TIPS for AUTHORS

What are Good Topics?
Articles in Social Studies and the Young Learner show how social studies (history, geography, civics, economics, anthropology, etc.) is taught in the pre-K-6 classroom. The lead article often provides background on the theme for that issue. A children's literature piece describes how to use quality books in the classroom. A pullout usually includes a lesson with handouts.

Visit www.socialstudies.org/teacher/invitation to see themes of upcoming issues of SSYL (but you may also write on a topic that does not fit a theme).

How Will My Paper Be Judged?
This checklist shows the features that editors and reviewers will be watching for. Read your own paper against this checklist.

I have described the basic setting (grade level, time to prepare and teach, materials and resources needed)

The social studies content is strong (students learn history, civics, geography, economics, or anthropology, etc.) See the themes I-X in Expectations of Excellence: Curriculum Standards for Social Studies

I have included examples of classroom experience (what students said, how they responded, and pedagogical pitfalls that arose and how to avoid them)

I have included examples of young students' work (writing, art, quotes, photos of students in action)

Other teachers could use these ideas and methods (Can this lesson or activity be applied to other classrooms, in other states, with a low budget, and with a reasonable commitment of time and materials?)

There is a clear assessment of student learning. (How is student learning measured at end of the lesson? Are discussion questions or test questions included?)

I have linked the subject matter in my paper to state and national content standards and to the required curriculum of my school for this grade level.

I have avoided using the passive voice. Right: The teacher corrects and grades the papers. Wrong: Papers are corrected and graded by the teacher.

I have used Chicago style for notes. (Do NOT use Endnote or Reference Manager programs.) Right: Using a globe enhances student understanding of the concept.3 The notes section at the end cites Smith's paper: 3. Joe Smith, Teaching First Grade (New York: Happy Publishers, 1998), 24. Wrong: Smith (1998) found that globes enhanced student understanding of the concept.

I kept my reading audience in mind. (Will classroom teachers, who are the primary audience of SSYL, eagerly read this from start to finish? Will they find it useful to their actual practice?)

Proofreading?
Ask a colleague to read your paper and check it for grammar, organization, and writing style.

Who, When, and How?
Be sure to follow the basic advice in the Guidelines for Contributors to Social Studies and the Young Learner when you format text, type references, shoot photographs, write a cover letter, and submit your manuscript.

Other Questions?
Feel free to contact me at ssyl@missouri.edu if you have any further questions. Thank you for your time, effort, and expertise. —Linda Bennett, Editor