In the Hawaiian Heroes Tournament Bracket, students had to compete against each other in a variety of assignments pertaining to a unique Hawaiian hero of their selection. Students went against each other in pairs, and other students voted for the winners. My hero was Sanford B. Dole. Each assignment specifically related to teaching our peers about our heroes. The assignments were a quiz show, an argumentative essay, a portrait drawing, a day in the life reading and performance, and debates. In the quiz show each competing pair of students were expected to learn most of the information regarding their and their opponent's heroes. Each student is then asked questions about both of their heroes. Whoever the students believe prepared the best wins. For the argumentative essay, students were expected to create an argument about how their hero is superior and/or unique compared to others. Then, the pairs' essays are compared by others. Whichever essay is voted to have the superior argument wins. The portrait drawing follows the same pattern, but instead students vote on the better looking portrait. The day in the life assignment required student to write a piece from the perspective of their hero. They then either read it or perform it in front of the class, as would be expected. The superior act is voted on by students. For the debate, students again need to present an argument about their hero, but, this time, it needs to be directly against their partner's hero. They also need to defend their heroes from their opponents' arguments. Students again vote on the superior argument. The way the comptetions are organized are via brackets. Students only compete against students in the same bracket. Each time a student wins against their competitor they recieve points. The two students with the most points in each bracket progress to the knockout round, but that's another thing entirely. This assignment represents the 21st century skill, Communication Skills, as students need to communicate information about their heroes in various formats. I was most proud of my essay, as I wrote significantly more than I needed to, in order to ensure my winning. I was also proud of having the most points in my bracket, though not as much, as it was close. This assignment taught me various ways information can be practically conveyed. It doesn't always have to be a speech or an essay. The most difficult part of this task was probably overcoming the annoyance of how flawed the voting system was. I saw on many occasions, including with myself, where students voted for a person who was clearly significantly less prepared. If I started over, I probably would have been better at conveying information, especially orally. I have had speeches and essays in the past, but never in this dense a time period. In future assignments, I will have an easier time applying multiple methods of communication.