11 th grade History
Michelle Adams- Lawrence High School, Long Beach, CA
 Standards: 11.2.2 and 11.5.7 (also tied in a Language arts standard, by incorporating literature, such as "The Jungle," and
"Fast Food Generation")
 Integration: Used the Footprint to connect standards with changes in industry and mass production.
 Activity: Students took the ecological footprint quiz, drew their own footprints, and compared and contrasted their results. Then, students took the quiz again using the same answers but with a different location to see how location changes the outcome.
After students took quiz, I facilitated discussion on how EF would affect industry and mass production using the timeframe of
1800’s to today.
 Integration Barriers: Lack of understanding or concern from the students and other teachers. They didn't want to listen about any other standard to add on to their already over burdened teaching lessons.
 Student/Teacher Responses:
1.
My perspective about how the environment is involved with many facets of history. For instance, the hunter gatherer standard can now include sustainability. The questions regarding how that was accomplished, and how did it change, and how is it different now, can be addressed at every grade level.”
2.
“One students took the quiz, and couldn't wait to have his whole family take it as well. A learning tool that expanded out of the classroom. To me, that is a successful lesson.”
Jeff Evans- Mission San Jose High School, Fremont, CA
 Standards: 11.6
 Integration: In my U.S. History class we have been going over how the Great Depression drastically changed people's lives and how people had to reevaluate their use of the resources around them. For example, by overusing, overgrazing and clear-cutting the land, farmers in the Midwest suffered from the Dust Bowl and saw their crops fail. Industrialization and over consumption saturated the marketplace and drained resources in the spendhappy 1920s. Once the Great Depression hit, America had to think about the opportunity costs of production vs. conservation.
I used the example of a grocery store bought potato vs a farmers' market potato. The grocery store potato creates more jobs, by involving more middlemen from the farm to the produce

isle, which was good for the economy then. However, the cost of resources to make that transfer has caused a burden to both the small farmer and our ecosystem.
 Activity:
1.
Take the Ecological Footprint quiz at "www.myfootprint.org" for homework so they could see how big theirs is.
2.
The next day explain how the footprint works with the resources from the workshop, such as the sustainable average versus the American average. I allowed them to compare their footprints with other students and ask what those students were doing differently to increase or decrease their footprint.
3.
I then integrated the footprint into the lesson plan by reflecting back to the depression to show how the Midwest footprint created a Dust Bowl.
 Integration Barriers: “ I found it harder then I thought to incorporate the Great Depression with the current ecological impacts so I turned my attention to really focusing them on the footprint concepts. Through seeing what is happening with our depleting resources today, I think students were able to make their own connections with the Dust Bowl debacle. My lesson plans shows that adaptation of focus. As far as changing the way students think about the resources available, I believe this project opened their eyes to our overproduction problems.
 Student/Teacher Responses:
1.
“The Footprints program could have been better used at the beginning of the year when talking about successful civilizations as well as earlier in the semester when we talked about industrialization of the early 20th century. That being said, I found that the teachings of the Ecological Footprint and our sustainability may not have to integrate so neatly into a standard because students can get into it when they see it is about their own personal choices.”
2.
“The day after the students took the quiz, they were coming to me before school even began and telling me their footprint and as they came into class all the students were comparing sizes before I even prompted them to do so. They then got very frustrated but had fun trying to create a chain from a common farm product to the grocery shelf. The students had fun with it by using their own (mis)conceptions of resources and exploring current dilemmas.”
3.
“I also know that many students got their parents involved by having them take the test and see if their answers came out differently, and then asking what can we change.”