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The Perfect Pair: Wedding Shoe Stories
Classroom Activities & Projects
About the Exhibition:Around the world, the joining of couples through marriage is celebrated with time-honoured traditions and elaborate rituals. Footwear features prominently in the celebrations, either as part of the wedding costume, or in customs connected to the nuptials. The footwear and related traditions of nineteen countries are featured in The Perfect Pair: Wedding Shoe Stories. Japanese zori, Indian paduka and Moravian accordion-pleated boots are just a few of the shoes that illustrate how many of these wedding rituals are performed to ensure that newlyweds step into the future on a sure footing.
About the Activities:While teachers will find ways to use this exhibition at many different grade levels, it is particularly applicable to the primary grades, where students are learning about their own communities, and the lives of families in other communities around the world.
The following activities are suitable for primary level Social Studies, where students explore the similarities and differences in traditions and celebrations of people around the world by using a variety of resources and tools to gather, process and communicate information.
The activities introduce the concept of wedding traditions and wedding shoes as students explore their own family or cultural customs. Students then learn about specific wedding shoes and wedding customs from around the world, allowing for discussion of similarities and differences.
The activities may be used individually, or may form an entire unit, as preferred. There are opportunities for students to apply their learning for each activity.
Additional Resources:An annotated bibliography is provided with age-appropriate children’s books such as the Cinderella variants, as well as other shoe stories from around the world.
A glossary with the phonetic pronunciation of some of the proper names and terminology is also provided.
Sacred SimplicityA young Japanese couple perform the traditional marriage ceremony in a temple, ca. 1946-56© Horace Bristol/CORBIS
Activities & Projects
Celebration Shoes
Level: Grade 2
Preparation: print Worksheet 1: Celebrations Interview, draw shoe outline
Duration: 30 min. introduction; 60 min. presenting; [30 min. charting] = 90-120 min
Materials: blackboard or flipchart
Goals: locate simple information about family history and traditions from interviews• share family traditions with the rest of the class• locate various countries on a world map•
Description:
Begin: Draw a large outline of a shoe on a blackboard or flipchart. Start brainstorming and record anything the students can think of related to shoes. Guide students to think about fashion, colour, materials, shoes in stories and, in particular, special occasion shoes. You might also like to read one of the Cinderella variants to get students thinking about shoes and weddings, in addition to other shoe-related stories from around the world (click here for Bibliography).
Learn: Ask the students to list some special occasions (weddings, birthday parties, graduations, etc.). Have they have ever been to events like these? Can they describe any special clothing they wore to the event? Did any of them wear special shoes? Did the other guests? Can the students describe any special clothes or shoes that other people wore at the event?
Review the questions on Worksheet 1: Celebrations Interview, and ask students to conduct the interview with an adult in their family who has had a wedding. Students will then share the results of their interview with the class. If the students’ families are from a variety of cultures, it may be appropriate to create a chart reflecting the number of families from each country of origin. Locate each country on the world map with the class.
Apply: Revisit the brainstorming list with the students. Can the students relate words on the list to any of the celebrations described in the students’ Celebrations Interview presentations?
Activity 1, Celebration Shoes – Worksheet l
Celebrations Interview
Dear Parent/Guardian or other adult family member,
Your child is currently studying the traditions and celebrations of a variety of cultures,
focusing on costume, and in particular, shoes. Please help your child to complete this
interview. The answers will be shared with the rest of the class. Thank you.
Where were you born?
Name two celebrations you have participated in (wedding, graduation, etc.).
What did you wear?
Did you wear special shoes?
If so, please describe them.
Your child will be sharing the results of this interview with his or her class. Thank you for
participating.
Activities & Projects
Shoe Museum
Level: Grade 2
Preparation: print permission letter and Worksheet 2: Shoe Museum label
Duration: 20 min. introduction; 60 min. writing and displaying; 60 min. touring = 140 min
Materials: world map, table or other space for exhibition
Goals:create simple media works•locate various countries on a world map•communicateideasforaspecificpurpose•
Description:
Begin: Ask students to bring a shoe from home to display in a classroom shoe museum. Encouragethemtobringshoesthatare(orwere)wornforacelebration,thatreflectatradition,or that tell a story. For example, they could bring their mother’s wedding shoe, their own baby shoe, or footwear another country.
Alternatively, ask students to decorate or create their own fancy “celebration shoe” using found materials, and an old shoe of their own.
Help each student to identify 3 or 4 key words for their shoe. They can then write a label for the shoe. If the shoes are from another country, ask the student to locate it on the world map.
Help the students to display their shoes and labels in the chosen space. Depending on what the students bring in, you may wish to organize them thematically – wedding shoes, baby shoes etc.
Apply: Students can then create an invitation to view the ‘museum’ for a student in another class, or a family member. Each student can be a ‘tour guide’ for their shoe, using the key words.
Activity 2, Shoe Museum – Permission Letter
Dear Parent/Guardian:
Your child is participating in a class project to create a shoe museum, as part of theGrade 2 Social Studies Curriculum. The students are learning about traditions andcelebrations around the world. Your child has been asked to bring a shoe from homethat was/is worn for a celebration, that reflects a tradition, or that tells a story. Forexample, they could bring their mother’s wedding shoe, their own baby shoe, or footwearfrom another country.
I would be grateful if you could help your child select a shoe, and ensure its safe transitto the school. Your child needs to bring the shoe by ____________________________.
Thank you for your help!
Sincerely,
Activity 2, Shoe Museum – Worksheet 2
Shoe Museum Label
Student Name: ________________________________________________
Name of shoe: Whose shoe is it?
___________________________ ___________________________
Key words:
___________________________ ___________________________
___________________________ ___________________________
Description:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activities & Projects
Wedding Shoes Around the World
Level: Grade 2
Preparation: print bride and groom shoe images, Flags and Shoes Resource, Worksheets 3-5 and Answers
Duration: 75 min
Materials: world map
Goals:locate various countries on a world map•identify similarities and differences of wedding footwear around the world•learn new vocabulary•
Description:
Begin: Print and post (or project) images of bride and groom shoes from the main culture areasrepresentedintheexhibition:QueenVictoria’sflatsandman’spumps (England); paduka and khussa (India); woman’s and man’s accordion pleated boots (Moravia, Czech Republic); woman’s and man’s opintsi (Macedonia); woman’s and man’s zori (Japan); woon-hye and moh-hwa (Korea); and embroidered boots and babouche (Morocco). (Alternatively, students can accesstheseimagesthemselveswithsimplifiedlabelsbyclicking here to scroll through these pages.) Place the name of each shoe and its country of origin under the images.
Learn: Guide the students to locate the various countries on a world map. Pin an image of the country’sflag,and/ortheshoe,ontheappropriatecountry.
Hand out Worksheet 3: Investigating Wedding Shoes. Together as a class, answer the questionsforeachshoe.Askthestudenttofillinthechartasyougoalong.
in what country was it worn?•what is the name of the bride’s shoe?•what is the name of the groom’s shoe?•
After the class has answered the questions for each shoe, as a follow-up discuss their differences and similarities. For example, the paduka and zori are sandals, brides in Moravia and Morocco wear boots, the flats and the woon-hye are made of silk. In general, brides are dressed in new clothes that are the best her family can buy. Discuss ways that the bride’s shoes reflectthisfact.Forexample,theIndianpaduka are made of silver, and the Moroccan boots are heavily embroidered. In general, with the exception of the Indian khussa, the groom’s shoes are less fancy.
How do the bride and groom’s shoes compare with the shoes the students made or brought from home in the “Shoe Museum”?
Apply: Students have learned to locate several countries on the world map, and they have encountered new vocabulary in the shoe names. Worksheet 3: Where in the World? will reinforce the location of the countries in the world. Worksheet 4: Pair the Shoes will reinforce the names of the countries and the shoes.
Activity 3, Bride and Groom’s Shoes
Bride and Groom’s Shoes
England – Bride
These silk flats belonged to Queen Victoria of Great Britain, and are just like the ones she wore at her wedding.
White silk shoes with ribbon appliquéEnglish, 1840Worn by Queen VictoriaBSM P85.363
England – Groom
Prince Albert married Queen Victoria in black leather pumps with a large buckle like these.
Pair of men’s pumpsEnglish, c. 1840sBSM P87.54
Korea – Bride
A Korean bride was said to be “empress for the day”, so her clothes were made of fabrics fit for royalty. Her shoes, called woon-hye would be covered with fancy red silk.
Red silk covered woon-hyeKorea, c. 1880BSM P81.363
Korea – Groom
The Korean groom’s boots, or mok-hwa, are made of fancy black velvet material to help him look important on his wedding day.
Black velvet mok-hwaKorea, c. 1880BSM S82.144
Czech Republic (Moravia) – Bride
In the Czech Republic, the bride’s parents give her a gold coin to slip into her boots on her wedding day. This shows they hope she will have all the money she needs in her marriage.
Women’s boots with embroidery and accordion pleatsSlovacko region, Czech Republic, 1999BSM P99.82
Czech Republic (Moravia) - Groom
The long purple tassels and embroidered hearts on these groom’s boots from the Czech Republic make them extra special for his wedding day.
Men’s tasseled bootsDolni Bojanovice, Czech Republic BSM P99.7
Macedonia – Bride
In Macedonia, the groom provides a new pair of shoes, or opintsi, for his bride.
Leather opintsiMacedonia, 20th centuryCollection of James and Dena Nicoloff
Macedonia - Groom
The brown leather opintsi with straps on the top were worn by the Macedonian groom. They are very similar to his bride’s shoes.
Brown leather opintsiOchrid, Macedonia, late 20th centuryCollection of James and Dena Nicoloff
Morocco – Bride
This type of embroidered leather boots is traditionally worn by brides in Morocco who live in an area with lots of mountains.
Ida ou Nadif embroidered bootsAnti Atlas Mountain area, Morocco, c. 1930 BSM P94.85
Morocco - Groom
These bright yellow babouche are typical of the babouche worn to weddings in Morocco.
Morocco, mid 20th centuryBSM S81.24
Japan - Bride
These painted leather zori from Japan are decorated with cranes, which wish the bride a long life.
Painted leather zoriOkokayama-ken, Japan, c.1930sCollection of the Textile Museum of CanadaT93.103
Japan - Groom
In Japan, the groom wore simple zori sandals with white socks called tabis. The socks are split at the toe so they fit through the thong of the zori.
Zori and tabiJapan, c. 1980BSM P87.3, P87.80
India - Bride
This pair of metal covered paduka from India has small bells that cheerfully announce the arrival of the bride.
Gujarat, IndiaBSM P79.568
India – Groom
In India, the groom takes off his shoes before going in to the tent where the wedding takes place. The inside of these khussa is embroidered with real gold thread. When he removes his shoes, everyone will be very impressed.
Gold embroidered khussaNew Delhi, India, c. 1950BSM S98.30
Activity 3: Wedding Shoes around the World
Flags and Shoes Resource
Country Flag Footwear – Bride Footwear – Groom
England
Korea (South)
Czech Republic
Macedonia
Morocco
Japan
India
Activity 3, Wedding Shoes around the World, Worksheet 3
Investigating Wedding Shoes
Where in
the world?
Name of
the bride’sshoe?
Name of
thegroom’s
shoe?
Activity 3, Wedding Shoes around the World, Worksheet 3 – Answer Sheet
Investigating Wedding Shoes
Where in
the world?England India Moravia Macedonia Japan Korea Morocco
Name of
the bride’sshoe?
Flat Paduka Boot Opintsi Zori Woon-hye Boot
Name ofthe
groom’s
shoe?
Pump Khussa Boot Opintsi Zori Moh-hwa Babouche
Activity 3, Wedding Shoes around the World, Worksheet 4 Student Name: ______________________________________
Where in the World?
Draw a line from these countries to their location on the map:
England India Moravia Macedonia Japan Korea Morocco
Activity 3, Wedding Shoes Around the World – Worksheet 5
Pair the Shoes – Bride
Student Name: _______________________________________________
Cut out the flags and the bride’s shoes by cutting along the lines. Glue them in thecorrect square next to their proper name on the chart on page 2.
Country Bride’s Shoe Name
Moravia
woon-hye
England
paduka
Korea
opintsi
Japan
boots
India
zori
Macedonia
boots
Morocco
shoes
Page 1
Pair the Shoes – Bride
Student Name: _______________________________________________
Country Bride’s Shoe Name
woon-hye
paduka
opintsi
boots
zori
boots
shoes
Page 2
Activity 3, Wedding Shoes Around the World – Worksheet 5
Pair the Shoes – Groom
Student Name: _______________________________________________
Cut out the flags and the bride’s shoes by cutting along the lines. Glue them in thecorrect square next to their proper name on the chart on page 2.
Country Groom’s Shoe Name
Moravia
khussa
England
zori
Korea
opintsi
Japan
babouche
India
mok-hwa
Macedonia
pumps
Morocco
boots
Page 1
Pair the Shoes – Groom
Student Name: _______________________________________________
Country Bride’s Shoe Name
khussa
zori
opintsi
babouche
mok-hwa
pumps
boots
Page 2
Activity 3, Wedding Shoes Around the World – Worksheet 5 – Answer Sheet
Pair the Shoes – Bride’s Shoe Answers
Country Bride’s Shoe Name
Moravia
boots
England
shoes
Korea
woon-hye
Japan
zori
India
paduka
Macedonia
opintsi
Morocco
boots
Activity 3, Wedding Shoes Around the World – Worksheet 5 – Answer Sheet
Pair the Shoes – Groom’s Shoe Answers
Country Groom’s Shoe Name
Moravia
boots
England
pumps
Korea
mok-hwa
Japan
zori
India
khussa
Macedonia
opintsi
Morocco
babouche
Activities & Projects
Wedding Customs
Level: Grade 2
Preparation: print Worksheets 6-12: Wedding Customs
Duration: 60 minutes [60 min supplementary activity] = 60-120 min
Materials: world map
Goals:locate various countries on a world map•identify similarities and differences of wedding customs around the world•learn new vocabulary•
Description:
Begin: Introduce the word ‘custom’, as ‘an accepted or habitual practice, a practice common tomany’.Inaddition,confirmthestudents’knowledgeofthefollowingwords:togetherness,engaged,engagement,fiancé,bridal,marriage,married,dye.
Breakthestudentsintosevengroups.DistributeWorksheets 6 – 12, or help the students access them on-line by leading them to the Wedding Customsworksheetspage.Assignadifferent Wedding Customsworksheettoeachgroup.
Learn: Askeachgrouptoidentifythecountrywherethecustomis/waspracticed,andtolocateit on the world map. The group then reads the custom, and discusses it so they understand it well enough to present to the class. In addition, each student in the group should come up with one or two words that describe something about the artifact, shoe or custom. The word could relate to the colour (i.e. gold), the shape (i.e. curly toe), the aesthetics (i.e. pretty), or other criteria of the student’s choosing.
Apply:Eachgroupwillthenpresenttheircustomtotheclass.Discussthesimilaritiesanddifferences of the customs. Most are very different, although the customs in Japan, India and Macedonia all involve gifts - for or from the bride.
Supplementary activity: If students have access to a computer and wish to explore more weddingcustomsandfootwearfromothercountries,askthemtoclick here to scroll through thesepageswhichhavesimplifiedlabels,andtheartefactimagesfromthe“SmallStories”section on the main site.
Confirmthestudents’knowledgeofthefollowingwords:fiancé,sole,heels,clog,tradition,traditionally.AskstudentstofindtheshoesfromTheNetherlands,Turkey,Sweden,France,Malaysia,Morocco,theSaamipeople(NorthernScandinavia)andtheZunipeople(SouthwesternUS).Studentscanalsofindtheseplacesonaworldmap.
Ask the students to report on a custom they have learned about from each country. As a follow-up, discuss their differences and similarities. For example, the shoes are made from a variety of different materials. Men from The Netherlands, France, and the Zuni culture all made shoes for their brides. Many, but not all, of the shoes feature intricate decoration.
Activity 4, Small Stories
Small Stories
The Netherlands
These wooden clogs come from a small island in the Netherlands called Marken. Before a man got married, he carved clogs with beautiful designs for his bride.
Carved clogsMarken, Netherlands, late 19th centuryBSM P86.251
Turkey
This bowl and matching silver sandals, or nalin, was a wedding present given to a bride in Turkey 100 years ago. Silver costs a lot of money, so this was precious gift.
Silver nalin and bowlIstanbul, Turkey, c. 1900BSM P89.240
Sweden
Some brides in Sweden wore shoes like these. Notice that the heel is in the middle of the sole, not at the back. The bride had to walk by putting her toes down first rather than her heels, because of the way her shoes were made.
Leather shoes with inset birch bark heelsSweden, c. 1795-1820BSM P83.167
France
In France, a man would carve these wooden clogs and give them to his fiancé on Christmas Eve to show how much he loved her. This clog was carved from one piece of wood and is decorated with nails that form a heart.
Decorated wooden clogAriege, France, early 20th centuryBSM P86.66
Malaysia
Some people in Malaysia originally came from China, and brought their traditions with them. Young girls learned how to make and decorate shoes, just like they would have in China. The groom’s family made sure that a woman was good at making beautiful shoes before they would let their son marry her.
Beaded mulesMalacca Straits, MalaysiaBSM P79.93
Morocco
Moroccan brides wore babouches made of beautiful fabrics, with lots of decoration on them. Notice the special pink lining.
Pair of embroidered wedding baboucheMorocco, 1950BSM P79.673
Saami
The Saami live in the most northern parts of Norway, Sweden, and Finland. Traditionally, white reindeer fur boots with curled toes were worn by both the bride and groom. This pair was made for a man and is decorated with colourful pompoms.
White reindeer fur bootsAnar, Finland, c. 1990BSM P00.19
Zuni
The Zuni live in the southwestern United States. Traditionally, a Zuni groom had to make the wedding boots his bride would wear at the wedding. The pieces of white deerskin wrap around her legs and would be tied on with thin strips of leather.
Southwestern United States, mid- 20th centuryBSM S80.1402
Activity 4, Wedding Customs – Worksheet 6
Wedding Customs – The White Wedding
In Canada, many brides get married in a white dress. This custom began more than 150years ago when Queen Victoria of Great Britain wore a white wedding dress. She was apopular queen, and lots of women wanted to be like her. So they chose white for theirwedding dresses too, and a new custom was started.
Words to describe the shoes:
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Activity 4, Wedding Customs – Worksheet 7
Wedding Customs – Married for Life
In Korea, a young girl’s parents asked a man who had a happy marriage to carve twoducks for their daughter. The ducks were symbols of togetherness and love, which theparents wanted for their daughter when she married.
Words to describe the ducks:
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Activity 4, Wedding Customs – Worksheet 8
Wedding Customs – The Maiden Threw Her Shoe
In Moravia, it was a popular custom for young women who were not married to take offone of their shoes on Christmas Eve, and toss it over their shoulder at the front door oftheir home. If the toe of the shoe landed facing the door, the girl would be married beforethe next Christmas.
Words to describe the shoes:
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Activity 4, Wedding Customs – Worksheet 9
Wedding Customs – Close Knit
In Macedonia, when a girl got engaged she knit socks for everyone in her fiancé’s family.The socks were delivered to the groom’s house, and displayed on the wall so everyonecould admire her knack for knitting.
Words to describe the socks:
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Activity 4, Wedding Customs – Worksheet 10
Wedding Customs – Staying Safe
In Morocco, the Berber people believed that when the wedding was over, the bride couldnot touch her feet on the ground or she would have bad luck. She was taken to her newhome on a donkey, and the groom carried her into the house so her bridal boots nevertouched the earth.
Words to describe the boots:
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Activity 4, Wedding Customs – Worksheet 11
Wedding Customs – Two Soles Together
In Japan, when a woman got engaged, she received many gifts. These gifts couldinclude zori with two soles, which stood for joining the woman and man in marriage.
Words to describe the shoes:
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Activity 4, Wedding Customs – Worksheet 12
Wedding Customs – Dyeing for Love
In India, the first gift the groom gives to his bride is the red dye, or mehndi, that she willuse to decorate her hands and feet for the wedding. He often also gives her gifts ofjewellery such as toe rings and ankle bracelets.
Words to describe the mehndi and jewellery:
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Glossary
Babouche (bă-boosh) – Worn throughout North Africa, these shoes with the heel flattened at the back accommodates the need to remove one’s shoes for prayer five times a day in accordance with Islam.
Buckle – A popular closing device on Western footwear of the 16th and 17th centuries which joined the two side latchets of the shoe, and later served a purely decorative function.
Clog – A type of shoe or sandal with a rigid, often wooden, sole, widely worn by outdoor workers as protective clothing in factories, mines and farms.
Flats – Shoes with little or no heel.
Henna (hĕn’ă) – A reddish-orange dyestuff prepared from the dried and ground leaves of this plant, used as a cosmetic dye and for coloring leather and fabrics.
Khussa (koo’să) – A shoe from the Indian sub-continent with elaborate gold embroidery and a pointed, upturned toe.
Mehndi (mĕn’dē) – The art or practice of painting elaborate patterns on the skin with henna.
Mok-hwa (mŏk-hĕwă) – Men’s black velvet ceremonial boots from Korea.
Nalin (nă’lĭn) – Stilted sandals of wood or metal from Turkey or Syria.
Opintsi (ō’pĭnt’sĭ) – One-piece leather shoe from Macedonia with multiple straps over the instep.
Pumps – A low-cut shoe that surrounds the foot, without fastenings. May have heel of any height.
Paduka (bă’dū’kă) – Toe-knob sandals that are one of the oldest forms of footwear in India.
Tabi (tă’bē) – A Japanese sock with bifurcated toe to accommodate the thong of a zori or other thronged sandal.
Woon-hye (wōōn-hī) – Upper class woman’s silk covered shoes from Korea with a distinctive canoe-like shape.
Zori (zōr’ē) – A flat Japanese sandal with thongs, usually made of rice straw or leather.
Bibliography
The Bata Shoe Museum
Books for Chidren
Author Title/Publisher ISBN Number Comments
Arthur, Malcolm (trans)Marcellino, Fred (illus)
Puss in Boots. Tandem Library. 1998
0613105249A re-telling of Charles Perrault’s classic fairy tale.
Climo, Shirley Heller, Ruth (illus)
The Egyptian Cinderella. New York: Thomas Y. Crowell, 1989
069004822X0690048246 (lib)
A falcon snatches a slave girl’s rose-red gold slipper and delivers it to the Pharoah, who searches all of Egypt to make her his queen.
Climo, Shirley (author); Laura Krupinski (illustr.)
The Irish Cinderlad. Harper Collins, 1996
0060243961
This Irish-boy version of the Cinderella tale uses different props for his rise from rags to riches.
Climo, Shirley (author); Robert Florczak (illustr.)
The Persian Cinderella. Harper Collins, 1999
0064438538A Persian version of the Cinderella story.
Climo, Shirley (author); Ruth Heller (illustr.)
The Korean Cinderella. Harper Collins, 1993
0064433978A Korean version of the Cinderella story.
Ellis, Sarah (author); Dusan Petricic (illustr.)
The Queen’s Feet. Red Deer Press, 2000.
0889953201Queen Daisy’s feet have a mind of their own, and sometimes get her into trouble.
Galdone, PaulThe Elves and the Shoemaker. New York: Clarion Books, 1984
0899192262
Traditional tale of the elves who help the poor shoemaker and his wife by sewing shoes together at night.
Heo, YumiFather’s Rubber Shoes. New York: Orchard Books, 1995
05310687300531087239 (lib)
Yungsu misses Korea terribly until he makes friends in America.
Jackson, Ellen O’Malley, Kevin (illus)
Cinder Edna. New York: Lothrop, Lee & Shepard, 1994
1561384445
Cinderella and Cinder Edna, who live with cruel stepmothers, have different approaches to life, and although both end up with the prince of their dreams, one is a great deal happier than the other.
Jackson, Ellen O’Malley, Kevin (illus)
Cinder Edna. New York: Lothrop, Lee & Shepard, 1994
1561384445
Cinderella and Cinder Edna, who live with cruel stepmothers, have different approaches to life, and although both end up with the prince of their dreams, one is a great deal happier than the other.
Author Title/Publisher ISBN Number Comments
Light, SteveThe Shoemaker Extraordinaire. Abrams. 2003
0810942364
Hans is the best shoemaker in the kingdom. A jealous colleague tells him the local giant needs a pair of new shoes, when in fact what the giant is looking for is dinner!
Matsuno, MasakoA Pair of Red Clogs. Purple House Press. 1960.
193090021
A child cracks her new getas and so longs for a bright shiny new pair that she almost does a dishonest thing.
McClintock, BarbaraCinderella. Scholastic. 2005
0439561450A re-telling of Charles Perrault’s version of Cinderella.
Munsch, Robert (author); Michael Martchenko (illustr.)
Smelly Socks. Scholastic. 2005
0439967074
Tina loves her socks so much that she doesn’t want to take them off… ever! When the socks start to smell, her friends jump into action. Story set on a First Nation reserve.
Perlman, Janet (& illus)
Cinderella Penguin. Toronto: KidsCan Press, 1992
1550740733Traditional tale told with penguin characters. Wonderful illustrations.
Perrault, CharlesCendrillon Flammarion (Editions) (Nov. 1 1998)
2081602598Charles Perrault’s classic fairy tale.
San Souci, Robert D. (author); Brian Pinkney (illustr.)
Cendrillon: A Caribbean Cinderella. Aladin Paperbacks. 1998.
0689848889The Caribbean version of Cinderella.
Sanderson, Ruth (& illus)
The Twelve Dancing Princesses. Boston: Little, Brown & Company, 1990
0316770175
Twelve princesses wear out their slippers dancing all night long, until their secret is finally discovered.
Simard, Rémy Pratt, Pierre (illus)
The Magic Boot. Toronto: Annick Press, 1995
1550374117Pipo is given magic boots to accommodate his enormous feet, with startling results.
Simard, Rémy Pratt, Pierre (illus)
La bottine magique de Pipo. Toronto: Annick Press, 1995
1550374117Pipo is given magic boots to accommodate his enormous feet, with startling results.
Wheeler, Denelda Bekkering, Herman (illus)
Where did you get your Moccasins? Winnipeg: Pegius, ?
A boy tells his classmates just how his grandmother, or Kookum, made his moccasins.