This article is from the archive of our partner National Journal

"As the amounts of carbon dioxide and other greenhouse gases increase, the Earth warms. Scientists warn that climate change, caused by this warming, will pose challenges to society."

That language—featured in a fifth-grade Texas social studies textbook from Pearson Education—is exactly the kind of global warming alarmism that Emily McBurney wants to protect schoolchildren from.

McBurney was a lot happier with an earlier version of the textbook that said: "Scientists disagree about what is causing climate change." But the publisher cut the material amid pressure from groups like the National Center for Science Education.

The edited educational material, McBurney says, amounts to "a one-sided global-warming climate-change agenda."

McBurney is a member of the Truth in Texas Textbooks coalition, a volunteer-run organization of more than 100 activists that wants global warming to be taught as an opinion rather than fact.

To shape climate curriculum, the coalition plans to rate textbooks "good," "acceptable," "poor," or "worse." The group will score the books on a wide array of subjects—and educational material that treats global warming as settled science is guaranteed to get low marks on climate change.

"If you're a car salesman and you have a car that has bad ratings that car is not going to sell," says Roy White, the founder of Truth in Texas Textbooks and a retired U.S. Air Force lieutenant colonel. "That is what is going to happen with these books."

Truth in Texas Textbooks formed last year to shape how climate change and scores of other topics are taught. It has no political or religious affiliation but organizers recruited volunteers through tea-party networks and church groups—as well as teachers associations, Rotary clubs, and other civic organizationsand have accused publishers of creating textbooks with an "anti-Christian" and "anti-American" bias.

Teaching a "controversy" in climate science lines up with public opinion, where there is a sharp divide over the connection between human activity and a changing global climate. But it is sharply at odds with climate scientists, who nearly universally believe the former is driving the latter.

But textbooks are the first conduit between climate science and most young people. The textbooks that the Texas truth group is fighting over are expected to be used by more than 5 million Texas public school students for at least a decade. Texas is also the second-largest market for textbooks behind California, and publishers often peddle best-selling Texas textbooks in other states.

That's not all: The coalition's system of rating textbooks could soon spread far beyond the borders of Texas. White says that activists in California, Florida, Indiana, Maine, Nevada, Ohio, Utah, and Wisconsin have already contacted the coalition to learn how they can create their own rating system.

Advocacy groups giving grades to Texas textbooks is not novel: A Christian conservative organization called Educational Research Analysts has been rating textbooks in the state since the 1960s. The group questions scientific evidence for evolution and supports education that promotes abstinence until marriage. It also has ties to the Texas truth coalition: ERA's president, Neal Frey, doled out advice to White as he worked to get Truth in Texas Textbooks off the ground.

But ERA hasn't worked on climate science—and that's a targeted area for Truth in Texas Textbooks.

So far, however, the group has struggled. The coalition faced a setback when the Texas Board of Education voted to adopt new social-studies textbooks for public schools last month. Ahead of the vote, major publishers—including McGraw-Hill and Pearson—stripped out passages that cast doubt on climate change. The revisions followed fierce criticism of the content from groups like the Texas Freedom Network, a left-leaning advocacy group that pushed for man-made climate change to be taught in the books, and Climate Parents, an organization dedicated to teaching climate science.

Eighty-nine new social-studies textbooks have now been approved. But school districts have a lot of leeway over exactly which books to buy, a series of decisions that will be made this spring.

The coalition sees that as an opportunity. It plans to send out a report to school districts detailing the grades assigned to each book. Volunteers are also gearing up to get their ratings into the hands of concerned citizens groups and parent-teacher organizations.

"We have created a tool so that now people will have a sense of which books are best for their kids," White says.

Options for altering climate curriculum are limited. None of the approved textbooks that will be used in classrooms next fall dispute the scientific consensus that man-made climate change is underway.

The coalition is working to extract last-minute changes from publishers before the books go to print this fall. Barring that, volunteers hope public pressure will inspire teachers to teach climate controversy even if textbooks do not mandate that approach.

"Children are so vulnerable in their younger years and what they hear they believe is truth. Truth is what this is all about. We want truth," says Karin Gililland, another volunteer with the coalition.

Emily McBurney echoes that concern: "I'm afraid that [teaching climate change] is instilling fear in children at a very young age that either we're going to run out of something or overpollute the Earth. I didn't want them to come away with the wrong impression of America."

But opponents of the coalition insist that teaching the controversy and not the consensus on climate change will lead to devastating consequences.

"Whether climate change is real and caused by humans is not scientifically disputed, and textbooks or teachers who pretend that it is would be miseducating students," says Josh Rosenau, the programs and policy director for the National Center for Science Education.

Dan Quinn, a spokesman for the Texas Freedom Network, is skeptical that the coalition will gain traction. He called their reviews "amateurish" and "overtly political" and believes "school administrators and teachers who make the purchasing decisions will see right through the nonsense."

Volunteers with the coalition remain optimistic and determined to achieve their aim.

"This is just the beginning. We're hoping to spread the word throughout the United States, throughout the world," McBurney says.

This article is from the archive of our partner National Journal.

We want to hear what you think about this article. Submit a letter to the editor or write to letters@theatlantic.com.