The Civil War Era: Gospel Train

Resource for Grades 5-12

The Civil War Era: Gospel Train

Media Type:
Video

Running Time: 4m 28s
Size: 12.1 MB

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Resource Produced by:

KET

Collection Developed by:

KET

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“Gospel Train” is a code-word song used in the Underground Railroad by slaves, often sung just before an escape in an attempt to let all who wished to go know that the time was near. In this segment, folk singers Rhonda and Sparky Rucker perform the piece on harmonica and guitar. This segment also includes a discussion of the harmonica, an instrument that has played an essential role in the American blues and folk tradition. Rhonda Rucker demonstrates how to play different harmonies on the harmonica.

This resource is part of the Civil War Era collection. Find additional arts resources for your classroom at the KET Arts Toolkit website.

open Background Essay

Gospel Train

“Gospel Train” is an African-American spiritual, also thought to be a code song used in the Underground Railroad that helped slaves escape to freedom in antebellum America. The abolitionist-inspired movement had many code-word songs, such as “Swing Low, Sweet Chariot,” “Steal Away,” “The Tar River’s Gonna Run Tomorrow,” and “I’m on My Way to Canaan (Canada) Land.” These code songs were used to spread information about impending escape attempts to slaves, but to slave owners, they sounded simply like religious songs.

“Gospel Train” is full of symbols and railroad terminology. The title refers to the Underground Railroad, which was organized like a railroad with “stations” for the runaways to stop and hide. These places were usually in the homes of sympathizers, perhaps a Quaker family. The runaways could hide in a false cellar, the barn, a cave, or any unlikely place. There were also “conductors,” usually previously escaped slaves who knew the particular route the escapees would be taking. The reference to “heaven” in the last verse literally meant “freedom” to the original singers of this song.

Code songs are one example of the myths and mystiques that surround the Underground Railroad. While there is documentation for the idea that slaves used code songs to communicate to each other, some Underground Railroad stories may be more legend than fact, or, at the very least, controversial. An example is the use of quilts to convey coded messages. The book Hidden in Plain View: A Secret Story of Quilts and the Underground Railroad suggests that slaves made and used quilts to send coded messages about how to escape on the Underground Railroad. However, historians and quilt experts dispute this idea because it was based on the oral history of one woman, and scholars have not been able to find other sources or evidence that quilts were used in this way.


open Discussion Questions

  • What are some ways in which West African music inspired musical traditions in America?
  • How were musical traditions from West Africa brought to the United States?
  • What instrument does Rhonda Rucker play in this video? What are its other names? What types of music typically use this instrument?
  • How do the performers change timbre (tone color) in this performance?

  • open Teaching Tips

  • Use a map to explore the slave route used to bring Africans to the United States. Explore the influences of West African culture on life in the United States spawned by the slave trade.
  • Research code songs. What evidence exists that they were used? Find recordings of the code songs listed in the background essay. Search for symbols and meanings that would have been significant to slaves.
  • Research the Underground Railroad. What is known about this network? What are some myths and controversies? What Underground Railroad sites exist in Kentucky?
  • Have students research and debate the use of quilts as code. On what was this idea based? What evidence supports and debunks the idea?
  • Spirituals are one type of American music with African roots. Research other African influences on American musical styles.
  • Explore the music element of timbre. Have students find ways to change the timbre of their voices and/or instruments.
  • Have students create codes or code songs.

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