DOC
WWW.hotdocslibrary.ca
THE COLA CONQUEST
EDUCATIONAL RESOURCE
This project was made possible with the support of the Department
of Canadian Heritage through the Canadian Culture Online Strategy
WWW.HOTDOCS.CA
THE COLA CONQUEST
Directed by Irene Angelico
Canada | 1998 | 50 min
TEACHER’S GUIDE
This guide has been designed to help teachers and students enrich their experience of
documentary film by providing support in the form of questions and activities. There are
a range of questions that will help teachers frame discussions with their classes, activities
for before, during and after viewing the film, and some web links that provide starting
points for further research or discussion. In separate packages, there will also be support
materials available with information regarding general viewing and teaching principles for
documentary film and the fundamental aspects of making documentary films.
The Film
Shot in the U. S., Canada, Russia, England, France, Mexico,
Papua New Guinea, the Sahara desert and China, The Cola
Conquest takes us from Coke’s invention by a morphineaddicted Civil War vet to the brink of the 21st century.
Along the way, we explore the delicious paradox at the
heart of Coke: How does a soft drink, more than 99 per
cent sweetened water, come to wield enormous power
and assume such significance in so many people’s lives?
Part I: The Big Sell. Through a century of image-making
with master artists – including the creation of our modern
version of Santa – Coke sheds its patent-medicine image
to become first the drink for young moderns, and finally
the most recognized brand name on earth. Coke’s success
spawns numerous imitators, including Pepsi, which is just
another cola until it targets the “Pepsi Generation.” With
Pepsi’s launch of the Michael Jackson campaign, the cola
wars explode.
Part II: Cola War and Peace. During World War II, CocaCola becomes an essential morale booster for the troops
and a worldwide symbol of the American way of life. As
the Cold War turns frigid, former Pepsi lawyer, Richard
Nixon, gives Pepsi a decade-plus jump on Coke behind the
Iron Curtain. But when the Berlin Wall falls, Coca-Cola is
there passing out “the taste of freedom.” Back at home,
Coca-Cola plays a significant role in the American Civil
Rights movement and offers a Vietnam War-weary nation
the ultimate commercial for world peace.
Part III: Coca-Colonization. Tea spills in China, wine in
France and blood in Guatemala, as Coca-Cola teaches
the world to acquire a taste for “The Real Thing.” But
as Coke – and Pepsi – are busy abroad conquering new
markets, upstart colas are nipping at their heels back
home. From the jungles of Papua New Guinea to the
“Coca-Cola Olympics” in Atlanta, we see the globalization
of American pop culture, and corporate influence on the
souls of nations.
The Filmmaker
Irene Lilienheim Angelico began her career as a director
and editor with the National Film Board of Canada. She
is also the founding chairperson of CIFC-Montreal, the
Canadian Independent Film Caucus. In 1980, Angelico
and her partner Abbey Neidik formed DLI Productions.
Together they produced and directed Dark Lullabies
(Berceuses Sombres) which has been shown in 26
countries around the world and won numerous first prizes
and prestigious awards. In 1998, they released The Cola
Conquest, which Angelico directed, co-produced and
wrote. This documentary is a three-part special that has
garnered an award for Best Documentary Series by an
Independent at the Hot Docs Festival in Toronto, a Silver
Hugo in Chicago, a Gold Apple in San Francisco, a Gemini
nomination for Best Documentary Series and a Gemini
Award for Best Writing in a Documentary or Series.
Educational package compiled by Katie Bremner
[email protected]
Viewing the Film with Students
There are important themes in this film that have broad implications for students and their
futures. Take time to activate your students’ background understanding of these themes
before viewing. This will help them as they come to their own understanding and develop
their critical abilities.
The following three subsections, on this page, are intended to provide you with a range of
pre-viewing, viewing and post-viewing activities. They are followed by a set of questions
based upon the film’s larger thematic domains, some follow-up questions and quotations,
sample curricular outcomes, and a page of web links for further investigation.
Pre-Viewing Activities
Have the students complete the pre-viewing sheet on page
six, titled Viewing Images and Making Predictions. (Note:
QuickTime Player is required to view teasers.)
Show students the teasers for the film (http://www.
dliproductions.ca/thecolaconquest/index.html). Have
students work in small groups to try and identify as many
themes or ideas conveyed by the teasers as possible.
Discuss with students how effective/affective the teasers
are as a media piece.
Set a purpose for viewing. For example, see if the
predictions you made about the images come true. Try to
write down information from the film that either supports
or disproves your predictions. Try to write down a few
impressions about each of the characters as well. Use the
following guiding questions to help you form your answer:
Does this character act in a way that is agreeable? Would
you make the same choice in this situation? What other
options do they have and what are the consequences?
Post-Viewing Activities
Print several of the questions or quotations from page
eight on individual sheets of paper. Have students work in
small groups or with partners to discuss if they agree with
the ideas. Have them share the statement and what they
think or believe about it with the class.
Have students reflect on their impressions of the teasers
and see if the themes they saw in them were expanded
upon in the film.
Set a purpose for viewing by having a discussion about one
or more of the questions or quotations on page eight.
Show the students their quotations from the pre-viewing
activity and see if their minds were changed or opinions
altered or enhanced by the film.
Viewing Activities
Have students take notes on, or jot down connections to,
one of the thematic domains on page seven of this guide.
Tell them to find proof from the film that supports their
connections.
Have students use a graphic organizer to summarize the
film as they watch it.
Stop the film at various points and have students provide
summaries at each point.
Have students jot down five ideas for discussion or
questions that the film raised in their minds.
Have students compare the affective/effective nature of
the teasers with the film as a whole.
Have student complete an exit note (single small sheet
of paper with one phrase or idea written on it) that
demonstrates one thing they have learned, felt or decided
as a result of watching the film.
Discuss with students their initial reactions to the various
characters, and the degree to which they felt their
predictions came true about the characters and images in
the pre-viewing activity.
For further ideas around how to explore this documentary,
use the guiding questions on page seven.
PRE-VIEWING ACTIVITY: EXAMINING IMAGES AND MAKING PREDICTIONS
Below you will find images taken from the film. In the film, characters outside of the main story are used to share
ideas central to the film. Read each question and make an argument using clues from the images as well as your own
experiences to support your answer.
Part I: The Big Sell
Image A.
This image is from a 1971 commercial for Coca-Cola. Why
do you think this image would be effective in selling this
product? Use information from the image, and your own
knowledge, to make your argument.
Image C.
Similar ads to this one are seen in the film. How is it that
this brain tonic turned into the number 1 soft drink?
Image B.
What might be the rationale for having a woman on a
serving tray? How is this a way to sell the product?
Image D.
What does Santa have to say about Coca-Cola? Do you
think that he was put in a red and white suit because
those colours were part of the product’s corporate image?
Does this mean that Santa has sold out to the commercial
enterprise?
PRE-VIEWING ACTIVITY: EXAMINING IMAGES AND MAKING PREDICTIONS
Below you will find images taken from the film. In the film, characters outside of the main story are used to share
ideas central to the film. Read each question and make an argument using clues from the images as well as your own
experiences to support your answer.
Part II: Cola War and Peace
Image A.
The man on the left is Charles Boon. He was the first
black salesman hired by Coca-Cola. What impact did this
have on the franchise?
Image B.
Celebrities were used in ads to heighten the cola wars.
Pepsi used Cindy Crawford, for example. Why do you think
that this was so important?
Image C.
The caption in this photo says, “It’s the real thing. Coke.”
What message are they conveying through this ad?
PRE-VIEWING ACTIVITY: EXAMINING IMAGES AND MAKING PREDICTIONS
Below you will find images taken from the film. In the film, characters outside of the main story are used to share
ideas central to the film. Read each question and make an argument using clues from the images as well as your own
experiences to support your answer.
Part III: Coca-Colonization
Image A
Image B.
In this first image, the two men are doing a demonstration
of tasting Coca-Cola in Papua New Guinea. Here the main
beverage is water. The caption says, “What do you think
of it? Down it.” In the second image we see a local of the
area. What impact do you think this demonstration is
having on him and the people?
In Mexico the consumption of Coca-Cola meets little
resistance. It is part of most rituals today. What role do
you think this plays in the cola colonization?
Image C.
Image D.
“Tea is as important to the Chinese as wine is to the
French.” What do you foresee happening to this tradition
as Coca-Cola expands into China? Will it be a successful
transition for the industry?
This image is of a demonstration in France. What does this
image convey to you about the perception of Coca-Cola in
their culture?
Image D
Image C
Image B
Image A
My prediction
Ideas from my own experience
PRE-VIEWING ACTIVITY: Prediction Chart
Clues from the image
THE BIG QUESTIONS/IDEAS/THEMES
Multiple Perspectives
Community and Culture
What is the subject of this film? Can you determine the
filmmakers’ perspective on this subject? What evidence
can you find in the film to support your view?
Which aspects of a people’s culture does this film focus
on? Why do you think the filmmakers focused on those
aspects?
How does this film help you analyze and interpret points of
view about issues that concern people?
How do the images, themes and message of this film help
you understand the filmmakers’ attitude towards the
subject? What do you think might have been the intended
audience’s attitude towards the documentary subject?
Does the filmmakers’ perspective foster respect for
diversity and an inclusive society? If so, how?
Identity
Whose story is told in this documentary? Whose story is
not told? How does this story and the way it is told help
you understand your own community/life?
How do the people in this film identify with their
community? What are the common bonds among the
people in this film? What challenges do they face in
expressing their identity? (This question pertains mostly to
the third film of the trilogy.)
What film techniques do the filmmakers use to convey the
identity of the people in this film?
Citizenship
What insights does this documentary offer about the ideals
of good citizenship in the community depicted in this film?
How does the film deal with issues of freedom, equality,
human dignity, and individual and collective rights and
responsibilities?
Individuals, Societies and Economic
Decisions
What economic systems are at work in this film? What are
some of the causes and effects of the economic decisions
made by the people in the film’s community?
What is the view of money among the corporations in this
film and what does it tell you about their agendas?
Power and Governance
What system of government control do you see in this
documentary? How is power distributed within this
society/industry? What are the implications of that
distribution on issues affecting the people’s well-being and
freedom?
Global Connections
What global issues are addressed in this film? What is
the filmmakers’ point of view on the opportunities and
challenges of those issues?
Change and Continuity
How does this film help you understand a community’s values
and its attitudes towards an issue at a particular time?
Adapted from NFB Documentary Lens: http://www.nfb.ca
What changes do the people in the film experience? What
causes those changes? What are the consequences for the
people in the documentary?
Extension Activities
Additional Questions for Pre- or PostViewing Activities
In 1911 when the U.S. government sued Coca-Cola, what
impact did this have on the company? What was the
response of the company and their alternative marketing
schemes?
In the 1960s, how did racism become a key concern in the
selling of Coca-Cola? What lengths should companies go to
in order to eliminate such discrimination?
In the 1980s, celebrities started appearing in both Coca-Cola
and Pepsi commercials. Should celebrities endorse products?
What controversy or consequences might there be?
Coca-Cola claims to not get politically involved in other
countries. Where should the boundaries be drawn? How
does one explain the involvement in the 1936 Berlin
Olympics, the 1996 Atlanta Olympics, the fall of the Berlin
Wall and the death of Chairman Mao in 1976?
Which brand do you prefer? Coke, Pepsi or President’s
Choice? What do you make of the blind taste-test results?
Do you feel influenced by the ads you see on a daily basis?
How much media and money should be spent on such ad
campaigns when there are people starving around the world?
Do you agree with those in France who think that CocaCola is invading the French culture? Why is the loss of
culture a major concern?
From Part II:
“Lenin always said we should take the best from the West,
not only the best food and drinks, but the best ideas, the
best conceptions – I don’t think he would be too happy to
see our stores overflowing with Coca-Cola….”
“…Got to persuade Russians that it’s not such a good thing
to be Russian…. You’ve got to become global citizens, you’ve
got to watch MTV, drink Coke, watch Hollywood films
– that’s a bad thing for the Russian soul, a very good thing
for American commerce.” Benjamin Barber
“When Coke changed its formula based on the results of
blind taste tests, Pepsi had this to say, ‘By today’s action
Coke has admitted that it is not the real thing.’”
Mike Jensen
From Part III:
“Since the 4th century the Chinese have been cultivating
tea…. Tea is as important to them as wine is to the French…
but if the Coca-Cola company has its way, all that will soon
change.”
“…The consumer today is interested in going into a store
and buying a… product that is either superior or equal to
the national brands for two to three dollars less…. That is
where the world is today, and that is why Coke and Pepsi
are passé.” Dave Nichol
Quotations from the Film to Explore
From Part I:
“Cola’s destiny is to inherit the earth.”
“There is one God and that God is Coke.”
“Coca-Cola company used to say – Coca-Cola is what you
serve on the front porch and Pepsi is what you serve on the
back porch.”
EXAMPLES OF CURRICULUM EXPECTATIONS
COURSE
OVERALL EXPECTATIONS
Analysis
Media Arts (ASM4O),
Grade 12 Open
• evaluate an interactive work of art, demonstrating an understanding of the
process of critical analysis.
• analyze and evaluate the impact of works of media art on themselves and
on their communities.
• analyze how the function of media art works in society.
Factors Influencing Success in International Markets
• analyze the ways in which cultural factors influence international business methods
and operations.
• assess the ways in which political, economic and geographic factors influence
international business methods and operations.
International Business
Fundamentals (BBB4M),
Grade 12 University/College
Preparation
• identify and describe common mistakes made by businesses in international markets.
Marketing Challenges and Approaches, and Distribution
• assess the challenges facing a business that wants to market a product internationally.
• compare the approaches taken by various companies to market their products
internationally.
• demonstrate an understanding of the logistics of, and challenges associated with,
distribution to local, national and international markets.
Self-Interest and Interdependence
Analyzing Current Economic
Issues (CIA4U), Grade 12
University Preparation
• describe how groups of stakeholders and markets within an economy are
interdependent and may be affected simultaneously by a change.
• assess the ways in which, and the degree to which, people in Canada and other
countries have become interdependent in the global economy.
• analyze examples of conflicts of self-interest that prevent the achievement of
economic goals.
Canadian and World Issues:
A Geographic Analysis
(CGW4U), Grade 12
University Preparation
American History (CHA3U),
Grade 11 University
Preparation
Global Connections
• analyze the influences that increase the interdependence of countries around the world.
• analyze instances of international cooperation and conflict and explain the factors that
contributed to each.
• evaluate the social, economic and environmental impact of the strategies for sustainable
development implemented by a variety of individuals, organizations and institutions.
Citizenship and Heritage
• explain how American social and political identity has changed over time.
• assess the influence of key individuals and groups in shaping American arts and
culture.
• analyze how American culture has developed into a position of world cultural
hegemony.
WEBSITES AND ONLINE RESOURCES
About the Film
The Cola Conquest: The official website for the film
contains biographies of the people involved, trailers, press
information and links to further information.
http://www.dliproductions.ca/thecolaconquest/index.html
About the Filmmaker
DLI Productions: The company’s website contains
additional information on the filmmaker and her
accomplishments.
http://www.dliproductions.ca/ireneangelico.html
Articles and Reviews
This page links to various articles and reviews written on The
Cola Conquest, ranging from Maclean’s to the Toronto Star.
http://www.dliproductions.ca/thecolaconquest/reviews.html
Extension Links
A look into the history of Coca-Cola, which includes timelines.
http://www.thecoca-colacompany.com/heritage/
ourheritage.html
Various Links for Lesson Plan Ideas,
Media Awareness, Critical Literacy and
Documentary Films
Using Documentaries in the Classroom: This teacher
librarian’s personal website contains excellent resources for
teaching with documentary films.
http://www.frankwbaker.com/using_docs_in_the_
classroom.htm
Media Awareness: A Canadian non-profit media education
and Internet-literacy resource library.
http://www.media-awareness.ca
Center for Media Literacy: A U.S. website which provides
several resources for making, understanding and criticizing
media.
http://www.medialit.org
The National Film Board of Canada website: On this site is
an area with teaching resources and short documentary
films that can be used as teaching aides.
http://www.nfb.ca
A look into the history of Pepsico, which examines the
foundations of the company.
http://www.pepsico.com/index.html
Flow: For Love of Water. An excellent documentary that
examines water shortages and how companies such as
Coca-Cola exploit various countries, such as the U.S. and
India, to continue bottling their brands. Irena Salina’s
award-winning documentary investigates what experts label
the most important political and environmental issue of
the 21st century, the world water crisis. Salina builds a case
against the growing privatization of the world’s dwindling
fresh water supply with an unflinching focus on politics,
pollution, human rights and the emergence of a domineering
world water cartel. There’s a trailer on the website.
http://www.flowthefilm.com
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