GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2001
S	5
SENATE BILL 898
Second Edition Engrossed 4/12/01
House Committee Substitute Favorable 6/4/01
Fourth Edition Engrossed 6/7/01
Fifth Edition Engrossed 6/12/01

Short Title:	The Student Citizen Act of 2001.	()	
Sponsors:	     	
Referred to:	     	
April 5, 2001

A BILL TO BE ENTITLED
AN ACT TO ENACT THE STUDENT CITIZEN ACT OF 2001. 

The General Assembly of North Carolina enacts:
SECTION 1.  This act shall be known as the "Student Citizenship Act of 2001".
SECTION 2.  G.S. 115C‑81 reads as rewritten:
"§ 115C‑81.  Basic Education Program.
…
(g1)	Modifications to the social studies curriculum to instruct students on participation in the democratic process and to give them hands-on experience in participating in the democratic process:
(1)	The State Board of Education shall modify the high school social studies curriculum to include instruction in civic and citizenship education. The State Board of Education is strongly encouraged to include, at a minimum, the following components in the high school civic and citizenship education curriculum:
a.	A requirement that students write to a local, State, or federal elected official about an issue that is important to them;
b.	Instruction on the importance of voting and otherwise participating in the democratic process;
c.	Information about current events and governmental structure; and
d.	Information about the democratic process and how laws are made.
(2)	 The State Board of Education shall modify the middle school social studies curriculum to include instruction in civic and citizenship education. The State Board of Education is strongly encouraged to include, at a minimum, the following components in the middle school civic and citizenship education curriculum:
a.	A tour of representative local government facilities such as the local jail, the courthouse, or a town hall, to help students understand the way their community is governed;
b.	A requirement that students choose and analyze a community problem and offer public policy recommendations on the problem to local officials; and
c.	Information about getting involved in community groups.
(h)	Character Education. – Each local board of education shall develop and implement character education instruction with input from the local community. The instruction shall be incorporated into the standard curriculum and should address the following traits:
(1)	Courage. – Having the determination to do the right thing even when others don't and the strength to follow your conscience rather than the crowd; and attempting difficult things that are worthwhile.
(2)	Good judgment. – Choosing worthy goals and setting proper priorities; thinking through the consequences of your actions; and basing decisions on practical wisdom and good sense.
(3)	Integrity. – Having the inner strength to be truthful, trustworthy, and honest in all things; acting justly and honorably.
(4)	Kindness. – Being considerate, courteous, helpful, and understanding of others; showing care, compassion, friendship, and generosity; and treating others as you would like to be treated.
(5)	Perseverance. – Being persistent in the pursuit of worthy objectives in spite of difficulty, opposition, or discouragement; and exhibiting patience and having the fortitude to try again when confronted with delays, mistakes, or failures.
(6)	Respect. – Showing high regard for authority, for other people, for self, for property, and for country; and understanding that all people have value as human beings. 
(7)	Responsibility. – Being dependable in carrying out obligations and duties; showing reliability and consistency in words and conduct; being accountable for your own actions; and being committed to active involvement in your community.
(8)	Self‑Discipline. – Demonstrating hard work and commitment to purpose; regulating yourself for improvement and restraining from inappropriate behaviors; being in proper control of your words, actions, impulses, and desires; choosing abstinence from premarital sex, drugs, alcohol, and other harmful substances and behaviors; and doing your best in all situations.
(h1)	In addition to the instruction under subsection (h) of this section, local boards of education are encouraged to include instruction on the following responsibilities:
(1)	Respect for school personnel. – In the school environment, respect includes holding teachers, school administrators, and all school personnel in high esteem and demonstrating in words and deeds that all school personnel deserve to be treated with courtesy and proper deference.
(2)	Responsibility for school safety. – Helping to create a harmonious school atmosphere that is free from threats, weapons, and violent or disruptive behavior; cultivate an orderly learning environment in which students and school personnel feel safe and secure; and encourage the resolution of conflicts and disagreements through peaceful means including peer mediation.
(3)	Service to others. – Engaging in meaningful service to their schools and their communities. Schools may teach service-learning by (i) incorporating it into their standard curriculum, or (ii) involving a classroom of students or some other group of students, on a voluntary basis, in one or more hands-on community-service projects.
(4)	Good citizenship. – Obeying the laws of the nation and this State; abiding by school rules; and understanding the rights and responsibilities of a member of a republic."
SECTION 3.  G.S. 115C-81(g) is amended by adding a new subdivision to read:
"(3b)	An object containing the words of the Ten Commandments may be displayed on real property owned by a local school administrative unit along with other documents of historical significance that have formed and influenced the United States legal or governmental system. The display of an object containing the words of the Ten Commandments shall be in the same manner and appearance generally as other documents and objects displayed and shall not be presented or displayed in any fashion that results in calling attention to it apart from the other displayed documents and objects."
SECTION 4.  G.S. 115C‑47 is amended by adding a new subdivision to read:
"(39)	To Adopt Dress Code and Appearance Policies for Students and Public School Employees. – The State of North Carolina respects a student's right to choose his or her style of dress or appearance. Local boards of education shall adopt dress code and appearance policies that require students to adhere to standards of dress that are compatible with the requirement of a good school environment. Such a policy shall provide that if a student's dress is such that it disrupts the learning environment or constitutes a threat to health or safety, the principal or the principal's designee may require the student and student's parent or guardian to take appropriate action to remedy the situation. Principals shall maintain guidelines to implement the student dress code and appearance policy, copies of which shall be made available to parents and students.
Local boards of education shall adopt dress code and appearance policies that require public school employees to adhere to standards of dress that are compatible with the requirement of a good school environment. Such a policy shall provide that if a public school employee's dress is such that it disrupts the learning environment or constitutes a threat to health or safety, the principal or the principal's designee may require the employee to take appropriate action to remedy the situation. Principals shall maintain guidelines to implement the employee dress code and appearance policy, copies of which shall be made available to all public school employees."
SECTION 5.  If any provision of this act is declared unconstitutional or invalid by the courts, it does not affect the validity of this act as a whole or any part other than the part so declared to be unconstitutional or invalid.
SECTION 6.  This act becomes effective July 1, 2001, except that:
(1)	The State Board of Education shall complete the modifications to the social studies curriculum required by G.S. 115C‑81(g1), as enacted in Section 2 of this act, prior to October 1, 2001. The modified curriculum shall be implemented beginning with the 2002‑2003 school year.
(2)	Local boards of education shall develop character education instruction in accordance with G.S. 115C‑81(h), as rewritten by Section 2 of this act, prior to January 1, 2002, and shall implement this instruction beginning with the 2002‑2003 school year. If a local board determines that it would be an economic hardship to begin to implement character education instruction by the beginning of the 2002‑2003 school year, the board may request an extension of time from the State Board of Education. The local board shall submit the request for an extension to the State Board on or before April 1, 2002. Local boards are encouraged to include in their character education instruction the responsibilities listed in G.S. 115C‑81(h1) of Section 2 of this act.
(3)	Section 4 of this act applies beginning on January 1, 2002.