To integrate the evolution of technology as an integral part of any History curriculum is to literally sow seeds of creativity in the students’ minds. When new concepts related to science, technology, engineering, arts and mathematics (STEAM) are taught while using a multidisciplinary pedagogy together with an active learning approach, ideas that might have a considerable impact on the emerging environmentally sustainable economy of the future can flourish in the students’ imagination. With a case study from Bilingual Montessori School of Lund in Sweden (BMSL), we will attempt to demonstrate how the different concept acquisition skills needed to apply the theoretical aspects of history and other non-STEAM related school subjects are akin to an understanding of the creative process that led to technological evolutionary patterns. We will endeavour to demonstrate that by adopting a holistic approach while using 4DFrame it is possible to stimulate analytical and creative thinking, but most importantly