Neighbors
By Said-Hamzat Nunuev (Chechnya)
This is a true story
During the war in Chechnya the hero of the story, Saipudin, hides with his wife, son and daugher in the
basement of his apartment block, alongside other residents. Among them was a bony, bespectacled teacher,
Svetlana Victorovna. Although for the past 10 years Saipudin had disliked her, he changes his mind when, in
a moment of danger, she comes to the rescue of his family. In turn, Saipudin repays the debt of gratitude
when his help is needed. After that, the neighbours become good friends.
Methodology
Key concepts:
(+) Mutual support, loyalty, respect, friendship, neighbourliness
(-) Intolerance, repulsion, stereotyping, lack of caring
Teaching objectives:
1. To teach the children to treat others (neighbours, community) with respect
2. To deepen understanding of mutual support, selflessness in dealing with friends and loved ones
3. To touch on issues of international friendship, mutual understanding and tolerance in a multinational
environment
4. To make a positive moral assessment of qualities such as trustworthiness, loyalty, tolerance,
kindness, reliability, mutual support, generosity
Age group:
10-18 years and older (students, teachers, parents)
Special recommendations:
Among other things, this story touches on burning questions of international friendship and co-operation. It
is no secret that the relations between ethnic groups living in a multicultural society can be strained, both
due to historical precedents and to differences in traditions, outlook, religion etc. This story can be used in
addressing these issues, in particular in introducing the children to the culture of other ethnic communities
living in their region. The story can be used as a starter for work on rooting out stereotyping and prejudices.
Work on the story can be timed to coincide with cultural or religious festivals and be integrated into a wider
set of activities devoted to inter-ethnic relations.
The events described in the story could prompt the children to recall their own wartime experiences. Be
prepared for complex emotions.
Here psychologists advise to pause while reading out the story, to ask more frequently whether everything is
clear, whether the children have any questions or responses.
Brief summary
Characters:
Saipudin, Saipudin's family (his wife Malika, son Ali, daughter Ima), Svetlana Victorovna
Location:
Grozny, Chechnya
Unfamiliar terms:
1. Stray bullet – a shot fired at random or that hits someone by accident
2. Provocation – aggressive actions aimed at causing conflict, trying to goad someone into an act that
could have serious repercussions
3. Nightshirt – A shirt worn at home
Introduction
Exercise:
Games; “Nobody knows” (№ 7) or “Associations” (№8) in section “Introductions. Trust. Becoming close”.
Couldn’t find
Discussion: Neighbors –
1. Who are your neighbors? Who are their members? What are your attitudes and feelings toward
them?
2. What do you know about your neighbors?
3. We would suggest having an informal, brief discussion that would help the children realise that the
concept of “neighbor” is rather vague. It could include not only the residents of a particular block of
flats or a street, but “neighbors” in a school, in a club etc.
4. Do your neighbours respect your family's traditions? How do you feel about their traditions? How
are you involved in each other's lives?
5. At this point try to engage and focus attention on an "unusual" story, for example, if one of the
children spends time with a family of a different ethnicity, difficult neighbors –
a) How do they co-operate,
b) How do they celebrate memorable dates and festivals etc.,
c) What could they learn by spending time with them,
d) How do they feel about the differences in practices, traditions?
e) How do you deal with difficult or isolated neighbors?
Article 3 of the Universal Declaration of Human Rights (United Nations) states
Everyone has the right to life, liberty and security of person.
1. How did Saipudin & Svetlana work to make sure that they were each safe, protected and cared for?
Article 1 of the Universal Declaration of Human Rights (United Nations) All human beings are born free
and equal in dignity and rights. They are endowed with reason and conscience and should act towards one
another in a spirit of brotherhood.
1. In the beginning of the story, Saipudin decided that Svetlana didn’t like him or other Chechens.
How did this decision go against the idea of treating a person or persons with respect?
2. How did Svetlana’s kindness change Saipudin’s behavior?
Reading the story
The story is broken up into five short segments. You could use these breaks to pause the reading and to ask
the following questions:
Part 1 (after the words “maybe she doesn't feel at home”)
1. Why did Saipudin dislike Svetlana?
2. Why did he think she wasn't being a good neighbour?
3. Why do think that Svetlana did not reach out to Saipudin’s family?
4. As neighbours, should we act in accordance with the traditions of the people we live alongside, or is
it enough to just respect them?
5. Do you agree with Saipudin that Svetlana Victorovna is odd? Why?
Part 2 (after the words: “or give it here, I will carry it myself”).
- How do people's behaviour and attitudes change during the war?
- Why didn't Saipudin believe the people who told him that he and his son were in danger?
At this point you could lead discussion to the fact that a war knows no ethnicity – everyone suffers. In a
difficult moment (especially in the middle of an armed conflict) people must come to each other's aid, just as
Svetlana did. You can also recall Saipudin's words about Svetlana and discuss why he was wrong when he
said “She doesn't like us”.
Part 3 (after the words; "Let's go, guys."):
- Why did the teacher tell a lie?
- Can a lie be justified if it is told to save someone?
- What happened to men and teenage boys who were rounded up by the Russian special forces?
Part 4 (after the words "the masked criminals were already gone" ):
- Why did the burglar in Svetlana's flat shoot at Saipudin when the attempted burglary had already fallen
through? How do you feel about this?
- Do you think Saipudin would have come to Svetlana's aid had she not helped his family during the
cleanup operations? Why?
Part 5 ( after the words “If only people did not constrain themselves”):
- What changed in their relationship? Why?
- Why do you think Saipudin and Svetlana now like spending time together?
- Do you believe that only misfortune can bring people (neighbors) together?
Reinforcing learning
Discussion:
1. Do the heroes’ ethnic difference matter in this story?
2. During the special forces' raid Svetlana said: “I have lived among these people all my life. I am ready
to die with them. If you shoot, you will kill me first. Shoot the teacher who spent twenty eight year
teaching children kindness and common sense !'” Why do you think she defend Saipudin's family so
selflessly?
3. How do respect and friendship differ from “living in peace”?
4. Are respect and friendship important to you? Can you explain why or give examples?
5. Have you ever experienced racial intolerance? Would you like to tell about it?
Exercise:
1. Exercise No 1 in “Art Therapy” section: Draw the most memorable scene in the story.
2. Discus Exercise “John's Smile” (№ 1 in “Emotions and tension” section).
3. Game: Have the children divide into pairs and have them find as many things they have in common
with each other. This can be done several times with different pairs.
Teaching:
We suggest that the lesson is closed with a quotation from the author: “There is never too little room. There
is plenty of room. If only people would stay openhearted.” and ask the children to think about these words.
For the teacher
About the author:
Sayeed-Hamzat Nunuev(1952) — writer, dramatist, publisher. A graduate of the History Faculty of the
Chechen-Ingush State University, the Economics Faculty of the Gorsk Institute of Agriculture, with a
Masters Degree in History. A member of the Writers Union of the Russian Federation. Elected the National
Deputy for the Chechen and Russian parliaments, was a member of the Supreme Council of the USSR, a
Chairman o f the International Affairs Subcommittee. Has managed the Chechen Centre for World Culture
and Nonviolence, Association of Chechen cultural and civil organisations of Russia (Moscow). Author and
editor of 17 published books. Two of his plays, “Neighbours” and “God Alone” have been staged by the
Chechen-Ingush Khanapshi Nuradilov State Theatre. Author of the following books: “Ma'lkha Tiekh
khyo'khnash” (“Sunspots”) - 1983, “Daimekh-kan mukhamash” (The Melodies of Homeland) - 1986,
“Gezgamasha” (The Web” - 1988, “Yilbazan Oomar” (The Devil's Age”) -1991, “Nakha and the sacred
history” - 1998, “Spirit and gold” - 2004.
Background facts
Accoring to the State Statistics committee of the Chechen Republic, as at 16 September 2008, the polulation
of the Chechen Republic totalled 1,210,000 people. Out of these 230,100 live in the Republic's capital city
Grozny, while the second most populated city is Urus-Martan, with a population of 51,200. In terms of
ethnic mix, According to the All-Russian Population Census of 2008, the Chechen Republic's population
comprises 95 ethnic groups, including Slovaks, Abazins, Udmurts, Finns, Estonians, Koreans, Iranians and
many other nationalities.
The absolute majority are ethnic Chechens (95.5%), but there are also Russian, Kumyk, Avar, Nogay and
Ingush inhabitants. Prior to the Chechen's deportation during World War II and their subsequent return,
ethnic Russians and Russian-speaking Terek Cossacks made up the absolute majority in the northern parts
of Chechnya. The pre-war ethnic Russian and Russian speaking inhabitants were forced to leave Chechnya
during Dzhokhar Dudayev's rule in 1991-1994, and a significant number of them died during the military
conflict of 1994-1996. Ramzan Kadyrov said that rebuilding a multi-ethnic society in Chechnya was a
priority task for the Republic's new government.
From Little Star's experience.
Psychologists' comments:
1.
“While working with the group you should talk about the fact that neighbours are not only the
people living next door, but also neighbouring republics and countries. Emphasize how important it
is to live in peace with one's neighbours.”
Potential problems/ flags:
“Without a doubt, the story provoked an emotional response, as many of the children have lived through
similar situations during the war. I simply give group members a chance to unburden, to share their
experiences and feelings.”
“Discussion is likely to prompt questions about ethnic separatist groups.”