,,iv  #aafth ,,congress  #ast ,session  
,h4 ,,res4 #egd  ,,in ,,the ,,house ,,of
 ,,representatives  ,september #bj1     
#bjai,ms4 ,lee of ,california 7for      
herself1 ,mrs4 ,dingell1 ,ms4 ,brownley 
of ,california1 ,ms4 ,moore1 ,ms4       
,barragn1 ,ms4 ,meng1 ,ms4 ,hill of     
,california1 ,mr4 ,tonko1 ,mr4          
,mc,nerney1 ,mr4 ,lowenthal1 ,mr4       
,keating1 ,mr4 ,espaillat1 ,mr4         
,morelle1 ,mr4 ,grijalva1 ,ms4 ,tlaib1  
,ms4 ,norton1 ,ms4 ,castor of ,florida1 
,ms4 ,schakowsky1 and ,mr4 ,raskin7     
submitted the following resolution2     
which was referred to the ,committee on 
,education and ,labor  ,,resolution     
,supporting the teaching of climate     
change in schools4  ,whereas more than  
#hj percent of parents in the ,united   
,states support the teaching of climate 
change2 ,whereas #hf percent of teachers
 in the ,united ,states feel that       
climate change should be taught in      
schools2 ,whereas #ag percent of        
teachers say they either do not have    

materials to teach climate change or    
they do not know enough about the       
subject to teach it2 ,whereas climate   
change is not a partisan or political   
issue2 ,whereas there is a broad        
consensus among climate scientists that 
the human activities contributing to    
increases in greenhouse gas emissions   
are the dominant cause of climate       
change2 ,whereas1 to meaningfully act   
upon our changing climate and changed   
world1 young people need education about
 its causes1 consequences1 anticipated  
future impacts1 and possible solutions2 
,whereas climate change is a social     
justice1 racial justice1 and human      
rights issue2 ,whereas1 according to the
 ,national ,center for ,science         
,education1 #cg ,states and the         
,district of ,columbia recognize        
human-caused climate change in their    
science education standards2 ,whereas   
the ,national ,science ,teaching        
,association1 the ,national ,association
 of ,geoscience ,teachers1 the ,national

 ,association of ,biology ,teachers1 and
 other professional organizations have  
called for greater support for science  
educators in teaching climate science   
and climate change2 ,whereas1 in #bjae1 
the ,california ,state ,,pta declared   
climate change a children's issue2      
,whereas1 in #bjai1 the ,california     
,association of ,school ,psychologists  
declared climate change a potential     
threat to the psychological and social  
development of children2 ,whereas       
climate change is threatening students' 
communities with intensifying natural   
disasters1 increasing temperatures1     
rising sea levels1 and other extreme    
weather threats2 ,whereas climate change
 disproportionately affects students of 
color and students in poverty1 thereby  
exacerbating existing inequalities and  
limiting equality of opportunity2       
,whereas children represent a           
particularly vulnerable group because   
greenhouse gases emitted into the       
atmosphere will continue to accumulate  

over the coming decades and cause       
negative health outcomes2 ,whereas      
children are more vulnerable to the     
effects of criteria air pollutants      
emitted during the burning of fossil    
fuels2 ,whereas ,americans must unify   
behind addressing climate change for the
 good of this generation and all        
subsequent generations2 ,whereas school 
districts should explore district-wide  
sustainability initiatives to educate   
students and reduce their carbon        
footprint2 ,whereas teaching climate    
change in schools will help students    
understand the human impact of climate  
change2 ,whereas teaching climate change
 in schools will help students          
understand that life on ,earth depends  
on1 is shaped by1 and affects our       
climate2 ,whereas teaching climate      
change will help students develop energy
 literacy and may stimulate interest in 
,,stem careers2 ,whereas teaching       
climate change will have consequences   
for ,earth1 human lives1 and ecosystems 

around the world2 ,whereas when students
 engage in a climate change curriculum1 
they can develop a greater sense of     
efficacy with respect to their capacity 
to address critical social and          
environmental issues2 and ,whereas the  
global impact of climate change and the 
urgency and magnitude of the challenge  
of addressing climate change will       
eventually fall on current students3    
,now1 therefore1 be it  ,that the ,house
 of ,representatives-- 7#a7 supports    
teaching climate change in public and   
private schools at all grade levels2    
7#b7 encourages the ,federal            
,government1 ,states1 localities1       
nonprofit organizations1 schools1 and   
community organizations to teach climate
 change in appropriate programs and     
activities1 with the goal of increasing 
public knowledge on the impacts that    
humans have on the climate2 and  7#c7   
encourages school districts to provide  
robust resources to teachers and        
students so they can learn about climate

 change in a safe and open learning     
environment4