This article provides examples of how a teacher can take childhood as a main topic of a unit of study and create interesting lessons that cover many aspects of social studies. It describes how a classroom learning community can be a place for helping students practice democratic principles while addressing academic subjects. It demonstrates that social studies content developed around the topic of childhood offers an opportunity to bridge the formal and informal, to enrich and deepen personal connections within the community, and at the same time, to develop networks of connected ideas associated with geography, history, economics, culture, and citizenship--with the child at the center. (Contains 2 figures.)