“It’s his website,” she said.
Mr. Sutter during his Advanced Placement environmental science class. He was hired from a program that recruits science professionals into teaching. Credit: Maddie McGarvey for The New York Times
For his part, Mr. Sutter occasionally fell short of his goal of providing Gwen — the most vocal of a raft of student climate skeptics — with calm, evidence-based responses. “Why would I lie to you?” he demanded one morning. “It’s not like I’m making a lot of money here.”
She was, he knew, a straight-A student. She would have had no trouble comprehending the evidence, embedded in ancient tree rings, ice, leaves and shells, as well as sophisticated computer models, that atmospheric carbon dioxide is the chief culprit when it comes to warming the world. Or the graph he showed of how sharply it has spiked since the Industrial Revolution, when humans began pumping vast quantities of it into the air.
Thinking it a useful soothing device, Mr. Sutter assented to Gwen’s request that she be allowed to sand the bark off the sections of wood he used to illustrate tree rings during class. When she did so with an energy that, classmates said, increased during discussion points with which she disagreed, he let it go.
When she insisted that teachers “are supposed to be open to opinions,” however, Mr. Sutter held his ground.
“It’s not about opinions,” he told her. “It’s about the evidence.”
“It’s like you can’t disagree with a scientist or you’re ‘denying science,”’ she sniffed to her friends.
Gwen, 17, could not put her finger on why she found Mr. Sutter, whose biology class she had enjoyed, suddenly so insufferable. Mr. Sutter, sensing that his facts and figures were not helping, was at a loss. And the day she grew so agitated by a documentary he was showing that she bolted out of the school left them both shaken.
“I have a runner,” Mr. Sutter called down to the office, switching off the video.
He had chosen the video, an episode from an Emmy-winning series that featured a Christian climate activist and high production values, as a counterpoint to another of Gwen’s objections, that a belief in climate change does not jibe with Christianity.
“It was just so biased toward saying climate change is real,” she said later, trying to explain her flight. “And that all these people that I pretty much am like are wrong and stupid.”
Classroom Culture Wars
As more of the nation’s teachers seek to integrate climate science into the curriculum, many of them are reckoning with students for whom suspicion of the subject is deeply rooted.
In rural Wellston, a former coal and manufacturing town seeking its next act, rejecting the key findings of climate science can seem like a matter of loyalty to a way of life already under siege. Originally tied, perhaps, to economic self-interest, climate skepticism has itself become a proxy for conservative ideals of hard work, small government and what people here call “self-sustainability.”


Jacynda Patton, right, during Mr. Sutter’s class. “I thought it would be an easy A,” she said. “It wasn’t.”Credit: Maddie McGarvey for The New York Times
Hired a year earlier, Mr. Sutter was the first science teacher at Wellston to emphasize climate science. He happened to do so at a time when the mounting evidence of the toll that global warming is likely to take, and the Trump administration’s considerable efforts to discredit those findings, are drawing new attention to the classroom from both sides of the nation’s culture war.
Since March, the Heartland Institute, a think tank that rejects the scientific consensus on climate change, has sent tens of thousands of science teachers a book of misinformation titled “Why Scientists Disagree About Global Warming,” in an effort to influence “the next generation of thought,” said Joseph Bast, the group’s chief executive.
The Alliance for Climate Education, which runs assemblies based on the consensus science for high schools across the country, received new funding from a donor who sees teenagers as the best means of reaching and influencing their parents.
Idaho, however, this year joined several other states that have declined to adopt new science standards that emphasize the role human activities play in climate change.
At Wellston, where most students live below the poverty line and the needle-strewn bike path that abuts the marching band’s practice field is known as “heroin highway,” climate change is not regarded as the most pressing issue. And since most Wellston graduates typically do not go on to obtain a four-year college degree, this may be the only chance many of them have to study the impact of global warming.
But Mr. Sutter’s classroom shows how curriculum can sometimes influence culture on a subject that stands to have a more profound impact on today’s high schoolers than their parents.
“I thought it would be an easy A,” said Jacynda, 16, an outspoken Trump supporter. “It wasn’t.”
God’s Gift to Wellston?
Mr. Sutter, who grew up three hours north of Wellston in the largely Democratic city of Akron, applied for the job at Wellston High straight from a program to recruit science professionals into teaching, a kind of science-focused Teach for America.
He already had a graduate-level certificate in environmental science from the University of Akron and a private sector job assessing environmental risk for corporations. But a series of personal crises that included his sister’s suicide, he said, had compelled him to look for a way to channel his knowledge to more meaningful use.
The fellowship gave him a degree in science education in exchange for a three-year commitment to teach in a high-needs Ohio school district. Megan Sowers, the principal, had been looking for someone qualified to teach an Advanced Placement course, which could help improve her financially challenged school’s poor performance ranking. She hired him on the spot.

Mr. Sutter walking with his students on a nature trail near the high school, where he pointed out evidence of climate change. Credit: Maddie McGarvey for The New York Times
But at a school where most teachers were raised in the same southeastern corner of Appalachian Ohio as their students, Mr. Sutter’s credentials themselves could raise hackles.
“He says, ‘I left a higher-paying job to come teach in an area like this,’” Jacynda recalled. “We’re like, ‘What is that supposed to mean?”’
“He acts,” Gwen said with her patented eye roll, “like he’s God’s gift to Wellston.”
In truth, he was largely winging it.
Some 20 states, including a handful of red ones, have recently begun requiring students to learn that human activity is a major cause of climate change, but few, if any, have provided a road map for how to teach it, and most science teachers, according to one recent survey, spend at most two hours on the subject.
Chagrined to learn that none of his students could recall a school visit by a scientist, Mr. Sutter hosted several graduate students from nearby Ohio University.
On a field trip to a biology laboratory there, many of his students took their first ride on an escalator. To illustrate why some scientists in the 1970s believed the world was cooling rather than warming (“So why should we believe them now?” students sometimes asked), he brought in a 1968 push-button phone and a 1980s Nintendo game cartridge.
“Our data and our ability to process it is just so much better now,” he said.
In the A.P. class, Mr. Sutter took an informal poll midway through: In all, 14 of 17 students said their parents thought he was, at best, wasting their time. “My stepdad says they’re brainwashing me,” one said.
Jacynda’s father, for one, did not raise an eyebrow when his daughter stopped attending Mr. Sutter’s class for a period in the early winter. A former coal miner who had endured two years of unemployment before taking a construction job, he declined a request to talk about it.
“I think it’s that it’s taken a lot from him,” Jacynda said. “He sees it as the environmental people have taken his job.”
And having listened to Mr. Sutter reiterate the overwhelming agreement among scientists regarding humanity’s role in global warming in answer to another classmate’s questions — “What if we’re not the cause of it? What if this is something that’s natural?” — Jacynda texted the classmate one night using an expletive to refer to Mr. Sutter’s teaching approach.
But even the staunchest climate-change skeptics could not ignore the dearth of snow days last winter, the cap to a year that turned out to be the warmest Earth has experienced since 1880, according to NASA. The high mark eclipsed the record set just the year before, which had eclipsed the year before that.
In woods behind the school, where Mr. Sutter had his students scout out a nature trail, he showed them the preponderance of emerald ash borers, an invasive insect that, because of the warm weather, had not experienced the usual die-off that winter. There was flooding, too: Once, more than 5.5 inches of rain fell in 48 hours.
The field trip to a local stream where the water runs neon orange also made an impression. Mr. Sutter had the class collect water samples: The pH levels were as acidic as “the white vinegar you buy at a grocery store,” he told them. And the drainage, they could see, was from the mine.
It was the realization that she had failed to grasp the damage done to her immediate environment, Jacynda said, that made her begin to pay more attention. She did some reading. She also began thinking that she might enjoy a job working for the Environmental Protection Agency — until she learned that, under Mr. Trump, the agency would undergo huge layoffs.
“O.K., I’m not going to lie. I did a 180,” she said that afternoon in the library with Gwen, casting a guilty look at her friend. “This is happening, and we have to fix it.”
After fleeing Mr. Sutter’s classroom that day, Gwen never returned, a pragmatic decision about which he has regrets. “That’s one student I feel I failed a little bit,” he said.
As an alternative, Gwen took an online class for environmental science credit, which she does not recall ever mentioning climate change. She and Jacynda had other things to talk about, like planning a bonfire after prom.
As they tried on dresses last month, Jacynda mentioned that others in their circle, including the boys they had invited to prom, believed the world was dangerously warming, and that humans were to blame. By the last days of school, most of Mr. Sutter’s doubters, in fact, had come to that conclusion.
“I know,” Gwen said, pausing for a moment. “Now help me zip this up.”







Credit: Richard Baker/Getty Images
















By 1978 Exxon’s senior scientists were telling top management that climate change was real, caused by man, and would raise global temperatures by 2-3C. Photograph: Pat Sullivan/AP
Wednesday 14 October 2015 12.23 BSTLast modified on Thursday 15 October 2015 11.32 BST
I’m well aware that with Paris looming it’s time to be hopeful, and I’m willing to try. Even amid the record heat and flooding of the present, there are good signs for the future in the rising climate movement and the falling cost of solar.
But before we get to past and present there’s some past to be reckoned with, and before we get to hope there’s some deep, blood-red anger.
In the last three weeks, two separate teams of journalists — the Pulitzer-prize winning reporters at the website Inside Climate News and another crew composed of Los Angeles Times veterans and up-and-comers at the Columbia Journalism School — have begun publishing the results of a pair of independent investigations into ExxonMobil.
Though they draw on completely different archives, leaked documents, and interviews with ex-employees, they reach the same damning conclusion: Exxon knew all that there was to know about climate change decades ago, and instead of alerting the rest of us denied the science and obstructed the politics of global warming.
To be specific:
But of course Exxon did dispute that fact. Not inside the company, where they used their knowledge to buy oil leases in the areas they knew would melt, but outside, where they used their political and financial might to make sure no one took climate change seriously.
They helped organise campaigns designed to instil doubt, borrowing tactics and personnel from the tobacco industry’s similar fight. They funded “institutes” devoted to outright climate denial. And at the highest levels they did all they could to spread their lies.
To understand the treachery – the sheer, profound, and I think unparalleled evil – of Exxon, one must remember the timing. Global warming became a public topic in 1988, thanks to Nasa scientist James Hansen – it’s taken a quarter-century and counting for the world to take effective action. If at any point in that journey Exxon – largest oil company on Earth, most profitable enterprise in human history – had said: “Our own research shows that these scientists are right and that we are in a dangerous place,” the faux debate would effectively have ended. That’s all it would have taken; stripped of the cover provided by doubt, humanity would have gotten to work.
Instead, knowingly, they helped organise the most consequential lie in human history, and kept that lie going past the point where we can protect the poles, prevent the acidification of the oceans, or slow sea level rise enough to save the most vulnerable regions and cultures. Businesses misbehave all the time, but VW is the flea to Exxon’s elephant. No corporation has ever done anything this big and this bad.
I’m aware that anger at this point does little good. I’m aware that all clever people will say “of course they did” or “we all use fossil fuels”, as if either claim is meaningful. I’m aware that nothing much will happen to Exxon – I doubt they’ll be tried in court, or their executives sent to jail.
But nonetheless it seems crucial simply to say, for the record, the truth: this company had the singular capacity to change the course of world history for the better and instead it changed that course for the infinitely worse. In its greed Exxon helped — more than any other institution — to kill our planet.