Comprehension of the concept terms listed below will give structure to the learning objectives of this unit. Discussion of the categories which comprise the cognitive concept abstractions will help the student to experience the process of conceptualization. The use of concrete examples from the student’s experience will enrich the study of this unit.
Example:
Cognitive Abstraction
Neighborhood
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For this unit the categories that might be experienced in an Italian neighborhood will be listed.
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Italian Neighborhood
Catholic Church
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Clubs and Societies
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Feasts and Festivals
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Bocci Games
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Bakeries
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Italian Restaurants
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Pizza Parlors
Allow students to add other related categories. The same process can be followed for conceptualizing the words listed below:
1. Ethnic group
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2. Culture
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3. Heritage
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4. Mores
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5. Settlement patterns
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6. Campanilismo Italian words
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7. Paesani
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8. Emigration
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9. Community
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10. Immigration
Unit Activities that Involve the Student: Examples.
1. A comparative study of the ethnic composition of Connecticut and another state from another region of the United States.
Specific objectives:
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1. To have the student research census data.
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2. To acquaint the student with regional ethnic settlement patterns and regional diversity of ethnic groupings.
2. A research-writing project which would allow the student to trace his own ethnic-family-settlement patterns. This can be accomplished by oral techniques and through written primary sources.
Specific objectives:
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1. To allow the student to scrutinize his own heritage: traditions, mores, emigration motivation.
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2. To have student(s) compare and contrast his family experience with that of the Italian in New Haven.
3. A comparative study of the geography of Italy, especially peninsula Italy, and the geography of Connecticut.
Specific objectives:
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1. Students will discern the climatic and physical differences of the two regions.
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2. Students will appreciate that the Italian immigrant had to adjust to physical as well as cultural differences during his resettlement in Connecticut.
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4. A comparative study of the political and social conditions which gave impetus to Italian Unification (1800-1870) and the creation of the United States (1700-1776).
Specific objectives:
1. Students will better conceptualize the categories involved in the term Nationalism.
2. Students will gain a more complete perspective of the political and social movements of the 18th and 19th centuries.
Note to the Teacher:
The above examples are more sophisticated projects for the older or more academically adept student. As you read the narrative many more such projects should come to mind.
Map Activities
Materials needed:
1. Blank maps of Italy(political and physical).
2. Political and physical maps of Italy.
Students should locate the provinces of Italy on the political map. Students will locate the villages noted in the narrative. Students will label the mountains, rivers and major islands of Italy on the physical map.
Specific objectives:
1. Students will comprehend the relationship between the physical entity of the state in the United States and the province in Italy.
2. Students will get a clearer perspective of the relationship of the village in Italy to the neighborhood in New Haven.
3. Students will better comprehend the relationship of topography with concepts such as overpopulation.
4. Students will note the relationship between the mountainous terrain and thin soils and the lack of extensive agricultural plains.
Notes to the Teacher:
1. Other map activities could include locating the major cities of New England, with special emphasis on industrial cities with large ethnic concentrations. A physical map of New England would offer a topographic comparison of Italy and the immigrant’s new home. A climatic map of the two regions, along with a study of the climatic controls would enrich the student’s map and cognitive skill.
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2. Have students gather recipes from various regions of Italy. Perhaps they could even prepare a similar dish using diverse regional recipes.
Specific objectives:
1. Students will note regional variations in food preparation. (Food is a very important part of Italian culture).
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2. Students will be able to relate physical and climatic factors to recipe ingredients.
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3. Have students interview Italian restaurant owners
or chefs in the area.
Specific objectives:
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1. Students will recognize that aspects of culture are transferred in resettlement.
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2. Students will be able to pinpoint neighborhood village food preparation specialties.
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4. Have the students compile a notebook which would show regional dialects and accents in reference to common expressions, both in Italy and New England.
Specific objectives:
1. Student’s comprehension of regional differences will be reenforced.
2. Student will recognize that dialects are not the same as local accents.