriculum. Education Law A4816,
referred to the Committee on Education in February 2001, requires development of curriculum in character education.
______________________________________
NORTH CAROLINA:
Social Studies Curriculum
CITIZENSHIP: PEOPLE MAKING A DIFFERENCE
Strands: Individual Development and Identity, Cultures and Diversity, Historical Perspectives, Government and Active
Citizenship
Competency Goal 1: The learner will characterize qualities of good citizenship by identifying people who made a
difference in the community and other social environments.
Competency Goal 2: The learner will analyze the multiple roles that individuals perform in families, workplaces, and
communities.
Competency Goal 3: The learner will examine how individuals can initiate change in families, neighborhoods, and
communities.
Guidance Curriculum:
Elementary Personal Social Development
Competency Goal 7: The learner will acquire the attitudes, knowledge and interpersonal skills to help understand and
respect self and others. (National Standard 7)
Key Connections:
Character Education, Senate Bill 1139, 1996
Service Learning: A Goals 2000 initiative of the National Governor's Association
SCANS Foundation Skills: Personal Qualities: individual responsibility, self-esteem, sociability, self-management, and
integrity
State Mandate:
In August 2001, Governor Mike Easley signed H.B. 195, “The Student Citizen Act of 2001,” which requires schools to
implement character education programs and to establish dress codes for their students. The proposed budget under
consideration by the General Assembly allocates $200,000 for the implementation of character education programs.
________________________________________
NORTH DAKOTA:
Social Studies
Standard 4: Students understand the historical impact of political institution and the role of the citizen in government
and society.
Benchmarks:
3.4.1
4.4.1
5.4.1, 5.4.3, 5.4.4
Standard 6: Students understand the role culture plays in shaping human development and behavior
3.6.2
NORTH DAKOTA AND CHARACTER EDUCATION
Courses in Character Education are not mandated by the state. However, article 15-38-10 of the North Dakota Century
Code states that "Each teacher in the public school must provide moral instruction tending to impress upon the minds
of pupils the importance of truthfulness, temperance, purity, public spirit, patriotism, international peace, respect for
honest labor, obedience to parents and deference to old age". Also, Article VIII, Section 149 of the Constitution of North
Dakota states "In all schools instruction shall be given as far as practicable in those branches of knowledge that tend
to impress upon the mind the vital importance of truthfulness, temperance, purity, public spirit and respect for honest
labor of every kind."
_______________________________________
OHIO:
Citizenship Rights and Responsibilities
Students use knowledge of the rights and responsibilities of citizenship in order to examine and
evaluate civic ideals and to participate in community life and the American democratic system.
Benchmark A: Explain how citizens take part in civic life in order to promote the common good.
Grade Three
Participation 1. Describe how people help to make the community a better
place in which to
Grade Four
Participation 1. Describe the ways in which citizens can promote the
common good and influence their government
Benchmark B: Identify rights and responsibilities of citizenship in the United States that are
important for preserving democratic government.
Grade Three
Rights and
Responsibilities
3. Describe the responsibilities of citizenship
Grade Four
Rights and
Responsibilities
2. Explain why personal responsibilities (e.g., taking
advantage of the opportunity to be educated) and civic
responsibilities (e.g., obeying the law and respecting the
rights of others) are important.
3. Explain the importance of leadership and public service.
4. Explain why characteristics such as respect for the rights of
others, fairness, reliability, honesty, wisdom and courage
are desirable qualities in the people citizens select as their
leaders.
Grade Five
Rights and
Responsibilities
2. Explain the obligations of upholding the U.S. Constitution
Legislation:
(2000) Ohio House Bill 282 earmarks $1million for character education.
________________________________________
OKLAHOMA:
Social Studies
Civics / Government
Content Standards 5-8:
V. What are the Roles of the Citizen in American Democracy?
• What is citizenship?
• What are the rights of citizens?
• What are the responsibilities of citizens?
• What dispositions or traits of character are important to the preservation and improvement of American
constitutional democracy?
How can citizens take part in civic life?
THE OKLAHOMA MANDATE FOR CHARACTER EDUCATION
The Oklahoma State Legislature established a character education grant program in House Bill 1704 in 2005.
Initial funding for the character education programs was later provided through House Bill 1133 in 2007.
The grants are administered through the Oklahoma State Department of Education as the Oklahoma Schools of
Character Grant.
This site includes resources and information about Oklahoma's Schools of Character grants and provides links to
information useful in developing a Character Education program.
Additional Legislation:
1999 legislation, HB 1765, authorizes district school boards of education to develop and make available character
education programs. The local school boards of the school districts of this state may develop and implement a
comprehensive program for character education in grades K-6. This program shall focus on students’ development of
character traits, the kind and manner found in available curriculum. “It being immediately necessary for the
preservation of the public peace, health and safety, an emergency is hereby declared to exist, by reason whereof this
act shall take effect.”
_______________________________________
OREGON:
Social Sciences
Civics and Government
Grade 5:
Content Standard
* Understand the roles, rights, and responsibilities of citizens in the United States.
Applies to the following Standards
SS.03.CG.02
SS.05.CG.04
SS.05.CG.04.01
SS.08.CG.04
SS.08.CG.04.01
SS.CM.CG.04
SS.CM.CG.04.01
SS.CM.CG.04.02
Content Standard
• Understand the participatory obligations of U.S. citizens.
• Applies to the following Standards
SS.03.CG.03
SS.05.CG.05
SS.05.CG.05.01
SS.08.CG.05
SS.08.CG.05.01
SS.CM.CG.05
SS.CM.CG.05.01
Content Standard
* Understand how individuals, groups, and international organizations influence government.
Applies to the following Standards
SS.05.CG.06
SS.05.CG.06.01
SS.08.CG.06
SS.08.CG.06.01
SS.CM.CG.06
SS.CM.CG.06.01
SS.CM.CG.06.02
SS.CM.CG.06.03
Career Related Learning
Personal Management
CCG: Develop competence in personal management that contributes to fulfilling and balancing responsibilities of
multiple life roles (i.e., individual, learner, producer, consumer, family member, citizen).
Benchmark 1
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Describe responsibilities of a student.
Identify the impact of one’s own behavior on other individuals and groups.
Demonstrate skills and behaviors necessary to get along with others: respect, sharing, helping, and caring.
Benchmark 2
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Describe the importance of personal responsibility and good work habits in the family, school, and community.
Demonstrate how one’s behavior impacts outcomes and consequences.
Identify potential sources of conflict with classmates and family members, and suggest strategies for resolving
them.
Benchmark 3
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Demonstrate good work habits in various family, school, and community related tasks.
Recognize and explain the differences between socially responsible and socially irresponsible behaviors.
Describe one’s interactions with community authority figures, and identify how these interactions influence self and
others.
Benchmark 4
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Take initiative to complete work in a responsible manner.
Use verbal, nonverbal, and written communication skills to interact with classmates, teachers, family, and community
members.
CIM/CAM
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
CS.PM.01 Identify tasks that need to be done and initiate action to complete the tasks.
CS.PM.02 Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of
quality.
CS.PM.03 Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
Character Education
THE OREGON MANDATE FOR CHARACTER EDUCATION
Oregonians want their schools to hold students to high standards of academic achievement and they want high
standards of character. Oregon House Bill 2670, enacted during the 1999 Legislative Session, reinforced the
importance of character development in Oregon's system of education. The bill directed the Department of Education
to apply for federal Partnerships in Character Education Pilot Project grants, encouraged for students in the district,
and directed the Department of Education to distribute copies of the bill's preamble and sections 1 and 2 to each
Oregon school district.
_________________________________________
PENNSYLVANIA:
5.2 Rights and Responsibilities of Citizenship
A. Civic Rights, Responsibilities and Duties
B. Relationship Between Rights and Responsibilities
C. Sources and Resolution of Conflicts
D. Political Leadership and Public Service
E. Ways Citizens Influence Decisions and Actions of Government
F. Consequences of Violating Rules and Law
G. Competent and Responsible Citizen
Recommended Parameters & Best Practices
Curriculum Development: Character Education
Objective: To include character education in the local curriculum.
State Support:
HB 456, effective 7/1/99 authorizes schools to fund programs that address school violence, conflict resolution, codes
of conduct etc. PACE (Pennsylvania Alliance for Character Education) is a public/private partnership committed to
providing character education opportunities for Pennsylvania schoolchildren.
______________________________________
RHODE ISLAND:
G&C 2 (3-4) –2
Students demonstrate an understanding of the democratic values and principles underlying the U.S. government
G&C 3 (3-4) –1
Students demonstrate an understanding of citizens’ rights and responsibilities by
G&C 3 (3-4) –2
Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and
responsibilities by…
G&C 3: In a democratic society, all people have certain rights and responsibilities.
G&C 2 (5-6) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S.
government
G&C 3 (5-6) –1
Students demonstrate an understanding of citizens’ rights and responsibilities
G&C 3 (5-6) –2
Students demonstrate an understanding how individuals and groups exercise (or are denied) their rights and
responsibilities
G&C 3 -1: Citizens’ rights and responsibilities
G&C 3 -2: How individuals and groups exercise (or are denied) their rights and responsibilities
Rhode Island follows the Principles of Effective Character Education and the CEP's Character Education Quality
Standards.
Funded by a U.S. Department of Education Partnerships in Character Education Pilot Project grant and the Rhode
Island Department of Education, the program Healthy Schools! Healthy Kids! Is partnering with state school districts to
pilot a character development program.
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SOUTH CAROLINA:
Social Studies Literacy Element
J. Demonstrate responsible citizenship within the school community and the local and national communities
(Demonstrate Grades 3-6)
The Character Education initiative of the South Carolina Department of Education (SDE): To promote comprehensive
character development in South Carolina
The South Carolina Legislature adopted the character resolution in 2002, designating South Carolina as a State of
Character.
South Carolina Education and Economic Development Act on May 24, 2005 (http://www.scstatehouse.
net/sess116_2005-2006/bills/3155.htm). In Section 15-17-135, the amended code outlined twenty-four character traits
to be addressed in character education programs implemented by local school boards of South Carolina. This
legislation reinforces the concept that character development is integral to success in school, work, and life.
State Mandate:
Section 59-17-135 of the 1976 Code was amended in November 2000 South Carolina Family Respect Act to reflect that
“schools must be encouraged to instill the highest character and academic excellence in each student, in close
cooperation with the student’s parents” and that “each local school board of trustees of the State must develop a
policy addressing character education. Any character education program implemented by a district as a result of an
adopted policy must, to the extent possible, incorporate character traits including, but not limited to, the following:
respect for others, honesty, self control, cleanliness, courtesy, good manners, cooperation, citizenship, patriotism,
courage, fairness, kindness, self respect, compassion, diligence, generosity, punctuality, cheerfulness, patience,
sportsmanship, loyalty, and virtue. Local school boards must include all sectors of the community… in the
development of a policy and in the development of any program implemented as a result of the policy.”
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SOUTH DAKOTA:
Social Studies
Grade 3: Civics and Government
Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies
including the impact of historical events, ideals, and documents.
3.C.1.1.; 3.C.1.4; 3.C.2.1;
Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens.
4.C.2.1;
THE SOUTH DAKOTA MANDATE FOR CHARACTER EDUCATION
South Dakota Legislative Statute 13-33-6.1: Character development instruction. Unless the governing body elects by
resolution, effective for not less than one or more than four school terms, to do otherwise, character development
instruction shall be given in all public and nonpublic elementary and secondary schools in the state to impress upon
the minds of the students the importance of citizenship, patriotism, honesty, self discipline, self-respect, sexual
abstinence, respect for the contributions of minority and ethnic groups to the heritage of South Dakota, regard for the
elderly and respect for authority.
Interpersonal Relationships
Core Standards:
Exploratory, Core, and Advanced:
4.1.1; 4.2.2; 4.2.4; 4.3.1;4.3.2; 4.3.3; 4.4.2; 4.4.3; 4.2.1; 4.3.5; 4.4.1; 4.5.4
SOUTH DAKOTA: Human Development
Core Standards: 2.3.2; 2.3.1
SOUTH DAKOTA: Career, Family, and Community Connections
Core Standards: 1.3.2; 1.3.3
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TENNESSEE:
Content Standard: 4.0
Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy
requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community,
nation, and world.
• 4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
5.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
4.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
6.4.03 Identify how cooperation and conflict among people influence the division and control resources, rights, and
privileges.
Grade Level 3-5
Academic Development
Standard 1: Skills for Academic self-confidence, Learning and Success
Student will acquire the attitudes, knowledge, and skills that contribute to effective
learning in school and across the life span.
Grade Level 3-5
Personal and Social Development
Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help them
understand and respect self and others
Grade Level 6-8
Personal and Social Development
Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help them
understand and respect self and others
Character Education Project - Legislation and Guidance
Definition - Developed by TN Character Education Partnership
T.C.A. 49-6-1007(a). Character Education - (a) The course of instruction in all public schools shall include character
education to help each student develop positive values and improve student conduct as students learn to act in
harmony with their positive values and learn to become good citizens in their school, community, and society.
Through a collaborative effort between home, school and the community, character education guides students in
developing positive ideals and good habits that will improve behavior, school climate, and ultimately academic
performance. Students are provided opportunity and example for becoming conscientious and productive citizens in
their school, community and nation. By integrating character traits like caring, respect, responsibility, trustworthiness,
citizenship and fairness into all areas of the school experience, students will gain better self-awareness and the
desire to become more socially responsible. Effective character education creates a circle of trust and respect
among students, school staff, parents and the community. All should make every effort to encourage individual good
as well as common good.
Legislation requires that all schools implement character education. Public School Law #369 requires character
education in grades K-12 (July 1999).
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TEXAS:
SOCIAL STUDIES (TEKS Standards):
113.6. Social Studies, Grade 4.
113.7. Social Studies, Grade 5.
113.22. Social Studies, Grade 6.
Character Education
THE TEXAS MANDATE FOR CHARACTER EDUCATION
House Bill 946, passed by the 77th Texas Legislature, 2001, and signed into law by Governor Rick Perry, permits
school districts to implement character education programs for students. Programs offered under Texas Education
Code §29.906 must meet the following criteria: 1) stress positive character traits as outlined in the bill; 2) use
integrated teaching strategies; and 3) be age appropriate. Districts are also required to consult with parents of
students, educators, and members of the community, including community leaders, in selecting a character education
program. The bill does not require or authorize the proselytization or indoctrination of any specific religious or political
belief.
H.B. 946, signed by Governor Rick Perry on June 11, 2001 and effective immediately, encourages character education
and that a school district may provide a character education program emphasizing positive character traits; use
integrated teaching strategies; and be age appropriate. “In developing or selecting a character education program… a
school district shall consult with a committee selected by the district that consists of: parents of district students;
educators; and other members of the community, including community leaders.” The measure also “does not require
or authorize proselytizing or indoctrinating concerning any specific religious or political belief.”
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UTAH:
Social Studies
Grade 4: Standard 3, Standard 4
Grade 5: Standard 5
UTAH: Social Studies: U.S. Government and Citizenship
Standard 4
THE UTAH MANDATE FOR CHARACTER EDUCATION
Utah Code: Section 53A-13-109
Decrees civic and character education to be fundamental elements of public education.
State Mandate:
1953 legislation mandates that character education must be integrated into the state education framework.
Life Skills is a statewide program that encourages education of the whole child.
Character and Social and Civic Responsibility are two of the seven domains in the Life
Skills document. Utah educators are active in the teaching of honesty, integrity, morality,
civility, duty, honor, service, and obedience to law as specified by Utah Code 53A-13-
109. They focus on student knowledge, skills and dispositions for civic engagement that
are molded and developed in all areas of the school. These are fundamental in order to
teach children so that they can make informed decisions and become competent, well
educated citizens with a commitment to the common good in a democratic society. All
Utah secondary schools must provide evidence of Life Skills integration as they meet
requirements for state accreditation. The Life Skills document is online at
http://www.schools.utah.gov/curr/lifeskills
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VERMONT:
H&SS5-6:14
History and Social Sciences Grade Expectations Grades 5-6:
Civics, Government, and Society
H&SS3-4:14
History and Social Sciences Grade Expectations Grades 3-4:
Civics, Government, and Society
Civic/Social Responsibility Standards
Service
4.1 Students take an active role in their community.
Cultural Expression
4.3 Students demonstrate understanding of the cultural expressions that are characteristic of particular groups.
Effects of Prejudice
4.4 Students demonstrate understanding of the concept of prejudice, and of its effects on various groups.
Meaning of Citizenship
6.9 Students examine and debate the meaning of citizenship and act as citizens in a democratic society.
6.10 Students analyze the access that various groups and individuals have had to justice, reward, and power, as
those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in
various locations world wide.
Human Rights
6.11 Students identify and evaluate the concept of human rights in various times in their local community, in
Vermont, in the United States, and in various locations world wide.
State Support:
State education standards include personal responsibility and social development.
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VIRGINIA:
3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are
united by the basic principles of a republican form of government and respect for individual rights and freedoms.
CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities
of citizens
CE.4 and GOVT.17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and
effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism.
Code of Virginia:
Legislation passed by the 1999 General Assembly (§22.1-208.01) requires local school boards to establish a character
education program in its schools, the aim of which is to improve the learning environment, promote student
achievement, reduce disciplinary problems and develop civic-minded students of high character.
1999 legislation in the Code of Virginia mandates that schools teach character education, and that each school board
shall establish, within its existing programs, a character education program in its schools. “The purpose of the
character education program shall be to instill in students civic virtues and personal character traits so as to improve
the learning environment, promote student achievement, reduce disciplinary problems, and develop civic-minded
students of high character. The components of each program shall be developed in cooperation with the students,
their parents and the community at large.”
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WASHINGTON:
Social Studies
Civics EALRs
Benchmark: Grade 5
Standards: 1.3; 4.1; 4.2; 4.3
Legislation:
1993 legislation considers character education as an integral part of public education, but leaves the responsibility for
implementation and assessment of character education at the local level. A 2000 legislative initiative, House Bill 2409,
is pending. The bill would strengthen the existing language and create a character education partnership program and
provide grants for character education. No district would be forced to engage in character education under the
measure. The Bill was vetoed in the 2000 Senate.
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WEST VIRGINIA:
Social Studies Standard 1: Citizenship (SS.S.1)
SS.3.1.1, SS.3.1.2, SS.3.1.4, SS.3.1.5, SS.3.1.6, SS.3.1.7
SS.4.1.1, SS.4.1.5, SS.4.1.6, SS.4.1.7
SS.5.1.1, SS.5.1.4, SS.5.1.5, SS.6.1.1
SS.6.1.5, SS.6.1.6, SS.6.1.7
Character Education in West Virginia schools is integrated in several different ways based upon each individual school
or county school system. In April 2001, Character Education was mandated through HB 2208 for all schools to
integrate character education into all aspects of school culture, school functions and existing curriculum. All public
schools PK-12 are to develop and integrate components of character development into their existing curriculum. The
school may incorporate such programs as "Life Skills", "Responsible Students", or any other program encompassing
any of the following components: honesty, caring, citizenship, justice, fairness, respect, and responsibility. The West
Virginia Department of Education during the Safe Schools Conference 2001 trained approximately 200 educators in
national character education models for integrating character education throughout the school curriculum and school
environment. One of the models represented was the following: Character Counts!.
1995 State School Act required the State Department of Education to develop a preventative discipline program of
which one part is a weekly character education discussion. In May 2001, the West Virginia House and Senate passed
a bill (SB 125; HB 2208) signed by the governor supporting a “comprehensive approach to integrate character
education into all aspects of school culture, school functions and existing curriculum.”
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WISCONSIN:
Social Studies, Standard C. POLITICAL SCIENCE AND CITIZENSHIP: POWER, AUTHORITY, GOVERNANCE, AND
RESPONSIBILITY
By the end of grade four, students will:
C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for
civility and respect for diversity
C.4.2 Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which
the rights of citizens in our country are guaranteed.
C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how
various behaviors promote or hinder cooperation
C.4.4 Explain the basic purpose of government in American society, recognizing the three levels of government
C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and
speaking at hearings, can contribute to the well-being of the community
C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking
into account the viewpoints and interests of different groups and individuals
By the end of grade eight, students will:
C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for the common good,
equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for
minority rights
C.8.6 Explain the role of political parties and interest groups in American politics
C.8.7 Locate, organize, and use relevant information to understand an issue of public concern, take a position, and
advocate the position in a debate
C.8.8 Identify ways in which advocates participate in public policy debates
State Support:
In a statewide poll of Wisconsin adults conducted by WEAC in July 1996, 91percent thought that schools should
emphasize character education.
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WYOMING:
Career/Vocational
Grade 4: Content Standard 2: Interpersonal Skills
Social Studies
Grade Span: 5-8
Content Standard 1: Citizenship/Government/Democracy
Content Standard 2: Culture/Cultural Diversity
Grade Span K-4
Content Standard 1: Citizenship/Government/Democracy
Content Standard 2: Culture/Cultural Diversity
THE WYOMING MANDATE FOR CHARACTER EDUCATION
Wyoming: Under the Safe and Drug Free Schools and Communities Act, the Department of Education distributes funds
to support local prevention activities in the area of tobacco, alcohol and other drugs, and violence. Wyoming has a
variety of programs that local school boards have adopted to deal with safe schools and violence in schools. Those
programs include: Bully Proofing Your School, Boys’ Town, Conflict Resolution Skill Development, Character Counts,
and Anger Management Training.
IV: INDIVIDUAL DEVELOPMENT AND IDENTITY
Social studies programs should include experiences that provide for the study of individual development and identity.
Personal identity is shaped by one's culture, by groups, and by institutional influences. How do people learn? Why do
people behave as they do? What influences how people learn, perceive, and grow? How do people meet their basic needs
in a variety of contexts? Questions such as these are central to the study of how individuals develop from youth to
adulthood. Examination of various forms of human behavior enhances understanding of the relationships among social
norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles
underlying individual action. In schools, this theme typically appears in units and courses dealing with psychology and
anthropology.
Given the nature of individual development and our own cultural context, students need to be aware of the processes of
learning, growth, and development at every level of their school experience. In the early grades, for example, observing
brothers, sisters, and older adults, looking at family photo albums, remembering past achievements and projecting
oneself into the future, and comparing the patterns of behavior evident in people of different age groups are appropriate
activities because young learners develop their personal identities in the context of families, peers, schools, and
communities. Central to this development are the exploration, identification, and analysis of how individuals relate to
others. In the middle grades, issues of personal identity are refocused as the individual begins to explain self in relation to
others in the society and culture. At the high school level, students need to encounter multiple opportunities to examine
contemporary patterns of human behavior, using methods from the behavioral sciences to apply core concepts drawn from
psychology, social psychology, sociology, and anthropology as they apply to individuals, societies, and cultures.
V: INDIVIDUALS, GROUPS, AND INSTITIUTIONS
Social studies programs should include experiences that provide for the study of interactions among individuals, groups,
and institutions.
Institutions such as schools, churches, families, government agencies, and the courts all play an integral role in our lives.
These and other institutions exert enormous influence over us, yet institutions are no more than organizational
embodiments to further the core social values of those who comprise them. Thus, it is important that students know how
institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how
institutions can be maintained or changed. The study of individuals, groups, and institutions, drawing upon sociology,
anthropology, and other disciplines, prepares students to ask and answer questions such as: What is the role of
institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role
in institutional change? In schools, this theme typically appears in units and courses dealing with sociology, anthropology,
psychology, political science, and history.
Young children should be given opportunities to examine various institutions that affect their lives and influence their
thinking. They should be assisted in recognizing the tensions that occur when the goals, values, and principles of two or
more institutions or groups conflict-for example, when the school board prohibits candy machines in schools vs. a class
project to install a candy machine to help raise money for the local hospital. They should also have opportunities to explore
ways in which institutions such as churches or health care networks are created to respond to changing individual and
group needs. Middle school learners will benefit from varied experiences through which they examine the ways in which
institutions change over time, promote social conformity, and influence culture. They should be encouraged to use this
understanding to suggest ways to work through institutional change for the common good. High school students must
understand the paradigms and traditions that undergird social and political institutions. They should be provided
opportunities to examine, use, and add to the body of knowledge related to the behavioral sciences and social theory as it
relates to the ways people and groups organize themselves around common needs, beliefs, and interests.
VI: POWER, AUTHORITY, AND GOVERNANCE
Social studies programs should include experiences that provide for the study of how people create and change structures
of power, authority, and governance.
Understanding the historical development of structures of power, authority, and governance and their evolving functions in
contemporary U.S. society, as well as in other parts of the world, is essential for developing civic competence. In exploring
this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained,
used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed?
How can we keep government responsive to its citizens' needs and interests? How can individual rights be protected
within the context of majority rule? By examining the purposes and characteristics of various governance systems, learners
develop an understanding of how groups and nations attempt to resolve conflicts and seek to establish order and security.
Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and
concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the
persistent issues and social problems encountered in public life. They do so by applying concepts and methods of political
science and law. In schools, this theme typically appears in units and courses dealing with government, politics, political
science, history, law, and other social sciences.
Learners in the early grades explore their natural and developing sense of fairness and order as they experience
relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specific
contexts. During the middle school years, these rights and responsibilities are applied in more complex contexts with
emphasis on new applications. High school students develop their abilities in the use of abstract principles. They study the
various systems that have been developed over the centuries to allocate and employ power and authority in the governing
process. At every level, learners should have opportunities to apply their knowledge and skills to and participate in the
workings of the various levels of power, authority, and governance.
X: CIVIC IDEALS AND PRACTICES
Social studies programs should include experiences that provide for the study of how people create and change structures
of power, authority, and governance.
Understanding the historical development of structures of power, authority, and governance and their evolving functions in
contemporary U.S. society, as well as in other parts of the world, is essential for developing civic competence. In exploring
this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained,
used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed?
How can we keep government responsive to its citizens' needs and interests? How can individual rights be protected
within the context of majority rule? By examining the purposes and characteristics of various governance systems, learners
develop an understanding of how groups and nations attempt to resolve conflicts and seek to establish order and security.
Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and
concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the
persistent issues and social problems encountered in public life. They do so by applying concepts and methods of political
science and law. In schools, this theme typically appears in units and courses dealing with government, politics, political
science, history, law, and other social sciences.
Learners in the early grades explore their natural and developing sense of fairness and order as they experience
relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specific
contexts. During the middle school years, these rights and responsibilities are applied in more complex contexts with
emphasis on new applications. High school students develop their abilities in the use of abstract principles. They study the
various systems that have been developed over the centuries to allocate and employ power and authority in the governing
process. At every level, learners should have opportunities to apply their knowledge and skills to and participate in the
workings of the various levels of power, authority, and governance.
STANDARDS BY STATE
ALABAMA:
State Mandate:
A minimum of ten minutes per day of character education is required for all K-12 students, as mandated in Section 16-6B-2
(h), Code of Alabama 1975. 1995 legislation requires character education. Gov. Don Siegelman has proposed legislation
patterned after the Louisiana courtesy legislation that requires students to address teachers by titles and has introduced a
“Governor’s Respect for Teachers Award.” On April 20, 2001 Executive Order No. 50 was passed, establishing the
Alabama Advisory Council for Safe Schools.
Standards Being Developed
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ALASKA:
Social Studies
Government and Citizenship
Content Standards: A, B, E
ALASKA: Skills for a Healthy Life
Content Standards: B, C, D
ALASKA CHARACTER EDUCATION:
Alaska: The 1998 Character Education Project in Alaska incorporated plans for school reform in character education
for citizenship, and healthy life skills.
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ARIZONA:
Social Studies
Correlates to Strand 3 (Civics/Government)
Concepts: 1, 3, 4
ARIZONA: Workplace Skills Standards
Standard 4:
ESSENTIALS (Grades 4-8)
4WP-E1. Identify ways to build mutual trust and respect and develop an action plan
for negotiating concerns
4WP-E4. Assume leadership roles in team settings
Standard 6:
6WP-F1. Identify the components and how they fit together in community and social
systems
The character education content of the SIX PILLARS OF CHARACTER series is also correlated directly to Arizona
Standards by the Arizona Department of Education.
For Character Education Alignment to Arizona State Standards, go to the Arizona Department of Education web site:
http://www.ade.state.az.us/charactered/alignment.asp
Legislation:
The Arizona legislature passed a bill (SB 1369) giving K-12 schools authority to include character education instruction
and expands the use of public school fees to fund character education. The legislation also provides guidelines for
adopting character traits and for activities to reinforce their application. The measure was introduced by Sen. David
Petersen. The year before, in 1999, a bill to encourage character education based on models such as Character First
and Character Counts! was passed by the legislature, but vetoed by the governor. The Governor recently appointed a
character education commission, a task force of business leaders and educators to identify ways to fund character
education and integrate character education into the curriculum.
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ARKANSAS:
State Mandate:
Arkansas legislation requires character education (Act 631 of 1997).
Civics
5. Citizenship Students shall develop an understanding of the rights and responsibilities of citizens.
C.5.3.2
C.5.4.4
C.5.2.2
C.5.2.2
C.5.1.2
C.5.K.2
C.5.5.9
C.5.5.10
C.5.6.8
C.5.6.9
C.5.5.15
C.5.6.14
Character-Centered Teaching (CCT) - Integrate lessons on character into the school's overall academic program.
________________________________________
CALIFORNIA:
Character Education
THE CALIFORNIA MANDATE FOR CHARACTER EDUCATION:
Education Code Section 233.5(a)
Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice,
patriotism, and a true comprehension of the rights, duties, and dignity of American citizenship, and the meaning of
equality and human dignity, including the promotion of harmonious relations, kindness toward domestic pets and the
humane treatment of living creatures, to teach them to avoid idleness, profanity, and falsehood, and to instruct them in
manners and morals and the principles of a free government. (b) Each teacher is also encouraged to create and foster
an environment that encourages pupils to realize their full potential and that is free from discriminatory attitudes,
practices, events, or activities, in order to prevent acts of hate violence, as defined in subdivision (e) of Section 233.
RESOLUTION FOR CHARACTER EDUCATION MONTH:
State Board of Education Resolution recognizing October 2007 as Character Education Month.
WHEREAS, the State Superintendent of Public Instruction and the California State Board of Education believe that all
students enrolled in the California Public Schools have the right to a comprehensive curriculum that promotes a
common core of personal and social values as the basis of good character;
WHEREAS, the State Superintendent of Public Instruction and the California State Board believe that America’s
heritage and laws reflect a common core of personal and social values that holds the citizens of this democracy
responsible for acting morally and ethically, being actively involved in school and community, resolving differences
peacefully, and respecting the rights, dignity and property of others;
WHEREAS, the State Superintendent of Public Instruction and the California State Board believe that the character of
our state is only as strong as the character of each individual citizen;
WHEREAS, although character development is, first and foremost, an obligation of families, the efforts of faith
communities, schools, youth, and civic and human services organizations also play a very significant role in
supporting families to foster and promote good character;
WHEREAS, state law calls upon educators to impress upon students the principles of morality, truth, justice,
patriotism, and a true comprehension of the rights, duties, and dignity of American citizenship, and the meaning of
equality and human dignity, all of which result in awakening students to the moral and ethical virtues that build a
fundamental strength of character; and
WHEREAS, an effective character education program requires an intentional, proactive, consistent, and
comprehensive approach that promotes a common core of personal and social values in all phases of school life, a
core that includes trustworthiness, respect, responsibility, fairness, caring, citizenship, civic virtue, honesty, and
personal responsibility; now, therefore, be it
RESOLVED, that the State Superintendent of Public Instruction and the California State Board of Education join in
proclaiming and observing the month of October 2007, as Character Education Month and be it further
RESOLVED, that throughout the year, the Superintendent of Public Instruction and the California State Board of
Education encourage local educational agencies throughout California to promote effective character education
programs by taking a proactive and comprehensive approach to promote responsible, ethical, civic minded behavior in
all phases of school life.
JACK O'CONNELL
President, California State Board of Education
KENNETH NOONAN
State Superintendent of Public Instruction
Legislation:
State’s education code requires teaching of character development traits and was recently redrafted to increase
emphasis on character development. Additionally, legislation (AB2028) was passed on May 30, 2000 that would create
a list of model character education programs for schools.
CALIFORNIA: History-Social Science
Grade 3: Continuity and Change
Standard 3.4
Grade 4: California: A Changing State
Standard 4.5
Grade 5: Making a New Nation
Standard 5.7
Grade 12: Principles of American Democracy and Economics
Standards: 12.1; 12.2; 12.3; 12.4; 12.6
CALIFORNIA: Physical Education
Grades 4,5, 6: Standard 5 (all components—Self-Responsibility, Social Interaction, Group Dynamics)
Students demonstrate and utilize knowledge of psychological and
sociological concepts, principles, and strategies that apply to the
learning and performance of physical activity.
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COLORADO:
Social Studies
Civics Standards:
Grades 5-8: 1.1; 1.3; 2.3; 4.1; 4.2; 4.3; 4.4
COLORADO MANDATE FOR CHARACTER EDUCATION
COLORADO STATE BOARD OF EDUCATION
RESOLUTION TO INITIATE
COLORADO CHARACTER EDUCATION DAY
WHEREAS, character is a cornerstone of the democratic society,
and
WHEREAS character is a moral and ethical quality needed to
sustain the individual citizen, and
WHEREAS American students have a right to the knowledge of
their moral heritage, and
WHEREAS schools should provide instruction to students in core character
qualities that transcend cultural, religious, and socioeconomic
differences such as: common courtesy, respect for person and
property, civic and personal responsibility, and honest and fair
dealings, and
WHEREAS our students need to learn about public and personal virtues and
positive behavior, and
WHEREAS when you plant the seeds of virtue, virtue will grow, for you
reap what you sow,”
BE IT RESOLVED that the citizens of Colorado celebrate the planting and
growth of the seeds of character by the observation of
Colorado Character Education Day” each year;
BE IT FURTHER RESOLVED that the Colorado State Board of Education
call on the Colorado State Legislature, the Governor, the Department of
Education, and all school districts, boards of education, public schools,
colleges, and universities in Colorado to designate and annually set aside
the fourth Friday of October to study, discuss, and demonstrate the
significance of Character Education;
BE IT FURTHER RESOLVED that the State Board of Education
vigorously promote the implementation and
celebration of Colorado Character Education
Day.”
Adopted April 9, 1998; Readopted October 7, 1999
Legislation:
Governor Bill Owens signed into law HB 01-1292, which “encourages school districts to develop and strengthen
character education in Colorado’s schools by providing instruction to students on developmental tools and core
character qualities that transcend cultural, religious and socioeconomic differences.” The bill also states that “while
parents are the primary and most important moral educators of their children, such efforts should be reinforced in the
school and community environments… research indicating that core character qualities such as family support,
community involvement, positive peer influence, motivation to achieve, respect for person and property, common
courtesy, conflict resolution, integrity, honesty, fairness, a sense of civil and personal responsibility, purpose and self-
respect help give youth the basic interpersonal skills and attributes that are critical building blocks for successful
relationships.”
_______________________________________
CONNECTICUT:
Civics and Government:
6. Rights and Responsibilities of Citizens
Connecticut’s Common Core of Learning:
Aspects of Character
Responsibility and Integrity
Students demonstrate a sense of ethics, and take responsibility for their commitments and actions
As part of education in Grades K-12, students will:
• Demonstrate honesty, dependability and self control;
• Assume responsibility for their behavior, think before they act, consider the consequences on all people affected
by their actions, and assume responsibility for the consequences of those actions;
• Develop criteria for making informed judgments and decisions, and uphold their beliefs in order to conduct
themselves in a moral, ethical and legal manner; and
• Assume primary responsibility for learning, including identifying their needs and setting reasonable goals.
Character Education Support:
The Connecticut State Department of Education received a $250,000 Partnerships in Character Education Pilot Project
grant in 1996 from the U.S. Department of Education to establish character education programs. There is currently no
legislation proposed for character education, however the State Department of Education does encourage districts to
address character education in their curriculum.
________________________________________
DELAWARE:
Civics Standard Two: Students will understand the principles and ideals underlying the American political system
[Politics].
Civics Standard Three: Students will understand the responsibilities, rights, and privileges of United States citizens
[Citizenship].
Civics Standard Four: Students will develop and employ the civic skills necessary for effective, participatory
citizenship [Participation].
Also Addresses:
Liberty & Citizenship
Delaware Recommended Curriculum
Social Studies 4-5
Legislation:
Legislation enacted during the 1994-95 school year and generous resources support school-based intervention
programs that positively effect school climate, discipline and safety. While schools are using resources to implement
character education, legislators intentionally avoided using the specific term “character education” due to past
objections to the term “values education.” In May, 2001, Delaware hosted it’s first Character Rally, a two-day event
founded by Junior Achievement of Delaware to provide a fundamental understanding of ethics and the importance of
building character in the lives of youth. More than 5,000 eighth graders attended.
________________________________________
DISTRICT OF COLUMBIA: (WASHINGTON D.C.)
Civic Values:
2.2. Students describe the rights and responsibilities of citizenship.
1. Identify the rights and responsibilities that students have in the school as citizens and members of the school
community (e.g., right to vote
in a class election, responsibility to follow school rules, responsibility not to harm one another, and responsibility to
respect each other’s
feelings). (P)
3. Define the meaning of words associated with good citizenship (e.g., politeness, achievement, courage, honesty, and
reliability). (P)
2.4. Students understand the importance of individual action and character, and they explain, from examining
biographies, how people who have acted righteously have made a difference in others’ lives and have achieved the
status of heroes in the remote and recent past. (P, S)
D.C. Character Education Initiative - An initiative that connects character-building content and instructional strategies
with existing curriculum standards to improve overall school climate.
________________________________________
FLORIDA:
State Mandate: 1999 legislation
(A+ Plan for Education) requires character education similar to that set forth in Character Counts! 2000: Gov. Jeb Bush
promoted the “Not in My School” program, scheduled to begin during the 2000-2001 school year. The program
encourages high school principals to work with students on monitoring their schools for crime, to hold conflict
resolution sessions, and to have students talk with their parents about school-related issues.
Government and the Citizen [Civics and Government]
Standard 2: The student understands the role of the citizen in American democracy. (SS.C.2.2)
Grades: 3-5
SS.C.2.2.1
SS.C.2.2.2
SS.C.2.2.3
SS.C.2.2.4
SS.C.2.2.5
Standard 2: The student understands the role of the citizen in American democracy. (SS.C.2.3)
Grades: 6
SS.C.2.3.1
SS.C.2.3.2
SS.C.2.3.3
SS.C.2.3.4
SS.C.2.3.5
SS.C.2.3.6
SS.C.2.3.7
________________________________________
GEORGIA:
State Mandate:
1997 legislation requires character education based on 27 traits. Follow-up legislation passed the same year
mandates that the state develop resources for character education based on 27 traits. Legislation patterned after the
Louisiana courtesy legislation is currently being considered. Section 20-2-145 of the Georgia State Code, amended in
1999, declares that by the start of the 1999-2000 school year, 29 traits will be taught.
Government/Civic Understandings
SS4CG1
SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and
principles, both personal and civic.
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty,
patriotism, courage, trustworthiness).
SS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution.
SS3CG2 The student will describe how the historical figures in SS3H2a display positive character traits of cooperation,
diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of
authority.
________________________________________
HAWAII:
Career and Life Skills
Grade 4:
Standard 3: Skills for Life and Work
Standard 5: Individual, Family, and Community Development
Grade 5:
Standard 2: Career and Life Planning (making choices)
Standard 3: Skills for Life and Work
Standard 5: Individual, Family, and Community Development
Grade 6:
Standard 3: Skills for Life and Work
Standard 5: Individual, Family, and Community Development
Social Studies
Grade 4:
Standard 5: Political Science / Civics-Governance, Power, Authority
Standard 7: Political Science / Civics—Global Cooperation
Standard 8: Political Science / Civics-Citizenship
Grade 5:
Standard 5: Political Science / Civics-Governance, Power, Authority
Standard 7: Political Science / Civics—Global Cooperation
Standard 8: Political Science / Civics-Citizenship
Grade 6:
Standard 5: Political Science / Civics- Governance, Power, Authority
Standard 8: Political Science / Civics-Citizenship
THE HAWAII MANDATE FOR CHARACTER EDUCATION
Hawaii: Currently, the Board of Education has adopted character education as a policy.
2001 Legislation, H.B. NO. 437 has also been passed. This bill requires schools to teach character education.
________________________________________
IDAHO:
Social Studies
Standard 4: Civics and Government
Grade 4:
Goal 4.1
Goal 4.3
Goal 4.4
Grade 5:
Goal 5.1
Goal 5.3.
Goal 5.4
Grade 6:
Goal 6.1
Goal 6.3
Goal 6.4
IDAHO POSITION STATEMENT AND ADOPTION: CHARACTER EDUCATION
ADOPTION EFFECTIVE
JAN. 1, 2002 - DEC. 31, 2010
STATE DEPARTMENT OF EDUCATION
Civic Education Coordinator
MATT MCCARTER
208-332-6961
MAMcCarter@sde.idaho.gov
CHARACTER EDUCATION
Position Statement: Character Education
Character Education is the deliberate effort to help people understand, care
about, and act upon core values such as respect, responsibility, trustworthiness,
self-discipline, caring and fairness. It seeks to provide students with repeated,
real-life experiences at home, at school and in the community. It holds all school
members—staff and students alike—accountable to standards of conduct
consistent with the school’s professed core values.
A strong emphasis is placed on embedding character-building experiences in all
phases of school life, including the formal curriculum and culture of the school.
Schools are encouraged to revise their existing curricula by creating
opportunities throughout all disciplines for teaching values and character.
Responding to teachable ethical moments that spontaneously arise throughout
the school day and year is also essential.
In addition to defining values in terms of observable behavior, modeling them at
every opportunity is critical. A major focus of character education is applying
core values to everyday life.
Idaho schools are encouraged to work with their parents and community
members to select, define and apply their core values. Partnering with parents
and other community stakeholders in the entire character education effort is
essential to fostering an ethical society as well as civil and caring communities.
Differences in identified core values from community to community dictate that
school districts carefully study materials they are considering for purchase.
School districts are encouraged to select materials that enhance their existing
curriculum rather than create “add-on” programs.
State Support:
In 2000, the Idaho State Department of Education was awarded a $1 million, four-year Partnerships in Character
Education Pilot Project grant from the U.S. Department of Education. One component of the grant is to provide
professional development, guidance and resources for Idaho teachers, schools and their communities in embedding
character traits and life skills into their existing curriculum and instruction. Idaho’s project establishes Character
Traits/Life Skills Institutes as the way schools and their community teams access appropriate assistance in
developing character education/life skills action plans. The federal funds supplement efforts already underway in
Idaho that utilize local school funds, state innovative project monies, non-profit foundations and other funding sources.
_______________________________________
ILLINOIS:
STATE GOAL 14: Understand political systems, with an emphasis on the United States.
C. Understand election processes and responsibilities of citizens.
14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community,
workplace, state and nation (e.g., voting, protection under the law).
14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states
and the nation.
State Support:
Illinois State Board of Education is in partnership with five school districts to develop, implement, test, and replicate
effective character education models throughout the state.
________________________________________
INDIANA:
State Mandate:
1937 legislation requires character education, referring to it as “good citizenship.” The legislation was updated in
1995. Legislation patterned after the Louisiana courtesy legislation is currently being considered. 2000: Gov. Frank O’
Bannon announced that he wants Indiana to be “a national leader in making character count” and that the state would
be joining with Anderson University to establish the Center for Character Development to promote character education
in Indiana’s schools and communities. In October 2000, the Indianapolis Colts’ Peyton Manning became their honorary
spokesperson.
Grade 4:
Standard 2
Roles of Citizens
4.2.5 Give examples of how citizens can participate in their state government and
explain the right and responsibility of voting.
4.2.6 Define and provide examples of civic virtues* in a democracy.
Example: Individual responsibility, self-discipline/self-governance, civility,
respect for the rights and dignity of all individuals, honesty, respect for the law,
courage, compassion, patriotism, fairness and commitment to the common good
Roles of Citizens
5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility,
cooperation, respect and responsible participation. (Individuals, Society and
Culture)
5.2.9 Examine ways by which citizens may effectively voice opinions, monitor
government, and bring about change in government including voting and
participation in the election process.
5.2.10 Use a variety of information resources to identify and evaluate contemporary
issues that involve civic responsibility, individual rights and the common good.
________________________________________
IOWA:
Iowa Governor Tom Vilsack has signed legislation (HB 2454) encouraging school districts to establish character
education programs. The new law directs the state department of education to partner with schools, nonprofit
organizations and institutions of higher education to design and implement character education programs that may be
integrated into classroom instruction. “Each school is encouraged to instill the highest character and academic
excellence in each student, in close cooperation with the student's parents, and with input from the community and
educators…. Whenever possible, the department shall develop partnerships… to design and implement character
education programs that may be integrated into classroom instruction and may be carried out with other educational
reforms.”
________________________________________
KANSAS:
Social Studies
Civics-Government
Grades 4, 5, 6:
Benchmark 2: The student understands the shared ideals and diversity of American society and political culture.
Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active
civic participant.
Character Education
THE KANSAS MANDATE FOR CHARACTER EDUCATION
Kansas Character Development Legislation (SB 68 Sec 5)
New Se. 5 (a) Upon request of a school district, the state board shall assist in the development of a grade appropriate
curriculum for character development programs which may be offered to students in the school district. Nothing in
this subsection shall be construed as requiring the state board to develop a new curriculum or a new character
development program.
(b) As used in this section:
(1) “Character development program” means a program which is secular in nature and which stresses character
qualities,
(2) “Character qualities” means positive character qualities which include, but is not limited to, honesty, responsibility,
attentiveness, patience, kindness, respect, self-control, tolerance, cooperation, initiative, patriotism and citizenship.
After receiving a Partnerships in Character Education Pilot Project grant from the U.S. Department of Education,
Kansas sponsored 24 districts in designing and implementing character education programs that incorporate six
elements of character: caring, civic virtue, justice and fairness, respect, responsibility and trustworthiness.
________________________________________
KENTUCKY:
Academic Expectations
2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them
to real-life situations.
2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights
and responsibilities of citizens in a democracy.
Grade 4:
SS-4-GC-U-3
Students will understand that all citizens of Kentucky have rights and responsibilities as members of a democratic
society, including civic participation.
SS-4-GC-S-2
Students will explore rights and responsibilities:
a) describe, give examples, and compare rights and responsibilities
b) describe the benefits of citizenship and find examples of citizenship in current events/news media
Grade 5:
SS-5-GC-U-5
Students will understand that as members of a democratic society, all citizens of the United States have certain rights
and responsibilities, including civic participation.
SS-5-GC-S-4
Students will investigate the rights and responsibilities of U.S. citizens:
a) describe and give examples of specific rights guaranteed to all U.S. citizens in the Bill of Rights (e.g., freedom of
religion, freedom of speech, freedom of press) and explain why they are important today
b) describe some of the responsibilities U.S. citizens have in order for democratic governments to function
effectively (e.g. voting, community service, paying taxes) and find examples of civic participation in current
events/news (e.g., television, radio, articles, Internet)
Legislation:
House Bill 157, which would make character education a part of the state’s model school curriculum, was passed on
March 28, 2000. A state-mandated “Learning Goals and Academic Expectations” for students addresses character
education-like objectives. Legislation patterned after the Louisiana courtesy legislation is currently being considered.
The state has a Character Education Project designed to foster the development of character traits in Kentucky’s
children. It is closely allied with the Kentucky Safe School Act (House Bill 330), and the Title IV, Safe and Drug Free
Schools and Communities Program. Kentucky has adopted 10 character traits.
________________________________________
LOUISIANA:
Legislation:
H.B. 102 passed in 1998 and requires the Department of Education to establish a character education clearinghouse
and to distribute information to all districts on various character education nonsectarian practices, models and
potential funding sources. The law specifically states that any city or parish school system may offer a character
education curriculum, but does not require them to do so. (It “permits” city and parish school boards to offer
character education curriculum.) Gov. Mike Foster does not support the use of any single program or set of character
traits. The state’s role as an information disseminator is clearly defined. Additionally, a 1999 bill requires that students
address all school employees as “ma’am” or “sir.” This first “school manners” law passed in the country has led to
other states to look toward similar legislation. Gov. Foster has also established the “Outstanding Character Education
Awards” program, which he has funded privately for the past two years.
Bulletin 741:
Policy Statement:
Approved by BESE on March 25, 1999, "Districts shall develop a character education philosophy and implementation
plan consistent with locally developed curriculum."
Civics: Strand Two
§501. Citizenship and Government
§503. Benchmarks K-4
A. In Grades K-4, what students know and are able to do includes:
4. Roles of the Citizen
a. C-1D-E1: Explaining the meaning of citizenship and the means by which individuals become citizens of the United
States (1, 3, 5);
b. C-1D-E2: Describing the rights and responsibilities of citizenship in a democratic society (1, 5);
c. C-1D-E3: Identifying and discussing civic traits that are important to the preservation and improvement of American
constitutional democracy (1, 4, 5);
d. C-1D-E4: Describing the many ways that citizens can participate in and contribute to their communities and to
American society (1, 2, 4, 5);
e. C-1D-E5: Discussing issues related to citizenship and public service (1, 3, 5).
§505. Benchmarks 5-8
A. As students in Grades 5-8 extend their knowledge, what they know and are able to do includes:
4. Roles of the Citizen
a. C-1D-M1: Explaining the meaning of citizenship and the requirements for citizenship and naturalization in the United
States (1, 5);
b. C-1D-M2: Identifying the rights and responsibilities of citizens and explaining their importance to
the individual and to society (1, 4, 5);
c. C-1D-M3: Discussing issues involving the rights and responsibilities of individuals in American society
(1, 2, 4, 5);
d. C-1D-M4: Describing the many ways by which citizens can organize, monitor, and help to shape politics and
government at local, state, and national levels (1, 2, 3, 4, 5);
e. C-1D-M5: Communicating the importance of knowledge to competent and responsible political
participation and leadership (1, 4, 5);
§1109. Third Grade
B. Civics: Strand Two
3. Roles of the Citizens
a. GLE 29: Identify the qualities of people who were leaders and good citizens as shown by their honesty,
courage, trustworthiness, and patriotism (C-1D-E3);
b. GLE 30: Identify a state issue and describe how good citizenship can help solve the problem (e.g.,
participation in an anti-litter campaign) (C-1D-E5);
§1111. Fourth Grade
B. Civics: Strand Two
4. Roles of the Citizen
b. GLE 33: Identify the rights and responsibilities of citizenship in making the nation a better place to live (C-1D-E2); Title
28, Part CXXI,21 Louisiana Administrative Code November 2005
c. GLE 34: Discuss civic traits of good citizenship that are important to the preservation and improvement of American
constitutional democracy, using an excerpt from a speech, address, or essay which illustrates those traits (C-1D-E3)
(C-1D-E4);
d. GLE 35: Identify a national issue and describe how good citizenship can help solve the problem (C-1D-E5)
_______________________________________
MAINE:
Social Studies
Learning Results: Parameters for Essential Instruction
Content Area:
B. Civics and Government
2. Rights, Duties, Responsibilities, and Citizen Participation in Government
Taking Responsibility Guiding Principles:
Standards for Ethical and Responsible Behavior
IV. A RESPONSIBLE AND INVOLVED CITIZEN
V. A COLLABORATIVE AND QUALITY WORKER
Legislation:
Enacted Public Law, 1999, Chapter 351 of the Maine Statutes (as amended from Maine Law, 1821) established
Statewide Standards for Behavior that state, “In consultation with organizations representing school boards, school
administrators, teachers, parents and other interested local officials and community members, the commissioner
shall develop statewide standards for responsible and ethical student behavior.” The law sets specific standards
based upon the February 2001 report of the Commission for Ethical and Responsible Student Behavior, Taking
Responsibility. The report helps communities develop standards by suggesting processes and programs for long-term
changes in attitudes, structures and climate in schools. All Maine schools are required to develop codes of conduct
based upon this report. These standards call for the teaching and modeling of values that will result in educating
academically successful students of good character. The importance of character is implied throughout the language
of the Maine’s Common Core as well as in the academic standards of Learning Results formally adopted by the Maine
Legislature in 1996.
_____________________________________
MARYLAND:
Standard 1.0 Political Science
Students will understand the historical development and current status of the fundamental concepts and processes of
authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become
responsible citizens.
Topic
C. Protecting Rights and Maintaining Order
While state legislation currently encourages character education, Sen. Larry E. Haines (R-Carroll), introduced
legislation (SB 737) in March 2000 to mandate that all Maryland public schools develop curricula to teach basic moral
values. 1978 legislation adopted a resolution establishing Maryland’s Values Education Commission. In 1983, the
Commission defined 10 character and eight citizenship goals. The Maryland Partnership in Character Education is
working to integrate character education into the state’s 24 school systems. Maryland was the first state to appoint a
statewide character education coordinator.
________________________________________
MASSACHUSETTS:
MA History and Social Sciences Framework:
Grade 3:
Civics and Government
6. Give examples of why it is necessary for communities to have governments (e.g., governments provide order and
protect rights). (C)
7. Give examples of the different ways people in a community can influence their local government (e.g., by voting,
running for office, or participating in meetings). (C)
Grade 4:
Civics and Government
Grade 5:
Civics and Government
8. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state,
county, and municipal. (C)
State Support:
In 1999 Gov. Paul Cellucci announced his support for Summer Institutes About Character Education. In 2001 Fund Code
750 was introduced to support planning for the integration of character education into Massachusetts’ public school
curriculum.
________________________________________
MICHIGAN:
C5 Roles of the Citizen in American Democracy
Explain important rights and how, when, and where American citizens demonstrate their responsibilities by
participating in government.
4 – C5.0.1 Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office,
respecting the law, being informed and attentive to public issues, paying taxes, registering to vote
and voting knowledgeably, serving as a juror).
4 – C5.0.2 Describe the relationship between rights and responsibilities of citizenship.
4 – C5.0.3 Explain why rights have limits.
4 – C5.0.4 Describe ways citizens can work together to promote the values and principles of American
democracy.
The six core values of Character Education are integrated throughout the kindergarten through sixth grade lessons of
the Michigan Model®.
• Trustworthiness
• Respect
• Responsibility
• Caring
• Justice & Fairness
• Civic Virtue & Citizenship
State Support:
Adopted character education resolution on October 24, 1996 to empower and encourage public schools to provide
character education in a safe setting conducive to learning, based on the principles of our governing documents,
including the principles of the First Amendment, and maintaining separation of church and state.
________________________________________
MINNESOTA:
GOVERNMENT AND CITIZENSHIP GRADES 4-8
Strand: VII. GOVERNMENT AND CITIZENSHIP
A. Civic Values, Skills, Rights and responsibilities
State Support:
Does not require character education in state code or policy. Character education decisions are made at the local
level. Local decisions are supported by the Comprehensive Goals identified in Minnesota statute 120B.02.
________________________________________
MISSISSIPPI:
Grade 3:
2. Acquire the characteristics to be a responsible citizen in the United States. (C, H, G, E)
a. Define the necessity and purpose(s) of government in a community.
b. Recognize that there are different forms of government in different communities around the world.
c. Explain the purpose of rules and laws and why they are important to a community
(e.g., recycling, energy conservation, courteous public behavior, etc.).
d. Identify some important beliefs commonly held by Americans about themselves and their government (e.g.,
individual rights and freedoms, common good, respect for law, importance of work, education, volunteerism, conflict
resolution, etc.).
e. Explain the most important responsibilities of local government to the community.
f. Explain why certain civic responsibilities (e.g., civic protocol, and studying historical figures, etc.) are important
to individuals and to the community.
g. Recognize responsibilities of the individual as they relate to the student's community
(e.g., respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the
democratic process, work for the common good, etc.).
Grade 4:
2. Acquire the characteristics to be a responsible citizen at the local, state, national and international level. (C, H, G,
E)
a. Explain the functions, responsibilities, and histories of governments.
b. Explain the process of electing local and state officials.
c. Explain the student's role as a responsible citizen (e.g., justice, equality, responsibility, freedom, integrity, loyalty,
honesty, diversity, compassion, fairness, courage, authority, rule of law, etc.).
d. Recognize responsibilities of the individual at home school, community and state(e.g., courteous public behavior,
respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the
democratic process, and work for the common good).
Grade 5:
5. Analyze the ideals, principles, and practices of citizenship in a democratic society. (C, H)
a. Explain the meaning of American citizenship (e.g., change in definition of citizen over time, the process of
becoming a citizen, etc.).
b. Identify the character traits that are important to the preservation and improvement of American constitutional
democracy (e.g., courage, honesty, individual responsibility, compassion, patriotism, loyalty, freedom, integrity,
fairness, justice, equality, diversity, authority, rule of law, etc.).
c. Identify civic rights and responsibilities (e.g., voting, paying taxes, etc.).
Senate Bill 2121 authorizes local school districts to develop and implement a comprehensive K-12 program for
Character Education. Such programs require approval from the State Board of Education. The following procedure
will be implemented in order to gain approval for such program.
1.0 Definitions
1.1 Character traits- as defined in Senate Bill 2121, " ...shall reflect and keep with the spirit and letter of the following
founding documents: the Mississippi Constitution of 1890; the Constitution of the United States of America; the
Declaration of Independence, and state and federal law."
1.2 Assessment of character traits- as defined in Senate Bill 2121, "...shall be limited to and must reflect the material
taught in the classroom. Student shall not be evaluated in any way as to whether the students evidence a specific
character trait in their own lives."
Senate Bill 2121 passed by the 1999 Legislature encourages but does not require public schools to teach character
traits. Legislation patterned after the Louisiana courtesy legislation that requires students to address teachers by
titles is currently being considered.
________________________________________
MISSOURI:
Standard 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United
States.
Grade 4 Benchmark:
Knowledge of the following principles and ideas:
2. Citizens have both rights and responsibilities:
• Rights include freedoms of religion, speech, press; to assemble peacefully; to petition the government; and to be
treated fairly by the government.
• Responsibilities include respect for the rights of others and treating others fairly (justice).
State Support:
CHARACTERplus was established in 1988 by parents, educators and business leaders. It is now the nation’s largest
community-wide response to the challenges of character education.
________________________________________
MONTANA:
Social Studies
Social Studies Standards 1 and 2
Through Grades 4 and 8:
Students analyze how people create and change structures of power, authority, and
governance to understand the operation of government and to demonstrate civic
responsibility.
THE MONTANA MANDATE FOR CHARACTER EDUCATION
Montana: Senate Bill #418 introduced in the 2001 State Legislature calls for directive character education that
promotes honesty, temperance, morality, courtesy, respect for self, parents and others, and obedience to law.
________________________________________
NEBRASKA:
Social Studies
GRADE 4:
4.13 Students will describe the process of making laws, carrying out laws, and determining
if laws have been violated.
GRADE 5:
5.3.2 By the end of fifth grade, students will summarize the rights and responsibilities of
United States citizens.
BY GRADE 8:
8.3.7 Students will summarize the rights and responsibilities of United States citizens.
Character Education
State Mandate:
1997 education bill supports character education-like skills and 1996 legislation mandates character education.
Teachers in violation of the legislation are subject to a misdemeanor.
NEBRASKA MANDATE FOR CHARACTER EDUCATION
From Doug Christensen, Commissioner of Education:
Educating children to become productive, honest citizens has long been a goal of the people of
Nebraska. In 1927, State Senator Allen S. Stinson of Knox County introduced legislation
defining the schools' role in Character Education. Such personal characteristics as honesty,
morality, courtesy, obedience to law, respect for the national flag, the Constitution of the United
States, the Constitution of the State of Nebraska, and for parents and the home have been
identified in Nebraska Law 79-725 as desirable attributes for Nebraska citizens.
The Nebraska Character Education Guidelines have been published to help Nebraska educators
implement the intent of this law and strengthen the character traits of Nebraska's young people.
These Guidelines, designed by teachers, community members and representatives of the
University of Nebraska and the State Department of Education, were developed to give direction
to administrators and teachers as they design programs and curriculum that effectively integrate
Character Education concepts into individual classrooms and the total school climate.
Effectively implemented, Character Education is not a stand-alone program but woven into the
very fabric of all that schools and communities teach and do.
Research indicates that the most successful Character Education programs are a comprehensive
effort involving families, schools and entire communities. Hence, in these Guidelines, one will
see references to how the character traits can be practiced and strengthened in each of these
settings.
Full text available at: The Nebraska Department of Education web site: www.nde.ne.gov
________________________________________
NEVADA:
Social Studies
Civics Standards: 1.0; 4.0
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NEW HAMPSHIRE:
Social Studies Curriculum Framework
Theme B: Civic Ideals, Practices, and Engagement
SS:CV:4: Rights and Responsibilities
SS:CV:2:4.1
SS:CV:4:4.1
SS:CV:2:4.2
State Support:
1995 received a state Safe and Drug Free Schools and Communities Grant to address the occurrence of violent
incidences on school grounds.
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NEW JERSEY:
Social Studies
STANDARD 6.2 (Civics) All students will know, understand and appreciate the values and principles of American
democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.
Also fulfills concepts described in 6.2 strands for:
GRADES 3-4:
GRADES 5-8:
Career Education and Consumer, Family, and Life Skills
STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order to be
functional members of society.
Also fulfills concepts described in 9.2 strands for:
GRADES 3-4
GRADES 5-8
Legislation:
The New Jersey legislature has, for a second year, approved an appropriation of $4.75 million for the New Jersey
Character Education Partnership Initiative, which provides state-aid funds on a formula basis to all public school
districts, charter schools, special education services districts, educational services commissions and State-Operated
Education Facilities. The Bureau of Policy Analysis and Program Development Office of Educational Support Services
at the NJ Department of Education (contact: Philip Brown) is responsible for approving applications to use the funds
appropriately and for providing guidance and support services. Assembly, No. 1548 encourages the development of
character education programs.
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NEW MEXICO:
Social Studies
Strand: Civics and Government
Content Standards (Grades 5-8): III-A; III-C; III-D
THE NEW MEXICO MANDATE FOR CHARACTER EDUCATION
Through the adoption of the New Mexico Standards for Excellence, the Public Education Department addresses the
issue of character education under 6.30.2.8. This section identifies personal qualities of individuals that New Mexico
schools and communities recognize and promote character education as a means to achieve student success as
responsible, productive, and caring citizens.
The New Mexico Character Education Partnership brings together the New Mexico Public Education Department,
Albuquerque Public Schools and NM School districts/charter schools in a project to build statewide leadership for
sustainable character education in New Mexico schools and communities.
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NEW YORK:
Social Studies
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the United States and other nations; the United States Constitution; the
basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship,
including avenues of participation.
Character Education
THE NEW YORK MANDATE FOR CHARACTER EDUCATION
September 2001:
The State Legislature and the Governor have enacted a new law which requires instruction in civility, citizenship and
character education. The new law amends existing Education Law as follows:
"§801-a. Instruction in civility, citizenship and character education. The regents shall ensure that the course of
instruction in grades kindergarten through twelve includes a component on civility, citizenship and character
education. Such component shall instruct students on the principles of honesty, tolerance, personal responsibility,
respect for others, observance of laws and rules, courtesy, dignity and other traits which will enhance the quality of
their experiences in, and contributions to, the community. The regents shall determine how to incorporate such
component in existing curricula and the commissioner shall promulgate any regulations needed to carry out such
determination of the regents."
New York State Learning Standards for social studies and for health, physical education, and family and consumer
sciences include many of the elements listed in the Project SAVE curricular requirements. State Social Studies
Standard 5, Civics, Citizenship, and Government, focuses on basic civic values such as justice, honesty, self-discipline,
due process, equality, majority rule with respect for minority rights, and respect for self, others, and property. This
standard also emphasizes the important rights, roles, and responsibilities of citizenship, including ways that citizens
can participate in our constitutional democracy. The one-half unit social studies requirement, participation in
government, reinforces these concepts and provides a culminating learning experience for students as they prepare
to assume the roles of citizens in our society. Learning Standard 2 for health, physical education and family and
consumer sciences, A Safe and Healthy Environment, calls for students to demonstrate personally and socially
responsible behavior, to care for and respect themselves and others, to recognize threats to the environment and to
demonstrate responsible personal and social behavior while engaged in physical activity.
School districts are encouraged to establish a process for analyzing their existing efforts, kindergarten through
twelfth grade, in providing instruction in civility, citizenship and character education. Through this process, districts
can build upon established practices to strengthen curriculum and staff development in these areas. Attached are
lists of materials to assist school districts in complying with the requirements for instruction in civility, citizenship and
character education. These lists are offered as a resource to school districts in meeting the requirements of the SAVE
legislation. Updated information can be found at www.emsc.nysed.gov as it becomes available.
Legislation:
(2000 SAVE Act) Mandates that K-12 teaching include a component on civility, citizenship and character education
instructing students on the principles of honesty, tolerance, personal responsibility, respect for others, observance of
laws and rules, dignity and other traits. These are to be incorporated in existing curriculum. Education Law A4816,
referred to the Committee on Education in February 2001, requires development of curriculum in character education.
______________________________________
NORTH CAROLINA:
Social Studies Curriculum
CITIZENSHIP: PEOPLE MAKING A DIFFERENCE
Strands: Individual Development and Identity, Cultures and Diversity, Historical Perspectives, Government and Active
Citizenship
Competency Goal 1: The learner will characterize qualities of good citizenship by identifying people who made a
difference in the community and other social environments.
Competency Goal 2: The learner will analyze the multiple roles that individuals perform in families, workplaces, and
communities.
Competency Goal 3: The learner will examine how individuals can initiate change in families, neighborhoods, and
communities.
Guidance Curriculum:
Elementary Personal Social Development
Competency Goal 7: The learner will acquire the attitudes, knowledge and interpersonal skills to help understand and
respect self and others. (National Standard 7)
Key Connections:
Character Education, Senate Bill 1139, 1996
Service Learning: A Goals 2000 initiative of the National Governor's Association
SCANS Foundation Skills: Personal Qualities: individual responsibility, self-esteem, sociability, self-management, and
integrity
State Mandate:
In August 2001, Governor Mike Easley signed H.B. 195, “The Student Citizen Act of 2001,” which requires schools to
implement character education programs and to establish dress codes for their students. The proposed budget under
consideration by the General Assembly allocates $200,000 for the implementation of character education programs.
________________________________________
NORTH DAKOTA:
Social Studies
Standard 4: Students understand the historical impact of political institution and the role of the citizen in government
and society.
Benchmarks:
3.4.1
4.4.1
5.4.1, 5.4.3, 5.4.4
Standard 6: Students understand the role culture plays in shaping human development and behavior
3.6.2
NORTH DAKOTA AND CHARACTER EDUCATION
Courses in Character Education are not mandated by the state. However, article 15-38-10 of the North Dakota Century
Code states that "Each teacher in the public school must provide moral instruction tending to impress upon the minds
of pupils the importance of truthfulness, temperance, purity, public spirit, patriotism, international peace, respect for
honest labor, obedience to parents and deference to old age". Also, Article VIII, Section 149 of the Constitution of North
Dakota states "In all schools instruction shall be given as far as practicable in those branches of knowledge that tend
to impress upon the mind the vital importance of truthfulness, temperance, purity, public spirit and respect for honest
labor of every kind."
_______________________________________
OHIO:
Citizenship Rights and Responsibilities
Students use knowledge of the rights and responsibilities of citizenship in order to examine and
evaluate civic ideals and to participate in community life and the American democratic system.
Benchmark A: Explain how citizens take part in civic life in order to promote the common good.
Grade Three
Participation 1. Describe how people help to make the community a better
place in which to
Grade Four
Participation 1. Describe the ways in which citizens can promote the
common good and influence their government
Benchmark B: Identify rights and responsibilities of citizenship in the United States that are
important for preserving democratic government.
Grade Three
Rights and
Responsibilities
3. Describe the responsibilities of citizenship
Grade Four
Rights and
Responsibilities
2. Explain why personal responsibilities (e.g., taking
advantage of the opportunity to be educated) and civic
responsibilities (e.g., obeying the law and respecting the
rights of others) are important.
3. Explain the importance of leadership and public service.
4. Explain why characteristics such as respect for the rights of
others, fairness, reliability, honesty, wisdom and courage
are desirable qualities in the people citizens select as their
leaders.
Grade Five
Rights and
Responsibilities
2. Explain the obligations of upholding the U.S. Constitution
Legislation:
(2000) Ohio House Bill 282 earmarks $1million for character education.
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OKLAHOMA:
Social Studies
Civics / Government
Content Standards 5-8:
V. What are the Roles of the Citizen in American Democracy?
• What is citizenship?
• What are the rights of citizens?
• What are the responsibilities of citizens?
• What dispositions or traits of character are important to the preservation and improvement of American
constitutional democracy?
How can citizens take part in civic life?
THE OKLAHOMA MANDATE FOR CHARACTER EDUCATION
The Oklahoma State Legislature established a character education grant program in House Bill 1704 in 2005.
Initial funding for the character education programs was later provided through House Bill 1133 in 2007.
The grants are administered through the Oklahoma State Department of Education as the Oklahoma Schools of
Character Grant.
This site includes resources and information about Oklahoma's Schools of Character grants and provides links to
information useful in developing a Character Education program.
Additional Legislation:
1999 legislation, HB 1765, authorizes district school boards of education to develop and make available character
education programs. The local school boards of the school districts of this state may develop and implement a
comprehensive program for character education in grades K-6. This program shall focus on students’ development of
character traits, the kind and manner found in available curriculum. “It being immediately necessary for the
preservation of the public peace, health and safety, an emergency is hereby declared to exist, by reason whereof this
act shall take effect.”
_______________________________________
OREGON:
Social Sciences
Civics and Government
Grade 5:
Content Standard
* Understand the roles, rights, and responsibilities of citizens in the United States.
Applies to the following Standards
SS.03.CG.02
SS.05.CG.04
SS.05.CG.04.01
SS.08.CG.04
SS.08.CG.04.01
SS.CM.CG.04
SS.CM.CG.04.01
SS.CM.CG.04.02
Content Standard
• Understand the participatory obligations of U.S. citizens.
• Applies to the following Standards
SS.03.CG.03
SS.05.CG.05
SS.05.CG.05.01
SS.08.CG.05
SS.08.CG.05.01
SS.CM.CG.05
SS.CM.CG.05.01
Content Standard
* Understand how individuals, groups, and international organizations influence government.
Applies to the following Standards
SS.05.CG.06
SS.05.CG.06.01
SS.08.CG.06
SS.08.CG.06.01
SS.CM.CG.06
SS.CM.CG.06.01
SS.CM.CG.06.02
SS.CM.CG.06.03
Career Related Learning
Personal Management
CCG: Develop competence in personal management that contributes to fulfilling and balancing responsibilities of
multiple life roles (i.e., individual, learner, producer, consumer, family member, citizen).
Benchmark 1
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Describe responsibilities of a student.
Identify the impact of one’s own behavior on other individuals and groups.
Demonstrate skills and behaviors necessary to get along with others: respect, sharing, helping, and caring.
Benchmark 2
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Describe the importance of personal responsibility and good work habits in the family, school, and community.
Demonstrate how one’s behavior impacts outcomes and consequences.
Identify potential sources of conflict with classmates and family members, and suggest strategies for resolving
them.
Benchmark 3
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Demonstrate good work habits in various family, school, and community related tasks.
Recognize and explain the differences between socially responsible and socially irresponsible behaviors.
Describe one’s interactions with community authority figures, and identify how these interactions influence self and
others.
Benchmark 4
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
Take initiative to complete work in a responsible manner.
Use verbal, nonverbal, and written communication skills to interact with classmates, teachers, family, and community
members.
CIM/CAM
Exhibit appropriate work ethic and behaviors in school, community, and workplace.
CS.PM.01 Identify tasks that need to be done and initiate action to complete the tasks.
CS.PM.02 Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of
quality.
CS.PM.03 Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
Character Education
THE OREGON MANDATE FOR CHARACTER EDUCATION
Oregonians want their schools to hold students to high standards of academic achievement and they want high
standards of character. Oregon House Bill 2670, enacted during the 1999 Legislative Session, reinforced the
importance of character development in Oregon's system of education. The bill directed the Department of Education
to apply for federal Partnerships in Character Education Pilot Project grants, encouraged for students in the district,
and directed the Department of Education to distribute copies of the bill's preamble and sections 1 and 2 to each
Oregon school district.
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PENNSYLVANIA:
5.2 Rights and Responsibilities of Citizenship
A. Civic Rights, Responsibilities and Duties
B. Relationship Between Rights and Responsibilities
C. Sources and Resolution of Conflicts
D. Political Leadership and Public Service
E. Ways Citizens Influence Decisions and Actions of Government
F. Consequences of Violating Rules and Law
G. Competent and Responsible Citizen
Recommended Parameters & Best Practices
Curriculum Development: Character Education
Objective: To include character education in the local curriculum.
State Support:
HB 456, effective 7/1/99 authorizes schools to fund programs that address school violence, conflict resolution, codes
of conduct etc. PACE (Pennsylvania Alliance for Character Education) is a public/private partnership committed to
providing character education opportunities for Pennsylvania schoolchildren.
______________________________________
RHODE ISLAND:
G&C 2 (3-4) –2
Students demonstrate an understanding of the democratic values and principles underlying the U.S. government
G&C 3 (3-4) –1
Students demonstrate an understanding of citizens’ rights and responsibilities by
G&C 3 (3-4) –2
Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and
responsibilities by…
G&C 3: In a democratic society, all people have certain rights and responsibilities.
G&C 2 (5-6) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S.
government
G&C 3 (5-6) –1
Students demonstrate an understanding of citizens’ rights and responsibilities
G&C 3 (5-6) –2
Students demonstrate an understanding how individuals and groups exercise (or are denied) their rights and
responsibilities
G&C 3 -1: Citizens’ rights and responsibilities
G&C 3 -2: How individuals and groups exercise (or are denied) their rights and responsibilities
Rhode Island follows the Principles of Effective Character Education and the CEP's Character Education Quality
Standards.
Funded by a U.S. Department of Education Partnerships in Character Education Pilot Project grant and the Rhode
Island Department of Education, the program Healthy Schools! Healthy Kids! Is partnering with state school districts to
pilot a character development program.
________________________________________
SOUTH CAROLINA:
Social Studies Literacy Element
J. Demonstrate responsible citizenship within the school community and the local and national communities
(Demonstrate Grades 3-6)
The Character Education initiative of the South Carolina Department of Education (SDE): To promote comprehensive
character development in South Carolina
The South Carolina Legislature adopted the character resolution in 2002, designating South Carolina as a State of
Character.
South Carolina Education and Economic Development Act on May 24, 2005 (http://www.scstatehouse.
net/sess116_2005-2006/bills/3155.htm). In Section 15-17-135, the amended code outlined twenty-four character traits
to be addressed in character education programs implemented by local school boards of South Carolina. This
legislation reinforces the concept that character development is integral to success in school, work, and life.
State Mandate:
Section 59-17-135 of the 1976 Code was amended in November 2000 South Carolina Family Respect Act to reflect that
“schools must be encouraged to instill the highest character and academic excellence in each student, in close
cooperation with the student’s parents” and that “each local school board of trustees of the State must develop a
policy addressing character education. Any character education program implemented by a district as a result of an
adopted policy must, to the extent possible, incorporate character traits including, but not limited to, the following:
respect for others, honesty, self control, cleanliness, courtesy, good manners, cooperation, citizenship, patriotism,
courage, fairness, kindness, self respect, compassion, diligence, generosity, punctuality, cheerfulness, patience,
sportsmanship, loyalty, and virtue. Local school boards must include all sectors of the community… in the
development of a policy and in the development of any program implemented as a result of the policy.”
________________________________________
SOUTH DAKOTA:
Social Studies
Grade 3: Civics and Government
Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies
including the impact of historical events, ideals, and documents.
3.C.1.1.; 3.C.1.4; 3.C.2.1;
Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens.
4.C.2.1;
THE SOUTH DAKOTA MANDATE FOR CHARACTER EDUCATION
South Dakota Legislative Statute 13-33-6.1: Character development instruction. Unless the governing body elects by
resolution, effective for not less than one or more than four school terms, to do otherwise, character development
instruction shall be given in all public and nonpublic elementary and secondary schools in the state to impress upon
the minds of the students the importance of citizenship, patriotism, honesty, self discipline, self-respect, sexual
abstinence, respect for the contributions of minority and ethnic groups to the heritage of South Dakota, regard for the
elderly and respect for authority.
Interpersonal Relationships
Core Standards:
Exploratory, Core, and Advanced:
4.1.1; 4.2.2; 4.2.4; 4.3.1;4.3.2; 4.3.3; 4.4.2; 4.4.3; 4.2.1; 4.3.5; 4.4.1; 4.5.4
SOUTH DAKOTA: Human Development
Core Standards: 2.3.2; 2.3.1
SOUTH DAKOTA: Career, Family, and Community Connections
Core Standards: 1.3.2; 1.3.3
________________________________________
TENNESSEE:
Content Standard: 4.0
Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy
requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community,
nation, and world.
• 4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
5.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
4.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
6.4.03 Identify how cooperation and conflict among people influence the division and control resources, rights, and
privileges.
Grade Level 3-5
Academic Development
Standard 1: Skills for Academic self-confidence, Learning and Success
Student will acquire the attitudes, knowledge, and skills that contribute to effective
learning in school and across the life span.
Grade Level 3-5
Personal and Social Development
Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help them
understand and respect self and others
Grade Level 6-8
Personal and Social Development
Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help them
understand and respect self and others
Character Education Project - Legislation and Guidance
Definition - Developed by TN Character Education Partnership
T.C.A. 49-6-1007(a). Character Education - (a) The course of instruction in all public schools shall include character
education to help each student develop positive values and improve student conduct as students learn to act in
harmony with their positive values and learn to become good citizens in their school, community, and society.
Through a collaborative effort between home, school and the community, character education guides students in
developing positive ideals and good habits that will improve behavior, school climate, and ultimately academic
performance. Students are provided opportunity and example for becoming conscientious and productive citizens in
their school, community and nation. By integrating character traits like caring, respect, responsibility, trustworthiness,
citizenship and fairness into all areas of the school experience, students will gain better self-awareness and the
desire to become more socially responsible. Effective character education creates a circle of trust and respect
among students, school staff, parents and the community. All should make every effort to encourage individual good
as well as common good.
Legislation requires that all schools implement character education. Public School Law #369 requires character
education in grades K-12 (July 1999).
________________________________________
TEXAS:
SOCIAL STUDIES (TEKS Standards):
113.6. Social Studies, Grade 4.
113.7. Social Studies, Grade 5.
113.22. Social Studies, Grade 6.
Character Education
THE TEXAS MANDATE FOR CHARACTER EDUCATION
House Bill 946, passed by the 77th Texas Legislature, 2001, and signed into law by Governor Rick Perry, permits
school districts to implement character education programs for students. Programs offered under Texas Education
Code §29.906 must meet the following criteria: 1) stress positive character traits as outlined in the bill; 2) use
integrated teaching strategies; and 3) be age appropriate. Districts are also required to consult with parents of
students, educators, and members of the community, including community leaders, in selecting a character education
program. The bill does not require or authorize the proselytization or indoctrination of any specific religious or political
belief.
H.B. 946, signed by Governor Rick Perry on June 11, 2001 and effective immediately, encourages character education
and that a school district may provide a character education program emphasizing positive character traits; use
integrated teaching strategies; and be age appropriate. “In developing or selecting a character education program… a
school district shall consult with a committee selected by the district that consists of: parents of district students;
educators; and other members of the community, including community leaders.” The measure also “does not require
or authorize proselytizing or indoctrinating concerning any specific religious or political belief.”
________________________________________
UTAH:
Social Studies
Grade 4: Standard 3, Standard 4
Grade 5: Standard 5
UTAH: Social Studies: U.S. Government and Citizenship
Standard 4
THE UTAH MANDATE FOR CHARACTER EDUCATION
Utah Code: Section 53A-13-109
Decrees civic and character education to be fundamental elements of public education.
State Mandate:
1953 legislation mandates that character education must be integrated into the state education framework.
Life Skills is a statewide program that encourages education of the whole child.
Character and Social and Civic Responsibility are two of the seven domains in the Life
Skills document. Utah educators are active in the teaching of honesty, integrity, morality,
civility, duty, honor, service, and obedience to law as specified by Utah Code 53A-13-
109. They focus on student knowledge, skills and dispositions for civic engagement that
are molded and developed in all areas of the school. These are fundamental in order to
teach children so that they can make informed decisions and become competent, well
educated citizens with a commitment to the common good in a democratic society. All
Utah secondary schools must provide evidence of Life Skills integration as they meet
requirements for state accreditation. The Life Skills document is online at
http://www.schools.utah.gov/curr/lifeskills
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VERMONT:
H&SS5-6:14
History and Social Sciences Grade Expectations Grades 5-6:
Civics, Government, and Society
H&SS3-4:14
History and Social Sciences Grade Expectations Grades 3-4:
Civics, Government, and Society
Civic/Social Responsibility Standards
Service
4.1 Students take an active role in their community.
Cultural Expression
4.3 Students demonstrate understanding of the cultural expressions that are characteristic of particular groups.
Effects of Prejudice
4.4 Students demonstrate understanding of the concept of prejudice, and of its effects on various groups.
Meaning of Citizenship
6.9 Students examine and debate the meaning of citizenship and act as citizens in a democratic society.
6.10 Students analyze the access that various groups and individuals have had to justice, reward, and power, as
those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in
various locations world wide.
Human Rights
6.11 Students identify and evaluate the concept of human rights in various times in their local community, in
Vermont, in the United States, and in various locations world wide.
State Support:
State education standards include personal responsibility and social development.
_______________________________________
VIRGINIA:
3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are
united by the basic principles of a republican form of government and respect for individual rights and freedoms.
CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities
of citizens
CE.4 and GOVT.17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and
effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism.
Code of Virginia:
Legislation passed by the 1999 General Assembly (§22.1-208.01) requires local school boards to establish a character
education program in its schools, the aim of which is to improve the learning environment, promote student
achievement, reduce disciplinary problems and develop civic-minded students of high character.
1999 legislation in the Code of Virginia mandates that schools teach character education, and that each school board
shall establish, within its existing programs, a character education program in its schools. “The purpose of the
character education program shall be to instill in students civic virtues and personal character traits so as to improve
the learning environment, promote student achievement, reduce disciplinary problems, and develop civic-minded
students of high character. The components of each program shall be developed in cooperation with the students,
their parents and the community at large.”
______________________________________
WASHINGTON:
Social Studies
Civics EALRs
Benchmark: Grade 5
Standards: 1.3; 4.1; 4.2; 4.3
Legislation:
1993 legislation considers character education as an integral part of public education, but leaves the responsibility for
implementation and assessment of character education at the local level. A 2000 legislative initiative, House Bill 2409,
is pending. The bill would strengthen the existing language and create a character education partnership program and
provide grants for character education. No district would be forced to engage in character education under the
measure. The Bill was vetoed in the 2000 Senate.
______________________________________
WEST VIRGINIA:
Social Studies Standard 1: Citizenship (SS.S.1)
SS.3.1.1, SS.3.1.2, SS.3.1.4, SS.3.1.5, SS.3.1.6, SS.3.1.7
SS.4.1.1, SS.4.1.5, SS.4.1.6, SS.4.1.7
SS.5.1.1, SS.5.1.4, SS.5.1.5, SS.6.1.1
SS.6.1.5, SS.6.1.6, SS.6.1.7
Character Education in West Virginia schools is integrated in several different ways based upon each individual school
or county school system. In April 2001, Character Education was mandated through HB 2208 for all schools to
integrate character education into all aspects of school culture, school functions and existing curriculum. All public
schools PK-12 are to develop and integrate components of character development into their existing curriculum. The
school may incorporate such programs as "Life Skills", "Responsible Students", or any other program encompassing
any of the following components: honesty, caring, citizenship, justice, fairness, respect, and responsibility. The West
Virginia Department of Education during the Safe Schools Conference 2001 trained approximately 200 educators in
national character education models for integrating character education throughout the school curriculum and school
environment. One of the models represented was the following: Character Counts!.
1995 State School Act required the State Department of Education to develop a preventative discipline program of
which one part is a weekly character education discussion. In May 2001, the West Virginia House and Senate passed
a bill (SB 125; HB 2208) signed by the governor supporting a “comprehensive approach to integrate character
education into all aspects of school culture, school functions and existing curriculum.”
________________________________________
WISCONSIN:
Social Studies, Standard C. POLITICAL SCIENCE AND CITIZENSHIP: POWER, AUTHORITY, GOVERNANCE, AND
RESPONSIBILITY
By the end of grade four, students will:
C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for
civility and respect for diversity
C.4.2 Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which
the rights of citizens in our country are guaranteed.
C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how
various behaviors promote or hinder cooperation
C.4.4 Explain the basic purpose of government in American society, recognizing the three levels of government
C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and
speaking at hearings, can contribute to the well-being of the community
C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking
into account the viewpoints and interests of different groups and individuals
By the end of grade eight, students will:
C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for the common good,
equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for
minority rights
C.8.6 Explain the role of political parties and interest groups in American politics
C.8.7 Locate, organize, and use relevant information to understand an issue of public concern, take a position, and
advocate the position in a debate
C.8.8 Identify ways in which advocates participate in public policy debates
State Support:
In a statewide poll of Wisconsin adults conducted by WEAC in July 1996, 91percent thought that schools should
emphasize character education.
________________________________________
WYOMING:
Career/Vocational
Grade 4: Content Standard 2: Interpersonal Skills
Social Studies
Grade Span: 5-8
Content Standard 1: Citizenship/Government/Democracy
Content Standard 2: Culture/Cultural Diversity
Grade Span K-4
Content Standard 1: Citizenship/Government/Democracy
Content Standard 2: Culture/Cultural Diversity
THE WYOMING MANDATE FOR CHARACTER EDUCATION
Wyoming: Under the Safe and Drug Free Schools and Communities Act, the Department of Education distributes funds
to support local prevention activities in the area of tobacco, alcohol and other drugs, and violence. Wyoming has a
variety of programs that local school boards have adopted to deal with safe schools and violence in schools. Those
programs include: Bully Proofing Your School, Boys’ Town, Conflict Resolution Skill Development, Character Counts,
and Anger Management Training.
The SIX PILLARS OF CHARACTERsm series is designed to fulfill core teaching objectives in the areas of character education and social studies. The series specifically correlates to four of the National Standards defined by the NCSS: Standards IV, V, VI, and X. The SIX PILLARS OF CHARACTERsm series also correlates to the teaching standards of specific state curriculae. Included below are the standards laid out by individual states, listed in alphabetical order. In addition to fulfilling character education and social studies standards, each book in the series utilizes examples and discussions that draw upon numerous events and key issues in world history and American history. See how CHARACTER COUNTS! meets NCLB requirements at http://charactercounts.org/research/NCLB.html |