What are the answers to the 2nd examination of the "Learn about the 50th Anniversary of the Victory of Buon Ma Thuot and the Liberation of Dak Lak Province" contest?

What are the answers to the 2nd examination of the "Learn about the 50th Anniversary of the Victory of Buon Ma Thuot and the Liberation of Dak Lak Province" contest?

Below are the reference answers to the 2nd examination of the "Learn about the 50th Anniversary of the Victory of Buon Ma Thuot and the Liberation of Dak Lak Province" contest:

Question 1: In which year did the Politburo issue Conclusion No. 67-KL/TW on "Building and developing Buon Ma Thuot City, Dak Lak Province by 2030, with a vision to 2045"?

A. 2019.

B. 2020.

C. 2021.

Answer: C

Question 2: What was the task of the first Communist Party cell in Dak Lak among the following?

A. Find ways to establish contact to organize revolutionary movements in the district-level town of Buon Ma Thuot. Organize breakouts, bring officials to the Communist Party. Assign people to propagate revolutionary theories and the Party's directives and resolutions to those about to be released to continue revolutionary activities.

B. Act as a core organization and leadership for all political prisoners to fight for their material and spiritual rights, be the key force to maintain and consolidate prisoner organizations. Train and nurture officials for the Communist Party, prepare revolutionary forces outside the mass movement upon release from prison.

C. Both of the above.

Answer: C

Question 3: How many communes in Buon Ma Thuot City have currently met the advanced rural development standards?

A. 3 communes

B. 4 communes

C. 5 communes

Answer: C

Question 5: When did Buon Ma Thuot City become a grade I city under the province?

A. 2005.

B. 1995.

C. 2010.

Answer: C

Question 6: Currently, what position does Buon Ma Thuot City hold in the province regarding the index of administrative reform and digital transformation?

A. Third

B. First

C. Second

Answer: B

Question 7: What is the contribution percentage of agriculture to the economic structure of Dak Lak province in 2024?

A. Nearly 42%

B. More than 39%

C. Nearly 45%

Answer: A

Question 8: When did the Politburo and the Central Military Commission meet and decide to make Buon Ma Thuot the main target of the 1975 Central Highlands campaign?

A. At the Politburo meeting on December 22, 1974

B. At the expanded Politburo meeting from December 18, 1974, to January 8, 1975

C. At the Central Military Commission meeting on January 8, 1975

Answer: B

Question 9: In 2025, how many years will Dak Lak province celebrate the founding anniversary of the provincial Communist Party cell?

A. 85 years of founding of the provincial Communist Party cell

B. 87 years of founding of the provincial Communist Party cell

C. 80 years of founding of the provincial Communist Party cell

Answer: A

Question 10: In which document does Dak Lak province set the goal to strive for by 2050 to have "an economic scale rising to be in the top 25 prosperous provinces in the country"?

A. Decision No. 1747/QD-TTg, dated December 30, 2023, of the Prime Minister of the Government of Vietnam on approving "The planning of Dak Lak province for the period 2021-2030, vision to 2050."

B. Resolution No. 01-NQ/DH, dated November 2, 2020, of the XVII Provincial Party Congress, term 2020 – 2025.

C. Resolution No. 01-NQ/DH, dated November 24, 2015, of the XVI Provincial Party Congress, term 2015 – 2020.

Answer: A

Note: The answers are only for reference.

What are the answers to the 2nd examination of the "Learn about the 50th Anniversary of the Victory of Buon Ma Thuot and the Liberation of Dak Lak Province" contest? (Image from the Internet)

In Vietnam, which group of subjects does History belong to?

Under Section 1 of the General Education Program in History issued together with Circular 32/2018/TT-BGDDT, History is a subject belonging to the group of Social Sciences, selected based on career orientation at the upper secondary level.

Some other characteristics of the History subject are as follows:

- History aims to help students form and develop historical capabilities, a component of scientific capacity, while also contributing to the formation and development of the key qualities and general abilities identified in the overall program.

- History plays a leading role in educating patriotism, national pride, historical traditions, and national culture. It helps students recognize and apply historical lessons to solve real-life problems, develop vision, and consolidate human values, community spirit, tolerance, and compassion; contributing to forming and developing the qualities of Vietnamese citizens, and global citizens in the era's developmental trend.

- History forms and develops historical thinking, systematic thinking, critical thinking, skills in exploiting and using historical sources, recognizing, and presenting history logically across different times and spaces, and connecting the past with the present.

- History helps students recognize the scientific and practical value of history in modern social life, fostering an understanding and love for national and human history and culture; guiding students towards career choices such as social and humanities research, diplomacy, management, tourism activities, cultural industries, information, and communication, etc.

- The general education program for History systematizes and consolidates general historical knowledge at the basic education stage while helping students delve deeper into core historical knowledge through subjects and topics about world history, Southeast Asian history, and Vietnamese history.

The teaching methods of History are implemented based on fundamental historical principles and modern educational methods.

Is the History curriculum developed to be open and interconnected?

Under Section 2 of the General Education Program in History issued together with Circular 32/2018/TT-BGDDT, the History curriculum is developed to be open and interconnected. To be specific:

(1) The structure of knowledge and skills in the History subject creates opportunities for students to connect and integrate knowledge and skills from other subjects such as Geography, Literature, Civic Education, National Defense and Security Education, etc.;

(2) The curriculum allows local authorities and schools to proactively develop educational plans suitable to local conditions, providing creative spaces for teachers to implement the policy of “one curriculum, many textbooks”; focusing on the cooperation between schools, families, and society in historical education;

(3) The curriculum ensures a high level of integration in lower grades, gradually differentiating in higher grades; a close connection between educational levels, between grades within each educational level, and connectivity with vocational and higher education programs.