By gabrielle farrel, natalie fenimore, and jenice view

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 you from the activities of the day. After you open your eyes, consider:

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  In what ways do you support people you care about?
  
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  When have you ever had to give up something personally, in order to support another person? Was any sacrifice you made worth it?
  
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  Was it easier to support someone when you fully trusted their motives? Have you ever had to trust and support someone when you were skeptical of their motives or doubtful about the success of their mission?
  

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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 "The First Supporter (included in this document) "
  
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  A bell, chime, rain stick or other musical noisemaker
  

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  Read the story, "The First Supporter," 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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  Review the questions and choose some you think might resonate with the group and help these particular children interpret the story and relate it to their own lives.
  
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  If the group is very large, plan to form smaller groups (no less than three participants) for discussion. An adult leader should facilitate each small group.
  
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  Consider what this story means to you in relation to the purpose 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—one this age group will understand.
  

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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  What did you think about Mohamed and Khadija?
  
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  Why do you think Mohamed doubted himself?
  
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  How do you think Khadija's support helped Mohamed gain self-confidence?
  

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  Have you ever doubted yourself?
  
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  Have you shared your doubt with someone?
  
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  Have you ever asked someone to support you when you needed it?
  

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  Who am I willing to support in my life? (Window question)
  
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  What do I learn about myself from realizing who I'm willing to support? (Mirror question)
  

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  Paper and pens/pencils for all participants
  

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  Read Alternate Activity 1, Role Play Khadija's Story. If you have time, use it to extend this activity into a more elaborate role play.
  
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  Decide how you will form groups of three (or four).
  
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  Distribute paper and pencils or pens to each participant.
  

Tell the children this is an opportunity to write the story they just heard from Khadija's point of view. They will work in groups of three and, when they are done, they will have an opportunity to share their work with the larger group. Suggest that they create a conversation between Khadija and Mohamed to read aloud as a script.

Say something like:

Ask yourselves what was difficult about standing beside Mohamed. What do you think Khadija's family said to her? Where do you think she got her strength? What might a conversation between Khadija and Mohamed have been? Between Khadija and another family member or a friend? Feel free to imagine this. Consider these and other ideas as you write together.

Arrange children in groups of three to write. Allow about five minutes. Then regather the groups and invite them to present their stories or scripts.

Discuss this activity:

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  How did it feel to tell this story from Khadija's perspective?
  
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  Did anything surprise you about what it must have been like to be Khadija?
  
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  Would you do the same thing if you were in Khadija's situation? Why or why not?
  

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  A few scarves to cover participants' eyes
  

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  Identify a large, open indoor or (preferably) outdoor space to accommodate a trust walk.
  

These exercises present an essential idea—the value of interdependence. The group tests the boundaries of their trust in one another by experimenting with dependency. The trust walk also challenges group members to expand their perception of the world to include information picked up by senses other than sight. These exercises work best outdoors, but a large indoor space will do.

Ask group members to pair up. If there is not an even number of participants, be prepared to pair a co-leader with a child.

Explain the trust walk:

One partner shuts their eyes or covers them by tying on a scarf. The other is the guide and will lead their partner around the space by touch. You can decide whether to allow speaking or not. The guide is responsible for the safety of their partner.

Encourage children to explore unusual areas where the ground or the air might feel different. Have all pairs return after a specified time and switch roles.

Be mindful of accessibility issues. Modify the activity if someone is in a scooter or wheelchair. You can allow a participant to lead someone verbally to a point in the room if it would be difficult to move as a pair.

Some people are uncomfortable being blindfolded; make sure you explain the activity clearly so people know what to expect. Anyone can opt out if they are uncomfortable with the activity.

ACTIVITY 4: WINDOW/MIRROR PANEL — LEAN ON ME (10 MINUTES)

Materials for Activity

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  All participants' Window/Mirror Panels
  
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  Leader Resource 1, Window/Mirror Lean on Me Figures (included in this document)
  
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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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  Copy Leader Resource 1 for all participants, at a size to fit on their Window/Mirror Panels, on paper you would like them to decorate and attach to their panels. Or, you could copy it onto heavier paper to make a few templates for participants to share.
  
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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 handouts or templates you have made from Leader Resource 1.

Explain that in this piece of the Window/Mirror Panel they may express their relationship with another person in terms of support they have given, have received or wish to give or receive in a mission or calling. You might say:

Think of a mission of yours that someone else believes in enough, and believes in you enough, to give you extraordinary support to accomplish. Or, think of someone whose mission or calling you have enough faith in to make some sacrifices of your own to help them accomplish. You might even think of a shared mission, in which you and another person support each other.

Tell children they may use writing or any materials available to transform the Lean on Me figures to represent the scenario of support. Point out that the two figures are mirror images—even though the mission may have begun with one of them, they are in fact mutually supporting each other.

Suggest children cut out the figures to get started. Some might like to fold their piece of paper in half and line up the folded edge to the line down the middle of the template where the two figures' backs meet. Then they can trace just one figure, cut out the outline except for the back, and unfold the paper to have a mirror image.

Alert the group when they have just a few minutes to finish their work and put away their Window/Mirror Panels.

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: CONGREGATIONAL SUPPORT

Materials for Activity

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  Congregation newsletter or access to congregation website
  
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  Local newspaper
  

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  Meet with the minister or committee chairs of social action projects. Find out how your congregation has stood by groups or issues that have been difficult for the congregation. Arrange for one or more adult volunteers to visit the group and talk about times when they had to convince members of the congregation to take a stand on an issue not universally popular in the community.
  
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  Gather local newspapers and congregational newsletters (or, find out the URLs for relevant online news sources, including your congregational website, and arrange to have a computer with Internet access when the group meets).
  

Gather the group to hear adult visitor's stories.

Then, invite the children to look through the local paper and the congregation newsletter. Have the group decide if there is an issue that the congregation can take a stand on in solidarity with a group.

Or, ask your minister if a member of the congregation or a group within the congregation needs some kind of support the children could provide. Invite your minister and the congregant(s) to present their goal and their need to the children. Together, consider a plan of action: How do we show our support to this cause or to this person? Could we ask members of the congregation to sign a petition? Could the congregation put a sign on our building in support of this cause? Ask the congregant(s) whether they want this support. Then, follow through on the plan.

Once this Faith in Action is complete, it will be important to process the outcome with the participants. You might ask some of the following questions:

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  How did the support offered affect the congregation?
  
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  Do you think members were appreciative?
  
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  Would you consider supporting another congregational issue?
  
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  What do you think was helpful and what do you think could have been more helpful next time?
  
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  What did you learn about yourselves during this? What was easy and what was hard about giving support?
  

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?
  

We reflected on our willingness to support people we care about whether they are our family or friends. Sometimes, we sacrifice our time and comfort to support others. The group heard the story of Khadija, the first wife of the prophet Mohamed; Khadija is considered the first convert to Islam. Mohamed was afraid of the revelation he received to bring Islam to the world. Khadija stood by him and helped convince him that Allah was good and would not lead him astray. 

What it means to be a supporter to a family member or friend. Talk about a time in your family when someone needed support. As a caregiver, was there an opportunity to advocate for your child in relation to school? As a child, was there an opportunity for you to advocate for another member of your family? Has anyone in your family shared a doubt in themselves, and has another family member helped restore their self-confidence?

Consider a family friend or a member of your extended family who could use support. Is there a person who has been having difficulty? Does someone need support because they have adopted or given birth to a new child? Consider ways your family can offer assistance, perhaps plan to bring over a meal that you all make together.

As a family, look through the local newspaper and find a cause that you believe in. Is there an opportunity to support equal marriage rights? An animal shelter? Environmental action programs in your area? Choose one or more cause to support and make a plan as a family to take action.

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  Stories/scripts written by small groups in Activity 2, Writing Khadija's Story.
  
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  Optional: Props and costumes
  

This activity extends Activity 2, Writing Khadija's Story. Invite a few volunteers to role play Khadija's story. Have the group decide which version of Khadija's story they will role play, perhaps by a show-of-hands vote. Ask for volunteers to play each character in the story. This can be as elaborate or simple as the group is willing and able to make it. After the role play, discuss the activity.

From Ayat Jamilah: Beautiful Signs by Sarah Conover and Valerie Wahl (Boston: Skinner House, 2010). Available from the UUA Bookstore. All rights reserved.

Khadija was a wealthy businesswoman who needed to hire someone she could depend on to do her trading and to care for her goods when her caravan reached Syria . After a brief search, she hired Muhammad ibn Adjullah, known throughout Mecca as the "The Trustworthy." He accepted the position and performed his tasks responsibly.

After he returned with an excellent recommendation from those who accompanied him, Khadija decided he would make the best of husbands—even though he was fifteen years younger. She asked Muhammad to marry her. He agreed. Together, they had six children and their business continued to flourish.

One day, Muhammad and Khadija's lives changed forever. Muhammad had gone to a cave on a nearby mountain to meditate, something he did frequently. This time, however, the angel Gabriel appeared, filling the cave, and then the horizon, with his enormous presence. He said he had a message from Allah for Muhammad: This message began the revelation of the Qur'an.

When the Angel disappeared, Muhammad raced home. He was trembling as he said to Khadija, "Cover me!" She covered him with a blanket until he was calm.

"O, Khadija! What is wrong with me?" he said. "I am afraid that something bad has happened to me." He then described his overwhelming experience in the cave.

As she listened to his words, Khadija did not share his fears. She realized that something tremendous and awe-inspiring had happened to her husband, but she was sure it was something good. She comforted him by saying, "No, it's not possible that it's something bad. It must be good news! By Allah, He will never disgrace you, for you are good to your family and relatives, you speak the truth, and help the poor and the destitute. You serve your guests generously and help those in distress."

Khadija felt sure that Muhammad had received a true message from God. Seeking to reassure him, she asked him to go with her to see her cousin, Waraqa who was knowledgeable about Jewish and Christian scripture.

Khadija said to Waraqa, "Listen to the story of Muhammad, O, my cousin!"

Waraqa then said, "What have you seen?" Muhammad described what had happened to him. Waraqa then said, "This is the same Gabriel whom Allah sent to Moses. I wish I were young and could live up to the time when your people will turn you out."

Muhammad asked, "Will they drive me out?"

Waraqa replied, "Every prophet of God who said something similar to what you have said was treated with hostility. If I live until you have this problem, then I will support you strongly."

Waraqa died soon after he met with Muhammad. However, Khadija was convinced of Muhammad's prophethood and never wavered in her support of her husband. When the Prophet Muhammad was commanded by Allah to call the people to worship one God alone, Khadija did not hesitate to express in public what she had known in secret for some time. "I bear witness that there is no god except Allah," she said, "and I bear witness that Muhammad is the messenger of Allah."

With that one public statement, Khadija lost her position as one of the most prestigious people in Mecca and became an outcast. Even so, she refused to hide, and made a point of going with her husband to the Ka'bah in the center of town for prayer.

Her clear thinking plus her generous giving of her time and wealth were an enormous help to the small group that declared their faith in public. Some of her money went to free slaves who had embraced Islam and were being cruelly treated because of it.

Eventually all the members of Muhammad's tribe who had kept him from harm, and all poor Muslims, were driven out of Mecca and forced to live in a small ravine in the nearby mountains. Here, the Muslims were exposed to bitterly cold winter nights, and later the fiery hot days of summer with very little food and shelter. No one was allowed to buy or sell with the Muslims. Because she was from a different tribe, and wealthy, Khadija was not forced to join them. However, it was unthinkable to her that she not be with, and support, her husband and the other Muslims. Knowing that it would be especially difficult for her due to her advanced age, she nevertheless moved out to the ravine.

After three very long and difficult years, the boycott was lifted and the Muslims were allowed to re-enter the city, but the years of hardship had taken their toll. Khadija's intellect and faith remained strong, but her body could not recover from its deprivation, and she died soon after.

Some years later the Prophet Muhammad said of her, "She believed in me when no one else did; she accepted Islam when people rejected me; and she helped and comforted me when there was no one else to lend me a helping hand."