Rural populations represent an important and often overlooked audience for broadening participation in computing efforts. More than 20% of all students in the United States live in a rural region, and surveys of access to computing education consistently show these students have less opportunities than both suburban and urban peers. Recent scholarship has suggested that rural populations subscribe to a cohesive group identity that (at least in some cases) can subsume ethnic and racial identities, especially important when we consider 22% of the rural population is composed of individuals with these intersectional identities. In this paper we describe example lessons under development using culturally responsive pedagogy and a community learning approach to ground the lessons in the everyday experiences, cultural identities, and concerns of rural students.