LA BOLA NEGRA AND LIFE UNDER FRANCO
La Bola Negra, directed by Javier Calvo and Javier Ambrossi, connects the stories of three men from different generations of Spanish history. Inspired by Federico García Lorca's unfinished work of the same name, the film explores desire, pain, love, memory and inheritance. It also shows how the political and social conditions of one generation can affect those that follow.
The film provides an opportunity to understand life under Francisco Franco, whose dictatorship lasted from 1939 to 1975. Spain had no free democratic elections, independent political parties or trade unions, and dissent could lead to imprisonment or worse. Surveillance and informers created an atmosphere of fear, while many Spaniards went into exile to escape political persecution.
Everyday life was difficult in the post-war years. Rationing and food shortages affected families, while poverty limited opportunities. The government imposed conservative Catholic values and traditional gender roles. Women faced legal and social restrictions that made financial independence and professional advancement difficult.
In Catalonia, the regime abolished political autonomy and restricted the public use of Catalan. Nevertheless, families, teachers, writers and musicians helped preserve the language and cultural identity. Some organised clandestine activities, while others resisted through education, music and everyday acts of defiance.
These restrictions also affected employment and business. Political loyalty could influence careers, professional organisations were controlled, and purges removed people considered politically unreliable. For businesses, shortages and economic hardship complicated production, transport and distribution.
Franco’s death in 1975 began Spain’s transition to democracy. Today, Catalonia has its own institutions, Catalan is widely used in public life, and workers can organise independently. However, debates about historical memory, discrimination and the consequences of dictatorship remain relevant.
The film La Bola Negra received a remarkably strong response from audiences and critics. At its world premiere in the 2026 Cannes Film Festival, it received a standing ovation lasting around 20 minutes, placing it among the most enthusiastically received films in the festival's history. Calvo and Ambrossi subsequently won the Best Director award at Cannes. In September 2026, the film was also awarded the Ciudad de Donostia Audience Award at the San Sebastián International Film Festival, receiving a score of 9.40, the highest score achieved by a Spanish film in that category. In Spain, the film had attracted 126,629 spectators and €827,308 in box-office revenue according to the Spanish Film and Audiovisual Arts Institute. These results suggest that, despite dealing with historical repression, homosexuality, memory and trauma, the film has connected strongly with a broad contemporary audience.
2A. VOCABULARY MATCH — PART 1
2B. VOCABULARY MATCH — PART 2
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2C. SYNONYM MATCH
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3. DISCUSSION : Everyday Life After the Civil War
Imagine you are living in Barcelona in 1942.
Discuss:
Which daily necessities might be difficult to obtain?
How could shortages affect families and businesses?
Would you prioritise survival, political resistance or protecting your family? Why?
4: Role Play — A Difficult Workplace Decision
Context: Barcelona, 1965. A company manager is pressured to dismiss an employee suspected of opposing the regime.
Student A — Manager: You want to protect the company and its workers.
Student B — Employee: You believe the dismissal is unjust.
Student C — Government Representative: You insist that political loyalty matters.
Student D — Colleague: You want to help but fear the consequences.
Discuss the decision and agree on what happens next.
5: Catalan Identity — What Would You Protect?
In pairs, choose the three most important things to preserve under a dictatorship:
Speaking Catalan publicly
Teaching Catalan to children
Keeping family traditions alive
Publishing books in Catalan
Playing Catalan music
Maintaining local cultural associations
Protecting historical buildings
Recording family stories
Explain your choices. Which would be hardest to preserve, and why?
6: Women Under Franco — Independence and Opportunity
Context: Barcelona, 1955. A woman wants a career and financial independence, but her family expects her to follow traditional roles.
Choose a strategy and explain why:
Accept the traditional role for financial security
Find paid work and gradually gain independence
Challenge restrictions openly
Save money before leaving an unhappy marriage
Join a group campaigning for women’s rights
Propose another strategy
Discuss: How does financial dependence limit freedom? What risks might she face?
7: Case Study — An Unfair Promotion
Context: A company promotes employees based on political loyalty rather than ability. A skilled colleague is repeatedly overlooked.
In pairs, decide what you would do. Consider:
Whether to challenge the decision
How to support the colleague
The risks of speaking out
Whether professional success is worth compromising your principles
Agree on a practical response.
8: Living as a Member of a Sexual Minority Under Franco
Context: Barcelona, 1964. A person fears persecution, family rejection and discrimination at work.
Role play:
Student A: You want advice about living safely without denying who you are.
Student B: You are a trusted friend who wants to help.
Student C: You are a family member who struggles to understand the situation.
Discuss trust, concealment, personal freedom and safety. What support could make a difference?
9: What Would You Do?
Choose one situation and explain your response.
A. A colleague is dismissed because of their political beliefs.
B. A manager tells you not to speak Catalan with colleagues.
C. A supplier receives preferential treatment because of political connections.
D. A neighbour is being watched by the authorities.
Would you act openly, quietly help, stay out of it or choose another approach? Explain the possible consequences.
10: Rank the Restrictions
Rank these restrictions from most damaging to least damaging:
No free elections
Restrictions on Catalan language and culture
Censorship of books and music
Restrictions on women’s independence
Control of trade unions
Political persecution
Surveillance of ordinary people
Compare your rankings. Which restriction would have the greatest impact on working life today?
11: Resistance Without Violence
Small groups: design a peaceful resistance strategy for a community whose language and cultural traditions are being restricted.
Choose three actions and explain:
How they would work
How they could avoid unnecessary risks
What impact they might have
Whether they could remain effective over time
12: Modern Spain — What Has Changed?
Discuss which freedoms people in Catalonia can enjoy today that were restricted under Franco.
Consider:
Voting in free elections
Speaking and studying Catalan publicly
Forming independent trade unions
Publishing criticism of the government
Choosing a career and lifestyle more freely
Campaigning for women’s and minority rights
Participating in cultural and political organisations
Which change do you appreciate most? Which restriction was most unjust? Explain your answers.
13: Fill in the Blanks
Word bank: clandestine · autonomy · persecution · shortage · repression · exile · rationing · dissent · resistance · censorship · purge · surveillance
The government used __________ to monitor people suspected of opposing the regime.
Food __________ forced families to manage limited supplies carefully.
Some writers faced __________ when their work criticised the authorities.
Political __________ led many people to leave Spain.
The authorities treated public __________ as a threat.
A serious fuel __________ delayed deliveries across the region.
Some groups organised __________ meetings to avoid detection.
Catalonia lost its political __________ under Franco.
The regime used __________ to silence its opponents.
Cultural __________ limited what could be published or performed.
Quiet __________ helped people protect their language and traditions.
A political __________ removed employees considered disloyal.
14. REAL ESTATE, HISTORY AND PROFESSIONAL ETHICS
Exercise 17: Negotiation — The Confiscated Property
Context: Barcelona, 1940. A Republican family has lost its property after the war. A government official wants the property transferred to a regime supporter.
Student A — Real Estate Consultant: You must assess the property and advise your agency.
Student B — Prospective Buyer: You want to purchase it at a low price.
Student C — Government Official: You insist the transfer is legitimate.
Student D — Representative of the Original Owners: You want the family’s rights recognised.
Negotiate the next steps. What evidence is needed? Is a legal order necessarily fair? What risks might each person face?
15: Professional Ethics — A Building’s Hidden History
Context: A building was once used by Francoist authorities to interrogate prisoners. Its current owner does not want this history mentioned to potential buyers.
In small groups, prepare a recommendation for your agency’s management.
Address:
The owner’s interests
The importance of historical truth
Potential buyers’ expectations
Preservation, redevelopment or a memorial
The professional risks of concealing relevant information
Give a short briefing to the board.
16: Client Meeting — Discrimination in Housing
Context: Barcelona, 1960s. A landlord refuses to rent to an unmarried woman living independently because he considers her lifestyle unacceptable.
Student A — Estate Agent: You want to keep the client but must manage the dispute.
Student B — Landlord: You insist that your personal values should determine who rents the property.
Student C — Prospective Tenant: You want fair treatment and somewhere to live.
Hold a client meeting and try to reach a resolution. Discuss prejudice, professional responsibility and the limits of client loyalty.
17: Debate — Who Owns the Past?
Context: A developer wants to demolish a building associated with Catalan cultural resistance. Local residents want it preserved.
Team A — Developer: Argue for redevelopment, investment and new jobs.
Team B — Preservation Committee: Argue for historical memory and cultural protection.
Each team must present two strong arguments and propose one compromise. The class votes on the most convincing solution.
18.Role Play — The Film That Must Not Be Seen
Context: Barcelona, 1962. A film-maker wants to criticise the regime without having the film banned or being arrested.
Student A — Film Producer: You want the film released.
Student B — Government Censor: You want to remove politically sensitive material.
Student C — Screenwriter: You want to preserve the film’s message.
Student D — Cinema Owner: You fear financial losses and punishment.
Negotiate a solution. Could symbolism, coded dialogue or an ambiguous ending communicate the message? Would you change the film, release it secretly or abandon the project?
19. Documentary Challenge — Telling a Hidden Story
You are making a documentary about a family affected by Franco’s dictatorship. Some relatives want to speak publicly; others fear the consequences or prefer silence.
In groups, decide:
Whose stories should be included?
How will you protect vulnerable participants?
How will you verify memories and evidence?
How can you avoid turning personal suffering into entertainment?
Present your documentary concept in one minute.
20: The Filmmaker’s Dilemma
You want to make a film about censorship, political repression and Catalan identity under Franco. The authorities may ban it.
Choose your approach:
Tell the story directly and risk censorship.
Use historical parallels and symbolism.
Focus on a family’s private life to suggest the wider situation.
Distribute the work discreetly.
Abandon the project to protect the people involved.
Defend your choice. Is it more important to communicate the truth, protect people or ensure the work reaches an audience?
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