SESSION 12: MAKING VISIBLE THE INVISIBLE

Grade school children begin to ask the big questions that adults do, such as, "What makes me human? Why am I alive? What happens when I die?" Also like adults, they ask, "Where do I fit in?" Children get their answers the same way adults do—by looking around, comparing themselves to others and noticing how others see them.

This session introduces a working definition of class as one's relative status according to wealth, power and position. We guide children to examine themselves in these terms and to discuss what it means to compare people in these ways. We focus participants' attention on people and classes they might be unaware of—the unseen workers who grow and prepare their food, make their clothing, and build and maintain our societal infrastructure. We come full circle to understanding how our first Unitarian Universalist Principle transcends class and guides us to challenge society's systems of comparative human worth.

Facilitate with care. Assume the group includes a range of socio-economic class identities. Children may offer to self-identify their socio-economic class or speculate about others'. Affirm their right to explore class categories. Emphasize that these categories are subjective. They matter to some people, yet they are not fixed and they do not determine the worth of anyone.

This session will:

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  Introduce a working definition of class and guide participants to consider their own socio-economic class
  
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  Demonstrate that perceptions about social class place barriers between people that are antithetical to the first Unitarian Universalist Principle, the inherent worth and dignity of every individual
  
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  Guide participants to expand their socio-economic field of vision to include others whom they may not know but whose lives, through their work, are connected to participants' lives.
  

Participants will:

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  Learn a working definition of class and explore what it means to be perceived as, or perceive others as, rich, middle class, working class or poor
  
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  Reflect on where they fit into the world socio-economically
  
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  Discover connections to working people they do not personally know whose labor helped form the enjoyments and necessities of their lives
  
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  Understand the guidance of our first Unitarian Universalist Principle to look past socio-economic distinctions and treat each individual as equally valuable and deserving of respect.
  

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 a word or phrase to separate yourself from the activities of the day. After opening your eyes, consider:

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  What is your perception of your class identity in childhood? What positive and negative associations does your memory of your class identity bring?
  
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  How similar or different is your class identity today? How have your perceptions of others changed along with your class identity?
  

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  What are your expectations for this session? What do you hope to create by the end of it? What difference do you hope it makes?
  

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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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  Newsprint, markers and tape
  

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  Post several sheets of blank newsprint.
  
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  Review Leader Resource 1, Class Identity Descriptions, which offers language and definitions about socio-economic class that may help you facilitate discussion.
  

Children learn a working definition of class and explore what it means to be perceived as, or perceive others as, rich, middle class, working class or poor.

Tell the children there are plenty of ways people sometimes think they are better or worse than someone else. Ask them if they can name any of these ways. List their suggestions on newsprint.

Tell the group:

As we can see, there are many ways people compare themselves to others and decide who is better. Today we are going to talk about only the ones that are particularly about wealth and power.

Winnow the list to include only those ideas that are common markers of socio-economic class; eliminate items that are not clearly and specifically about money or power and position. You may end up with some of these:

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  Home
  
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  Car
  
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  Clothes
  
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  Cell phone/iPod
  
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  School
  
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  Jobs/employment
  
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  Sports, music or other activities that cost money
  
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  Stores frequented
  
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  Vacations
  

There are some categories people often use to think about who has more money and power and who has less. I am going to say four categories. Think about if you think you fit into any of these. You will not be asked to share what you are thinking.

Read slowly:

Rich, middle class, working class, poor.

Now lead a discussion to bring out what the children think of when they think of each of the four categories. Go down the list of money- and power-related items (home, car, clothes, etc.) and ask, "What kind of home does a rich person have?" "What kind of home does a middle class person have?" and so on.

After some discussion, ask the group:

Now that we are talking about these categories in more detail, think to yourself for a moment. Do you still have the same idea of which category fits you best?

Give a moment for reflection. Then say:

Of course, no one is better than anyone else. But we do see a lot on television and hear a lot in music about these things. Many people believe that being rich is what everyone wants and what is best. How many of us believe this is true?

For those who raise their hands, affirm that this is what everyone learns. Also affirm that though everyone may wish to be rich it does not mean people who are rich are better. Affirm that all human beings, regardless of their social class, are worthy and valuable.

Social class identity is sensitive and discussions can cause embarrassment. Affirm that although no one need be embarrassed, if people experience it this way, we need to accept that and be compassionate. Explain that we will practice trusting each other to be kind and assume all participate here with good intentions. It may also help to use a chime during this discussion, as a reminder to be quiet so that we can hear ourselves and each other speak.

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  Books that can be dropped on the floor
  
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  Optional: Timepiece that displays seconds
  
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  Optional: Newsprint, markers and tape
  

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  If you wish, list participants' names on newsprint with room to note their scores for the three challenges in this activity and the same challenges later in the session (Activity 5).
  
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  Collect books that can be dropped on the floor, enough for all participants.
  

Invite everyone to stand. Ask them to close their eyes if they are comfortable doing so. Tell them:

When I say, "Go!" raise one foot off the ground and hold it up as long as you can. I will count out loud and when everyone has stepped down, we'll share how long we each were able to do it.

Say, "Go!" and count seconds until all participants have lowered their raised foot. If you are recording scores, note each participant's time on newsprint. Otherwise, ask them to remember their score.

Repeat the exercise, asking participants to lift the other foot.

Repeat again, this time asking participants to lift either foot and balance a book on their heads.

Now ask everyone to think about which position was the most difficult to hold (the position they held for the shortest time). Tell the group:

This time when I say "Go!" try the position that was hardest for you.

Say, "Go!" and count seconds aloud until everyone has stopped, then ask participants to tell you how long they were able to do it and how this compared to the last time.

Invite the children to keep practicing that position from time to time for the rest of the session to try and hold it longer. Tell them they will be able to try for a better score before the session's end.

If the group has any children who cannot balance on alternate feet, adapt the activity for a balance challenge all can do. Examples might be balancing a book or a sheet of paper on only three fingers, or holding a pencil or crayon between the nose and the upper lip.

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  A copy of the story "Yammani and the Soji (included in this document) "
  
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  A bell, chime, rain stick or other musical noisemaker
  
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  Optional: Paper and pencils/pens for all participants
  

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  Read the story, "Yammani and the Soji," 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 time that is different from other moments in the session. For example, turn off overhead lights and use lamps. Position yourself where all can see and hear you. You may wish to wear a storytelling shawl.
  
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  Review the discussion questions. Choose some you think might resonate with this particular group and help them share their interpretations of the story and relate it to their own experiences.
  
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  If the group is large, plan to form smaller groups (no less than three participants) for discussion. An adult leader should facilitate each small group.
  

Before you begin, ring the chime (or other noisemaker). Make eye contact with each participant.

Read or tell the story. Sound the chime again at the end.

Invite the children to think silently on their own about the story.

Say:

Now we are going to practice listening and discussing skills—both are needed to help us understand the story from multiple perspectives. Let's find out what one another thought about the story.

Begin a discussion by asking participants to recap the story in their own words. What they recall indicates what they found most meaningful or memorable.

Then use these questions to facilitate discussion, making sure everyone who wants to speak has a chance:

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  Who in the story could be called "invisible?" In what way(s)?
  
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  Who had the most power and status in this story? Who had the least?
  
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  What kind of power and status did Yammani have? (respect for her storytelling talent, authority of wisdom)
  
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  What kind of power did the chief have? (ruler of the society)
  
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  Did the child or the Soji have power? What kind? (When child cried, someone listened; the Soji took responsibility for essential work of the society and could help the child because they paid attention to others and noticed what needed to be done.)
  
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  In the story, what qualities give power and status?
  
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  How is this arrangement similar to our own world? Are there Soji in our world? Who are they?
  

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  Think about the worlds in which you spend time—our congregation, your school, your family, your group of friends, or a club you belong to. Are you a Soji, a Yammani, a chief or a child? Why do you feel that way?
  

You may wish to provide paper and pencils and invite the group to write their responses to the last question privately.

Thank everyone for sharing.

ACTIVITY 4: THE CLOTHES ON MY BACK (10 MINUTES)

Materials for Activity

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  Garments and packaged food items
  
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  Paper and pencils/pens
  

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  Gather garments and packaged foods that have labels identifying fabrics/ingredients and where the item was made. You will need at least one item for each small group of three to five children.
  

Tell the children:

Like the society in the story, ours has many people whose work makes other people's lives more comfortable. People we never notice, like the Soji, do some of the hardest, lowest paid jobs that make our lives better. Sometimes these people are invisible to us because they live far away and do their work in farms or factories where we will never go.

Form small groups of three to five children, each with an adult facilitator. Give each group a sheet of paper and a pencil. Tell them:

I will give each group an item of food or clothing. Use any clues you can find on the item (without opening packages or taking any clothing apart) to list all the people who might have worked to bring the item to us.

Give each group at least one garment or item of packaged food. Allow up to five minutes for groups to generate lists. Walk around and affirm groups' work. You may wish to prompt with these questions:

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  I see this item was made in China (Hungary, Guatemala , etc.). What kind of work do you think went on there? Who might have done it?
  
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  How did this item get from its point of origin to us today?
  
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  What exactly is the item made of? Where do those materials come from? Are they made, found, or grown? Where and how?
  

Say:

What are some ways we can express our gratitude for the people who make things we use—the invisible hands that help us? How can we affirm that the people who do these jobs are as important and valuable as you or I?

Allow some comments. Affirm that by treating every person we encounter with respect, we convey our gratitude for the things we use that others made, and affirm that every person is equally important, no matter where they live or what kind of work they do.

ACTIVITY 5: BALANCE CHALLENGE — PART II (5 MINUTES)

Materials for Activity

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  Books used in Activity 2, Balance Challenge — Part 1
  
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  Optional: Timepiece that displays seconds
  
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  Optional: Newsprint with scores from Activity 2, markers and tape
  

Children re-attempt the balance challenge from Activity 2 and experience their own ability to improve a skill by practice. Help children remember which position they each chose to improve and invite them to remember their best score. Invite everyone to stand and practice that skill for a minute or two.

Then quiet the group. Ask them to close their eyes, if they are comfortable doing so, and try for a new best score at their balance skill when you say, "Go!"

Say, "Go!" Count seconds until all participants have left their balance positions. If you are recording scores, note each participant's time on newsprint. Otherwise, ask volunteers to tell whether they beat their best scores, and by how many seconds.

Point out that in a complicated society where some people seem to have so much more money and power than others, it can be hard to remember that every single person is exactly as important as everyone else; money and power do not give people extra worth or potential. Say, in your own words:

You can improve your ability to see all people as equal by practicing it, just as you can improve your ability to balance.

If the group has any children who cannot balance on alternate feet, adapt the activity for a balance challenge all can do, as in Activity 2.

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  All participants' Window/Mirror Panels
  
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  A variety of illustrated magazines to cut up
  
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  Blank paper, cut to a size that can be added to the Window/Mirror panels
  
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  Optional: Hand-shaped stickers, or rubber stamps with hand images, and ink pads
  
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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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  Gather magazines for participants to cut up. Look for ones with "lifestyle" images to which children will relate (in sizes that will fit on the paper you provide) such as travel, sports, architecture, and music magazines or clothing, furniture, or toy catalogs.
  
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  Optional: Obtain small hand-shaped stickers or stamps, from an arts and crafts store or online source. Find small palm-print, multicolored stickers (Helping Hands mini-stickers) on the Teacher Created Resources website (at www.buyteachercreated.com/estore/product/1817).
  
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  Have materials easily accessible.