What are the guidelines for preparing the lesson "The New World Order from 1991 to Present" under the 9th-grade History & Geography curriculum? What are the features of 9th-grade History & Geography in Vietnam?

What are the guidelines for preparing the lesson "The New World Order from 1991 to Present" under the 9th-grade History & Geography curriculum?

"The New World Order from 1991 to Present" is part of the 9th-grade History & Geography curriculum.

Below are guidelines for preparing the lesson "The New World Order from 1991 to Present":

- M. Gorbachev's statement at the meeting with U.S. President George H. W. Bush (Bush "senior") in 1989 referred to the desire to end the Cold War. The elements that need to be "left in the past" include:

+ The intense competition between the Soviet Union and the U.S. in weapon development, especially nuclear weapons.

+ The lack of mutual trust between the two superpowers throughout the Cold War period.

+ The confrontation between communism (led by the Soviet Union) and capitalism (led by the U.S.) in cultural, economic, and political spheres.

- After the conference in Malta, relations between the U.S. and the Soviet Union gradually improved. By 1991, the Cold War officially ended, marking a major turning point in world history.

The U.S. could not establish a unipolar order after the Cold War due to the following main reasons:

- The rise of new powers: China's economic and military growth, Russia's recovery of its global role, along with the emergence of regional powers like India and Brazil, created a multipolar environment.

- Globalization and international organizations: Mutual dependence and the roles of multilateral organizations like the UN, WTO, EU, and BRICS have limited U.S. control.

- The inherent challenges of the U.S.: Economic recession, internal political divisions, and high military costs have reduced the U.S.'s relative power.

- Complex global issues: Problems such as terrorism, climate change, and competition in soft power require international cooperation rather than unilateral action.

- International resistance: Unilateral policies and anti-Americanism have led many countries to seek ways to reduce U.S. influence.

Trends and the formation of the new world order after the Cold War

- Major trends after the Cold War

+ Easing tensions and cooperation: Reduced tensions, increased dialogue, and multilateral cooperation (U.S.-Russia sign nuclear disarmament agreements).

+ Economic globalization: Development of international trade and investment, strengthening the roles of WTO and IMF.

+ Rise of new powers: China, India, EU, and BRICS challenge the U.S. dominance, pushing the world from unipolar to multipolar.

+ Technological boom: The Fourth Industrial Revolution changes the power structure.

+ Global issues: Climate change, terrorism, pandemics need international cooperation.

- Formation of the new world order

+ Temporary unipolar order (1991-2000): U.S. as the sole superpower, promoting democracy and international interventions.

- Shift to multipolarity:

+ Russia: Regains global role, challenges the U.S.

+ China: Strong economic and political rise.

+ EU and regional powers: Have significant influence on international issues.

+ Strengthened multilateral cooperation: International forums like G20, ASEAN, APEC address common problems.

+ Competition and conflict: U.S. and China face off over economic, military, and technological issues.

What are the guidelines for preparing the lesson "The New World Order from 1991 to Present" under the 9th-grade History & Geography curriculum? What are the features of 9th-grade History & Geography in Vietnam? (Image from the Internet)

What are the features of 9th-grade History & Geography in Vietnam?

Under the General Education Program for History and Geography at the lower secondary level issued with Circular 32/2018/TT-BGDDT, the features of 9th-grade History & Geography in Vietnam are as follows:

- The History & Geography subject is compulsory, including educational content on history, geography, and some interdisciplinary topics, while integrating simple levels of economic, cultural, scientific, and religious knowledge...

- The knowledge circuits of history and geography are interconnected to illuminate and support each other. Additionally, the subject includes several integrated topics, such as:

+ Protection of sovereignty, rights, and legal interests of Vietnam in the East Sea;

+ Urban areas - history and present; civilization of the Red River and Mekong River deltas; the great geographical discoveries,...

What are the minimum requirements regarding teaching equipment for 9th-grade History & Geography in Vietnam?

Under the General Education Program for History and Geography issued with Circular 32/2018/TT-BGDDT, the teaching equipment used for 9th-grade History & Geography includes:

- Wall-mounted educational maps (of the world, regions, Vietnam) suitable for the content of each class theme and appropriate to the student's cognitive characteristics;

- General atlases of natural geography, atlases of continents, and the Geography Atlas of Vietnam, historical map collections;

- Models of artifacts, historical paintings, photos, recordings of historical figures,...

- Samples of nature;

- Pictures (printed on paper, digital static and dynamic images), diagrams, maps, video clips edited for educational purposes, suitable for each topic's content;

- Study sheets with source materials; exercise sheets (maps, maps, charts, diagrams);

- Common tools and equipment for natural observation (compass, thermometer, hygrometer, barometer);

- Some practice and fieldwork tools;

- Digital libraries containing resources for teaching history and geography;

- Teaching software.

In locations with conditions, subject-specific rooms should be organized.

Using teaching equipment aims to provide a technical material base to organize learning activities, enabling students to actively and creatively explore historical and geographical knowledge.