Assignment Goals:
The "Hawaiian Heroes" project is quite a unique one; it was designed to last throughout the 3rd and 4th quarters of the school year. The reason why it lasts so long, is because, within this one huge project, there are multiple projects within itself that we do. The way Mr. Adam (Hawaiian Studies teacher) did the layout of this huge project, was to put it in a tournament-like format. The "Hawaiian Heroes" project is the tournament, where the "mini" projects within the "tournament" itself are the different rounds. In each round, we would go against a peer, and the rest of the class will choose who they thought had better work [on the project] and vote for one of the two. In Quarter 3, if someone won, they would have points added to their score which can be accumulated throughout 5 rounds (mini-projects). Those who had the highest scores by the end of Q3 would be the leaders, while those with the lower scores will be placed under the leaders (forming groups) of the next upcoming round in Quarter 4, where the elimination rounds will begin. After each round in the Elimination Phase, the leaders of the winning groups will continue to be leaders of a mixed group that will compile of those that lost in the previous rounds (including the leaders & their groups who lost). This process will continue for 2 rounds, until the third one is where the winning champion will be decided.
Quarter 3: Collecting Points (5 Rounds)
a.) Quiz Show - student will research their Hawaiian hero and their opponent's to state facts about their own, to ask questions about their opponent's to see if they really know everything about their hero, and to defend your own when being asked about your hero
b.) Argumentative Essay - student will write a 5 paragraph argumentative essay stating and arguing why your Hawaiian hero is an important figure in Hawaiian history. (NOT yet arguing that their hero is the best)
c.) Hawaiian Hero Portrait - student will draw/paint/sculpt a portrait of their Hawaiian hero; has to be detailed, accurate, and with color or shaded
d.) A Day in the Life - student will choose a defining moment and write a journal entry from the point of view of their Hawaiian Hero; must be in first-person format and emotional
e.) Debate - student will debate against opponent about why and how their hero has made a bigger impact than their opponent's hero, why and how their hero is better, and why their opponent's hero isn't better than their's
Quarter 4: Elimination (3 Rounds)
a.) Trailer (Knockout Round) - winning students of the last quarter will lead and direct their new group to produce a trailer of the leader's Hawaiian hero; the teammates (those under the leader) must comply with and contribute to leader to successfully produce a trailer of their leader's hero
b.) Your Choice - surviving leaders will have a bigger group (from those who got eliminated in the last round) and choose how and what they want to portray their hero; teammates will follow leader's vision and cooperate with leader and team
c.) TBA - will be announced soon, as previous plans are now hindered due to the pandemic; will be viewed, judged, and voted on by the entire high school of KCS on who did the best in showing the Hawaiian hero's story, their importance, & impact on Hawaii
Quarter 3: Collecting Points (5 Rounds)
a.) Quiz Show - student will research their Hawaiian hero and their opponent's to state facts about their own, to ask questions about their opponent's to see if they really know everything about their hero, and to defend your own when being asked about your hero
b.) Argumentative Essay - student will write a 5 paragraph argumentative essay stating and arguing why your Hawaiian hero is an important figure in Hawaiian history. (NOT yet arguing that their hero is the best)
c.) Hawaiian Hero Portrait - student will draw/paint/sculpt a portrait of their Hawaiian hero; has to be detailed, accurate, and with color or shaded
d.) A Day in the Life - student will choose a defining moment and write a journal entry from the point of view of their Hawaiian Hero; must be in first-person format and emotional
e.) Debate - student will debate against opponent about why and how their hero has made a bigger impact than their opponent's hero, why and how their hero is better, and why their opponent's hero isn't better than their's
Quarter 4: Elimination (3 Rounds)
a.) Trailer (Knockout Round) - winning students of the last quarter will lead and direct their new group to produce a trailer of the leader's Hawaiian hero; the teammates (those under the leader) must comply with and contribute to leader to successfully produce a trailer of their leader's hero
b.) Your Choice - surviving leaders will have a bigger group (from those who got eliminated in the last round) and choose how and what they want to portray their hero; teammates will follow leader's vision and cooperate with leader and team
c.) TBA - will be announced soon, as previous plans are now hindered due to the pandemic; will be viewed, judged, and voted on by the entire high school of KCS on who did the best in showing the Hawaiian hero's story, their importance, & impact on Hawaii
Why I want to show this work:
I wanted to show this work because it was unique, fun, and one of the biggest projects I think I'd come by this SY. 2020-2021. There were multiple works that I put a lot of effort into, and the entire process of the individual and group projects were too big and fun to keep to myself and eventually forget as time goes by, which is why I want this work to be shown and remembered not only for others, but for myself!
21st century skills:
I believe I uses VI. GLOBAL AWARENESS where throughout this whole project, I had to know about my hero like the back of my hand along with a couple of other heroes that I read about, researched (for the Quiz Show & Debate), and help make a product for my leaders heroes and know a thing or two about them. Throughout this entire project, I am and will continue to understand and learn about this whole new culture: the Hawaiian culture
Current Growth:
Like mentioned above, had to know about my hero like the back of my hand along with a couple of other heroes that I read about, researched (for the Quiz Show & Debate), and help make a product for my leaders heroes and know a thing or two about them. Through this alone, I got to know so many important figures who've made their mark on the Hawaiian islands and widen my knowledge about the heroes, their people, and the very place I stand on.
New Growth:
I would probably do better if I had researched more on my opponent's hero, as I merely read a single article about him. However I don't want to do it for the project, but to actually know who he is and what he did that he's so important to make it in our class' list of Hawaiian Heroes who have impacted the islands.
Hawaiian Hero Works:
Argumentative Essay
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A Day in the Life
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