I strive to spark a sense of wonder in my students as to the world around them. Not just its past but how that past relates to them— and cultures like theirs— today. I support that interest with what I know of how we, as people, learn. Further, to adequately teach of divergent and historical cultures, my classroom is unbiased— as to racial, cultural or denominational background— so every student, regardless of their background and upbringing, feels included and encouraged. This does not mean, however, ignoring their background or culture. On the contrary, what I know of them and their love of their heritage is used to fuel their interest in each lesson.The classroom must be a student-centered environment wherein learners absorb facts they may not have previously realized mattered to them. Students learn best when they are actively engaged in creating, supervising, and revising what they are taught. Hence, my curricula encourage students to recreate the arts of the time and culture we are studying. When students express themselves through the arts, they are deeply involved in critical thinking and discovery. All of which is supported by historical documents, maps, videos, and related media. This is important as the most substantial learning emerges from that which stirs the curiosity and meets the learner’s needs. The measure of true learning is not testing a student’s recall of material but— by leading the learner into independent exploration— gauging their ability to find answers on their own.