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:

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

Name of
the
groom’s
shoe?
Activity 3, Wedding Shoes around the World, Worksheet 3 – Answer Sheet

Investigating Wedding Shoes

Where in
England India Moravia Macedonia Japan Korea Morocco
the world?

Name of
the bride’s Flat Paduka Boot Opintsi Zori Woon-hye Boot
shoe?

Name of
the
Pump Khussa Boot Opintsi Zori Moh-hwa Babouche
groom’s
shoe?
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 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 the
correct 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
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 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 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
Puss in Boots. A re-telling of Charles Perrault’s
(trans) 0613105249
Tandem Library. 1998 classic fairy tale.
Marcellino, Fred (illus)
A falcon snatches a slave
The Egyptian
girl’s rose-red gold slipper and
Climo, Shirley Cinderella. New York: 069004822X
delivers it to the Pharoah, who
Heller, Ruth (illus) Thomas Y. Crowell, 0690048246 (lib)
searches all of Egypt to make
1989
her his queen.
Climo, Shirley This Irish-boy version of the
(author); The Irish Cinderlad. Cinderella tale uses different
0060243961
Laura Krupinski Harper Collins, 1996 props for his rise from rags to
(illustr.) riches.
Climo, Shirley
(author); The Persian Cinderella. A Persian version of the
0064438538
Robert Florczak Harper Collins, 1999 Cinderella story.
(illustr.)
Climo, Shirley
The Korean Cinderella. A Korean version of the
(author); 0064433978
Harper Collins, 1993 Cinderella story.
Ruth Heller (illustr.)
Queen Daisy’s feet have a mind
Ellis, Sarah (author); The Queen’s Feet. Red
0889953201 of their own, and sometimes get
Dusan Petricic (illustr.) Deer Press, 2000.
her into trouble.
Traditional tale of the elves who
The Elves and the
help the poor shoemaker and his
Galdone, Paul Shoemaker. New York: 0899192262
wife by sewing shoes together at
Clarion Books, 1984
night.
Father’s Rubber Shoes. Yungsu misses Korea terribly
0531068730
Heo, Yumi New York: Orchard until he makes friends in
0531087239 (lib)
Books, 1995 America.
Cinderella and Cinder Edna, who
live with cruel stepmothers, have
Cinder Edna. New
Jackson, Ellen different approaches to life, and
York: Lothrop, Lee & 1561384445
O’Malley, Kevin (illus) although both end up with the
Shepard, 1994
prince of their dreams, one is a
great deal happier than the other.
Cinderella and Cinder Edna, who
live with cruel stepmothers, have
Cinder Edna. New
Jackson, Ellen different approaches to life, and
York: Lothrop, Lee & 1561384445
O’Malley, Kevin (illus) although both end up with the
Shepard, 1994
prince of their dreams, one is a
great deal happier than the other.
Author Title/Publisher ISBN Number Comments
Hans is the best shoemaker in
the kingdom. A jealous colleague
The Shoemaker
tells him the local giant needs a
Light, Steve Extraordinaire. Abrams. 0810942364
pair of new shoes, when in fact
2003
what the giant is looking for is
dinner!
A child cracks her new getas
A Pair of Red Clogs.
and so longs for a bright shiny
Matsuno, Masako Purple House Press. 193090021
new pair that she almost does a
1960.
dishonest thing.
Cinderella. Scholastic. A re-telling of Charles Perrault’s
McClintock, Barbara 0439561450
2005 version of Cinderella.
Tina loves her socks so much
Munsch, Robert that she doesn’t want to take
(author); Smelly Socks. them off… ever! When the socks
0439967074
Michael Martchenko Scholastic. 2005 start to smell, her friends jump
(illustr.) into action. Story set on a First
Nation reserve.
Cinderella Penguin. Traditional tale told with
Perlman, Janet (&
Toronto: KidsCan Press, 1550740733 penguin characters. Wonderful
illus)
1992 illustrations.
Cendrillon Flammarion Charles Perrault’s classic fairy
Perrault, Charles 2081602598
(Editions) (Nov. 1 1998) tale.
San Souci, Robert D. Cendrillon: A Caribbean
The Caribbean version of
(author); Cinderella. Aladin 0689848889
Cinderella.
Brian Pinkney (illustr.) Paperbacks. 1998.
The Twelve Dancing Twelve princesses wear out
Sanderson, Ruth Princesses. Boston: their slippers dancing all night
0316770175
(& illus) Little, Brown & long, until their secret is finally
Company, 1990 discovered.
The Magic Boot. Pipo is given magic boots to
Simard, Rémy
Toronto: Annick Press, 1550374117 accommodate his enormous
Pratt, Pierre (illus)
1995 feet, with startling results.
La bottine magique de Pipo is given magic boots to
Simard, Rémy
Pipo. Toronto: Annick 1550374117 accommodate his enormous
Pratt, Pierre (illus)
Press, 1995 feet, with startling results.
Wheeler, Denelda Where did you get your A boy tells his classmates
Bekkering, Herman Moccasins? Winnipeg: just how his grandmother, or
(illus) Pegius, ? Kookum, made his moccasins.