1. (a) Introduction.

   1. (1) Character education introduces students to character traits that empower them to be good citizens who are trustworthy, responsible, and caring. The character traits reflect positive beliefs, attitudes, and mindsets; provide opportunities for self-reflection; and permit students to apply effective strategies to make decisions, solve problems, and behave responsibly.

   2. (2) The standards for positive character traits are comprised of four strands: trustworthiness, responsibility, caring, and citizenship. Each strand consists of the following character traits.

      1. (A) Trustworthiness: loyalty, integrity, reliability, and punctuality.
      2. (B) Responsibility: accountability, perseverance, diligence, and self-control.
      3. (C) Caring: kindness, empathy, charity, generosity, patience, consideration, and compassion.
      4. (D) Citizenship: respect, courtesy, concern for the common good and the community, fairness, freedom from prejudice, justice, patriotism, school pride, respect for authority and law, and gratitude.
   3. (3) Students are expected to develop an awareness of self-identity as well as recognize multiple perspectives, difference and diversity, biases, and the social and cultural context in which they live.
   4. (4) The knowledge and skills for positive character traits are organized in the following grade bands: Kindergarten-Grade 2, Grades 3-5, Grades 6-8, and Grades 9-12. However, due to the complexity of the concepts, student expectations and knowledge and skills statements cannot be taught, discussed, or viewed in isolation.
   5. (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

2. (b) Knowledge and skills.

   1. (1) Trustworthiness. The student understands how trustworthiness is viewed in society, politics, and the local and global community. The student is expected to:

      1. (A) examine how the power to make decisions relates to personal actions;
      2. (B) analyze how the decisions and actions of leaders in society, politics, and the local and global community demonstrate integrity; and
      3. (C) examine the legal and social consequences of unethical behavior.

   2. (2) Responsibility. The student understands how leaders demonstrate responsibility in relationships, families, societies, politics, and the global community. The student is expected to:

      1. (A) identify and describe personal role models who demonstrate what it means to be accountable for words and actions;
      2. (B) identify and discuss real-world examples of taking personal responsibility for one's words and actions;
      3. (C) identify and evaluate strategies for practicing self-control in a variety of situations; and
      4. (D) define perseverance and identify strategies for demonstrating perseverance.

   3. (3) Caring. The student understands how characteristics of caring influence society and impact the global community. The student is expected to:

      1. (A) evaluate one's personal attitudes and mindsets about self and others;
      2. (B) discuss how feelings, decision making, and personal behaviors impact relationships within society; and
      3. (C) identify strategies for how a person can show empathy through one's actions.

   4. (4) Citizenship. The student understands how character traits of citizenship influence our personal view of society and the local and global community. The student is expected to:

      1. (A) explain the impact of personal actions on the family, school, and local and global community;
      2. (B) practice the roles and responsibilities of citizenship in a variety of settings;
      3. (C) apply conflict resolutions skills; and
      4. (D) participate in constructive dialogues with those of differing viewpoints.

Source Note:The provisions of this §120.9 adopted to be effective August 1, 2021, 45 TexReg 7423.