There is clear scientific evidence linking climate change to human activity. Despite this, we still find numerous public figures claiming there is no climate change, or that climate change data is "fake news." Societal polarization around climate change (Worland 2017; Pernett 2017; McCright and Dunlap 2011) can provide students with opportunities to examine the data themselves and make up their own minds based upon the evidence. One of the key aspects of science is making judgments based on the facts, rather than based on beliefs. The "Next Generation Science Standards" place emphasis on the importance of using evidence to substantiate claims; having students form conclusions based on real data is a critical step in helping them become scientifically literate individuals. The proxy climatology activity examined in this article is designed around a constructivist view of learning. Students must analyze scientific data and construct their own conclusions based on that data (Colburn 2007; Crowther 1999). In this teaching strategy, the teacher plays the role of "mentor in the center" rather than "sage on the stage," providing the activities and asking the questions to make sure the concept construction is done by the student (Lawson, Abraham, and Renner 1989). In this lesson, students analyze different climate change data sets and present their findings to the class without the teacher acting as a filter.