EUYC in English: THE REAL COST OF COAL

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THE REAL COST OF COAL Croatia 2016 Director: Vibor Juhas (for the Association GREEN ISTRIA) Animation 7 minutes Age recommendation: from 10 years up Key words: fossil fuels, globalization, global injustice, trade Synopsis For the first time in Croatia, the animated film combines the devastating effects of coal exploitation in Colombia with the power plant in Plomin into one story. For many years, this power plant has been largely supplied with Colombian coal, including from the notorious El Cerrejón, one of the largest coal mines in the world. Like a cancer, Cerrejón is devouring the environment and natural resources necessary for the lives of many indigenous and Afro-Colombian communities in the La Guajira region. It robs them of water, land, and livelihoods, and contributes significantly to the horrors of the ongoing humanitarian crisis. On the other side of the world, on the eastern coast of the Istrian peninsula, the smokestack of the Plomin power plant smiles almost sinisterly as it emits greenhouse gases. The thermal power plant slurps water bloodthirstily as it burns coal from La Guajira. The polluted air harms the health of Croatian citizens and causes climate change. While corporations lust for profit and countries thirst for imported fossil fuels, local communities, who have clearly shown they do not want large mines or coal-fired power plants, are the victims of an unjust development model. The price of coal is much higher than the statistics show, but there is a light at the end of the tunnel... Tasks 1. Coal from Columbia for Croatia: The example shown in the film demonstrates the mechanisms of globalization. Richer countries purchase fossil fuels such as coal from Columbia. The coal is burnt in far-away Croatia while Columbia’s environment is harmed. - What effect does the film have on the students? - How do they feel about the shown example? 2. Style of the film: The film has a clear stance on this topic. It is very interesting in what way the animation tells the story. After watching the film the class can talk about the cinematic techniques and methods used in the film (music, sound, bright vs. dark images, sketches of the protagonists etc.). What do the students notice?
3. Roleplay: After watching the film the conflict can be playfully discussed in class. There are four possible roles: - one representative of an indigenous tribe in Columbia - one representative of the company running the coal power plant in Croatia - one consumer in Croatia - one representative of the company operating the coal mine in Columbia Question for discussion: Should coal from Columbia continuously be burnt in the Croatian power plant?
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EUYC in English: THE REAL COST OF COAL

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