Native American History and Life Syllabus

HTY/SSC 110HM
Native American History and Life
Syllabus
Fall 1 2019
Professor Name: Randy Singleton
Course number: HTY/SSC 110HM CH24B
Prerequisites: Sophomore standing
Classroom location: Chesapeake Center, Rm 124
Class hours: 5pm-7:40pm-Mondays
Days-Mondays- on-ground in classroom; Wed-online (blended)
Office location: 1434 Crossways Blvd, Chesapeake, VA 23320
Office hours: 4:30-5pm
Office telephone: 757-227-4450; 757-681-0221 cell
Email: [email protected]
Location: Chesapeake Center
I. REQUIRED TEXTBOOK
Kenneth W. Townsend and Mark A. Nicholas, First Americans:
A History of Native Peoples (Combined Volume), 2013 Pearson
ISBN 978-0-132-06948-9
Instructor and Student online supplemental resource :
MySearchLab for First
Americanshttp://www.pearsonhighered.com/mediaproducts/mys
earchlab/
II. COURSE DESCRIPTION

What do you know about Native Americans? When you think of
Native Americans do you visualize scantily clad warriors with
bows and arrows, or women sitting by tee pees wearing feathers
and beads? Do all Native Americans live on reservations? Do all
reservations have casinos? Focusing on the lives of Native
peoples prior to European contact, their interactions with
Europeans and Africans, their removal to reservations, and their
contemporary experiences, this course addresses the many
myths and misconceptions associated with Native American
history and culture within the United States.
Saint Leo University embraces six Core Values: Community,
Respect, Responsible Stewardship, Excellence, Personal
Development, and Integrity.
This course will emphasize the Core Values of Community and
Respect as we explore how decisions made by people and
groups in this country’s past relate to the values they embraced.
III. LEARNING OUTCOMES
By the end of this course students will:
1. Demonstrate the ability to utilize basic geographical (map-
related) skills to investigate the following: Native American
tribal demographics, Native American tribal movement and
dispersal, Native American inter-tribal interaction, and
interaction between Native American groups and Europeans in
America;
2. Demonstrate the ability to effectively analyze visual
representations of Native American history and culture as
evidenced by proficient discussion and critical analysis related
to these images;
3. Demonstrate the ability to read about and comprehend issues
related to Native American history and culture through thorough
and successful completion of reading assignments and

discussion questions related to Native American history and
culture;
4. Demonstrate the ability to relate the Core Values of Respect
and Community to past events and to developments in society
today by actively engaging in current events discussions related
to political, social, and cultural developments associated with
Native American history and life;
5. Demonstrate the ability to engage in critical thinking,
effective writing, and informed discussion on issues related to
Native American history and culture through the successful
completion of essays, assignments, presentations, and active
engagement in class discussions.
IV. Grading Scale:
QEP Assignment Essay (mandatory for all) 05%
Exam(s) 10-30%
Essay(s) 10-25%
Assignments 10-40%
Quizzes 0-15%
Presentation 15-20%
8 Critical Thinking/Values Discussion Questions
Preparation & Participation 10-20%
Grading Guide:
A Exceptional
A- Superior
B+ Excellent
B Very Good
B- Good
C+ Above Average

C Average
C- Below Average
D+ Marginal
D Poor
F Failure
FA* Failure due to Absences
I Incomplete
P Pass
W Withdrawn
WE** Withdrawn Excused
Exams:Learning Outcomes 3 and 5 (Given Sept 9 and Sept 23)
Exam 1, the Midterm exam, and the Final exam must include at
least one essay question that requires students to demonstrate
critical thinking skills. In addition to the essay question(s)
exams can include short-answer questions. Multiple choice
questions may not comprise more than 15% of the questions in
an exam for this course.
QEP Assignment (Critical Thinking + Values = Decision
Making): (Due Sept 11)
Learning Outcomes 4 & 5
This 2-page assignment is located within Module 2 and is
included below. All students must complete this assignment and
upload it to the Key Assignment Portal in Chalk & Wire for
evaluation.
· Answer the following questions in paragraph form (2 pages).
Consider in your answer the Saint Leo Core Values of Respect,
Community, and Responsible Stewardship.
1. How did European trade goods affect Native Americans’

lives? Was the acquisition of these trade goods worth Native
Americans’ changing their lifestyles?
2. What goods or devices in modern society have we adopted in
modern society that have made our lives easier, but have also
caused harm to ourselves or to our environment?
8 Critical Thinking/Values Discussion Questions:Learning
Outcomes 4 and 5-Prof.
Singleton will use weekly chapter reading assignment questions
These critical thinking and values discussion questions are
listed in the “Instructor Course Resources” section of this
syllabus. There are questions for each of the 8 modules. The
questions are already embedded in the online version of this
course.
· For on-ground classes assign these questions to students for
homework in preparation for discussing their answers in class.
These assignments work best if students prepare informal
written answers to these questions before engaging in
discussion. Instructors should collect these written responses
after the in-class discussion in order to give students credit for
completing the assignment.
· for online classes these questions are embedded within each
module
Presentation: Learning Outcomes 1, 2 3, 4, and 5 (Due Sept 30)
· Onground students will create a Power Point or Prezi
presentation related to the module or modules of the instructor’s
choice and also present it to the class. Students must
demonstrate that they are an “expert” on the material and must
not read the information to the class. They must speak clearly
and concisely. Students should be prepared to address questions

or comments from classmates and the instructor after the
presentation.
· Online students must prepare the Power Point or Prezi
presentation required within the online course. Students will be
required to demonstrate their facility with the material and their
communications skills by completing the presentation as
instructed within module 8.
Essay or Research Paper: Learning Outcomes 3 and 5 (Due
Sept 30)
5-7 page research paper (double Spaced 12-point font) related to
the Indian Boarding Schools (Module 6).The essay question that
instructors create must make use of the following quotes and
relate them to the First Americans Ch.11 p. 365-381reading for
Module 6 in addition to any additional reading, lecture and/or
film material provided by the instructor.
The following quotes are from Henry Ward Beecher and Sitting
Bull. Conduct simple internet research to learn about these men.
· Henry Ward Beecher
http://web.ebscohost.com.ezproxy.saintleo.edu/brc/detail?sid=0
a9ab567-0e5f-4e5a-8ede-
4bd67de89ede%40sessionmgr104&vid=6&hid=113&bdata=JnNp
dGU9YnJjLWxpdmU%3d#db=b6h&AN=35198052
· Sitting Bull
http://web.ebscohost.com.ezproxy.saintleo.edu/brc/detail?sid=0
a9ab567-0e5f-4e5a-8ede-
4bd67de89ede%40sessionmgr104&vid=11&hid=113&bdata=JnN
pdGU9YnJjLWxpdmU%3d#db=b6h&AN=103331GL193651052
911
Then read the following quotes carefully and relate each quote
to the mission and activities of the Indian boarding schools. In
your answer be sure to discuss how Henry Beecher Stowe and
Sitting Bull’s beliefs and life experiences might have prompted
them to issue these quotes.

"The common schoolsare the stomachs of the countryin which
all people that come to usare assimilated within a
generation.When a lion eats an ox,the lion does not become an
oxbut the ox becomes a lion."
..Henry Ward Beecher
"If the Great Spirit had desired meto be a white man he would
have made me so in the first place. He put in your heart certain
wishes and plans; in my heart he putother and different
desires. Each man is good in the sight of the Great Spirit.
It is not necessary, that eagles should be crows."..Sitting Bull
(Teton Sioux)
Research Paper Option-Write a 5-7 page research paper on a
famous Native American, include 5 to 7 sources in
Bibliography, double-spaced, Font-size 11-Times New Roman
V. SCHEDULE -Due Dates
QEP Assignment-see syllabus for instructions- Due Sept 11
2 Exams given Sept 9 and Sept 23
Group Power Point Presentations Due Sept 30
Essay or Research Paper Due Sept 30
Module
Title and Learning Objectives
Readings
Essays
Exam
Quiz
Presentation
1

Pre-Contact Native American History and Culture
· Ancient Native Americans
· Native American diversity
· Native American world view
· Eastern tribal society, culture & Spirituality
· Algonquians
· Iroquois
Learning Outcomes: 1, 3, 4, 5
Reading – textbook
First Americans Ch. 1
(Learning Outcome #3)
2
First Contact and Native -- European Interaction
· European exploration
· European world view
· Legend of First Contact (See Resource Guide)
· Henry Hudson and Navasink Tribe (See Resource Guide)
· Trade between Native Americans and Europeans
· Native American and European Relations
Learning Outcomes: 2, 3, 4, 5
First Americans Ch. 2 “French and English Newcomers” & Ch.
4 all

Critical
Thinking
QEP Essay
3
Eastern Native American Rebellion and War with Europeans
· Pequot Massacre at Mystic
· Metacom’s (King Philip’s) War
· Seven Years War
Learning Outcomes: 1, 2, 5
First Americans Ch. 5 all and 6 to p. 177
Exam
4
Southeastern Tribes: The Cherokee and the 5 “Civilized Tribes”
· The Five Civilized Tribes
· Cherokee
· Seminole
· Choctaw
· Chickasaw
· Creek
· Five Tribes: Society and Culture
· Five Tribes: Relations with Americans
Black Seminoles
Native American Removal
· Plans for Removal
· Intercourse Acts
· Andrew Jackson and Removal
· Indian Removal Act of 1830

· Trail of Tears
· Oklahoma Territory
· Seminole Rebellion and Wars
Learning Outcomes: 1,2,3,4,5
First Americans Ch. 6, p.177-194 and Ch. 7 all.
5
Native Americans in the West
· American Western Movement and Manifest Destiny Threatens
Western Tribes’ Survival
· Buffalo
· Reservations
· The Railroad
· The Sioux
· Leaders (Red Cloud, Crazy Horse, Sitting Bull)
· Conflicts with U.S. Army
· The Apache and Comanche
· Apache Leaders (Mangas Coloradas, Cochise, Geronimo
· Comanche Leader Quanah Parker
· Conflicts with U.S. Army/Texas Rangers
· Rebellion & Resistance
· Geronimo’s last stand
Learning Outcomes: 3,5
Read First Americans
Chapter 9 beginning on page 298 “The Upper Midwest: Sioux

resistance”
Chapter 10 all
Chapter 11 up to p.365 stop at “Saving the Indian”
Quiz
6
2. Efforts to Assimilate Native Americans
· The Dawes Act, 1877
· Indian boarding schools
Learning Outcomes: 2,3,5
Read First Americans,Chapter 11, from page 365 “Saving the
Indian” to the end of the chapter.
Essay:
Indian
Boarding
Schools
Begin thinking
about which
tribe you will
choose for the
Module 8
presentation
7
Native Americans in the 20th Century
· Cultural Immersion
· Self-Determination
· Urbanization

· Economic Issues
Learning Outcomes: 2,3, 4, 5
Read: First Americans Ch. 16
Begin thinking about
which tribe you will
choose for the
Module 8 presentation
8
Native Americans Today
· Urban life
· Social problems
· Poverty
· Unemployment
· Education
· Substance Abuse
· Teen Pregnancy
· Protest Movements
· Casinos
· Prospects for the future
Learning Outcomes: 1,3, 4,5
Reading: First Americans
Chapters 17 & 18
Presentation

Module 1 Pre-Contact Native American History and Culture
· Read the Pima Creation story found in MySearchLab Ch. 1
“Connections”→ “Documents.” Write your culture’s creation
story. Compare and contrast the Pima creation story with your
own. Are there more similarities or more differences? What do
you think is most outlandish or unlikely about the Pima creation
story? What would a Pima find most outlandish or unlikely
about your culture’s creation story? (Learning Outcome #3)
· Map Activity from MySearchLab.com chapter 3 (Learning
Outcome #1)“My Search Lab Connections” → “Maps”→
“NativePeoples”
· Pre-work
· Investigate: What is the difference between a physical and a
political map?
· Locate this physical map of the United States and examine it
carefully, making note of the mountain ranges, rivers, lakes, and
deserts. http://www.freeworldmaps.net/northamerica/united-
states/map.html
· Look at the Map “Native Peoples”
· Click on the map to enlarge it until it fills your screen
· Study the map legend carefully, noting Culture Areas, Trade
Goods, and Trade Routes.
· According to the map legend, which of the cultural groups
would have engaged in agriculture?
· Did most trade routes run North/South or East/ West? What is
the most plausible explanation for this?
· On the eve of European contact, Native American tribes
spread across the North American continent and encompassed a
range of different cultures, languages, and religious beliefs.

Trade goods exchanged among these diverse groups furnished
avenues of communication across the continent. According to
this map, which geographic features presented barriers to trade?
Which geographic features would have facilitated trade?
· Film clip & Discussion suggestion
· “Last of the Mohicans” Opening Scene
· Explain how Chingachgook’s treatment of the deer he killed
illustrates this module’s discussion of Native American
spirituality? (Learning Outcome #3)
Module 2 First Contact with Europeans
· MySearchLab Chapter 2, MySearchLab Connections: Closer
Look “An Early European Image of Native Americans
Columbian Exchange” (Learning Outcome #2)
· Examine this image and listen carefully to the audio
explanation
· Answer the Critical Thinking question at the end of the
presentation
· Discovery Activity (Learning Outcome #4)
· One of the legacies of the many tribes that first inhabited the
Americas is the long list of Native American words and place
names still in use today. Have students conduct simple internet
research to discover Native American:
· State Names
· Native American Words
· Native American Cities and Rivers, etc.
· Native American College and Professional Sports Team Names

and Mascots:
What does the proliferation of these Native American-related
team names and mascots say about Americans’ perceptions of
Native Americans?
Are there certain parts of the country where these Native
American team names and mascots are more prevalent than
others? Why or why not?
Module 3 Eastern Native American Rebellion and War with
Europeans
· MySearchLab Ch. 4 → “MySearchLab Connections” →
“Images” → “King Philip’s War”
· Examine the depiction of King Philip’s War (Metacom’s War}
· Queston: What advantages might the Native Americans have
had that are not depicted here?
·
· MySearchLab Ch. 4 → MySearchLab Connections →
Documents → read Captain John Smith to Queen Anne (1617)
and Remarks by Chief Powhatan to John Smith (c. 1609)
· Read these two early 17th century accounts related to John
Smith
· How do these accounts demonstrate that there are two sides to
every story?
· Describe a situation at work, with family, with friends or out
in public when you have recognized that there is more than one
side to a story.

· Questions from MySearchLab.com book chapter 4
· Was Bacon's Rebellion motivated more by issues of race or
issues of class? Use examples of each factor's influence on the
rebellion to support your argument.· Was the spread of disease
the most important factor in the European colonists' victories
over native tribes? Discuss the impact of disease and at least
one other factor in your argument.
· Would a better understanding of native customs and politics
have prevented the wars that characterized early European
colonization in North America? Support your argument with
examples of the impact of miscommunication on conflicts.
Module 4 Southeastern Tribes: The Cherokee and the 5
“Civilized” Tribes
· Map Assignment: Textbook map 7-2 p. 212
· Study this map of the Cherokee Nation
· Notice which place names are of Native American origin and
which are of English origin.
· Identify 5 English origin place names that tell a story about
the characteristics of that place and/or what might have
happened at that place.
· What does the proximity of Native American place names in
relation to English origin place names tell you about the
population of this region?
· Why were the Cherokee considered to be “civilized?”

(Learning Outcomes #3 and #5)
Module 5 Native American Removal
· MySearchLab.com → Chapter 7 → MySearchLab Connections
→ Interactive maps→ Native American Removal
· Learning Outcome #1
· Click on the map key items to the left of the map and examine
the Native American removal process
· Which tribe appears to have had the least difficult route to the
Indian Reservations?
· Based on your examination of the map, why did some
Cherokee first travel north before heading west to the Indian
Reservations?
· Discovery:
· Locate a U.S. map that shows major cities
http://www.mapsofworld.com/usa/usa-maps/USA-Major-
Cities.jpg
· Compare this map with the Native American Removal
interactive map from this assignment
· Which major U.S. cities are located within the areas that are
described as “Ceded Lands”? Is there a relationship between the
ceded areas and major cities? If not, why might these areas have
been determined to be desirable?
· What problems can you think of that might have arisen due to
the manner in which the Indian Reservation land was set up?
· Images: Seminole Squaw and Child and Edwardian mother and
child (Learning Outcome #2)
http://www.loc.gov/pictures/resource/cph.3c12857/
http://pinterest.com/pin/8233211790542591/
· Examine these photos of mother and child.
· Compare and contrast these images.
· What might you conclude about these mothers’ situations and

experiences based on examining these photos?
· Which technique proved more effective for Indians attempting
to resist forced removal: violent uprisings or non-violent
protests? Provide specific examples of at least one violent and
one non-violent protest to support your response.· Compare and
contrast the experiences of Southern and Northern native tribes
during the period of forced relocation. Describe specific
resistance efforts and political changes in your response.
· Which factor was more important in the eventual loss of
Indian territories in the United States: American aggression or
tribal disunity? Support your argument with examples of both
factors.
· Did Supreme Court rulings during the 1800s help or hinder
Native American efforts to resist forced relocation? Support
your argument with at least two specific Court rulings and their
outcomes.
· How did Native Americans rebuild their nations in Indian
Territory?
Module 6 Native Americans in the West & Efforts to Assimilate
Native Americans
· The Plains Indians were completely dependent on the Buffalo
to maintain their way of life. In our society today, is there
anything upon which we are completely dependent? (Something
that if taken away from us would completely change our culture
or alter our ability to live our lives as we now live?) [Learning
Outcome #4]
· American westward movement occurred at the cost of the

Plains tribes’ traditional ways of life. Explain the relationship
between each of the following pairs of actions.
· Land availability for farmers → Indian Removal
· Westward expansion → Indian Wars
· Rail lines → Buffalo Hunting
· Prairie Farms → Loss of Native Hunting Grounds
· Wagon Trains → Rutted Native Lands in
West
· Agricultural Expansion West → More “Need” for Slave
Labor in West
· It has been said: “A picture is worth a thousand words.”
Compare the “before” and “after” photos of Tom Torlino, a
Navaho teenager who attended the Carlisle Indian Boarding
School. What do these images “tell” you about Tom’s
experience at the boarding school? (Learning Outcome #2)
http://www.pbs.org/indiancountry/history/boarding.html
· Examine the “Execution of Santee Sioux” image located in the
“Seeing History” section of Chapter 9 (p. 302). Answer
questions 1 and 2 from the book as well as the following
question: Why were the Santee Sioux all hung at the same time?
(Learning Outcome 2)
· Locate the “Profile” on p. 372 Chapter 11 titled, “The
Oklahoma Land Rushers or Boomers.” Read this article and pay
close attention to the advertisement on the right.
· What role did the Dawes Act play in this land rush?
(Learning Outcomes 3 & 5)
· Which location had the second largest amount of acres
available? How does this relate to the AVP slide #3

Module 7 Native Americans in the 20th Century
· MySearchLab.com → Ch. 15 → MySearchLab Connections →
Images →”Freedom’s Warrior” (Learning Outcome #2)
· Examine this image
· Read about the artist
http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/
history/MHL/US/new_profiles3/index.php?id=130
· According to this article, which people’s portraits were
produced by this artist? Follow the links to view these portraits
and to determine what these people had in common.
· In his painting “Freedom’s Warrior,” what do you think the
artist was trying to convey about Native Americans during the
20th century?
· Follow this link to read the story of Ishi, the last living
member of his California Tribe – the Yahi. You will need your
Saint Leo login information to access this reading.
http://ehis.ebscohost.com.ezproxy.saintleo.edu/ehost/detail?sid=
6af9ecd3-a65b-4702-ba90-
46fdfa72cb76%40sessionmgr12&vid=5&hid=8&bdata=JnNpdG
U9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=khh&AN=9771144
· What events led to Ishi being the last survivor of his entire
tribe?
· What adjustments did Ishi need to make in order to live in a
20th Century California city?
· Why were researchers so interested in learning and writing
down his language?
· What valuable information other than language did Ishi
provide for researchers that they would not have otherwise been
able to obtain?

· How does Ishi’s story refute Commissioner of Indian Affairs
Dillon Myer’s statement that “Indians possessed no ‘legitimate
culture’ of their own?” (First Americans, 524)
· Read the “Reading History” section of First Americans ch. 13
called “From The Problem of Indian Administration or the
Meriam Report, 1928.”
· Using evidence from the assigned textbook chapters, the links
to articles, and the video links provided in this module, explain
why the findings of the Meriam Report could still be applied to
20th century Native Americans long after its publication in
1928.
(Learning Outcomes 3, 4 & 5)
· Follow the links below to study these images, called “School
Begins” and “Freedom’s Warrior.” What message does each
image seem to give about impressions of Native Americans and
hopes for Native Americans in the 20th Century? Be sure to
read carefully the explanation below the “School Begins”
image. Read carefully p. 514 and 515 of your textbook “A
Global Reorganization Act” to help you think about the “School
Begins” image.
“School Begins”
http://commons.wikimedia.org/wiki/File:School_Begins_1-25-
1899.JPG
“Freedom’s Warrior”
history/MHL/US/images/Charles_Bank_Wilson_Freedoms_Warr
ior_1941-1943.html
· In addition to information from Ch. 16 of the textbook, follow

the links below to learn about issues related to “Termination.”
How does the information in the textbook, in the video and the
readings about the plight of the Menominee people illustrate the
problems with the government’s consideration of a termination
policy?
history/MHL/US/documents/Menominee_Termination_Act_1954
.html
history/MHL/US/documents/Menominee_Termination_Act_1954
.html
history/MHL/US/videos2/Television_Interview_with_Oliver_La
_Farge_1951.html
Module 8 Native Americans Today
· Read through the information in the flipbook accessed via the
following link:
history/MHL/US/flipbooks/28_The_American_Indian_Movemen
t.html
· Then use the information from this flipbook together with
information from Ch. 17 of the textbook to answer the following
questions.
· How did Native Americans’ approach to dealing with local,
state and federal government change beginning in the 1960s?

A Exceptional
A- Superior
B+ Excellent
B Very Good
B- Good
C+ Above Average
C Average

C- Below Average
D+ Marginal
D Poor
F Failure
FA* Failure due to Absences
I Incomplete
P Pass

W Withdrawn
WE** Withdrawn Excused
AU Audit
VI. STUDENTS WITH DISABILITES
Students with documented disabilities who may require
accommodations should contact the Office of Disability
Services.
University location: SAB room 207
Telephone: 352-588-8484
E-mail: [email protected]
VII. ACADEMIC HONESTY POLICY
The Academic Honor Code is published in its entirety in the
Saint Leo University Catalog. The first paragraph is quoted
below:
As members of an academic community that places a high
value on truth and pursuit of knowledge, Saint Leo University
students are expected to be honest in every phase of their
academic life and present as their own work only that which is
genuinely theirs. Unless otherwise specified by the professor,

students must complete homework assignments by themselves
(or if on a team assignment, with only their team members). If
they receive outside assistance of any kind, they are expected to
cite the source and indicate the extent of the assistance. Each
student has the responsibility to maintain the highest standards
of academic integrity and to refrain from cheating, plagiarism,
or any other forms of academic dishonesty.
VIII. ATTENDANCE POLICY
This is a class that relies on the discussion of ideas.
Consequently, students are expected to make every reasonable
effort to attend all classes or participate in all online
discussions and chat room assignments. Students who
accumulate more than 3 unexcused absences will risk failing the
course. Please text or email Prof. Singleton if you know you are
going to be absent.
IX. LATE WORK/MAKE UP POLICY
Students who have missed class for excused reasons may turn in
late work with no penalty. Students who miss assignment
deadlines for unexcused reasons lose one full letter grade per
late day.
X. Library Services
I. LIBRARY RESOURCES:
Library Instruction
To arrange library/research instruction for your classes, please
contact:
Elana Karshmer [email protected] University
Campus
Viki Stoupenos [email protected] FL, GA, SC
Centers
Steve Weaver [email protected] MS, TX, VA
Centers
Sandy Hawes [email protected] COL and DL

Cannon Memorial Library
Librarians are available during reference hours to answer
questions concerning research strategies, database searching,
locating specific materials, and interlibrary loan (ILL).
Reference Hours
Monday – Thursday 9 a.m. – 10 p.m.
Friday 9 a.m. – 5 p.m.
Saturday 9 a.m. – 7 p.m.
Sunday 10 a.m. – 6 p.m.
The library provides an 800 number and an email address for
general reference services: 1-800-359-5945 or [email protected]
. The library’s mailing address and local telephone numbers are:
MC2128, 33701 State Road 52, Saint Leo, FL 33574
352-588-8477 (Reference Desk)
352-588-8476 (Circulation Desk)
352-588-8258 (Main)
352-588-8259 (Fax)
Online Catalog “LeoCat” (All Books and Media)
Click on Library Catalog (LeoCat) on the Cannon Memorial
Library website (http://www.saintleo.edu/library). Simple
Search choices are: title, author, keyword, subject, or journal
title. Use Advanced Search to set limits or expand your search
terms. To borrow books from Cannon Memorial Library, present
your SLU ID at the Circulation Desk. To have books mailed to
you, use the Interlibrary Loan and Document Delivery link on
the library’s website, complete the online request form, and
submit it.
Online Library Resources (Articles and E-books)
Saint Leo provides its own array of online article databases and
e-book resources supporting campus, online, center, and
distance learning classes. Use the Online Library Resources link
on the Cannon Memorial Library homepage to see the latest
subscription databases, e-book collections, etc.

IOR Please delete the following and adjust syllabi according to
your delivery method:
Faculty members at all centers (including distance learning and
the center for online learning) should contact their respective
director for information on additional library resources.
Virginia Region Addendum
Liaison Librarian
For answers to reference questions, aid in developing research
strategies, assistance with database searches, help locating
specific materials, submitting interlibrary loan requests, or
obtaining library assistance, Virginia Region students and
faculty may also contact:
Steven Weaver, Virginia Region Librarian
757-751-3846 (voice or text) / [email protected]
Library Tutorial
The University strongly encourages all students to review the
instructional tools on the library’s Help! link. By learning to
become more proficient researchers, students will also enhance
their academic success. Please review the library tutorial and
complete the online test which will prepare you for utilizing the
library's resources and services. A score of 70 or higher is
necessary to pass. Please allow yourself 15-20 minutes to take
the test.
Supplemental Library Resources
Public libraries provide free borrowing privileges to their local
residents so Saint Leo encourages students to obtain a public
library borrowing card at their earliest convenience. Most
public libraries also provide an interlibrary loan service
enabling users to borrow needed materials from other libraries.

Find It Virginia, a statewide public library initiative, grants
public library cardholders free remote access to multiple online
databases containing full-text articles via
http://www.finditva.com. For further information, contact your
local public library.
Base Library Access
Virginia Region students are eligible for borrowing privileges at
Bateman Memorial Library (http://www.langleylibrary.org) on
Langley Air Force Base. Please note that civilian student base
access is restricted to class attendance. For base access
information, contact Saint Leo Langley Center staff at (757)
766-1812 or (757) 766-1814. For remote Bateman Library
research assistance if you are unable to visit the library in
person, or for details about other area base libraries, please
contact the Virginia Region Librarian.
Library Card Reimbursement
To ensure that every student has academic book borrowing
privileges, Saint Leo annually reimburses off-campus students
up to $150 to obtain a library card at one area college or
university library. Students should submit their receipt and a
completed reimbursement form at their Saint Leo Center office.
The reimbursement form is available online at
http://saintleolibrary.cloudaccess.net/images/Library_Reimburse
ment_Form.pdf

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