La Bola Negra and Life Under Franco : Friday, Oct 16

La Bola Negra, directed by Javier Calvo and Javier Ambrossi, tells the stories of three men from different generations in Spanish history. The film is inspired by an unfinished work by Federico García Lorca. It explores love, pain, memory and identity. It also shows how the past can affect people's lives today.

Francisco Franco ruled Spain from 1939 to 1975. During his dictatorship, people could not choose their government in free democratic elections. They could not freely create political parties or independent trade unions. People who criticised the government could be punished or sent to prison. The authorities used surveillance, which means watching people, and informers to discover who opposed the regime. Many political opponents went into exile, leaving Spain to find safety in another country.

Life was very difficult after the Spanish Civil War. Food shortages meant that there was not enough food for everyone. The government introduced rationing, which limited how much food and other basic products people could buy. Many families lived in poverty and struggled to pay for basic needs.

The government supported traditional Catholic values and strict roles for men and women. Women had fewer rights and less independence than men. They faced restrictions on work and other important decisions. Many women depended financially on their husbands.

In Catalonia, Franco's government removed the region's political autonomy, or right to govern itself. The public use of Catalan was also restricted, especially in schools and official places. However, many families, teachers, writers and musicians worked to preserve their language and cultural identity. Some taught Catalan or organised cultural activities clandestinely, which means secretly, because they were afraid of punishment.

The dictatorship also affected workers and businesses. People who supported the government could have better career opportunities. Those considered disloyal could lose their jobs. Government purges removed people considered politically unreliable from certain positions. Shortages and econoLmic problems also made it difficult for businesses to produce and transport goods.

Franco died in 1975, and Spain began its transition to democracy. Today, Spain has democratic elections, workers can organise independently, and Catalonia has its own political institutions. However, people still discuss the dictatorship, its victims and its effects on Spanish society.

La Bola Negra received a very positive response from audiences and critics. At the 2026 Cannes Film Festival, the film received a standing ovation lasting around 20 minutes. The directors, Javier Calvo and Javier Ambrossi, won the Best Director award at Cannes. In September 2026, the film also won the Ciudad de Donostia Audience Award at the San Sebastián International Film Festival, with a score of 9.40. According to the Spanish Film and Audiovisual Arts Institute, the film attracted 126,629 spectators in Spain and earned €827,308 at the box office. These results suggest that the film has connected with modern audiences, even though it deals with difficult subjects such as discrimination, memory, trauma and the persecution of sexual minorities.

1A. Vocabulary Match — Part 1

Match each word with its meaning.

Word	Meaning
1. Dissent	A. Leaving your country to live somewhere else
2. Surveillance	B. A limit on how much people can buy
3. Informers	C. The right of a region to govern itself
4. Exile	D. People who secretly give information to the authorities
5. Rationing	E. Disagreement with a government
6. Imposed	F. Watching people and their activities
7. Inheritance	G. Forced on people by someone in power
8. Autonomy	H. Something passed from one generation to another

1B. Vocabulary Match — Part 2

Match each word with its meaning.

Word	Meaning
1. Clandestine	A. To protect something from being lost
2. Purges	B. Strong applause from an audience
3. Preserve	C. The effects of the past on the present
4. Cultural suppression	D. The written story and dialogue of a film
5. Ovation	E.  Showing what life was like in the past
6. Screenplay	F. Removing people from positions because of their political views
7. Legacy	G. Actions that limit a group's language or culture
8. Period reconstruction	H.  Secret or hidden

1C. Synonym Match

Word	Synonym
1. Autonomy	A. Unfair treatment
2. Censorship	B. Watching
3. Shortage	C. Protecting
4. Surveillance	D. Opposition
5. Preserve	E. Lack
6. Resistance	F. Control of information
7. Imposed	G. Self-government
8. Persecution	H. Forced

2. Speaking Challenge: The Worst Aspect of Life Under Franco

Choose the worst problem. Explain your choice and convince your partner.

1. Political persecution: People who opposed Franco could be arrested or imprisoned.
2. Censorship: The government controlled newspapers, books, films and information.
3. Restrictions on Catalan identity: People had fewer opportunities to use Catalan in public.
4. Women's rights: Women had less independence and fewer opportunities at work.
5. Persecution of sexual minorities: People could face discrimination, police harassment and imprisonment.
6. Fear and surveillance: People worried that others might report their opinions to the authorities.
7. Restrictions on freedom: People could not freely organise protests or independent political groups.
8. Poverty and inequality: Many families had poor living conditions and few opportunities.

Discuss:

• Which problem affected the most people?
• Which problem caused the most damage?
• Which problem would have been the hardest for you?
• Would you have followed the rules or tried to resist them? Why?

3. Role-Play: Women Under Franco

Work in groups of three. Discuss the problem and agree on a solution.

Scenario 1 — The Promotion That Never Came

Barcelona, 1962. A woman has worked for a company for years, but a less experienced man gets the promotion.

• Student A — The Employee: You deserve the promotion. You are angry but afraid of losing your job.
• Student B — The Director: You believe men are better leaders, but you know the woman is very capable.
• Student C — The Colleague: You support the woman but are afraid of creating problems at work.

Your task: Decide what the woman should do. Should she complain, speak privately to the director or accept the decision?

Discuss:

• Is it sometimes safer to stay silent?
• Should experience matter more than gender?
• What would you do in her position?

Scenario 2 — The Marriage and the Money

Barcelona, 1958. A married woman wants to leave her unhappy marriage, but her husband controls the money.

• Student A — The Wife: You want independence and a job, but you are worried about money.
• Student B — The Husband: You want the marriage to continue because you fear social criticism and financial problems.
• Student C — The Friend: You want to help, but your own family needs your financial support.

Your task: Make a practical plan for the woman. Think about work, money, housing and support.

Discuss:

• Can you be independent without money?
• Why might someone stay in an unhappy marriage?
• What could help the woman leave safely?

Scenario 3 — The School That Might Close

Catalonia, 1967. A teacher helps children learn about Catalan language and traditions. The authorities tell the school to stop these activities.

• Student A — The Teacher: You want to protect Catalan and continue teaching it.
• Student B — The Director: You want to protect the school and avoid problems with the authorities.
• Student C — The Parent: You want your children to learn about their culture, but you fear the consequences.

Your task: Decide what the school should do. Which activities should continue, change or stop?

Discuss:

• Is preserving a language worth taking risks?
• Is compromise sometimes the best solution?
• Who should decide what risks children face?

4. Role-Play: Living as a Member of a Sexual Minority Under Franco

Work in groups of three. Discuss the situation and decide what each person should do.

Scenario 1 — The Friend Who Wants to Leave

Barcelona, 1964. A young adult fears persecution because of their sexual identity and is thinking about leaving Spain.

• Student A — The Young Adult: You want freedom, but you have little money and do not want to leave your family.
• Student B — The Friend: You think leaving could be safer, but you understand the difficulties.
• Student C — The Family Member: You care about the young adult but fear social criticism and attention from the authorities.

Your task: Decide whether the young adult should leave Spain, stay or find another solution.

Discuss:

• Is leaving your country an act of courage or a sacrifice?
• How can friends and family help?
• What is more important: freedom or staying close to family?

Scenario 2 — The Employee Who Cannot Be Open

Barcelona, 1969. An employee may lose their job because of their sexual identity. The manager gives an unclear reason for the decision.

• Student A — The Employee: You believe the decision is unfair, but you need your job.
• Student B — The Manager: You say the decision is about business, and you want to avoid problems for the company.
• Student C — The Colleague: You want to help, but you cannot afford to lose your own job.

Your task: Decide what should happen next and how to protect the employee.

Discuss:

• When does protecting yourself mean allowing unfair treatment?
• Can discrimination be hidden behind business decisions?
• How could the colleague help without risking everything?

Scenario 3 — The Private Gathering

Barcelona, 1973. A group of friends from a sexual minority meets in private. One person wants to invite more people, but another is afraid the group will be discovered.

• Student A — The Organiser: You want to create a larger community.
• Student B — The Cautious Friend: You think the group should stay small to protect everyone.
• Student C — The New Member: You want to meet people who understand you, but you need to feel safe.

Your task: Decide how the group should continue and how to protect its members.

Discuss:

• Can a community grow and still keep people safe?
• Is privacy a weakness or a strength?
• How can people balance friendship and safety?

5. Fill in the Blanks: Life Under Franco

Complete the sentences. Use each word once.

Word bank: shortage · autonomy · censorship · exile · protest · rationing · identity · poverty · surveillance · imprisonment · inequality · persecution

1. The government controlled newspapers, films and books through strict __________.
2. During the post-war years, food __________ forced families to manage limited supplies carefully.
3. Many families experienced __________ because they could not afford basic necessities.
4. Citizens feared government __________ and worried that their conversations were being monitored.
5. Franco's regime tried to suppress Catalan cultural __________ and traditions.
6. Political opponents could face __________ after being arrested by the authorities.
7. Economic __________ meant that some people had far fewer opportunities and resources than others.
8. Catalonia lost much of its political __________ under Franco.
9. Workers who disagreed with the government risked punishment if they organised a public __________.
10. Many political opponents were forced into __________ and had to leave Spain.
11. A __________ of basic goods made everyday life harder for many Spanish families.
12. People who opposed Franco's regime faced political __________, including harassment and punishment.

 

6. The Spanish Movies Challenge: The Top 10 Most Impactful Films in Spain and Catalonia

Rank the films from 1 to 10. Explain your choices and try to convince another group.

Your group must decide which films have had the greatest impact on Spanish and Catalan society, culture, cinema and public debate.

1. Tesis (1996) — Alejandro Amenábar
2. La escopeta nacional (1978) — Luis García Berlanga
3. Todo sobre mi madre (1999) — Pedro Almodóvar
4. Mar adentro (2004) — Alejandro Amenábar
5. Pa negre (2010) — Agustí Villaronga
6. Vicky Cristina Barcelona (2008) — Woody Allen
7. Ocho apellidos vascos (2014) — Emilio Martínez-Lázaro
8. Estiu 1993 (2017) and Alcarràs (2022) — Carla Simón
9. Torrente — Santiago Segura
10. As bestas (2022) — Rodrigo Sorogoyen

Discuss:

• Which film has had the greatest social impact?
• Which film best represents Spain or Catalonia?
• Which film raises the most important questions?
• Which important film is missing from the list?
• Which film would you recommend to a foreign audience? Why?

Final challenge: Present your top three films. Convince another group to change its ranking.