In part 1, I observed that there are two obstacles that might seem to face teachers wanting to use recent extreme weather, like Hurricane Harvey, in teaching about climate change: the complexities and uncertainties involved in attributing specific weather events to global climate change on the one hand, and the tendency of the opponents of teaching climate change to portray those complexities and uncertainties as admissions of ignorance and error.

from the Texas Water Development Board

 

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Extreme weather events are occurring across the country and around the world. Just to name a few recent events in the U.S., 2017 has seen a record swing from drought conditions to the wettest winter in California history; the earliest tornadoes in Massachusetts and Minnesota history; hurricanes Harvey, Irma, and Maria in rapid succession; and record wildfires, again in California. Surely something is screwy, right? 

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The other week I got to see something really amazing: a community where teachers have all the support they need to teach climate change and evolution.

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11.27.2017

Seal of New MexicoAt 9:30 p.m. on a recent work day, I called a reporter who had just e-mailed me, asking for comment on the latest developments with the New Mexico science standards. “Don’t you ever sleep?” he joked. I chuckled. Ten hours later, at 7:30 a.m. the next day, a different reporter called me, asking for comment on the same developments, and I happily, if a bit blearily, discussed the situation with him. I say this not to brag of my work ethic—my secret, I confess, is coffee—but to illustrate a benefit of your support of NCSE.

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