CHARLESTON, W. Va. – Bowing to pressure from global warming activists, the West Virginia Board of Education is moving to teach public school students that global warming is created by humans.

The Charleston Gazette reports, “at the request of school board member, Wade Linger, who has said he doesn’t believe human-influenced climate change is a ‘foregone conclusion,’ the teaching requirements concerning climate change were altered before the board placed them in a public comment period in October and voted to adopt them last month.”

Specifically, for example, one change would have added the words “and fall,” after the word “rise,” when requiring sixth graders to “ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.”

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According to the paper, the national nonprofit group, Climate Parents, presented to the school board petitions signed by more than 3,500 West Virginia “parents and science supporters,” asking for members to “correct inaccurate and misleading content in the altered climate change standards.”

“Ensuring students are taught evidence-based facts in their science education is a fundamental principle that the Board affirmed today, after veering off course in December in adopting altered climate science standards,” says Climate Parents director Lisa Hoyos.

“Parents by the thousands stood up for accurate climate science education, and we are thankful that the West Virginia Board of Education listened to us.”

The Next Generation Science Standards have met opposition in several states – including from some of the most strident supporters of Common Core national standards – since their release in 2013, mainly because they require teachers to teach man-made global warming as scientific fact.

The National Journal reports that while thirteen states and the District of Columbia have so far adopted the standards, legislators in some states, including Oklahoma, South Carolina, and Wyoming, are seeking to ban the academic framework.

The Wyoming Legislature, for example, moved to block adoption of the standards last March because of the global warming, or climate change, content.

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As evidenced from this sample page, the standards specifically dictate that educators place “emphasis” on “the major role that human activities play in causing the rise in global temperatures.”

Linger was one of only two West Virginia board members who stuck by the previously adopted changes to the science standards at last week’s board meeting.

According to the Washington Post, Linger wrote the following in an e-mail on Wednesday:

I thought this board was working under three guiding principles, 

1. We will not be a rubber stamp

2. We do what is best for the kids, not the adults in the system

3. We teach kids how to think, not what to think.

In my opinion, a decision to withdraw the standard violates all three of those principles.

Several far-left news sources and blogs are calling Wednesday’s vote a victory won by teachers and parents.

For example, MotherJones.com reported on the schools board’s decision, declaring “West Virginia Wanted to Teach Students Anti-Science Nonsense. Teachers Fought Back—and Won.”

The site reports that Elizabeth Strong, president of the West Virginia Science Teachers Association said, “the science was compromised by these modifications to the standards, specifically by casting doubt on the credibility of the evidence-based climate models and misrepresentation of trends in science when analyzing graphs dealing with temperature changes over time.”

Herman Mays, a parent and Marshall University assistant professor, delivered the petition and spoke against the changes.

The Gazette reports that several Marshall University students also attended the board meeting to speak against the previously approved changes.