* Radical Environmentalism in the Classroom

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In their 2017 book, Deconstructing the Administrative State: The Fight for Liberty, Emmett McGoarty, Jane Robbins, and Erin Tuttle … note that many students are subjected to the Next Generation Science Standards (NGSS), written in 2011 under the direction of Achieve, Inc., the same organization that wrote the controversial Common Core national standards for English, arts, and mathematics.

After evaluating the NGSS, the Fordham Institute, an education policy think tank that actually supported Common Core, determined that the NGSS was “inferior” to standards in 20 other states. In physical science, it observed that “it would be impossible to derive a high school physics or chemistry course from the content included in the NGSS.”

Instead of introducing students to the world of scientific inquiry, NGSS seeks to inculcate progressive social values. It does so by striving to “engage” students during classroom instruction by brainwashing them and pressuring them to become active participants in rescuing the planet in accordance with environmentalist dogma.

The NGSS provide targeted goals for what students should know at the end of different grade levels. Quoting directly from the NGSS playbook, the authors cite the NGSS Global Climate Change standards for three grade levels:

By the End of Grade 5: If Earth’s global mean temperature continues to rise, the lives of humans and other organisms will be affected in many different ways.

By the End of Grade 8: Human activities such as the release of greenhouse gases from burning fossil fuels are major factors in in the current rise in Earth’s mean surface temperature (global warming). Reducing human vulnerability to whatever climate changes do occur depend (sic) on the understanding of climate science, engineering capabilities and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and actions.

By the End of Grade 12: Global climate models are often used to understand the process of climate change because these changes are complex and can occur slowly over Earth’s history. Though the magnitudes of humans’ impacts are greater than they ever have been, so too are humans’ abilities to model, predict and manage current and future impacts…. 

The underlying assumptions of human-induced climate change are never challenged, nor are students, including those at higher levels, encouraged to consider alternative explanations for climate variability.

By 2017, 18 states had adopted the NGSS since the standards were completed in 2011. “The remaining states face a relentless campaign from the education establishment to adopt the standards,” McGroarty, Robbins, and Tuttle point out. “For example, the National Association of School Boards of Education (NASBE) has pushed adoption of NGSS by state school boards, which generally exercise authority over state academic standards. Efforts to reject the NGSS face a barrage of ‘export’ reports by the NASBE to refute any objections raised.” …

The above is excerpted from “Environmental Indoctrination in Our Schools” (by Bonner Cohen, 5-22-2019).

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