The Perfect Pair: Wedding Shoe Stories

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.