What are the 1st end-of-semester question papers and answers for 8th-grade Civic Education in Vietnam? What are the objectives of the 8th-grade Civic Education in Vietnam?
What are the 1st end-of-semester question papers and answers for 8th-grade Civic Education in Vietnam?
Students can refer to the following 1st end-of-semester question papers and answers for 8th-grade Civic Education:
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Department of Education and Training .....
1st end-of-semester question papers for 8th-grade Civic Education
2024 - 2025 Academic Year
Test: 8th-grade Civic Education
Time: ... minutes
(Excluding distribution time)
(Question paper No. 1)
I. Objective Multiple Choice (6.0 points)
Select the correct answer for the following questions!
Question 1. "Things that are right, in alignment with morals and the common interest of society" - which of the following concepts does this describe?
A. Righteousness.
B. Ethics.
C. Ideal.
D. Morality.
Question 2. Which of the following actions does not indicate respect for and protection of righteousness?
A. Adjusting thoughts and actions in a positive direction.
B. Respecting, supporting, and abiding by things that are right.
C. Criticizing attitudes and actions against righteousness.
D. Only protecting righteousness when benefitting oneself.
Question 3. A person who knows how to protect righteousness will
A. be loved and respected by others.
B. suffer many disadvantages in life.
C. receive many material benefits.
D. be exploited by those around them.
Question 4. Which character below knew how to protect righteousness?
A. Whenever it benefits him, Mr. H insists on doing it anyway.
B. Mr. S, along with friends, collects evidence and reports a wrongdoing.
C. Ms. M adamantly defends her opinion whether it's right or wrong.
D. Mr. B criticizes others but conceals his own shortcomings.
Question 5. Which of the following folk songs reflects respect and protection of righteousness?
A. Gambling is a brother to poverty/ Sell all your homes, put your feet in shackles.
B. Even if heaven and earth change/ For a hundred years, stay loyal to life.
C. Words don’t cost money/ Choose words that please others.
D. Dare anyone to quit homemade liquor/ Avoid gambling, don’t sleep at noon.
Question 6. Which of the following does not accurately reflect the significance of protecting righteousness?
A. Helps individuals have appropriate conduct.
B. Contributes to a healthy social relationship.
C. Limits development of individuals and the community.
D. Strengthens human trust in the community.
Question 7. M is the class president of class 8A. When noticing classmates making mistakes, M gently advises and encourages them to correct their errors. Despite repeated advice, K does not change and instead claims: "M is using her position to intentionally suppress me".
A. K.
B. M.
C. Both K and D.
D. No student.
Question 8. Mrs. V owns an imported fruit business. To gain more profit, Mrs. V secretly imports fruits without clear origin for sale. Furthermore, she regularly immerses the fruits in chemicals to extend shelf life.
If you happen to discover Mrs. V's actions, which response should you choose?
A. Ignore, as it's not related to me.
B. Do not buy but do not report Mrs. V's actions.
C. Ignore outsiders, just warn family not to buy.
D. Secretly gather evidence and report to the authorities.
Question 9. Vietnamese law prohibits citizens from engaging in which of the following actions?
A. Reporting illegal mineral exploitation.
B. Storing, transporting, and trading forest animals.
C. Exploiting forests according to state planning.
D. Economizing on electricity, water, and minerals.
Question 10. Fill in the blank with a suitable phrase in the concept: "……. are natural and social factors surrounding people (air, water, humidity, organisms,…) directly affecting and influencing human activities".
A. Environment.
B. Natural resources.
C. Climate change.
D. Weather.
Question 11. Which of the following actions complies with the law on protecting natural resources?
A. Using explosives and electric shocks to catch fish.
B. Destroying primary forests to grow coffee.
C. Hunting and trading rare animals.
D. Conserving electricity, water, minerals.
Question 12. Which of the following does not accurately reflect measures to protect the environment and natural resources?
A. Raising awareness among people through education.
B. Observing laws on resource and environmental protection.
C. Using fabric, paper bags instead of plastic bags.
D. Overusing fossil energy, limiting renewable energy.
Question 13. "Formulating policies for environmental protection; managing and effectively and sustainably utilizing resources" is the role of which entity?
A. The State.
B. Individual citizens.
C. Societal organizations.
D. Educational institutions.
Question 14. With regard to environmental and natural resource protection, which perspective do you agree with?
A. To protect plants, spray many chemical pesticides.
B. Protecting natural resources is solely the State's responsibility.
C. To develop the economy, accept environmental pollution.
D. Environmental and resource protection is an urgent issue for each country.
Question 15. Which entity in the following situation has shown environmental awareness?
Scenario: While returning home from school, H and T discovered a truck dumping waste into the neighborhood's drainage ditch. H urged T to report to the commune police, but T refused, believing it wasn't their responsibility. Disagreeing with T, H secretly used his phone to capture the violation and the truck's license plate, then quickly reported it to the commune police.
A. You, H.
B. You, T.
C. Both H and T.
D. No student.
Question 16. While on the way home from school, P and Q discovered a truck dumping waste into the neighborhood's drainage ditch. P urged Q to report to the commune police, but Q refused, saying: "Don't report to the police, it's not our business. If discovered, they'll retaliate against us".
If you were P, which response would you choose?
A. Secretly use the phone to capture and report to the police.
B. Follow Q's advice to avoid involving yourself and family.
C. Harshly criticize Q, then scold the truck driver for lack of awareness.
D. Report to the police and stop engaging with Q for lack of environmental awareness.
Question 17. "Specific results each person wishes to achieve within a specific time frame" - which concept is described here?
A. Personal goals.
B. Personal plan.
C. Striving goals.
D. Personal capacity.
Question 18. Personal goals can be categorized by time as:
A. educational and financial goals.
B. short-term and long-term goals.
C. health and social contribution goals.
D. intermediate and long-term goals.
Question 19. Which of the following does not accurately reflect the criteria when setting personal goals?
A. To be specific: .
B. Measurable.
C. Achievable.
D. Indeterminate time.
Question 20. How many steps are there in planning to achieve personal goals?
A. 6 steps.
B. 7 steps.
C. 8 steps.
D. 9 steps.
Question 21. How is the criterion "specific" understood in defining personal goals?
A. Each goal requires a specific result.
B. Goals must be quantifiable and measurable.
C. Goals must include a deadline.
D. Each goal must aim towards a common purpose.
Question 22. S (14 years old) set a goal to become a children's author by 24. What type of personal goal is this?
A. Short-term goal.
B. Health goal.
C. Career goal.
D. Financial goal.
Question 23. At the beginning of the school year, C was determined to achieve the honor of being an excellent student. C made a list of tasks to do at school and at home. The first two weeks, C performed well, but later became complacent, believing he had the ability to achieve his goals without planning daily tasks. C decided to do all assignments at the weekend. But by the weekend, the assignments piled up and C couldn't complete them. Several weeks passed like this and with the semester exams approaching, C seemed discouraged with the goal set at the beginning of the year.
If you were C's best friend, which response would you choose?
A. Ignore, as it doesn't concern me.
B. Advise C to persevere and re-establish a suitable study plan.
C. Tell C to abandon the goal as it can't be achieved.
D. Harshly criticize C for complacency.
Question 24. During the summer vacation of Grade 8, T had many ideas for those days. T planned to register for guitar classes and learn painting online. Thinking became doing, T enrolled in guitar classes and started learning to paint. But after a short time, T felt bored and didn't know why he was doing this.
If you were T's best friend, which response would you choose?
A. Advise T to persevere and re-establish suitable personal goals.
B. Ignore, as it doesn't concern me.
C. Tell T to abandon the goal as it can't be achieved.
D. Harshly criticize T for wasting time and money.
II. Script (4.0 points)
Question 1 (2.0 points): How would you handle the following situations?
Situation a) While debating with friends, you're certain your opinion is right but most friends claim it's wrong.
Situation b) You hear one friend speaking ill of another, while you know that’s not true.
Question 2 (2.0 points): Some say that our natural resources are abundant, so they should be exploited and utilized to meet production and living needs.
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ANSWERS
I. Objective Multiple Choice (6.0 points)
II. Script (4.0 points)
Question 1 (2.0 points):
- Suggested handling for situation a)
+ When confident that your opinion is correct but most of your friends claim it’s wrong, use reasoning and analysis to convincingly defend your point;
+ If friends still insist you're wrong, seek a teacher’s analysis and explanation.
- Suggested handling for situation b)
+ Upon hearing a friend speak ill of another, while knowing it’s untrue, stand up for the wrongly accused friend;
+ If the negative remarks continue, cleverly prompt the accused to clarify before others (especially if concrete evidence exists).
*Note: Students should present personal viewpoints. The evaluator can be flexible when grading.*Question 2 (2.0 points):
Disagree with the above opinion because the natural resources in our country are very abundant but will be depleted if exploited and used indiscriminately. To meet the demands of production and daily life, we need to exploit reasonably and use them sparingly.
Note: Information is for reference only!
What are the 1st end-of-semester question papers and answers for 8th-grade Civic Education in Vietnam? What are the objectives of the 8th-grade Civic Education in Vietnam? (Image from the Internet)
What are the objectives of the 8th-grade Civic Education in Vietnam?
Under subsection 3, Section 3 of the General Education Program for Civic Education issued together with Circular 32/2018/TT-BGDDT, the objectives of Civic Education at the lower secondary level are as follows:
- Help students understand basic moral and legal norms and their value and significance; be proud of family, hometown, and national traditions; respect, tolerate, care for, and help others; be self-disciplined and proactive in study and work; have a proper and clear attitude towards events and phenomena in life; be responsible to oneself, family, school, society, work, and the living environment.
- Provide students with general and basic knowledge about ethics, life skills, economy, law; evaluate their own and others' attitudes and behaviors; self-regulate and remind, help friends and family members adjust their attitudes and behaviors according to moral and legal standards; execute tasks to achieve the goal of self-improvement and personal development.
- Know how to establish and maintain harmonious relationships with those around them, adapt to a changing society, and solve simple problems in personal and community life in accordance with cultural values, moral norms, community rules, and laws appropriate to their age.
What are the perspectives on developing Civic Education curricula in Vietnam?
According to Section 2 of the General Education Program for Civic Education issued together with Circular 32/2018/TT-BGDDT, the perspectives on developing Civic Education curricula in Vietnam are stipulated as follows:
(1) The Civic Education curriculum ensures scientific, pedagogical, and practical aspects, based on the following foundation: policies and guidelines of the Communist Party of Vietnam and State; achievements in research in psychology, education, ethics, law, political theory, and economics; domestic and international experience in developing the Civic Education curriculum; the traditional values of the Vietnamese nation and the common values of humanity; the social and educational realities, Vietnamese economic conditions and cultural traditions, and the diversity of students in terms of region, conditions, and learning ability.
(2) The Civic Education curriculum ensures systematicity. At the basic education stage, the content of Moral education (primary level) and Civics education (lower secondary level) is developed concentrically and progressively, based on educational content streams about ethics, life skills, economics, and law and revolving around human relations with themselves and others, with the community, the country, humanity, work, and natural environment; expanding and gradually elevating from primary to lower secondary level.
At the career-orientation education stage, the content of the Economics and Law education (upper secondary level) is developed linearly, focusing on economic and legal relations, from macroeconomics to microeconomics, from the political and legal system to citizens' rights and obligations.
(3) The Civic Education curriculum emphasizes integrating education content within the subject regarding life skills, ethics, law, economy, and integrates necessary educational topics such as environment, gender equality, cultural heritage, prevention of social evils, finance, etc.
These contents are closely linked to the real-life experiences of students, associated with topical events in ethical, legal, economic, political, cultural, and social life locally, nationally, and globally.
(4) The Civic Education curriculum is developed plainly. the curriculum only specifies the required learning outcomes; the basic and core learning content for each educational level and class to meet the required learning outcomes; and general directions on educational methods and educational outcome assessment.
Based on the required learning outcomes and the general orientations of the curriculum, textbook authors, educational institutions, and Civics teachers are encouraged to be proactive and creative during the implementation and development of the curriculum.
