Gate-breaking climate indoctrination with Mother Owl
Teaching sound climate science is often prevented by "gatekeepers." Time to break through.
Keep an eye on high school climate modeling
Today's climate models are like video games, fun to play with but not to be taken seriously.
Amazing opportunities to teach sound climate science
What is rather amazing is that the NGSS standard for middle school climate science actually fits skepticism very well.
How to teach kids about climate
The Web is loaded with alarmist material but there is almost nothing from the skeptics. Here's what good classroom materials might look like.
Teacher testimonials reveal rampant alarmism
The New York Times has published a bunch of testimonials from secondary school teachers who are intent on teaching alarmism instead of science.
Teachers teaching climate skepticism? More good news!
Given the pressures, it is impressive that teachers want to teach the entire climate debate.
Video: Celebrate women by jailing climate “deniers”
Celebrate women by taking political prisoners?
Climate alarmists pushing green education indoctrination
CFACT advisor H. Sterling Burnett writes the weekly climate column for The Heartland Institute -- a CFACT partner in addressing environmental education issues (such as our joint battle in West Virginia). Noting the call in the Huffington Post for even more propaganda, he warns Americans that the battle for the minds of our future generations is more intense than ever.
Stop frightening children with doomsday propaganda
Frightening children with doomsday scenarios is just plain wrong, but that is exactly what the environmental extremists are doing in public school classrooms.
Climate radicals bullying West Virginia School Board
Students deserve to learn from all the facts and are smart enough to weigh alternative explanations. This is the true essence of scientific learning.
How should global warming be taught?
So what should children be taught? Well, how about both sides for starters.
Earth Guardians: Tip of the indoctrination iceberg
. In addition to discovering that only slightly more than half had found full-time jobs, Roska and Arum found that student “lack of awareness of current events … was startling.” Thirty-two percent reported “that they read a newspaper only monthly or never.”