Perfect_pair_all.pdf

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. Sacred Simplicity A young Japanese couple perform the traditional marriage ceremony in a temple, ca. 1946-56 © Horace Bristol/CORBIS

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 ageappropriate 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.

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 • communicate ideas for a specific purpose Description: Begin: Ask students to bring a shoe from home to display in a classroom shoe museum. Encourage them to bring shoes that are (or were) worn for a celebration, that reflect a tradition, 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 the Grade 2 Social Studies Curriculum. The students are learning about traditions and celebrations around the world. Your child has been asked to bring a shoe from home that was/is worn for a celebration, that reflects a tradition, or that tells a story. For example, they could bring their mother’s wedding shoe, their own baby shoe, or footwear from another country. I would be grateful if you could help your child select a shoe, and ensure its safe transit to 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 areas represented in the exhibition: Queen Victoria’s flats and man’s pumps (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 access these images themselves with simplified labels by clicking 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’s flag, and/or the shoe, on the appropriate country. Hand out Worksheet 3: Investigating Wedding Shoes. Together as a class, answer the questions for each shoe. Ask the student to fill in the chart as you go along. • • •

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 reflect this fact. For example, the Indian paduka 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 appliqué English, 1840 Worn by Queen Victoria BSM P85.363

England – Groom Prince Albert married Queen Victoria in black leather pumps with a large buckle like these. Pair of men’s pumps English, c. 1840s BSM 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-hye Korea, c. 1880 BSM 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-hwa Korea, c. 1880 BSM 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 pleats Slovacko region, Czech Republic, 1999 BSM 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 boots Dolni Bojanovice, Czech Republic BSM P99.7

Macedonia – Bride In Macedonia, the groom provides a new pair of shoes, or opintsi, for his bride. Leather opintsi Macedonia, 20th century Collection 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 opintsi Ochrid, Macedonia, late 20th century Collection 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 boots Anti 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 century BSM S81.24

Japan - Bride These painted leather zori from Japan are decorated with cranes, which wish the bride a long life. Painted leather zori Okokayama-ken, Japan, c.1930s Collection of the Textile Museum of Canada T93.103

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 tabi Japan, c. 1980 BSM 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, India BSM 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 khussa New Delhi, India, c. 1950 BSM S98.30

Activity 3: Wedding Shoes around the World

Flags and Shoes Resource Country

England

Korea (South)

Czech Republic

Macedonia

Morocco

Japan

India

Flag

Footwear – Bride

Footwear – Groom

Activity 3, Wedding Shoes around the World, Worksheet 3

Investigating Wedding Shoes

Where in the world?

Name of the bride’s shoe?

Name of the groom’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’s shoe?

Flat

Paduka

Boot

Opintsi

Zori

Woon-hye

Boot

Name of the 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 the correct square next to their proper name on the chart on page 2. Country Moravia

Bride’s Shoe

Name

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 the correct square next to their proper name on the chart on page 2. Country Moravia

Groom’s Shoe

Name

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 Moravia

Bride’s Shoe

Name

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 Moravia

Groom’s Shoe

Name

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 to many’. In addition, confirm the students’ knowledge of the following words: togetherness, engaged, engagement, fiancé, bridal, marriage, married, dye. Break the students into seven groups. Distribute Worksheets 6 – 12, or help the students access them on-line by leading them to the Wedding Customs worksheets page. Assign a different Wedding Customs worksheet to each group. Learn: Ask each group to identify the country where the custom is/was practiced, and to locate it 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: Each group will then present their custom to the class. Discuss the similarities and differences 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 wedding customs and footwear from other countries, ask them to click here to scroll through these pages which have simplified labels, and the artefact images from the “Small Stories” section on the main site. Confirm the students’ knowledge of the following words: fiancé, sole, heels, clog, tradition, traditionally. Ask students to find the shoes from The Netherlands, Turkey, Sweden, France, Malaysia, Morocco, the Saami people (Northern Scandinavia) and the Zuni people (Southwestern US). Students can also find these places on a world map.

Ask the students to report on a custom they have learned about from each country. As a followup, 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 clogs Marken, Netherlands, late 19th century BSM 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 bowl Istanbul, Turkey, c. 1900 BSM 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 heels Sweden, c. 1795-1820 BSM 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 clog Ariege, France, early 20th century BSM 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 mules Malacca Straits, Malaysia BSM 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 babouche Morocco, 1950 BSM 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 boots Anar, Finland, c. 1990 BSM 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 century BSM 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 150 years ago when Queen Victoria of Great Britain wore a white wedding dress. She was a popular queen, and lots of women wanted to be like her. So they chose white for their wedding 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 two ducks for their daughter. The ducks were symbols of togetherness and love, which the parents 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 off one of their shoes on Christmas Eve, and toss it over their shoulder at the front door of their home. If the toe of the shoe landed facing the door, the girl would be married before the 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 everyone could 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 could not touch her feet on the ground or she would have bad luck. She was taken to her new home on a donkey, and the groom carried her into the house so her bridal boots never touched 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 could include 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 will use to decorate her hands and feet for the wedding. He often also gives her gifts of jewellery 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

0613105249

A re-telling of Charles Perrault’s classic fairy tale.

Climo, Shirley Heller, Ruth (illus)

The Egyptian Cinderella. New York: Thomas Y. Crowell, 1989

069004822X 0690048246 (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

0064438538

A Persian version of the Cinderella story.

Climo, Shirley (author); Ruth Heller (illustr.)

The Korean Cinderella. Harper Collins, 1993

0064433978

A Korean version of the Cinderella story.

Ellis, Sarah (author); The Queen’s Feet. Red Dusan Petricic (illustr.) Deer Press, 2000.

0889953201

Queen Daisy’s feet have a mind of their own, and sometimes get her into trouble.

Galdone, Paul

The 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, Yumi

Father’s Rubber Shoes. New York: Orchard Books, 1995

0531068730 0531087239 (lib)

Yungsu misses Korea terribly until he makes friends in America.

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.

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)

Jackson, Ellen O’Malley, Kevin (illus)

Cinder Edna. New York: Lothrop, Lee & Shepard, 1994

Cinder Edna. New York: Lothrop, Lee & Shepard, 1994

Author

Title/Publisher

ISBN Number

Comments

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!

Light, Steve

The Shoemaker Extraordinaire. Abrams. 2003

Matsuno, Masako

A 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, Barbara

Cinderella. Scholastic. 2005

0439561450

A re-telling of Charles Perrault’s version of Cinderella.

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.

Munsch, Robert (author); Michael Martchenko (illustr.)

Smelly Socks. Scholastic. 2005

Perlman, Janet (& illus)

Cinderella Penguin. Toronto: KidsCan Press, 1550740733 1992

Traditional tale told with penguin characters. Wonderful illustrations.

Perrault, Charles

Cendrillon Flammarion (Editions) (Nov. 1 1998)

2081602598

Charles Perrault’s classic fairy tale.

San Souci, Robert D. (author); Brian Pinkney (illustr.)

Cendrillon: A Caribbean Cinderella. Aladin Paperbacks. 1998.

0689848889

The 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

1550374117

Pipo 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

1550374117

Pipo 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.