“Go Down, Moses” and Harriet Powers’ Bible Quilt
Introduction
In today’s lesson, we’re exploring how enslaved people used creativity to resist oppression, express their humanity, and preserve hope. We’ll examine two powerful cultural objects: the spiritual song “Go Down, Moses” and Harriet Powers’ Bible Quilt. Both are incredible examples of how art and music can inspire, connect, and empower people.
Learning Objectives
Students will be able to:
Analyse the spiritual “Go Down, Moses” and Harriet Powers' Bible Quilt as acts of resistance and cultural resilience.
Engage in a comparative analysis of how music and visual art communicate defiance, faith, and hope under oppressive conditions.
Craft a nuanced argument about the role of cultural resistance in preserving the humanity of the enslaved.
FFW (5 min; 10 sentences):
How did enslaved individuals use music and art as tools of resistance?
What do these cultural objects reveal about the human need for expression under oppression?
What do I hear?
What emotions does the song evoke?
What might this song have symbolised for enslaved individuals?
Transition to a brief discussion: How can art and music act as resistance?
Introduction
In today’s lesson, we’re exploring how enslaved people used creativity to resist oppression, express their humanity, and preserve hope. We’ll examine two powerful cultural objects: the spiritual song “Go Down, Moses” and Harriet Powers’ Bible Quilt. Both are incredible examples of how art and music can inspire, connect, and empower people.
Learning Objectives
Students will be able to:
Analyse the spiritual “Go Down, Moses” and Harriet Powers' Bible Quilt as acts of resistance and cultural resilience.
Engage in a comparative analysis of how music and visual art communicate defiance, faith, and hope under oppressive conditions.
Craft a nuanced argument about the role of cultural resistance in preserving the humanity of the enslaved.
FFW (5 min; 10 sentences):
How did enslaved individuals use music and art as tools of resistance?
What do these cultural objects reveal about the human need for expression under oppression?
Part 1: “Go Down, Moses”
What is “Go Down, Moses”?
“Go Down, Moses” is a spiritual sung by enslaved African Americans. It tells the story of Moses, a leader who helped free the Israelites from slavery in Egypt. Enslaved people saw their own struggle for freedom reflected in this story. The song became both a prayer and a declaration of hope, reminding them that liberation was possible.
Full Lyrics: When Israel was in Egypt's land, Let my people go, Oppressed so hard they could not stand, Let my people go. Chorus: Go down, Moses, Way down in Egypt's land, Tell old Pharaoh, To let my people go! Thus saith the Lord, bold Moses said, Let my people go, If not, I'll smite your firstborn dead, Let my people go. Chorus No more shall they in bondage toil, Let my people go, Let them come out with Egypt's spoil, Let my people go. Chorus Oh, let us all from bondage flee, Let my people go, And let us all in Christ be free, Let my people go. Chorus | Simplified Lyrics: When Israel was in Egypt’s land, Let my people go. They were treated so badly, Let my people go. Chorus: Go down, Moses, Way down in Egypt’s land, Tell old Pharaoh, To let my people go! God told Moses, Let my people go, Or I’ll punish the Egyptians, Let my people go. Chorus No longer shall they be slaves, Let my people go. Let them take their freedom, Let my people go. | Letra Completa: Cuando Israel estaba en la tierra de Egipto, Deja ir a mi pueblo, Oprimidos tan fuerte que no podían soportarlo, Deja ir a mi pueblo. Coro: Ve, Moisés, Muy abajo en la tierra de Egipto, Dile al viejo faraón, ¡Que deje ir a mi pueblo! Así dijo el Señor, dijo el valiente Moisés, Deja ir a mi pueblo, Si no, golpearé a tu primogénito, Deja ir a mi pueblo. Coro Nunca más trabajarán en esclavitud, Deja ir a mi pueblo, Que salgan con los bienes de Egipto, Deja ir a mi pueblo. Coro Oh, que todos podamos huir de la esclavitud, Deja ir a mi pueblo, Y que todos seamos libres en Cristo, Deja ir a mi pueblo. Coro |
FFW Questions:
What message do you think the song “Go Down, Moses” was trying to communicate to enslaved people?
How might singing this song have made people feel during a difficult time?
How does the story of Moses inspire hope?
Part 2: Harriet Powers’ Bible Quilt
Analysis of Visual Art: What do I see?
Identify symbols or imagery on the quilt that might carry messages of resistance or resilience.
Annotate the quilt, connecting specific visual elements to broader themes of defiance, survival, and community.
Who Was Harriet Powers?
Harriet Powers was an African American artist and storyteller who created beautiful quilts in the 1800s. She had been enslaved, but after gaining freedom, she used her quilts to preserve stories of faith, resilience, and hope.
What Is the Bible Quilt?
One of Harriet Powers’ most famous works is the Bible Quilt. It features 15 panels that tell stories from the Bible and everyday life. Powers stitched animals, stars, and people into her quilt to share these stories without words. Her quilt is a reminder of the strength and creativity of African American communities during and after slavery.
Key Themes
Faith and Spirituality: Stories like Noah’s Ark and Adam and Eve show deep trust in God.
Symbols of Resistance: The quilt’s symbols reflect the resilience of enslaved people.
Storytelling: For people who couldn’t read or write, quilts were a way to keep stories alive.
Simplified Context
Harriet Powers made quilts that told stories using pictures. Her quilts helped people remember important events and kept hope alive. The Bible Quilt shows that even during hard times, people found ways to express their faith and dreams.
Quilt Analysis: What do you see?
FFW Questions:
What symbols or images stand out to you?
What do you think these symbols mean?
How does this quilt tell a story without using words?
Part 3: Creativity as Resistance
Discussion:
What common themes emerge between the two pieces?
How do the forms (music vs. visual art) shape their impact as acts of resistance?
FFW (5 min; 10 sentences min):
“Which object—music or visual art—do you think was the more powerful tool of resistance for enslaved people? Why?”
Closing Reflection FFW (5 min; 10 sentences min):
What does today’s discussion teach us about the role of creativity in human survival?