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The largest group of non-English speaking immigrants who come to Canada are Italians, the vast majority of whom are from Southern Italy. This paper furnishes information on their cultural background and lists multi-media resources to introduce teachers to Italian society so that educators may better understand their students. Immigrant children are faced with choosing between two conflicting life styles -- the values of Canadian society and family values and customs. When teachers are aware of the problem they can cushion the culture shock for students and guide them through a transitional period. The paper deals with history, geography, and climate, explaining and suggesting some ideas on why Southern Italy differs from Northern and Central Italy. Cultural differences can be traced not only to the above factors, but also to ethnic roots and the "culture of poverty" -- attitudes of the poor which create a mentality that perpetuates living at a subsistence level. The low status of women as it affects society is discussed, since the family is seen as a society in microcosm. The last portion of the paper presents primary sources, annotated bibliographies, and audio-visual materials. A related document is SO 004 351. (Author/SJM)

This ungraded, annotated bibliography includes books of history and society, literature and culture and a special section devoted to the southern part of Italy. Filmstrips, slides and films are listed in the audiovisual materials bibliography. Also included is a list of sources of books and audio-visual materials that are included in a multi-media package on Italy used in the Toronto schools. (SO 003 443 is a related document.) (VW)

This booklet of 15 reprinted letters sent in response to a query concerning the actual use of Italian in the United States designates various areas of professional application. Some reference to current Italian publications is included. It is hoped that these letters will help promote the study of Italian in American schools. (RL)

Selections from world literature can increase high school students' interest in reading, their familiarity with age-old literary themes, their understanding of literary genres, their awareness of varying cultures, and their skill in analyzing and writing about literature. A world literature course with those aims introduced in a small Wisconsin high school focused on plays and novels dating from classical Greek literature to the present and including literature from Greece, England, Spain, France, Russia, Norway, and Italy. Because the class was composed of an exceptionally able group of students, methods of teaching included lectures, panel discussions, class discussions, students' reports, and student research papers. Full-length films, filmstrips, drama recordings, musical compositions, art slides, and theater productions provided supplementary material. Solicited student comments indicated varying levels of enthusiasm for the course. (JM)

A manuscript dated 1651 and now housed at the National Library in Florence, Italy, suggests that the document may be the first Italian adaptation of the Spanish drama, "El burlador de Sevilla y Convidado de Piedra" ("The Deceiver of Seville"). The Spanish tragedy, written in 1630 by Gabriel Tellez, known as Tirso de Molina, introduced the character of Don Juan. Four Italian seventeenth century artists are identified as possible dramatists of the Italian version but critics cannot agree on which one of them actually wrote the manuscript, "Convitato di Pietra", under scrutiny. Giacinto Andre Cicognini is alleged to have composed the work in 1650. Giovanni Battista Andreini (1651), Lionne Allacci, and Onofrio Giliberto di Solofra (1652) are also cited as possible authors although the apparent date of their plays follows the publication of the manuscript. A comparison of similarities and differences in the four versions is made. (DS)

This comprehensive guide to Italian study programs in American colleges, universities, specialized schools, and study abroad programs contains five major sections: (1) colleges, universities, and specialized schools offering introductory courses, minor, major, M.A., and Ph.D. programs; (2) colleges and universities offering graduate programs leading to M.A. and Ph.D. degrees; (3) colleges and universities offering undergraduate work toward major and minor programs, a complete listing of all course offerings, and graduate and study abroad programs; (4) American college and university study abroad programs in Italy; and (5) an alphabetical index of colleges and universities referred to in the guide. Bibliographic information and addresses of institutions and associations are included. (RL)

This quarterly bibliography of Italian studies in North America includes books, bibliographies, and reviews of comparative literature studies, translations, and publications on art, music, philosophy, history, cinema, and sociology, which are closely related to literature. (SW)

One studies Italian for the same reason one studies any language--to become educated. Even more than for art and music, Italian is necessary for literature. Dante must be read, and in the original. Further, we study Italian to know our cultural roots and heritage. (AMH)

This follow-up to two previous studies provides a list of dissertations in the area of Italian studies, mainly literature, either completed since 1971 or currently in progress. (Author/KM)

A brief historical review shows the cultural influence of Italy on England, a cultural climate the colonists brought to America. The attitude of J. Adams, J. Madison, T. Jefferson and B. Franklin towards the Italian language are reported. In particular, Franklin's considerable appreciation for the Italian culture is pointed out. (MS)

A chronological analysis of the fictional writings of Americans of Italian ancestry, this book constitutes a record of the interaction of two cultures, immigrant and established, within the composition of American civilization. The materials are divided into three parts: the first part contains an analysis of representative autobiographies as a direct comment of the Italian immigrants (accounts of their background, their reasons for emigrating, their problems upon arrival, and their experiences in their attempts at settling in a new country); the second part contains an analysis of the immigrants' fictional treatment of American life up to the contemporary period (the early impact, need for assimilation, revulsion, counterrevulsion, and rooting); and the third part reflects the contemporary period and summarizes the stages of the developments that led to the point of encounter in the interaction of the two cultures (novels of recall, recent Italian immigrant writers, advanced assimilation, novels "out-of-place," conflicts with the law, etc.). In the divisions of part three an attempt is also made to evaluate the Italian-American novel in contemporary American literature. (HOD)

A course in Italian literature is outlined for the advanced high-school and the third-year college level, using a thematic approach. The choice of theme in this case is the city, specifically Rome. (AM)

A brief analysis is made of the teaching of Italian literature in the United States with special reference to course work and language proficiency in the doctoral program. Mention is made of the choice of texts in undergraduate language courses. (Text is in Italian.) (AM)

Shows how the giants of the Renaissance, from Dante to Shakespeare and Cervantes, can be taught so that they illustrate the dialectic of the cultural experience that produced them, and how the masterpieces of Italian literature can be used to suggest both national and universal qualities. (Editor/RK)

This annotated bibliography of articles and books about haiku is divided into English, Spanish, Portuguese, Italian, French, and German language references. The organization of each section progresses from references for Japanese haiku to references for haiku written in occidental languages and from books to periodical publications. Because of their importance, basic references to the four great Japanese haiku poets (Basho, Buson, Issa, and Shiki) are separated from general entries. The author states that this bibliography reflects the popularity (and problems) of a new poetic form from another cultural tradition during the period of its assimilation into the cultural system and literary expression of the West. An index of authors and translators is included. (Author/DI)

The major purpose of this study is the descriptive analysis of a large body of literature, mainly technical, which attempts to explain the structure of sentences and ordering of their elements, on the linguistic and artistic levels. It is hoped that this study helps to document the relevance of technical material for the proper understanding of creative literature by focusing on the factors which conditioned at an early stage the particular forma mentis of authors and critics. More essentially, however, it is a study in the history of syntax and its development out of independent yet allied "arts." Some criteria of selectivity have been applied due to the proportions and inherent repetitiveness of this literature. After the year 1600, the geographical areas and languages handled are English, French, and Italian. The two crucial stages in our history, antiquity and the French eighteenth century, are covered with reasonable completeness, while the others are based on a representative sampling. An author index is provided, as well as a 27-page bibliography categorized in sections on an historical basis. (Author/JF)

Contents of this chronology and fact book include the following: (i) Editor's foreword; (ii) Chronology; (iii) Twenty-one documents, ranging from "Charter granting Christopher Columbus the Prerogatives and Privileges of his Voyage--April 30, 1492," to "On the Care of Migrants," issued by Pope Paul VI on August 22, 1969; Nine appendices, including: (1) Award Winners; (2) Business, Industry and Organizations; (3) Creative arts--some Italian-American writers, painters, and sculptors; (4) Entertaining Arts--popular and classical, Metropolitan Opera House Singers and Conductors; (5) Italian-Americans in Government--the United States Congress, Federal and State judiciary, Federal departments and agencies; senators, assemblymen and representatives from California, Connecticut, Illinois, Massachusetts, New Jersey, New York, and Pennsylvania; Statistics--Italians who reported under the Alien Address Program During 1970, Immigrants admitted and state of intended permanent residence for year ended 6/30/70; The name "Columbus" honored geographically; (6) Professions--educators, doctors, lawyers, engineers, architects, scientists and social scientists; Italian-American bishops of the Roman Catholic Church; (7) Italian-Americans In Sports--auto racing, baseball, basketball, bowling, boxing, football and golf; (8) Some representative Italian newspapers and periodicals, by state; and, (9) Materials and audiovisual aids; Bibliography--general reference, popular materials, scholarly materials. (JM)