This article presents the author's critique on Stephen L. Baird's article in the November 2008 issue of "The Technology Teacher", which describes a contemporary debate about opening more U.S. land and coastal regions to oil and gas exploration and production (E&P). While Baird's thesis epitomizes the goal of a technologically literate citizen, his article is a stark contradiction to this call for understanding. His one-sided argument is built upon public opinion driven by consumer demand for cheap energy, economic trade imbalance, and politics. The author contends that Baird fails to connect the offshore oil and gas E&P to the toxins and greenhouse gases these technological processes release to the marine environment and the atmosphere. Here, the author counters Baird's proposition that "environmental arguments no longer add up" (p. 14) by identifying a few of the impacts of offshore oil E&P on the environment. The author hopes that this analysis will better prepare teachers to foster the development of "critical-thinking" skills in their students. These skills are prerequisite to assessing the impacts of technology upon the environment and society (Standards 5 and 13 of "Standards for Technological Literacy: Content for the Study of Technology," ITEA, 2000/2002/2007) and essential for making environmentally sustainable choices. (Contains 1 figure and 1 table, and 23 resources.)