History Connected gratefully acknowledges the style sheets published
by Common-Place and the National Council for the Social Sciences.
Their thoughtful approaches to editing e-journal work have been relied
upon in large measure.
Published on the Web twice a year, World History Connected invites
articles on all aspects of world history education. Articles of 3500-7000
words which address the following are solicited.
- The state of the field.
What has recent scholarship to say about particular issues, periods,
or regions in world history? What use can world history teachers at
all levels make of this scholarship?
- Interviews with innovative teachers and scholars.
- Curriculum and assessment. How can teachers design curriculum and
assessment to integrate current scholarship with effective teaching
- Student learning and construction of knowledge. What can teachers
do to improve student learning?
- Point of View. Teachers and scholars often differ on central questions
of importance to world history education. How can students best learn?
How can classrooms most effectively deal with controversial issues?
To what extent should world history teachers welcome standardized
exams? What is the ideal balance between teaching skills and teaching
From time to time, we will
publish thematic issues. Query the editors regarding such plans; query
also with suggestions for such issues.We put a premium on engaging writing.
We want articles that readers will enjoy enough to pass on to colleagues
and to students. We want prose that is lively and informative. Though
articles are peer reviewed, authors should avoid the style of a traditional
academic journal. Among educational publications, we prize the essays
in Education on Asia, the OAH Magazine of History, The
Chronicle of Higher Education, Education Week, and the late
lamented Lingua Franca. We also value work that will help students
make connections across chronological, thematic, or regional lines. An
essay focusing on 16th-19th century trans-Pacific
trade, for instance, might also suggest how such Pacific commerce compared
to that in the Atlantic or Indian basins. Finally, we want articles that
teachers can put to immediate use. Except in the case of POV and state-of-the-field
essays, we urge authors to discuss in some depth the way that particular
ideas are translated into action in the classroom. We will link articles
reporting and assessing innovative classroom work to detailed descriptions
of lessons and curricula. We particularly value articles which offer samples
of student work to further discussion of a lessons successes (and,
yes, its limits) or to support claims about the way students learn history.
Query with Abstract
Query with a one-paragraph abstract to the editors.
The abstract should include the following:
- Intended audience (3rd-4th
grade teachers, teachers of college and advanced high school students,
9th-10th grade world history instructors).
- Central theme and (if
appropriate) the central argument.
- A brief description of
the supplementary supporting materials to be linked to the manuscript
(i.e., lesson plans, sample student work, or sample assessments).
- Brief biography. The
bio should include the authors name, institutional and departmental
affiliations, recent publications, and major awards. Example: Jane
Doe has taught high school history for fifteen years, the past five
at Eisenhower High School in Stevenson, Illinois. She recently published
"Juan Perón: A Teaching Unit" for the Martín
Fierro Argentine Studies Center.
- Authors will receive,
after a reasonable interval, reviews of their abstracts If we like
the abstract, we will set a deadline for submitting a complete manuscript.
(Note that our enthusiasm for a terrific abstract does not commit
us to publish the finished work).
- Authors should prepare
manuscripts according to the guidelines below. When in doubt, the
final arbiter of style is the Chicago Manual of Style, 14th
edition. Submit completed manuscripts to the editors.
- Each article will be
peer reviewed. We will return anonymous reviews to the author along
with our decision about the manuscript.
- Once a manuscript has
been accepted, we will send the author a publication contract. If
further changes of style or substance are necessary to ready the manuscript
for publication, we will assign a developmental editor to assist the
author in meeting these requirements.
- Authors will read a web-ready
manuscript on line before final publication. At this stage, substantive
changes cannot be made.
Though our authors deserve more than our enthusiasm and gratitude, we
cannot offer any monetary compensation for articles published with World
We strongly discourage multiple or simultaneous submissions. That said,
we recognize that some articles, particularly those dealing with contemporary
events, may go stale if they have to wait too long for a publisher. Also,
an author may wish to place a work with a publication whose readership
will not overlap with that of World History Connected. We ask that
authors let us know in advance of such extenuating circumstances.
Text and Illustrations
We prefer manuscripts in MS Word for Windows or Mac. Send double-spaced
copies in RTF (Rich Text Format).We prefer images as JPG or .GIF
files, but can accept PICT, .TIFF, or .BMP files as well. Submit audio
clips in .WAV or .MP3 files and video as a .MOV file (Quick Time).
Authors must submit a Permission Form authorizing World History Connected
to publish electronically copyright-protected images, film, audio, or
other reproductions. Permission forms are available from the editors.Authors
must also obtain written permission forms to quote from listserv postings,
email, and other works which (while disseminated to a broad audiences)
were not necessarily intended for formal publication. Authors who have
questions about copyright and permissions should consult the editors.
Authors should confirm the dates of events, the spelling of names, and
the accuracy of all claims of fact. We encourage authors to check the
facts with which they are most familiar; in our experience, the
fact learned years ago and carried confidently in our heads is the fact
that is most likely to contain an inaccuracy and cause us embarrassment.
Citation of Sources
Authors are also responsible for citing their sources accurately and fully.
The style for such citations is addressed below. You may or may not agree
with allegations leveled against historians Philip Foner, Doris Kearns
Goodwin, and Stephen Ambrose, but these allegations dramatize the importance
of citation to integrity and reputation.
The Chicago Manual of Style, 14th ed., is the final
arbiter of most questions of style. We address several particular issues
of style below. In preparing this list, we have relied extensively on
the style sheet maintained by the ejournal Common-Place, whose
permission we gratefully acknowledge.
should inform the editors if any term needs to remain in its original
script. Otherwise, all terms and names not in Roman script must be transliterated.
Follow the guidelines in The Chicago Manual of Style, 14th
ed., ch. 9. For all languages which use a Roman script, authors should
indicate all diacritical marks. Contact the editors for assistance using
a word processing program to add these marks.
Gender-Neutral Language: Please follow an editorial preference for
Editing quotations: Authors should use brackets and ellipses
to indicate alteration of quotations. Authors may modernize spelling
or punctuation if necessary to avoid misunderstanding so long as they
note that such changes have been made. Authors should not change
the order or meaning of quotations.
Ellipses: Authors should in all instances denote elisions with three
dots with one space before and after each dot.
Dates: For specific dates, follow this format: July 5, 2003.
Where necessary, we prefer bce (before common era) and ce (common era)
to bc and ad (note that these abbreviations are in small caps). Authors
who use other dating systems should provide the common era equivalents
in parentheses. In a documentary source quotation (prepared for a document-based
question, for example), indicate the common era equivalent in text introducing
the document,or indicate the common era date in brackets: "On the
9th of Rabi II 655 [April 26, 1257], Helegu Khan arrived
in Dinawar on his way to Baghdad."
Offices and Titles. Spell out titles (i.e., Vice President,
not V.P.). The only exception: St. for Saint.
En and Em Dashes: World History Connections prefers the use of single
hyphens for en dashes, and double hyphens for em dashes. For hyphenated
asides--such as this one--please use double hyphens without spaces between
the words that immediately precede and follow the hyphens. Please note
that many word processing programs, in their default settings, will automatically
format double hyphens as em dashes. Authors should avoid such formatting
by adjusting their default settings or by retyping double hyphens.
Numbers: As a general rule, whole numbers less than one hundred should
be spelled out. See Chicago Manual §8 for exceptions.
Websites: If in the text of a submission, the author wishes to refer
to a Website, that reference should include the name of the Website in
plain text, followed by a bracketed notation to embed the link of the
Websites URL. Italicize subsequent references to the same Website.
If a Websites title itself contains italics, please indicate those
italics as Roman characters.
Serial Commas: Please use commas to separate elements in a series.
If a conjunction precedes the final element in the series, please use
a comma before the conjunction. For further guidance in the use of commas,
please consult the Chicago Manual §5.
Hyphenation: For the hyphenation of compound words and phrases, please
see the Chicago Manual §6, especially Table 6.1.
Capitalization: For the capitalization of names and terms, please
consult the Chicago Manual §7. Also, please note that certain words
associated with the Internet, the World Wide Web, and other technological
resources have not yet obtained uniform usage. World History Connected
adheres to the following spellings and capitalization:
||World Wide Web
Citations and References
Standard Note Style: Citations,
explanations, and acknowledgements appear in sequentially numbered endnotes.
Authors do not need to provide bibliographies but may add "suggestions
for further reading" or "resources." The following are
typical examples. This is not an exhaustive list. For further guidance,
see Chicago Manual of Style, 14th ed. For electronic
sources (web sites, listservs, emails, ejournals and the like), see "Adapting
Chicago style to cite internet sources" at Bedford/St.
Neil L. Jamieson, Understanding Vietnam (Berkeley and Los Angeles:
University of California Press, 1993), 203-207. Second citation: Jamieson,
Understanding Vietnam, 122.
Michael Shermer and Alex Grobman, Denying History: Who Says the
Holocaust Never Happened and Why Do They Say It? (Berkeley and Los
Angeles: University of California Press, 2000), 155. Second citation:
Shermer and Grobman, Denying History, 23.
Article in Collection
R. I. Moore, "The Birth of Europe as a Eurasian Phenomenon,"
in Victor Lieberman, ed., Beyond Binary Histories: Re-imagining Eurasia
to c. 1830(Ann Arbor: University of Michigan Press, 1997), 143. Second
citation: Moore, "The Birth of Europe," 147-149.
Journal and Magazine Articles
Journal, One Author
Jack A. Goldstone, "Efflorescences and Economic Growth in World History:
Rethinking the Rise of the West and the Industrial Revolution,"
Journal of World History 13 no. 2 (Fall 2002), 323. Second citation:
Goldstone, "Efflorescences," 324.
Journal, Two Authors
Sean Brawley and Chris Dixon, "Jim Crow Downunder? African-American
Encounters with White Australia, 1942-1945," Pacific Historical
Review 71 no. 4 (November 2002), 611. Second citation: Brawley and
Dixon, "Jim Crow Downunder?" 77-78.
John Dower, "The Other Japanese Occupation," The Nation,
7 July 2003, 11. Second citation: Dower, "The Other Japanese Occupation,"
"Bush Says U.S. Wont Waver in Iraq Mission," Los Angeles
Times, 2 July 2003, A,1. Second citation: "Bush Says U.S. Wont
Leon Hadar, "U.S. Empire? Lets Get Real," Los Angeles
Times, 2 July 2003, B15. Second citation: Hadar, "U.S. Empire?"
Works under review.
Authors who are reviewing books should cite the work under review at the
head of the review essay. Include the authors name, the title, the
place of publication and publication house, the date of publication, the
number of pages, the price, and the binding, as in the following example:
J. R. McNeill and William McNeill, The Human Web: A Birds Eye
View of World History. New York: W. W. Norton, 2003. Pp. xviii + 350.