- Learning is lifelong, life-wide and life-deep, meaning it happens anywhere, at any time (Banks, et al., 2007). The implications of learning with intent, is where “free choice learning” began (Falk and Dierking, 2002; 2010). Families play a vital role in developing an integrated curriculum including: rural anthropology (epigenetics, tribalism), Geosciences (disaster preparedness, ecology, agroforestry), sociology (psychology of survival, adaptive capacity). These seemed like unrelated topics until I surveyed 25 individuals. I discovered both acute and chronic scenarios that led me to develop a concept I call “sustainable survival”. After speaking with 10 families using it's forced choice questions (scalar 1-5) followed by open-ended questions (ethnographic interview methods), I created an Advocacy Response Scale based on their self-reported perceived knowledge, concerns and interests in survival, sustainability, additives in food/water and exposures in their environments. The scale describes five levels: community organizer, self-efficacy, complacency, denial, and overwhelm/apathy. Families self-reported level was 80% community organizer compared to actions based formative evaluation of 50%. The 65 participants of this rural community population of (N=174), represented 37% of the total population. Hands-on courses for disaster preparedness with multiple families are suggested to help develop resilience and adaptive capacity.