Upper School Course Catalog 2020-2021 - HAWAIʻI PREPARATORY ACADEMY - Hawai'i ...
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HAWAIʻI PREPARATORY ACADEMY Upper School Course Catalog 2020-2021
Hawai‘i Preparatory Academy Upper School Course Catalog 2020-2021 TABLE OF CONTENTS Arts.......................................................................................................... 4 English.................................................................................................... 11 Mathematics....................................................................................... 15 Modern Language............................................................................ 19 Science & Technology................................................................... 24 Social Studies.................................................................................... 29 Capstones........................................................................................... 33 Upper School Graduation Requirements.............................. 36 Key Dates/Academic Calendar.................................................. 37
Aloha and welcome.
Founded in 1949, Hawai‘i Preparatory Academy COURSES LISTED IN THIS
serves roughly 600 K-12 students on two campuses CATALOG ARE FOR THE
encompassing more than 220 acres adjacent 2020-2021 ACADEMIC YEAR
to the world-famous Parker Ranch in Waimea, AND SUBJECT TO CHANGE
Hawai‘i. We welcome not only students from IN FOLLOWING YEARS. THE
Hawai‘i and the continental U.S., but a broad NUMBER OF STUDENTS IN ANY
cross section of our global human family. We COURSE MAY BE LIMITED, AND A
believe Hawai‘i has much to teach the world—from CLASS FOR WHICH ENROLLMENT
sustainability leadership to multicultural inclusion IS DEEMED INSUFFICIENT MAY
to scientific breakthroughs. Surrounded by world- BE WITHDRAWN.
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 Mission
The mission of Hawai‘i Preparatory Academy is
to provide exceptional learning opportunities in
a diverse community honoring the traditions of
Hawai‘i.
3
A RT S
YE ARLONG COURSES The culminating assessment for this class is a
240-page bound yearbook and a 20-page spring
Yearbook is a year-long advanced Digital Media supplement magazine that verbally and visually
class that qualifies as a Fine Arts or elective tells the story of the school year as accurately and
credit. In this class, staff members produce and authentically as possible. Grading for this class
publish the Academy’s long-standing yearbook, is based on the completion of assignments that
the Ka Makani. Staff members are expected to include writing, photography, and layout. As a
demonstrate a solid work ethic, accountability, note, students have the option of taking this class
and a willingness to learn and grow as writers, two years in a row, with enrollment now open to
photographers, and designers. During the sophomores, juniors, and seniors.
production of the yearbook, staff members will
demonstrate the ability to work independently After pre-registering for this class, potential staff
on individual assignments with minimal oversight, members will be interviewed and assessed by
while also demonstrating a willingness to the yearbook adviser before final registration is
collaborate effectively with fellow staff members. confirmed.
The Yearbook Class works under constant
deadline pressure throughout the year.
4 HAWAI’I PREPARATORY ACADEMY
ARTS
SEMESTER COURSES progress, and participation in class critiques. The
class will culminate with the students creating an
2-D VISUAL ART online portfolio of their best work, with their best-
of-the-best being displayed at our semi-annual Art
Drawing I, II, III is a one-semester Fine Arts Show.
class taught in Gerry Clark Art Center (GCAC).
Students are encouraged to take this class for Mixed Media I, II, III is a one-semester
up to 3 semesters to build upon foundation skills Fine Arts class taught in Gerry Clark Art
and pursue advanced assignments. This drawing Center (GCAC). Students are encouraged to
course integrates the study of historic and take this class for up to 3 semesters to build
contemporary drawings with fundamental drawing upon foundation skills and pursue advanced
principles (composition, value, structure, contrast, assignments. This course will focus on image-
line, shape, pattern, space and rhythm), and making through the combined application of
building a formal visual vocabulary. In the studio, various artistic genres including painting, drawing,
students will explore various techniques and collage, and photomontage. Color theory, linear
media, including pencil, charcoal, and ink, to draw perspective, pictorial composition, figure/ground
still lives, landscapes, and human figures. Levels II relationships, visual perception, spatial concepts,
& III will be given advanced assignments that will and critical thinking skills will all be emphasized
focus on strengthening the creative process and extensively. Students will be given demonstrations
defining the creator’s unique and original voice. of mixed media techniques using glues, mediums,
Grading will be based on work ethic during class, and encaustic (wax), as well as stenciling,
photo journal entries with written reflections on relief printing, and photo and graphite transfer
progress, and participation in class critiques. The processes. Levels II & III will be given advanced
class will culminate with the students creating an assignments that will focus on strengthening the
online portfolio of their best work, with their best- creative process and defining the creator’s unique
of-the-best being displayed at our semi-annual Art and original voice. Grading will be based on work
Show. ethic during class, photo journal entries with
written reflections on progress, and participation
Painting I, II, III is a one-semester Fine Arts in class critiques. The class will culminate with the
class taught in the main art studio of the Gerry students creating an online portfolio of their best
Clark Art Center (GCAC). Students are encouraged work, with their best-of-the-best being displayed
to take this class for up to 3 semesters to build at our semi-annual Art Show.
upon foundation skills and pursue advanced
assignments. This course covers the fundamentals
of acrylic painting, from color mixing and glazing
to color theory, gestural painting, representation, 3-D VISUAL ART
and abstraction. Through the introduction of
a variety of painting techniques in conjunction Ceramics I is a one-semester art class taught in
with slide presentations of working and historical the ceramics room of the Gerry Clark Art Center
artists, the students gain an understanding and (GCAC). This course will introduce students to the
studio capability of many styles of painting. Levels principles and processes of making sculptural art
II & III will be given advanced assignments that will forms using a variety of methods in clay. Students
focus on strengthening the creative process and will learn a variety of techniques including hand-
defining the creator’s unique and original voice. building methods such as pinch, coil, and slab
Grading will be based on work ethic during class, constructions in the first quarter. In the second
photo journal entries with written reflections on quarter, students will gain in-depth experience on
5ARTS
the potter’s wheel. Students will understand how purposeful conversations and discussions to
to apply various glazing techniques to achieve convey the intention behind their pieces. Students
desired aesthetic appearance, as well as to express are also encouraged to demonstrate their
their creativity. Sculptural principles and processes intentional creative glazing techniques to display
will integrate visual elements and design concepts. the desired aesthetic appearance. Using their
Weekly class critiques will be conducted as well as sketchbook to develop and hone their explorative
discussions covering art history and contemporary ideas on paper as well as allow their individual
artists. expression of their creativity. Sculptural principles
and processes will integrate visual elements and
Prerequisite: None design concepts. Weekly class critiques will be
conducted as well as discussions covering art
Advanced Ceramics is a one-semester art history and contemporary artists.
class taught in the ceramics room of the Gerry
Clark Art Center (GCAC). It is a continuation of Prerequisite: Ceramics II
the basic foundations of the Ceramics I course
specifically geared towards 3-D design. This
course begins with a quick refresh for students
in the principles and processes of making ART HISTORY
sculptural art forms using multiple methods in clay.
Students will incorporate their prior knowledge Art History is a one-semester art class taught
of techniques learned including hand-building in the Energy Lab Conference Room and HPA's
methods such as pinch, coil, and slab as well as Isaacs Art Center. Students will identify and
their previous experience on the potter’s wheel. analyze the 250 works required for the College
Students will continue to explore multiple glazing Board AP Art History Course, covering global
techniques to convey their desired aesthetic art and architecture from prehistory to the
appearance, as well as to express individual contemporary era. Emphasis is on understanding
creativity. Sculptural principles and processes will the form, function, cultural context and
integrate visual elements and design concepts. interpretation of historic art. Grading will be based
Weekly class critiques will be conducted as well as on class projects and slide presentations, essays,
discussions covering art history and contemporary identification quizzes, and online tests, culminating
artists. in a final exam. There is no pre-req for this course,
and students have the option to take the AP Art
Prerequisite: Ceramics I History Exam, but it is not required.
Ceramics III is a one-semester art class taught
in the ceramics room of the Gerry Clark Art Center
(GCAC). It is a divergence from the Ceramics II BACKSTAGE
course specifically geared towards 3-D design.
Stagecraft is a one-semester art class taught in
This course will begin with a brief refresher to
the theater at the Gates Performing Arts Center
students in the principles and processes of making
(GPAC). Students will learn critical thinking and
sculptural art forms using a variety of methods
time management as well as the basic skills
in clay. Students will autonomously explore a
of carpentry, scenic painting and mechanical
variety of construction methods in hand-building
drawing/drafting. The class will culminate with the
to conceptually flexible experimentation on the
students building the sets for the given semester’s
potter’s wheel. Students will be guided through
school production. Grading will be based on
6 HAWAI’I PREPARATORY ACADEMYARTS
participation in hands-on workshops during class Digital Photography is a one-semester Digital
and photo journal entries during the week, with Media class taught in the Graphic Lab in the
written updates tracking the progress of the Technology Center. The class will provide a solid
production. foundation in the fundamental technical skills and
artistic concepts of digital photography through
Woodworking is a one-semester art class hands-on workshops about framing, exposure, and
taught in the scene shop, backstage at the Gates lighting, supported by supplementary readings
Performing Arts Center (GPAC). Students will and videos. The students will demonstrate
learn how to read project drawings and calculate these skills in the field during seven, two-week
the needed materials with a major emphasis shooting assignments. Grading will be based
being placed on accuracy and neatness. The on participation in hands-on workshops during
class will also teach students how to use different class, Photo Journal entries as part of larger
woods and proper project procedures, including online discussions, and editing photos for bi-
workshops on shop safety and sound work habits. weekly critiques. The class will culminate with the
Students will complete four woodworking projects students creating an online portfolio of their best
during the course of the semester. In addition work, with their best-of-the-best being displayed
to these projects, grading will be based upon at our semi-annual art show.
completion of workshops during class, journal
entries and vocabulary quizzes.
DRAMA
DIGITAL MEDIA Acting: Being “Real” (fall) is a one-semester
mixed-level Performing Arts class taught in the
Digital Cinema is a one-semester intermediate Gates Performing Arts Center (GPAC). In this
Digital Media class taught in the Graphics Lab in process-based course, we will study a variety of
the Technology Center. In the class, the students approaches in the technique of acting in the forms
will learn the basics of film production from of realism and naturalism. Creating believable
camera framing and lighting, to working as a characters and moments of truth onstage requires
film crew, to streaming live events. The class will ongoing practice in cultivating physical and vocal
culminate in two major projects, a three-minute technique, character research and psychology,
lifestyle story for PBS’s Hiki No program, and a and ensemble building. Students will work
shot for shot trailer remake. Hiki No is the nation's on a variety of scenes and monologues from
first statewide student news network, and as a contemporary plays throughout the semester and
founding member, we produce one story per will end the course with a performance portfolio
semester based on a timeless Waimea theme of and an extensive journal of their own personal
our choice. For the trailer remake, the students acting practice. The class is open to performing
break into groups and using a twenty-dollar artists of any skill and interest.
budget and cardboard, reproduce a 90-second
trailer shot by shot, to be exported side by side Acting: Being “Theatrical” (spring) is a one-
with the original. Each student is also responsible semester mixed-level Performing Arts class taught
to be the camera person to stream one live event in the Gates Performing Arts Center (GPAC).
during the semester. Grading will be based on In this process-based course, we will study a
film shots produced in hands-on workshops and variety of approaches in the technique of acting
production journals documenting their role in film in heightened forms: classical, absurdist, and
productions. All work will be submitted through experimental. Creating authentic and compelling
our online learning system.
7ARTS
characters and moments of truth onstage requires myHPA to research, and exercises in impromptu
ongoing practice in cultivating physical and vocal and memorized presentations. The class is open to
technique, character research, and ensemble performing artists of any skill and interest.
building. Students will work on a variety of scenes
and monologues from classical and experimental Playwriting: Writing the Worlds (fall) is a
plays throughout the semester and will end the one-semester mixed-level Performing Arts class
course with a performance portfolio and an taught in the Gates Performing Arts Center (GPAC).
extensive journal of their own personal acting Creating a world in your imagination requires a leap
practice. The class is open to performing artists of into daydreaming, curiosity, and wonder. Putting
any skill and interest. that world onto paper demands an exploration of
psychology, relationships, context, and motivation
What Makes It Funny?: Exploring Comedy as well as a commitment to writing and re-writing.
(fall) is a one-semester mixed-level Performing Arts This course will introduce students to the basic
class taught in the Gates Performing Arts Center principles and structures of dramatic writing
(GPAC). From ancient times to the present, comedy through readings, discussions, and exercises, as
continues to evolve in form and structure but how well as a brief survey of global dramatic literature.
much does what we find funny stay the same? We’ll Grading will be based on a series of reflective and
examine all different kinds of comedy throughout practical exercises, ranging from journal entries in
history, from ancient civilizations to stand-up, to myHPA to independent and collaborative writing
sketch and clowning, short and long-form improv, and re-writing practice. Students will complete the
farce and satire. Students will hone their historical semester with a writing portfolio that will include
and sociological understanding of comedy while a variety of monologues, scenes, and one-act
they learn and polish their writing and performance plays in a wide range of styles. The class is open to
skills. Grading will be based on a series of reflective performing artists of any skill and interest.
and practical exercises ranging from journal
entries in myHPA, short research projects, sketch/ Theater Lab: Creating the Worlds (spring)
scriptwriting, and performance pieces. The class is is a one-semester mixed-level Performing Arts
open to performing artists of any skill and interest. class taught in the Gates Performing Arts Center
(GPAC). Students will focus on the areas of Acting,
On Your Feet: Improv and Public Speaking Directing, Design, and Devising by developing
(spring) is a one-semester mixed-level Performing skills in performance technique while concurrently
Arts class taught in the Gates Performing Arts delving into an array of cross-cultural performance
Center (GPAC). Learn to find alertness, confidence, theories. In this fast-paced theatrical laboratory,
ease and a sense of play while developing skills in we will build a dynamic, curious, and responsive
Improv and Public Speaking. We’ll learn how the ensemble to work in collaboration to create a
two fields overlap and complement each other fully realized short production for performance.
and how to apply what you learn to interviews, Students will be exposed to a variety of styles of
class presentations, comedic and dramatic improv, theater/performance to deepen their interpretive
and ways of presenting yourself. We’ll practice and creative skills. Grading will be based on a series
ancient techniques of creating “memory palaces” of reflective and practical exercises ranging from
as well as more modern approaches of integrating journal entries and production notebooks in myHPA
technology into presentations and also learn to self-assessments and performances. The class is
from “Whose Line Is It Anyway?” along the way. open to performing artists of any skill and interest.
Grading will be based on a series of reflective and
practical exercises ranging from journal entries in
8 HAWAI’I PREPARATORY ACADEMYARTS
MUSIC discover and foster individual instrumental playing
techniques, develop sight-reading skills, and gain
Musicianship I and II (fall) is a one-semester a greater understanding of the fundamentals
Performing Arts class taught during the Fall of music: its development, construction, and
semester, located in Davenport Music Building. expression of pitch and rhythm.
“Musicianship” is about training to be a well-
rounded musician: a performer, an artist, and Prerequisite: Open only to musicians with
a scholar. In this course, students will practice intermediate and advanced playing skills and with
their individual craft in music (instrument, voice, sufficient note-reading skills.
songwriting, or theory) via a self-defined plan
and given individual practice time; they will meet The Voice: Musical Theater Repertoire
one-on-one with the instructor; they will perform (spring) is a course with the goal of providing the
solo and group music; and, they will work in singing actor with tools for functioning successfully
small groups to further their understanding of and competitively in auditions, rehearsals and
sight-reading and the fundamentals of music: other professional situations that require learning
its development, construction, and expression vocal music from the Musical Theater repertoire
of pitch and rhythm. This class is open to vocal, (current and historical). In the process of striving
instrumental, songwriting/composing musicians for this goal, the student will work on developing
of any skill and interest. The class is open to a solid vocal technique, which will be useful in
musicians of any skill and interest. all types of singing. Students will participate
in a warm-up and singing activities; Learn and
Composing, Songwriting and Arranging memorize the music and lyrics to songs assigned;
(fall) is a one-semester Performing Arts class Complete assigned readings primarily focused on
taught during the Fall semester, located in historical, musical and political elements within
Davenport Music Building. The course develops assigned works; and, students will Discuss readings
skills and techniques in the art of music and music intelligently with appropriate/relevant
composition and arranging with a focus on the music vocabulary. It is expected that students
fundamental properties of instrument groups, will learn and eventually master vocal exercises
voice-leading principals, compositional forms given during class, and devote comprehensive
and structures, and orchestrations. Students practice time to these exercises outside of class.
orchestrate and compose music for various Further, students will be expected to thoroughly
settings (i.e. wind ensemble, string quartet) and and accurately learn both group and solo songs
genres (i.e. classical, film and pop), analyze songs assigned, and devote comprehensive practice time
and scores; and develop a vocabulary for an to all songs outside of class, both group and solo.
effective critique process. Aural lab included. The A culminating group performance is required for
class is open to musicians of any skill and interest. successful completion of the course.
Instrumental Ensemble (fall/spring) is a one- Music Technology (spring) is a one-semester
semester Advanced Performing Arts class taught Performing Arts class taught during the Spring
during both Fall and Spring Semesters, located in Semester, located in Davenport Music Building.
Davenport Music Building. The course develops The course is designed as an introduction to music
instrumental ensemble skills through performance fundamentals, notation, and theory through music
opportunities of music from a variety of cultures technology, such as MIDI and digital recording.
and musical styles including film scores, Jazz, Course objectives include: To expose students to
Standards, and Classical music. Students will the uses, concepts, techniques, and terminology
9ARTS
of computing through music applications like Recycled Fashion & Design is a cocurricular
Garageband, Logic Pro X, and Ableton; To art class is taught in the ceramics room of the
provide hands-on opportunities in recording and Gerry Clark Art Center (GCAC). Students will be
production; To provide historical context in the using recyclable materials to create prom/formal
evolution of music technology and current trends; wear fashions. Once completely constructed,
To discover and foster collaboration; and, To students will then model their dresses and
provide opportunities to learn about music - its compete for a prize voted on by a panel of
development, construction, expression. The class judges. Materials are collected, rinsed and altered
is open to musicians of any skill and interest. to create a fashion design made of mostly all
recyclable products (approximately 75%). The
higher the percentage of recyclable products
Non-Credit Offerings used, the more points you will receive. Other
Clubs and After-School Activities criteria your design will be judged on include
creativity, execution, and public appeal. Students
Chorus Club-Waimea Community (fall/ may participate as individuals or in teams of up to
spring) Students interested in singing choral 3 students, to include your model. The purpose of
music are encouraged to sign up for this Non- this extracurricular is to encourage participants
Credit Club. Rehearsals run at Kahilu Theater about how even recycled materials can be reused
every Tuesday evening from 6:30 pm to 8:45pm. in a creative way. Hopefully, this will help our
Students will learn and foster proper ensemble community by bringing more awareness to the
and solo singing techniques through a variety of importance of reusing and recycling materials.
choral music, both historical (classical) and current
(pop). The club is open to vocal musicians of any
skill and interest.
Jazz Band Club (fall/spring) Students
interested in playing jazz and funk music are
encouraged to sign up for this Non-Credit club
offering. Sign-ups take place annually at the Fall
Club Fair. Most rehearsals take placed based
on student and faculty availability. The club is
open to brass, sax, woodwind, string, piano/keys,
guitar, bass, percussion players of intermediate to
advanced playing skills.
The Music After-School Collaborative
(winter/spring) is an after-school offering during
the winter and spring seasons for students
interested in developing as musicians, performers
and/or songwriters. Open to students of all levels
(beginning to advanced), opportunities will exist
for individual practice time, group work, and
performance opportunities. Open to musicians of
any skill and interest.
10 HAWAI’I PREPARATORY ACADEMYENGLISH
YE ARLONG COURSES Rex (Sophocles), Antigone (Sophocles), Code
Name Verity (Wein), A Midsummer Night’s Dream
English 9: The Individual is founded on the (Shakespeare), and The Woman in Black (Hill).
essential question: Who am I? Accompanying Students will be required to purchase print copies
essential questions include: What am I capable of of their texts.
doing? What are my strengths and weaknesses?
How am I connected to others? As a bridge English 9 Honors: The Individual is a
between literacy and literature, this course yearlong course aimed at students who have
focuses on essential reading and writing skills, demonstrated some fluency as readers and
such as sentence and paragraph structure, close writers. We will address the same essential
reading and annotation, and using the vocabulary questions and skills as English 9, but at a
for literary analysis. Students will read from a faster pace and with a higher expectation of
range of genres, including short stories, novels, self-directed study. Likely texts may include:
plays and poetry and begin to explore patterns Metamorphosis (Ovid), Haroun and the Sea of
in literature, in particular, the hero’s journey. Stories (Rushdie), Antigone (Sophocles), and
Writing work will include creative writing and Romeo & Juliet (Shakespeare). Students will be
formal academic writing. Likely texts may include: required to purchase print copies of their texts.
Haroun and the Sea of Stories (Rushdie), Oedipus Students must be recommended for this course.
Recommendations for English 9 Honors will be
11 HAWAI’I PREPARATORY ACADEMYENGLISH
based on fluency, ability to be self-directed in questions: Who am I, and what is my relationship
their studies, resilience, and capacity for abstract to my various communities? What responsibility
thought, as demonstrated in their eighth grade do I have with respect to each community? What
year (for students new to HPA, recommendations are my personal perspectives on community,
will be based on placement testing). including my family and my school? Students are
expected to build upon previous foundational
English 10 International: The Individual instruction as they incorporate more thesis
and Community is a yearlong course. Class development, citation / support, and advanced
members will re-examine their concept of self, as it literary analysis within their written and oral
exists as a part of a greater whole. The concept of discussion. Assessment inside the classroom
a community will be considered on many levels — will be conducted using a variety of methods,
including family, school, and residential groupings. such as major and minor essays, quizzes and
This exploration will suggest a number of essential tests, reflections, presentations, and online
questions: Who am I, and what is my relationship portfolios. Likely texts may include: Fahrenheit
to my various communities? What responsibility 451 (Bradbury), The Alchemist (Coelho), Their
do I have with respect to each community? What Eyes Were Watching God (Hurston), Othello
are my personal perspectives on community, (Shakespeare), and Things Fall Apart (Achebe).
including my family and my school? Students are Students will be required to purchase print copies
expected to build upon previous foundational of their texts.
instruction as they incorporate more advanced
literary analysis and thesis development within English 10 Honors: The Individual and
their written and oral discussion. Assessment the Community is a year-long course. Class
inside the classroom will be conducted using members will re-examine their concept of self,
traditional methods such as major and minor now as it exists as a part of a greater whole. The
essays, quizzes and tests, reflections, and concept of a community will be considered on
presentations. Likely texts may include: Fahrenheit many levels – including family, school, and as a
451 (Bradbury), The Alchemist (Coelho), Their Eyes residential grouping. Certainly, this exploration
Were Watching God (Hurston), Brave New World will suggest a number of essential questions: Who
(Huxley), and Things Fall Apart (Achebe). Students am I, and what is my relationship to my various
will be required to purchase print copies of their communities? What responsibility do I have
texts. with respect to each community? What are my
personal perspectives on community, including
Note: This class is an option for international my family and my school? Students are expected
students whose first language is other than to build upon previous foundational instruction as
English. The novels that are chosen, class pacing, they incorporate more advanced literary analysis
specific grammar and vocabulary focus, are and thesis development within their written and
purposeful and delivered with international oral discussion. Assessment inside the classroom
students in mind. will be conducted using traditional methods
such as major and minor essays, quizzes and
English 10: The Individual and tests, reflections, and presentations. Remotely,
Community is a yearlong course. Class members online assessment of student work will occur
will re-examine their concept of self, as it exists regularly - most often utilizing the school’s digital
as a part of a greater whole. The concept of a learning platform, PowerSchool. Likely texts may
community will be considered on many levels – include:[?] Students will be required to purchase
including family, school, and residential groupings. print copies of their texts. Students must be
This exploration will suggest a number of essential recommended for this course. Recommendations
12ENGLISH
for English 10 Honors will be based on fluency, that explore relationships between the individual,
ability to be self-directed in their studies, society, and sustainability. We will build off the
resilience, and capacity for abstract thought, as previous year’s exploration of the relationship
demonstrated in their freshman year (for students between the self and community, and also ask how
new to HPA, recommendations will be based on individuals and communities interact sustainably
placement testing). or otherwise with the environment. Likely texts
may include The Tempest (Shakespeare), Walden
English 11: The Individual and Society is a (Thoreau), The Great Gatsby (Fitzgerald), and
yearlong course, which explores the relationship Silent Spring (Carson). Students will be required
an individual has with society at large. Essential to purchase print copies of their texts and take
questions for the course include: Who am I the AP Language and Composition exam at the
and what is my relationship and responsibility end of the year. Students must be recommended
to society? To what social communities do for this course. Recommendations for AP English
individuals belong, and how do those communities Language & Composition will be based on
influence their existence? What does it mean to fluency, ability to be self-directed in their studies,
be an individual amidst varying social constructs resilience, and capacity for abstract thought,
and cultures? These questions will act as the as demonstrated in their sophomore year (for
foundation and catalyst for all class discussions students new to HPA, recommendations will be
and writing assignments. Students will practice based on placement testing).
more advanced literary analysis as we explore
a variety of complex texts and respond to them English 12: The Global Individual is a yearlong
in diverse ways, including formal analytical course. Coursework will explore the following
essays, creative projects, poetry, film, and artistic guiding questions: What does it mean to be an
responses. Continued work on paragraph structure individual in a global context? How do my actions
will include ways in which a student might and values fit into the larger community of the
seamlessly infuse argument, evidence, and analysis world and humankind? Through a consistent return
into his or her writing. Likely texts may include: to these questions throughout the year, students
The Merchant of Venice (Shakespeare), A Streetcar will push themselves beyond an exploration of the
Named Desire (Williams), Please Look After Mom individual and into the larger scope of becoming
(Shin), The Great Gatsby (Fitzgerald), The Circle global citizens.Students will sharpen and perfect
of Karma (Choden), She Had Some Horses (Harjo), the breadth of skills and techniques they have
and selected poems and short stories by authors acquired throughout their college preparatory years.
from Hawai’i. Students will be required to purchase Foremost among these include literary analysis,
print copies of their texts. composition, and oral presentation. We will explore
literature that represents the core genre of literature
English 11: AP Language and Composition including poetry, drama, fiction, memoir, and media
is a yearlong course founded on the four - and exemplifies a wide variety of categories
fundamental questions about composition: What including humor, horror, and tragedy. Foundational
is being said, to whom is it being said, how is it authors like William Shakespeare, William Faulkner,
being said, and why is it being said? The course Ernest Hemingway, Amy Tan, Flannery O’Connor,
focuses on rhetorical analysis of nonfiction and Maya Angelou, and Emily Dickinson can be found
other literary texts and the development and in the anthology Literature: An Introduction to
revision of well-reasoned, evidence-centered Reading and Writing AP Edition, and will likely be
analytic and argumentative writing. At the heart supplemented by novels such as Eat, Pray, Love
of our AP English Language and Composition by Elizabeth Gilbert. Students will be required to
course are texts from a variety of historical periods purchase print copies of their texts.
13 HAWAI’I PREPARATORY ACADEMYENGLISH
English 12: AP Literature and inform and shape readers’ views on critical topics.
Composition is a yearlong course. The College Students will learn about how journalism plays
Boards offers the following description: “An AP a pivotal role in sustainable communities and
English Literature course engages students in the how the lens of sustainability can be applied to
careful reading and critical analysis of imaginative a variety of subjects. Students hone skills that
literature. Through close reading of selected texts, are essential not only to journalists, but also
students deepen their understanding of the ways lawyers, doctors, social workers, human resources
writers use language to provide both meaning and professionals, teachers, and citizens in the modern
pleasure for their readers. As they read, students world. Students will read and analyze written
consider a work’s structure, style and themes, as works of journalism, present critical analysis to
well as smaller scale elements, such as the use their classmates, and develop their own works of
of figurative language, symbolism, and tone.” As journalism. Likely texts may include: Journalistic
readers, students will need to understand, analyze Writing: Building the Skills, Honing the Craft by
and evaluate each work in terms of its social Robert M. Knight, The Elements of Journalism:
and cultural context; in additions, students will What Newspeople Should Know and the Public
engage in writing to understand, to explain, and Should Expect by Bill Kovach & Tom Rosensthiel,
to evaluate. Likely texts may include: King Lear Storycraft: The Complete Guide to Writing
(Shakespeare), The Things They Carried (O’Brien), Narrative Nonfiction by Jack Hart, Talk to Me: How
and The Piano Lesson (Wilson). Students will be to Ask Better Questions, Get Better Answers, and
required to purchase print copies of their texts. Interview Anyone Like a Pro Paperback by Dean
Students must be recommended for this course. Nelson.
Students must be recommended for this course.
Recommendations for AP English Literature and
Composition will be based on fluency, ability to
be self-directed in their studies, resilience, and
capacity for abstract thought, as demonstrated
in their junior year (for students new to HPA,
recommendations will be based on placement
testing).
English 12: 21st Century Journalism
is a year-long class that introduces grade 12
students to essential skills of journalism including
formulating questions, identifying subjects
and sources, interviewing and note-taking, and
writing with a style that both conveys information
and captivates readers. Students develop skills
for ideating, interviewing, researching, writing,
storytelling, pitching, and other skills and content
specific to their own personalized projects.
Students learn about journalistic ethics and
framing a story for their intended audience to
14M ATHEM ATIC S
YE ARLONG COURSES equations, tables, and graphs. They will also learn
to model real-world situations using functions
Pre-algebra covers the concepts of variables, in order to solve problems arising from those
expressions, solving equations, inequalities, situations. In addition to its algebra content,
factors, fractions, exponents, rational numbers, lessons on probability and data analysis are also
ratios, proportions, probability, percents, linear included. Algebraic thinking skills are developed
functions, real numbers, measurements in terms of through a variety of classroom activities, including
area and volume, and basic geometric concepts. group and individual investigations, hands-
Mathematical problem solving skills are developed on manipulatives, real-world problem solving,
through a variety of classroom activities including projects, class discussions, note taking, and
group and individual investigations as well as utilizing technology.
projects and practical applications. Problems from
real-life situations are used to stimulate interest Prerequisite: Pre-Algebra
and provide a context for understanding.
Geometry builds students' understanding of
Algebra I is organized around families of the principles of Geometry. Students develop
functions, with special emphasis on linear and geometric reasoning skills such as, analyzing
quadratic functions. As students learn about each rigid motions, completing formal constructions,
family of function, they will learn to represent and writing proofs. Some of the topics in this
them in multiple ways – as verbal descriptions, course include: reasoning in geometry, using
tools of geometry, discovering and proving
15 HAWAI’I PREPARATORY ACADEMYM AT H E M AT I C S
triangle properties, discovering and proving Algebra II Trigonometry Honors presents
polygon properties, discovering and proving circle the topics of a college freshman course covering
properties, transformations and tessellations, area, Algebra and Trigonometry and provides students
the Pythagorean Theorem, volume, similarity, and with a solid preparation and firm foundation
trigonometry. of concepts, techniques, and applications for
more advanced college-level mathematics.
Prerequisite: Algebra 1 Topics presented include: equations, inequalities,
mathematical modeling, functions and their
Geometry Honors presents the topics of graphs, polynomial functions, ratios, functions
geometry and provides students with a solid with conics, logarithmic functions, basic
preparation and firm foundation of concepts, trigonometry, analytic trigonometry, systems of
techniques, and applications for more advanced equations, and matrices. Accelerated algebraic
mathematics. Students actively engage in a thinking skills are developed through a variety of
process of self-discovery, constructing meaning, classroom activities, including group and individual
and making connections to geometric concepts investigations, real-world problem solving, class
with greater depth of understanding and retention. discussions, note taking, and utilizing technology.
Some of the topics in this course include:
constructions, deductive and inductive reasoning, Prerequisites: Geometry Honors (with at least
congruence, parallel lines, quadrilaterals, area, a B average for the year) or Geometry (with at
volume, circles, trigonometry, and non-Euclidean least an A average for the year) and teacher
geometries. Accelerated mathematical thinking recommendation.
skills are developed through a variety of classroom
activities, including group and individual Precalculus helps students to solidify and
investigations, class discussions, note taking, and develop their understanding of concepts
proofs. and techniques from algebra, geometry and
trigonometry, thereby preparing students for
Prerequisites: Algebra I (with at least an A- future math courses including calculus and
average for the year) and teacher recommendation statistics. Topics covered include: trigonometric
functions, complex trigonometry, polynomial,
Algebra II is organized around families of rational, exponential and logarithmic functions,
functions, including linear, quadratic, exponential, combinatorics, recursion, analytic geometry,
logarithmic, radical, and rational functions. As probability and statistics, and an introduction to
students study each family of functions, they the ideas of calculus.
learn to represent them in multiple ways — as
verbal descriptions, equations, tables, and graphs. Prerequisite: Algebra II
Students also learn to model situations using
functions in order to solve problems arising from Precalculus Honors continues to provide
those situations. Other math topics in this course students with a solid preparation and firm
include: polynomial equations, sequence and foundation of concepts, techniques, and
series of numbers, conic sections, and systems applications for more advanced college-level
of equations. The prerequisite for this course is mathematics. It additionally prepares them for
geometry. AP Calculus BC. Topics include polynomial,
rational, exponential and logarithmic functions,
Prerequisite: Geometry trigonometric functions, applications of
trigonometry, vectors, matrices, sequences, series,
probability, analytic geometry (including 3-D),
conics, polar and parametric functions, and limits.
16M AT H E M AT I C S
Accelerated algebraic thinking skills are developed and integral calculus that include: limits and
through a variety of classroom activities, including continuity, derivatives, applications of derivatives,
group and individual investigations, real-world the definite integral, differential equations and
problem solving, class discussions, note taking, mathematical modeling, applications of definite
and utilizing technology. integrals. Additionally, it presents parametric,
polar and vector functions, and polynomial
Prerequisite: Algebra II Trigonometry Honors approximations and series. Upper School students
(with at least a B average for the year) and teacher who complete the course and earn satisfactory
recommendation. grades on the AP exam (given in May) may be
awarded credit at the college they will attend.
Calculus begins by extending the study of
functions and introduces students to functions, Prerequisites: Precalculus Honors (with at
limits and derivatives. In the second semester, least a B average for the year) and teacher
this course is devoted to extending these topics recommendation.
to include more complex families of functions
and to introducing integral calculus. The goals AP Statistics follows the Advanced Placement
of this course are to: (a) support and strengthen Statistics syllabus. It introduces students to the
the students’ understanding of the fundamental major concepts and tools for collecting, analyzing,
concepts underlying calculus (b) develop the and drawing conclusions from data. Students learn
students’ problem-solving skills (c) provide to conduct statistical analyses, reflect on what
students with a solid conceptual introduction these concepts and techniques mean, and identify
to calculus. This course is primarily designed to how they were derived. Students are challenged
prepare students for an introductory college-level to develop their critical thinking and general
calculus course. analytical skills.
Prerequisite: Precalculus Prerequisites: Precalculus or Algebra II (with
at least a B+ average for the year) and teacher
AP Calculus AB follows the Advanced recommendation (which may take into account
Placement Calculus AB syllabus. It presents the ACT scores as well as reading and writing
topics of a college freshman course in differential proficiency).
and integral calculus that include: limits and
continuity, derivatives, applications of derivatives, Multivariable Calculus is a second year
the definite integral, differential equations and calculus course, which involves the extension of
mathematical modeling, applications of definite calculus to two or more variables. This course
integrals. Upper School students who complete will be run in a seminar style with participants
the course and earn satisfactory grades on the AP expected to contribute to the discussion and
exam (given in May) may be awarded credit at the presentation of the material. This course will also
college they will attend. involve a number of self-directed projects and a
strong modeling component.
Prerequisites: Precalculus Honors or Calculus
(with at least a B average for the year) and teacher Prerequisites: Completion of AP Calculus AB (with
recommendation. a 4 or higher on the AP exam) or AP Calculus BC
(with a 3 or higher on the AP exam).
AP Calculus BC follows the Advanced
Placement Calculus BC syllabus. It presents the
topics of a college freshman course in differential
17 HAWAI’I PREPARATORY ACADEMYM AT H E M AT I C S
SEMESTER COURSES Programming introduces students to the world
of computer science and software by building
Statistics provides students with an up fundamental programming skills in Python, a
understanding of the basics of statistics to help modern scripting language that is used in web-
them both in other areas of study and in every- programming and other fields. The course makes
day life. The three main topics of the course are use of CodeHS, an online learning platform
analyzing data, producing data and chance. This designed to help high school students learn the
course focuses on developing an understanding of basics of computer science and programming in
statistics through examining its applications, and a hands-on and interactive fashion. The CodeHS
activities play a large role in this class on a daily system is designed to be flexible, allowing
basis. The prerequisite for this course is Algebra I. students to progress at their own pace through
the units, and encourages 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 concepts in future courses or on
their own. Students will be charged a one-time
software fee in lieu of a textbook.
18MODERN L A NGUAGE S
Y E A RLONG COUR SE S Hawaiian II will expand on the language skill,
and the cultural knowledge students bring to
Hawaiian I teaches basic vocabulary for reading, the class. Students from all backgrounds of
writing, and introductory conversational speaking. Hawaiian language study are encouraged to
Hawaiian I will give students the opportunity to enroll in Hawaiian II to further their knowledge
learn how to introduce oneself and others, as well of the language. Emphasis for learning is placed
as other basic conversational contexts. Emphasis on language use. Homework will be assigned
for learning is placed on language use. Homework regularly and will involve review, completion of
will be assigned regularly and will involve review, written exercises, reading/listening activities,
written exercises, reading/listening activities, and vocabulary practice. Student progress will
and vocabulary practice. Student progress will be evaluated during classroom participation as
be evaluated during classroom participation as well as coursework and summative assessments.
well as coursework and summative assessments. Proficiency activities will also be used to
Proficiency activities will also be used to determine competency with vocabulary and
determine competency with vocabulary and language structures practiced throughout the
language structures practiced throughout the class.
class. There is no prerequisite for this class.
Prerequisite: Hawaiian I
19MODERN L ANGUAGES
Hawaiian III will expand further on the language progress is assessed by quizzes and tests to
skill and cultural knowledge. Students enrolled determine knowledge of grammar and vocabulary.
in this class have taken Hawaiian II, or hold a Speaking proficiency activities are used to assure
level of Hawaiian language knowledge that is how well the student can communicate. There is
deemed sufficient. Emphasis for learning is placed no prerequisite for this class.
on a more rigorous use of the language in the
form of presentations, dialogue, and study of Japanese II expands knowledge of grammar
literature. Homework will be assigned regularly structure and vocabulary for reading, writing,
and will involve review, written exercises, reading/ speaking and listening. Emphasis is placed on
listening activities, and vocabulary practice. developing fluency and competency. The student
Student progress will be evaluated during is exposed to more in-depth cultural knowledge
classroom participation as well as coursework and of Japan. Essential grammar such as past, present
summative assessments. Proficiency activities and future verb conjugations, and negative forms
will also be used to determine competency with are introduced frequently. New Kanji characters
vocabulary and language structures practiced (60) are introduced and practiced. Student
throughout the class. progress is assessed by quizzes and tests to
determine knowledge of grammar and vocabulary.
Prerequisite: Hawaiian II Speaking proficiency activities are used to assure
how well the student is able to communicate.
Hawaiian IV Honors This course will further
develop a higher-level usage of Hawaiian lan- Prerequisites: Japanese I and teacher
guage. More emphasis will be put on language recommendation.
study as seen in various literature sources, as
well as transcribing recordings of native speak- Japanese III intends to stress the importance
ers. More clarity will be placed on the difference of how to incorporate new vocabulary, tenses
between written and spoken language. Homework and sentence structures to communicate
will be assigned regularly and will involve review, effectively. Further fluency and competency in
written exercises, reading/listening activities, and listening, speaking, reading and writing Japanese
vocabulary practice. Student progress will be is expected. Additional Kanji characters (100)
evaluated during classroom participation as well will be introduced and practiced. Traditional and
as coursework and summative assessments. Pro- modern Japanese cultural characteristics will
ficiency activities will also be used to determine be highlighted. Student progress is assessed by
competency with vocabulary and language struc- quizzes and tests to determine knowledge of
tures practiced throughout the class. grammar and vocabulary. Speaking proficiency
activities are used to assure how well the student
Prerequisites: Hawaiian III and teacher is able to communicate.
recommendation.
Prerequisites: Japanese II and teacher
Japanese I is designed to obtain fundamental recommendation.
sentence structure and vocabulary for reading,
writing, speaking and listening on topics closely
surrounding the student. The student is exposed
to basic cultural aspects of Japan. Hiragana (46)
and Katakana (46) characters are introduced and
mastered. The students are expected to have the
capability to learn a foreign language. Student
20 HAWAI’I PREPARATORY ACADEMYMODERN L ANGUAGES
Japanese IV Honors emphasizes the throughout the course. Pinyin (the most widely
cumulative knowledge of more complex sentence used Chinese phonetic system) will be taught as
structures and vocabulary. Acquisition of a tool to learn the spoken language. Students
advanced skills in listening, speaking, reading and will also learn Chinese characters in order to be
writing are expected. Additional Kanji characters able to communicate effectively in real Chinese
(110) will be introduced and mastered. Broader situations. There is no prerequisite for this course.
aspects of Japanese culture will be analyzed and
compared. Most of the lessons will be conducted Mandarin Chinese II is a course in which stu-
in Japanese. Student progress is assessed by dents will learn to further develop their compre-
quizzes and tests to determine knowledge of hension and expression in Mandarin Chinese. All
grammar and vocabulary. Speaking proficiency skills will be incorporated into new thematic units
activities are used to assure how well the student of study and vocabulary and grammatical control
is able to communicate. will be expanded upon. Students will continue to
explore the richness of Chinese culture and tradi-
Prerequisites: Japanese III and teacher tions throughout the course.
recommendation.
Prerequisite: Mandarin Chinese I
Japanese V Honors summarizes and
underlines the cumulative knowledge of Japanese Mandarin Chinese III focuses more on reading
levels I through IV. New sentence structures and and writing essays, short stories, and dialogues in
vocabulary are also introduced. The lessons are Mandarin Chinese. All skills will be incorporated
primarily conducted in Japanese. Proficiency in into new thematic units of study and vocabulary
all aspects of language learning is encouraged and grammatical control will be expanded upon.
and expected. The students will practice Students will continue to explore the richness of
communication by presenting information, Chinese culture and traditions throughout the
discussing personal ideas and defending points of course. The class will be conducted in Chinese
view in speech and in writing. Students will master approximately half the period.
all 410 Kanji characters (140 new) required in AP
Japanese Exam. Student progress is assessed Prerequisite: Mandarin Chinese II
by quizzes and tests to determine knowledge of
grammar and vocabulary. Speaking proficiency Mandarin Chinese IV Honors emphasizes
activities are used to assure how well the student the cumulative knowledge of more complex
can communicate. The student has the option sentence structures and vocabulary. Acquisition of
to take the SAT 2 Japanese Language Exam in advanced skills in listening, speaking, reading and
November and/or the AP Japanese Exam in May. writing are expected. Broader aspects of Chinese
culture will be analyzed and compared. Most of
Prerequisites: Japanese IV Honors and teacher the class will be conducted in Chinese.
recommendation.
Prerequisites: Chinese III and teacher
Mandarin Chinese I is an introductory course recommendation.
in which students will learn to communicate at
basic levels with speakers of Mandarin Chinese. Mandarin Chinese V Honors prepares
Students will learn listening, speaking, reading and students to demonstrate their level of Chinese
writing through real-life dialogues. Vocabulary proficiency across the three communicative
and grammar will be learned in context and modes (Interpersonal, Interpretive, and
understanding and appreciation of Chinese Presentational). Its aim is to provide students
culture and traditions will be incorporated with ongoing and varied opportunities to further
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