Regardless of your age, you must have heard of Robert Ripley’s “Believe It or Not.” Beginning in 1918, he searched out happenings that were so outlandish that people might not believe they could be true.
Perhaps one of the elements that keep many from accepting the alarmism of global climate change is their advocates determination that you must believe it. There is no “or not.” An example of that is the current outrage among climate doomsayers over the choice of Texas science textbooks that are in line the with Republican platform which states:
113. Scientific Theories: We support objective teaching of scientific theories, such as life origins and climate change. These shall be taught as challengeable scientific theories subject to change as new data is produced. Teachers and students shall discuss the strengths and weaknesses of these theories openly, without fear of retribution or discrimination of any kind.
I saw the WARNING flag in a Scientific American article which carried the subtitle “Texas education officials adopted changes to internal guidance on textbooks that could steer schools to buy books that misinform students about global warming.” (Emphasis mine.)
In my book Who’s Got Dibs on Your Kids? I direct you to an article titled “Who’s Afraid of CO2?” by Merrill Matthews Jr. The National Center of Policy Analysis has since been closed, but you can still read the article at this site. It was dated January 23, 1998. That was a long time ago, but our children are still being taught misinformation. You can get more up-to-date evidence from the Cornwall Alliance.
What I read in the Republican platform (above) is that Texas wants kids to learn both the strengths 
and the weaknesses of the theories of evolution and climate change, and be able to discuss the pros and cons. Wouldn’t you like this method if you thought your argument stood a chance to win the debate? It seems the proponents of doomsday climate change want to force-feed their ideas as facts, not theories, to all students nationwide.
I hope you applaud Texas on their reasonable approach to science education, because this method of studying, discussing, and concluding should be applied in many subjects. Keep in mind, math is not one of those.