Contents of Curriculum Unit 96.03.03:

Social Development in the elementary school has become an important trend in education today. Many school systems have initiated formal curriculums geared towards building students’ self-esteem, motivating them to learn, and promoting positive decision-making skills. With growing emphasis on Social Development in the United States today, the New Haven Board of Education dictates the incorporation of social development into the established curriculum. In 1987, a social development curriculum, Project Charlie, was introduced. It was developed to assist teachers in the implementation of this important program. The main thrust of Project Charlie is to raise students’ self-awareness. It attempts to show students that while we have many similarities we also have many differences and that it is these differences which make us special and unique. It further demonstrates that it is OK not to look and act like everyone else. It sends the message that we do not have to look a certain way to be acceptable to society. In their book Building Self-Esteem in Children Berne and Savary define a healthy self-esteem as “a capacity to see oneself as valuable and competent, loving and lovable, having certain unique talents and a worthwhile personality to share in relationships with others.”¹ In other words, it is who you are on the inside that counts rather than how you look. Since it is during the childhood years that lifetime impressions about the world and self are being formed, parents and teachers have the ability to shape events so that children can have at least some successful learning and social experiences and begin to develop a positive sense of self. In his book Positive Self-Talk for Children: Teaching Self-Esteem Through Affirmations: A Guide for Parents. Teachers and Counselors Bloch defines self-esteem as “our basic sense of self-worth that comes from all the thoughts, feelings, and experiences we have accumulated about ourselves in life. These impressions and evaluations add up to our feeling good about ourselves or feeling inadequate.”² With the help of Project Charlie, my goal is to aid my students in the development of a more positive self-concept. In addition to teaching the academic subjects, I have tried to educate my third graders about the importance of self-worth. I have attempted to instill in all of them the feeling that “I AM SOMEBODY!” This unit will be used throughout the school year to supplement to current curriculum.

Students in this age group are just entering a crucial stage in their development: the awkward stage prior to adolescence. Their bodies are beginning to change and physical appearance is becoming more important to many of them. At this age, students may be quite self-conscious both about their appearance and performance. During this stage, children often judge themselves and others as too fat or too thin, too tall or too short, too pale or too dark. Bloch states that “during the elementary years, children often compare themselves with peers in order to evaluate abilities. In the process, they learn about ways in which physical appearances differ. All too often these differences are put-down and ridiculed by other children and/or adults.”³ At this point, they begin to develop a sense that physical traits have meaning i.e. thin is good whereas fat is lazy or pale is good while dark is bad. In their book, Your Nine-Year-Old: Thoughtful and Mysterious, Ames and Haber state that “the most popular tend to be the muscular, strongly built boys and girls who relate easily to others and are looked up to and admired by the less mature, less capable students . . . Their physical attractiveness makes them popular.”⁴ As a result of these changing attitudes, many children suddenly begin to feel that they have to look a certain way in order to be accepted by their peer group and ultimately society. With increased focus on their outward appearance and that of others, students need to be constantly reminded and reassured that they are beautiful and special because of what is on the inside rather than because of their physical appearance. This unit will be aimed at doing just that.

Adults as well as children are often influenced by the media, especially in the area of television and film. A primary message conveyed by the media relative to physical appearance is that if you are young, thin, “beautiful”, and the right color, you are considered acceptable to society. On the other hand, however, if you are old, fat, “ugly”, and the wrong color, you are viewed as unacceptable. Television and film for children are no exception. They often send the message that if an individual is perceived as physically attractive, he or she will be successful. Conversely, if society perceives an individual as unattractive physically, he or she will not be successful. Children, especially girls, are programmed early on to feel they have to look like “Barbie” in order to live a happy, successful life. They are programmed to believe that if they are tall, thin, and “beautiful”, they will find Prince Charming and live happily ever after! Boys, however, are not immune to these messages regarding physical appearance. Boys are conditioned to believe that if they are fit and muscular and possess the smoldering good looks of today’s professional athletes and action heroes, they will be successful. Children need to be “reprogrammed”, if you will, to recognize and understand that it is a person’s inner beauty, an innate goodness, that brings happiness and success. Due to the influence media has on my students, I intend to use it to motivate discussion with regard to this issue of beauty and what truly makes a person “beautiful”.

My unit will use various children’s films, especially Disney Productions, as well as a variety of children’s literature to expose my students to the positive and negative depictions of physical appearance in an attempt to show them that “Beauty is More Than Skin Deep”; that true beauty comes from within. The purpose of this unit is to increase students’ awareness of how physical characteristics influence their perception of various characters. I will begin the unit by showing my students a series of photographs of children their age of various sizes/shapes, ethnic backgrounds, etc. and ask them to select the person who they feel would make a good friend. At this point, I will record students’ responses on a chart and then we will discuss their reasons for choosing a particular person. After a brief discussion, I will read a short biography on each of the photographed children and ask students if they still feel the person they initially chose would be a suitable friend. Further discussion will ensue and students will be allowed to make changes based on this new information. I will explain that just as many of them initially chose someone because they looked a certain way, society, too, often accepts (or rejects) individuals based on how they look. I will discuss with students the fact that some of their responses changed after learning about the person initially chosen. At this time, I will stress to students that “Beauty is More Than Skin Deep”: that it is far more important to be a beautiful person on the inside—that a person’s inner beauty makes them attractive and therefore, acceptable to us and ultimately—to society. We will then view and observe all of the films in their entirety and discuss the following story elements of each: the setting, the main and minor characters, the plot, etc. with special emphasis on the characters in the film and the way in which they are depicted. I will begin each discussion by asking my students how they feel about a particular character and why they feel this way. For example, “How do you feel about Cinderella?” ”Why do you feel this way about her?” “What characteristics does she possess that make you feel this way?” “How is she portrayed in this film?” After some discussion of the characters portrayed, I will emphasize again that a character’s inner beauty (or lack thereof) is what attracts us to a certain character or causes us to dislike him/her. This unit will be interdisciplinary in approach. As previously stated, it will tie in nicely with Project Charlie as well as lend itself to various reading, writing, language and art activities. We will culminate this unit by creating an original film centered around this topic of beauty.

Cinderella is the tale of an orphan girl, Cinderella, who is forced to live with an evil stepmother and her two evil stepsisters. Though burdened with endless chores and dressed in rags, Cinderella radiates beauty because of her inner beauty and innate goodness as seen in her loving relationships with her friends, the animals. With the help of these special friends and a fairy godmother, Cinderella’s “beauty” is revealed to the Prince who falls in love with her and asks her to be his wife. Cinderella is depicted as young, thin, beautiful with long, flowing blonde hair and tiny feet while her evil stepsisters are referred to as “ugly daughters” and “lazy” and portrayed as fat and ugly with big feet. The evil stepmother is similarly portrayed as fat and ugly with a long pointy nose, long dark arched eyebrows, and dark circles around her eyes. Even the stepmother’s cat is depicted as fat and black with a mean scowl and is described as “disagreeable”. The apparent message being that if you are young, thin, and physically attractive; you are a good person and will be rewarded with a handsome prince and live happily ever after. However, if you are fat and physically unattractive; you are a bad person who will end up alone. At this point, I would stress that while Cinderella is no doubt beautiful, it is her “inner beauty” that makes her attractive, and therefore, led to her ultimate happiness and not the reverse. After an extensive discussion of Cinderella we will then read other versions of the Cinderella story from around the world. We will begin by reading and discussing the African version, Mufaro’s Beautiful Daughters by John Steptoe. Afterwards, we will compare and contrast the original version with its African counterpart using a Venn Diagram as shown on the right. Similarly, we will use Venn Diagrams to compare and contrast the original Cinderella story with versions from Korea(The Korean Cinderella) Egypt (The Egyptian Cinderella), and China(Yeh Shin: A Cinderella Story from China).

Example of Venn Diagram Comparing/Contrasting Cinderella and Mufaro’s Beautiful Daughters

Example of Character Map for Sleeping Beauty

Anticipation Guide for the Lion King

Agree

Disagree

1. Lions are ferocious beasts who kill.

2. Lions are cuddly and cute.

3. It would be fun to be King.

4. It is important to do whatever you have to do to achieve your goals.

The Wizard of Oz, written by L. Frank Baum, tells the story of Dorothy, a young girl from Kansas who is blown away by a tornado. Dorothy and her dog, Toto, land in the magical land of Oz. To get home, Dorothy must find the Wizard of Oz, who lives in the Emerald City. Along the way, Dorothy encounters a Scarecrow, a Tin Man, and a Cowardly Lion, who for personal reasons, decide to join Dorothy in her search for the Wizard. However, their journey to the Emerald City is complicated by the Wicked Witch of the West who wants her dead sister’s ruby slippers returned. Everyone loves Glinda, the Good Witch of the North while they love to hate the Wicked Witch of the West. The Wicked Witch is portrayed as old, ugly, colored green, and dressed in dark, drab clothing whereas Glinda, the Good Witch is young, beautiful with milky white skin, and wears an elegantly bejeweled, flowing costume, clearly demonstrating that “UGLY” is “BAD” and “BEAUTY” is “GOOD”. Similarly, Dorothy herself is portrayed as young, thin, and cute with her long, curly ponytails while the Wizard is projected as powerful, old, ugly, and scary looking with flames and smoke engulfing his face. Once again, signifying that youth and beauty is acceptable whereas being old and unattractive is not. The audience is compelled to regard the Wicked Witch and the Wizard as representations of evil because they are portrayed as old and ugly. On the other hand, they identity with Glinda, the Good Witch and Dorothy because of their goodness which is portrayed as young and beautiful. However, appearances can be deceiving when the Wizard is revealed for the man he really is. While now just a stout, bald, weak man, his inner goodness attracts us to him and enables us to identify with him finally. Thus demonstrating that a person’s inner beauty is what makes a person attractive. Following The Wizard of Oz we will construct a Feelings Chart as shown below which will analyze characters’ feelings/reactions to particular events in the film. It will also serve as a vehicle for comparing and contrasting characters. I will give students 3-4 events from the film and ask them to list adjectives describing Dorothy’s, the Wicked Witch’s, the Good Witch’s, and the Scarecrow’s, Tin Man’s, and Cowardly Lion’s feelings/reactions to each of these occurrences. (The students will be asked to describe the Scarecrow’s, Tin Man’s, and Cowardly Lion’s feelings/reactions as a group rather than individually as their responses are basically the same.)

Feelings Chart for The Wizard of Oz

Events	Dorothy	Wicked	Good	Scarecrow, Tin Man,
			Witch	Witch	Cowardly Lion

1. During a tornado, a house

____falls on top of the Wicked

____Witch of the East killing her.

2. Glinda, the Good Witch,

____transfers the ruby slippers from

____the dead witch’s feet to Dorothy’s.

3. Dorothy reaches The Emerald

____City and meets the Wizard with

____the help of the Scarecrow, the

____Tin Man, & the Cowardly Lion.

4. After fulfilling the Wizard’s

____wishes, Dorothy is returned

____safely to her home in Kansas.

Beauty and the Beast is the tale of a prince who has everything. He is spoiled, selfish, and unkind. One evening an old beggar woman comes to his castle seeking shelter from the cold in return for a beautiful rose. The unkind prince sneers at her because of her haggard appearance and dismisses her. The old woman warns him not to be deceived by her appearance for beauty is found within. She is then transformed into a beautiful enchantress. The prince apologizes but he is too late for she could see there is no love in his heart and as punishment, turns him into a hideous beast. She leaves him with the enchanted rose which will bloom until his twenty-first birthday. If he can learn to love another and be loved in return, the spell will be broken. However, if he can not, then he shall remain a beast forever. In this classic tale, appearances truly are deceiving. The “Beast” is depicted as a massive creature who is dark and ugly. While once a vicious monster, he clearly softens at Belle’s beauty and goodness and eventually his own goodness and “beauty” begin to shine through. On the other hand, Gaston on the surface appears to be every woman’s fantasy: tall, dark, muscular, handsome. In fact, the women refer to him as “gorgeous”. However, Gaston is also arrogant and evil. In fact, it is Gaston who Belle calls “monster” because of his wrong doings. Meanwhile, the Beast, with some encouragement from the tea kettle, who suggests he help Belle see past his looks, shows that he really is gentle, kind, and caring. Despite the fact that he is no “Prince Charming”, eventually Belle’s love for the Beast and his inner beauty transform him back into a handsome prince and his castle goes from a dark and dreary shell to a magical place once more. Although Belle is young, thin, and beautiful, she is considered an outcast by the townspeople because of her love of books. She is believed to be just as crazy as her father because of her desire for knowledge. However, Gaston is more than willing to overlook Belle’s “craziness” because she is so beautiful. While Gaston loves Belle solely for her appearance, the Beast falls in love with Belle for the person she is on the inside. Thus reinforcing the concept that “inner beauty” is what truly makes a person beautiful. Students will complete a Polar Opposites Guide after watching Disney’s The Beauty and the Beast. A Polar Opposite Guide helps students analyze characters by having them rate one or more characters on a scale of three, five, or seven points. A list of the character’s characteristics are given along with the opposites of these characteristics. Students then rate the characteristics which should in turn generate discussion of the character(s). I will have students complete guides for the Beast, Belle, and Gaston. An example of a Polar Opposite Guide for The Beast follows below.

Polar Opposites Guide

mean ___ ___ ___ ___ ___ kind

sad ___ ___ ___ ___ ___ happy

hot-tempered & rough ___ ___ ___ ___ ___ easy-going & gentle

confident ___ ___ ___ ___ ___ unsure

popular ___ ___ ___ ___ ___ unpopular

Other activities involving this film will be completed after viewing Disney’s The Hunchback of Notre Dame and The Jungle Book.

Disney’s The Hunchback of Notre Dame is the story of the evil Judge Claude Frollo and his brutal soldiers who despise gypsies because they are believed to represent all that is bad in the world. Because of his intense hatred for gypsies and believing one of the women has stolen something, Judge Frollo chases her and accidentally kills her. When he retrieves the bundle of “stolen goods”, he realizes that it is a misshapen baby which he calls “monster”. Since he was responsible for the infant’s mother’s death, the archdeacon insists that Frollo adopt the child. Frollo agrees provided the child, Quasimodo, can live in the bell tower hidden from the rest of the world. The archdeacon agrees and it is there that Quasimodo lives alone for the next eighteen years. His only friends are three stone gargoyles who suggest Quasimodo go to the festival. Quasimodo hesitates because the warped Frollo has convinced him he is not “normal”. However, he finally agrees to go and disguises himself in a hooded cloak. It is at the festival that he literally stumbles upon Esmeralda, a beautiful gypsy girl who enthuses “great mask!” when she glimpses Quasimodo’s face under his hood. Esmeralda even winks at him as she dances and later pulls him up on the stage with other masked festival goers. At one point she goes to remove his “mask” and realizes it is no disguise at all! Quasimodo is then paraded through the streets as the ugliest King of Fools ever. The crowd throws fruit and taunts him. They even tie him to a pillory. Finally, Esmeralda comes to Quasimodo’s aid. Back in the bell tower, she compliments his mini-model of Paris and tells him he is not the monster his master says he is. She kisses him after he helps her escape from Frollo and his men. The stone gargoyles convince Quasimodo that the beautiful Esmeralda loves him but he soon realizes that it is Phoebus, one of Frollo’s men, she really loves. During a confrontation with Frollo, Quasimodo knocks him to the floor and shouts, “All my life you have told me that the world is a dark and cruel place. But now I see that the only thing dark and cruel about it is you!” The once feared and taunted Quasimodo is now cheered and celebrated as the town’s hero! At the beginning of this tale, Clopin, the puppeteer, poses the riddle: “Can you guess who is the monster and who is the man?” One might initially respond that Frollo is the man and Quasimodo, the monster. However, after seeing Quasimodo’s dramatic story, it is clear that he is in fact a kind, caring, lovable man while Frollo is a mean, horrible monster whose hatred and ignorance caused him to do many cruel deeds. Quasimodo is portrayed as a disfigured hunchback with large, droopy eyes and several missing teeth while Frollo’s long, pointed features and black attire add to his evilness. Although Quasimodo does not win the love and affection of the beautiful Esmeralda, she does look beyond his physical appearance and accept him for the person he is on the inside demonstrating once again that a person’s inner beauty is far more important than their appearance. Prior to viewing this movie, I will show my students a picture of Quasimodo and elicit their feelings about him which I will record on a Character Web like the one on the right.

Contrast Chart

stays the same	becomes better person
throughout film	by end of film

I will also show students portions of other versions of The Hunchback of Notre Dame which we will compare and contrast with the Disney version.

Rudyard Kipling’s The Jungle Book is the story of Mowgli, whose father works for Major Brydon. It begins when the feared tiger, Shara Kan, raids Major Brydon’s camp and kills Mowgli’s father. Mowgli is separated from the others in the camp when the horse-draw wagon he is in takes off into the jungle. Raised by wild animals since childhood, Mowgli appears to be nothing more than a beast himself. Eventually, though, Mowgli is drawn away from his life in the jungle by his childhood friend, Kitty, the beautiful daughter of Major Brydon. Mowgli has to contend with Kitty’s fiance, Captain Boone, who will stop at nothing to have both Kitty and the mythical treasures of Monkey City. With the help of his loyal animals friends, Mowgli saves Kitty and her father from the corrupt Captain Boone and his band of thieves. Because he does not look like the others and initially only grunts like an animal, he is referred to (and treated) as a “savage” and “uncivilized”. Kitty is warned to fear him because he is thought of as a wild animal. Kitty, however, attempts to civilize him by teaching him to speak properly, dress, and act like the others in the group. Sensing Captain Boone’s corruptness, Mowgli states that if this is what it means to be civilized, he would rather be uncivilized and returns to the jungle. Although on the surface Mowgli appears to be nothing more than a beast, it is Captain Boone who is truly a beast because of his evil nature. Because of Mowgli’s inner beauty and love for Kitty, he is truly the hero of this tale. Following an extensive discussion of Disney’s The Jungle Book, I will ask students to respond in writing to Mowgli, who senses Captain Boone’s corruptness and comments, “if this is what it means to be civilized, I’d rather be uncivilized . . . ” In addition, I will have students write an essay discussing the similarities and differences between the Beast from Beauty and the Beast, Quasimodo from The Hunchback of Notre Dame, and Mowgli. Similarly, students could also write an essay describing the likenesses and differences between the women in these films: Belle from Beauty and the Beast, Esmeralda from The Hunchback of Notre Dame, and Kitty.

Disney’s The Big Green is the story of a group of misfit kids living in small town Elma, Texas where nothing exciting ever happens. Bored with life in Elma, these mischievous misfits cause their latest teacher’s departure which leaves them in need of a new teacher. British schoolteacher Anna Montgomery arrives full of enthusiasm and hope. However, it is not long before she too begins to feel that it is hopeless and contemplates leaving. In an effort to motivate her students, she decides to form a soccer team. Although they are all beginners except for a Mexican boy named Juan, Ms. Montgomery joins the local soccer league where they encounter a team of big city bullies, The Knights. Eventually Juan leads this team of underdogs to victory over The Knights. Initially labeled losers because of the way they look and perform on the field, this team demonstrates that appearances are definitely deceiving when they beat The Knights, who

Double-Entry Journal for The Big Green

Quote from Film

Response

1. “Don’t waste your time with us.

____We’re losers!”

____(Larry to Ms. Montgomery)

2. “We don’t play soccer.

____It’s for foreigners!”

____(class to Ms. Montgomery)

3. “All you have to do is believe

____in yourselves!”

____(Ms. Montgomery to class)

4. “They don’t even look like a team!”

____(Knights to Big Green)

5. “You’ve got little kids and you’ve

____you we won the league

____championships last year!”

____(Knights‘ coach to Sheriff Tom

____& Ms. Montgomery)

6. “Giving up before you’ve ever

____really started is a sad way to live

____your life. You keep your talents

____hidden and undiscovered, you only

____ cheat yourself!” (Ms. Montgomery to Kate)

7. “Playing like a team is more important than winning!’

____(Sheriff Tom to Big Green)

Lesson Plan

Objectives  To introduce the concept “Beauty is more than skin deep”.

Materials

-several photographs of students of various sizes/shapes, ethnic backgrounds, etc.

-short biography for each of the above mentioned photographs

-chart

Procedures

1. Show students photographs of children their age of various sizes/shapes, ethnic backgrounds, etc. and have them select someone they feel would make a good friend.

2. Record students’ responses on chart.

3. Discuss reasons for choosing one particular person over another.

4. Display each photograph again and this time read a short biography of each person.

5. Ask students how they feel about their choices now that they know a little about them.

6. Record any changes on the chart.

7. Explain that just as many of them initially choose someone because they looked a certain way, so does society.

8. Discuss fact that some responses changed after they learned about the person they originally chose.

9. At this point, I will stress that “Beauty is More Than Skin Deep”: that it is far more important to be a beautiful person on the inside—that a person’s inner beauty makes them attractive and acceptable to us and ultimately to society.

Lesson Plan

Objectives  To compare and contrast different versions of the same story.

Materials

-film Cinderella

-book Mufaro’s Beautiful Daughters by John Steptoe

-transparency or chart with Venn Diagram

-blank copy of Venn Diagram for students

Procedures

1. View Disney’s Cinderella and discuss plot.

2. Read Mufaro’s Beautiful Daughters by John Steptoe and discuss plot.

3. Complete a Venn Diagram similar to the one below comparing and contrasting both stories.

Example of Venn Diagram Comparing/Contrasting Cinderella and Mufaro’s Beautiful Daughters

4. Repeat procedures with other versions of the Cinderella story such as: The Korean Cinderella, The Egyptian Cinderella, Yeh-Shin: A Cinderella Story from China.

Lesson Plan

Objectives

1. To recognize our differences.

2. To identify qualities that make us special and unique individuals.

3. To create a “Wanted” poster illustrating a special quality.

Materials

-Project Charlie Lesson 6 “Uniqueness” on pgs. 47-50 of section on Self-Awareness

-blank “Wanted” poster for each student

-photograph of each student

Procedures

1. Begin with Project Charlie Lesson 6 “Uniqueness” on pgs. 47-50 of section on Self-Awareness.

2. Discuss and list qualities that make each of us special and unique individuals.

3. Create “Wanted” poster depicting each students’ special quality and display in classroom.

Notes

1. Berne, Patricia H. and Louis M. Savary. Building Self-Esteem in Children, pg. XV.

2. Bloch, Douglas with Jon Merritt. Positive Self;Talk for Children: Teaching Self-Esteem Through Affirmations: A Guide for Parents Teachers and Counselors, pg. 65.

3. Bloch, pg. 76.

4. Ames, Louise Bates and Carol Chase Haber. Your Nine-Year-Old: Thoughtful and Mysterious, pg. 32.

Teacher Bibliography

An excellent guide to better understanding the nine-year-old.

Andersen, Yvonne. Make Your Own Animated Movies. Boston: Little, Brown, and Co., 1970.

An excellent handbook giving valuable tips about equipment and supplies. Also, tips and tested activities for making animated movies.

Andersen, Yvonne. Make Your Own Movies and Videotapes. Boston: Little, Brown, and Co., 1971.

An excellent up-to-date guide on the art of filmmaking.

Berne, Patricia H. and Louis M. Savary. Building Self-Esteem in Children. New York: Continuum Publishing Co., 1981.

An excellent guide for building self-esteem in children.

Bloch, Douglas with Jon Merritt. Positive Self-Talk for Children: Teaching Self-Esteem Through Affirmations: A Guide for Parents Teachers and Counselors. New York: Bantam Books, 1993.

An excellent guide for anyone who deals with children on a regular basis.

Yopp, Hallie Kay and Ruth Helen Yopp. Literature-Based Reading Activities. Boston: Allyn and Bacon, 1992.

An excellent guide of literature-based reading activities which gives activities to be done before, during, and/or after reading.

Student Bibliography

In this version of Cinderella, set in Egypt, Rhodopes, a slave girl, eventually comes to be chosen by the Pharaoh to be his queen.

Climo, Shirley. The Korean Cinderella. Mexico: HarperCollins Publishers, 1993.

Another version of the popular Cinderella story set in Korea.

Louie, Ah-Ling. Yeh-Shin: A Cinderella Story from China. New York: Philomel Books, 1982.

In this version, a young Chinese girl, Yeh-Shin, overcomes the wickedness of her stepmother and stepsister to become the bride of the prince.

Steptoe, John. Mufaro’s Beautiful Daughters. New York: Lothrop, Lee & Shepard Books, 1987.

In this version of Cinderella, set in Africa, Mufaro’s two beautiful daughters, one bad-tempered, one kind & sweet, go before the king who is looking for a wife.

Films

Cinderella. (Videocassette). Walt Disney Home Video, 1988. 76 min.

Sleeping Beauty. (Videocassette). Walt Disney Home Video. 75 min.

Snow White. (Videocassette). Walt Disney Home Video. 84 min.

The Big Green. (Videocassette). Walt Disney Home Video. 100 min.

The Jungle Book by Rudyard Kipling. (Videocassette). Walt Disney Home Video. 111 min.

The Lion King. (Videocassette). Walt Disney Home Video. 88 min.

The Wizard of Oz from the book by L. Frank Baum. (Videocassette).

MGM/UA Home Video, 1985. 1 hr., 41 min.

Character Map