The CRT, DEI and the green gaia climate change fraud is everywhere and if you actually taught the SCIENCE, you would be fired. Story hour is now the ticket.
Teens in Stephanie Leben’s senior English course at Lake Oswego High School are immersed in novelist Lydia Millet’s blistering climate change allegory about grown-ups who’ve thrown up their hands in the face of a warming planet and their offspring’s last-ditch attempts to reconcile with the world they are inheriting.
The storyline of “A Children’s Bible,” and its horrific climate-linked events, strike them as familiar. As they parse the book’s biblical allusions — the flood that propelled Noah and the animals two-by-two onto the ark is echoed in a devastating hurricane in an early chapter — Leben’s students relate them to climate disasters they’ve lived through, like the 2020 Labor Day fires that swept across the Santiam Canyon and the stultifying, deadly heat dome that settled over Portland the following summer.
It’s Leben’s second year teaching the book, part of a concerted, still-developing effort by the Lake Oswego School District to incorporate climate education into every subject and every grade level, pushing beyond the science classrooms where the subject has been most commonly taught.[/b]
This week, state lawmakers will discuss spreading that approach statewide, an idea a coalition of teens and their teachers from around Oregon say is long overdue.
In practice in Lake Oswego, that means everything from more time spent on outdoor education and water quality testing for elementary school students to high school social studies students considering the impacts of conflict on the environment, from World War I to the Russian war in the Ukraine.
“From my own experience as a storyteller, I don’t know if science always speaks to every student[/b] [So fuck the science and just go straight to indoctrination],” Leben said. “Sometimes stories are what gets to people. That’s why it was important to me to find texts that were about climate change, so that stories could [reach] students that might not understand or connect in the science classroom.”
Teens in Stephanie Leben’s senior English course at Lake Oswego High School are immersed in novelist Lydia Millet’s blistering climate change allegory about grown-ups who’ve thrown up their hands in the face of a warming planet and their offspring’s last-ditch attempts to reconcile with the world they are inheriting.
The storyline of “A Children’s Bible,” and its horrific climate-linked events, strike them as familiar. As they parse the book’s biblical allusions — the flood that propelled Noah and the animals two-by-two onto the ark is echoed in a devastating hurricane in an early chapter — Leben’s students relate them to climate disasters they’ve lived through, like the 2020 Labor Day fires that swept across the Santiam Canyon and the stultifying, deadly heat dome that settled over Portland the following summer.
It’s Leben’s second year teaching the book, part of a concerted, still-developing effort by the Lake Oswego School District to incorporate climate education into every subject and every grade level, pushing beyond the science classrooms where the subject has been most commonly taught.[/b]
This week, state lawmakers will discuss spreading that approach statewide, an idea a coalition of teens and their teachers from around Oregon say is long overdue.
In practice in Lake Oswego, that means everything from more time spent on outdoor education and water quality testing for elementary school students to high school social studies students considering the impacts of conflict on the environment, from World War I to the Russian war in the Ukraine.
“From my own experience as a storyteller, I don’t know if science always speaks to every student[/b] [So fuck the science and just go straight to indoctrination],” Leben said. “Sometimes stories are what gets to people. That’s why it was important to me to find texts that were about climate change, so that stories could [reach] students that might not understand or connect in the science classroom.”
