How did European trade goods affect Native Americans’ lives?

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: randy.singleton@saintleo.edu

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 Americans http://www.pearsonhighered.com/mediaproducts/mysearchlab/

 

 

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. 365-381 reading 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=0a9ab567-0e5f-4e5a-8ede-4bd67de89ede%40sessionmgr104&vid=6&hid=113&bdata=JnNpdGU9YnJjLWxpdmU%3d#db=b6h&AN=35198052

 

· Sitting Bull

http://web.ebscohost.com.ezproxy.saintleo.edu/brc/detail?sid=0a9ab567-0e5f-4e5a-8ede-4bd67de89ede%40sessionmgr104&vid=11&hid=113&bdata=JnNpdGU9YnJjLWxpdmU%3d#db=b6h&AN=103331GL193651052911

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 schools are the stomachs of the country in which all people that come to us are assimilated within a generation. When a lion eats an ox, the lion does not become an ox but the ox becomes a lion.” ..Henry Ward Beecher

“If the Great Spirit had desired me to 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 put other 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	Reading – textbook First Americans Ch. 2 “French and English Newcomers” & Ch. 4 all (Learning Outcome #3)	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	Reading – textbook 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	Reading – textbook 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”

(Learning Outcome #2)

 

· 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) (Learning Outcome #3)

 

· 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?

(Learning Outcome #1)

 

· 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?

(Learning Outcome #2)

 

 

· 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

(Learning Outcomes 1 & 2)

 

 

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.

(Learning Outcome 3)

 

http://ehis.ebscohost.com.ezproxy.saintleo.edu/ehost/detail?sid=6af9ecd3-a65b-4702-ba90-46fdfa72cb76%40sessionmgr12&vid=5&hid=8&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#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”

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/history/MHL/US/images/Charles_Bank_Wilson_Freedoms_Warrior_1941-1943.html

(Learning Outcomes 2 & 5)

 

 

· 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?

(Learning Outcomes 3 & 5)

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/history/MHL/US/documents/Menominee_Termination_Act_1954.html

 

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/history/MHL/US/documents/Menominee_Termination_Act_1954.html

 

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/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:

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/history/MHL/US/flipbooks/28_The_American_Indian_Movement.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?

 

(Learning Outcome 3)

 

 

 

	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: adaoffice@saintleo.edu

 

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 elana.karshmer@saintleo.edu University Campus

Viki Stoupenos viki.stoupenos@saintleo.edu FL, GA, SC Centers

Steve Weaver steven.weaver@saintleo.edu MS, TX, VA Centers

Sandy Hawes sandy.hawes@saintleo.edu 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 reference.desk@saintleo.edu . 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) / steven.weaver@saintleo.edu

 

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_Reimbursement_Form.pdf