'First, the non-climatic effects of carbon dioxide are dominant over the climatic effects and are overwhelmingly beneficial. Second, the climatic effects observed in the real world are much less damaging than the effects predicted by the climate models, and have also been frequently beneficial.'

Freeman Dyson,

in Foreword to http://www.thegwpf.org/content/uploads/2015/10/benefits1.pdf

Climate-curricula: school curricula, policies , and activities on climate

Last update: 21 May 2017

"By encouraging, or even requiring, students to take stands where they have neither the knowledge nor the intellectual training to seriously examine complex issues, teachers promote the expression of unsubstantiated opinions, the venting of uninformed emotions, and the habit of acting on those opinions and emotions, while ignoring or dismissing opposing views, without having either the intellectual equipment or the personal experience to weigh one view against another in any serious way."
Thomas Sowell, 'Intellectuals and Society', http://www.amazon.co.uk/Intellectuals-Society-Sowell-Thomas/dp/0465025226


Climate-Curricula

The aim is to collect and organise, materials, articles, and links showing how climate topics are being handled in school curricula anywhere in the world.

Top Note on Sustainability. Alarm about our impact on climate is sometimes used to justify calls for more 'sustainability' in school materials.  I tend to think of the word as meaning, in practice, 'suppressed development' - suppression of both the economy and the autonomy of people in it.  Here is a snappier, but still consistent with mine, redefinition from Peter Wood:

Sustainability means transferring authority to decide how to use our resources from the marketplace to ill-informed bureaucrats.

General

 #1995 Refers to USA but message is more general: 'The political activism in the classrooms is the direct result of the environmental education movement’s planning and hard work instituting state-level environmental education laws. A major objective of the environmental special interest groups which have supported the passage of these laws is to use environmental education as a way to create an army of young political activists. While each state’s law contains slightly different language, most of them provide a statutory basis for teachers to encourage students to become involved politically in environmental issues.'

#2003 'Sustainable development' - the stalking horse for political indoctrination, bolstered by the alarm over CO2.  This sinister document describes some developments re school curricula in the UK between 1998 and 2003: 'In 1998, the government brought together a panel of experts to provide advice on
education for sustainable development (ESD), in particular, to recommend what
action should be taken in schools to promote ESD in order to ensure that ‘pupils are
fully-equipped to be active citizens for the new millennium. ' 
From the 'Office for Standards in Education'.  Orwell would have enjoyed that title. (hat-tip Marion)

 http://www.eauc.org.uk/sorted/files/taking_the_first_step_forward_towards_an_education_for_sustainable_development.pdf

#2007 An academic historian in an English university opines 'Global warming, in its crudest crystallisation, is a consequence of our economic-political system: or, bluntly put, of a runaway, unregulated, asset-stripping, globalised capitalism. Only by dissecting how we arrived at this condition do we have any hope of unravelling the way out of our cul-de-sac.'  
 Must we also look for climate propaganda/indoctrination in our history curricula?  No wonder the alarmism took off so dramatically - there seems no limit to those who saw advantage in it for their own ends.

#2009 Essay on green brainwashing of children in schools to spy upon and inform upon their families, as per the ignoble tradition of totalitarian regimes: http://www.prisonplanet.com/state-brainwashing-children-to-re-educate-their-parents-for-green-dictatorship.html
'Now that the brainwashing program is firmly embedded in education and society, the next phase has begun – the exploitation of children as a tool of behavioral enforcement, acting as the eyes and ears of big brother, chomping at the bit with zealous indignation to perform their duty of “re-educating” their own parents and threatening to inform on them if they do not properly comply with the dictates of green totalitarianism.'
 
#2010  Setting the scene.  An essay by a professor of sociology in Brazil spotting an opportunity to blame 'climate change' on capitalism, and declaring:
'Therefore, environmental educators must formulate a program of instruction which both holds the capitalist economy responsible for the global ecological crisis, while at the same time pointing out new directions in the fight against the ecosystem’s collapse.'

 A site with the subtitle 'Ecosocialism or Barbarism: There is no third way.'  They sure like it stark, these socialists - maybe that is all part of the totalitarian mindThe results seen from the National Socialists in Germany, the Bolshevists in the USSR, and the Maoists in China, speak more of barbarism to me, and so if I wanted to avoid 'barbarism;, I wouldn't touch 'socialism' nor 'ecosocialism' with a bargepole.  But that is clearly not the view of educators in much of the world today.

This site is titled 'Legacy of Environmentalism', and has a section 'School Indoctrination: Driving Fear into the Hearts of Our Children' with many links.

#2010 Simple experiments used in schools to demonstrate the greenhouse effect do no such thing: http://www.tufts.edu/~rtobin/Wagoner%20AJP%202010.pdf


#2012 Even nursery schools are not safe havens from eco-zealots.  Here are details of a 2008 UNESCO meeting on how best to take advantage of tiny tots for political purposes: http://nofrakkingconsensus.com/2012/02/03/proselytizing-to-toddlers/  
(Doc here: http://www.webcitation.org/65BBmMSdS) Extracts:
  • even very young children…can be proactive participants…as initiators, provocateurs, researchers and environmental activists. (p. 22)
  • learning begins at birth…and even before. (p. 54)
  • We must find some effective methods of teaching sustainable development that can make children understand deeply, and even shock them out of their unawareness. (p. 85)
The journalist who found this, Donna Laframboise, writes 'Has the UN no decency? Are there no proselytizing-free zones left? Many jurisdictions frown on advertising that is aimed at children. How, then, can it be OK for green politics to invade child care centers – for innocents to be targeted in their cradles?'
Note added 24/08/15.  UNESCO remains a serious threat to children:  http://bishophill.squarespace.com/blog/2015/8/20/unesco-wants-green-activists-in-the-classroom.html


2012 Some ongoing discussion of climate education in schools is hosted here:
Extract: This thread need not expire at all, as the education of all our kids is too vital to let any compromise become the norm by simply getting tolerated, but I’d like to thank all here who have shared my journey thus far, and helped in getting me to come to the only course I think I could rationally make.

2012 Ross McKitrick notes a couple of items in the Climategate Revelations showing that the schemers were also interested in fooling children for 'the cause;
Posted Feb 24, 2012 at 1:20 PM | Permalink | Reply
1b. Children’s climate change show
The Tyndall Centre has developed a 45-minute show about weather, climate and climate change for school children. The show incorporates exploding hydrogen balloons, fogs generated by liquid nitrogen, candles extinguished by carbon dioxide and other demonstrations to raise an awareness of climate change issues in an entertaining and attention-keeping manner. Audience participation is encouraged with hands-on activities during the show, while the serious nature of climate change is portrayed using video and PowerPoint presentations. The show premiered before an audience of 500 students at the University of East Anglia Christmas Lecture in December 2001, and is being repeated at venues including the Cheltenham Science Festival and the Royal Institution. Success gauged by feedback received from audience and parents after shows and requests for repeat performances.
#1636:
Dear Dr. Hulme and Dr. Haxeltine,
I write to you on the suggestions of Dr. Stephen Schneider of Stanford University and Dr. Schellnhuber of the Potsdam Institute of Climatology.
I am a producer of green media — i.e., responsible, environmentally and socially themed audiovisual content…We are currently engaged in a fairly thrilling project involving realtime player interaction with climate models — an online interactive game. Attached please find a onesheet that will give you basic information about the project. Dr. Schneider is our principal climate advisor.
The purpose of this game is to educate&engage primarily young people worldwide in the intricate interaction between human consumption and lifestyle patterns, and the global climate…
We intend to release the game commercially to the mainstream game consumer age 11 and up, but are also planning an academic/government release and a children’s version (considerably simpler) on CD ROM. ….
A good potential use of this game would be to gauge how effective the Kyoto Protocol would actually be, in actual human socioeconomic terms.

I met with Dr. Schneider and Dr. Schellnhuber in New York City (on separate occasions, in April and May, respectively), and they were both of the opinion that Tyndall Centre should play an active role in our project.
#2012 Denmark.  A blogpost describes the extent of politicisation of climate scaremongering in the UN and elsewhere.  Some attention is given to a Resource Manual produced by UNICEF: '
'Stephanie Hodge, education program specialist for UNICEF, said: “Our current climate change education is “antiquated” and in dire need of renovation. We should be asking What is global citizenship? Climate change education is really about a process of change, about starting transformation through education.” I.e.: it’s also about a restructuring of the children’s brains - brainwashing for the NWO.To help bring about this change and transformation, UNICEF, with help from its sister agency, UNESCO, has come up with a new curriculum guide, entitled, Climate Change and transformation, Adaptation and Disaster Risk Reduction in the Education Sector: Resource Manual.
The UNICEF Resource Manual opens with this paragraph: “I am the present and the future. A victim of climate change, I live in a region that is constantly affected by disasters. Hurricanes and floods are my reality.”  — Walter, a 12-year-old boy from Belize.

A bigger purpose of the Resource Manual, we are told on page 11, is “to help children to become agents of change.”  '

#2012 'UN Summit: Transforming Your Kids into “Climate Change Agents” '  '
'However, many children turn their global-warming angst into activism, becoming little climate warriors who will work tirelessly to convert their peers, their parents, and local and national political leaders into supporters of “sustainable development.” And this, clearly, is what the proponents of “climate change education” intend. Climate change education, they say, must be “transformative” and turn young children and adolescents into “climate change agents.” '

#2012 The 11-year old pupil mentioned here is English, but the general points made by the blogger are powerful and applicable, I fear, across the world: 'This is not a rant against a child.  She is guilty of nothing other than reacting to what she has been taught by a figure of authority her parents have entrusted with their daughter’s education.  It is a post against the falsified propaganda she has been exposed to.  It is a post against the bastards who are shaping her outlook on the world and forecasting a future full of nightmares unless she does something about it.  She has been turned into a passionate activist at a time she should be enjoying her childhood and learning about the world and its wonders through the prism of an unbiased education.' http://www.countingcats.com/?p=12303   (hat-tip Lynne in a comment at Bishop Hill)

#2014 The WWF has made a lot money for itself by becoming a cheerleader for climate alarm, and this has increased its outreach into schools.  I guess most people still regard the WWF as a collection of decent people concerned with wildlife, and not as a fanatical political organisation intent on disrupting human progress.  There are reports below of their shameless pursuit of children in several countries.

#2014 Wisdom from the young.  Perhaps it will be ridicule from well-informed children that will finally end climate alarm campaigning in schools:

Source: Ramirez Cartoons at Investors.com








#2014 Academic research finds recent  high school indoctrination efforts by Chinese government to have been effective: 'Our findings provide support for three broad theories of the roles played by school curricula in shaping political attitudes. First, and most broadly, they suggest that the state can effectively indoctrinate students.'  and 'We believe that the choices that elites make regarding educational content deserve further study.'  Source: http://www.nber.org/papers/w20112

#2014  They tried scare stories, and found they were not as effective as they had hoped for recruiting children for 'the cause'.  Now they want to try games, and role-playing and suchlike to get that job done.  See: http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/27/eco-school-games-climate-change?CMP=twt_gu   Teachers, beware of trojan horses!

#2014 A thoughtful, scholarly article on teachers indoctrinating pupils, and also teacher-trainers indoctrinating trainee teachers: 'Ideological indoctrination and teacher education
William Hare, Mount Saint Vincent University, Halifax, NS, Canada'  Publication date not clear, probably 2006 onwards.
http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n002/a006.shtml

#2014 'Teaching as a Subversive Activity'  Quote: 'His basic thesis is that it is no longer sufficient to simply tell students to think for themselves, because then we lose the ability to influence them, and there's no guarantee that the students will then develop progressive worldviews.' and 'Liberal teachers are so convinced of their moral superiority and pure intentions that they do not feel guilt or doubt about imposing their views on others.' [that's 'liberal' in the US sense of illiberal & leftwing]  More on this here: http://zombietime.com/teaching_as_a_subversive_activity/

#2015  UNESCO is still plotting and scheming to take over children's minds and get them recruited to their cause (which I'm guessing is probably to create a USSR for the entire world): http://www.bishop-hill.net/blog/2015/8/20/unesco-wants-green-activists-in-the-classroom.html   'UNESCO has published a report into Climate Change Education around the world. It's rather sinister, in a bleakly bureaucratic way.
It starts off innocently enough...'   and 'But it's in the conclusions that it gets really ugly. Here the authors suggest that what is really needed is for everyone to have "an understanding of the impact of climate change on the educational opportunities of marginalized, vulnerable and disadvantaged groups in society". To do this they want environmental activism to play a prominent role in the classroom, and call on governments to give "support to non-formal educators and facilitators of [climate change education]".'

#2015 'Merchants of Doubt', the movie.  'Merchant of Doubt’s second target is the education system. The film comes conveniently packaged with classroom study guides for teachers and students. Green groups such as Cool Australia and Australian Youth Climate Coalition will waste no time in leveraging their influence in schools to get the film playing and streaming on the smart whiteboards.' 
http://joannenova.com.au/2015/08/merchants-of-doubt-insidious-propaganda-in-schools/#more-44028
#2015 No free speech in classrooms.  There is an unsettling post here: http://heterodoxacademy.org/2015/11/24/the-yale-problem-begins-in-high-school/    'So let me get this straight. You were unanimous in saying that you want your school to be a place where people feel free to speak up, even if you strongly dislike their views. But you don’t have such a school. '  Hat-tip: http://www.bishop-hill.net/blog/2015/11/24/closing-minds.html

#2016 Guest Opinion by Tim Ball at WUWT: 'Science is pervasive directly and indirectly in every phase of modern life. While the majority are not directly involved in science, they need to understand science and how it works. It is increasingly the underlying control of social, political, and economic decisions made by them or for them. They need to understand how it works, even if they don’t make it work. This knowledge must be a fundamental part of any school curriculum.
Climate skeptics struggle with getting the majority of people to understand the problems with the UN Intergovernmental Panel on Climate Change’s (IPCC) anthropogenic global warming (AGW) story. It was the theme of my presentation at the first Heartland Climate Conference in New York and many articles and presentations since. The problem is much wider because it relates to the lack of scientific abilities among a majority of the population. Based on teaching a science credit for science students for 25 years, giving hundreds of public presentation and involving myself in education at all levels from K-12, to graduate, and post-graduate, plus the transition to the workplace, I believe a fundamental mandatory change in thinking and curricula are required.'

#2016 A useful site on radical environmentalism in schools:  http://akdart.com/edu11.html

#2017 Leftwing teachers brainwashing children.  This piece is not about climate matters, but it does illustrate the shamelessness of some teachers in pushing their views on to children: 

#2017 Indoctrinating children around CO2 Alarm does call for 'leaving things out'.  This essay gives some political examples:  https://www.iceagenow.info/children-brainwashed-global-warming/
e.g. 'Christiana Figueres, the U.N.’s top climate change official, says that it’s not about the climate. It’s about redistribution of the wealth and the destruction of capitalism. In simpler terms, she intends to replace free enterprise, entrepreneurial capitalism with UN-controlled, centralized, socialized One World government and economic control.'

#2017.  The depth of the problem when teachers are Leftists.  The Left have jumped on the CO2 Alarm bandwagon with alacrity as it provides another vehicle for their hatred of humanity to ride on.  Here is a teacher in the USA, once a leftist herself, recounting what made here change her mind: http://www.americanthinker.com/articles/2014/07/ten_reasons_i_am_no_longer_a_leftist.html

#2017. USA, Harvard.  No matter how stupid 'the cause' is shown to be, there remain those who step up to forward it.  Here are the fruits of some labours to design a school curriculum suited to the subversive Agenda 21:  http://www.gse.harvard.edu/news/uk/17/05/curriculum-changing-world
Note this prescient claim from that post: 'By the time they enter high school, students have learned “to find and make meaning in their learning,” rather than simply master a list of skills. '   In other words, they enter high school utterly incompetent in reading, writing, and arithmetic, but no doubt well-versed in catch-phrases and shallow, low-substance, 'reasoning'.  That is already underway in Scotland thanks to something laughingly called a 'Curriculum for Excellence', something similar to that proposed in the post:  http://www.scotsman.com/news/education/calls-for-reading-and-basic-maths-tests-for-new-teachers-1-4448932, and http://www.scotsman.com/news/opinion/flaws-raise-doubts-over-cfe-s-suitability-1-4445620

Australia

# 2008 A blog posting by  'Ben O'Neill is a lecturer in statistics at the University of New South Wales (ADFA) in Canberra, Australia. He has formerly practiced as a lawyer and as a political adviser in Canberra. He is a Templeton Fellow at the Independent Institute, where he won first prize in the 2009 Sir John Templeton Fellowship essay contest. ', contains information on games issued for use by children in Australian schools, as well as some other insights into curricula there:  http://mises.org/daily/2997
Extract:
'The environmental educational programs of government primary schools reflect the incentives of government bureaucrats and the philosophy of environmentalism, which supports wide government powers. It is a philosophy that advocates the sacrifice of man to nature, with the government taking ever more power over human lifestyle choices and industry, allegedly in order to protect the environment. The logical conclusion of this philosophy is spelled out by environmentalist philosopher Paul Taylor:
Given the total, absolute, and final disappearance of Homo Sapiens, not only would the Earth's community of life continue to exist, but in all probability, its well-being would be enhanced. Our presence, in short, is not needed. And if we were to take the standpoint of that Life Community and give voice to its true interests, the ending of the human epoch on Earth would most likely be greeted with a hearty "Good riddance!"   '

#2010 A video showing propagandists and their victims in New South Wales, clearing showing the intention of creating activists:  http://www.youtube.com/watch?v=XJppLbie-70

#2010   'CLIMATE change documentary 'An Inconvenient Truth' will be included in the national curriculum as part of a bid to educate students on environmental sustainability across all subjects.'
 (hat-tip: commenter Michael, 3 Feb 2011)


#2011 CSIRO helping produce those climate activists in schools: 'Young Australians at primary and lower secondary school levels are learning about the underlying science of climate change and taking a positive approach to the issue, thanks to a schools program developed by CSIRO called CarbonKids.'

#2011 A government agency intent on scaring children for its political ends shares some of its materials for primary school teachers here: http://www.climatechange.gov.au/en/what-you-can-do/teachers-and-students/primary.aspx

#2011 'PRIMARY school children are being taught climate change will bring "death, injury and destruction" to the world unless they take action.'

#2011 'Australian children terrified by 'doomsday' climate change lessons'



#2011 A jaw-dropping government site explains what it wants to do in schools: http://www.climatechange.gov.au/what-you-can-do/teachers-and-students.aspx
(link no longer works - perhaps they were embarrassed by the guff that was there? A small extract of that follows)
 'Scientists believe that if we do not reduce the amount of F gases we produce, the Earth's temperature will keep rising. This will cause more heatwaves, longer droughts, more storms, stronger cyclones, higher sea levels and less usable water all over the world.
Australia may be seriously affected by climate change if the amount of greenhouse gases keeps rising.
Everybody can take action to help combat climate change. Why not get started by checking out the 'Ten Tips to Combat Climate Change that EVERYONE Can Do' poster.'

Note added 10 May 2012: this page no longer exists ('The Department of Climate Change website has recently been updated and the page you are looking for no longer exists.').  www.climatechange.gov.au/what-you-can-do still works but seems to have been toned down.

#2011 More references to climate fears generated inside schools in Australia: http://www.sapients.net/news/climate-change-creating-anxiety-among-children/
'Climate change is taught via recourse material provided by the government, that states that climate change will being “devastating disasters”, which Australian National University’s Centre for the Public Awareness of Science director Dr Sue Stocklmayer believes is taught as a “Doomsday scenarios with no way out”.
The prospect of is confronting to many people, as the subject of climate change is political and should be treated carefully. Rather than “presenting scary scenarios”, child psychologist Kimberley O’Brien believes that the system should “should stick to the facts”, which Psychologist Michael Carr-Gregg adds involves presenting “both sides”.

#2011 A school pupil in Australia (Hobart) blogs about his experience on the receiving end of climate propaganda in the classroom: http://alfredsreview.blogspot.com/2011/03/learning-impact-of-climate-change.html   Hat-tip, Bishop Hill blog, where there are interesting comments about this: http://www.bishop-hill.net/blog/2011/3/11/crushing-of-dissent.html

#2012 more from the odious CSIRO: 'CarbonKids is an educational program that combines the latest in climate science with education in sustainability'  http://www.csiro.au/carbonkids

#2012 Recent Australian government funding of climate propaganda on tv aimed at children: 'So the following is simply the latest evidence of government attempts to brainwash and indoctrinate the next generation with climate alarmism before they have the capacity to question what they are being told:' http://www.australianclimatemadness.com/2012/02/governments-climate-indoctrination-exposed-again/

'The CSIRO will review its new climate change education program for schools following claims made in Senate estimates today that the material is biased and frightens children by offering ''an apocalyptic scenario.''
South Australian Liberal Senator Cory Bernardi said the CSIRO's Carbon Kids education kit was ''designed to scare kids'' about future impacts of climate change.
It painted a frightening picture for children of a world where rising temperatures had created jobs losses and food scarcity, he said. The kit had ''cherry-picked facts'', offered no discussions of alternative views, and ignored positive steps such as future development of green jobs.'

#2012 A parent reports 'Luisa Vanco February 26, 2012 at 7:54 am
'I am so pleased that my children have finished school. The last few years of my youngest son’s schooling where virtually every subject he took was prefaced by the AGW mantra, were starting to not only irritate me but him as well. Particularly in Geography, where Al Gore apparently knew everything and in Year 12 were MADE to watch “An Inconvenient Truth”. Needless to say, following the screening, most of the students tore the whole thing to shreds with decorum, logic and application of scientific principals. They continued to pursue the subject with their teacher over many weeks in an effort to bring unbiased debate to this most criminal of enterprises.
I was very proud of him for such a display of maturity but, unfortunately, for final assessments, in order to gain a high OP score, he had no choice but to toe the ‘party’ line.
With the education of our children being seen as such a ‘corrupt cause nobilis’, I hold great fears for our future'

#2012 A teacher is appalled by climate propaganda: http://topicalteaching.com/2012/03/06/our-children-and-the-disgusting-climate-of-fear/   'I love my job but if the Government ever forces me to scare my students in the name of “science” I will plainly refuse. I would sooner lose my job than transfer the negatively geared, sensationalistic, propaganda, intended at frightening children into believing that the world is going to go to bits because of man-made global warming.'

#2012 'Geophysicist Michael Asten is astonished that climate science is taught in schools as an exercise in groupthink, with sceptics not disproved but abused'  Source: Andrew Bolt.  Hat-tips: Tom Nelson, and Climate Nonconformist.  The Climate Nonconformist is in Australia, and recalls his schooldays (previous link):
'We were uncritically shown Al Gore’s now debunked movie, forcing us to sit through the hysteria and self-adulation the former vice-president engaged in. We were told that the film contained errors, but none were specified. This is unfortunate, considering the deception surrounding the Vostok ice cores. For high school students, it is difficult to critically evaluate what appears to be irrefutable evidence of man-made global warming, especially when we’re dissuaded from questioning “the science”. The concept of causation did not occur to anyone. For us, this was proof.
The precautionary principle was taught as though it was scientific idea, rather than as the flawed approach to policy-making and environmental propaganda that it is. We learned about the potential beneficial uses of organisms, something which I now realise provides environmentalists the excuse the preserve every possible species, justified on the off-chance they might hold the cure to cancer or something like that. Together, these two ideas provide the green crowd with a potent tool to prevent industrial development. Of course, I couldn’t see through that at the time.
On the plus side, I did have one science teacher who was dismissive of global warming alarmism.'

#2012  CSIRO (child-scarers) and Bayer (turbine blade makers) combine to deliver 'education' to primary and middle schools in Australia:
'CHILDREN are learning the science of climate change with a program that will be run at schools around Tasmania.
Students at Dominic College in Glenorchy yesterday did hands-on experiments at the launch of the CSIRO program, called CarbonKids Energy Curriculum Resources.
"CSIRO believes in the importance of engaging tomorrow's decision-makers with the best possible climate science and we are working with teachers to introduce students to the basics of energy and climate," said program manager Angela Colliver.
The CarbonKids workshops are sponsored nationally by Bayer and CSIRO. Schools registered in the program receive training and access to resources for primary and middle-school children.'
Source: http://www.themercury.com.au/article/2012/05/09/326461_tasmania-news.html

#2012 Part of the climate establishment hits back at criticisms of alarmist climate science being taught in schools: http://theconversation.edu.au/teaching-kids-to-think-critically-about-climate-5270
Near the end of the piece is this sentence 'It is also too terrible to contemplate the consequences of a generation not able to critically engage with and disentangle the science from the spin.'  This generation will not learn that from their curricula, but from seeing later how it had been corrupted by politically motivated activists for their own ends.

#2012 Rotten at the core.  Jo Nova uncovers some new age definition of science at the heart of the physics curriculum for secondary schools in Australia (Queensland):
'I’m impressed (really quite surprised) that this made it to the top story of the front page of The Australian. The syllabus for Years 10 -12 science students in Queensland contains this nonsense. What is good about it though (see below) is how it forces influential science leaders in the country to pick sides. Is science a “consensus”? Even on Climate Change? No says the Dean of Deans…
The Queensland Studies Authority:
“Science is a social and cultural activity through which explanations of natural phenomena are generated,”
“Explanations of natural phenomena may be viewed as mental constructions based on personal experiences and result from a range of activities including observation, experimentation, imagination and discussion.
“Accepted scientific concepts, theories and models may be viewed as shared understandings that the scientific community perceive as viable in light of current available evidence.”

#2012 Details of draft curricula in Australia can be downloaded here: http://www.acara.edu.au/curriculum/draft_senior_secondary_australian_curriculum.html

#2012 Queensland  'The organisational wing of the Liberal National Party has voted to "remove environmental propaganda" on climate change from Queensland schools.
A delegate at the LNP's three-day annual conference cited concerns "false prophets" were poisoning childrens' minds.'  http://www.theaustralian.com.au/national-affairs/state-politics/no-climate-change-in-school-lnp/story-e6frgczx-1226425782372

#2012 Catholic schools in Australia.  The article is entitled  'Climate Change Alarmism in the Classroom' Extract: 'A disturbing phenomenon in recent years has been the gradual "greening" of many classrooms, with environmentalism in some cases effectively becoming a parallel, if not replacement, religion. Youthful idealism (combined with scientific ignorance) in wanting to "save the planet" can be all too easily exploited, especially when teaching the harder Catholic doctrines to sometimes bored, restless teenagers can assume the proportions of a mission impossible. Environmentalism is seen as a lifebelt in the circumstances.
In this regard, the efforts of Catholic Earthcare Australia to spread the climate change message throughout the Church's institutions, including schools, with talk of limiting "carbon footprints", need to be reined in by the bishops (see pages 16-17). This is needed since the claims of the alarmists are being exposed as untenable, even as they contribute to economic hardship for those least able to afford the costs of reducing "carbon footprints".'  http://www.ad2000.com.au/articles/2012/feb2012p2_3700.html

#2013 Australia seems to have more than its fair share of climate zealots in tertiary education.  Here is one of them called Gideon Polya listing what he wants done to young children in schools thanks to what he calls 'the worsening climate crisis'.  He seems to think that gives him, and his like, a licence to be totalitarian:  http://mwcnews.net/focus/analysis/29586-climate-activists.html

#2014 Beware giving green lights to zealots. 'Climate change should be taught to all students from primary school and be embedded in a range of subjects, a senior science curriculum expert says.'
http://www.smh.com.au/federal-politics/political-news/climate-change-a-subject-for-students-of-all-ages-says-dr-vaille-dawson-20140123-31bub.html

#2014 A review of school curricula is getting underway in Oz, and it looks promising:  
"Among his and Queensland academic Ken Wiltshire’s tasks is to decide whether the three priorities of the new curriculum - sustainability, indigenous history and culture and Asian engagement - make any sense.
Absurdly, even in maths the curriculum claims “sustainability provides rich, engaging and authentic contexts for developing students’ abilities in number and algebra”.
Good grief. Pyne has rightly queried this politically correct attempt at brainwashing. He ought to rip the curriculum to shreds, but he is taking the gentle approach.
Clear-thinking Donnelly is the perfect choice. An unabashed critic of moral relativism, he wants education to be about “objectivity and truth”. He believes students should understand the foundations of Western civilisation and Australia’s Judeo-Christian heritage."

Some comments and thoughts about the situation in Australia, triggered by the GWPF report on indoctrination in the UK.  http://www.ambitgambit.com/2014/04/11/schools-places-of-indoctrination-rather-than-learning/

#2015 Climate cult lobbyists succeed in schools.  Poor young Australia.
http://quadrant.org.au/opinion/doomed-planet/2015/05/climate-cult-kiddies-part-ii/

#2015 Perth.  Child activists on CO2 'Coolbinia [Primary School]’s climate change project has been so successful it was recently recognised by the United Nations, with its plan to reduce its greenhouse gas emissions by 360 tonnes — about the ­amount of greenhouse gas produced annually by 66 cars — winning the UN Association of Australia’s 2015 Environmental School award.'
  http://www.perthnow.com.au/news/special-features/perth-eco-friendly-primary-school-scoops-un-environment-award/story-fnd1xzft-1227431271948

#2015 'Australian schools are handing over the  all-pervasive ‘sustainability’ syllabus to a militant green organisation, Cool Australia, whose curriculum material and projects have enjoyed a red-carpet ride into the state and private education systems, with accolades from the Australian Education Union and the Independent Education Union.'  
http://quadrant.org.au/opinion/doomed-planet/2015/04/get-em-young-make-em-green/

#2015 'From the outset AYCC has targeted schools. Its 2011 report  said AYCC submitted details on ‘sustainability’ teaching to the  Australian Curriculum Assessment and Reporting Authority, “and based on our recommendations, they agreed to re-evaluate their approach to sustainability, resulting in some much-needed amendments. This was a great win for AYCC!” Today, “sustainability” is one of the national curriculum’s three mandatory cross-curriculum priorities that are said to “enrich” syllabi for schools.'
https://quadrant.org.au/opinion/doomed-planet/2015/05/climate-cult-kiddies-part-ii/


#2015 'Merchants of Doubt', the movie.  'Merchant of Doubt’s second target is the education system. The film comes conveniently packaged with classroom study guides for teachers and students. Green groups such as Cool Australia and Australian Youth Climate Coalition will waste no time in leveraging their influence in schools to get the film playing and streaming on the smart whiteboards.' 




#2016  Australian university collaborates in poisoning children's minds
 'The agitprop is barely disguised as science:  Climate Change and Me — That’s our tax dollars ruining their education'
http://joannenova.com.au/2016/10/climate-change-may-destroy-sunsets-southern-cross-uni-teaches-children/
More details on this sinister initiative here:  https://wattsupwiththat.com/2016/10/17/australia-trialling-lessons-in-climate-self-hatred-for-8yr-olds/

Austria
#2013 Museum exhibit a disgrace to Austria.  Museums are often visited by school parties, but this one has an exhibition on climate change that is not suitable for children, nor for anyone who cares for scientific or moral integrity: http://www.quadrant.org.au/blogs/thomas/2013/08/vienna-s-rootin-teuton-travesty-of-science

Belgium

#2015 Anecdotal evidence of Belgian schools poisoned by the climate campaigners: Scary stuff.

I live in Belgium – the Flemish part – with my wife and 3 daughters. They also come home from school very thoroughly greenwashed, I’m in a minority of one in regards to the carbon dioxide myth. My girls even came home a while back singing this propaganda song: [link: https://youtu.be/3_pFZe0cOI4],  remarkable in English. My wife however has seen it all before. She grew up in the Soviet Union, and recoils from the hideous memory of endless political square-bashing on school playgrounds and carnivals, songs and long speeches glorifying the socialist revolution. The relentless aggression and mind-numbing tedium with which their teachers preached and prated a party line which they all grew up to discover was a complete falsehood. Now a similar disillusionment lies in wait for another generation of children.'   Comment by 'philsalmon',9 June 2015, 3.24pm
Canada

#2007 A Canadian Broadcasting Corporation radio programme which has been offered for use in schools: http://www.cbc.ca/quirks/episode/2007/11/24/canada-in-2050---our-future-in-a-changing-climate/
'Canada in 2050 - Our Future in a Changing Climate'  
 Quite shameless in its alarmism with a jaw-dropping level of assurance. Provides insight into the troubled minds of the people involved, and their childlike confidence in their own foolishness. It would be educational for it to be reviewed against reality every 10 years or so, say 2020, 2030, 2040, 2050. Early days yet, but I'd say so far, in early 2011, these people should be preparing to hang their heads in shame.
 This educational site promotes it for example: http://www.bcscience.com/bc10/pgs/links_u1.html 

#2007 Some astonishing revelations about the extent to which AIT was being pushed in schools
'First it was his world history class. Then he saw it in his economics class. And his world issues class. And his environment class. In total, 18-year-old McKenzie, a Northern Ontario high schooler, says he has had the film An Inconvenient Truth shown to him by four different teachers this year.  "I really don't understand why they keep showing it," says McKenzie (his parents asked that his last name not be used). "I've spoken to the principal about it, and he said that teachers are instructed to present it as a debate. But every time we've seen it, well, one teacher said this is basically a two-sided debate, but this movie really gives you the best idea of what's going on."'

#2011 More earnest do-gooding or another example of sinister mind-control efforts by political radicals?  I don't know, but I hope someone will have the time to give this site a thorough checking-out: 'This program is easy and exciting for kids to run! And it does not involve new curriculum. Your school is probably already very active in taking environmental action. The GREEN Schools program provides recognition and focus to that effort. Build a strong school image in the community. Materials such as certificates, the trophy and the banner can be presented in special ceremonies involving local dignitaries and the media.

#2011  Quite blatant and shameless indoctrination in British Columbia reported on here: http://thompsonenvironmental.net/2011/03/climate-change-heroes/
.The students were participating in the Climate Change Showdown, an educational workshop developed by the BC Sustainable Energy Association (BCSEA).  Jennifer Munro, City of Kamloops Environmental Educator, and BCSEA’s Sadie Cox came to the classroom to present the 80-minute workshop.  Students watched a video, played a board game and did skits illustrating how they’ll work on changing everyday actions to help solve climate change.  The students took a contest sheet home so they can recruit their families to help with driving less, eating local foods, taking shorter showers and turning off the lights.'
#2011   http://www.climateprosperity.ca/eng/studies/climate-impacts/degrees-of-change/school-programs-degrees-of-change-eng.php?lang=En   'One of the key components of the Climate Prosperity project is the development of 13 distinct lesson plans that will be made known to 12,000 middle and secondary schools across Canada at the end of October. The lessons were developed by classroom teachers belonging to the Royal Canadian Geographical Society’s Canadian Council for Geographic Education.  The lesson plans were inspired by the Degrees of Change poster-diagram, the online interactive Degrees of Change website, as well as the new Climate Prosperity theme in the Canadian Atlas Online. The plans vary according to jurisdiction as they are linked to provincial and territorial curricula, as well as to the Canadian National Standards for Geography.' 
Tom Harris at the  the Climate Science International site is inviting readers to email him with details of the errors they find in the above Canadian curricula/materials: tom.harris@climatescienceinternational.net.  

#2011 http://www.greenhearted.org/  'GreenHeart Education is a primer on transformative education for sustainability.... Here you'll find what you're going to need in order to genuinely green your classroom, your curriculum, ...'

'Climate Change North is an educational website created for northerners by northerners.
It's about understanding how climate change affects us, and what we can do about it.
On the Climate Change North website, you'll find Backgrounders, Lesson Plans, Curriculum Links, Resources, Glossary, and a Student Exchange where students can post their work and see what others have done.
Materials cover all subject areas for learners K-12. Developed for Yukon, NWT and Nunavut.'
Their intermediate level backgrounder contains this convenient nonsense: 'Up until the last hundred years or so, the earth’s climate stayed much the same – for almost 10,000 years. Sure, there were some weird winters and really hot summers, and some cold stretches, but temperatures averaged out over the years, and you knew what to expect season to season. Little changed until about a century ago when the average temperature of the globe started to rise.'
(is this linked? http://www.taiga.net/nce/ - called Northern Climate ExChange with this section on education: http://www.taiga.net/nce/education/index.html )

#2012  "WINNIPEG, MB, Sep 27, 2012/ Troy Media/ – The Alberta Science Education Journal is telling Alberta science teachers that educators and the media should never question theories of Catastrophic Anthropogenic (human-caused) Global Warming (CAGW). The Journal is a scholarly publication of the professional development council of “science teachers for science teachers.”

#2014 Personal experiences of talking in Canadian schools about climate matters by Ross McKitrick: '... at the elementary level (private schools) the anti-energy, we're-all-choking-on-smog, we-need-renewables rhetoric began in Grades 5 and 6. I contacted the teachers in question and offered to do a classroom talk. Each time I was invited to do so, but being a professor in the field it would have been pretty hard for them to say no. I've shown air quality data (including some really long term Ontario stuff back to the early 60s), climate data, forest cover data, etc. and explained about what was really under debate on the climate side (namely feedbacks and so forth). That usually sufficed to get the classroom discussion balanced, as I typically found the teachers were well-meaning and didn't have an axe to grind, they were just following the material they'd been given, and appreciated me giving them good quality material with a broader perspective.
At the high school level (publicly-funded) the problem was that the teachers were more aggressive in their proselytizing and would not even allow students to present rebuttal material, much less have outside experts come in. So I told my kids that if all else fails, just tell the teacher what he or she wants to hear, but if they have a chance to present actual data in an assignment then I can point them to the sources...'
Mar 10, 2014 at 2:11 PM | Unregistered CommenterRoss McKitrick  in the comments on a Bishop Hill post: http://www.bishop-hill.net/blog/2014/3/9/your-environment.html

#2015 Richmond, BC. 
Students from William Bridge Elementary School have won the City of Richmond’s eighth annual Climate Change Showdown. The school’s students each saved an average of 1.5 tonnes of greenhouse gas emissions. Their first place win is a clear demonstration on how simple actions can help curb climate change.'
Source: http://www.richmond-news.com/community/city-awards-bridge-elementary-kids-for-climate-change-action-1.1984583


China 

Not found much to go on here yet, but these sites may provide leads:

 #2010  Hong Kong.   The schemers of WWF active here as well: 'This education programme aims to provide information to primary school pupils to raise levels of awareness among the general public.  This project, run with the Swire Group, is modelled according to the Life Education Action Programme (LEAP) in which all education activities will be conducted inside the school compound with the aid of education materials and a teachers' guide. In order to be user-friendly, the programme will be developed in conjunction with teachers.'



Czech Republic 

#2012  A blog post on climate scare stories and children.  Concludes that the cult of climate apocalypse should be banned from schools.  http://kremlik.blog.idnes.cz/c/250261/Strach-z-oteplovani-privadi-lidi-na-psychiatrii-a-desi-deti.html


#2014 A seminar in Prague notes indoctrination in schools 'Schoolkids More Indoctrinated than under Communism'.  http://motls.blogspot.co.uk/2014/03/schoolkids-are-more-indoctrinated-than.html (hat-tip MC)

 

Denmark 

#2009 'The website provides teachers with inspiration for ways of teaching climate issues and presents a number of themes with climate-related teaching programmes. These programmes are based on a Danish learning perspective, focusing on pupil participation and on learning as part of a democratic process, and school classes are encouraged to cooperate across frontiers. Climate change is a global challenge, and the objective of the website is to inspire and motivate teachers the world over to think of ways of including climate issues in their teaching.  

 

El Salvador 

#2012 ' The climate change debate has made its way into U.S. classrooms, as school boards and legislators try to force teachers to present “both sides of the issue.” In El Salvador, however, schools are taking a different approach. Government officials and educators have moved way beyond questioning the reality of climate change and are implementing a curriculum that teaches the science behind the resulting extreme weather patterns and how to mitigate the associated risks.' http://voiceselsalvador.wordpress.com/2012/02/27/climate-change-education-in-the-schools-el-salvador-and-the-u-s/

 #2012 This report on climate in Salvadorean curricula paints a more sensible view. The emphasis is on recognising weather-related threats and how to cope with them.  Let us hope the teachers are able to minimise inputs from alarmists about the future.  http://www.trust.org/item/?map=climate-risk-enters-the-curriculum-in-salvadoran-schools


EU 

The EU, dominated as it is by state-corporatism and leftwing ambitions, is a major centre for the funding of climate alarm, including educational initiatives.  Here is one arm of that, the EGS project, using energy as the vehicle, fuelled by climate alarmism, and moving to increased state control.  It has 'partners' in 10 countries, 9 of which are in the EU.  It is an example of a top-down effort to simulate and stimulate a popular movement.  'Make your school fit for the energy revolution!' 
'EGS starts from the need to involve local communities in tackling energy issues and improving energy efficiency. The main actor contributing to involve a whole community and at the same time training the younger generations is school, and more specifically high-schools.' 
http://www.egs-project.eu/

 

Fiji

#2012 A short article on the introduction of climate change materials into primary and secondary school curricula in Fiji: http://www.fijilive.com/news/2012/06/climate-change-to-be-part-of-school-cirriculum/44492.Fijilive

 

Germany  

#2009 Leads into materials for schools under a slogan 'climate protection': http://www.bmu-klimaschutzinitiative.de/en/for_schools

#2010 From annotations in this paper (http://www.ke-research.de/downloads/climateSaviors-1-1.pdf   ):

'1) In Germany departments of education in all states have their schools spread the message that the country is endangered by “climate change”. So a documentary of Report München (a political magazine in a public German TV channel) of 2007 showed an activist of a German campaign group telling young students in Bremen that their City (elev. 12m) would eventually be swallowed by “rising sea level”. In our next study we will have a closer look at such activities which are illegal by German law.
2) We found a perfect example of green climate indoctrination in the German state of Baden-Württemberg. Selected 8th-graders were detached to a private enterprise and brainwashed for 8 days each to become “Student Mentors for Climate Protection”, with the task to mobilize their co-students for participation in all kinds of greenish activity. Costs are shared between the Ministery of Education and Ministery of Environment. That the Code of Education in that state prohibits any kind of political indoctrination in its § 38 was apparently overseen by those ministers who compete for environmental image.'

 #2010    Climate Change Dis-Education At German Primary Schools
'But that doesn’t go far enough. Let’s take a page out of the Pyongyang playbook and start early – real early.  The German education system has assigned itself another new function beside education – environmental indoctrination. Germany’s sceptic site Readers Edition here has a piece today on the latest indoctrination program at schools called: klima on… s’cooltour 2009, again delivered by alarmist organization Germanwatch.'   http://notrickszone.com/2010/11/01/climate-change-dis-education-at-german-primary-schools/
 
#2011 The following site is merely a manifestation of EU-controlled propaganda in Germany.  There must be sites like it throughout the EU.
#2011 An example of a climate propaganda site aimed at schools in Germany, calling itself 'The Climate Detective Campaign': http://www.umweltschulen.de/klima/climatedetectives.html 
'The Climate Detectives campaign aims to provide as many secondary schools in Germany as possible the support regarding climate protection.'
As in other countries, concern for the environment is paraded as an excuse to interfere in the education of children for poltical purposes.  When you have a planet to save, who cares about scruples?

'No April Fool’s joke here. Our friends at the German Science Skeptical here bring us a Youtube video on how kids are being taught out somewhere in East Germany that eating apples saves the climate. It’s all part of a German government sponsored competition to promote climate protection and energy savings. In fact officials found the idea so awesome that that the 4th graders of this particular school were declared “Energiesparmeister” (Energy Savings Champion) of 2012. The winning idea from the fourth graders is: To use the apple as a natural healer more intensely, thus reducing the production of pharmaceutical products and thus resulting in less energy consumption and thus less climate-destroying CO2 emissions.

#2012  Shockingly errored junk science being pushed at children in Germany is reported on here: http://suyts.wordpress.com/2012/05/29/why-our-kids-just-arent-getting-climate-change/  The offending materials are in German here: http://www.primolo.de/node/8532
Extract (Google translated version): 'Polar bears are in trouble, because the ice in Antarctica is melting more and more. From 2030 there will probably be no more ice in Antarctica. Therefore, we have dealt with the issue and find out how we can help the polar bears.'

#2013 Hamburg "In Hamburg schools of every level are encouraged (er, pressured) to implement their own “climate protection plan”. And by doing so, they can get the official “climate school seal of approval”. For example, here you’ll find the list of schools that have officially become “Climate Schools” for 2012/13.
Criteria for getting the climate school seal of approval include: “drawing up a climate protection plan” along with “deciding on concrete pedagogical targets and CO2 saving goals” and these “targets must be short, mid and long term” and they have to “be backed up by measures, deadlines and responsibilities“, to name a few." http://notrickszone.com/2013/01/02/hamburg-germany-indoctrinating-children-in-climate-activism-now-at-its-primary-schools/

#2013 Failure of the doomsters to persuade schoolchildren in 25 years of trying? 'School indoctrination has failed One strategy used by social engineering experts is the indoctrination of children at schools…the farms for growing future environmentalists. Germany for example has attempted in schools for 25 years to indoctrinate its children to become more environmentally aware and responsible. For the results of that experiment, the TAZ quotes Ulrich Gebhardt, child development researcher at the University of Hamburg (emphasis added):
After 25 years of environmental education at schools, the conclusion is sobering: ‘Education for sustainable development‘ has had no effect.’”

#2013 'In the German state of Bavaria, children of the advanced secondary schools, aged 13-14, are required to take a reading comprehension test. The text used to do this is a report about climate change titled: “Ist der Klimawandel ein Mann?” (Is Climate Change A Man?)” Hat-tip German blog site info.kopp-verlag.de.
The main message of the text is that men, with their macho lifestyles, produce far more CO2 than women and thus the planet is suffering because of it. The text cites scientific studies (from women) and presents claims made by the studies as fact.'

#2015 'Take Emmy-Noether-Schule, an 800-student secondary school in east Berlin I visited recently. Educators there consider climate change so pressing that they integrate it into just about every class you can think of (including, when the instructor is so inclined, Latin). About a quarter of the content in the 10th-grade English textbook, for example, is about threats to planet Earth. That means when kids learn to use the conditional mood in English, their grammar exercises rely on sentences like this: “If we don’t do something about global warming, more polar ice will start to melt.'  This extract from a newspaper article is presented here for discussion:
http://wattsupwiththat.com/2015/06/09/how-german-schools-take-climate-change-seriously/

Ghana

#2011 This is the last thing they need to be worried about: bogstandard western-generated alarmism about climate: http://www.sunnewsonline.com/webpages/features/education/2011/june/07/education-07-06-2011-003.html  
Extract: 'The National Coordinator of the group, Kunle Alaba, told Daily Sun that over 5000 pupils from various schools in Lagos state participated in the annual event, held as part of children’s day celebration. He said greenhouse gas emissions increased to the highest carbon output in the world last year, a situation that has jostled the organisation to its feet to take the campaign to the schools.'



India

#2010 Gore's tentacles reach India: 'As part of "The Climate Project-India's Teachers Training Program", we propose to train teachers in 100% of government and private schools in Delhi about climate change and the impacts being felt in India before the Commonwealth Games 2010.'
http://www.pbcnet.com/tcpi/

#2014  'Former VP of the USA and climate change champion Al Gore also made a documentary about it called “An inconvenient truth”. He showed how devastating the effects of melting glaciers can be; like the Himalayan glaciers which were going to melt because of our recklessness. The film won Oscar awards and was used widely in schools in India to propagate the dangers of climate change to children. There are notebooks with information on global warming with messages on the covers to save the earth and schools held debates on how to save our world.'   
http://bharatkalyan97.blogspot.co.uk/2014/06/ngo-funding-agitation-technology-ravinar.html

#2015 (date of entry here)  'Paryavaran Mitra (Friends of the Environment) is an action based education programme for children with the spirit of increasing the Hand Print focusing on Sustainability and Climate Change that envisions creating Paryavaran Mitra in schools.'  
May no longer be active.  First page on site refers to a 2009 report by Worldwatch.  If they promote that stuff, then let us hope it is no longer active.

#2015 (date of entry here) 'Centre for Development Education – CDE works with schools, colleges and the community on projects related to Climate Change, Sustainable Development, Child Rights and other global and local issues.' Looks like another bog-standard conduit for Western NGO propaganda.  May no longer be active.

#2015 The schemers of UNESCO and no doubt others have been making progress in indoctrinating Indian children:  http://www.smithsonianmag.com/arts-culture/india-teaching-300-million-kids-sustainability-180956494/
They are helped by this: 'Every one of India's 1.3 million schools, as well as all of its 650-plus universities, are required by a Supreme Court order to educate each young Indian about the environment and sustainability.'

Ireland

#2011   Wind energy as a lucrative vehicle for the farming of state subsidies, and as an absurd means of generating large amounts of electricity, has inspired some climate-related interventions in schools.  Here are details of one such in Ireland: http://www.evwind.es/noticias.php?id_not=13258   'This August the IWEA (Irish Wind Energy Association), with the support of Gaelectric Group, launched a new training course for primary and secondary school teachers with the objective of strengthening knowledge and understanding of Ireland’s massive reserves of renewable power.'
#2012  Irish schoolchildren being targetted in their schools: http://www.greenschoolsireland.org/themes/climate-change.200.html

'HSBC and the Eco-Schools International Coordination are implementing a new initiative that aims to empower students as active contributors in reducing carbon emissions. Using the 7-step methodology, the initiative will target climate change, utilizing effective teacher training and materials devised for this project. Eco-Schools will be able to share their best practices through the initiative's website, so that Eco-Schools facing similar challenges can benefit from the experience of others. '



Kazakhstan

#2006 The insidious British Council finds more victims: 'The British Council in Kazakhstan carried out three days of activities to celebrate Science and bring the issue of climate change into the public domain with the opening of the ZeroCarbonCity exhibition in Astana this week.'
 #2007 Report of success in establishing climate curricula to waste the time and the spirits of young people in parts of Kazakhstan:
Development and Implementation of the Climate Change Materials in the Kazakh and Russian Languages for Grammar Schools in Atyrau and Mangistau Oblasts

Kenya

#2012 This may not be in the curricula yet, but one professor does want it to be: 'He emphasized that money was not the issue because to plant a tree does not require money, just as a tree planted can change an environment, adding that school children should be encouraged at their early age to imbibe culture of avoiding practices that can exacerbate problem of climate change. http://www.vanguardngr.com/2012/03/climate-change-may-kill-184m-people-by-25th-century-nwangi/  


Lebanon

#2014  'Introducing climate change education in Lebanon is key to assessing its impacts and building more sustainable communities, experts agreed Tuesday, amid a regional conference dedicated to the issue.'  Poor old Lebanon.  
http://www.dailystar.com.lb/News/Lebanon-News/2015/May-06/296981-curriculum-needs-to-educate-lebanons-youth-on-climate-change.ashx


Malawi

#2014  'September 2014: The Government of Malawi has published a 'Climate Change Sourcebook for Primary School Teachers' in support of its National Climate Change Learning Strategy, developed under the One UN Climate Change Learning (UN CC:Learn) Partnership. The Sourcebook, 22,300 of which have been distributed thus far, promotes integrating climate change education into schools with the goal of shifting an entire young generation of Malawians toward climate-friendly practices, attitudes and behavior.'
Looks like they've drunk the NGO/IPCC Kool Aid there as well!


Melanesia 

#2011 'Climate Change must be included in the National Curriculum for the first time to be taught in schools throughout the country to make sure that children in both high islands and low lying islands know what it means and recognise the dangers that go with it and what to do to cope with it. This is the message from the Acting Director General of Education Roy Obed to the Curriculum Coordinators and National Disaster Management Office and Meteorological Technicians when he launched the National Workshop on ‘Climate Change Education’ at the Melanesian Resort yesterday.' 

 

New Zealand

#2010 'Politicians have been asked to consider whether New Zealand's students are protected from political indoctrination in schools after the showing of Al Gore's film An Inconvenient Truth prompted a petition to Parliament. The petition of former ACT MP Muriel Newman asked that New Zealand school children be protected from political indoctrination by inserting into the Education Act provisions similar to those in the British act.'  http://www.stuff.co.nz/national/politics/3607019/An-Inconvenient-Truth-sparks-school-indoctrination-debate

 #2011 'I've come into possession of this year's Year 9 New Zealand high school social studies curriculum book...and would you take a look at the global warming propaganda thinly disguised as "education": ...The document is ludicrous, has no source citations for its claims and is little more than a promotional brochure for the global warming cult.'  http://briefingroom.typepad.com/the_briefing_room/2011/05/education-propaganda-on-climate-change.html

 #2012 An opinion expressed in a blog comment at Jo Nova's: 'As to the Education system, over here in NZ my daughter’s year 8 syllabus (sillibus?) seems to be a year long Green Party instructional bootcamp. She comes home for de-education and re-programming.' Link: http://joannenova.com.au/2012/07/queensland-science-is-a-mental-construction/#comment-1083197 

#2013 Common Core Indoctrination of Children Surfaces in New Zealand.
"The indoctrination of high school students as a directive of the UN’s Agenda 21 and common core global education standards has shown up in New Zealand exam papers."
http://www.investigatemagazine.co.nz/Investigate/4636/common-core-indoctrination-of-children-surfaces-in-nz/

#2015 Thin Ice Climate Documentary.  More trashy propaganda from the zealots, but this one is getting off to a poor start at a New Zealand school: 'It’s touted as an award-winning documentary on climate change, but if that’s true I’d like to know whether the judges were the three wise monkeys. Here’s why: the Thin Ice documentary made by Victoria University of Wellington and Oxford University in the UK is littered with factual errors and misleading statements.
The documentary is being toured around New Zealand high schools in a bid to drum up support for the upcoming climate treaty negotiations in Paris this December. I don’t know who’s paying for it but they must have deep pockets – barely 50 people ‘crowded’ into an 800 seat Auckland school hall, each paying a gold coin donation to see the film.'


Philippines 

#2010  'PUBLIC HIGH school students in Manila may soon take up climate change in science classes on top of their usual biology, chemistry and physics subjects.   A resolution filed before the Manila City Council has proposed the inclusion of global warming and climate change in the science curriculum in public high schools.'   http://newsinfo.inquirer.net/inquirerheadlines/metro/view/20100920-293381/Include-climate-change-in-HS-curriculum

#2011 South East Asia.  'Spearheading the program is the Southeast Asian Ministers of Education Organization (SEAMEO), an inter-government body founded in 1965 to foster cooperation among Southeast Asian nations in the fields of education, science, and culture.
Along this line, a teachers’ guidebook titled “Integrating Climate Change Issues in Southeast Asian Schools: A Teachers’ Guidebook” has been published.'  http://www.philstar.com/Article.aspx?articleId=761897&publicationSubCategoryId=66


Republic of Ireland 


#2016 'Irish Climate Bullies Censor Schools’ Textbook On ‘Global Warming’   
'A green campaign group has bullied Ireland’s largest schools’ publisher into revising a geography textbook because one of its chapters contained an unhelpfully “balanced” view on global warming.'
http://www.breitbart.com/london/2016/09/06/irish-climate-bullies-censor-schools-textbook-on-global-warming/



South Africa

Get them through games.  'In 2009, ABB agreed to sponsor the production of 1 500 copies of the game for the Wessa/World Wildlife Fund Eco-Schools Programme and the Eskom Energy and Sustainability Programme. The Ensingweni Primary School realised that the game was a valuable teaching aid and they wanted to share it with other schools. This game was then distributed to the 176 schools registered with the Eskom Energy and Sustainability Programme.
The game was first published in October 2009. It has been distributed to almost all the 1 000 registered eco-schools across South Africa.' 

 

Switzerland

#2010  A blog comment from Switzerland.  
Extract: 'This politically motivated fear mongering of impressionable school children is unacceptable and is not tolerated here, in general. But there is a creeping emphasis away from teaching the basics (math, science, history, literature, language, etc.) plus rational, deductive thinking and more into indoctrination in politically correct socio-political concepts. Many educators fear that this trend is resulting in the “dumbing down” of our children and young adults, as they are not being taught to think for themselves, rationally and skeptically.'  (comment 121)
http://ccgi.newbery1.plus.com/blog/?p=340#comment-93807  


Trinidad and Tobago

#2012 The Red Cross (!) gets in on the climate wheeze with the help of the British Commission: 
'The British High Commission presented twelve (12) secondary schools with multimedia resources on Climate Change, at an event hosted by the National Headquarters yesterday morning.The Climate Change Team of the Trinidad and Tobago Red Cross Society is currently rolling out a community climate change project in Trinidad & Tobago. In addition to training and outreach activities in communities throughout the two islands, the project targets twelve schools in Trinidad and five schools in Tobago, creating a Climate Change Corner in each school library. With the support of the British High Commission in Trinidad & Tobago, the schools will receive relevant climate change documents for library use, along with multimedia resources such as DVDs and Climate Change Presentations to supplement the teaching resources of the school.'
'http://www.ttredcross.org/latest-news/667-british-high-commission-give-schools-climate-change-info

Uganda

#2011 Norwegian aid money being used to spread the CO2 Alarm Virus in Uganda:
'As impacts and effects of climate change continue manifesting themselves full scale, the ministry of water and environment has decided to take the fight against the global phenomena to schools.
Climate change education will now form a greater part of the content in the science based subjects, social studies and general paper at advanced level. It will also be examined as a-life-skills-subject, in an effort to ensure that students are mindful about their environment when they are faced with situations which may push them to compromise its conservation.'
Source:  http://www.monitor.co.ug/News/National/-/688334/1105136/-/c56ov7z/-/


United Arab Emirates

#2013 The WWF has infiltrated this country's education system, as it has in so many others around the world:  ABU DHABI.  Schoolchildren across the country will learn about the environment through specially designed online classes next term. Through interactive activities, it aims to teach them about wildlife and environmental issues in the UAE, such as climate change and conservation. Featuring the animated characters Hamad and Ayesha, the Be’ati Watani (My Environment, My Country) programme is designed for youngsters between the ages of 6 and 14. The programme will be run by the Emirates Wildlife Society and the World Wildlife Fund (EWS-WWF).
http://www.thenational.ae/news/uae-news/environment/uae-pupils-get-online-lessons-on-climate-change


United Kingdom

Note.  Mention is occasionally made below of 'key stages'.  
The four Key Stages are:
Key Stage 1Ages 5-7Years 1 and 2
Key Stage 2Ages 7-11Years 3, 4, 5 and 6
Key Stage 3Ages 11-14Years 7, 8 and 9
Key Stage 4Ages 14-16Years 10 and 11
Source: http://www.bbc.co.uk/schools/parents/national_curriculum_key_stages/

Note.  Exam papers, and especially their associated 'mark schemes' can provide a window into what is being taught in schools.  The AQA is an important source of them ('We are an independent education charity and the largest provider of academic qualifications taught in schools and colleges. We set and mark the papers for around half of all GCSEs and A-levels taken every year.')
#2007 Newspaper report: 'The teaching of climate change and global warming in schools is dogged by "omission, simplification and misrepresentation", leading scientists have claimed.
Richard Pike, the chief executive of the Royal Society of Chemistry, is calling for a review group to help look at how the issues should be tackled in the classroom - and avoid flawed presentations to pupils.' 
# 2007 Newspaper report: 'Children will be put on the front line of the battle to save the planet under radical proposals to shake up the way that geography is taught in schools.' 

# Science Learning Centres.  An organisation which campaigns to 'put climate change at the heart of the national curriculum and make schools ‘beacons’ for positive action in their local communities.'

# Teaching resources in Scotland: 'Climate change features prominently within the experiences and outcomes and has already proven to be a popular theme for study and interdisciplinary learning in many schools. It provides opportunities for rich, deep and broad learning to take place across the curriculum.'
http://www.ltscotland.org.uk/weatherandclimatechange/aboutthisresource/curriculumforexcellence.asp 

#2008  The odious 'An Inconvenient Truth' distributed to schools in Scotland: http://www.tes.co.uk/article.aspx?storycode=2635330#

#2008 (date uncertain).  A shocking example of bias, and manipulation.  Here is an exam, nominally in physics but actually checking on indoctrination, promoted by the BBC:  http://downloads.bbc.co.uk/schools/gcsebitesize/science/mocks/aqa/aqaphysicsh1.pdf

#2009 Making little activists: http://www.guardian.co.uk/environment/2009/feb/01/ethicalliving-family Some wisdom in amidst the madness reported:
'Frank Furedi, professor of sociology at the University of Kent and author of the forthcoming book The End of Education, objects on more fundamental grounds: "Mobilising children to police their parents' behaviour used to be something you only found in totalitarian societies. I grew up in Eastern Bloc Hungary and I remember children being encouraged to tell teachers if their parents listened to rock'n'roll." Furedi argues that the curriculum is being used as a "policy outlet".
"It's as though the politicians are saying: 'The parents won't change fast enough, let's get the children'," he says.'

#2009 Government Minister pushes climate scare in schools. http://www.london-se1.co.uk/news/view/4108  'John Prescott has launched his UK tour of schools by delivering a presentation on climate change at a Southwark school.' 
He was one of the most incompetent of Labour ministers, and some were writing him off back in 2006: http://www.telegraph.co.uk/comment/personal-view/3626219/Its-insulting-to-leave-a-buffoon-in-charge.html .

He is also associated with the sinister GLOBE organisation:



# 2009 ' Workshop:Developing a climate change curriculum'

# January 2010 .UK exam board AQA is accused of scientific ignorance because of misleading temperatures chart: http://www.telegraph.co.uk/earth/environment/climatechange/8210501/Exam-board-accused-of-brainwashing-pupils-with-inaccurate-climate-graph.html.
A commenter under the Telegraph piece claims that the text book referred to is 'Geography An Integrated Approach', by David Waugh (1990).  This has had mixed reviews on Amazon, where it is available for £28.75.  It is also available on Abebooks (2nd hand) for less than £1.

# January 2010.  David Attenburgh appeals for environmental lessons to be up there with maths and English as core subjects.  I fear he underestimates the extent to which eco-anything has been taken over by often quite unpleasant (see 10:10 video for example) campaigners with destructive visions.  Not so much an education as an indoctrination?  Anyway, here is the newspaper report of his views: http://www.guardian.co.uk/education/2011/jan/09/environment-lessons-as-important-as-maths-and-english-says-attenborough

#September 2010'The film explains the science of climate change in a way that gets the message across to adults and children alike.  Jeremy, a schoolboy aged eight, said: “It’s always scared me but now I definitely want to do something about it. It made me think about all the guys who say they don’t care about climate change and think right guys, you’re going down.”
Roger, a professional storyteller said: “Excellent film but would it scare children? It scared the hell out of me! We urgently need to get it out to children at large.
Professor Montgomery and Dr Jack Kreindler, the film’s director and former student of Professor Montgomery, now run Project Genie – a groundbreaking initiative for primary school teachers and pupils underpinned by science from the UCL Environment Institute and the Met Office.
Schools that sign up to Project Genie receive a starter pack of materials which includes The Genie in the Bottle storybook, the film, a textbook, lesson plans and an electronic device that measures and encourages energy saving in the classroom. The project has already been piloted in over 140 UK schools and is scheduled to be rolled out across the UK this year.'  Source: http://www.ucl.ac.uk/news/news-articles/1009/10092201

# October 2010.  TonyN has an important post, with a large set of interesting and informative comments attached, highlighting a loaded geography question in a school textbook: http://ccgi.newbery1.plus.com/blog/?p=340  The first of currently 415 comments is:
'JunkkMale, the question bears absolutely no resemblance to the sort of questions I faced when doing my GCE O-Levels in Physics and Chemistry back in the late 1970s, which were to do with actual science. In fact, it fills me with utter dismay, reading this. If it is representative of the general quality of education now at GCSE level, then our schools are clearly no longer fit for purpose.'

#December 2010.  This post reports views of 2 teachers, exasperated by the indoctrination they have been forced to teach: http://climatelessons.blogspot.com/2010/12/another-straw-in-wind-here-is-teacher.html

#January 2011.  Extent of government interference in education in the UK revealed by the extent of guidance issued during one year of the Labour government: http://www.politics.co.uk/news/education/labour-s-advice-to-teachers-was-the-length-of-two-bibles--$21386565.htm
'One annual period, between April 2009 and 2010, saw 1.65 million words of guidance, regulations and information about government initiatives.The emails were equivalent to reading all seven Harry Potter books and all seven Chronicles of Narnia, or reading the complete works of Shakespeare twice."What Labour's bombardment of schools shows is not only an obsession with pointless bureaucracy but, actually more importantly, a total lack of trust in teachers," Mr Gove said.'

#2011 Sustainability The magic word 'sustainability' has been widely used in UK educational materials, as if it were an unalloyed 'good thing' (when in fact it can be a prescription for stasis and timidity).  A comment by 'justinert' here includes several comments and links.
Extract: 'This from the Qualifications and Curriculum authority entitled: Sustainable Development in Action. A Curriculum Planning guide for schools. It can be found here:
In this document, the term “climate change” is referenced no less than 50 times in this 26 page eco-manifesto of indoctrination. It’s opening paragraph sets the tone:
“This guide helps you build sustainable development into the learning experience of all your learners. It provides a clear vision of why this work is important – from helping pupils to learn about the impact of their actions on the planet, to suggesting ways of building sustainability into the ethos and everyday running of your school.”
The QCA make no bones about their involvement in driving an “embedded” syllabus:
http://conferences.teachingexpertise.com/cpd/sustainableschools/26/home/default
Shamelessly marketed as “Developing Sustainable Schools: Driving forward and embedding sustainability for whole-school improvement”, this Orwellian proposal was endorsed by heads from the QCA, Ofsted and the Head of sustainable development at DCSF (Dept of Children, Schools and Families) to facilitate Agenda21 and its LA21 (local agenda) initiatives.
And here is a good example of how teaching environmental advocacy is advocated in curriculum development:
http://www.teachernet.gov.uk/sustainableschools/about/about_detail.cfm?id=102&levelselected=4
And to quote from it:
“Geography plays a significant part in promoting sustainable development through… developing pupils' knowledge and understanding of the concept of sustainable development and the skills to act upon this understanding (for example, as part of a Local Agenda 21 initiative)”
It seems to me that “embedding” a political agenda in the national curriculum is no different to coercion, blatant propagandizement, proselytising or subversion.'

#2011  Website with many links to materials for teachers and developers of curricula in geography: http://www.geographypages.co.uk/

#2011 More education being pushed on 'sustainability', the new Trojan Horse for leftwing propaganda?

#2011 Scotland.  Learning 'outcomes' on eco-stuff for primary school children.  Everything there except 'I am beginning to think for myself, and to spot when the teacher is trying to indoctrinate me with poorly understood catch-phrases.'
(hat-tip 'Jason F', comment at http://www.bishop-hill.net/unthreaded/ 23 May 2011)

#2011 Scotland. Wind energy as a lucrative vehicle for the farming of state subsidies, and as an absurd means of generating large amounts of electricity, has inspired some climate-related interventions in schools.  Here are details of one such in Scotland: 
'Through funding from Scottish Power Renewables, ALIenergy are able to deliver educational work in pre-school, primary and secondary schools throughout Argyll and Bute.'









#2011  This blogger does not approve of it:'I have a great concern and it is the indoctrination of our youngsters in schools with the concerns of Climate Change. The two biggest worries that children have according to research are wars and climate change. Some years ago the IPCC said that it was imperative to “sensitize” children to Climate Change so that they could enforce their “views” on the parents. http://notrickszone.com/2010/10/04/pachauri-we-have-to-sensitize-children/This sounds awfully like mind control to me. Essentially the way that Climate Change is brought into nearly every lesson would not be allowed in Prisons without being referred to the European Court of Human Rights, but we allow it in our schools. For the last three years education packs on renewable, with nice wind turbine models, have been provided to all youngsters. In the Highland region that is now being surplanted with more education packs for P6 and P7 financed by HIE and Highland Council. However they do not allow voice to those that challenge the orthodoxy. Education should be a balance of information. If there is such a Consensus of agreement on Climate Change why are so many scientists vociferous in their opposition. Science is surely the continued challenging and revisiting of doctrines to improve and understand. Therefore consensus is a word that should never be used in Science. In this case I think that balance is sadly lacking. On a recent march against wind farms in Edinburgh it was noticeable that most people were happy to take and consider our leaflets. Youngsters however would not even look at them and in many cases showed open hostility. Does this concern you? '
#2011 UK Quote ' With active encouragement from the Government, whole generations of school-children have now had the apocalyptic threat of climate change pushed down their throats — not just in science classes, but in almost any subject you can think of (questions on the need to fight global warming have even cropped up in English GCSE papers).
In geography, the present curriculum no longer concentrates on countries, continents, rivers, mountains or cities. Instead, it insists that pupils should learn about global warming and climate change and the likely effects of rising sea levels.

...
The propaganda is all-encompassing. The Climate Change Schools Project, an outfit that exists in partnership with the Environment Agency and other government-funded bodies, promises on its website ‘to put global warming at the heart of the national curriculum . . . We want schools to become the "hub" of excellence in climate change teaching, learning and positive action in their local communities.’

#2011 'The message being preached to our children by teachers and organisations such as those at Gurney Pease and those throwing council tax payer Local Levy money around, is that climate change is going to flood the area and drive up air temperature.  No wonder the kids want to do something when they are spun such a line.'  http://autonomousmind.wordpress.com/2011/03/02/climate-change-propaganda-and-use-of-public-money/

#2011 'Climate change propaganda could be cut from the classroom, as a government adviser demands pseudo-science is removed from the national curriculum' 

#2011  More on the above by one of the few free-thinkers in British journalism, Delingpole: http://blogs.telegraph.co.uk/news/jamesdelingpole/100092215/eco-guilt-off-the-school-curriculum-about-time/

#2011 More again on this site post, with the comments also well worth a perusal for thoughts and useful links: http://ccgi.newbery1.plus.com/blog/?p=446

#2011 Leading qualifications awarding body in England & Wales: http://www.aqa.org.uk/about-us.php
'The AQA (Assessment and Qualifications Alliance) is the largest A-level and GCSE awarding body in the UK, awarding 45% of full course GCSEs and 44% of A-levels nationally.'

#2011 Key site for information on government reviews and positions on school curricula in the UK:

#2011  This sounds promising:
'National curriculum website
20 January 2011
Announcement 
In the Schools white paper ‘The Importance of Teaching’, published on 22 November 2010, Ministers set out their plans to reduce the amount of guidance and materials offered to schools. They believe that schools should be free to use their own professional judgement about how they teach, without unnecessary prescription.
http://www.qcda.gov.uk/news/7408.aspx

#2011 The BBC produces materials for use in schools on many topics, including climate.  Their bias in this area is now legendary.  Here is a report by a former employee

The BBC became a propaganda machine for climate change zealots, says Peter Sissons... 

 http://www.dailymail.co.uk/news/article-1350206/BBC-propaganda-machine-climate-change-says-Peter-Sissons.html

#2012 Climate in the curriculum - one parent's observation: 'My own experience with this issue is through the education of my son (now in his second last year of school in the UK). Climate change has seeped into a very wide variety of his subjects over the years, including chemistry, biology, geography and now economics. The message has been pretty consistent over time, i.e. "we are changing the composition of the atmosphere, that will have implications for future generations and here are some of the things that we might have to deal with."  http://www.huffingtonpost.co.uk/david-hone/how-should-climate-change_b_1300532.html 
The main implications so far seems to be that food production and plant growth in general is getting a boost, and that there remains the possibility of a hard-to-detect increase n warmth - hard to detect because other factors have always been more important and they vary too.  What are the chances that that is what they are being taught?

#2012 England.  Climate theatrics in schools for £750 a time.  Condemned, thank goodness, by a local MP.
 'A school play has been referred to a Government Minister after an MP complained it was “propaganda”.  Philip Davies wrote to the Education Secretary after reading about a production on climate change that was touring schools in Yorkshire and Lancashire.
Michael Gove replied, agreeing there was no place for propaganda and promising to “slim down” the national curriculum.'
 http://toryaardvark.com/2012/03/02/education-minister-climate-change-propaganda-has-no-place-in-british-schools/


#2012 Details of curricula in England and Wales can be found here: http://www.education.gov.uk/schools/teachingandlearning/curriculum


#2012 Northern Ireland.  Energy companies at it here as well - visiting schools, in this case with climate activists, to spread their point of view (hat-tip Andy Scrase, comment on Bishop Hill's Unthreaded, May 28, 2012): 'Pupils from three local primary schools have been exploring the benefits of wind energy thanks to an educational partnership between leading Northern Ireland wind farm company RES and Action Renewables ...
Commenting on the local schools programme, Jennifer McCorry, Project Manager, RES, said –
“We were really encouraged by how stimulated the pupils were by the importance of wind energy in the development of a sustainable future. They all enjoyed making the ‘Whirly Mills’ as part of the workshops which introduced a fresh approach to learning about climate change whilst underpinning their current curriculum requirements.”'
I guess she was encouraged by the hope that, through the children, the parents might tolerate a few more years than otherwise of the imposition of windfarms and their costs!  http://www.ballymoneytimes.co.uk/news/local/local-school-children-learn-about-the-power-of-wind-1-3877026
[Note Action Renewables looks like a government-funded pseudo-charityRES is a multinational company, based in England, and possibly part of the McAlpine Group - so the 'Northern Ireland windfarm company' is pure PR.  It has no doubt been involved in many planning disputes, one of which is described here: http://billothewisp.blogspot.co.uk/2011/06/windfarm-wars-final-chapter.html]


#2012 England & Wales
'Only warmists could pass this A-level
While Michael Gove tries valiantly to remedy our dysfunctional exam system he might take a look at some recent papers, such as that set last June for A-level General Studies students by our leading exam body, AQA. Candidates were asked to discuss 11 pages of “source material” on the subject of climate change. Sources ranged from a report of the UN’s Intergovernmental Panel on Climate Change to The Guardian, all shamelessly promoting global warming alarmism. One document from the Met Office solemnly predicted that “even if global temperatures only rise by 2 degrees C, 30-40 per cent of species could face extinction”. A graph from the US Environmental Protection Agency showed temperatures having soared in the past 100 years by 1.4 degrees – exactly twice the generally accepted figure.
The only hint that anyone might question such beliefs was an article by Louise Gray from The Daily Telegraph, which quoted that tireless campaigner for the warmist cause, Bob Ward of the Grantham Institute, dismissing all sceptics as “a remnant group of dinosaurs” who “misunderstood the point of science”.
If it were still a purpose of education to teach people to examine evidence and think rationally, any bright A-level candidate might have had a field day, showing how all this “source material” was no more than vacuous, one-sided propaganda. But today one fears they would have been marked down so severely for not coming up with the desired answers that they would have been among the tiny handful of candidates given an unequivocal “fail”.'
Scroll down to foot of this article by Christopher Booker: http://www.telegraph.co.uk/comment/9559656/Germanys-wind-power-chaos-should-be-a-warning-to-the-UK.html 

#2012 (date added here).  The UK's Royal Meteorological Society has created an educational site with useful links to details of school curricula in England, Scotland, and Wales:  http://www.metlink.org/weather-climate-resources-teachers.html  A downloadable paper from this site contains much alarmist talk and has been exposed for critical review at Tallbloke's site (links and details in my post here: http://climatelessons.blogspot.co.uk/2012/10/tracking-sources-of-climate-alarmism-in.html).
The curricula links (to pdf files) are: England, Scotland, and Wales.

#2012 (date added here) UK BBC educational material - linked to GCSE school exams with climate topics:  http://www.bbc.co.uk/schools/gcsebitesize/search/index.shtml?scope=gcsebitesize_include&q=climate

#2013 Scotland, Ayshire.  5 year-old activists 'Primary pupils in North Ayrshire were handed plans, seemingly written by a developer, encouraging their parents to back a planning application for an extension to a wind farm in the area.
The letter contained a section for parents’ signatures at the bottom and was addressed to the local council’s planning department.'  Here is some text from the letter:
'“I am writing to support the planning application made by Community Windpower Ltd to construct the Millour Hill (wind farm) extension,” it read.
“I believe we should explore all forms of renewable energy in order to avoid the threat climate change poses. The wind farm will generate clean, green electricity, which will contribute to the Government’s renewable energy targets.
“As a supporter of renewable energy, I fully support the planning application and hope North Ayrshire Council will too.”'
A spokesman for a local council retorted
  “Pupils at the Dalry schools have been involved with projects related closely to the environment and sustainable energy and the distributed information was directly relevant to their school work.
“Neither of the schools are in any way endorsing the plans and are simply distributing information to the community.”
http://www.telegraph.co.uk/earth/energy/windpower/9798648/Wind-farm-company-targets-children-to-drum-up-support-for-more-turbines.html

#2013 New curriculum re climate.  A consultation paper has been issued by the government re proposed changes to curricula for children under 14 years.  They include no specific mention of either 'sustainability' or 'climate change' as topics that have to be taught, although their teaching is not excluded.  Some details here and here.

#2013 Comment on old curriculum.  A commenter called 'trefjohn' made this comment as a geography teacher (he seems to be a genuine commenter, as evidenced by previous comments listed in the link given below) - I added the bolding:


'As a former teacher of geography I was overburdened towards the end by the incessant green noise of our curriculum. I would never argue that climate change should not be in included since it is an extremely interesting subject in its strictest form. However, the half truths that I was expected to teach to young minds by the underpinning of AGW to almost everything depressed me and most other older geographers. I'm afraid that the queen of subjects became a propaganda arm for greenies. I applaud Gove for downplaying AGW, but does he understand that the teaching of climate change itself is a bonus.' 

#2013 UK Climate Change Speaker Network.  Volunteer Speaks on Climate for Schools.  Unashamedly activist in intention, with speakers from the Green Party of with a record of eco-activism.  What are the chances that even one  of them presents a balanced view on climate issues? http://www.climate-speakers.org.uk/index.htm

#2013 England: Derby City Council gives astonishingly crude and misleading guidance to trainee teachers about climate in this publication.
 TallBloke has their number.  See here for some extracts which he illustrates with this graphic:

#2013 England.  A teacher and a pupil submit petitions re the proposed de-emphasising of 'climate change' in the the under-14 curriculum in England.
'Esha Marwaha, 15, from Hounslow in west London, who started one of the petitions on the change.org website, said: "Over 64,000 people are angered by Michael Gove's decision to remove references to climate change. "Teaching only selective parts of a vital topic has ramifications for the future. It's not about forcing students to believe in climate change, it's about allowing them to make an informed decision based on what they learn."
The other petition was started by geography teacher Margaret Hunter on the 38 Degrees website.
Ms Hunter described climate change as "one of the most important things children are taught in schools today".
"It's not enough to just teach them the science. They need to understand the impact it will have on other people, the environment and their own lives."
Under the current national curriculum schools teach seven to 11-year-olds about "managing the environment sustainably". The curriculum specifies that 11- to 14-year-olds should learn about issues like "sustainable development and its impact on environmental interaction and climate change".
The draft curriculum for geography does not contain references to climate change but a section called "Earth science" in the chemistry syllabus says 11- to 14-year-olds should be taught about "the production of carbon dioxide by human activity and the impact on climate" and includes a section on "the efficacy of recycling".
The Department for Education spokeswoman said the proposed changes "will in fact give pupils a deeper understanding of all climate issues".
"Climate change is specifically mentioned in the science curriculum, and both climate and weather feature throughout the geography curriculum. Nowhere is this clearer than the science curriculum for 11- to 14-year-olds, which states that pupils should learn about the 'production of carbon dioxide by human activity and the impact on climate'," the spokeswoman added.'

#2013 England.  A Conservative MP writes on her blog 'I have been contacted about the inclusion of climate change in the curriculum. Unfortunately, Early Day Motion 1208 has now lapsed as the Parliamentary Session has ended. I would, however, like to take this opportunity to assure you that the Government is not and does not have any plans to remove climate change from the National Curriculum.
The new draft national curriculum will in fact give pupils a deeper understanding of all climate issues. Climate change is specifically mentioned in the science curriculum, and both climate and weather feature throughout the geography curriculum. Nowhere is this clearer than the science curriculum for 11- to 14-year-olds, which states that pupils should learn about the ‘production of carbon dioxide by human activity and the impact on climate’.
This is at least as extensive, and certainly more precise, than the current science curriculum for that age group, which says only that ‘human activity and natural processes can lead to changes in the environment’.'  http://www.paulinelatham.co.uk/content/climate-change-curriculum

#2013 England - Staffordshire  'Schools have an important part to play in educating children about the effects of climate change and the role they can play in using the planets resources more efficiently.
There are many opportunities to incorporate climate change into the curriculum, particularly in the sciences, but schools can also set an example to students by producing a sustainability / energy policy and ensuring they are reducing the use of resources as much as possible'  Bogstandard guff, more on this promotion of it here: http://education.staffordshire.gov.uk/SchoolAdministration/BuildingsandLand/climatechange/

#2013 UK Met Office & EDF This does not bode well for the kids: 'Peter Thorn, EDF Energy's Head of Education, said 'We are really excited about this new collaboration. We are keen that children become interested in science related subjects from an early age and working with the Met Office will ensure that we provide interesting, high quality, and factual climate-science resources to Pod schools' 

#2013 New 'framework' for school curricula 'Subject to the approval of Parliament, it is the government’s intention that the final version of this framework will be published in the autumn of 2013, and that the elements that require statutory force will come into effect for the majority of year groups from September 2014. For pupils in year 2, year 6 and year 10, the new English, mathematics and science programmes of study will be introduced from September 2015; and for pupils in year 11 the programmes of study for these subjects will be introduced from September 2016.'  https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_document_-_FINAL.pdf

#2013 A teacher speaks out 'Slartibartfarst says:
Well, at least the flawed research has been outed, so well done to the Met for – albeit belatedly – spotting that, at least.
But I have to say that it really does get my goat. One of my jobs as an educator is to teach basic science – including environmental science – to 1st-year secondary school (age 11) children. Living in a rural community means that we are all potentially interested in science and environmental protection.
I have become heartily sick and tired of having to filter out what – for a long time now – appears to have been bad and/or falsified/fraudulent science or not-so-subtle enviro-propaganda, from organisations including such as the UK Met Office and the IPCC.
The only good thing to come out of this is that I have been able to teach the kids more about things like critical thinking and Lysenkoism, so that they can understand what “truth” is and how history repeats. Thanks to the East Anglia CRU, the the kids have been able to use “calamatology” as a real live case study in flawed science.
That at least gives them a better perspective from which to exercise improved critical thinking regarding the alarmist arguments going the rounds.
This has made them more discerning. Some of them even became quite angry when they realised for themselves what absurd rubbish had been fed to them (e.g., including the 10:10 Splattergate video, and the ambiguity of the term “sustainability”).
I have high hopes that some of these kids will grow up to become quite useful in the occupations of scientist or farmer.'

#2013 Guides to Primary School Curricula: http://www.coreknowledge.org.uk/sequencet.php

#2013 Scotland. Agenda 21 in the Curriculum for Excellence outlined here:  http://www.cifalscotland.org/docs/David_Doris_ELC.pdf

#2013 England. "All my children seemed to be taught about was Nazis and global warming."



#2013 A geography expert explains why he’s pleased that schoolkids will be taught less about climate change.  http://www.spiked-online.com/newsite/article/13474#.U0UZG_nxobI

#2014 England and Wales.  The new curriculm for key stages 1 to 4 kicks in in September. In the meantime, teachers are free to devise their own curricula in, for example, geography:
The current national curriculum programmes of study for geography at key stages 1 and 2 have been disapplied with effect from 1 September 2013 and are no longer statutory. This means that schools are free to develop their own curriculums for geography that best meet the needs of their pupils, in preparation for the introduction of the new national curriculum from September 2014. Further details are available via the link on this page.
http://webarchive.nationalarchives.gov.uk/20131202172639/http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199002/geography

#2014  They tried scare stories, and found they were not as effective as they had hoped for recruiting children for 'the cause'.  Now they want to try games, and role-playing and suchlike to get that job done.  See: http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/27/eco-school-games-climate-change?CMP=twt_gu   Teachers, beware of trojan horses!

#2014  'Climate Control: Brainwashing in schools'  A report written with Andrew Montford, and published by the Global Warming Policy Foundation.  By collating several examples of biased or misleading or alarming teaching and materials, the report argues for an official inquiry into what is going on in UK schools with regard to climate and energy topics in particular.
http://www.thegwpf.org/content/uploads/2014/04/Education-reducedportrait-5.pdf
Links to some early coverage in the media and some blogs can be found here: http://climatelessons.blogspot.co.uk/2014/04/parents-check-on-your-children.html
and here: http://www.bishop-hill.net/blog/2014/4/12/booker-on-climate-control.html (plus some earlier posts)

#2014 WWF and UK Schoolchildren. 'This is the vision behind WWF’s schools programme – a programme which strives to reach out towards the 10.3 million highly influential young people who enter our schools five days a week, 40 weeks of the year.'  Their 'vision' is of course all cuddly and nice. The practice is that they wish to recruit children into political activism for their cause, a cause which seems to me to involve the rapid destruction of industrial civilisation, and the pursuit of such an ambitious and awful needs lots of fear as a motivator. The new fashion seems to be sugar this pill with lots of positive spin about 'how people and nature can live in harmony, on a thriving, green planet' .
  http://www.wwf.org.uk/what_we_do/working_with_schools/our_work_with_schools/

#2014 The Labour Party in the UK is being urged by one of its leading members to reinstate more 'greenery' in school curricula: 'Labour should commit to including sustainable development in the national curriculum, a senior backbencher has said.  The call from Joan Walley, who chairs the Commons' environmental audit committee, comes as the opposition party draws up its policy on green issues ahead of next year's general election.  '  http://www.politics.co.uk/news/2014/05/08/miliband-told-to-put-sustainability-in-schools
Hat-tip: http://www.bishop-hill.net/blog/2014/5/9/compulsory-indoctrination-in-schools.html


#2016 Scotland. Geography exam under attack: looks like too much environmentalism is ruining the subject: http://www.bbc.co.uk/news/uk-scotland-38057600

United States: general

#1995 'As our nation continues its all-consuming pursuit of protecting the environment, “regardless of the cost,” we are overlooking the greatest cost of all: the toll on our children. My review of environmental “education” has revealed a number of unsettling trends and strategies. It is apparent, for example, that (1) children are being scared into becoming environmental activists, (2) there is widespread misinformation in materials aimed at children, (3) children are being taught what to think, rather than how to think, (4) children are taught that human beings are evil, (5) children are feeling helpless and pessimistic about their future on earth, and (6) environmental education is being used to undermine the simple joys of childhood. Are we raising critically thinking leaders or simple automatons that can recite that latest environmental dogma?'
 Source: http://www.thefreemanonline.org/featured/ecokids-new-automatons-on-the-block/comment-page-1/#comment-52105

 #1995 'The political activism in the classrooms is the direct result of the environmental education movement’s planning and hard work instituting state-level environmental education laws. A major objective of the environmental special interest groups which have supported the passage of these laws is to use environmental education as a way to create an army of young political activists. While each state’s law contains slightly different language, most of them provide a statutory basis for teachers to encourage students to become involved politically in environmental issues.'

#1999 Many good thoughts on how climate and other environmental topics are and might be handled in school curricula in the States. 'Simply learning that reputable scientists often disagree with the claims of imminent catastrophe will keep children from blindly fearing the future. Such information will also help them see that environmental science is a discipline that reflects scientific uncertainty and is open to continual discovery. Students can learn about environmental issues and develop their critical thinking skills at the same time. As scientists do, they can collect the facts and see whether the theories that have been advanced actually fit the facts.'
 http://cei.org/news-letters-cei-planet/too-much-fear-too-few-facts



#2002 An article illustrates how eco-propaganda can pervade school textbooks in many subjects: 'Public schools are brainwashing our kids. Rather than teach the science that underlies the global-warming debate so the students can make their own informed decisions, educators are brainwashing them and calling it English, or math or history.'

 #2010  Another article whose author seems oblivious to the fact that 'climate change' is not the issue, but rather it is whether, and to what extent, human influences on it will or even are already very seriously harmful indeed.  The lack of global warming for the past 15 years or so ought to give them pause for thought, but will it?  Anyway, this article has useful insights into climate curricula in schools across the StatesExtract: '
Climate change is taught directly in 30 states, and indirectly in 12 states, according to a study by the Technical Education Research Center for Earth and Space Science Education and NOAA. However, climate is absent from the science curriculum in eight states, including Florida, Maine, and Wisconsin (see PDF). What’s more, climate change education is under attack by those challenging the preponderant science, and some are trying to insert what most climate scientists view as anti-science views into the country’s classrooms.
Efforts along those lines abound and in some cases have succeeded. In at least three states — Texas, South Dakota, and Louisiana — laws exist to make sure climate change lessons are balanced equally with a denier’s point of view, if they are taught at all.
“The evidence that climate change is happening is clear. This is an issue that is not 50-50,” said Teresa Eastburn in a telephone interview. Eastburn is the education coordinator at the Boulder, Colorado-based University Corporation for Atmospheric Research, which has held in-depth climate change workshops, webinars, and multi-week seminars for about 700 K-12 educators in the past five years.'  http://www.yaleclimatemediaforum.org/2010/06/teaching-climate-change-as-edu-news-beat/

#2010 Some interesting general points in the main post, and in some of the large number of comments on this piece by Judith Curry: http://judithcurry.com/2010/12/04/education-versus-indoctrination/  Unfortunately, the comments have been seriously disrupted by AGW 'enthusiasts'  intent on venting their spleen, in particular about the site WUWT.

#2011  US federal agencies engaging in climate education in schools. Report and links via:

#2011 An exasperated US parent has collected a useful set of links on indoctrination via environmentalism in US schools: http://www.akdart.com/edu11.html    'This page is about the specific issue of environmentalism in American schools.  It is my goal to provide enough anecdotal evidence to show that the schools are being used as more to indoctrinate kids than to give them the ability to make wise decisions and sort out truth from fiction.'

#2011  Climate Quotes has assembled details of US govt. agency funding of materials and events for 'educating' schoolchildren on climate: http://climatequotes.com/2011/01/29/nearly-100-climate-education-programs-funded-by-nasa-noaa-nsf-epa/ 

#2011  A short article, itself misleading about climate change, on more efforts to indocrinate children in schools: http://www.huffingtonpost.com/2011/05/19/kids-climate-change-youth-initiative_n_864357.html

#2011  Solar energy companies pushing their wares in schools, and getting government funding to do so.  'Titled "Solar Power and Me: The Inherent Advantages," the lesson plan for middle-school and high-school students directs them to "take note of how solar energy is incorporated into the infrastructure of various cities nationwide and write a short essay about how they would encourage solar energy use in their own town." '

#2011 Science education group expands mission from evolution to include global warming

#2011 Some online stuff funded by NASA 'What is the evidence that supports global climate change and how can we use NASA data and resources to help high-school students discover mitigations or adaptations to the problems it causes? Learn how to teach global climate change using an inquiry/problem-based approach and STEM (science, technology, engineering, and mathematics) methodology to engage high-school students and help them understand the causes and effects of climate change.' http://www.pbs.org/teacherline/catalog/courses/STEM417/

#2011 National Wildlife Foundation. is actively involved in creating and criticising climate curricula in schools e.g. http://blog.nwf.org/2011/05/challenging-coal-curricula-that-keep-children-in-the-dark/
Here they post links to various Federal agency initiatives and some of their own on climate curricula: http://www.nwf.org/Global-Warming/School-Solutions/Eco-Schools-USA/Become-an-Eco-School/Pathways/Climate-Change/Curriculum.aspx
amd here is a site they own which seems aimed at teachers and parents about climate: http://www.climateclassroomkids.org/

#2011 Anne McElhinney, of NotEvilJustWrong fame, delivers a heartfelt condemnation of the anti-human indoctrination underway in American schools: http://www.youtube.com/watch?v=IeBJuYorEtk&feature=related

#2012 NCSE (National Center for Science Education) launches new initiative for the indoctrination of schoolchildren in the politically-correct view of climate chnage:
'On Monday, the National Center for Science Education, a nonprofit group that denounces intelligent design and supports an evolution-only curriculum in the classroom, will expand its mission. The organization of scientists, anthropologists and others is turning its attention to climate change, and it will mount an aggressive effort to teach the nation’s schoolchildren that climate change is real and is being driven by human activity.'

#2012 'Texas and Louisiana have introduced education standards that require educators to teach climate change denial as a valid scientific position. South Dakota and Utah passed resolutions denying climate change. Tennessee and Oklahoma also have introduced legislation to give climate change skeptics a place in the classroom.'

#2012 Notice of new curricula guidelines to be published in April: http://online.wsj.com/article/SB10001424052702304537904577275401501628534.html?mod=googlenews_wsj
'The fight could heat up further in April, when several national bodies are set to release a draft of new science standards that include detailed instruction on climate change.' (more details of this here: http://junkscience.com/2012/03/12/wsj-school-standards-wade-into-climate-debate/)

#2012 Even the National Parks are targeting the young with climate curricula:
'Eight National Parks Across the Country to Partner With Local Teachers Over Summer to Develop Curriculum For Upcoming School Year
WASHINGTON, April 12, 2012 /PRNewswire-USNewswire/ -- Today, the National Park Foundation, the official charity of America's national parks, announced the eight grant recipients participating in the 2012 Parks Climate Challenge program.  Since 2009, the Parks Climate Challenge program has encouraged the use of national parks as classrooms to educate students about climate change through funding and facilitation.  The ability to learn about this important issue through hands-on, science-based field curriculum, has proven an positive model through which to reach students.'   I wonder which side of the debate they will include in their teaching?

#2012 PBS Discussion 'Some questions may be sorted out when new science standards for grades K-12 are introduced this year. For the first time, the national standards will link global warming trends to manmade emissions.'  http://www.pbs.org/newshour/bb/climate-change/jan-june12/teachclimate_05-02.html   'Teachers Endure Balancing Act Over Climate Change Curriculum'

#2012 'School Choice Can Temper Climate Curriculum Dogma' An article suggesting that private schools would be preferred by parents wanting to avoid indoctrination around climate in public ones.  'Next month, the consortium of groups that set national science curriculum standards will release new instruction on teaching climate change, according to The Wall Street Journal. It won’t be balanced. And parents won’t have much choice.
While both parents and teachers alike have voiced their preference to have both sides of the climate change debate taught in schools, institutions like the National Research Council (NRC) – that are tasked with constructing the new curriculum – disagree. Martin Storksdieck, a director at the NRC, thinks that teaching both sides to this controversial topic would mislead students.'

#2012 An American mother doesn't like what she sees on climate in her local high school.'kids in public schools are currently being taught the alarmist position in what passes for climate science.'
http://heartkeepercommonroom.blogspot.co.uk/2012/05/climate-science-in-public-schools.html
(hat-tip: Climate Etc)

#2012 More discussion of climate education in high schools in America here: http://judithcurry.com/2012/05/12/climate-science-in-public-schools/#more-8334 
'Looks like the the forthcoming K-12 standards from the National Academies will be source of much debate in (US) statewide educational agencies.  I would be particularly interested to hear how this issue is being dealt with in other countries.'

#2012  For insight into how and how far the shoddy science of climate alarmism has been accepted as the best science in parts at least of the education establishment in the USA: http://www.scientificamerican.com/article.cfm?id=climate-education-graduates-to-next-level
Extract: 'They tell us they need resources to teach 'both sides' of climate change well," said Susan Buhr, who runs teacher workshops as director of the education and outreach program of the Cooperative Institute for Research in Environmental Science at the University of Colorado.
"From our perspective, there aren't 'both sides,'" she added. "There is the scientifically credible side, and then there is the misrepresentation side in the public dialogue." '  On the positive side, there is also reporting of problems being encountered by those who take such a view, with objections from school boards and from parents - reported, as you would sadly expect now from the Scientific American, as if this resistance was similar to resistance to the teaching of evolution.  They republished the article from Daily Climate

#2012 http://wwwp.dailyclimate.org/tdc-newsroom/2012/05/climate-science-conflict  More in the same vein.

#2012 http://www.washingtontimes.com/news/2012/jun/5/teaching-global-warming-in-kindergarten/#ixzz29akMTlGF  The writer is dismayed by Common Core: 'This early-grade tendentiousness will create a foundation for ideas that build on long links of suppositions: catastrophic, man-made global warming; the evils of fossil fuels (“explain differences between renewable and nonrenewable sources of energy” in fourth grade) and the need for the Environmental Protection Agency and other government agencies to strangle human liberties in order to “save the planet.”'

#2012  Is there no end to them?  Another site pushing facile faith of climate alarm on to children by means of their teachers: https://www.facingthefuture.org/ForEducators/EducatorsHome/tabid/67/Default.aspx

#2012 Overview article on new curriculum guidelines ('Common Core'), including for teaching in kindergartens: 'The Public Broadcast Service recently reported that increasing numbers of educators are teaching about the controversy over climate change. This has the scientific establishment doubling down on efforts to feed children their mantra: There is no debate.
There is no man behind the curtain, Dorothy. The “consensus” has spoken.
Except not among the hoi polloi. Eighty-two percent of science teachers report they have faced skepticism about climate change from students, according to the most recent poll from the National Science Teachers Association. Fifty-four percent report encountering the same skepticism from parents.'
PULLMANN: Teaching global warming in kindergarten - Washington Times http://www.washingtontimes.com/news/2012/jun/5/teaching-global-warming-in-kindergarten/#ixzz29akMTlGF

#2012 And how is all this propagandising paid for?  Here's an account of $33 million worth currently being deployed: "  Efforts to advance climate-change education in schools and communities are getting a boost from a set of six grants awarded this week by the National Science Foundation, totaling more than $33 million over five years. The grants will support a number of efforts, including a joint project in Maryland and Delaware to help schools deliver effective and regionally relevant instruction in grades 8-12, and pay for work led by the New England Aquarium to enhance climate-change education in zoos, aquariums, and other settings."
 http://blogs.edweek.org/edweek/curriculum/2012/08/nsf_promotes_climate-change_ed.html

#2013 A draft report called 'Next Generation Science Standards' contains this phrase "Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change."
http://www.nextgenscience.org/sites/ngss/files/DCI%20Arranged%20Standards%20-%20Public%20Release.pdf
Hat-tip 'Robin' on WUWT who notes ' As you are tracking these IPCC reports please do not forget the education leg of this propaganda machine. The UN never does. They consider K-12 and higher education to be their primary implementation vehicle now. Ban Ki-Moon even said so last year.'

#2013  http://www.nextgenscience.org/  This seems to be a private initiative. "The Next Generation Science Standards will identify content and science and engineering practices that all students should learn from kindergarten    to high school graduation. To reap the benefits of the science standards, states should adopt them in whole, without alteration. Adoption of the standards is only the first step toward improving educational opportunities    for all students. For states that adopt the standards, they will need to be implemented in every classroom. As the standards will not define a curriculum, states and local districts will have the responsibility for providing more detailed guidance to classroom teachers, and will have room to fill in specific content to help students learn the key ideas in the standards."

#2013 Indoctrination Alert! 'New national science standards that make the teaching of global warming part of the public school curriculum are slated to be released this month, potentially ending an era in which climate skepticism has been allowed to seep into the nation's classrooms.' 
http://insideclimatenews.org/news/20130304/next-generation-science-standards-man-made-climate-change-consensus-global-warming-skeptics-heartland-institute
(hat-tip: Bishop-Hill)

#2013 EPA Propaganda aimed at the Young.  'The Environmental Protection agency has a publication out called A Students Guide to Global Climate ChangeIf you don't want to be afraid for our future, don't click on that link.

In this publication among the propaganda currently indoctrinating our children  it explains all the negative aspects of "Global Climate Change" which await them. It is a glitzy glossy little presentation put forth with not only all the resources of a well funded federal agency but with all the authority of the federal government behind it.

 If you took my warning about not clicking on the first link let me assure you everything in this extensive indoctrination of our children is blamed on fossil fuel emissions, the entire course is premised on the theory of man caused climate change.'
http://jer-skepticscorner.blogspot.co.uk/2013/01/indoctrinate-your-children-well.html

#2013 NCSE  One of their leading campaigners for climate indoctrination in schools is going to retire: 'The 67-year-old founding CEO announced her intention to retire from the center on Monday, after 26 years. "I’ve put a lot of blood sweat and tears into this organization," she said in a phone interview Wednesday, "but I think it’s a good time for someone with new ideas.".    http://www.onearth.org/blog/crusader-for-science-in-the-classroom-steps-down

#2013 Common Core Curriculum described as indoctrination, including a climate-related illustration: 
 http://thepeoplescube.com/peoples-blog/common-core-ged-book-9-11-hijackers-were-poor-afghanis-t11074.html

#2013 Examples of curricula aimed at Middle and High schools, and quite blatantly alarmist and activist-driven: https://pangea.stanford.edu/programs/outreach/climatechange/curriculum

#2013 A leader of the NCSE, shortly to retire, is defending the showing of 'An Inconvenient Truth' in schools:   'A teacher would, for example, show a film like The Inconvenient Truth, a parent would complain, and there would be controversy in the school or at the school board about whether there should be equal time given to climate denier information. We said, 'Wow, this is just like the creationism issue.''
 http://insideclimatenews.org/news/20130702/qa-eugenie-scott-guardian-climate-science-nations-schools

#2014 There is still hope for good teaching about climate in the States, but the journalist who wrote this piece seems taken aback by teachers who regard it as an unsettled topic:    http://www.nationaljournal.com/energy/what-are-they-teaching-your-kids-about-global-warming-20140626
Quote 'The end result: a patchwork of climate instruction guidelines that largely leaves teachers to their own devices, facilitating massive disparities in global-warming education from school to school and state to state.'

#2014 Common Core
'Common Core standards cover only math and English, and do not concern science standards. Nevertheless,critics of the standards have frequently asserted that the standards will be used to push liberal political causes, and questions like that on the New York exam are unlikely to appease them.'

#2014 White House goes overboard: 'Climate education requires an “all-hands-on-deck” approach, involving not just the Federal Government but also the private sector, philanthropists, schools, colleges and universities, professional societies, non-governmental organizations, and state, local, and tribal governments. '  The reader is asked later if their organisations are following the government line: 'Do the activities of your school, institution, organization, or company align with the call to action to enhance climate education and literacy?'  What a mess.   http://m.whitehouse.gov/blog/2014/10/22/call-action-advance-climate-education-and-literacy

#2014 Obama's last hurrah?  'The White House initiative pulls together more than two dozen advocacy and education groups from more than 30 states that responded to a call for increased leadership in climate education made by the administration in October. Some of the groups include the Chicago Botanic Garden, the American Meteorological Society, the Alliance for Climate Education, the Los Angeles Unified School District, the Philadelphia School and the Green Schools Alliance.
The groups will provide fellowship programs, teacher training opportunities and increased attention to public education on climate change through museums, aquariums, botanic gardens and zoos. The combined efforts are expected to reach millions of students, teachers, federal employees and visitors to national parks and public nature facilities.'  http://www.usnews.com/news/articles/2014/12/03/obama-administration-to-launch-global-warming-education-initiative

#2014 ACE having an effect.  'Climate change activists are touting new evidence demonstrating the effectiveness of educational programs that seek to transform American schoolchildren into anti-carbon activists through the power of animation and freestyle rapping.'
http://www.globalclimatescam.com/2014/11/climate-activists-tout-effectiveness-of-school-brainwashing/comment-page-1/#comment-442939

#2014 Common Core  'The appointment of Arne Duncan as Secretary of Education initially was seen as a savvy bipartisan move.  But under his watch the Department of Education has become a propaganda arm used to influence the next generation to accept the idea of catastrophic man-made climate change as per the UN, the Environmental Protection Agency, and such groups as the National Wildlife Federation.'
http://www.rightsidenews.com/2014030433950/life-and-science/health-and-education/common-cores-little-green-soldiers.html

#2014 'Common Core’s Climate Indoctrination'  Critical examination of how climate change is treated in the Common Core context.  The author finds so much of concern that he concludes 'global warming science should not be used in education of students at the K-12 level.'
https://www.masterresource.org/debate-issues/common-core-climate-indoctrination/
#2015 Common Core's Climate Indoctrination.  'Our science programs should stimulate students to have an inquiring mind–the very opposite of the science-is-settled, “consensus science” mindset. Obama’s Common Core is a Trojan Horse mixing propaganda with science in our youth (ages 5 to 18). Common Core should be discarded from an intellectual point of view. One-size-fits-all learning smacks of collectivism in place of individual initiative. Greater pluralism and localized decision-making are called for.'  Source: https://www.masterresource.org/debate-issues/common-core-climate-indoctrination/
See also: http://wattsupwiththat.com/2015/04/24/climate-youththe-next-generation-science-standards/

#2015 Encouraging development: some States (Wyoming, West Virginia, Tennessee) have or are looking at 'teaching the controversy' about climate change: http://www.smithsonianmag.com/science-nature/see-where-climate-science-conflict-has-invaded-us-classrooms-180956707/?no-ist

#2016 Money for mind control.  The US Department of Agriculture is going to pay for teachers to find ways to install the opinion it likes on global warming in school curricula.  This report notes $150,000 already given to a university in North Carolina: 'The U.S. Department of Agriculture is spending $150,000 in an effort to change farmers who have a “skeptical” view of human-caused global warming.  The agency issued a grant to North Carolina State University to conduct an educational campaign for high school teachers to add more climate change material to their curriculums.  The target of the campaign is the agricultural community, which the project characterizes as cynical of anthropogenic climate change.'
http://freebeacon.com/issues/feds-spend-149997-to-change-farmers-skepticism-of-man-caused-climate-change/
Hat-tip Greeniewatch.

#2016  Proposed 'Climate Education Act' is criticised by David Wojick:  'There is a lot not to like here, beginning with the false scientific claims. The first is hyping the supposed dangers we face in a warming world, which simply do not exist. Nor are there small changes in daily routines that can have a profound global impact, because humans do not control the global climate. What is here being called Education is really just scaremongering and propaganda. Ironically, the Bill itself says one goal is to remove the fear of climate change, which it actually promotes.'  
https://judithcurry.com/2016/09/04/senator-markeys-climate-education-act-goes-the-wrong-way/#more-22104

#2016 Grounds for hope. A study claiming to show that ' the median teacher devotes only 1 to 2 hours to the topic [of climate change]' and the authors don't like that one bit: 
http://cmapspublic2.ihmc.us/rid=1Q1B5Y465-104J5C7-3TJP/Teachers%20%26%20CC%20Issues.full.pdf

#2017 Some alarmed ones not happy about material aimed at kids not being alarmed enough about climate:  http://dailycaller.com/2017/02/06/left-wing-media-furious-cartoons-arent-indoctrinating-5-year-olds-about-global-warming/

#2017 Hope springs eternal.  Stirrings about school curricula that could be beneficial, as evidenced by this piece lamenting any deviation from the straight and narrow path of CO2 Alarmism in schools:  http://www.motherjones.com/environment/2017/02/politicians-are-fast-learning-how-bring-climate-denial-classroom-under-trump

#2017 James Inhofe fights the good fight, as reported here on a propaganda blog for CO2 alarmists:  https://www.desmogblog.com/2017/03/16/climate-change-denier-jim-inhofe-says-epa-brainwashing-our-children

&2017 Democratic reps call for book-burning in response to good science:  http://conservativerepublicannews.com/2017/04/04/book-burning-democrats-order-teachers-to-destroy-science-text/





United States: Alaska


United States: Arizona

#2013 A senator is campaigning to allow teachers to have free discussion on climate
  'Saying students are getting only one side of the debate, a state senators wants to free teachers to tell students why they believe there is no such thing human-caused "global warming.''
The proposal by Sen. Judy Burges, R-Skull Valley, requires school board to create an environment "that encourages pupils to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues.'''
 http://www.ahwatukee.com/news/valley_and_state/article_1c1002a4-56b7-52bb-99b2-952b244c7323.html



United States: California
 #2006 A teacher reports on some of his experiences in Los Angeles, e.g. 'During my ephemeral teaching career in Los Angeles, there were numerous troubling examples of educational ludicrousness and lunacy. Of all the examples, the environmental “indoctrination” of my students was the most disconcerting. Doubtlessly, California schools’ obsession with the environment is incomparable with most other states, but the anecdotal evidence I mentally compiled is striking.'  

May, 2008:California State Senate Approves New Global Warming Curriculum
http://www.heartland.org/policybot/results/23080/California_State_Senate_Approves_New_Global_Warming_Curriculum.htm

#2010 A scathing report on a climate video made by pupils in a Californian high school in 2007. A video which demonstrates a very unpleasant level of aggression and intolerance.  http://mrctv.org/2010/05/teaching-environmental-extremism-the-environmental-police-agency


#2012 Santa Cruz. Brian Sussman interviews a youngster with a poor view of humanity.
 https://www.youtube.com/watch?v=dCVByNJ13Mk


#2013 Oakland, California.  Commentary on a group of teachers who want to use the schools as vehicles for their political ambitions.  While not about climate, this is about the brazen abuse of their positions by teachers on the left.  Extact:  ' The teachers have an absolute right to subscribe to any silly political theory they choose. That’s one of the great things about living in the country they hate. But many teachers in Oakland and throughout the U.S. have been using their classrooms as “assets” for their radical movements. They seek to brainwash youngsters into hating America and mistrusting the economic system that has given our nation a very high standard of living.'

#2013 Ventura County.  Junk science being pushed at teachers by a professor with a big grant from NASA (the article is now pay-walled, but it contained tales of exploding balloons filled with air using a candle that failed to explode a balloon filled with water, and talk of 'permanent warming'.  There seems little doubt that this another scare 'em and snare 'em initiative)

United States: Colorado. 
#2013 A pressure group called CoPIRG is pushing educational materials on climate at schools. ' Then there's education. CoPIRG says its volunteers use “Department of Energy materials” in their presentations, including coloring books on energy that don't mention fossil fuels and activity workbooks featuring only “renewable” options. However, both the DOE “sustainability” and “protect your climate” curriculums for grades k-5 are produced by a California organization called Strategic Energy Innovations, in collaboration with the San Francisco Bay Area Air Quality Management District. SEI describes itself as a non-profit that “helps communities accomplish their sustainability goals ...” through surveys and education — the latter involving an unhealthy dollop of Anthropogenic Global Warming buncombe.'  

#2013 'Fifth grade students at Fremont Elementary School in Colorado were assigned a reading passage that describes global warming as a dangerous, man-made phenomenon that will destroy civilization in a few hundred years.
http://dailycaller.com/2013/12/18/global-warming-will-kill-us-all-warns-common-core-aligned-homework/

United States: Connecticut
#2011 'Developed for the DEEP, this Air Quality curriculum is designed to incrementally lead students, Grades 6 – 9, through Internet-based and hands-on learning experiments to discover not only the science behind air quality, but also the health implications related to poor air quality exposure. This curriculum does focus more on air quality issues than climate change; however, it is a great curriculum tool when investigating the role of climate and weather on air quality.

United States: Delaware
See under Maryland, for the MAryland and DElaware (MADE) initiative on climate.

United States: Florida
#2016 Teacher-Activist out to get her kids converted to her cause:  http://www.npr.org/sections/ed/2016/09/27/492860897/teaching-middle-schoolers-climate-change-without-terrifying-them


United States: Idaho
=2017 Idaho legislators make pause for more thought about the climate in the curriculum.  Good for them:  http://www.idahostatesman.com/news/local/education/article135350294.html


United States: Illinois
#2015 'What is happening in a 4th grade class at Cherokee Elementary School in Lake Forest School District 67 in far northern Illinois is not unlike what is happening in classrooms around this state and nation. Students at Cherokee Elementary School have been learning about renewable sources of energy. In the process they are being encourage to become young political activists through interaction with their Lake Forest City government and their local Democrat state representative, Scott Drury of the 58th State House district. '  The author also considers climate topics, and note that schools are inviting speakers  'with agendas that advance global warming alarmism.'  
http://illinoisreview.typepad.com/illinoisreview/2015/04/thorner-elementary-students-indoctrinated-about-global-warming-via-common-core-part-1-.html
See also Part 2: http://illinoisreview.typepad.com/illinoisreview/2015/04/thorner-debate-over-global-warming-is-not-over-despite-common-core-claims-part-2.html

United States: Indiana
#2013 'Indiana’s new Governor Mike Pence has signed in to law a bill that will “pause’’ the state’s involvement in the nationwide Common Core education agenda. That fact that this is happening in Indiana has some very specific political significance, while the fact that it is happening at all has broad ramifications.'

United States: Kansas
 #2013 This looks very promising 'With the Kansas State Board of Education preparing to vote on new science standards this year, the House Education Committee has introduced a bill asking schools to include evidence against climate change in science classes.
House Bill 2306, introduced last week, says science classes must “provide information to students of scientific evidence which both supports and counters a scientific theory or hypothesis.”' 

United States: Kentucky
#2013 Kentucky Board of Education approves Next-Generation Science Standards

United States: Maryland
#2011 'On June 21, the Maryland State Board of Education approved an “environmental literacy” graduation requirement at the behest of organizations that promote their far-left political agenda based on misinformation and anti-capitalist fervor.'
#2012 Looks like the teachers were doing a decent job by their children on this field trip: http://www.climatecentral.org/news/digging-into-climate-change-students-find-more-than-science// 

#2012 'Propaganda alert! Maryland gets grant to help teach climate change'  http://junkscience.com/2012/08/17/propaganda-alert-maryland-gets-grant-to-help-teach-climate-change/

#2012 A press release from ' Maryland-Delaware Climate Change Education, Assessment, and Research (MADE CLEAR) partnership' makes the point about propaganda: '“For Maryland’s prosperity, we must commit to reducing greenhouse gas emissions. MADE CLEAR will provide our children with the resources to help us reach our goals and create a more sustainable future,” said Maryland Governor Martin O’Malley.' http://www.umces.edu/release/2012/aug/15/maryland-and-delaware-partnership-will-bring-teachers-and-scientists-together-to

#2013 ACE claims another victim 'Now and then, teachers or parents will push back on these presentations, saying climate change is too controversial or too political. Some schools won't invite the group at all. But Blake High's biology teacher, Colleen Roots, says she sought out ACE because many students don't learn about climate change in any of their classes'  http://news.wpr.org/post/filling-gap-climate-education-classrooms

#2014 MADE CLEAR apparently still going strong, 'engaging climate scientists, science educators, students, and the broader community of interest in implementing a comprehensive climate change education plan in our region.'   They caution teachers that: 'They are also teaching about a sensitive science topic (i.e., climate change) in a way that avoids arousing negative emotions in students. Such an approach also protects teachers from community perceptions that teachers are being coercive or unethical. Rather than acting as passive receivers of information, students are encouraged to be active learners, take a critical stance, and tolerate alternative opinions.'  An examination of their materials and actions would be required to see if this is mere window-dressing.  Do they use the NIPCC studies for example, or facilitate studies of local data that may well show little or no indication of anything unusual happening despite the rise in ambient CO2?

United States: Massachusetts
#2011: Chanting mindless slogans about CO2 is part of the school experience of those herded into a human display of 350: http://www.masslive.com/news/index.ssf/2011/11/holyoke_peck_school_students_l.html

#2012: http://www.examiner.com/environmental-policy-in-national/are-students-being-taught-climate-change-science-or-indoctrinated 'When you send your child to grade school, high school or college, you should expect a certain level of education that is unbiased, allowing your child to think for themselves. Yes they need to learn facts but when there are multiple interpretations, reasonable alternatives should be presented. Climate change is one of those topics. First hand experience has shown me you may be surprised.
...
.... an article published today in the Dominion Post in New Zealand, by Bryan Leyland of the International Climate Science Coalition, shows acceptance that global warming is caused primarily by human activity has become the majority position in the USA according to a recent poll. With educational policies like U Mass Lowell being used across the country in institutions of higher learning, as well as in grade and high schools, is it any surprise that as students leave these programs, they take with them a biased opinion with little training to think for themselves.
In my own experience, I have seen this at Trinity, Yale and MIT and in the local school systems here and in surrounding communities. I hardly think U Mass Lowell is unique in any way. The longer that the man made global warmers can delay their ultimate defeat, the more likely that we will see draconian measures taken as these students find their way into political positions. Who do you go to to argue for open science investigation? It seems that only Mother Nature will effectively make the necessary point.'


United States: Minnesota
#2012;  'He's a modern day Marco Polo, circling the coldest parts of the world. This afternoon, Hawley students got a rare treat - hearing from explorer and Minnesota native Will Steger.'
http://www.wday.com/event/article/id/59272/
This is not a one-off from someone just back from a holiday in Antarctica.  He has created a foundation to push his views, with a section devoted to schools: http://www.willstegerfoundation.org/climate-lessons-blog

&2017  Good advice in this letter in response to a propaganda rally aimed at young people: http://www.ack.net/opinion/20170415/climate-change-summit-evokes-tactics-of-mao


United States: Mississippi and Texas


'High schools throughout Mississippi and Texas will soon be implementing material on climate change as part of a National Science Foundation's (NSF) grant that includes a partnership between Mississippi State University, the University of Texas and Michigan State University.

'Marc Morano, publisher of ClimateDepot.com and a former Republican staff member of the Senate Environment and Public Works Committee, says this is merely another "recruiting tool to get children into the ideological spectrum."

"You cannot look at the details of this grant and think that they're actually going to be teaching legitimate climate science," he contends. "They're going to be teaching baseless computer model scares of what may happen to scare children…into activism and not educate them at all in science."


United States: New York City
#2011: A bank decides to fund climate propaganda.  Presumably hope springs eternal for more carbon trading one day.  http://www.stockhouse.com/News/USReleasesDetail.aspx?n=8132720

United States: Oregon
#2015 I wonder what constraints the curricula put on this chap who wants to see humans disappear: 'Mr Knight, who in his day job is a substitute teacher in Portland, Oregon, said that his main motivation for wanting to see the extinction of his own species was “preservation of Earth’s biosphere”.'
http://www.breitbart.com/london/2015/06/10/wipe-out-humans-to-save-the-earth-group-says/

#2016 Portland Plot. 'Portland Public Schools, the largest school district in Oregon, passed a Resolution on April 19, 2016 that ought to be called ‘How to brainwash 49,000 students and force teachers to teach communism’.  See link for more details of this 'Cloak of Green' example.
http://www.newswithviews.com/Swanson/holly102.htm

United States: Pennsylvania
#2012 'As school board members were about to vote to adopt the new textbooks for the 2012-2013 school year at their Jan. 23 meeting, board member Bryan Eichfeld asked to table the decision due to a book he said he does not believe will benefit students.  Eichfeld’s motion did not pass, but it caused discussion among school board members and the administration.
“The book talks about global warming,” Eichfeld said. “It is presented as fact. (Global warming) is a theory and not a fact.” '
http://hellertown.patch.com/articles/saucon-valley-school-board-member-concerned-about-textbook

#2013 Over-the-top responses when a parent complains about political bias in a high school assignment.  Not specifically about climate, but it may be relevant re the febrile atmosphere in schools with leftwing domination since that almost certainly means blind acceptance of climate scares.  http://www.examiner.com/article/exclusive-teacher-calls-parent-a-neo-nazi-after-he-challenged-indoctrination

#2014 Dr Eichfield does not give up easily.  He has tried again to improve educational standards in his school district:   http://www.lehighvalleylive.com/bethlehem/index.ssf/2014/06/saucon_valley_school_directors.html

United States: South Dakota
#2010: News report 'South Dakota legislators last month when they passed a resolution demanding a “balanced” approach to teaching global warming in the state’s public schools.'
Report of legislation to protect teachers from prosecution if they discuss non-establishment theories about global warming.  Unfortunately lumped in with creationism!  

#2017 What hope for a decent, balanced education when the teachers are hellbent on political activism?  http://tennesseestar.com/2017/03/27/metro-nashville-teachers-union-hosts-organizing-meeting-for-progressive-activist-group/

United States: Texas
#2009:  'Last week the Texas State Board of Education changed the language in a school textbook chapter to include the phrase 'analyze and evaluate different views on the existence of global warming'. That seems to be an excellent ability to be encouraged in senior pupils.  This journalist, writing about it, though, is outraged: http://www.examiner.com/article/texas-school-books-to-question-existence-of-global-warming

#2014:  This looks promising: 'AUSTIN, Texas, Sept. 15 (UPI) -- As a number of newly proposed social studies textbooks in Texas present it, climate change is a contentious and controversial issue which remains up for debate inside and outside of the scientific community.'
 http://www.upi.com/Science_News/2014/09/15/Proposed-Texas-textbooks-teach-climate-change-skepticism

#2014  Hopeful signs of sanity in Texas:'The TBOE is in the midst of adopting new social studies textbooks for the first time in 12 years. The books approved will probably be used in schools for more than a decade.  Thus the controversy. With the ability to influence the thoughts of millions of schoolchildren regarding environmental issues, especially climate change, these alarmists want to censor the textbooks. They want to pressure the TBOE to remove passages which are accurate but, in being so, question the alarmists’ beliefs.'  and  'The TBOE and textbook publishers are not following the activists’ lesson plan. Instead, they recognize each of the dogma’s key points is still open to question and subject to lively debate within the scientific, economic, and public policy communities.'
http://humanevents.com/2014/10/23/activists-push-to-censor-texas-textbooks/

#2014  Truth in Texas Textbooks.  'To shape climate curriculum, the coalition plans to rate textbooks as "good," "acceptable," "poor," or "worse." The group will score books on an array of subjects—and any educational material that treats global warming as settled science is guaranteed to get low marks.'   Biased reporting of a promising initiative.   http://www.theatlantic.com/education/archive/2014/12/the-plan-to-get-climate-change-denial-into-schools/383540/


United States: Vermont
#2005 This report is about environmental education in Vermont, and includes information on climate change in various curricula.  I was impressed by how lucid and free of educational jargon it was - it seems it was written by four college students who have managed so far at least to escape ideological and post-modern influences.  They did not escape being converted into 'climate change activists; but I have little doubt that the clear thinking and spirit of enquiry they display here will soon see them grow out of that.: (link is to a pdf file)


United States: Washington
#2014  A speaker explains some of the problems with climate alarm, and high school students
flounder when it comes to responding - they are members of some high school club called 'Students for Sustainability'. What were they taught in school I wonder?
http://www.peninsuladailynews.com/article/20140918/news/309189990/global-warming-a-8216-con-8217-speaker-says-skeptical-high

United States: West Virginia
#2015 West Virginia decides to teach global warming propaganda to kids
 http://www.americanthinker.com/blog/2015/01/west_virginia_decides_to_teach_global_warming_propaganda_to_kids.html#ixzz3P0V9Mdy3 Despite eloquent testimonies arguing for a less biased curriculum:  http://www.climatedepot.com/2015/01/15/morano-testifies-in-wva-on-climate-school-curriculum-we-must-not-tell-kids-there-is-no-debate-and-no-dissent-is-allowed/

United States: Wyoming
#2014 'CHEYENNE, Wyo. (AP) — Wyoming, the nation's top coal-producing state, is the first to reject new K-12 science standards proposed by national education groups mainly because of global warming components.  
The Wyoming Board of Education decided recently that the Next Generation Science Standards need more review after questions were raised about the treatment of man-made global warming.'

#2015 More hope in Wyoming as efforts are made to resist climate-related indoctrination in schools.  The report is a model of biased, ignorant journalism: http://www.smithsonianmag.com/smart-news/wyoming-doesnt-want-kids-get-date-science-education-because-climate-change-might-be-expensive-180950131/?no-ist

#2015 'So far 13 states have adopted the Next Generation Science Standards. It's a framework that would do for science education what the Common Core does for English and math. But the standards are controversial in some states because of what they say about climate change. In Wyoming, where almost all economic activity is tied to energy production, it's particularly touchy. Wyoming Public Radio's Aaron Schrank reports.' Transcript of a radio broadcast on climate change in Wyoming schools:  http://www.npr.org/2015/02/16/386758778/science-standards-draw-climate-change-debate-back-into-wyo-classrooms


  


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