History, Curiosity, and the Thinking Class: The Inspirational Work of Ryan Donovan

Some teachers share history. Some live it.

For Ryan Donovan, AP US History teacher at Boulder Creek High School, the goal isn’t just to help students memorize dates and events—it’s to help them see themselves as active participants in democracy and lifelong learners of the world around them.

That philosophy helped Donovan become one of the teachers recognized in this year’s Top 50 Teachers, and it’s easy to see why. In his classroom, history isn’t dusty or distant—it’s alive, important, and often directly connected to the world students live in today.

A Spark That Started in High School

Like many great teachers, Donovan’s story began with great teachers.

His two high school social studies teachers changed the way he thought about learning. Instead of presenting history as a series of facts to be memorized, they paint a vivid and complex picture of America’s past—its triumphs, struggles, conflicts, and opportunities.

That experience sparked a curiosity that still drives Donovan today.

He explains: “Learning about the celebrations and failures of our country made me appreciate learning to learn, not just learning to get a grade.”

That thought has shaped his entire career. Whether participating in national conferences such as the International Society for Technology in Education or deepening his historical expertise through institutes hosted by the Gilder Lehrman Institute of American History, Donovan always brings back new techniques and ideas to his students.

The goal? A class where curiosity is contagious.

The Book That Changed Everything

Every teacher has a moment that reminds them why they chose this profession. For Donovan, it came in a very familiar place: his school mailbox.

One afternoon in 2021, he opened a letter from Northern Arizona University. Inside was a certificate naming him “Legendary Teacher.”

The honor came from a former student named Liv, who nominated Donovan as part of the university’s Fairy Tale Teacher’s Day program. In his book, he described how his class made him enjoy learning every day and how it inspired him to pursue a career in teaching.

For Donovan, that moment still serves as daily motivation.

He says: “Teaching is not always easy. But moments like that remind me that what we do is really important.”

And when you teach nearly 170 students each year, those moments can extend beyond the classroom.

Turning Civics into Real Life

One of Donovan’s favorite teaching techniques is simple: bring the real world into the classroom.

Instead of limiting civics education to textbooks, she often invites guest speakers and civic organizations to connect students with the realities of civic life and civic engagement.

Another memorable guest was Mickey Ibarra, who was the Director of Internal Affairs during the Clinton administration. Ibarra shared stories about working in the White House and discussed the importance of advocacy and leadership—an experience that deeply resonated with Donovan’s students.

The next day, several students excitedly told Donovan that they had gone home and ordered Ibarra’s book.

Moments like those prove the power of authentic learning experiences.

Donovan also partnered with the League of Women Voters to organize voting education and student registration efforts. These programs help young people see themselves not just as students—but as future voters and community leaders.

As Donovan puts it, “Telling students to vote is one thing. Helping them see themselves as part of our democratic system is another.”

Rethinking Grades—and Learning

Donovan’s innovative thinking isn’t limited to community engagement. Inside his classroom, he has rethought how learning—and grading—should work.

Earlier in his career, he admits he followed traditional grading practices: strict deadlines, penalties for late work, and limited opportunities for retesting.

But after collaborating with colleagues on Professional Learning Communities, he began to ask deeper questions:

• What exactly do students need to learn?
• How do we know when they know it well?
• What happens if they don’t get it the first time?

Those questions led Donovan to use a teacher-centered learning approach. Students can revise essays, retest, and continue working until they demonstrate true understanding.

To him, grades should represent achievement—not punishment.

As Chair of the Department of Social Studies, Donovan has helped guide his colleagues through these changes as well, showing that meaningful change often begins with thoughtful conversations and leading by example.

A Word Outside the Classroom

Donovan’s impact extends beyond his students.

After being named a finalist for the 2025 Arizona Teacher of the Year, she began working with statewide programs focused on improving education. Through organizations like the Arizona K12 Center and the Arizona Institute for Education and the Economy, Donovan works with educators, policymakers, and community leaders to reimagine the future of high school education.

Their work focuses on preparing students for multiple post-graduation pathways—employment, college enrollment, military service, or entrepreneurship—while emphasizing critical skills such as adaptability, ethical decision-making, and digital literacy.

It is a vision of education built not on rote memorization, but on real-world practicality.

A Legacy of Lifelong Learning

When Donovan thinks about the future, his goals are surprisingly simple.

You want students to love reading.

Whether it’s recommending books about Abraham Lincoln after a Civil War unit or watching students delve into history simply out of curiosity, those moments are what define success in her classroom.

He says: “When students enjoy learning just for the sake of learning, that’s when you know something special is happening.”

For the students who enter Ryan Donovan’s classroom each year, history is not just the past.

It’s about curiosity, citizenship, and discovering that learning never really ends.