Ancient South and Mesoamerican Civilizations
Arts Integrated Lesson Plans and Materials for Teaching the Columbian Exchange & Grade 7 Social Studies
Old World and New World Geographical Instruments
Pairs with Grade 7, Ancient South and Mesoamerica
In this lesson, students build on their knowledge of the physical geography of the New World and Old World, creating simplified versions of a string instrument and a shaker. They will then analyze how the availability of natural resources in each region influenced the development of these musical instruments.
Standards
Getting Ready
Downloads
TEACH!
Creators
MSDE/BCPSS CONTENT STANDARDS AND INDICATORS
- 7.6.1.a. – Explain the effects of the Columbian Exchange on European and Indigenous populations.
C3 STANDARDS – SKILL DEVELOPMENT
- D2.Geo.5.6-8. – Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
COMMON CORE STATE STANDARDS
- CCSS.ELA-LITERACY.RI.7.3 – Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
- CCSS.ELA-LITERACY.W.7.1.B – Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
NATIONAL ARTS STANDARDS
- Music E:6-8:2 – With increasing independence, connect music to other peopleʼs personal life experiences, when creating, performing, or responding to music.
- Music E:6-8:4 – Analyze and document how music is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
- Visual Art E:6-8:2 – Explain the environmental, social, and ethical implications of using various tools, materials, equipment, and images to create works of art and design.
- Visual Art E:6-8:1 – Determine whether personal artwork meets established criteria and communicates intended meaning.
ESSENTIAL QUESTION
- What lasting impact did the Maya, Aztec, and Inca civilizations have on the societies of today?
SUPPORTING QUESTIONS
- What were the factors that encouraged European exploration and colonization of Latin America?
OBJECTIVES
- Content: Students will be able to compare the geographical features of the Old and New World.
- AI Objective: I can explain how a region’s differing material resources, geography and culture affect which musical instruments can be created.
- Language (Day/Part 1): Students will be able to verbally share information about their instrument with descriptive language using peer support.
- Language (Day/Part 2): Students will be able to analyze an image through writing with geographical vocabulary using collaborative peer dialogue.
ASSESSMENT
- Students will complete the following questions in a written reflection:
- How did the instruments differ around the room?
- How did the geography of their origin impact these changes?
- Exit Ticket
- Rubric
MATERIALS & CLASSROOM SETUP
- Guitar (Old World): Tissue or shoe box, rubber bands (different lengths)
- Shaker (New World): Plastic eggs/any type of small jars, beads/beans
- General: Glue, scissor, tape
- Slides
- Info Cards
- Dialogue Worksheet
- Venn Diagram
KEY SOCIAL STUDIES VOCAB
- Old World, New World, Columbian Exchange
KEY ARTS INTEGRATION VOCAB
- Strings, Chordophone, Percussion, Rattle, Lute/Guitar, Visual Analysis
TEACHER BACKGROUND
- Complete the prep work included in the TEACH section.
STUDENT PREREQUISITES
- Prior to this lesson, students must have received an introductory lesson on the Columbian Exchange and have an understanding of the movement of goods and resources between the New World and the Old World.
EXTENSION
- Students will have the opportunity to create a song that ties both New World and Old World instruments.
ACCESSIBILITY / MLs INSTRUCTION
- Sentence starters / verbal sentence starters
- Vocab sheets (for instruments/instrumental terms)
- Pictures
- GAL: View extension option above.
WELCOME FROM OTIS & LETY!
OPENER
-
- Day/Part 1) What do you see? What inference can you make?
- Day/Part 2)What do you see? What inference can you make?
WATCH: Lesson Overview
PREP
-
- Put materials on a back table.
- Print information cards with clipart. Make sure clipart is hidden until the student is able to identify their object.
Teacher tip: To reuse paper sheets, advise students to handle their papers gently.
DAY/PART 1
I Do:
-
- Teacher reviews the location of the New World and Old World on a map.
- Teacher introduces activity by showing the two instruments they are creating. Explain to them that they come from different parts of the world and they have to identify which parts.
- Explain the world symbolism as the information cards are passed out.
- Share to students that each of them will receive one information card and they have to identify which of the 4 items they have. The 4 items represent 4 “real itemsˮ in which they are used to make instruments.
We Do:
-
- Give students 2-3 minutes to read and identify their item.
- After they read their item, clarify that they are looking for a partner that is from the same part of the world as them and that will bring their resources together to create an instrument.
- Once together, they can work on creating the instrument with their step cards.
- Once students have built their instruments, they can play the instrument and analyze the instrument using the dialogue worksheet.
You Do:
-
- Students reflect on their own instrument in their exit ticket:
- How does your instrument sound?
- What about the geography of your part of the world impacts your instrument?
- Students reflect on their own instrument in their exit ticket:
DAY/PART 2
I Do:
-
- Review instruments from yesterday.
- Keywords to emphasize: resources, symbolism, New World, and Old World
We Do:
-
- Have students find a set of partners from the other side of the world.
- Have students play each otherʼs instruments.
- Students come up with how the instruments are the same and how they are different. They can use a Venn Diagram to capture this.
- Prompt students to talk about their geography, not just the physical instrument as they discuss.
Teacher note: The teacher can make a required comparison about their geography.
Have students share some responses aloud with the class if time permits.
You Do:
-
- Visual Analyzation: Annotate 2 things on each instrument and describe how it connects to the resources in their geography. (Exit Ticket & Rubric)
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
LETY FLORES – LEARN ABOUT SUPPORTING MULTILINGUAL LEARNERS THROUGH ARTS INTEGRATION WITH LETY!
Hi! My name is Lety Flores. I have worked in Baltimore City my entire career as a classroom teacher. Every year I have worked within the dual language program at my school, where I have worked in building and adapting the dual language program within the Social Studies Curriculum. This includes building Spanish grammar lessons, adding Spanish literacy lessons, adding fiction lessons within a social studies topic, and translating/adapting sources in Spanish. I am honored to pioneer this work within the district and in supporting my students with their multicultural learning and Spanish literacy. Outside of the two dual language classes I teach, I teach social studies in grade 6 and/or 7. I focus on making the content relatable and reachable for the various MLs levels I have in my classes. Lastly, I am finishing my Master’s at Loyola in Curriculum and Instruction with a Social Justice focus in TESOL
Columbian Exchange Rap
Pairs with Grade 7, Ancient South and Mesoamerica
This lesson integrates creative writing to explore the positive or negative impacts of the Columbian Exchange through music analysis and the creation of a rap or poem. Students will analyze lyrics from both a historical parody and the original Jay-Z song, examining word patterns, meanings, and rhythmic structure.
Standards
Getting Ready
Downloads
TEACH!
Creators
MSDE/BCPSS CONTENT STANDARDS AND INDICATORS
- 7.6.1.a. – Explain the effects of the Columbian Exchange on European and Indigenous populations.
C3 STANDARDS – SKILL DEVELOPMENT
- D2.Eco.8.6-8. – Explain how external benefits and costs influence market outcomes.
COMMON CORE STATE STANDARDS
- CCSS.ELA-LITERACY.RI.7.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
- CCSS.ELA-LITERACY.RI.7.5 – Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
- CCSS.ELA-LITERACY.W.7.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
NATIONAL ARTS STANDARDS
- Music E:6-8:1 – Working both independently and in collaboration with others, create musical works that clearly communicate personal, cultural, or historical experience, using appropriate technology as available.
- Music E:6-8:3 – Support and justify the use of artistic qualities when interpreting music for performance.
- Music E:6-8:2 – Interact effectively with the audience and other performers to convey the artistic purpose of the piece as well as intended interpretation. Reflect with the listeners in discussion or other activity appropriate to the context.
- Music E:6-8:3 – Compare and contrast musical elements from two or more selections of music.
- Theater E:6-8:3 – Lead others and interact with the audience in a formal or informal response activity
- Theater E:6-8:4 – Engage appropriately as an audience participant in formal/informal settings.
ESSENTIAL QUESTION
- What lasting impact did the Maya, Aztec, and Inca civilizations have on the societies of today?
SUPPORTING QUESTIONS
- What were the factors that encouraged European exploration and colonization of Latin America?
OBJECTIVES
- Content: Students will be able to analyze the impact of the exchanges between the Old World and the New World.
- AI Objective: I can effectively present a distinct perspective of either Europeans, Mesoamericans or Africans by performing an original 8 bar/measure rap or a two stanza free verse poem about the advantages or disadvantages of the Columbian Exchange on Mesoamerica.
- Language (Day/Part 1): Students will be able to write a stanza about the Columbian Exchange, incorporating factual information, with support from their peers.
- Language (Day/Part 2): Students will be able to write a poem using text evidence, supported by a graphic organizer.
ASSESSMENT
- Day/Part 1: Stanza written with a partner
- Day/Part 2: Poem or rap writing from one perspective
- Rubric
MATERIALS & CLASSROOM SETUP
- Space for movement with partner work
- Slides
- Rap Creation Worksheet
- Guidelines
- Graphic Organizer
KEY SOCIAL STUDIES VOCAB
- Columbian Exchange
KEY ARTS INTEGRATION VOCAB
- Bar/Measure, Flow, Cadence, Rhyme Scheme/Pattern, Free Verse Poetry, Rhythm, Tempo
TEACHER BACKGROUND
- Teachers should have previously taught students about the evidence, using a variety of sources.
- The lesson includes links to suggested sources from the prior lesson, but teachers are welcome to use additional resources as needed. Students must have a solid understanding of the content in order to effectively write their poem.
STUDENT PREREQUISITES
- Access to sources for information
- Evidence finding skills
EXTENSION
- Students will have the opportunity to write a full song or additional stanzas, expanding on the themes and concepts they have learned.
ACCESSIBILITY / MLs INSTRUCTION
- Sentence starters
- Evidence highlighted from previous sources
- Captions on songs
- Word wall with pictures
- Peer support
- GAL: See extension
WELCOME FROM OTIS & LETY!
OPENER
-
- Day/Part 1) Listen to the Jay Z song “Empire State of Mindˮ linked in the slides. What do you notice? What do you hear in the lyrics? What do you hear with the instruments?
- Day/Part 2)Watch the slam poet linked in the slides. What do you notice about their body language? What do you notice about how they say words?
WATCH: Lesson Overview
DAY/PART 1
I Do:
-
- Remind students of the Columbian Exchange and define that our goal is to determine whether we think it has a positive or negative impact in Latin America.
- Have students view the parody with the lyrics on. Start about 1 minute in.
- Ask students, “what do you notice about the instrumentals?” (ideally that it sounds like the Jay Z song!)
- Teacher models how to analyze the lyrics, words, and instrumental patterns from BOTH singers.
- Examples are listed on the slides. You can delete or keep to guide your own thinking.
Original Video / Parody / Instrumental
We Do:
-
- Students look and listen at the lyrics and analyze the language and music themselves with partners, sharing their ideas with the class.
- Push students to think about how the artists use words, elongate words, how they both use different words into the same rhythm.
- Students will write a stanza together that lays over the chosen beat using the rap creation worksheet
- Play the beat after the chorus for them to write.
Teacher note: If doing this on Google Classroom, provide the links to both songs so that students can reference them as they write
DAY/PART 2
I Do:
-
- Review work from yesterday to connect to todayʼs writing prompt.
- Writing today will be to choose between a poem or a rap where the student argues the impact of the Columbian Exchange through the perspective of the Indigenous, African, or European People on Latin America. View more in the guidelines.
- They will use the graphic organizer FIRST.
- Show example of writing and the outcome.
We Do:
-
- Think-pair-share: With a partner, talk about which perspective you think and the impact you think it had. Explain why.
You Do:
-
- Have students begin their graphic organizer to whichever song/instrumental they chose. Remind them of key parts.
Note: This is where writing might take your students more than one day. A good practice would also be to include another day for performance.
ASSESSMENT
Students will write and perform a poem or rap about the Columbian Exchange that is from one of the three perspectives of African, Indigenous, or European people on the impact it had on Latin America.
-
- Poem is a free verse that must have 5 lines per stanza, 2-3 stanzas, and 2 pieces of evidence.
- Rap must be 8 bars with some form of instrumental and include 2 pieces of evidence.
- Rubric
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
LETY FLORES – LEARN ABOUT SUPPORTING MULTILINGUAL LEARNERS THROUGH ARTS INTEGRATION WITH LETY!
Hi! My name is Lety Flores. I have worked in Baltimore City my entire career as a classroom teacher. Every year I have worked within the dual language program at my school, where I have worked in building and adapting the dual language program within the Social Studies Curriculum. This includes building Spanish grammar lessons, adding Spanish literacy lessons, adding fiction lessons within a social studies topic, and translating/adapting sources in Spanish. I am honored to pioneer this work within the district and in supporting my students with their multicultural learning and Spanish literacy. Outside of the two dual language classes I teach, I teach social studies in grade 6 and/or 7. I focus on making the content relatable and reachable for the various MLs levels I have in my classes. Lastly, I am finishing my Master’s at Loyola in Curriculum and Instruction with a Social Justice focus in TESOL
Columbian Exchange Infographic
Pairs with Grade 7, Ancient South and Mesoamerica
Students will complete a mini research project culminating in the creation of an infographic about a music genre in present-day Latin America. While focusing on music, students will also explore the culture, countries, and geography of the region, and make connections to the Old World and New World.
Standards
Getting Ready
Downloads
TEACH!
Creators
MSDE/BCPSS CONTENT STANDARDS AND INDICATORS
- 7.6.1.a. – Explain the effects of the Columbian Exchange on European and Indigenous populations.
C3 STANDARDS – SKILL DEVELOPMENT
- D2.His.1.6-8. – Analyze connections among events and developments in broader historical contexts.
COMMON CORE STATE STANDARDS
- CCSS.ELA-LITERACY.RI.7.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.W.7.1.B – Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
NATIONAL ARTS STANDARDS
- Music E:6-8:1 – Compare the use of musical elements and contexts when selecting a variety of music for listening or performing. Justify the choices with evidence based on the comparison.
- Music E:6-8:1 – When listening to music, describe how the performersʼ personal interpretation and musical choices convey creative intent.
- Music E:6-8:1 – Choose pieces of music or musical performances from both familiar and unfamiliar styles, and evaluate the quality according to given criteria. Clearly communicate and support a point of view using appropriate musical vocabulary, citing evidence based on the given criteria
- Music E:6-8:3 – Compare and contrast musical elements from two or more selections of music
- Music E:6-8:1 – With increasing independence, make connections between music and other personal, societal, cultural, and historical ways of communication through creating, performing, or responding to music
- Music E:6-8:3 – With increasing independence, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music
- Music E:6-8:4 – Analyze and document how music is influenced by understanding the time and place in which it was created, the available resources, and cultural uses
- Visual Art E:6-8:1 – Collaboratively prepare and present theme-based artwork that creates a narrative for the viewer
- Visual Art E:6-8:1 – Explain how a personʼs artistic choices are influenced by culture, values, and the environment
- Visual Art E:6-8:2 – Describe ways an image can influence an audience
- Media Arts E:6-8:1 -Work independently to create a visual representation of formulated ideas
- Media Arts E:6-8:1 -Analyze media from the media arts industry to discuss intent and meaning
ESSENTIAL QUESTION
- What lasting impact did the Maya, Aztec, and Inca civilizations have on the societies of today?
SUPPORTING QUESTIONS
- What were the factors that encouraged European exploration and colonization of Latin America?
OBJECTIVES
- Content: Students will be able to analyze the long-lasting impact of the Columbian Exchange on Latin America.
- AI Objective: I can create a picture collage that displays my knowledge of a Mesoamerican musical style and discuss its history, cultural influences, and instruments
- Language: Students will be able to verbally share their collage, incorporating key vocabulary, with the support of a graphic organizer.
ASSESSMENT
- Infographic
- Peer Feedback
- Rubric
MATERIALS & CLASSROOM SETUP
- Laptops
- If students do not have laptops, they can have old magazines to cut out or create drawings as alternative options.
- Headphones (optional)
- Slides
- Graphic Organizer
- Template
KEY ARTS INTEGRATION VOCAB
- Reggaeton, Cumbia, Bachata, Reggae, Mariachi, Salsa, Merengue, Strings (Violin, Guitar, Bass), Drums/Percussion (Cow Bell, Conga, Drum Set, Cymbals, Tambales, Claves), Brass(Trumpet, Tuba/Sousaphone, Trombone), genre, Voice/Singing
TEACHER BACKGROUND
- Teacher must look into the different genres of music
STUDENT PREREQUISITES
- Students must have previously learned about the Columbian Exchange and Indigenous Civilizations before this lesson.
EXTENSION
- Students will research dances that correlate with the genre of music theyʼve chosen, analyze the movements and cultural significance of the dance, and then perform the dance themselves.
ACCESSIBILITY / MLs INSTRUCTION
- Sentence starters for graphic organizers
- Captions for songs
WELCOME FROM OTIS & LETY!
OPENER
-
- Day/Part 1) Share the instruments and talk about their instrument families and what they sound like with students.
- Day/Part 2)Listen to two songs and have students compare the songs. Have them focus on the instruments and try to point out the influences.
DAY/PART 1
I Do:
-
- Teacher shares current day instruments and countries where they are commonly used/heard in.
- You may need to play instruments so students can pick them out in songs later, or at least be familiar with it.
Genre & Song Samples:
We Do:
-
- Together we pick a genre and listen to a song.
- Show how to research it by answering some of the questions they will answer in their own research.
- As the teacher, you can choose which one is the best for your class. The example in the slides will be reggaeton as it may capture most kids attention or interest and may be the hardest to analyze independently.
You Do:
-
- Assign students to a genre. Suggested to do a genre per group table (even though theyʼre working in partners).
- Students use Google to look for the information.
- Make sure to highlight how to use sources and which sources to use.
- Students focus on the types of instruments, the language, where the genre is most commonly heard.
- Students work on the graphic organizer with a partner.
- They must find one song with their partner that fits their genre.
- Assign students to a genre. Suggested to do a genre per group table (even though theyʼre working in partners).
DAY/PART 2
I Do:
-
- Introduce the infographic and the template.
- The teacher can decide whether the partners hand in their own infographics or individually.
We Do:
-
- Turn and talk: Share what you have found out about your genre with someone that is not your partner. Share key parts.
You Do:
-
- Students complete their infographics. Assess students using the provided rubric.
Optional Day/Part 3: Have students share their infographics and give each other feedback using the peer feedback form.
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
LETY FLORES – LEARN ABOUT SUPPORTING MULTILINGUAL LEARNERS THROUGH ARTS INTEGRATION WITH LETY!
Hi! My name is Lety Flores. I have worked in Baltimore City my entire career as a classroom teacher. Every year I have worked within the dual language program at my school, where I have worked in building and adapting the dual language program within the Social Studies Curriculum. This includes building Spanish grammar lessons, adding Spanish literacy lessons, adding fiction lessons within a social studies topic, and translating/adapting sources in Spanish. I am honored to pioneer this work within the district and in supporting my students with their multicultural learning and Spanish literacy. Outside of the two dual language classes I teach, I teach social studies in grade 6 and/or 7. I focus on making the content relatable and reachable for the various MLs levels I have in my classes. Lastly, I am finishing my Master’s at Loyola in Curriculum and Instruction with a Social Justice focus in TESOL
