This paper investigates the nature of social change and the special needs of youth, and innovation in the teaching of social studies at the secondary level. Drawing on curriculum experiments begun in 1967, a new social studies program of non-graded instructional modules was inaugurated in 1969 concentrating in 3 areas: 1) United States Realities, 2) World Realities, 3) Governmental Realities. Format focuses upon change in two specific areas: relevancy and flexibility. First, characteristics of such a relevant social studies curriculum are that it: 1) considers crucial urgencies of our times; 2) is not an isolated look at events of the past; 3) is an educational strategy that asks the student to consider important questions, develop hypotheses, gather evidence, synthesize data, and draw conclusions. In addition maximum flexibility is necessary to: 1) maintain relevancy, 2) individualize learning, 3) employ effectively the individual educational team members, and 4) allocate space, content materials, and multi-media facilities efficiently. Under the Kennedy High School design the student is offered 31 six week modules for selected study with no required modules or sequence. Diagrams of the first year sequence and the 31 modules are included, as well as references used in preparing the paper. (Author/JSB)