Lesson 17 Border Sports: Bullfighting

Objective: Students will understand the cultural significance and meaning of the bullfight. In addition, students will research internet sources on the ethical aspects of bullfighting, and exercise their rhetorical and argumentative skills in an in-class debate on the subject.

NCSS Standards Met By This Lesson: I, III, IV, V and X. 

Introduction: The world of sports, especially collegiate and professional sports, is a major part of North American culture. Likewise, sport is an important part of Border, Mexican, and Latin American culture. We study sports not only for the fun of it, but as a way to better understand the people and the cultures who enjoy sports.

There are other options for "Border Sports" other than bullfighting. Mexican fútbol (soccer), baseball, and even Mexican wrestling are important sports worthy of study. However, bullfighting is so uniquely part of Mexican culture and also raises heated debate from both pro- and anti-bullfighting factions that it seems the richest choice for a lesson on border sports. Bullfights are regularly held in the border cities of Ciudad Juárez and Tijuana, and within the past few years the bloodless, Portuguese-style of bullfighting has become popular in California.

Before getting into the controversy of bullfighting, this lesson asks that the teacher and all students involved will first do their best to give a fair, impartial consideration of the meaning and significance of the bullfight. That is, before we divide into partisan factions, we must first approach the subject as anthropologists or sociologists, objectively trying to understand the phenomenon.

Materials/Preparation: The teacher will want to prepare by printing out some articles on bullfighting from the internet and other sources. This lesson works best if students have access to the internet in the classroom so that they can do their own research on the subject. The teacher may want to reserve time in the school's computer lab to allow more students access to internet materials on this subject.

There are literally hundreds of articles about bullfighting on the web. There are histories, analyses, both pro- and anti- partisan materials, photos, etc. Here is just a sample of what is available:

"Corrida de toros" (in English):
http://www.red2000.com/spain/toros/index.html

"The Spanish Fiesta Brava: Historical Perspective and Definition"
http://coloquio.com/toros/bullhist.html

"Alt.Culture.Bullfight"--Questions & Answers about all aspects of the bullfight.
http://coloquio.com/toros/timfaq.html

Mundo Taurino--Bullfighting Reference Materials: a one-stop encyclopedia on everything toro. Even includes "anti-bullfighting info."
http://mundo-taurino.org/backgrnd.html

And, for good measure, one print resource:

Garcia, José Z. "Bullfighting." Cultural Encyclopedia of Mexico. pp. 165-168.

A concise history of bullfighting in both Spain and Mexico that also includes a fascinating analysis of the significance of the bullfight, focusing on the aspect of the nobility of the bull, and the bullfight as a kind of Greek tragedy.

There is also Ernest Hemingway's 1932 book, Death in The Afternoon, which describes several bullfights.

Instruction/Practice:

Part 1 -- Background: On the Cultural Significance and Meaning of the Bullfight

Explain that today's lesson will include three parts: sociological study, research for debate, and debate. In part 1, students must withhold judgment and do their best to try to understand the meaning of the bullfight on its own terms.

Part 1 can be done several ways: teacher lecture, group study of essays, or individual silent reading of essays followed by discussion.

No matter what sources for this lesson are used, the class should come up with a list of features about the bullfight which are culturally significant. This list might include:

1)  Long history of the bullfight, as a kind of sacrificial ritual
2)  Emphasis on bravery and nobility, both on the part of the matador and of the bull
3)  A meditation on death: not only of the bull's, but the possibility of the death of the matador
4)  The artistry of the bullfight, the expectation that the matador will conduct his fight both honorably and artistically
5)  The role of the audience, as both spectator and participant: at times rooting for the bull, at times for the matador
6)  The emotional phenomenon of the bullfight--crowds that cry for the bull, crowds that praise the nobility of the bull, crowds that boo a poor kill and any move that causes unnecessary pain to the bull
7)  The customs of the fight -- the crowd throwing roses, awarding fine wine to the matador
8)  Bullfighting is an important aspect of identity, creating a sense of national community
9)  The bullfight ring is one of the few places where all social classes of Mexico or Spain meet, and many matadors are from poor areas who have "rags to riches" stories**
10)  Intelligence and skill versus brute force**
11)  Subtle authority over physical authority**
12)  Tragic metaphor: bull's nobility leads to its death--not unlike Greek conception of tragedy**
13)  Interplay of masculine (bull) and feminine (matador) qualities**

** These concepts have been paraphrased from Dr. José Z. Garcia's essay on "Bullfighting" from the Cultural Encyclopedia of Mexico cited above

Having listed some of these meanings, have the class discuss why bullfighting continues to have a strong and growing appeal in both Spain and Mexico (and even California). Have we as North Americans taken a simplistic view of this cultural phenomenon? Certainly, one thing everyone must agree on: there is a lot more going on here than a bunch of people going out for a thrill, just to see an animal get killed. Far from it. If we are to think as anthropologists and sociologists, we must make our best attempt to understand the phenomenon in its totality.

One small footnote that may be of interest: there are women matadors in both Spain & Mexico. Although during some years in the history of bullfighting there have been bans on the participation of women as matadors, there have been women in the bullring since as early as 1779. Therefore, this is not a male-only sport: a fact which cannot be stated of many popular U.S. sports.

To close Part 1, have every student write a short summary of what they have learned about the significance of bullfighting.

Part 2 -- Research in Preparation for a Debate on the Ethics of Bullfighting

It seems that people either love or hate bullfighting. Some people hate it because they find it boring: they don't understand what they are watching (many people have the same complaint about baseball). For others, it doesn't qualify as a sport (though again, the same is said of other sports such as golf or auto racing--and again, even of baseball, by the unwashed.)

Have the class divide into groups: pro or con. Some people will feel they are in the middle. For these students, they may have two choices: 1) serve as research assistant for one side or the other; 2) serve as judges to determine the outcome of the debate. Give students 20-30 minutes to prepare their arguments (reasons and support) and counter-arguments for a debate on bullfighting. Resolved: Bullfighting is neither a sport, nor is it ethical. (Or only one of these issues.) Pro or con.

As stated earlier, there is no shortage of material on this subject on the internet. Depending upon time limitations, teachers may want to download materials for the students and move directly into groups.

Part 3 -- Debate

There are many ways to structure a debate. The format used here includes opening and closing statements, time for arguments from both sides, and a short rebuttal on both sides.

The judge (teacher) or judges (teacher and undecided students) should follow a rubric of four or so criteria by which each faction's case will be assessed. For example:

1) Effectiveness and persuasiveness of opening & closing statements
2) Clarity of arguments
3) Validity of evidence
4) Effectiveness of rebuttals

If time allows, the teacher may moderate a discussion of the debate, with input from observers on what worked and what didn't for both factions' presentations.

Closure: Have each student write a short essay (no more than 4 paragraphs or so) arguing one way or another regarding the ethics of the bullfight. A second option: students may also write an essay explaining the significance of the bullfight.

Extensions: Bullfights are held in the border cities from spring to early September. If possible, some students might want to view a bullfight for themselves and report on what they observed. As always, students are encouraged to take up more serious research on this subject for the Border Project.

Students interested in research Mexican baseball and Mexican fútbol (soccer) will find plenty of resources on the Internet. 

Updated October 2004.