HAWAIʻI PREPARATORY ACADEMY Upper School Course Catalog ... · reflection on the progress of their projects during the semester. The class will culminate with the students creating

HAWAIʻI PREPARATORY ACADEMY

Upper School Course Catalog 2019-20

TABLE OF CONTENTS

Arts ......................................................................................................... 4

English ..................................................................................................10

Mathematics ...................................................................................... 14

Modern Language ........................................................................... 17

Science & Technology ................................................................... 21

Social Studies ................................................................................... 26

Capstones ..........................................................................................30

Upper School Graduation Requirements .............................34

Key Dates/Academic Calendar ................................................. 35

Hawai‘i Preparatory AcademyUpper School Course Catalog 2019-20

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Aloha and welcome.Founded in 1949, Hawai‘i Preparatory Academy serves roughly 600 K-12 students on two campuses encompassing more than 220 acres adjacent to the world-famous Parker Ranch in Waimea, Hawai‘i. We welcome not only students from Hawai‘i and the continental U.S., but a broad cross section of our global human family. We believe Hawai‘i has much to teach the world—from sustainability leadership to multicultural inclusion to scientific breakthroughs. Surrounded by world-class research in environmental sustainability, oceanography, astronomy, and other sciences, as well as centuries-old Hawaiian wisdom in agroecology, wayfinding, and other arts, HPA is a place to gain both academic skills and life-long passion and perspective. Our graduates leave here ready to thrive in college and, ultimately, to shape their professions and communities, no matter where life takes them.

Our MissionThe mission of Hawai‘i Preparatory Academy is to provide exceptional learning opportunities in a diverse community honoring the traditions of Hawai‘i.

COURSES LISTED IN THIS

CATALOG ARE FOR THE 2019-20

ACADEMIC YEAR AND SUBJECT

TO CHANGE IN FOLLOWING

YEARS. THE NUMBER OF

STUDENTS IN ANY COURSE

MAY BE LIMITED, AND A CLASS

FOR WHICH ENROLLMENT IS

DEEMED INSUFFICIENT MAY BE

WITHDRAWN.

ARTS

Y E A RLONG C OUR SE S

Fundamentals of Arts is a class for freshmen only. This year-long class introduces students to the facilities, materials, and faculty of the fine arts department at HPA. Students will learn key skills and basic knowledge in four of seven fine arts disciplines: 2-D (painting/drawing/mixed media), 3-D (ceramics/sculpture), backstage (woodshop/stagecraft), performing arts (acting), digital media (filmmaking/photography), music (music technology/instrument ensemble), and computer coding (programming/problem solving) so that they can then pursue more advanced coursework in an area(s) of their choosing. There is no prerequisite for this course.

Writing and Performance for Sketch Comedy gives students an opportunity to write, rehearse, and act in two or three episodes of an ongoing sketch comedy presented on stage at the Gates Performing Arts Center. Class time will be spent pitching plot and character ideas, writing scripts, collaborating, and rehearsing. Students will develop skills in writing, leadership, and collaboration through creative brainstorming and script writing, as well as rehearsal and performance skills. In addition, students will be assigned summer and winter break play-reading and analysis assignments. Texts may include Bossy Pants (Fey), two short plays from Talking With (Martin), and A Lonely Impulse of Delight (Shanley). This is a yearlong course available to juniors and seniors. Juniors may choose this course as an arts elective; seniors may choose it either as arts elective or as an English credit.

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A R T S

Yearbook is a yearlong advanced digital media class that qualifies as a fine arts or elective credit. In this class, staff members will produce and publish HPA’s long-standing yearbook, Ka Makani. Staff members will be expected to demonstrate a solid work ethic, accountability, and a willingness to learn and grow as writers, photographers, and designers in order to meet the constant deadline pressure throughout the year. During the production of the yearbook, staff members will demonstrate not only the ability to work independently on individual assignments with minimal oversight but also a willingness to collaborate effectively with fellow staff members. The culminating assessment for this class will be a 240-page bound yearbook and a 20-page spring supplement magazine that verbally and visually tells the story of the school year as accurately and authentically as possible. Grading for this class will be based on the completion of assignments that include writing, photography, and layout. As a note, students will have the option of taking this class two years in a row, with enrollment open to sophomores, juniors, and seniors. After pre-registering for this class, potential staff members will be interviewed and assessed by the yearbook adviser before final registration is confirmed.

SEME S T ER C OUR SE S

2-D VISUAL ART

Drawing is a one-semester intermediate 2-D fine arts class taught in the main art studio of the Gerry Clark Art Center (GCAC). In the studio, students will be given demonstrations of various drawing techniques and media, including pencil, charcoal, and ink, and will study historic and contemporary drawings. These techniques will then be demonstrated in the studio and in the field, where students will work with the elements of design to draw still life, landscape, and the human figure. Grading will be based on students’ work ethic during class, photo-journal entries with

written reflections on progress, and participation in class critiques. The class will culminate with students creating an online portfolio of their best work, with their best-of-the-best being displayed at our semi-annual art show.

Mixed Media is a one-semester intermediate fine arts class taught in Gerry Clark Art Center (GCAC). Mixed media is a visual art form that allows the artist to use a variety of mediums to create an art piece. In this course, students will focus on image making through the combined application of painting, drawing, and collage. Students will be given demonstrations of mixed media and collage techniques using glues, mediums, and encaustic (wax), as well as stenciling, relief printing, and photo and graphite transfer processes. Color theory, linear perspective, pictorial composition, figure/ground relationships, visual perception, spatial concepts, and critical thinking skills will be emphasized. Grading will be based on work ethic during class, photo-journal entries with written reflections on progress, and participation in class critiques. The class will culminate with students creating an online portfolio of their best work, with their best-of-the-best being displayed at our semi-annual art show.

Painting is a one-semester intermediate 2-D fine arts class taught in the main art studio of the Gerry Clark Art Center (GCAC). In the studio, students will be given demonstrations of painting techniques, as well as historical backgrounds of painters and contemporary examples of paintings. These techniques will then be demonstrated in the studio and in the field, where students will work with the elements of design, including form, space, and color, to paint still life, landscape, and the human figure. Grading will be based on students’ work ethic during class, photo-journal entries with written reflections on progress, and participation in class critiques. The class will culminate with students creating an online portfolio of their best work, with their best-of-the-best being displayed at our semi-annual art show.


A R T S

Printmaking is a one-semester intermediate fine arts class taught in Gerry Clark Art Center (GCAC). In the studio, students will be given demonstrations of monotype, woodcut, collograph, and linocut printmaking techniques, and will study historical and contemporary examples of printmaking. Students will demonstrate each of these techniques as they design and execute their own pieces in each of these disciplines. Grading will be based on work ethic during class, photo-journal entries with written reflections on progress, and participation in class critiques. The class will culminate with students creating a traded portfolio, for which each student will create a class set of their best print and trade them to create a collaborative edition of prints. Then each student will upload their best works to their online portfolio, with their best-of-the-best being displayed at our semi-annual art show.

3-D VISUAL ART

Ceramics is a one-semester intermediate 3-D fine arts class taught in the ceramics room in the Gerry Clark Art Center (GCAC). The class will focus on creating a solid foundation on the wheel as students learn to throw covered pots, alter thrown pieces, and make section pots (multiple pieces combined to make a larger form). Students will be expected to demonstrate proper form and will be tested accordingly as they develop the proficiency to throw larger, more complex forms. Students will learn different glazing techniques as they decorate their works, with their final pieces being fired on campus in our kiln. Grading will be based on participation in hands-on demonstrations during class and photo-journal entries with written reflection on their progress on the wheel during the week. The class will culminate with the students creating an online portfolio of their best work, with their best-of- the-best being displayed at our semi annual art show.

Advanced Ceramics is a one-semester fine arts class taught in the ceramics room of the Gerry Clark Art Center (GCAC). In the class, students will complete a minimum of 20 ceramic projects, thrown or hand-built, to be completed by the end of the year. Each project must be completed to photographic quality, including clean, finished surfaces with thoughtful glaze applications. Each group of pieces within a project must also represent a given theme through a similar form, function, and design. Grading will be based on participation in hands-on demonstrations during class and weekly photo-journal entries with written reflection on the progress of their projects during the semester. The class will culminate with the students creating their portfolio, with their best-of-the-best being displayed at our semi annual art show. The prerequisite for this class is the successful completion of intermediate ceramics.

Woodworking is a one-semester intermediate fine arts class taught in the scene shop, backstage at the Gates Performing Arts Center (GPAC). Students will learn how to read project drawings and calculate the needed materials with a major emphasis being placed on accuracy and neatness. The class will also teach students how to use different woods and proper project procedures, including shop safety and sound work habits. Students will complete four woodworking projects during the course of the semester. In addition to these projects, grading will be based upon completion of workshops during class, journal entries, and vocabulary quizzes.

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ART HISTORY

Art History is a one-semester intermediate fine arts class taught in the Energy Lab Conference Room and HPA's Isaac's Art Gallery. Students will analyze the 250 works required by the AP Art History Exam, covering works from global prehistory to the contemporary era, including cultural context, function, and content. Grading will be based on class presentations, essays, and online quizzes, culminating in a final exam. There is no prerequisite for this course, and students have the option to take the AP Art History Exam, but it is not required.

DIGITAL MEDIA

Digital Cinema is a one-semester intermediate digital media class taught in the graphics lab in the Technology Building. In this class, the students will learn the basics of film shots to produce a three-minute lifestyle piece for PBS's HIKI NŌ program, the nation's first statewide student news network. This class will cover the basics of scriptwriting and storyboarding, camera framing and lighting, working as a film crew, and post-production, including editing and sound design. Grading will be based on film shots produced in hands-on workshops and production journals submitted during film productions, with all work being turned into our online learning system. The class will culminate with the students breaking into groups and shooting a shot-for-shot remake of a movie trailer, with a $20 budget and only cardboard to make the props.

Digital Photography is a one-semester intermediate digital media class taught in the graphics lab in the Csi-Mec Computer Lab. The class will provide a solid foundation in the fundamental technical skills and artistic concepts of digital photography through hands-on workshops about framing, exposure, and lighting, supported by supplementary readings and videos. Students will demonstrate these skills in the field during seven, two-week shooting assignments. Grading will be based on participation in hands-

on workshops during class, photo-journal entries as part of larger online discussions, and editing photos for bi-weekly critiques. The class will culminate with the students creating an online portfolio of their best work, with their best-of-the-best being displayed at our semi-annual art show.

MUSIC

Chorus is a one-semester intermediate performing arts class taught during both fall and spring semesters, located in Davenport Music Building. This course explores vocal music of different cultures, genres, and ensemble types (choral, a-capella, etc.). Students will learn and foster proper ensemble and solo singing techniques through a variety of choral music, both historical (classical) and current (pop). Further, students will prepare and present concerts with high standards of artistic expression while also developing musical skills in sight-reading and in the fundamentals of music: its development, construction, and expression of pitch and rhythm. Major assessments, available on Blackbaud, could include (but are not limited to) critiques of homework, performances, journals, tests/quizzes on music fundamentals, and the 3 Ps (participation, preparation, and punctuality). The class is open to vocal musicians of any skill and interest.

Music Technology is a one-semester intermediate performing arts class taught during the spring semester, located in Davenport Music Building. This course is designed as an introduction to music fundamentals, notation, and theory through music technology, such as MIDI and digital recording. Students will be introduced to the uses, concepts, techniques, and terminology of computing through music applications like Garageband, Ableton, and others. Major assessments, available on Blackbaud, might include (but are not limited to) critiques of homework, major projects, journals, tests/quizzes on music fundamentals, mid- and final-semester projects, and 3 Ps (participation, preparation, and punctuality). The class is open to musicians of any skill and interest.

A R T S


A R T S

Musicianship is a one-semester intermediate performing arts class taught during the fall semester, located in Davenport Music Building. “Musicianship” is about training to be a well-rounded musician: a performer, an artist, and a scholar. In this course, students will practice their individual craft in music (instrument, voice, or songwriting/composing) via a self-defined plan and given individual practice time; they will meet one-on-one with the instructor; they will perform solo and group music; and they will work in small groups to further their understanding of sight-reading and the fundamentals of music: its development, construction, and expression of pitch and rhythm. Major assessments, available on Blackbaud, might include (but are not limited to) critiques of homework, performances, major projects, journals, tests/quizzes on music fundamentals, and the 3 Ps (participation, preparation, and punctuality). This class is open to vocal, instrumental, songwriting/composing musicians of any skill and interest.

Pops and Jazz Ensemble is a one-semester intermediate performing arts class taught during both fall and spring semesters, located in Davenport Music Building. This class develops instrumental ensemble skills through performance opportunities of music from a variety of cultures and musical styles including film scores, jazz, standards, and classical music. Students will discover and foster individual instrumental playing techniques, develop sight-reading skills, and gain a greater understanding of the fundamentals of music: its development, construction, and expression of pitch and rhythm. Major assessments, available on Blackbaud, could include (but are not limited to) critiques of homework, performances, journals, tests/quizzes on music fundamentals, and the 3 Ps (participation, preparation, and punctuality). The class is open to instrumentalists with minimum of one year playing experience in woodwinds (flute, clarinet, oboe, bassoon, saxophone), brass

(trumpet, French horn, trombone, tuba), strings (violin, viola, cello, bass, harp), piano/keyboard, percussion (set, timpani, orchestral percussion), and guitar (acoustic, electric, bass guitar). Limited spots for guitars and piano.

After-school Music Offerings

Songwriting and Performance Workshop is an after-school offering for students interested in developing as musicians and/or songwriters. Open to students of all levels (beginning to advanced), opportunities will exist for individual practice time, group work, and performance opportunities at HPA and in communities around the Hawaiian islands. In addition to work in music, and because of the value of physical exercise, one afternoon per week is devoted to athletic training or exploring a new athletic activity (volleyball, softball, hula, yoga, etc).

Individual and Group Lessons If interested in 1-1 or group lessons with a professional musician in a current or new instrument, voice, or other areas in music, contact Mr. Flores before Tuesday, October 1, 2019

THEATRE

Acting is a one-semester intermediate performing arts class taught on stage in the Gates Performing Arts Center (GPAC). Students will study various vocal, movement, and acting techniques from Linklater, Alexander, Uta Hagen, and Meisner. Students will learn to successfully act in contemporary scenes and monologues, building freedom in movement, clarity in diction and vocal projection, and flexibility of imagination, with weekly critiques and feedback. Grading will be based on preparation, participation in class, and weekly journal entries, including written reflections and video updates on the progress of their piece. The class will culminate with a performance of their best works on stage at GPAC.

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Acting for Camera is a one-semester intermediate Performing Arts class taught in the camera studio backstage in the Gates Performing Arts Center (GPAC). Students will study acting through the lens of being a working TV, film, and voice-over actor. Students will learn the business side of acting, from headshots to auditions to agents, while also learning the acting techniques behind commercial reads, voice-over character development, and sitcom and film auditions. Students will learn to prepare memorized pieces and manage cold reads for delivery to a stationary camera, with students editing their best takes. Grading will be based on preparation, participation in class, as well as posting of student work, including written reflections and video updates on the progress of their piece. The class will culminate with a working portfolio, including a headshot, resume, and voice-over and acting reel of their best work.

Improv Comedy is a one-semester intermediate performing arts class taught on stage in the Gates Performing Arts Center (GPAC). Students will learn the basic tenets of improvisation, based on the techniques and curriculum used by the Groundlings and Second City. These techniques will include the art of listening to and building off an improv partner through exercises and improv games. Grading will be based on participation in rehearsals in class, mastering of the rules of improv, and journal entries, including written reflections and video updates on the students’ immersion into the world of improv. The class will culminate with Improv Comedy Showcase on the stage at GPAC.

Stagecraft is a one-semester intermediate performing arts class taught in the theatre at the Gates Performing Arts Center (GPAC). Students will learn critical thinking and time management skills as well as the basic skills of carpentry, scenic painting, and mechanical drawing/drafting. The class will culminate with the students building the sets for the given semester’s school production. Grading will be based on participation in hands-on workshops during class and photo-journal entries during the week, with written updates tracking the progress of the production.

A R T S

ENGLISH


English 9: The Individual is a yearlong course exploring the essential questions: Who am I? What am I capable of doing? What are my strengths and weaknesses? How am I connected to others? As a bridge between literacy and literature, this course focuses on the development of foundational reading, writing, and analytical skills. Students will develop an understanding of paragraph and essay structure, learn close reading and annotation strategies, and build a vocabulary for literary analysis. Students will read from a range of genres, including short stories, novels, plays, and poetry and begin to explore patterns in literature, in particular, the hero’s journey. Through both creative writing and formal academic writing, students will engage in editing and revising their

own work. Assessment inside the classroom will include traditional methods such as essays, quizzes and tests, and presentations. Texts may include: Haroun and the Sea of Stories (Rushdie), Oedipus Rex (Sophocles), Code Name Verity (Wein), A Midsummer Night’s Dream (Shakespeare), and The Woman in Black (Hill). Students will be required to purchase print copies of their texts.

English 9 Honors: The Individual is a yearlong course aimed at students who have demonstrated some fluency as readers and writers. Students will address the same essential questions and skills as English 9, but at a faster pace and with a higher expectation of self-directed study. Texts may include: Metamorphosis (Ovid), Haroun and the Sea of Stories (Rushdie), Antigone (Sophocles), and Romeo and Juliet (Shakespeare). Students will be required to purchase print copies


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of their texts. Students must be recommended for this course. Recommendations for English 9 Honors will be based on fluency, the ability to be self-directed in their studies, resilience, and a capacity for abstract thought, as demonstrated in their eighth grade year. (For students new to HPA, recommendations will be based on placement testing.)

English 10: The Individual and Community is a yearlong course exploring the theme of the individual self as it exists as a part of a greater whole. Essential questions for the course include: Who am I, and what is my relationship to my various communities? What responsibility do I have with respect to each community? What are my personal perspectives on community, including my family and my school? The concept of a community will be considered on many levels, including family and school. Students will be expected to build upon previous foundational instruction as they incorporate more advanced literary analysis and thesis development within their written and oral discussion. Assessment inside the classroom will include traditional methods such as major and minor essays, quizzes and tests, reflections, and presentations. Texts may include: Fahrenheit 451 (Bradbury), The Alchemist (Coelho), Their Eyes Were Watching God (Hurston), Othello (Shakespeare), and Things Fall Apart (Achebe). Students will be required to purchase print copies of their texts.

English 10 Honors: The Individual and Community is a yearlong course exploring the theme of the individual self as it exists as a part of a greater whole. Students will address the same essential questions and skills as English 10, but at a faster pace and with a higher expectation of self-directed study. Students will be expected to build upon previous foundational instruction as they incorporate more advanced literary analysis and thesis development within their written and oral discussion. Assessment inside the classroom will include traditional methods such as major and minor essays, quizzes and tests, reflections,

and presentations. Texts may include: Fahrenheit 451 (Bradbury), The Alchemist (Coelho), Their Eyes Were Watching God (Hurston), Othello (Shakespeare), and Things Fall Apart (Achebe). Students will be required to purchase print copies of their texts. Students must be recommended for this course. Recommendations for English 10 Honors will be based on fluency, the ability to be self-directed in their studies, resilience, and a capacity for abstract thought, as demonstrated in their freshman year. (For students new to HPA, recommendations will be based on placement testing.)

English 10 International: The Individual and the Community is a yearlong course exploring the theme of the individual self as it exists as a part of a greater whole. Essential questions for the course include: Who am I, and what is my relationship to my various communities? What responsibility do I have with respect to each community? What are my personal perspectives on community, including my family and my school? The concept of a community will be considered on many levels, including family and school. Students will be expected to build upon previous foundational instruction as they incorporate more advanced literary analysis and thesis development within their written and oral discussion. Assessment inside the classroom will include traditional methods such as major and minor essays, quizzes and tests, reflections, and presentations. Texts may include: Persepolis (Marjane), Metamorphosis (Kafka), Brave New World (Huxley), Lord of the Flies (Golding), Fahrenheit 451 (Bradbury), The Alchemist (Coelho), Their Eyes Were Watching God (Hurston), and Things Fall Apart (Achebe). Students will be required to purchase print copies of their texts. This class is an option for international students whose first language is other than English. The selected novels, class pacing, specific grammar, and vocabulary focus are purposeful and delivered with international students in mind.

English 11: The Individual and Society is a yearlong course exploring the theme of the relationship an individual has with society at large. Essential questions for the course include: Who am I and what is my relationship and responsibility to society? To what social communities do individuals belong, and how do those communities influence their existence? What does it mean to be an individual amidst varying social constructs and cultures? These questions will act as the foundation and catalyst for all class discussions and writing assignments. Students will practice more advanced literary analysis as they explore a variety of complex texts and respond to them in diverse ways, including formal analytical essays and creative projects. Continued work on paragraph structure will include practicing strategies for seamlessly infusing argument, evidence, and analysis into essay writing. Texts may include: The Merchant of Venice (Shakespeare), A Streetcar Named Desire (Williams), Please Look After Mom (Shin), The Great Gatsby (Fitzgerald), The Circle of Karma (Choden), She Had Some Horses (Harjo), and selected poems and short stories by authors from Hawai’i. Students will be required to purchase print copies of their texts.

English 11: AP Language and Composition is a yearlong course founded on the four fundamental questions about composition: What is being said, to whom is it being said, how is it being said, and why is it being said? The course focuses on rhetorical analysis of nonfiction and other literary texts and the development and revision of well-reasoned, evidence-centered analytic and argumentative writing. At the heart of the AP English Language and Composition course are texts from a variety of historical periods that explore relationships between the individual, society, and sustainability. Students will build off the previous year’s exploration of the relationship between the self and community, and also ask how individuals and communities interact sustainably or otherwise with the environment. Texts may

include The Tempest (Shakespeare), Walden (Thoreau), The Great Gatsby (Fitzgerald), and Silent Spring (Carson). Students will be required to purchase print copies of their texts and take the AP Language and Composition exam at the end of the year. Students must be recommended for this course; recommendations for AP English Language and Composition will be based on fluency, the ability to be self-directed in their studies, resilience, and a capacity for abstract thought, as demonstrated in their sophomore year. (For students new to HPA, recommendations will be based on placement testing.)

English 12: The Global Individual is a yearlong course exploring the following guiding questions: What does it mean to be an individual in a global context? How do my actions and values fit into the larger community of the world and humankind? Through a consistent return to these questions throughout the year, students will consider the theme of what it means to be global citizens. Students will sharpen and perfect the breadth of skills and techniques they have acquired throughout their college preparatory years, including literary analysis, composition, and oral presentation. Students will explore literature that represents the core genres, including poetry, drama, fiction, and memoir. Texts may include works from foundational authors, such as William Shakespeare, William Faulkner, Ernest Hemingway, Amy Tan, Flannery O’Connor, Maya Angelou, and Emily Dickinson, found in the anthology Literature: An Introduction to Reading and Writing AP Edition, and may be supplemented by texts such as Eat, Pray, Love by Elizabeth Gilbert. Students will be required to purchase print copies of their texts.

English 12: AP Literature and Composition is a yearlong course founded on fundamental questions about literature: What gives literature its emotional power? How does form create meaning? What literary qualities create works of enduring value? The focus of the course is the careful reading and critical analysis


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of imaginative literature and the development of well-reasoned, evidence-based writing. Through close reading of selected texts, students will examine how writers use language to create meaning, considering structure, style, and themes, as well as smaller elements, such as the use of figurative language, symbolism, and tone. In addition, students will consider each work in terms of its historic and cultural context. Readings include works of poetry, fiction, and drama; texts may include King Lear (Shakespeare), Wuthering Heights (Bronte), Ceremony (Silko), The Bone People (Hulme) and The Piano Lesson (Wilson). Students will be required to purchase print copies of their texts and to take the AP exam at the end of the year. Students must be recommended for this course; recommendations will be based on fluency, the ability to be self-directed in their studies, resilience, and a capacity for abstract thought, as demonstrated in their junior year. (For students new to HPA, recommendations will be based on placement testing.)

English 12: Digital Journalism is a yearlong experiential course in which students will focus on building a digital writing-and-media portfolio and resume. Essential questions for the course include: How do you write for the digital world? What are story arcs? What role does journalism play in a society? How does audience impact our writing? Students will consider contemporary questions about emerging media themes, journalism, and news literacy. Concepts of media ethics, design, and business will be applied throughout the course, as well as digital literacy and citizenship. Students will learn in a newsroom setting, working to create digital content both in the classroom and throughout campus. Each student will create a digital storytelling product that they will pass on to underclassmen. Guest speakers in the digital media industry, tech startups, and academia will lead discussions on trends in digital

journalism, share experiences of working in the field, and workshop each student’s product. The class culminates in a formal presentation as well as a built-out LinkedIn profile. Students will continue to develop and practice skills relevant to advanced work in the humanities, such as literary analysis, inquiry-based research, storytelling, and collaboration. Texts may include: The Amazing Adventures of Kavalier and Clay (Chabon), The Storytelling Animal: How Stories Make Us Human (Gottschall), Prisoner Without a Name, Cell Without a Number (Timmerman), and All the News That's Fit to Sell (Hamilton).

Writing and Performance for Sketch Comedy gives students an opportunity to write, rehearse, and act in two or three episodes of an ongoing sketch comedy presented on stage at the Gates Performing Arts Center. Class time will be spent pitching plot and character ideas, writing scripts, collaborating, and rehearsing. Students will develop skills in writing, leadership, and collaboration through creative brainstorming and script writing, as well as rehearsal and performance skills. In addition, students will be assigned summer and winter break play-reading and analysis assignments. Texts may include Bossy Pants (Fey), two short plays from Talking With (Martin), and A Lonely Impulse of Delight (Shanley). This is a yearlong course available to juniors and seniors. Juniors may choose this course as an arts elective; seniors may choose it either as arts elective or as an English credit.

MATHEMATICS


Algebra I is organized around families of functions, with special emphasis on linear and quadratic functions. As students learn about each family of function, they will learn to represent them in multiple ways, such as verbal descriptions, equations, tables, and graphs. They will also learn to model real-world situations using functions in order to solve problems arising from those situations. In addition to algebra, lessons on probability and data analysis are also included. Algebraic thinking skills are developed through a variety of classroom activities, including group and individual investigations, hands-on manipulatives, real-world problem solving, projects, class discussions, note taking, and utilizing technology. Prerequisite: Pre-Algebra.

Geometry builds students’ understanding of the principles of geometry. Students will develop geometric reasoning skills such as analyzing rigid motions, completing formal constructions, and writing proofs. Some of the topics in this course include: reasoning in geometry, using tools of geometry, discovering and proving triangle properties, discovering and proving polygon properties, discovering and proving circle properties, transformations and tessellations, area, the Pythagorean Theorem, volume, similarity, and trigonometry. Prerequisite: Algebra I.

Geometry Honors presents the topics of geometry and provides students with a solid preparation and firm foundation of concepts, techniques, and applications for more advanced mathematics. Because students will actively engage in a process of self-discovery and constructing meaning, they will make connections to geometric concepts with greater depth of


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understanding and retention. Some of the topics in this course include: constructions, deductive and inductive reasoning, congruence, parallel lines, quadrilaterals, area, volume, circles, trigonometry, and non-Euclidean geometries. Accelerated mathematical thinking skills will be developed through a variety of classroom activities, including group and individual investigations, class discussions, note taking, and proofs. Prerequisites: Algebra I (with at least an A- average for the year) and teacher recommendation.

Algebra II Trigonometry is organized around families of functions, including linear, quadratic, exponential, logarithmic, radical, and rational functions. As students study each family of functions, they will learn to represent them in multiple ways, including verbal descriptions, equations, tables, and graphs. Students will also learn to model situations using functions in order to solve problems arising from those situations. Other math topics in this course include: polynomial equations, sequence and series of numbers, conic sections, systems of equations, trigonometric ratios, graphs, identities, and equations. Prerequisite: Geometry.

Algebra II Trigonometry Honors presents the topics of a college freshman course covering algebra and trigonometry and provides students with a solid preparation and firm foundation of concepts, techniques, and applications for more advanced college-level mathematics. Topics presented include: equations, inequalities, mathematical modeling, functions and their graphs, polynomial functions, ratios, functions with conics, logarithmic functions, basic trigonometry, analytic trigonometry, systems of equations, and matrices. Accelerated algebraic thinking skills will be developed through a variety of classroom activities, including group and individual investigations, real-world problem solving, class discussions, note taking, and utilizing technology. Prerequisites: Geometry Honors (with at least a B average for the year) or Geometry (with at least an A average for the year) and teacher recommendation.

Precalculus helps students to solidify and develop their understanding of concepts and techniques from algebra, geometry and trigonometry, thereby preparing students for future math courses including calculus and statistics. Topics covered include: trigonometric functions, complex trigonometry, polynomial, rational, exponential and logarithmic functions, combinatorics, recursion, analytic geometry, probability and statistics, and an introduction to the ideas of calculus. Prerequisite: Algebra II Trigonometry.

Precalculus Honors provides students with a solid preparation and firm foundation of concepts, techniques, and applications for more advanced college-level mathematics. It additionally prepares them for AP Calculus BC. Topics include polynomial, rational, exponential and logarithmic functions, trigonometric functions, applications of trigonometry, vectors, matrices, sequences, series, probability, analytic geometry (including 3-D), conics, polar and parametric functions, and limits. Accelerated algebraic thinking skills will be developed through a variety of classroom activities, including group and individual investigations, real-world problem solving, class discussions, note taking, and utilizing technology. Prerequisites: Algebra II Trigonometry Honors (with at least a B average for the year) and teacher recommendation.

Calculus begins by extending the study of functions and introduces students to functions, limits, and derivatives. In the second semester, this course is devoted to extending these topics to include more complex families of functions and to introducing integral calculus. The goals of this course are to support and strengthen the students’ understanding of the fundamental concepts underlying calculus; develop students’ problem-solving skills; and provide students with a solid conceptual introduction to calculus. This course is primarily designed to prepare students for an introductory college-level calculus course. Prerequisite: Precalculus.

AP Calculus AB follows the Advanced Placement Calculus AB syllabus. It presents the topics of a college freshman course in differential and integral calculus that include: limits and continuity, derivatives, applications of derivatives, the definite integral, differential equations and mathematical modeling, and applications of definite integrals. Upper School students who complete the course and earn satisfactory grades on the AP exam (given in May) may be awarded credit at the college they will attend. Prerequisites: Precalculus Honors or Calculus (with at least a B average for the year) and teacher recommendation.

AP Calculus BC follows the Advanced Placement Calculus BC syllabus. It presents the topics of a college freshman course in differential and integral calculus that include: limits and continuity, derivatives, applications of derivatives, the definite integral, differential equations and mathematical modeling, and applications of definite integrals. Additionally, it presents parametric, polar, and vector functions, and polynomial approximations and series. Upper School students who complete the course and earn satisfactory grades on the AP exam (given in May) may be awarded credit at the college they will attend. Prerequisites: Precalculus Honors (with at least a B average for the year) and teacher recommendation.

AP Statistics follows the Advanced Placement Statistics syllabus. It introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will learn to conduct statistical analyses, reflect on what these concepts and techniques mean, and identify how they were derived. Students will be challenged to develop their critical thinking and general analytical skills. Prerequisites: Precalculus or Algebra II Trigonometry (with at least a B+ average for the year) and teacher recommendation (which may take into account ACT scores as well as reading and writing proficiency).

Multivariable Calculus is a second-year calculus course, which involves the extension of calculus to two or more variables. This course will be run as a seminar, with participants expected to contribute to the discussion and presentation of the material. This course will also involve a number of self-directed projects and a strong modeling component. Prerequisite: completion of AP Calculus AB (with a 4 or higher on the AP exam) or AP Calculus BC (with a 3 or higher on the AP exam).


Statistics provides students with an understanding of the basics of statistics to help them both in other areas of study and in every-day life. The three main topics of the course are analyzing data, producing data, and assessing chance. This course focuses on developing an understanding of statistics through examining its applications, and activities play a large role in this class on a daily basis. Prerequisite: Algebra I.

Programming introduces students to the world of computer science and software by building up fundamental programming skills in Python, a modern scripting language used in web-programming and other fields. The course makes use of CodeHS, an online learning platform designed to help high school students learn the basics of computer science and programming in a hands-on and interactive fashion. The CodeHS system is designed to be flexible, allowing students to progress at their own pace and encouraging self-directed learning by providing easy access to documentation. By the end of the course, students will have a solid foundation in designing and writing Python programs, from which they can branch out to learn other languages and concepts in future courses or on their own. Students will be charged a one-time software fee in lieu of a textbook.


M AT H E M AT I C S

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MODERN L ANGUAGES


Hawaiian I teaches basic communication and vocabulary for reading, writing, and conversational speaking. Hawaiian I will give students the opportunity to study Hawaiian culture as the context for language acquisition. Emphasis for learning is placed on language use. Homework will be assigned regularly and will involve review, written exercises, reading and listening activities, and vocabulary practice. Student progress will be assessed during classroom participation as well as achievement quizzes and tests. Proficiency activities will also be used to determine how well the student can communicate using the vocabulary and language structures practiced throughout the class. There is no prerequisite for this class.

Hawaiian II expands on the language skill and the cultural knowledge students bring to the class. Students from all backgrounds of Hawaiian language study are encouraged to enroll in Hawaiian II to further their knowledge of the language. Emphasis for learning is placed on language use. Homework will be assigned regularly and will involve review, completion of written exercises, reading and listening activities, and vocabulary practice. Student progress will be assessed during classroom participation as well as achievement quizzes and tests. Proficiency activities will also be used to determine how well the student can communicate using the vocabulary and language structures practiced throughout the class. Prerequisite: Hawaiian I.

Hawaiian III expands further on students’ acquisition of language skills and cultural knowledge. Students enrolled in this class will have taken Hawaiian II, or hold a level of Hawaiian language knowledge that is deemed sufficient. Emphasis for learning is placed on a more rigorous use of the language in the form of presentations, dialogue, and study of literature. Aside from language, cultural practice in the form of protocols and crafts will be explored. Homework will be assigned regularly and will involve review, written exercises, reading and listening activities, and vocabulary practice. Student progress will be assessed during classroom participation as well as achievement quizzes and tests. Proficiency activities will also be used to determine how well students can communicate using the vocabulary and language structures practiced throughout the class. Prerequisite: Hawaiian II.

Hawaiian IV Honors further develops a high-er-level usage of Hawaiian language. More empha-sis will be put on language study as seen in various literature sources, as well as transcribing record-ings of native speakers. More clarity will be placed on the difference between written and spoken language. Along with language studies, this hon-ors class will look at the history of Hawai‘i and the significance Hawai‘i has on an international stage. Cultural protocols and crafts will continue to be of importance, while keeping language acquisition as the main point of emphasis. Homework will be as-signed regularly and will involve review, written ex-ercises, reading/listening activities, and vocabulary practice. Student progress will be assessed during classroom participation as well as achievement quizzes and tests. Proficiency activities will also be used to determine how well the student can communicate using the vocabulary and language structures practiced throughout the class. Prereq-uisites: Hawaiian III and teacher recommendation.

Japanese I is designed to allow students to obtain fundamental sentence structure and vocabulary for reading, writing, speaking, and listening on topics closely surrounding them.

Students will be exposed to basic cultural aspects of Japan, and Hiragana (46) and Katakana (46) characters will be introduced and mastered. Students will be expected to have the capability to learn a foreign language. Student progress will be assessed by quizzes and tests to determine knowledge of grammar and vocabulary. Speaking proficiency activities will be used to assess how well students can communicate. There is no prerequisite for this class.

Japanese II expands students’ knowledge of grammar structure and vocabulary for reading, writing, speaking, and listening. Emphasis will be placed on developing fluency and competency. Essential grammar constructions, such as past, present, and future verb conjugations and negative forms will be introduced frequently. Students will be exposed to more in-depth cultural knowledge of Japan, and students will be introduced to and practice new Kanji characters (60). Student progress will be assessed by quizzes and tests to determine knowledge of grammar and vocabulary. Speaking proficiency activities will be used to assess how well students can communicate. Prerequisites: Japanese I and teacher recommendation.

Japanese III stresses the importance of how to incorporate new vocabulary, tenses, and sentence structures to communicate effectively. Further fluency and competency in listening, speaking, reading and writing Japanese will be expected. Additional Kanji characters (100) will be introduced and practiced. Traditional and modern Japanese cultural characteristics will be highlighted. Student progress will be assessed by quizzes and tests to determine knowledge of grammar and vocabulary. Speaking proficiency activities will be used to assess how well students can communicate. Prerequisites: Japanese II and teacher recommendation.

Japanese IV Honors emphasizes the cumulative knowledge of more complex sentence structures and vocabulary. Students will acquire


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advanced skills in listening, speaking, reading, and writing, and additional Kanji characters (110) will be introduced and mastered. Broader aspects of Japanese culture will be analyzed and compared. Most of the lessons will be conducted in Japanese. Student progress will be assessed by quizzes and tests to determine knowledge of grammar and vocabulary. Speaking proficiency activities will be used to assess how well students are able to communicate. Prerequisites: Japanese III and teacher recommendation.

Japanese V Honors summarizes and underlines the cumulative knowledge of Japanese levels I through IV. New sentence structures and vocabulary are also introduced. The lessons are primarily conducted in Japanese, and speaking proficiency activities are used to assess how well students can communicate. Students will be encouraged and expected to reach proficiency in all aspects of language learning and will practice communication by presenting information, discussing personal ideas, and defending points of view in speech and in writing. Students will master all 410 Kanji characters (140 new) required for the AP Japanese Exam. Student progress will be assessed by quizzes and tests to determine knowledge of grammar and vocabulary. Students will have the option to take the SAT 2 Japanese Language Exam in November and/or the AP Japanese Exam in May. Prerequisites: Japanese IV Honors and teacher recommendation.

Mandarin Chinese I is an introductory course in which students will learn to communicate at basic levels with speakers of Mandarin Chinese. Students will learn listening, speaking, reading, and writing through real-life dialogues. Vocabulary and grammar will be learned in context, and understanding and appreciation of Chinese culture and traditions will be incorporated throughout the course. Pinyin (the most widely used Chinese phonetic system) will be taught as a tool to learn the spoken language. Students will also learn Chinese characters in order to be able to communicate effectively in real Chinese situations. There is no prerequisite for this course.

Mandarin Chinese II focuses on developing students’ comprehension and expression in Man-darin Chinese. All skills will be incorporated into new thematic units of study, and vocabulary and grammatical control will be expanded. Students will continue to explore the richness of Chinese culture and traditions throughout the course. The prerequisite for this course is Mandarin Chinese I.

Mandarin Chinese III focuses on reading and writing essays, short stories, and dialogues in Mandarin Chinese. All skills will be incorporated into new thematic units of study, and students will expand their vocabulary and grammatical control. Students will continue to explore the richness of Chinese culture and traditions throughout the course. The class will be conducted in Chinese approximately half the period. Prerequisite: Mandarin Chinese II.

Mandarin Chinese IV Honors emphasizes the cumulative knowledge of more complex sentence structures and vocabulary. Acquisition of advanced skills in listening, speaking, reading, and writing will be expected. Students will analyze and compare broader aspects of Chinese culture. Most of the class will be conducted in Chinese. Prerequisites: Chinese III and teacher recommendation.

Mandarin Chinese V Honors prepares students to demonstrate their level of Chinese proficiency across the three communicative modes (Interpersonal, Interpretive, and Presentational). Its aim is to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills within a cultural frame of reference reflective of the richness of Chinese language and culture. The course introduces students to significant persons, products, and themes in Chinese history. It also views Chinese culture in an international context. Students will broaden their world view by comparing Chinese cultural products, practices, and perspectives with those of their own society and will hone their language skills across the three communicative modes. In so doing, they

will develop necessary knowledge of the Chinese language, including pronunciation, vocabulary, idiomatic expressions, grammatical structures, and written characters. Prerequisites: Chinese IV Honors and teacher recommendation.

Spanish I teaches basic sentence structure and vocabulary for reading, writing, speaking, and listening on topics closely surrounding the student. Students will also learn cultural aspects of the Hispanic world. Emphasis for learning is placed on practice activities. There is no prerequisite for this course.

Spanish II expands students’ knowledge and use of structure and vocabulary through reading, writing, speaking, and listening. Students will learn the fundamentals of past, present, and future tenses. Emphasis is placed on practice activities. Students will also strengthen their ability to communicate about topics pertinent to their lives and draw comparisons to Hispanic countries. Prerequisite: Spanish I.

Spanish III teaches students how to incorporate new vocabulary, tenses, and sentence structures into increasingly original and interesting ways to communicate. Students will broaden their ability to read, write, speak, and listen with comprehension through selected topics, including communities at home and abroad, peoples of different back-grounds, selected social and cultural issues, and Hispanic art and artists. Prerequisite: Spanish II.

Spanish IV Honors begins with an intensive review of grammar, followed by a study of the literature and music of Hispanic countries in order to develop reading and listening skills. Writing and speaking skills are developed through presentation of information, discussion of personal ideas, creative writing, and defending points of view, with an emphasis on comparing and contrasting Hispanic cultures with the students’ own cultures. The class will be conducted entirely in Spanish. Prerequisites: Spanish III and teacher recommendation.

Spanish V Honors summarizes and underlines the cumulative knowledge of Spanish levels I through IV. New sentence structures and vocabulary are introduced. Proficiency in all aspects of language learning is encouraged and expected. Students will practice communication by presenting information, discussing personal ideas, and defending points of view in speech and in writing. Student progress is assessed by quizzes and tests to determine knowledge of grammar and vocabulary. Speaking proficiency activities are used to assess how well students can communicate. The class will be conducted entirely in Spanish. Prerequisites: Spanish IV Honors and teacher recommendation.

AP Spanish Language and Culture incorporates the cumulative knowledge of Spanish attained in levels I through IV, providing students with opportunities to demonstrate their proficiency in the interpersonal, interpretive, and presentational modes of communication. Students will have a rich and rigorous opportunity to study the language and culture of the Spanish-speaking world at a level equivalent to an upper-intermediate university Spanish course. The holistic approach to language proficiency recognizes the complex interrelatedness of comprehension and comprehensibility, vocabulary use, language control, communication strategies, and cultural awareness. Students will learn language structures in context and use them to convey meaning. The course promotes fluency and accuracy in language use and is conducted entirely in Spanish. Students will engage in an exploration of culture in both contemporary and historical contexts and develop their awareness and appreciation of the products, practices, and perspectives of Hispanic culture. The course culminates with the AP Spanish Language and Culture exam in May, which students are required to take. Prerequisites: Spanish IV Honors and teacher recommendation.



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SCIENCE & TECHNOLOGY


Biology explores the full range of standard biology topics at a level that prepares students to take the SAT II in biology. Topics include cell biology, molecular biology and genetics, and evolution and ecology. Labs and activities complement lectures and readings. Students will learn methods of biological investigations, how to derive knowledge from these investigations, and the theories that organize this knowledge. In addition to laboratory skills, students will be challenged to develop their independent reading, note-taking, and essay-writing skills.

Biology Honors is a challenging course that explores the full range of standard biology topics at a level that prepares students to take the SAT II in biology or Advanced Placement Biology. In general, the academic pace and rigor will be

greatly increased for honors-level course work. Topics include cell biology, molecular biology, genetics, evolution, and physiology. Labs and activities complement lectures and readings. In addition to laboratory skills, students will be challenged to develop their independent reading, note-taking, and essay-writing skills. Prerequisite: Algebra 1 and a teacher recommendation.

AP Biology prepares students for success on the College Board’s AP Biology examination. Topics include cell biology, molecular biology, genetics, physiology, evolution, and ecology. Labs and activities complement lectures and readings. Upon demonstrating success on the AP Biology exam, students may be eligible to receive college credit for a one-year course in general biology. Prerequisites: teacher recommendation and completed year of Biology and Chemistry (previous or concurrent study).

Chemistry is a first-year introductory course that exposes students to topics essential to understanding chemistry as well as proper laboratory practice. In addition, students will explore applications of chemistry past and present through various readings, research, and projects. This course is heavily lab-oriented and counts towards one of two required lab science credits for graduation. As such, consistent attendance is a necessary condition for success. In labs, students will be taught what to look for, how to make their own observations, and how to record them appropriately in a laboratory notebook. In addition, students will be required to develop skills that will enable them to succeed in working collaboratively. Prerequisite: completion of or concurrent enrollment in Algebra II Trigonometry.

Chemistry Honors is a first-year introductory chemistry course that exposes students to topics essential to understanding chemistry as well as proper laboratory practice. Students who take Chemistry Honors will master the skills needed to transition to a second year of chemistry, AP Chemistry, if they so choose. In addition, students will explore applications of chemistry past and present through various readings, research, and projects. This course is heavily lab-oriented and counts towards one of two required lab science credits for graduation. As such, consistent attendance is a necessary condition for success. Students will be taught what to look for, how to make their own observations, and how to record them appropriately in a laboratory notebook. Also, students will be required to develop skills that will enable them to succeed in working collaboratively. In this honors-level course, students should expect homework and assessments regularly. Prerequisites: completion of or concurrent enrollment in Geometry Honors and a teacher recommendation. Students should have demonstrated a high level of mastery in previous science and math courses as the ability to manipulate data using formulas is critical to success in this course.

AP Chemistry is a college-level chemistry course, designed for students who have success-fully completed a year of high school chemistry. In this course, students will cultivate their un-derstanding of chemistry through inquiry-based investigations as they explore topics such as the structure of matter, bonding and intermolecular forces, chemical reactions, kinetics, thermodynam-ics, and chemical equilibrium. With the swift pace of this course, students should plan to spend at least one hour outside of class working on course material for every two hours of scheduled class time. Through lecture and frequent lab-based investigations, students will master the skills and content needed to be successful on the AP exam. Students must sit for and earn a score greater than one on the AP Chemistry exam in May in order to earn the AP Chemistry designation on their transcript. Prerequisites: A grade average of 80% or greater in a first-year high school chemis-try course; completion of a second-year algebra course with a grade of 80% or greater; or a teacher recommendation from their previous chemistry and math teacher to enroll in AP Chemistry. Lastly, placement exams may be administered during the first weeks of class to assess prerequisite knowl-edge and/or summer work. The AP Chemistry teacher may make recommendations for schedule changes based on student performance on these entrance assessments.

Physics is an introduction to and survey of physics, designed to equip any student for further study in the sciences. Topics include motion, force, energy, electricity, magnetism, and light. Students will utilize laptop computers as data-gathering and testing devices in this hands-on course. Prerequisite: completion of or concurrent enrollment in Algebra II Trigonometry.

AP Physics 1 is an algebra-based, introducto-ry-level, first-semester college physics course. Students will cultivate their understanding of physics through inquiry-based investigations as they explore topics such as Newtonian mechanics (including rotational motion), work, energy, and


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power, mechanical waves and sound, and intro-ductory simple circuits. In this course, a significant amount of time is spent in hands-on laboratory work, with an emphasis on inquiry-based investiga-tions that will provide students with opportunities to apply science practices. Students will learn to solve problems mathematically (including sym-bolically); design and describe experiments and analyze data and sources of error; explain, reason, or justify answers with emphasis on deeper, con-ceptual understanding; and interpret and develop conceptual and mathematical models. This course will culminate with all students taking the AP Phys-ics 1 exam in May. Exam questions are based on learning objectives, which combine science prac-tices with specific content. Prerequisite: successful completion of Pre-calculus or concurrent enroll-ment in Algebra II Trigonometry Honors.

AP Physics 2 is an algebra-based, introductory level, second-semester college physics course. Students will cultivate their understanding of physics through inquiry-based investigations as they explore topics that include fluids, thermodynamics, electricity, magnetism, optics, and topics in modern physics. AP Physics 2 is organized around seven big ideas that bring together the core scientific principles, processes and theories, cut across traditional boundaries, and provide a broad way of thinking about the physical world. These big ideas are intended to encourage students to think about physics concepts as interconnected pieces of a puzzle: the solution to the puzzle is how the real world around them actually works. In this class, students will participate in inquiry-based explorations of these topics to gain a more conceptual understanding of physics concepts. As such, students will spend less time in traditional formula-based learning in order to develop critical thinking and reasoning skills. Prerequisite: successful completion of AP Physics 1.

AP Physics C is a calculus-based, college-level physics course. Students should enter the course already having successfully completed a full year of AP Physics 1 or the equivalent. In addition, students should have completed or be enrolled

in AP Calculus AB or BC. The course is divided by semesters; the first semester is devoted to the study of mechanics (kinematics, Newton’s law of motion, work, energy and power, systems of particles and linear momentum, circular motion and rotation, and oscillations and gravity). The second semester covers topics in electricity and magnetism (electrostatics, conductors, capacitors and dielectrics, electric circuits, magnetic fields, and electromagnetism). In addition to solving problems, students will explore these concepts through the lab component of the course. In the spring, students take two separate AP exams, Mechanics and Electricity and Magnetism, and receive a separate AP score for each. Prerequisite: successful completion of AP Physics 1.

AP Environmental Science covers critical environmental science topics including renewable energy, resource depletion, pollution, population, global footprint, and sustainability, one of the fastest growing issues in the world today. Students will investigate four global challenges: energy, water, food, and culture. HPA’s Energy Lab and sustainability projects are unique resources in the study of environmental science, providing opportunities for inquiry-based explorations of these topics. Students will master the skills and content needed to be successful on the AP exam in May. Colleges evaluate this course as equal to other college science courses; successful completion should prepare students to be fluent in all major concepts and challenges facing the environment and to be an asset to any future work in this field. Prerequisite: Biology Honors, concurrent enrollment in Algebra II Trigonometry, and teacher recommendation.


Agroecology is designed to acquaint students with the ecological underpinnings of conventional production agriculture, sustainable agriculture, and organic agriculture. Students will be introduced to basic ecological concepts, systems thinking, creative thinking, and the interrelation of the

factors involved in crop production. Students will participate in field trips, in-class labs at the HPA terrace farms, and computer simulations that will illustrate concepts of ecology within agricultural systems. This course is for students who want to learn about the interrelationships of the natural world. Students will solve real problems and gain a strong foundation in environmental, plant, soil, and insect sciences. Activities will use a holistic system approach to meeting the need to feed, clothe, shelter, and entertain in a way that our land, society, and ecosystem can sustain. Plant identification, growing mediums, seedbeds, necessary plant environments, and eco-friendly pest control will all be evaluated. There will be projects in landscape design and rehabilitation, which will require learning plant, tree, shrub, and flower maintenance. There is no prerequisite.

Astronomy asks students to explore topics on a large scale: from the Earth to the outer reaches of the cosmos. Students will begin with learning about the Earth and its place in the solar system before moving out of the solar system and studying distant stars and galaxies. Students will learn how to use indirect measurement to find the size of the Earth, moon, and sun as well as their distances from each other. Likewise, they will use similar measurement skills to find distances to stars both near and distant as well as very distant galaxies. There are several lab experiences in Astronomy as well as regular night viewing and trips to Hale Pohaku on Maunakea and Imiloa Astronomy Center in Hilo. Students can also work in conjunction with professional astronomers on projects that are of both interest and import to the astronomical community with the ultimate goal of having their work published. Although Astronomy does not require mathematics beyond basic algebra and trigonometry, mathematics is used on a daily basis and students are advised to be ready to apply their skills. Prerequisite: completion of or concurrent enrollment in Algebra II Trigonometry.

Biodiversity provides an introduction to biodiversity, from species description to phylogeny reconstruction and the role of biodiversity in

society. A central focus will be on helping students improve their understanding of a biological vocabulary. By the end of this course, students will be familiar with ecological and evolutionary mechanisms that cause spatial and temporal patterns of global biodiversity. Students will compare and assess conservation efforts using approaches drawn from the fields of genetics, physiology, population biology, community ecology, and economics. Students will also be asked to discuss and evaluate the consequences of biodiversity loss in terms of ecosystem services and from an ethical perspective with a focus on issues in Hawai`i. Prerequisite: Biology. This course is open to sophomores through seniors.

Biotechnology is designed to give students a comprehensive introduction to the scientific con-cepts and laboratory research techniques currently used in the field of biotechnology. Students will attain knowledge about the field and a deeper understanding of the biological concepts on which these processes are based. In addition, students will develop some basic laboratory skills, including pipette use. The objectives covered in this course are both academic and technical in nature and are presented in a progressively rigorous manner. The culminating and platform laboratory experience is the creation of a DNA barcode of targeted organ-isms. Accurate completion of this relevant labo-ratory task may offer the exciting possibility for publication of the student's data into the Barcode of Life Data Systems (BOLD), a global genetic database. Prerequisite: Biology. It is recommended that students have completed or are co-enrolled in chemistry. The course is open to juniors and seniors.

Computer Science: Electronics is a project-based exploration of the related fields of electrical engineering, computer engineering, and computer science that emphasizes hands-on work with electrical and computer systems. Over the semester, this course will take students from the basic principles of electricity up to designing and constructing smart devices based off the Arduino microcontroller. This course aims to help students



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better understand the electronics and computer technology that suffuses the modern world while learning tech skills such as circuit design, soldering, testing, and programming. Prerequisite: Geometry.

Computer Science: Robotics builds off the knowledge and approaches learned in Electronics by applying these skills to mechanical problems. Students will become fluent in designing and building robotic systems that integrate mechanics, electronics, and programming, using the Arduino microcontroller as the brain to control Lego and aluminum-frame robots. This course will use team-based projects to develop these skills while introducing students to current developments in the field, such as driverless cars, automated manufacturing, and artificial intelligence. The course will culminate in an open-ended project where students use their robotics knowledge to tackle an engineering problem on campus. Prerequisites: Geometry and Electronics.

Flight provides an entry-level course for all students who have an interest in remote controlled, scratch-built aviation, mechanical engineering, computer science, chemical engineering, electrical engineering, and/or STEM-related careers. The course will teach the concepts of scratch-built aviation for 21st-century learners using a modified engineering design model process. The innovative, STEM-driven, hands-on aircraft activities engage learners at every level and provide real-world learning opportunities that expose students to careers in science and technology. The course also stresses critical 21st-century skills, such as communication and teamwork. The course involves both student-directed and teacher-led curricula to create a powerful and effective hands-on experience. The ultimate goal is to provide students with a course option that will prepare them for studying engineering at the college level. There is no prerequisite.

Independent Science Research (1.0) begins with students creating a project proposal, listing resources, needs, and possible outcomes and impact on the student, the school, and the world.

Once accepted, students will meet together for class, report daily on their weblog diary, and create a weekly report of progress, challenges, and resources needed. A quarterly progress video and semester presentations will enable students to develop skills in presentation and articulation. This is an advanced course that puts a great deal of responsibility on the student to create, develop, and report on a project of their interest. Examples of ongoing projects include brainwave research, 3D modeling, drone mapping, artificial intelligence, machine learning, 3D visualization, and earthquakes. Prerequisite: freshman standing and teacher recommendation.

Marine Biology examines the biology of marine organisms and the abiotic (e.g., salinity, nutrients, water currents, and tides) and biotic (e.g., compe-tition, predation, symbiosis) factors that influence their distribution and abundance. Through lec-tures, laboratories, and projects, students will gain experience working in the field of marine biology. Special emphasis will be on place-based learning and examples. Prerequisite: Biology. This course is open to sophomores through seniors.

Physical Oceanography asks students to explore the physics of the ocean, from surface to abyss, from ice ages until the present and to understand how the ocean influences the development of civilizations, climate, politics, and economics. The course emphasizes the original research students will conduct using data from the Hawai‘i area. They will learn how physics, chemistry, and geology play key roles in tsunamis, surfing waves, currents, and climate. Oceanography is a new science, in which open questions abound: How long does it take waters to stabilize after a hurricane? How deep into the water does ocean acidification reach? How are oxygen concentrations affected by sunshine? Do tsunamis generate measurable mixing? Students will learn how mainstream oceanographers see the world ocean and go about seeking answers to questions lurking in waters of the world, and they will use data to conduct original research into questions of their choosing. Open to all juniors and seniors.

SOCIAL STUDIES


Modern World History is a thematically organized survey course, which challenges students to think critically about the people and events that have shaped the world in which we live. Students will study many different times and places in order to understand patterns and turning points in the history of the world. Students will develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students will also increase their map identification skills and their knowledge of the geography of the world. An emphasis is placed on effective writing skills and cooperative group work, and readings will be augmented with whole class discussion,

small group discussion, role play activities, presentations, debates, and project work. Students will develop research, close reading, and presentation skills by engaging in historical research on a topic of their choosing, creating a project that will be entered in the National History Day competition. This course is open to sophomores, juniors, and seniors.

AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of the Earth’s surface. Students will employ spatial concepts and landscape analysis to examine human social organization, cultural diffusion, and development, as well as the environmental consequences of such


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S O C I A L S T U D I E S

processes. Students will explore questions, such as: What opportunities or challenges draw populations from one point in the world to another, resulting in increased immigration rates, over-population or de-population? How do forces like urbanization and industrialization shape culture and vice versa? Students will be assigned nightly readings requiring the use of note-taking strategies and the completion of web-based quizzes and will be encouraged to use their devices in class for research and collaboration. Throughout the course, students will explore global perspectives and connections, which will culminate in the creation and delivery of a TED Talk-style presentation. All students will take the College Board AP Human Geography exam in May. This course is open to sophomores, juniors, and seniors. Students must receive a teacher recommendation to enroll in this course.

United States History is a chronologically organized survey course that examines our nation’s past from English settlement to the Watergate crisis. The focus of the course is to give students the tools to enhance their ability to think and write critically about historic events. Relying on a variety of resources to complement the text, students will use class time to determine the significance of historic events and their relation to the period. Political, economic, and social influences will be considered for each event or period under consideration. Debates, group work, and class discussions will further augment readings from texts. Analytical writing will be heavily emphasized throughout the year. Students can anticipate 45 to 60 minutes of homework for each class period. Prerequisite: the successful completion of AP Human Geography or World History.

AP United States History is a chronological and thematic survey course in United States History. The class is designed to provide students with analytical skills along with factual knowledge to deal critically with the problems and issues

in United States history. Key themes include American identity, civil rights, demographic and economic transformations, religion, the environment, globalization, international and domestic conflicts, politics, and citizenship. Students will need to maintain a rigorous reading schedule and regularly and actively participate in class discussion and debates. Students will be required to take the College Board AP exam in May. Prerequisite: the successful completion of AP Human Geography or World History and teacher recommendation.

Economics Honors: Human Behavior, Social Justice, and the Science of Decision-Making introduces students to principles of macroeconomics and microeconomics and how they intersect with issues of social justice. Students will learn about behavioral economics and the science of decision-making, consider how practical life skills scale up to national and global economics, and contemplate the implications of opportunity cost in a variety of contexts. To bridge theoretical understanding with application, students will work through hands-on activities, conduct experiments, and complete projects, in addition to learning from readings and lecture. This course is open to juniors and seniors. Prerequisite: the completion of AP Human Geography or World History and teacher recommendation.

AP Comparative Government and Politics introduces students to the rich diversity of political life outside the United States by examining the following six selected countries: Great Britain, Mexico, Russia, Iran, China, and Nigeria. The course uses a comparative approach to examine political structures, policies, and political/economic and social challenges. Students will explore topics of sovereignty, authority, power, citizens’ responsibilities, and public policy. Students will have regular readings and class debates on a variety of topics impacting contemporary global politics and will compare the effectiveness of

approaches to many global issues. All students will take the College Board AP Comparative Government and Politics exam in May. Prerequisite: the successful completion or dual enrollment in AP US History with teacher approval.

AP Psychology introduces students to the scientific study of the mental processes and behavior of human beings. By understanding how humans think, feel, and act, students will gain greater insight into themselves and others. The course highlights significant contributions to the field of psychology over the past century and explores psychologists' differing perspectives. Students should expect up to 90 minutes of homework prior to each class; reading will be emphasized and chapter tests will be an important component of student assessment. Assigned projects will focus on skill development. The rigorous curriculum and pace will culminate with the College Board AP exam in May. Juniors and seniors entering the course should be competent readers (12+ grade level) with excellent study skills. Students must be recommended by a faculty member in the social studies department to enroll in this course.

SEMESTER OR YE ARLONG COURSES

History Through Mixed Medias will explore how history is crafted and recorded. Students will analyze reality versus perception in a historical context, developing skills which are extremely relevant in today’s world of fact-checking and recognizing bias. Students will examine a number of historic events via various mediums, comparing and contrasting an event’s portrayal in primary sources, books, film, art, video games, poetry, music, and social media. Students also will explore how and why a given medium affects or shapes an audience’s perception of the event. The concluding

project for the course will be a new depiction or representation of a historic event. Students have the option to enroll for one semester (either fall or spring) or for the entire year.


Hawaiian Studies 1 - Pilina: Hawai‘i Geography and Family Systems is a required semester-long ninth grade social studies course. This class will begin with cosmologies, origins, and migration and emphasize the significance of ‘āina (land), its natural and spiritual geographies, and peoples’ deep connection to it as demonstrated in their traditional family practices and lifestyles. Students will develop and strengthen skills in reading for information, note-taking, annotation, research, and oral presentation.

Hawaiian Studies 2 - Mana: Traditional Hawaiian Society and Leadership is a semester-long course offered in the first semester every other year in rotation with Ka‘ao: Hawai‘i Mythology, beginning in the fall semester of 2020. This course will focus on the traditional class system and emphasize the roles and responsibilities of ali‘i and the significance of mana in Hawaiian society of the past and present. Students will learn about a selection of ali‘i from Līloa to Lili‘uokalani, including their lives, leadership, and impact upon Hawai‘i. Class activities and experiences will chronologically address culture, society, and government of pre- and post-contact Hawai‘i. Students will focus on and strengthen skills in reading for information, analysis, research, and oral presentation. There are no prerequisites for this course.

Hawaiian Studies 3 - Ka‘ao: Hawai‘i Mythology is a semester-long course offered in the first semester every other year in rotation with Mana: Traditional Hawaiian Society and Leadership, beginning in the fall semester of



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2019. This course will focus on the traditional framework of mythology in Hawai‘i and the significance of ka‘ao (myths). A selection of four to five ka‘ao will be deconstructed and studied to better understand the role of mythology and storytelling in Hawai‘i today. Students will focus on and strengthen skills in reading for information, writing, analysis, and oral presentation. There are no prerequisites for this course.

Hawaiian Studies 4 - Hoa‘āina: Cultural Resource Stewardship and Engagement is a semester-long experiential field course offered in the spring semester only. This course will introduce students to Hawai‘i Island, as well as cultural and community issues and solutions through on-site engagement and research. Students will study and experience traditional and modern methods of forestry, agriculture, aquaculture, and natural resource management. Course content, research, and field studies will be conducted on and in loko i‘a (fishponds), lo‘i kalo (wetland taro fields), māla (cultivated fields), nahele (forests), ala hele (trail systems) and other regions where cultural resource stewardship is conducted by community organizations and families committed to the resurgence of these practices and traditions on Hawai‘i island. Students will focus on and strengthen skills in writing, analysis, critical thinking, collaboration, and research. There are no prerequisites for this course.

World Religions will introduce students to the basic foundations of world religions. Students will explore the belief systems of the major world religions and understand how these belief systems impact human behavior, politics, and ultimately world peace. Principal skills include fluency in reading, writing, speaking, creative and critical thinking, discussing, and presenting ideas from the text that are abstract in nature. Students will be asked to complete weekly homework assignments. Students will also be given five formal tests throughout this semester course. As part of their coursework, students will develop a project related to an area of world religion they are interested in. A formal oral presentation will be required. The prerequisite for this course is the successful completion of World History or AP Human Geography. This course is open to juniors and seniors.

CAPSTONES


Applied Mathematical Modeling will introduce students to the basics of the mathematical modeling process while simultaneously allowing students to explore a range of new mathematical domains including networks, probability and statistics, decision theory, and game theory. The class will culminate with students creating an in-depth mathematical model to answer or analyze a significant question.

Art, Culture & Community is a yearlong fine arts capstone class taught in the main studio of the Gerry Clark Art Center (GCAC). The first semester will consist of studio projects in photography, video, 2-D mixed media, and

3-D installation. Through class projects and investigations into relevant contemporary artists, students will learn to think critically about how art can reflect or create our sense of identity, culture, and community. Students will also learn to write about and document their artwork, which will be compiled in a personal digital portfolio. In the second semester, each student will propose an independent exploration and focus that will culminate in a mixed-media installation. These projects will serve as a tool to affirm cultural identity and contribute to social engagement with the HPA community at large. This course is for seniors committed to pursuing a deep exploration into one visual idea or concern and a rigorous and focused study in art. Grading will be based on documenting their project process with


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written reflections, photo journals, and bi-weekly class critiques. The class will culminate with the students presenting the documentation of their finished projects to the capstone advisory board. Prerequisites: standing as a senior, the successful completion of one intermediate mixed media class, one intermediate digital media class, and a teacher recommendation.

The Art and Science of Surf will introduce students to the physical science of surfing. Students will learn the history and science of wave riding and then learn the art of shaping surfboards. Exploration and study of these topics will prepare students for completing independent projects around the theme of surfing in all forms, historical and current.

Biotechnology is designed to give students a comprehensive introduction to the scientific concepts and laboratory research techniques currently used in the field of biotechnology, particularly as related to DNA and proteins. Students will develop some of the basic laboratory skills required for biotech, including pipette use, PCR, and gel electrophoresis. The objectives covered in this course are both academic and technical in nature and are presented in a progressively rigorous manner. Accurate completion of this relevant laboratory task may offer the exciting possibility for publication of the student's data into the Barcode of Life Data Systems (BOLD), a global genetic database, depending on student experience entering the course or the use of synthetic biology (synbio) to build or engineer a microorganism for a specific purpose. This course provides students with experience in select molecular DNA laboratory procedures. Upon completion of this capstone course, students should be able to perform laboratory techniques and use instrumentation common to basic biotechnology and apply these skills in a laboratory investigation, actual or theoretical, solving a problem of design, and/or creating a product.

Confronting Climate Change in Hawai‘i gives students an opportunity to explore the scientific facts of climate change, explore its impacts (environmental, social, and economic), and address solutions, particularly place-based solutions for Hawai‘i Island (individual capstone work).

Cybersecurity, Machine Learning and AI (Artificial Intelligence) will present case studies in cybersecurity, along with a foundation of networking, operating systems, and computer architecture to understand these concepts and how they interact in safe and dangerous ways. Cybersecurity is the fastest-growing threat to our information technology infrastructure, and we will need talented, enlightened problem-solvers to address these issues. More than just technical skills, these solvers will need ethical guidance to understand such complex issues as privacy, access to data, and online services. Machine learning touches on market analytics, facial recognition, energy planning, and urban design and can also be a powerful tool in the field of cybersecurity. Neural networks are basically computer systems that “learn” from patterns; for example, by playing chess, a computer might learn from mistakes and become a better chess-playing machine. This ties into both machine learning and cybersecurity and will be a key field in the coming decades. Students will develop specific skills in networking, operating systems, computer architecture, and augmented and virtual reality, leading to case studies and student led-projects on penetration testing and internet security, from a local home setting to industrial/national level security. Advanced topics in machine learning and AI will also be included as an extension of the basic principles. Students will emerge from this capstone with a sense of ownership around the topic and the ability to expand their knowledge further in college.

Food for Thought is a yearlong, experiential course in which students will explore connections between food practices, culture, philosophical beliefs, and behavior with an emphasis on food practices and systems in Hawai’i. Essential questions for the course include: If you are what you eat, then what are you? How does food influence our deeply held beliefs and daily behavior? How do our food choices affect our personal health and the health of our environment? How do our food philosophies and identities influence food policies at various levels? These questions will act as the backbone for all class discussions and writing assignments. Students will propose, plan, research, and execute a yearlong independent capstone project and present it at the HPA Exhibition Day at the end of the year. Students will also engage in many smaller scale projects, including creating videos, planting and maintaining a class garden, cooking food, and participating in community-based activities. Texts may include: Animal, Vegetable, Miracle (Kingsolver), Cooked: A Natural History of Transformation (Pollan), selections from Thinking Like an Island (ed. Chirico & Farley), We Go Eat: A Mixed Plate from Hawai’i’s Food Culture (ed. Yim), and Garden Spells (Allen). Students will be required to purchase print copies of their texts.

Market Gardening allows students the opportunity to utilize the gifts of the land (food, medicine, art, and more) and explore markets through which to share these gifts with the HPA and larger community. Students will spend the fall semester studying the land and the traditional and modern uses of the plants that grow here. They will also identify potential markets and their attributes through interactions with farmers, artisans, and entrepreneurs, as well as through an analysis of industrial agriculture versus small-scale diversified farms. Woven throughout our content learning will be the acquisition of the skills needed to create value-added products (preserving, dehydrating, cooking, and more)

as well as marketing and branding techniques, organic farming methods, and best practices for operating a business. Equipped with these tools, students will design, create, and market a product that reflects their unique skills and interests.

Migrations of Moananuiākea (Oceania): Traditional Navigation and Modern-Day Voyaging in Hawai‘i will introduce students to the ancient migrations of Moananuiākea (Oceania), traditional navigation, and modern-day voyaging and canoe sailing in Hawai‘i. Students will study an array of orature and literature, island geography, the history of voyaging, canoe design, building and rigging techniques, weather, astronomy and its application to navigation, and sail planning. The concluding capstone project for the course will be guided by the themes of the class.

Novel Writing is centered around the creative writing and editing skills that will allow each student to complete a novel by the end of the school year. The class will begin with foundational skills, such as structure, plot, character development, editing, and writing techniques. Students then will begin work on a novel in the genre of their choice. Students will have time in class for writing.

Social Entrepreneurship provides an opportunity for students to pursue a product of their choosing outside the boundaries of the standard English, art, or social studies curriculum. What is social entrepreneurship? According to the Ashoka Organization: “Social entrepreneurs are individuals with innovative solutions to society's most pressing social, cultural, and environmental challenges.” In this course, students will propose, research, implement, deliver, and iterate a product over the course of the year, using project management tools and techniques from the professional world to guide their work and structure their time. Students will learn ideation, design, entrepreneurship, and project management though action.


C A P S T O N E S

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C A P S T O N E S

Some previous examples of student products are a digital platform that showcases student work; a marketplace for small fashion brands; creating content and a brand centered on environmentalism; a business and app that delivers food to boarders; and fundraising and building a track for Kohala High School. Guest mentors from across creative/tech/cultural/non-profit industries will share their experiences and workshop student products throughout the year. The ultimate goal of this capstone is for students to take their passions and skills and turn them into something real that impacts and improves the world.

Sociolinguistics will allow students to investigate language from multiple perspectives, guided by the following essential question: How does language matter? The course is designed around the following unit questions: What is human language? What is communication? How does the brain process language? How do we use language in different social contexts? What is the relationship between language, identity and culture (bi/multilingualism)? How is language learned and taught (first vs. second)? What happens when a language dies? How can a language be revitalized? How does language vary over time? For the first semester, students will learn concepts and complete a mini-project. An individual research project will be the focus of most of the second semester.

Upper School Graduation Requirements

DEPARTMENT CREDITS REQUIRED COURSES/OTHER

Arts 2.5 Fundamentals of the Arts (1.0 credit, freshmen only), plus 1.5 elective credits.

English 4.0 English 9, 10, 11, and 12; enrolled in English all eight semesters.

Math 3.0 Algebra I, Geometry, Algebra II Trig, and math enrollment through the junior year.

Modern Language 3.0 3.0 credits at the Upper School level; at least one must be a third-year course or higher.

Science 3.0 Two of the following three: Biology, Chemistry, Physics; plus 1.0 credit.

Social Studies 3.0 Hawaiian Studies 1 (0.5 credit); either Modern World History or AP Human Geography (1.0 credit); U.S History (1.0 credit), plus one semester elective (0.5 credit).

Capstones 1.0 All seniors must successfully complete a capstone course from among the capstone electives.

Electives 2.5 To be chosen from any department beyond the requirements outlined above.

TOTAL 22

A yearlong course equals 1.0 credit.

A semester course equals 0.5 credit.

All juniors & seniors must be enrolled in at least five (5) classes each semester.

All freshmen & sophomores must be enrolled in six (6) classes each semester.


FALL/SEMESTER 2019

Sunday, August 11New boarding students arrive E Komo Mai - New family welcome reception

Monday, August 12New boarding student orientation

Tuesday, August 13New boarding student, new day student orientation & returning boarders arrive

Wednesday, August 14First day - all students

Monday, September 2Labor Day holiday - no classes

Friday, September 13Faculty work day - no classes

Thursday, October 3Parents Weekend, class visits

Friday, October 4Parents Weekend, parent conferences

Saturday, October 5Parents Weekend, parent conferences

Monday, October 7Parents Weekend holiday

Friday, November 15Faculty work day - no classes

Tuesday, November 26Thanksgiving break begins end of day

Wednesday, November 27Faculty work day - no classes

Sunday, December 1Boarders return

Monday, December 2Classes resume

Thursday, December 12First semester ends; winter break begins end of day

SPRING/SEMESTER 2020

Sunday, January 5Boarders return

Monday, January 6Classes resume

Thursday, March 12Spring break begins end of day

Friday, March 13Faculty work day - no classes

Sunday, March 29Boarders return

Monday, March 30K-12 professional development day

Tuesday, March 31Classes resume

Wednesday, May 20Summer break begins end of day

Thursday, May 21Baccalaureate and celebration

Friday, May 22Commencement ceremony

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65-1692 Kohala Mountain Road Kamuela, Hawaiʻi 96743808.881.4321 [email protected]

READY TO APPLY? www.hpa.edu/apply

Documents

HAWAIʻI PREPARATORY ACADEMY Upper School Course Catalog ... · reflection on the progress of their projects during the semester. The class will culminate with the students creating