CINCO DE MAYO

22 minutes

Produced by: Educational Video Network

Overview:

This film is aimed at the North American secondary school audience. It effectively explains the historical context of the two most celebrated days in the modern Mexican calendar: 16^th of September (Independence Day) and the 5^th of May.

In present-day Mexico, the 16th of September and the 5th of May are both celebrated with fervor and national pride. Not many North Americans know the historical backgrounds of these important Mexican holidays, however. The 16th of September commemorates the day when the parish priest of the small town of Dolores rang the church bells calling the peasants to revolt against Spanish colonial domination. The effort that began with Miguel Hidalgo in 1810 would continue with José Maria Morelos, and finally end with Agustín de Iturbide in 1821. Akin to the 4th of July in the United States, Mexican Independence Day is marked by parades, speeches, musical shows, and a reenactment of the original Grito de Dolores, or the shout that Hidalgo used to motivate the people.

Cinco de Mayo, or the 5th of May, commemorates the battle to defend sovereign Mexico from the imperialistic motivations of Napoleon III's French army. In 1862 French, Spanish, and English warships gathered on the Mexican coast to demand repayment of Mexico's foreign debt. Spain and England were appeased by notes of credit, but France had other ideas. The French army, at that time the most powerful in the world, marched inland from Veracruz towards the capital, Mexico City. Early in the morning of May 5th the French dragoons met a small but determined group of Mexican soldiers in the city of Puebla. Underestimating their love for their homeland and their military skill, the French commander launched an ill-advised attack. By the end of the day the town of Puebla remained Mexican and the French army retreated to regroup. Although this did not mark the end of French military involvement in Mexico, it showed to the world that Mexico was able and willing to defend its borders from foreign assault. Both the 16th of September and the 5th of May are celebrated in Mexico as reminders of the struggle for Mexican independence and the many people who fought and died to maintain Mexican sovereignty.

Pre-viewing activities:

1. Recount the story of the independence of the United States. Why did the Americans want to be independent from the British? How did the struggle begin?

2. How significant is nationalism in wars of independence? Can you think of examples of battles in which a superior invading army was defeated by a smaller force defending the homeland?

Post-viewing activities:

1. What is the difference in significance of Cinco de Mayo and 16 de Septiembre to Mexicans? Outline the differences in historical events and their significance to Mexicans.

2. How does the way that the Mexicans celebrate their day of independence differ from or resemble the way you celebrate on the Fourth of July? What are the central activities of each celebration?

3. What celebrated stories of the US independence movement correspond to the Grito de Dolores?

4. Is there any day that the US celebrates “defending the country” that is similar to Cinco de Mayo?

5. How is the story of Mexican independence passed on from generation to generation? How do Mexican schoolchildren celebrate Independence?

Possible composition topics:

1. The nineteenth century was a very dynamic period in Latin American history. It was during this time that many of Spain’s colonies won their independence. Research how the Mexican independence movement relates to the decay of the Spanish Empire as a whole. What other countries were struggling for independence and who led these struggles? Was it figures like Hidalgo, Morelos, or Inturbide? What did each country hope to gain by becoming a sovereign state?

2. Mexico fought hard for many years to gain its independence from Spain. Research the years immediately following the war. Once the war was won, how did the leaders of Mexico construct a new state? What problems would the new government have to deal with? How did they deal with these issues?

How to Borrow this Video:

The videos owned by the UNC-Duke Consortium in Latin American and Caribbean Studies are housed in the Outreach Office of the University of North Carolina at Chapel Hill. They are lent free of charge. For information on films and reservations, please visit http://isa.unc.edu/film/films_main.asp.