HR 30 - AS INTRODUCED
2024 SESSION
24-2797
08/02
HOUSE RESOLUTION 30
A RESOLUTION urging a robust climate education in schools including current environmental and economic information.
SPONSORS: Rep. W. Thomas, Hills. 12; Rep. Caplan, Merr. 8
COMMITTEE: Education
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ANALYSIS
This resolution urges a robust climate education in schools including current environmental and economic information.
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24-2797
08/02
STATE OF NEW HAMPSHIRE
In the Year of Our Lord Two Thousand Twenty Four
A RESOLUTION urging a robust climate education in schools including current environmental and economic information.
Whereas, New Hampshire high schools lack sufficient education about climate change; and
Whereas, students are not getting comprehensive information about the scientific and human impacts of climate change and how it impacts their region; and
Whereas, New Hampshire students are falling behind other states that do offer climate education, or at least, have some sort of curriculum about climate change and solutions; and
Whereas, today’s job field needs more students interested in environmental, energy, and climate related jobs; and
Whereas, we need to educate a workforce about climate change because many of the jobs available to them in the future will require this knowledge; and
Whereas, students’ mental health can be negatively impacted by lack of information about climate change; and
Whereas, many students have cited that having information about climate change and its solutions leads them to feel more hopeful and a desire to help their communities for the better; and
Whereas, teachers in New Hampshire have cited that students’ knowledge of climate change and solutions have moved them from apathy to engagement in the topic; and
Whereas; today’s teachers should be provided the resources they need to be able to include climate change in their curriculums and lesson plans so that they are supported in this endeavor by the state; and
Whereas, the solution is to collaborate on a curriculum that could be implemented in New Hampshire high schools; and
Whereas, such curriculum would include:
I. An acknowledgment that human activities have caused a crisis we are working to solve today.
II. Historical background of the fossil fuel industry, including elements of the industrial revolution, greenwashing, and the deliberate misinformation campaigns by big oil and gas companies to misinform the public about the effects of climate change; and
Whereas, the climate crisis impacts New Hampshire today, including the impacts of fossil fuel infrastructure in New Hampshire like coal plants, gas plants, and pipelines, shortening winters and ski seasons, water quality, local agriculture, sea level rise, and renewable energy; and
Whereas, such curriculum should include:
I. Social implications of climate change, including health impacts, economic impacts, redlining, environmental racism, migration of animals and people, urban planning, sea level rise in cities, and political and economic discourse.
II. Information about direct solutions to climate change and how we all play a role, including:
(a) Ways people and jobs are part of the solutions to slowing the impacts of climate change.
(b) Local case studies and local solutions happening in New Hampshire (like the Portsmouth Climate Action Plan, the Wind Farm in the Gulf of Maine, and Community Power).
(c) Learning how solar power works and how it can be a part of the solution.
(d) Learning how wind power works and how it can be a part of the solution.
(e) Ways students can make changes in their own schools to be part of the solutions.
(f) Jobs available in the environment and climate sphere of work, including renewable energy jobs, mitigation and adaptation, conservation, advocacy, teaching, sustainability, law, geoscience, engineering, animal science, and agricultural science; and
Whereas, this solution suggests ideas for a curriculum around climate education that can be implemented in the classroom; and
Whereas, a curriculum gives students opportunity for input on what they learn in their classrooms; and
Whereas, a curriculum will provide information to students and teachers about jobs in the climate change and infrastructure sphere, which helps New Hampshire’s education and economy and trains the next generation of workers; and
Whereas, a curriculum provides guidance to teachers about the breadth of information about climate change they can incorporate into their lessons; and
Whereas, a curriculum empowers students so they may feel less hopeless about the impacts of climate change they experience on a daily basis; now, therefore, be it
Resolved by the House of Representatives:
That the general court and by extension the department of education consider compiling and disseminating climate education curricula to school districts so that teachers may be prepared to implement climate change education in their classrooms in high schools, middle schools, and elementary schools.
| Date | Amendment |
|---|---|
| March 13, 2024 | 2024-0936h |
| Date | Body | Type |
|---|---|---|
| March 5, 2024 | House | Hearing |
| March 6, 2024 | House | Exec Session |
| March 18, 2024 | House | Exec Session |
| March 6, 2024 | House | Floor Vote |
March 22, 2024: Indefinitely Postpone (Rep. Sweeney): MA RC 191-183 03/21/2024 HJ 9
March 21, 2024: Indefinitely Postpone (Rep. Sweeney): MA RC 191-183 03/21/2024 HJ9 HJ 9
March 21, 2024: Amendment # 2024-0936h: AF DV 181-191 03/21/2024 HJ 9
March 13, 2024: Committee Report: Without Recommendation 03/06/2024 (Vote 10-10; RC)
March 7, 2024: Executive Session: 03/18/2024 10:00 am LOB 205-207
Feb. 22, 2024: Executive Session: 03/06/2024 09:30 am LOB 205-207
Feb. 21, 2024: Public Hearing: 03/05/2024 01:45 pm LOB 205-207
Dec. 11, 2023: Introduced 01/03/2024 and referred to Education HJ 1