Spice chart world history

Unraveled Teacher

One of the biggest challenges of teaching AP World History is helping students make connections across time periods, regions, and civilizations. The course is divided into six themes which can be remembered with the acronym SPICE-T. The SPICE-T framework—Social, Political, Interactions with the Environment, Cultural, Economic, and Technology & Innovation—provides a structured way to analyze history thematically, making it easier for students to recognize patterns and continuity over time. By working intentionally with these themes throughout the course, you can enhance historical thinking skills and improve student engagement with the content.

Starting the Year with SPICE-T

Introducing the themes is the perfect way to begin your AP World History class. On day 1 or 2 (or even through your summer work packet if you assign those), go ahead and jump into the course themes with your students. I start by running through each of the six themes with a quick explanation. Then, have students complete a SPICE-T chart using a topic they are already familiar with. Often, you can use a topic from Ancient Civ to start working on themes and skills early in the

Are you studying for a test in your AP World History class? Are you reviewing for the actual AP World History Test? Either way, you need this basic information about the Safavid Empire. It is organized in a SPICE-T Chart to make it easy to categorize the information in your brain. Read the Google Slides to get an overview of the Safavid Empire. Want more detailed information about the Safavid Empire? You need to check out our Safavid Empire Google Slides!

Social

Safavid society was characterized by a strict adherence to Twelver Shia Islam, with religious leaders (Ulema) holding significant influence.
They used Shariah law in their legal system.
The Safavids promoted Persian culture and language, fostering a distinct Persian identity.
The empire had a hierarchical social structure with a powerful Shah at the top.
It was a patriarchal society with harems and veiling of women.

Political

The Safavid Empire was an absolute monarchy, with the Shah holding central authority.
The state’s legitimacy was closely tied to its promotion of Twelver Shia Islam.
The empire was known for its centralized bureaucracy and military organization.
The Safavid
Are you studying for a test in your AP World History class? Are you reviewing for the actual AP World History Test? Either way, you need this basic information about the Ottoman Empire. It is organized in a SPICE-T Chart to make it easy to categorize the information in your brain. Read the Google Slides to get an overview of the Ottoman Empire. Want more detailed information about the Ottoman Empire? You need to check out our Ottoman Empire Google Slides!
Social
1. Ottoman society was diverse, with various ethnic and religious groups coexisting.
2. A system of millets allowed different religious communities to govern their own internal affairs.
3. Janissaries were an elite corps comprised of Christian boys, primarily from the Devshirme system, who were forcibly converted to Islam and meticulously trained for military service. The Devshirme system allowed for some social mobility.
4. Women had distinct roles and responsibilities in the household and community.
5. Harem life, particularly in the imperial court, was influential and complex.
6. It was a patriarchal society, but some women were involved in business and contributed to the economy.
Political
1. The Ottoma
  
  One of the challenges with training World History is the overwhelming amount of civilizations that we cover in such a brief amount of time! That's why I LOVE this lesson to introduce the SPICE acronym to students. This acronym has been a gamechanger for helping my students process and make instinct of the content covered about ANY civilization in ANY Nature History class!
  What is SPICE?
  Social
  Political
  Interaction with Environment
  Cultural
  Economic
  Typically you'll see this acronym used in an AP class, however, I believe all students benefit from using this type of learning strategy. (You may also have seen the G.R.A.P.E.S. acronym for the alike purpose. Both SPICE and GRAPES are great - but I prefer SPICE. )
  What do you get?
  I'm glad you asked! This lesson includes all of the materials necessary to master this acronym so that your students can start making connections!
  ✅ Lesson Plan: A full lesson strategy walking you through how to use all materials provided with helpful hints and tips to be successful in your implementation.
  ✅ GoogleSlidesPresentation: This presentation is fully editable. It will provide the definition for each of the themes,
  
  Social
  Stateless societies:African societies organized around kinship or other forms of obligation and lacking the concentration of political power.
  Slavery and the slave trade between black Africa and the rest of the Islamic world had a major impact on women and children in societies. Although various forms of slavery dependent labor had existed in Africa before Islam.
  Socially the empire depended on Constantinople's control over the countryside, with the bureaucracy regulating trade and controlling food prices.
  Both the Western Europe and the Byzantine Empire there were many in the peasant class because of the need for agricultural innovation.
  The Aztecs had been divided into seven clans a form of organizations that they later expanded and adapted to their imperial position.
  Aztec society changed in the process of expansion and conquest, from a loose association of clans.
  In the Byzantine Empire, bureaucrats could be chosen from any social class
  Women from lower classes farmed, wove clothes, and raised silkworms. Rich women were allowed almost no career outlet beyond the home
  In the Abbasid era, the harem and the veil became emblems of women's increasing subjuga