Climate change due to global warming is impacting the natural environment and humanity. Yet, legislators in states whose economies are in oil production, a major contributor of carbon dioxide emissions through the combustion of fossil fuels, continue to reject the evidence. Legislators go as far to say these findings are “hyperbole” and teaching such ideas would influence young students to a one sided argument. Legislators, through bills and resolutions rejecting such language in state science academic standards, deny students access to equitable science education opportunities. I submit this denial is unethical. It denies students opportunities to analyze and develop solutions to a problem that jeopardizes their future and generations to come. I use the frameworks of Karl Marx and Antonio Gramsci to identify the underlying causes of this problem. Understanding the underlying causes of the problem provides educators with a clearer vision of our responsibilities to act in providing equitable science education for our students.