On what date was the Vietnam Youth Volunteers Force established? What does the equipment used for the History curriculum in Vietnam include?

On what date was the Vietnam Youth Volunteers Force established?

The Vietnam Youth Volunteers Force was officially established on July 15, 1950, according to the decision of President Ho Chi Minh. This event marked a significant milestone in the history of the Vietnamese revolution, acknowledging the birth of a special revolutionary armed force that made a great contribution to the struggle for national liberation, the protection of the country, and the construction of the nation.

Students may refer to the following information about the establishment date of the Vietnam Youth Volunteers Force:

*Note: Information is for reference purposes only./.

On what date was the Vietnam Youth Volunteers Force established? What does the equipment used for the History curriculum in Vietnam include? (Image from the Internet)

What does the equipment used for the History curriculum in Vietnam include?

Under section VI of the General Education Program for History issued together with Circular 32/2018/TT-BGDDT amended by Article 2 Circular 13/2022/TT-BGDDT, the equipment used for the History curriculum in Vietnam includes:

- Using teaching equipment is one of the crucial conditions for the successful renewal of the teaching methods for the History subject oriented towards capacity development.

- Educational institutions need to have minimum teaching equipment such as a system of maps (world maps, continental maps, Southeast Asia and Vietnam maps); historical images, terrain models, diagrams, charts with the support of technical equipment like computers, projectors, televisions, radios, videos, various tapes and discs,...

- History involves knowledge of the past, which students cannot directly observe. Information technology will support the reenactment of history through documentaries, historical sources, images, videos,... Teachers need to exploit and utilize basic Internet functions and informatics software to incorporate images, sounds, historical materials into the lessons, thereby enhancing teaching effectiveness and inspiring students to appreciate the History subject.

What are the required outcomes in History for students in Vietnam?

Under section VI of the General Education Program for the History subject issued together with Circular 32/2018/TT-BGDDT amended by Article 2 Circular 13/2022/TT-BGDDT, the required outcomes in History for students in Vietnam are:

(1) Primary traits and general competencies

History contributes to forming and developing primary traits and general competencies according to levels appropriate to the subject and grade level as specified in the Overall Program.

(2) Specific competencies

The History curriculum helps students develop historical competencies based on fundamental and advanced knowledge of world history, and regional and Vietnamese history through a system of topics and specializations in political, economic, social, cultural, and civilizational history. Historical competency includes components such as understanding history; awareness and historical thinking; and application of learned knowledge and skills.

Specific expressions of historical competency are presented as follows:

- Understanding of history:

+ Identify different types of historical materials; understand the content, exploit and use historical materials during the learning process.

+ Recreate and present orally or in writing the sequence of events, characters, historical processes from simple to complex; identify historical events within specific spatial and temporal contexts.

- Awareness and historical thinking:

+ Explain the origins and the movement of historical events from simple to complex; identify the developmental process of history chronologically and synchronically; compare similarities and differences between historical events, explain the cause-effect relationship in the historical progression.

+ Present individual opinions, evaluations, and judgments about events, characters, historical processes based on historical awareness and thinking; understand the continuity and change of history; think from different perspectives when considering, evaluating, or seeking answers about an event, character, historical process.

- Application of learned knowledge and skills:

Draw historical lessons and apply historical knowledge to explain real-life issues; on this foundation, develop the capability to independently explore historical issues, develop creative thinking, access and process information from various sources, and cultivate lifelong history self-learning skills.