As a result, students may grow up out of tune and definitely out of touch with their own natural surroundings and community. They may come to believe that where they live is a place to be from , not a place to be part of . Curricula that cultivate a sense of place draw heavily on community resources and local landscapes, and connect different generations of leaders and learners to the people and places of a region. This approach is not only practical and resourceful, but farsighted. That Build on Place 1.
Students tend to have positive experiences with their local landscapes.
It doesn't matter if these landscapes include mountains, forests, deserts, cities, seashores, marshes, suburbs, or prairies. Students learn to create adventures, inquire about, and find challenges where they live. Students can appreciate their local ecosystems, including the cycles, rhythms, ebbs, and flows. Students enjoy learning about local and county governments by participating in the civic process. They can conduct interviews, distribute questionnaires, and report the results, producing new knowledge that policymakers, decision makers, and voters can use.