WINDOWS AND MIRRORS: SESSION 9: LEADER RESOURCE 1: WINDOW/MIRROR LEAN ON ME FIGURES

Two 20th-century African American activists—Shirley Chisholm and Marian Wright Edelman—popularized the saying that titles this session, inspiring us to regard service as a noble duty. The story at the heart of the session, "Arjuna's Service to His People," illustrates how public service work can be hard, underappreciated, controversial, unpleasant and risky. Yet, we are all called to sustain our community by working at the tasks required to feed, protect and nurture us all.

This session focuses on service in terms of occupations which are difficult to do, yet crucial to a stable society. Police officers, firefighters, military personnel, politicians, public administrators and many others face challenges, even dangers, because they choose to work in service. Participants will learn that whether or not they agree with a particular politician or support a war the U.S. military is fighting, those who do the public service jobs in our society deserve our acknowledgement and gratitude.

In this session, make sure conversation about all service jobs remains respectful. Model your belief in the inherent worth and dignity of all individuals as well as your appreciation for those who do difficult jobs that benefit us all.

Activities 3 and 4 involve the same arts and crafts materials. You may wish to introduce Activity 4, Making Cards for Veterans in Hospitals, as soon as some of the children finish their Window/Mirror Panels (Activity 3).

GOALS

This session will:

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  Expand children's ethical and spiritual development as they examine their own service and the service of others
  
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  Highlight the inherent worth and dignity of the people who perform tasks for the greater good that are often overlooked or devalued in the larger society (first Principle)
  
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  Build participants' respect for the interdependent web of all existence (seventh Principle) as expressed in the complexity of service roles a stable, safe society requires.
  

Participants will:

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  Identify and appreciate the service jobs people do that ensure the health and welfare of the larger society
  
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  Explore difficulties and challenges inherent in public service, including the potential complexity of determining one's duty or responsibility
  
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  Hear a story about Arjuna and reflect on a conflict about military service
  
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  Create cards conveying good wishes and appreciation to recovering military personnel at a veterans' hospital.
  

Find a place where you can be quiet with your thoughts. Make yourself comfortable; light a candle to mark the time as different from your other activities. Close your eyes and breathe deeply and perhaps repeat one word or phrase to separate yourself from the activities of the day.

Think about the ways you provide service to the greater good—that is the Mirror question for this session. Consider the Window question, as well. How do you value and acknowledge others who do service work that benefits us all? You may wish to use these questions for reflection:

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  What do you think of the people who perform the sometimes dangerous, sometimes risky and unpleasant tasks in our world such as military service, law enforcement, funeral directors, sanitation workers, and so on?
  
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  Do you work in a service profession? If yes, what made you choose it? How does it feel to do a job that serves the greater good? In what ways do you, or don't you, feel appreciated?
  
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  When you disagree with the goals of someone in a service profession, such as a military person or a politician, is it easy or difficult for you to appreciate the gift of their time and energy in service to society? If it is difficult for you, why?
  

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  Chalice or LED/battery-operated candle
  
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  Large, round mirror to hold the chalice
  
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  Reflective materials, such as beads or pieces of stained glass
  
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  Newsprint, markers and tape
  
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  Opening Words Basket and opening words (see Session 1, Leader Resource 1 (included in this document) )
  
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  Optional: A copy of the Unitarian Universalist hymnbook, Singing the Living Tradition
  
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  Optional: Bell , chime or other sound instrument
  

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  Set up the chalice on the mirror to enhance its reflection. The chalice may be filled with reflective materials, such as beads or pieces of stained glass, to represent the idea of light, reflection and mirrors.
  
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  Write the words to "Spirit of Life," Hymn 123 in Singing the Living Tradition, or another hymn you prefer, on newsprint, and post somewhere everyone can see it.
  
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  Obtain a basket to hold numerous slips of paper with opening words. Print Session 1, Leader Resource 1, Opening Words for Basket; cut out the short readings and place them in the basket. Of course, feel free to add your own.
  
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  Prepare to lead the group in singing "Spirit of Life," or another song commonly sung in your congregation. Optional: Arrange to have someone else who is musical lead the singing, perhaps with instrumental accompaniment.
  

This ritual welcoming reminds participants of the relational nature of the group experience. Gather the children in a circle around the chalice. Invite them to take a deep breath and release it, and create a deep silence for a moment.

Ask a volunteer to take a reading from the Opening Words Basket and read it aloud. Invite another volunteer to light the chalice. Then, lead a greeting:

Now we will take a moment to greet the people next to us. If you are next to someone who is new to our group, offer a welcome, tell them your first and last name, and learn their name.

Lead the group in singing the hymn you have chosen. Singing a congregational favorite helps children grow in their sense of belonging in congregational life.

If you choose not to sing, use a bell to signal the group to still themselves for another moment of silence.

Ask the child who lit the chalice to extinguish it. Ask the child who read the opening words to return the reading to the Opening Words Basket.

Including All Participants

If you have a non-sighted participant who reads braille, obtain the braille version of Singing the Living Tradition from UUA Bookstore. The bookstore orders from an outside publisher, so order several weeks ahead.

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  A copy of the story "Arjuna's Service to His People (included in this document) "
  
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  A bell, chime, rain stick or other musical noisemaker
  

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  Read the story, "Arjuna's Service to His People," a few times. Consider telling it dramatically, rather than reading it from the page. Practice telling it. Claim the storytelling; for example, try adopting different voices for different characters. The stories here are written for a Story for All Ages moment—part performance, part ministry.
  
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  For storytelling, be ritualistic. Create a mood and a time that is different from other moments in the session. For example, turn overhead lights off and use lamps. Position yourself where all can see and hear you. You may wish to wear a storytelling shawl.
  
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  If the group is very large, plan to form smaller groups (no less than three participants) for both story and discussion. An adult leader should present the story and facilitate each small group. Make a copy of the story for each adult who will need it and ask them to prepare these steps:
  
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    Consider what this story means to you in relation to the goals of this session. Articulate this in a one- or two-word sentence that you can share with the group at the end of the discussion, perhaps using an example this age group will understand.
    
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    Review the questions. Choose some you think might resonate with the group and help these particular children interpret the story and relate it to their own lives.
    

Before you begin, ring the chime (or other noisemaker). Make eye contact with each participant. Read or tell the story. Follow the leader prompts in the story to make it interactive; do not skip the follow-up discussion.

Sound the chime again to conclude the story and discussion time.

ACTIVITY 2: BRAINSTORM SURVIVAL NEEDS (10 MINUTES)

Materials for Activity

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  Newsprint, markers and tape
  

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  Post newsprint where everyone can see it. Draw two columns with the headings "Needs" and "Who Provides?"
  

Invite the group to brainstorm the resources they need to survive. Write their ideas on the newsprint in the "Needs" column. Needs might include food, clean water, shelter, clothing, love, transportation, sanitation, schooling, recreation, safety, burial, hospital services, etc. Affirm all ideas that relate to basic quality of life needs all humans share. Gently deflect contributions that are "wants" more than "needs"—for example, telephone service might be a legitimate need, a new cell phone is not.

When the "Needs" list looks full, fill in the "Who Provides?" column. Help children identify people who meet the needs they have named. You might include parents, teachers, bus drivers, police officers, coaches, garbage collectors, public officials, funeral directors, doctors, EMTs, nurses, etc.

Engage the group to think about the different ways service gets done: When is service a paid job? When does service mean constant vigilance? Some needs are met by caregivers and family; adults in a home provide food, shelter and love. People whose jobs are to be on call 24 hours a day, seven days a week, 365 days a year may meet some other needs on the list; law enforcement, medicine and utilities management (water, gas, telephones, electricity) always have someone on duty to keep us safe, mend our wounds and keep our day-to-day routine flowing. People who enter military careers embark on a regimented life; they must follow a strict code of conduct that includes wearing uniforms and taking orders from higher ranking officials.

Conclude with the observation that we depend on many people, some whom we will never meet, to do service jobs that ensure our survival.

Say, in your own words:

Every day there are people in our lives who do tasks that are unpleasant, stinky, scary or painful because they have accepted responsibility to protect and care for us. Unitarian Universalists are called to show appreciation and gratitude to the people who choose a path in life that benefits all of us.

Leave the newsprint posted for children to use as reference/inspiration when they work on their Window/Mirror Panels in Activity 3.

Be mindful of children who may have a relative in some kind of service profession. Give participants the opportunity to share their experiences of these family members.

Make sure conversation about all service jobs remains respectful. Model the appropriate acknowledgement that service work is sometimes difficult or unpleasant, and often unseen or unappreciated by those who benefit from it.

ACTIVITY 3: WINDOW/MIRROR PANEL — MY SERVICE TO OTHERS (10 MINUTES)

Materials for Activity

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  All participants' Window/Mirror Panels
  
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  Newsprint with ideas from Activity 2, Brainstorm Survival Needs
  
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  Paper or card stock, cut to a size that can be placed within Window/Mirror Panels
  
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  Optional: Paint and paintbrushes, pastels or other art media
  
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  Basket(s) of Window/Mirror panel materials:
  
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    Sheets of Mylar(R) in several colors, shiny gift wrap, aluminum foil and other reflective paper
    
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    Sheets of plain or construction paper
    
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    Scraps of fabric
    
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    Color markers (permanent markers work best on Mylar)
    
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    Glue sticks, tape (including double-sided tape) and scissors (including left-hand scissors)
    
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    Optional: Stick-on sequins, a hole-puncher, yarn, ribbon and a variety of magazines to cut up
    

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  Consider the Mirror and Window questions posed in the Description of Activity. Think about how you might rephrase them to best guide the group—including using examples of your own relationship with service work, if you wish.
  
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  Have materials easily accessible.
  

Invite the children to bring their Window/Mirror Panels to work tables. Distribute Window/Mirror Panel basket(s) and the pre-cut paper or card stock you have prepared.

Tell the group their assignment is to capture a mirror or a window view of their relationship with service work. Pose the Mirror and Window questions, or rephrase them to best guide the group's reflection and expression.

The Mirror question for this session is "What role does (or might) doing service for the greater good play in my life—now, or in the future?" You may wish to say:

Think about ways you have worked in service to others. Think about things you do at home, in school and here at our congregation. In what ways have you provided service to others? What professional job does the service you give, or want to give, make you think of? Maybe you can see yourself doing this kind of work when you are older.

The Window question is "What are ways I do (or could) express appreciation for the service I receive as a member of my family/community/society?" You may wish to say:

You might like to focus on acknowledging the service others give that maintains your life. You might show your appreciation by representing some important services or the people who provide them, on your Window/Mirror Panel.

Explain that participants can express how they relate to service work now, or how they would like to relate to service work in the future.

Direct children to the newsprint from Activity 2 to help them recall the service jobs they had thought of and the people who do them. They may use the pre-cut paper or work directly on their Window/Mirror Panels. You may wish to remind them about magazines available to cut up which may have images of service providers at work.

Warn children when they have several minutes left, to allow enough time for them to attach smaller pieces to their Window/Mirror Panels.

If you are not doing Activity 4, Making Cards for Veterans in Hospitals, next, ask the group to help clean up and put away the Window/Mirror Panels and arts and crafts materials.

ACTIVITY 4: MAKING CARDS FOR VETERANS IN HOSPITALS (15 MINUTES)

Materials for Activity

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  Newsprint, markers and tape
  
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  Postcard-sized card stock in various colors, at least one sheet for each participant
  
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  Markers, colored pencils, crayons
  
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  Stickers of festive shapes and designs
  

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  Identify a hospital for military veterans which will welcome participants' cards of appreciation. The U.S. Department of Veteran Affairs (at www.va.gov/) website lists hospitals all over the country. If possible, choose one near your congregation. Find out to whom you can send the children's cards.
  
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  Designate a co-leader or adult volunteer to collect the finished cards and make sure they are sent or delivered to the appropriate contact.
  
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  Post blank newsprint.
  

Engage the group to send wishes and prayers in cards to hospitalized military veterans. Say in your own words:

We will be making cards of appreciation and good wishes for men and women who have served our country in the military. Some of them have risked their lives. All of them have chosen a job that helps to protect us and our country.

Ask, "Why is it important to acknowledge the service of others?" Allow some comments.

Ask, "In what way can we show our gratitude on a postcard?" Invite the children to think of messages to write on the cards. Write their contributions on the newsprint you have posted.

You may wish to clarify that veterans may be in a hospital for a war injury or for a reason unrelated to their military service. Explain that once a person becomes part of the military, they are entitled to some public support for the rest of their lives; that is one way society shows its gratitude.

Let the group know exactly where the cards will be going. Talk with children while they make the cards.

CLOSING (5 MINUTES)

Materials for Activity

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  Newsprint, markers and tape
  
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  Taking It Home handout
  
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  Optional: A copy of Session 1, Leader Resource 2, Namaste (included in this document)
  

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  Identify a place for participants to store their Window/Mirror Panels between sessions. Keep in mind, there may be times the panels are not entirely dry when the session ends.
  
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  Write the closing words on newsprint and post.
  
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  Download and adapt the Taking It Home section and copy as a handout for all participants (or, email to parents).
  
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  Optional: Review the leader resource so you can briefly explain the origin and meaning of "namaste" and demonstrate the accompanying gesture.
  

Explain that the session is almost over and we now have to work together as community to clean the meeting space. First, everyone should clean up their own personal area, put away materials they were using and store their Window/Mirror Panel. Then they may clean another area or help someone else. No one should sit in the circle until all are done.

Then bring the group back to the circle. Ask them to think about what happened today that was good or what they wish had gone better. If you are running short of time you can ask them for a "thumbs up" or "thumbs down" on the session.

Invite each participant to say, in a word or sentence, why it is important for them to be a part of this faith community. You may go around the circle for responses; allow individuals to speak or pass.

Then ask everyone to hold hands and say together:

Keep alert;

Stand firm in your faith;

Be courageous and strong;

Let all that you do be done in love. — 1 Corinthians 16

If this is the first time the group is using "namaste," briefly explain its origin and meaning. Then, lead the group in the word and bowing gesture. Or, substitute "thank you." Invite each participant to bow their head to the individuals on either side and then bow to the center of the circle and say "thank you" together.

Distribute the Taking It Home handout you have prepared. Thank and dismiss participants.

FAITH IN ACTION: SERVICE PROJECT FOR A CONGREGATIONAL STAFF MEMBER

Materials for Activity

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  Newsprint, markers and tape
  
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  Leader Resource 1, Letter to Board of Trustees
  

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  Approach any staff member(s) the children might choose to help. Gauge their openness to this project. Work with them to minimize the time they need to spend instructing you or the children on how to properly do tasks. See if there is a particular day they would like to have off, should this project be approved by the Board. Remember, the aim is to show your appreciation of a service worker, not make extra work for them.
  
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  Ask the permission of your minister and/or Board of Trustees before offering paid staff a day off. (See Leader Resource 1, Letter to Board of Trustees)
  
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  Secure the assistance of several parents and adult or youth volunteers.
  

Outline a service project the children can do for someone who serves the congregation with hard work which may be underappreciated.

Engage the group to talk about how the congregational facility is maintained. Who takes out the garbage? Who is in charge of the recycling? Who mops the floor? Who tidies the sanctuary after worship and puts away the chairs after coffee hour?

Guide the children to identify someone, perhaps the congregation's custodian, whose work the group can do on a Saturday, Sunday or school vacation day (a day when enough participants and adult volunteers will be available to fulfill all the worker's regular responsibilities). With the appropriate congregational leader(s)' permission, invite the person to take a paid day off.

Be mindful of accessibility issues. If anyone in your group has limitations of movement, offer them a job they can accomplish.

Reflect on and discuss with your co-leader(s):

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  How did the timing go today? What might we do to make it work better?
  
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  What worked well? What didn't?
  
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  What connections did children make with the activities and/or the central ideas? How could you tell that was occurring?
  
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  What connections did you make with the children? What connections did the children make with each other? How was this evident? How could a sense of community be improved with this group?