• 25-minute musical play for grades 2-6
  • Includes the script, teacher's guide, and audio recording (which contains a vocal and instrumental version of each song)
  • Simple to do - no music or drama experience needed!

Our review of early Texas history covers the arrival of the European explorers through annexation in 1845. Stephen Austin, Sam Houston, Susannah Dickerson, and José Antonio Navarro are just some of the colorful characters in this amazing story. From the arrival of Spanish gold-seekers to the rise of cotton and cattle, The Texans is a tuneful exploration of the birth of the 28th state.

Please scroll down to read the script, listen to the songs, read reviews, and get all the details about the play (plot, curriculum/content, educational standards, and vocabulary).

Item # Description Availability Qty Break Price Quantity
PLAY - For individual teachers or directors
Order 1 copy of play for each teacher/director who will be using it. Includes permission to print/photocopy for all participating actors. Mix and match 2 or more plays to get them for $35 each.
Downloadable Version of Play
- You will receive a PDF and MP3 files
Download 1
Printed Version of Play
- You will receive a Spiral-Bound Book and Audio CD
In Stock 1
Duo Version - Download AND Printed Book
- You will receive 1) a PDF and MP3 files, and 2) a Spiral-Bound Book and Audio CD
In Stock 1
SITE LICENSE VERSION OF PLAY - For whole schools or grade levels
Order 1 site license per school/site. Includes permission to print/photocopy for all participating students AND teachers. Why a site license? Because it's cheaper than ordering 3+ individual copies of the play.
Downloadable Version of Site License
- You will receive a PDF and MP3 files
Download 1 $90.00
Printed Version of Site License
- You will receive 3 copies of the Spiral-Bound Book and Audio CD
In Stock 1 $90.00
Extra/Replacement Audio Recordings
Downloadable Audio Files
- You will receive a ZIP file containing individual MP3s
Download 1 $12.00
Audio CD
In Stock 1 - 9
Downloadable Audio Files (MP3) + Audio CD
In Stock 1 $20.00
Sheet Music
Downloadable Sheet Music (PDF)
Download 1 $12.00
Printed Sheet Music
In Stock 1 $12.00
Downloadable Sheet Music (PDF) + Printed Sheet Music
In Stock 1 $20.00


Key Concepts

The Texans refers to and reinforces students' familiarity with the following:

  • Spanish explorers' quest for gold and interactions with Native Americans
  • Spanish mission-building and claiming Texas land for Spain
  • Mexican independence and Stephen Austin's colony
  • The "Old 300"; the experiences of the first American settlers in Austin's colony
  • The Texas Revolution and the Battle of the Alamo
  • Sam Houston and Texas independence
  • U.S annexation
  • Texas industries: cotton, cattle, oil

The Texans: Birth of the Lone Star State is a great complement to your curriculum resources in elementary and middle school Texas history. And, like all of our plays, this show can be used to improve reading, vocabulary, reading comprehension, performance and music skills, class camaraderie and teamwork, and numerous social skills (read about it!) -- all while enabling students to be part of a truly fun and creative experience they will never forget!

Publication Information

Author: Ron Fink (Composer) and John Heath (Book and Lyrics)
ISBN: 978-1-886588-20-2
© 2000 Bad Wolf Press, LLC

Song Samples

Full Song List

1. “Let’s Cook Some History”
2. “Do I Look Like an Inca to You?”
3. “We are on a Mission”
4. “Americans Wanted”
5. “We’re the Old 300”
6. “Don’t Mess with Texas”
7. “The Alamo”
8. “Hey Sam”
9. “Let’s Sell Off New England”
10. “Cotton Is King”
11. “That Was Our Tale/ Let’s Cook (reprise)"


Flexible casting from 11-40 students.
Use as many Explorers, Mission Builders, etc. as desired;
one student can also play more than one role. Note that all
roles can be played by either boys or girls.


This is the first one-third of the script:


Students: Anna, Barbara, Joey
Native Americans
Spanish Explorer
Mission Builders
Stephen Austin
Sara (Austin’s administrative assistant)
Old 300 (men)
Old 300 (women)
Texan Fighters
Worried Texans
Susannah Dickinson and Friend
Texas Citizens
Sam Houston
José Antonio Navarro
Working Texans
Farmers (including Oil-Covered Farmer)
and a Chorus composed of all students who are not playing roles at the time.

(We see a classroom. A TEACHER stands at the front. STUDENTS are
sitting on floor, looking bored and tired.)

TEACHER: Okay, class, it’s time to review Texas history for tomorrow’s test.

BARBARA: But Miss Livingston, I’m hungry.

JOEY: Yeah, can’t we eat first?

TEACHER: Now class, we have to get up to when Texas becomes a
state. And we only have half an hour today.

ANNA: I can’t wait half an hour. My brain needs food.

TEACHER: Well, what better brain food is there than a little history?

BARBARA: What do you mean?

TEACHER: I’ve got an idea. You’re hungry. We need to cover the
material. So let’s make lunch out of our lesson.

ANNA: You mean, like, eat history?

JOEY: Sounds pretty bland to me. Can’t we have a burger?

TEACHER: Nonsense. We just need a little barbecue sauce. Everything’s
better with a little barbecue sauce. Joey, Barbara, pull out that grill. Anna, get
the history book please. This is going to be fun!

  Song 1 - Listen now!

Let’s cook, let’s cook some history today
Let’s cook, let’s cook early Texas right away
Social studies makes great food
When they’re nicely barbecued
Let’s cook, let’s cook, let’s cook
Some history today.

(A STUDENT puts a map of Texas on the barbecue. NOTE: Before
something is put on the barbecue throughout the show, it should be held up
so the audience can see it):

Let’s cook, let’s cook some history right now
Let’s baste, let’s taste - the lone star state will make great chow.
(A STUDENT puts a cut-out “1845” on the barbecue)
Even dates can be a thrill
When you pop them on a grill
Let’s cook, let’s cook, let’s cook
Some history right now.

Oh history’s great
Served up on a plate
Texas is a savory state

Oh history’s fun
I like it well-done

I like mine on a big bun.

TEACHER (spoken): That’s the spirit! History and barbecue!
They always go together!

Let’s cook, let’s cook some history today
Let’s cook, let’s cook early Texas right away

For this feast we don’t need bibs

Can’t we just toss on some ribs?

Let’s cook, let’s cook, let’s cook
Some history today.

TEACHER: Now where should we begin our feast of history?

ANNA: How about when the Spanish first landed in Texas?

BARBARA: Or how about with the Native Americans? They were here
long before the Spanish.

JOEY: Why not when the Spanish first met the Native Americans? I bet
they had some great lunches.

TEACHER: That’s a good idea. Let’s put them on the grill and see what

(STUDENTS put Spanish Explorers and Native Americans from the
history book on the barbecue, and then move aside as the two groups appear.
We see NATIVE AMERICAN working hard with a hoe. After a few
seconds, a SPANISH EXPLORER comes up to the

EXPLORER: I have come from Spain in search of the Seven Cities
of Gold.

NATIVE: I’ve never heard of them.

EXPLORER: Impossible. The New World is filled with treasure. We
have heard many tales of the Seven Cities of Gold.

NATIVE: Sorry. My grandfather does tell a good story about the Five
Caves of Rabid Wolverines. I suppose something could have gotten
lost in translation.

EXPLORER: Are you going to help me or not?

NATIVE: I’m telling you you’ve got the wrong place and the
wrong people.


  Song 2 - Listen now!

Do I look like an Inca to you?
Some rich king with a golden throne or two?
Would I sweat or freeze all day
In a pueblo made of clay
If I owned a big condo in Peru?

EXPLORER (moves across stage to another NATIVE AMERICAN,
dressed differently, who holds the paddle to a canoe): Hey you, where
is the gold?

Do I look like an Aztec to you?
Is there one single pyramid in view?
So forget what you’ve been told
There’re no cities made of gold
There are no silver crowns in my canoe.

There’re Apaches on the plains
Who ride swifter than the breeze
Karankowas on the coast
Smeared with alligator grease.
We’ve got furs and skins to peddle
But not a single precious metal.

Do I look like an Inca to you?
Some rich king with a golden throne or two?
Would I sweat or freeze all day
In a pueblo made of clay
If I owned a big condo in Peru?

(THEY exit; TEACHER and STUDENTS appear again)

TEACHER: So what happened after the Spanish arrived?

ANNA: They built some towns and tried to settle Texas as a province.

BARBARA: And they built missions, although a lot of them weren’t
very successful.

JOEY: Yeah, missions! Many were founded by that great missionary,
Sir Francisco Brisket. And in his honor we’ll put on the barbecue a nice big
brisket that my mom bought yesterday at the…

ANNA: Joey!

TEACHER: I think your stomach is on its own mission, Joey.

JOEY: But what about Sir Francisco? He deserves some recognition.
Maybe we could just sear a hot dog and salute it or something.

TEACHER: Here, Joey. Put this mission on the grill and try to concentrate
on some real history.

(JOEY puts a picture of a mission on the barbecue and THEY step aside.
We see THREE MISSION BUILDERS marching along. ONE is the
LEADER; the other TWO, carrying shovels and/or a Spanish flag, clearly struggle
to follow along.)

LEADER: Come on, men, we’ve got to found another mission
before sundown.

MISSION BUILDER #1: Can’t we rest for a minute? I think I’ve got a
boulder in my boot.

LEADER: Forward. We must lay claim to all of this land for Spain.

MISSION BUILDER #2: But this province of Texas is huge. We’re in
the middle of nowhere.

MISSION BUILDER #1: Weren’t we in the middle of nowhere
last month?

MISSION BUILDER #2: And the month before that.

LEADER: Let’s go—we’ve got a job to do.

MISSION BUILDER #1: And it looks like we’re going nowhere in hurry
once again:

  Song 3 - Listen now!

We got our orders from the King of Spain
Defend our land through heat and dust and rain
But staking out claims, man is it the pits
Let’s plant a flag or two and call it quits.

LEADER: Come on, quit dragging behind.

He says get tougher, boy, and be a mensch
You gotta build a buffer ’gainst the French
But I just see swamps, deserts and ravines
And I don’t even know what “buffer” means.

We are on a mission
Put a mission here
That’s our job
On the frontier.
We are on a mission
Put a mission here
That’s our job
On the frontier.

So here we are to civilize this land
You might as well build cannon out of sand
And meanwhile I’m so tired, thirsty, hot and damp
That even my old pants have got a cramp.

LEADER #1: Come on, let’s go! You! Treat that shovel with respect!

We are on a mission
Put a mission here
That’s our job
On the frontier.
We are on a mission
Put a mission here
That’s our job
On the frontier.

(THEY exit. TEACHER and STUDENTS reappear.)
BARBARA (holding history book): Oh, I know what comes next.

TEACHER: What is it?

BARBARA (pulling out figure): It’s time for Stephen Austin, the father
of Texas.

TEACHER: That’s right. In the early 1820s Mexico gained independence
from Spain. Stephen Austin thought Mexico might want to populate
Texas with Americans who would be loyal to Mexico.

JOEY: But why would people from the U.S. want to move to a
Mexican province?

ANNA: How about 5000 acres of land for each family at just pennies
an acre?

JOEY: That would do it.

BARBARA: But it still wasn’t easy to get people to come—Texas was
a tough place to live.

TEACHER: Well let’s see how Stephen Austin managed it.

(BARBARA puts image on barbecue, THEY step aside. STEPHEN
AUSTIN appears, pacing, holding a piece of paper.)

AUSTIN (as he paces, to himself): I just can’t figure it out.
Sara, Sara, can you come in here?

SARA (entering, holding a memo pad and pen): Yes, Mr. Austin?

AUSTIN: Sara, I need some help with this flyer. I’m not getting much
response on this Texas deal. I can’t understand. The land is fertile, cheap,
there’s plenty of water.

SARA: How many families do you need?

AUSTIN: I promised the Mexican government I’d bring in 300.

SARA: How many have responded to your ad?

AUSTIN: Four. And that’s counting the dog who wandered in here with the flyer in his mouth.

SARA: Hmmn. Would you mind if I looked at the flyer?

AUSTIN: Please.
(Hands it to her.)

SARA (reads it, then responds): Well, it’s a good flyer. An excellent flyer.
But I think you may need to make it more alluring. You know, pretty it
up a bit.

AUSTIN: I’ve got to be honest—it’s not going to be a picnic in this colony.

SARA: Oh, yes, of course. But you just need to give it the right spin.


SARA: Trust me—I see a great future in spin. Here, let me show you.
You read me a line from the ad, and I’ll give it a slight rewrite.

Song 4

No towns and no neighbors for miles across

Get out of the traffic and be your own boss.

You must become Catholic to join in our crew

Come visit our missions and learn Latin too.

Americans wanted
Come south and come west
There’s land for the asking
It’s Mexico’s best
Americans wanted
Down Mexico way
Americans wanted today.

Some Indians may scalp you and cut off your ears

The natives are frisky and love souvenirs.

And some are fierce cannibals you’ll have to fight

The locals will have you to dinner one night.

Americans wanted
Come south and come west
There’s land for the asking
It’s Mexico’s best
Americans wanted
Down Mexico way
Americans wanted today.

You’ll all become Mexican citizens then

You won’t pay a penny in taxes again.

No towns and no neighbors for miles across.

Get out of the traffic and be your own boss.

Americans wanted
Come south and come west
There’s land for the asking
It’s Mexico’s best
Americans wanted
Down Mexico way
Americans wanted today.
Americans wanted today.

(THEY exit. Two MEN and Two WOMEN enter, looking dirty and
tired, but not defeated.)

(This concludes the first one-third of the script.)

"I purchased my first play, The Texans, as a fourth grade teacher in Dallas, Texas. While many of the students had been in the country for several years, it was the first year in an 'English only' class for any of them. My challenge was to get them not only to speak up, but to stand up and sing loud and clear in front of an audience. Little did I know at the time that you had already done all the hard work for me. It was so easy. I just popped in the CD and gave them the words.

Everyone tried out for parts. I found a special education student in my class to be a born star. When she took the stage, she radiated personality, enthusiasm, and confidence.

In the twenty years that I have been teaching, I have tried many products and programs that are supposed to help children. I don't think that I have ever found anything that provides as much benefit to students with so little preparation. Everything is there for you. The songs are perfect! The are educational, yet often amusing on many levels. You guys are brilliant! You have a devoted customer and fan in me."

---Lori Becerra, Teacher (4th grade), Ben Milam Elementary, Dallas, TX

"The songs were good, informational, and had humor. Students learn better when they think they are 'playing.' The songs are educational, but also entertaining."

---Patti Bradley, Teacher (4th grade), Taylor Elementary, Burleson, TX

"The play followed our Texas history curriculum quite accurately...I would tell teachers that have never done a play before that Bad Wolf plays are definitely where they should start. The directions are clear and easy to follow."

---Linda Centera, Teacher (4th grade), Dunaway Elementary, Waxahachie, TX

"The show was extremely entertaining and also fit with our school's curriculum. For anyone who has reservations about doing one of these plays, I just want to say it really is as easy as Bad Wolf Press states. We did the program with about 100 fourth graders for PTA performances and with minimal effort from the teachers the performances were hits with both the kids and adults."

---Rachel Baker, Teacher (4th grade), Fernandez Elementary, San Antonio, TX

"The songs and script are perfect. What a wonderful sense of humor! History is a great avenue of learning. Kids and adults of all ages love being with plays like this. It's easy, too. Our whole school watched us perform."

---Linda Busby, Teacher (4th and 7th grades), Rees Elementary, Houston, TX

"I loved all the detailed instructions. The play allowed each student to 'shine.' Some of the more reserved students really expressed themselves openly through their character. The Texans was a perfect culminating activity to conclude our year-long study of Texas history."

---Juanita Fox, Teacher (4th grade) Coker Elementary, San Antonio, TX

"I loved seeing the children try something new. Our whole school looks forward to our performances. The children seem to gain a great deal of confidence too."

---Peggy O'Leary, Teacher (4th grade), Kimberlin Academy, Garland, TX

Common Core and Other National Standards

History/Social Studies

Language Arts

National Core Arts Standards


Historical Figures and Terms
The New World
Seven Cities of Gold
Mexican Independence
"Old 300"
Santa Anna
Davy Crockett
Jim Bowie
Antonio Fuentes
Colonel William Travis
“It’s victory or death.”
The Battle of San Jacinto
Republic of Texas
bales of cotton
Susannah Dickerson
Sam Houston
Stephen Austin

General Vocabulary-Building

Number of questions: 0

Frequently Asked Questions About Bad Wolf Products and Licensing

How does your pricing and licensing work?

A: In short: each teacher/director using the play should have a copy of it. That's it! Your purchase gives you the right to use the play with as many classes as you wish, to photocopy the script for your actors, and to put on as many performances as you wish. This one-time purchase gives you a lifetime license. See below for more information on site licenses (for 3+ teachers or whole schools).

Q: What comes in the package?

A: Every musical play comes with the script and a 12-page Teacher's Guide that provides lots of tips and advice for using the play from start to finish. It also includes the audio recording for the play, which has all the songs both WITH and WITHOUT vocals. Sheet music is NOT included with the basic package, but it is available for $12. Extra/replacement CDs are also available for $12.

Every non-musical play comes with the script and the 12-page Teacher's Guide.

Q: I'm just one teacher putting on a play. If I use the play with multiple classes, do I have to purchase multiple licenses?

A: No! Your purchase gives you a lifetime license to be used with as many actors and classes as you wish. If other teachers/directors wish to use the play as well, they will need to purchase their own licenses.

Q: Do I need to purchase scripts for students?

A: No! Your purchase includes permission to photocopy the script for your actors.

Q: What is a "site license"? How do I know if I need one?

A site license is the economical choice when a whole school or grade level wants to put on the same play. Instead of each teacher/director having to purchase a script, the school/site can purchase a site license. This comes with three copies of the play (or one digital download) and permission to make copies for any additional participating teachers, as well as all the actors. You do NOT need to purchase both a site license and individual copies of the play; just buy one or the other.

Q: I understand that I can get two or more scripts for $35 each. Do they have to be the same play?

Nope! The discount applies whether you are purchasing multiple copies of the same show or single copies of multiple shows.

Q: What is the difference between the printed and digital versions? Which one should I get?

There is no difference in terms of content. The printed version of a musical play comes with an audio CD in a plastic sleeve in the back of the book. The digital version comes with two downloadable files: the script (PDF format) and the songs (individual MP3 files compressed in ZIP format). The advantage of the digital version is that you will not pay shipping and you can start using it instantly. Please read the question following this one about the technical requirements for digital files.

Non-musical plays are available in the form of a printed book or a PDF file.

Q: What are the technical requirements for the digital version?

  1. You will need to have Adobe Reader (free) or another software application that can open PDF files.
  2. You will need to be able to open ZIP files. The vast majority of computers should be able to do this without difficulty. If you wish to download the music directly to your phone or tablet, you will need to download an app that will open ZIP files. Many free ones are available.
  3. You will need to have some kind of audio player (such as iTunes or Windows Media Player) that will play MP3 files.

Advanced technical knowledge is not required; but please note that we do not have the ability to offer technical support for issues related to digital files. If you are unsure, it is probably best to stick with the printed version.

Q: What is your return/exchange policy?

A: Bad Wolf proudly offers a 100% guarantee. You can always exchange a product for another or get a full refund. No time limits, no questions.

Q: Is it OK if I edit the script?

A: Yes! Consider the play to be a jumping-off point. You are always welcome to change or omit anything that doesn't work for your class, administration, or parents. You are welcome to rewrite lyrics, lines, or jokes -- or add your own! (The kids love doing this, by the way.)

Q: How long does shipping take?

A: We say that you should allow for one week within the U.S., but most orders are shipped the same day and arrive 1-3 days later. International orders usually take around two weeks to arrive.

Q: Do I need to pay any performance royalties?

A: As long as your admission price is less than $5 per ticket, you never need to pay performance royalties with a Bad Wolf show. If you decide to charge more than $5 a ticket, or if you are using one of our plays for a PAID workshop, camp, assembly, etc., pay only a low 1-2% royalty on gross revenues. See our royalty page to view the rates and pay.