Vietnam: What are the movements against colonial invasion in Southeast Asia from the 19th to the early 20th century? What are the teaching topics in the 11th-grade History curriculum?

What are the movements against colonial invasion in Southeast Asia from the 19th to the early 20th century?

Below is a summary of the movements against colonial invasion in Southeast Asia under the 11th-grade History curriculum:

1. Island Southeast Asia:

The movement against colonial invasion in Southeast Asia began very early, with notable examples in Indonesia and the Philippines. These movements not only demonstrated a patriotic spirit but also reflected the aspiration for independence of the people in the region.

- In Indonesia: Since the late 16th century, the movement against Dutch colonialism erupted strongly, exemplified by: the uprising led by Prince Diponegoro (1825 - 1830). After this uprising, the movement continued to spread across the islands of Indonesia, lasting until the late 19th century - early 20th century.

- In the Philippines: The struggle against Spanish colonialism erupted in the Philippines from 1521, spreading to other islands and lasting for more than three centuries. Among them, the Dagohoy uprising in Bohol was the longest-lasting revolt (1744 - 1829).

2. Mainland Southeast Asia:

- In Burma:

+ The British colonists had to go through three wars spanning over 60 years (1821 - 1885) to capture Burma.

+ The guerrilla warfare movement spread throughout the country, causing heavy losses to the British.

+ After completing the conquest, the British had to continue dealing with a prolonged guerrilla war for over 10 more years.

- On the Indochina Peninsula, from the second half of the 19th century, the movement against French colonial invasion also gradually spread.

+ In Vietnam, from 1858, when the French fired cannons to attack Da Nang, they faced fierce resistance from the Vietnamese people. The French had to spend 26 years (1858 - 1884) to impose their colonial rule over the entire country of Vietnam.

+ In Cambodia, numerous uprisings against the French took place vigorously throughout the country, initiated by the uprising of Prince Sivotha (1861 - 1892). The uprisings led by Acha Xoa (1863 - 1866) and Pucombo (1866 - 1867) were large-scale revolts, causing significant losses to the French.

Note: The above movements against colonial invasion in Southeast Asia under the 11th-grade History curriculum is for reference purposes only.

Students should combine lessons with textbook readings to fully understand the struggles against colonial invasion in Southeast Asia.

What are the movements against colonial invasion in Southeast Asia from the 19th to the early 20th century? What are the teaching topics in the 11th-grade History curriculum? (Image from Internet)

What are the teaching topics in the 11th-grade History curriculum in Vietnam?

According to the provisions in sub-item 1.2. Section V of the General Education Program for History issued with Circular 32/2018/TT-BGDDT, the 11th-grade History curriculum in Vietnam includes the following teaching topics:

- Topic 11.1: History of traditional Vietnamese arts

- Topic 11.2: War and peace in the 20th century

- Topic 11.3: Notable figures in Vietnamese history

What are the regulations on the assessment of education results for 11th-grade History in Vietnam?

Section VII of the General Education Program for History issued with Circular 32/2018/TT-BGDDT regulates the assessment of education results for 11th-grade History in Vietnam as follows:

- The purpose of assessment of education results for History is to determine the level of student response to the required achievements in historical knowledge and skills in each theme and class, thereby adjusting teaching-learning activities to achieve the program's objectives. The assessment activity must encourage students' passion for learning, exploring, and discovering historical issues; helping students gain confidence and creativity in their studies.

- The assessment content should focus on the ability to creatively apply historical knowledge learned in specific situations, rather than on testing the ability to recall historical knowledge, memorizing, and rote learning.

- Through assessment, teachers can grasp the learning situation, and the level of differentiation in students' academic proficiency in the class, thereby providing assistance for students who have not met the knowledge and skills requirements, identifying and nurturing students with historical talent, and simultaneously adjusting and perfecting historical education methods.

- Regarding assessment forms, a combination of regular and periodic assessments, teacher evaluations, and student self-assessments; oral tests, written tests, practical exercises, and research projects; a combination of objective multiple-choice and essay assessments is required.