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Play Description:
This 25 minute musical play
can be done as a complete play, skits, read-aloud,
or you can just sing songs. The relevent history is presented in a fun and
engaging way. No music or drama experience needed. Grades 2-6.
In our most recent historical review, students take the
audience on a tour of early
California up to statehood. The show begins just before the arrival of Cabrillo in 1542,
exploring the life of California Indians before hispanic colonization and settlement.
Missions, presidios, and pueblos can't be far behind. With tough rancheros, bold
Russian and American traders, as well as the adventures in the war with Mexico
and the gold rush, California Missions is filled with colorful characters and catchy
tunes.
California
Missions and More is a great complement to your
curriculum
resources in elementary school history. |
Teacher Reviews:
"My fourth graders performed this play last
year, and it was a huge success.
I loved that it coincided chapter by chapter with our history text. The kids
were so excited to learn the next song, but I would tell them we needed to
learn about it first so they would eagerly dig right in! Catchy songs, clever
lyrics (the adults were cracking up.) Highly recommended!"
---Dawn Smith, Teacher (4th grade), Pachappa
Elementary, Riverside, CARead More Teacher Reviews
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National Education Standards:
Fulfills National Arts
Standard 3 for Dance, 1 and 8 for music, and 2, 3,
and 5 for Theater.
Fulfills National History Standard 2
for K-4, Standards 1 and 3 for 5-12.
Fulfills California Fourth
Grade History Standards 4.2 and 4.3
Casting:
Flexible casting from 11-40 students.
Use as many Administrators, Wives, Californios, etc. as desired.
One student can easily play several roles if needed. Note that all roles
can be played by either boys or girls; see our comments on page 31
of the Teacher's Guide.
Read the Script:
This
is the first one-third of the script:
CHARACTERS:
JB
(Director)
Johnson (assistant to JB)
Native Americans (group #1)
Joseph de Gálvez
Administrators
Junipero Serra
Captain Portolá
Set Director
Girl
Native Americans (group #2)
Costume Designer
Ranchero Wives
Farmers (husband and wife)
James Polk
Jedediah Smith
John Sutter
James Marshall
Californians
and a Chorus made up of all students who are not playing roles at the
time.
(Lots of people are busy on a movie set. They are moving things around,
rushing back and forth. There is a directors chair that says, cleverly enough,
"DIRECTOR" on the back. The Director, JB enters, with her assistant
JOHNSON, who always carries a clipboard.)
JB (shouting out directions, perhaps clapping hands to get attention):
Okay, people, lets get moving. Weve got a movie to film and were
already behind schedule.
JOHNSON: Were all set, JB.
(to CAST and CREW of movie)
Your heard the director. Scene One of JBs most brilliant work,
"California Missions."
JB (cringing): Aaaach.
JOHSNON: What is it, JB?
JB: That title. California Missions. Its so, so
JOHNSON: Mundane?
JB (ignoring JOHNSON): So
JOHNSON: Prosaic?
JB: Icky. Its icky. It needs something more.
(Thinks for a second, and then a light-bulb goes on over her head)
Ive got it! Johnson, Im a genius.
JOHNSON: What is it?
JB: The new title of my movie:
(pause: emphasize the and more)
California Missionsand more.
JOHNSON: Brilliant, JB!
Song 1
CLASS (sings):
Were gonna make a movie bout the Missions
The kind of film our fans will all adore
Yeah its got grit and luster
A holiday blockbuster
California MissionsMissions and more.
Early California so exciting
Theres mountains and theres valleys to explore
A history bonanza
A film extravaganza
California MissionsMissions and more.
Oh yeah
Oh yeah
On with the show
Oh yeah
Oh yeah
Cue the lights and camras here we go.
From Spanish exploration up to statehood
Theres tragedy and romance here galore.
Lets travel the kings highway
JB:
As long as it is my way
CLASS:
California MissionsMissions and more.
California MissionsMissions and more.
(JB takes her seat in the Directors chair. The set clears. Three NATIVE
AMERICANS enter. Note that the gender is important for two of these
characters.)
JOHNSON: Okay, Scene One. Its the sixteenth century, before the
Spanish start exploring California. Where are the Indians?
NATIVE AMERICAN #1: Excuse me.
JOHNSON: Oh, youre here. You look great.
NA #1 (female): Thanks. But you really shouldnt call us Indians.
NA#2 (male): Thats right. There are hundreds of thousands of us
throughout the west coast, and we belong to dozens of different tribes.
NA #3: Hey, has anybody seen my acorns?
(looks around, panicked)
I think Ive lost my acorns!
JOHNSON: What?
NA #2 (pointing): Is that them in that basket over there?
NA #3: Yes! My acorns!
(races over and grabs basket)
I love acorns. Little ones. Big ones. Some of them get these cute little
lines on them and look just like theyre smiling. See? There are fourteen
different varieties of acorn in early California. Would you like me to name
them?
JOHNSON: No! I mean, weve got to shoot this scene. Are you all so, uh,
fond of acorns?
NA #1: No. Thats the point. We live in all kinds of places and live all
kinds of lives.
Song 2
NA #1:
Some of us make baskets
NA #2:
Some make great canoes
NA #3:
Some of us wear deerskins
NA #1:
Some wear just tatoos.
NA #1:
I live in the desert
NA #2:
I live by the sea
NA #3:
I live in the mountains
Near an acorn tree!
ALL THREE:
Dont call us Indians
We are not all the same
Dont call us Indians
We do not know that name
Were Chumash and were Yokuts
Miwok and Pomo too
Dont call us Indians
If thats alright with you.
NA #1:
Some of us pick berries
NA #2:
Some of us catch fish
NA #3:
Some of us find acorns
What a nutty dish!
(getting carried away)
Acorn paste for breakfast
Really tasty goop
Lunch is acorn porridge
Dinners acorn soup!
(Spoken:) I LOVE acorns!
ALL THREE and CHORUS:
Dont call us Indians
We are not all the same
Dont call us Indians
We do not know that name
Were Chumash and were Yokuts
Miwok and Pomo too
Dont call us Indians
If thats alright with you.
(NATIVE AMERICANS exit)
JB: Cut! Brilliant. Perfect. Its got a message but its catchy. And
theres
the food angle. Im not a big fan of acorn porridge myself, but I think there
may be an untapped audience out there of nut lovers. Johnsonget me
on one of those cooking shows for the publicity tour.
JOHNSON: Right, JB. Okay, Scene Two. We need Joseph de Gálvez
on the stage. Where is the Spanish Visitor-General of Mexico?
GÁLVEZ: (entering, accompanied by ADMINSTRATORS. HE is holding
a letter):
At last my request has been granted from the King. We shall send an
expedition to Alta California and colonize it for Spain.
ADMINISTRATOR #1: Excellent, Governor Gálvez. But we Spanish have
claimed all of California for 200 years. In 1542 Cabrillo sailed to San Diego,
and in 1602 Vizcaíno charted Monterey Bay. Why send an expedition now
in 1769?
GÁLVEZ: Why now? Because the Russians and British are poking their
noses around our territory. Why now? Because for 200 years we have
done nothing with Alta California. Why now? Because it will be fun!
ADMINISTRATOR #2: But how do we do it?
GÁLVEZ: How? How we always do it, of course. Well follow the famous
Spanish three-step plan to territorial expansion.
ADMINISTRATORS #1 and #2 (together): The three-step plan?
GÁLVEZ: Dont they teach you anything in college these days? Your
résumés explicitly stated that you had taken Imperialism 101: Introduction
to Being a Colonial Power.
ADMINISTRATOR #1: Uh, I think I may have missed a couple of those
classes.
GÁLVEZ: The three-step plan of expansion is quite simple. Repeat after
me:
Missions.
ADMINISTRATORS #1 and #2 (together): Missions.
GÁLVEZ: Presidios.
ADMINISTRATORS #1 and #2 (together, baffled): Presidios?
GÁLVEZ: Presidios are forts. And the third step is building pueblos.
ADMINISTRATORS #1 and #2 (together): Pueblos.
GÁLVEZ: Altogether now.
ADMINISTRATORS #1 and #2 (together, chanting, going faster and faster):
Missions, presidios, and pueblos. Missions, presidios and pueblos.
Missions, presidios and pueblos. RAH!
GÁLVEZ: Now you get it.
Song 3
The first step towards our
ambition
Is to build ourselves a mission
And then turn the natives Christian
Its really for the best
Then well fortify that mission
With presidios positioned
To discourage opposition
To our California quest.
GÁLVEZ and ADMINISTRATORS:
Missions, presidios and pueblos
A three-step plan to stretch our Spanish rule
Missions, presidios and pueblos
The New World will be ours
The New World will be ours
The New World will be ours and thats so cool.
For step three well build a city
Though this pueblo wont be pretty
A few families tough and gritty
Will ranch and farm the land
You might call it colonizing
But were really globalizing
Though the natives are down-sizing
In the end theyll like the plan!
GÁLVEZ, ADMINISTRATORS and CHORUS:
Missions, presidios and pueblos
A three-step plan to stretch our Spanish rule
Missions, presidios and pueblos
The New World will be ours
The New World will be ours
The New World will be ours and thats so cool.
(THEY exit)
JB (from chair): I love it. Its got pathos. I dont even know what pathos is,
but I know that scenes got it. Keep rolling. Cue Junipero!
(JUNIPERO SERRA and CAPTAIN PORTOLÁ enter)
PORTOLÁ: Father Serra, the mission here in San Diego is really beginning
to take shape.
SERRA: It is a miracle, Captain Portolá. I thought our overland trip here
from Mexico was difficult, but it was even harder for the ships. We are
fortunate that more of us did not die.
PORTOLÁ: True. But we have now established a Spanish presence in
San Diego and Monterey.
SERRA: And someday we will have missions and pueblos up and down
California along El Camino Real, the Kings highway.
PORTOLÁ: Perhaps you too will be famous one day. Children will study
Father Junipero Serra and his missions.
SERRA: Ya think? Naaaaah. Wouldnt that be horribly boring? I am just
a humble Franciscan friar doing my best to serve as I can.
PORTOLÁ: The mission is almost finished. Soon we will hang up the bells.
SERRA: Ah, I love the bells. They have traveled a long distance to become
part of our little mission. Our building is modest now, but someday it will
rise up with tall brick walls. The ringing of the bells means our work here has
just begun:
Song 4
Hear the bells
Cheer the bells
These lovely bells gonna ring away
Hear the bells
San Diego to Monterey.
I love the smell of adobe
Drying in the sun
The walls are rising
Lets start baptizing
Our mission has begun.
SERRA and PORTOLÁ:
Hear the bells
Cheer the bells
These lovely bells gonna ring away
Hear the bells
San Diego to Monterey.
PORTOLÁ:
I love the sight of a cornfield
Furrows deep and straight
The grain is rising
So civilizing
Our missions taking shape.
SERRA, PORTOLÁ, and CHORUS:
Hear the bells
Ding dong
Those lovely bells gonna ring away
Ding dong
San Diego to Monterey
Ding dong
These lovely bells gonna ring away
Ding dong
San Diego to Monterey.
(This concludes the first one- third of the
script.)
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mundane
prosaic
adore
grit
luster
bonanza
extravaganza
galore
globalizing
down-sizing
pathos
furrows
biodegrade
parcel
Zeitgeist
machismo
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élan
fandango
tango
squatter
pelt
dredge
skirmish
limbo
Historical
Terms
statehood
Chumash
Yokut
Miwok
Pomo
Alta
California
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Cabrillo
Vizcaíno
imperialism
presidio
pueblo
El Camino Real
Franciscan
adobe
hacienda
tallow
Californios
manifest destiny
Compromise of 1850
Eureka
Minerva |
Song List:
Click on the song name to hear samples in
mp3 format. Please note that
internet song samples have low fidelity and rest assured that the CDs we
sell sound much better. Problems hearing the music? Visit our
Audio Help page.
More Teacher Reviews:
"It is unbelievable to me how
much the kids have learned from this one play. During a recent field trip to our local
mission they had tons of infomration from their play that connected to the mission. The
same when whe nwe read Island of the Blue Dolphins, they kept making connections
to the play. THeir little neurons ahve been firing and they had fun oding it. I am really
enthusiastic about his and can't wait to do my play next year."
---Eliana Johnson, Teacher (4th grade), Old Adobe
Elementary, Petaluma, CA
"I just love 'California
Missions.' I will be doing it annually. Keep up the
good work. Thank you for your assistance with education. Of course,
now I'll be singing 'Sugar Cubes' until we begin our next musical!"
---Lance Poldberg, Teacher (4th grade), Butterfield
Elementary, Lake Elsinore, CA
"State standards covered...good
songs and lyrics. Parents loved it.
Humorous!"
---Vince Rosato, Teacher (4th grade), Searles
Elementary, San Learnardo, CA
"I emailed you many months ago
after my fourth graders completed 'California Missions . . . and More.' I just had to
email one more time when, on the LAST day of school, the kids got out the CD to the play
and put it on to sing along. Each one cam up and did their song from the play and everyone
sang along. This was completely spontaneous and joyful. What a great end to our
year!"
---Eliana Johnson, Teacher (4th grade), Old Adobe
Elementary, Petaluma, CA
"It is unbelievable to me how
much the kids have learned from this one play. During a recent field trip to our local
mission they had tons of infomration from their play that connected to the mission. The
same when whe nwe read Island of the Blue Dolphins, they kept making connections
to the play. THeir little neurons ahve been firing and they had fun oding it. I am really
enthusiastic about his and can't wait to do my play next year."
---Eliana Johnson, Teacher (4th grade), Old Adobe
Elementary, Petaluma, CA
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Are Two of You Planning to Put
the Play on Together?
If you ask us, we always suggest having just one class put on a play. We
think each kid is
more involved, and we think it's easier for you to deal with a smaller number of students.
But lots of teachers disagree with us.
They've been happily doing the
plays together for years.
In fact, Amy Anderson, the teacher who does four musicals a year
(and she talks about this on our home page) thinks two classes
together is the way to go.
Then what do I need to purchase? Think
of a musical play like a library book.
Only one teacher may "check out" (i.e. put on) the play at a time. If another
teacher wants
to produce the music play that you purchased in a separate production and at a
later date,
you may loan out your original plan and student copies.
Your "library" needs two copies of the play for two teachers to
put on the play at the
same time. If a teacher wants her class to put on the play with your class,
she needs
to buy her own copy of the play. For three or more teachers to produce a play together,
purchase three copies for your "library" and Bad Wolf extends a Site License for all the
teachers and classes at your school.
But why can't I just make extra copies
of the play? If copies are made for
a class other than the purchasing teacher's, it's an infringement of U.S.
copyright law.
Yikes! Bad Wolf likes to toe the line where Uncle Sam is concerned, so we offer a
discount on the purchase of multiple copies of the play.
If you are 2 teachers putting on the
play together................................$60
* Includes 2 copies of the book and CD (save
almost $20 off of buying
them separately) so each of you has a CD and
book to work with.
* Free bonus: We'll throw in our famed
"Earthworms on Parade" CD. Y'know,
that's the one with the six goofiest songs
about earthworms ever written
($9.95 value.)
* Includes the right to reproduce the
script for the students in both of
your individual classes.
Questions?
Call or email Ron Fink at (888) 827-8661
or ron@badwolfpress.com
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