Touch the Sky

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PARENT-TEACHER GUIDE

Touch the Sky

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Country: Mali

Ages: 10-12 years

Author: Shamim Padamsee

Publisher:

Illustrator: AI-generated

Story Source:

About The Story

Every year, the people of Djenné gather for the Crépissage —the communal replastering of the Great Mosque with banco, an earthen mixture. Moussa willingly prepares and carries the banco, but hides a childhood fear of heights. After unusually heavy rain damages the mosque, every able hand is needed. Moussa’s father expects him to climb the wooden torons projecting from its walls. Moussa’s grandmother reminds him that fear grows stronger when allowed to become one’s master. Halfway up, Moussa looks down and freezes. Far below, he sees Mariam, the girl who once helped him descend from a rooftop. Her quiet encouragement reminds him that he has faced this fear before. One careful step at a time, Moussa continues the repair work to the mosque—changing not only how he sees the towering monument, but also how he sees himself.

Themes

Culture & Tradition

Community

Social & Emotional Learning

STEAM

Sub Themes

Overcoming Fear

Sustainable Architecture

Cultural Heritage Preservation

Mud Mosque of Djenné

UNESCO World Heritage Sites

Parent-Teacher Guide

Learning Outcome

Learn the difference between feeling afraid and acting courageously.
Learn how climate, geography, culture and locally available materials influence architecture.
Examine the benefits and limitations of traditional earthen architecture.
Understand the purpose of UNESCO World Heritage designation and the responsibilities it creates.
Evaluate whether traditional architectural knowledge can contribute to contemporary sustainable design.
Present an evidence-based opinion through discussion, writing, research or design.

Story Discussion Guide

Before reading

What does courage mean? Does being courageous mean that a person is not afraid of anything?
Have you ever been afraid to try something for fear of failing, being embarrassed or getting hurt? What did you do? Did anyone help?
Can fear sometimes protect us? When might it prevent us from doing something worthwhile?
What might help a person act even when fear has not disappeared?
Show a large photograph of the Great Mosque of Djenné without naming it. Ask children to write on sticky notes what they see, what they think it is, and what they wonder. Collect the notes on a class wonder wall to revisit during the unit.
What can buildings tell us about the climate in which they were constructed?
Which local materials might builders use in a desert, floodplain, snowy region or tropical climate? Ask students to compare materials, climate response and cultural influences. How can a building express the culture and way of life of its community?
Is a modern building necessarily better than a traditional one? Why or why not?
What might happen if the knowledge required to maintain a traditional building is lost?

During reading

Why did Moussa conceal his fear from his family and community?
What does Nene mean when she warns that fear can become Moussa’s master?
Is conquering fear the same as making it disappear?
Does her advice support Moussa, pressure him, or, encourage him?
Should people always confront their fears? When would caution be wiser?
Why do you think the people were happy to take part in the restoration of the Grand Mosque year after year?
Is the Crépissage merely a repair job? What else does it represent?
What knowledge and skills are being passed between generations?
What might be lost if repairs were handed entirely to an outside company?
What does the restored mosque represent to the community?

After reading

Was Moussa courageous only at the top, or from the moment he placed his foot on the first toron?
Which helped him most: Nene’s words, Mariam’s encouragement, watching the workers or remembering his earlier experience?
What practical steps can someone take when a challenge feels overwhelming?
Why preserve old buildings instead of replacing them with newer ones?
Who should decide which buildings deserve protection?
Does a heritage building belong principally to its community, its country or all humanity?
Can international recognition help a place while also creating difficulties?
What makes a building sustainable?
Does using a natural material automatically make a building sustainable?
What environmental advantages might earth construction offer?
What challenges can earthen buildings face during heavy rain, flooding or inadequate maintenance?
Is annual repair evidence of failure—or of a different approach to maintenance?
Could architects combine traditional knowledge with modern engineering?
Should the same architectural style be used everywhere?

Applicable Sustainable Development Goals

Primary: SDG 11 — Sustainable Cities and Communities

Strengthening efforts to protect and safeguard cultural and natural heritage. The Crépissage demonstrates how community participation and traditional knowledge help preserve an important historic building.

Secondary: SDG 12 — Responsible Consumption and Production

The story encourages investigation of local, renewable and repairable building materials and raises questions about responsible construction practices.

SDG 13

Climate Action may support an extended inquiry into climate-responsive buildings, but it need not be listed as a principal connection.

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