La Bola Negra Thursday Oct 15
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.
1A. VOCABULARY MATCH — PART 1
Match each word with its correct meaning.
| Word | Meaning |
|---|---|
| 1. dissent | A. people who secretly provide information about others to authorities |
| 2. surveillance | B. the ability of a region or organisation to govern itself |
| 3. informers | C. opposition to an established political or social position |
| 4. exile | D. the practice of secretly watching or monitoring people |
| 5. rationing | E. something passed from one generation to another |
| 6. imposed | F. being forced to live outside one's country |
| 7. inheritance | G. a system in which people are limited in the amount of scarce goods they can obtain |
| 8. autonomy | H. forced onto people by an authority |
1B. VOCABULARY MATCH — PART 2
Match each word with its correct meaning.
| Word | Meaning |
|---|---|
| 1. clandestine | A. the lasting influence of something from the past |
| 2. purges | B. enthusiastic public applause, especially after a performance or film |
| 3. preserve | C. the written version of a film's story, including its scenes and dialogue |
| 4. cultural suppression | D. the process of recreating the appearance of a time in history |
| 5. ovation | E. the systematic removal of people considered politically unreliable |
| 6. screenplay | F. to protect something from being lost or destroyed |
| 7. legacy | G. restrictions intended to weaken or eliminate a group's cultural identity |
| 8. period reconstruction | H. existing or operating secretly |
1C. SYNONYM MATCH
Match each word with its correct synonym.
| Word | Synonym |
|---|---|
| 1. autonomy | a. unfair treatment |
| 2. censorship | b. watching |
| 3. shortage | c. keeping safe |
| 4. surveillance | d. opposition |
| 5. preserve | e. lack |
| 6. resistance | f. control of information |
| 7. imposed | g. self-government |
| 8. persecution | h. forced |
Choose the one thing you believe was the worst aspect of life under Franco. Explain why it was worse than the other options. Try to convince the other students to agree with you.
1. Political persecution – Opponents of Franco’s regime were arrested, imprisoned, tortured or executed.
2. Censorship – The government controlled newspapers, books, films and other forms of public expression.
3. Restrictions on Catalan identity – The public use of the Catalan language was restricted, particularly in schools and official institutions, and Catalan cultural and political expression was suppressed.
4. Women’s rights – Women faced legal and social restrictions, including limits on their independence, employment opportunities and control over their own lives.
5. Persecution of sexual minorities – People who did not conform to the regime’s sexual and moral expectations could face discrimination, police harassment and imprisonment.
6. Fear and surveillance – People could be afraid to express their opinions because they might be reported to the authorities or their neighbours.
7. Restrictions on personal freedom – The regime restricted political participation, public protest, independent trade unions and the ability to organise against the government.
8. Economic hardship and inequality – Many families experienced poverty, poor working conditions and limited opportunities, particularly during the difficult post-war years.
3. ROLE-PLAY CHALLENGE — WOMEN UNDER FRANCO
Instructions: Work in groups of three. Each student receives a different role. Stay in character, ask questions, challenge one another's arguments and negotiate a realistic outcome.
There are three different scenarios. Rotate roles so everyone has an opportunity to play A, B and C.
Scenario 1 — The Promotion That Never Came
Barcelona, 1962. A highly capable woman has worked in a company for years, but a less experienced male colleague has been selected for a management position. The company claims that leadership is more suitable for men. She must decide whether to challenge the decision.
Student A — The Employee: You are qualified and frustrated. You want the promotion, financial independence and recognition for your work. You are considering confronting your manager, but you cannot afford to lose your job.
Student B — The Company Director: You believe the company should follow accepted social conventions. You also know the employee is highly competent and that losing her could damage the business.
Student C — The Trusted Colleague: You support the employee but have a family to support yourself. You want to help her challenge the decision without putting either career at unnecessary risk.
Your challenge: Decide whether the employee should confront the director, negotiate privately, seek outside support or pursue another strategy. Agree on a concrete next step.
Discussion questions:
Is remaining silent a form of weakness or a rational survival strategy?
Should professional ability matter more than social expectations?
What would make the proposed solution realistic?
Scenario 2 — The Marriage and the Money
Barcelona, 1958. A married woman wants to leave an unhappy marriage. Her husband controls the household finances, and she has little money of her own. Her family insists that separation would bring shame and financial insecurity.
Student A — The Wife: You want to leave, find paid employment and build an independent life. You are afraid of poverty and losing contact with people who matter to you.
Student B — The Husband: You believe the marriage should continue. You worry about your reputation and financial situation, but you also know your wife is unhappy. You must explain what you are prepared to change.
Student C — The Sister or Close Friend: You want to protect the wife, but your own family depends on your income. You can offer limited help and must decide how far you are willing to go.
Your challenge: Negotiate a practical plan. Consider employment, accommodation, savings, family support and the risks of leaving immediately.
Discussion questions:
Can someone be truly free without financial independence?
Is it fair to judge someone for staying in an unhappy situation?
What kind of support would make independence possible?
Scenario 3 — The School That Might Close
Catalonia, 1967. A female teacher has been helping children learn about their local language and cultural traditions. A local authority has warned the school to stop activities considered politically or culturally unacceptable. The school director fears closure.
Student A — The Teacher: You believe education is essential for preserving cultural identity. You want to continue teaching but refuse to expose the children to unnecessary danger.
Student B — The School Director: You are responsible for the staff, students and school's survival. You want to protect the institution, even if that means changing some activities.
Student C — A Parent: You want your children to learn about their family history and language. However, you fear that their education or future opportunities could be affected.
Your challenge: Design a plan that balances education, cultural preservation and personal safety. Decide which activities to continue, adapt or postpone.
Discussion questions:
Is preserving culture worth taking personal risks?
Can compromise protect a community without abandoning its principles?
Who should decide which risks children are exposed to?
4. ROLE-PLAY CHALLENGE : LIVING AS A MEMBER OF A SEXUAL MINORITY UNDER FRANCO
Instructions: Work in groups of three. Each student has a different perspective. Discuss personal freedom, family expectations, safety, discrimination and social pressure. You do not have to agree, but you must listen and respond to the other characters.
The scenarios approach the issue from different angles: personal safety, professional discrimination and public visibility.
Scenario 1 — The Friend Who Wants to Leave
Barcelona, 1964. A young adult fears persecution because of their sexual identity. They are considering leaving Spain, but doing so would mean abandoning their family, job and familiar surroundings.
Student A — The Young Adult: You feel trapped and want a future in which you can live more openly. Leaving the country could offer freedom, but you have limited money and no guaranteed employment abroad.
Student B — The Trusted Friend: You want to help your friend stay safe. You think leaving might be the best option, but you understand the emotional and financial costs.
Student C — The Family Member: You care about the young adult but struggle to understand their situation. You fear social judgment and the consequences of attracting official attention. You must decide whether you will offer support.
Your challenge: Decide whether the young adult should leave, remain discreetly in Spain or develop another plan. Agree on specific actions each character can take.
Discussion questions:
Is leaving a country an act of courage, a sacrifice or both?
What responsibilities do friends and family have when someone is at risk?
How should someone weigh personal freedom against family ties?
Scenario 2 — The Employee Who Cannot Be Open
Barcelona, 1969. An employee suspects that a colleague is being dismissed because of their sexual identity. The manager has given an unclear explanation and expects the staff to remain silent.
Student A — The Employee at Risk: You want to keep your job and protect your privacy. You believe the dismissal is discriminatory, but you fear that challenging it could expose you to further problems.
Student B — The Manager: You claim that the dismissal is a business decision. You are worried about the company's reputation and possible pressure from influential people. You must defend your position while responding to difficult questions.
Student C — The Coworker: You believe the employee is being treated unfairly. You want to help, but you cannot risk losing your own job. You are considering gathering evidence or speaking privately to the manager.
Your challenge: Decide what should happen next. Can the employee be protected? Should the coworker intervene? Is there a way to challenge the decision without exposing anyone unnecessarily?
Discussion questions:
When does protecting your own job become complicity in discrimination?
How can an organisation disguise prejudice as a business decision?
What evidence would make the situation harder to ignore?
Scenario 3 — The Private Gathering
Barcelona, 1973. A small group of friends from a sexual minority meets privately to socialise and discuss their lives. One member wants to organise a larger gathering, while another believes that greater visibility could expose everyone to danger.
Student A — The Organiser: You believe people need a community where they can be themselves. You want to invite more people and create a regular gathering.
Student B — The Cautious Friend: You value the group but believe privacy is essential. You fear that one careless decision could put everyone at risk.
Student C — The New Member: You have felt isolated for years and want to meet people who understand you. You support the idea of a larger community, but you also need to feel safe.
Your challenge: Agree on a plan for the group. Decide who can attend, how trust will be established and whether the group should remain small or become more visible.
Discussion questions:
Can a community grow without compromising its members' safety?
Is privacy always a form of concealment, or can it also be a source of strength?
How do people balance the need to belong with the need to feel secure?
5. PROFESSIONAL ROLE-PLAY — 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.
Task: Negotiate the next steps. What evidence is needed? Is a legal order necessarily fair? What risks might each person face?
Extension: If the group reaches an agreement, explain what would happen if new evidence showed that the property had been taken unjustly.
6. 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
Final challenge: Present your recommendation to the class in one minute. Another group must challenge your decision and propose an alternative.
7. FILL IN THE BLANKS: Life Under Franco
Instructions: Complete each sentence using a word from the word bank. Use each word only 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 attempted 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. Women had limited personal __________ and often depended on their husbands to make important legal and financial decisions.
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 to escape the regime.
11. During difficult post-war years, 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 by the authorities.
8. THE SPANISH-MOVIES CHALLENGE — THE TOP 10 MOST IMPACTFUL FILMS IN SPAIN AND CATALONIA
Instructions: Your group has been asked to create a list of the ten most impactful Spanish films, considering their influence on society, culture, cinema and public debate in Spain and Catalonia.
The ten films below are your candidates. Your task is to decide which deserve the highest positions and defend your choices.
El espíritu de la colmena (1973) — Víctor Erice
La escopeta nacional (1978) — Luis García Berlanga
Todo sobre mi madre (1999) — Pedro Almodóvar
Mar adentro (2004) — Alejandro Amenábar
Pa negre (2010) — Agustí Villaronga
Vicky Cristina Barcelona (2008) — Woody Allen
Ocho apellidos vascos (2014) — Emilio Martínez-Lázaro
Estiu 1993 (2017) — Carla Simón
Alcarràs (2022) — Carla Simón
As bestas (2022) — Rodrigo Sorogoyen
9. THE FILMMAKER’S DILEMMA
Use this activity only if time allows.
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.
Task: Defend your choice. Is it more important to communicate the truth, protect people or ensure the work reaches an audience?
10. 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?
Final task: Present your documentary concept in one minute. Explain what makes the story important and how you would balance historical truth with the participants' safety.
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