# data[].attributes.headline
Group Inquiry Adaptation Brainstorming Lists

# data[].attributes.subject
Group Inquiry Adaptation Brainstorming Lists

# data[].attributes.attachment_link.description
Team 1: The Prancing Pilgrims  Changes to Blueprint (e.g., modifications to tasks, sources, questions):           Additions to Blueprint (e.g., extra scaffolds or reading strategies):          Ways to Integrate Math More Effectively:            Ways to Integrate Science More Effe...

# data[].attributes.body
Check this out for general elementary SS resources

# data[].attributes.attachment_link.readable_text
Guidelines for Contributors to SSYL

The goal of Social Studies and the Young Learner is to a) capture and enthuse elementary teachers across the country; and b) provide relevant and useful information about the teaching of social studies to elementary students. The editor especially encourages submission of manuscripts authored by K-5 classroom teachers themselves, or co-authored by professors and classroom teachers. Currently there are no established issue themes; instead, every issue is open for possible social studies topics.

Submitting Your Manuscript

Submit your work online at www.editorialmanager.com/ncssjournals. After registering, you'll receive an email with a temporary user ID and password. Follow the steps for uploading a manuscript, title page, figures, tables, or graphics.

Formatting

Follow guidelines at the website. The authors' names should not appear within the paper for purposes of blind peer review. (It is okay if a citation to your own previous book or paper appears in the notes.)

With regard to citation notes, follow either The Chicago Manual of Style or the APA Style Manual. We will format and then publish articles using The Chicago Manual of Style, 14th ed. (Chicago: University of Chicago Press, 1993). See examples of notes in the journal.

Margins & Spacing: 0.75 inch margins all around; 1.5 space between lines.
Font: 12-point, Times New Roman
Length: 3,000 words maximum, not including notes, references, or tables.

Images and Examples

Evidence of learning from an elementary classroom is encouraged, but not required. If possible, include examples of student work and learning-writing, photos of projects, art, or other media. Submit tables, graphics, photos, etc. at the website. Please set your digital camera at high resolution if you take action photos of "students doing social studies." Authors must obtain parental permission allowing publication of photos of students, as well as permission for the reprinting (in SSYL) of copyrighted materials used in a lesson (e.g., a historical painting in a museum, or a recent photo published in the news).

Peer Review

SSYL is peer reviewed. If a manuscript is considered for publication, the author must be willing to work with the editor on revisions. SSYL is published by the National Council for the Social Studies.
Reprints
Authors of published manuscripts receive up to 50 complimentary copies of the journal in which the article appears, courtesy of NCSS. Authors are not paid for contributions.

If you have questions as you are planning your paper, please feel free to contact Editor Scott Waring (University of Central Florida), at Scott.Waring@ucf.edu.

Who May Submit an Article?

Anybody may submit an article to Social Studies and the Young Learner. The editors especially look for manuscripts co-authored by classroom teachers and professors, or authored by K-5 classroom teachers alone.

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.

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.

1. I have described the basic setting (grade level, time required to teach each activity, materials and resources needed)

2. 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, which is summarized at www.socialstudies.org/standards/curriculum.
I have used inquiry methods when appropriate (see https://www.socialstudies.org/c3).
3. 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?)

4. 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?)

5. 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.

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

7. I follow either APA style or the Chicago style handbook for notes, and do not use Endnote or Reference Manager programs.

8. Here is an example of the editors' preferred style-
BOOKS: Alfie Kohn,What to Look For in a Classroom (San Francisco, CA: Josey-Bass, 1998), 45.
ARTICLES: Bruce E. Larson, "The Makah: Exploring Public Issues During a Structured Classroom Discussion,"Social Studies and the Young Learner 10, no. 1 (September/October 1997): 10-13.
WEBSITES: "Creating the United States," (Library of Congress), myloc.gov/exhibitions/creatingtheus.

9. When citing online resources, I recommend specific, student-friendly websites on the topic under study, avoiding statements like, "Have students check Wikipedia," or "Just Google it."

10. 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?)

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

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

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 found at the "Guidelines" tab to Social Studies and the Young Learner when you format text, type references, shoot photographs, write a cover letter, and submit your manuscript online.

Other Questions?

Please feel free to contact Editor Scott Waring (University of Central Florida), at Scott.Waring@ucf.edu.

The Editor of SSYL is Scott Waring (University of Central Florida). Contact him at Scott.Waring@ucf.edu.

Editorial Board

Jan Alleman - Michigan State University
Michelle Bauml - Texas Christian University
Angel Bestwick - Kutztown University
Lisa Brown Buchanan - University of North Carolina Wilmington
Eric Groce - Appalachian State University
Tina Heafner - University of North Carolina Charlotte
Kimberly Heckart - Prairie Ridge Elementary
Mary Beth Henning - Northern Illinois University
Lynda Herrera - University of Hawaii at Manoa
Janie Hubbard - The University of Alabama
Sarah Montgomery - University of Northern Iowa
Scott Morrison - Elon University
Kim O'Neil - National Board for Professional Teaching Standards
Scott Roberts - Central Michigan University
Tracy Rock - University of North Carolina Charlotte
Ellen Santora - Independent Researcher and Consultant
Liz Saylor - University of Georgia
Corey Sell - Metropolitan State University of Denver
Sarah Shear - Penn State University-Altoona
Kelly Sheers - West Springfield Elementary
Jay Shuttleworth - Long Island University, Brooklyn
Emma Thacker - James Madison University
Cheryl Torrez - University of New Mexico
Christina Tschida - East Carolina University

# data[].attributes.attachment_link.description
The goal of Social Studies and the Young Learner is to capture and enthuse elementary teachers across the country by providing relevant and useful information about the teaching of social studies to elementary students.The teaching techniques presented in this peer-reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom success.

# data[].attributes.body
Check this out for K-6 SS Inquiry Resources

# data[].attributes.attachment_link.readable_text
Carly Muetterties / February 14, 2019

The face of an inquiry may be the compelling question, but the strength of an inquiry and its questions is grounded in sources. The most compelling of compelling questions can't go anywhere if sources do not support it. Just like scholars' research, student argumentation must be grounded in evidence. Without sources providing evidence, arguments are [...]

Carly Muetterties / January 5, 2019

Recently, I read social science researchers are way too weird. WEIRD stands for Western, Educated, Industrialized, Rich, and Democratic. Between 2003-2007, 96% of behavioral science research used WEIRD subjects. Accordingly, conclusions about the human mind are based on this very specific demographic group. However, WEIRD subjects are, well, weird themselves - scholars suggest that this [...]

Jennifer Ingold / November 23, 2018

"RULE #26 ... Written material deemed inappropriate will be destroyed?" inquisitively asks Rafe Katchadourian as he sits in Principal Dwight's clutches, after his notebook of prize drawings, "that means everything" to him has been confiscated. " Bring the yellow bucket ..." (of toxic sludge) orders the ruthless Principal Dwight, as the trailer for the hilarious comedy [...]

# data[].attributes.attachment_link.description
The Inquiry Design Model The Inquiry Design Model (IDM) is a distinctive approach to creating curriculum and instructional materials that honors teachers' knowledge and expertise, avoids overprescription, and focuses on the main elements of the instructional design process as envisioned in the Inquiry Arc of the College, Career, and Civic Life (C3) Framework for State ...