Which is the mouthpiece of the Vietnam Revolutionary Youth Association? What are the perspectives on developing the History and Geography curricula at the lower secondary level?

Which is the mouthpiece of the Vietnam Revolutionary Youth Association?

The mouthpiece of the Vietnam Revolutionary Youth Association is the "Thanh Nien" newspaper, founded on June 21, 1925, in Guangzhou, China, by leader Nguyen Ai Quoc (Ho Chi Minh). This was one of the significant newspapers that marked the beginning of revolutionary journalism in Vietnam, playing a critical role in propagating and organizing the revolutionary movement within the country.

Before founding the "Thanh Nien" newspaper, in November 1924, Nguyen Ai Quoc was sent by the Eastern Department of the Communist International to Guangzhou to liaise with patriotic Vietnamese youths. There, he established the Vietnam Revolutionary Youth Association in June 1925, to gather patriotic youth forces under a communist orientation, paving the way for the formation of the Communist Party of Vietnam. Nguyen Ai Quoc opened political training classes, prepared cadres, and laid the groundwork for the establishment of a proletarian political party in Vietnam.

After the Association was founded, Nguyen Ai Quoc published the "Thanh Nien" newspaper at a house on 13th, Wuming Road, Guangzhou. The newspaper was handwritten with steel pen on wax paper and printed in very limited quantities, about 100 copies per issue. Despite the low circulation, "Thanh Nien" had a substantial influence on advocating revolutionary paths, motivating the fighting spirit of Vietnamese youth, and introducing Marxism-Leninism to Vietnam. The newspaper was published once a week, but due to difficulties, the intervals between issues could extend from 3 to 5 weeks.

The newspaper not only promoted revolutionary ideals but also played an essential role in organizing and leading the revolutionary movement domestically. Although published abroad, the issues were secretly transferred back to the country, reaching patriotic individuals within Vietnam and Vietnamese communities abroad such as Siam and Japan. Notably, starting from issue 108 in July 1929, the newspaper began carrying the official title "Organ of the Vietnam Revolutionary Youth Communist Party" and replaced the five-pointed star with a hammer and sickle logo.

The advent of the "Thanh Nien" newspaper was not only a significant milestone in disseminating revolutionary ideas but also played a substantial role in preparing for the establishment of the Communist Party of Vietnam at the beginning of 1930. The newspaper helped enhance the revolutionary awareness of Vietnamese youth and people, preparing ideologically, politically, and organizationally for future revolutionary movements. The newspaper also demonstrated the close connection between the patriotic youth movement and the Communist Party, while promoting the national liberation struggle movement.

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Which is the mouthpiece of the Vietnam Revolutionary Youth Association? What are the perspectives on developing the History and Geography curricula at the lower secondary level? (Image from the Internet)

What are the perspectives on developing the History and Geography curricula at the lower secondary level in Vietnam?

Under Section II of the General education program for History and Geography at the lower secondary level promulgated with Circular 32/2018/TT-BGDDT, the perspectives on developing the History and Geography curricula at the lower secondary level in Vietnam are as follows:

The History and Geography curricula at the lower secondary level adhere to the provisions in the overall program while emphasizing several points of view:

(1) The curriculum aims to develop scientific thinking in students, allowing them to view the world as an integrated whole in both spatial and temporal dimensions based on fundamental knowledge and learning tools for researching history and geography; thereby, forming and developing specific abilities along with general competencies, especially the ability to apply knowledge and skills in practice and creativity.

(2) The curriculum inherits and promotes the strengths of the History and Geography subjects in the current general education curriculum and absorbs the experience of subject curriculum development from advanced countries. The subject content ensures equipping students with foundational, comprehensive, and scientific general knowledge; suitable for the psychological and cognitive characteristics of students, taking into account the teaching conditions in Vietnamese schools.

(3) The historical education content is designed chronologically, from prehistoric times through ancient, medieval to modern and contemporary times; in each period, there's an interleaving of world history, regional history, and Vietnamese history. The geography education content flows from general geography to regional geography and Vietnamese geography. It emphasizes selecting themes, connecting knowledge and skills to form and develop competencies in students while valuing the distinctive features of historical and geographical sciences.

(4) The curriculum emphasizes the application of active educational methods, highlighting the use of varied teaching aids and diversifying teaching and assessment methods to form and develop qualities and competencies in students.

(5) The curriculum ensures connectivity with the primary History and Geography curriculum and the History and Geography curriculum at the upper secondary level; ensuring coherence and connectivity between classes, education levels, and subjects, as well as educational activities in the general education program.

(6) The curriculum is open, allowing flexible implementation depending on local conditions, the target student groups (students in disadvantaged areas, students with special support needs,...).

What are the regulations on teaching equipment for History and Geography at the lower secondary level in Vietnam?

Under Section VIII of the General education program for History and Geography at the lower secondary level promulgated with Circular 32/2018/TT-BGDDT, the regulations on teaching equipment for History and Geography at the lower secondary level in Vietnam are as follows:

- Educational maps for wall display (world, regional, Vietnam) appropriate to the content of each class and suitable for students' cognitive characteristics;

- Sets of general physical geographical atlases, continental geographical atlases, and Vietnamese geographical atlases, historical maps;

- Models, historical artifacts, images, audio recordings of historical figures, etc.;

- Samples of natural materials;

- Visual aids (printed images, static and dynamic digital images), diagrams, sketches, video clips edited for educational purposes, suitable for the content of each theme;

- Learning sheets with sources; Exercise sheets (maps, sketches, charts, diagrams);

- Standard tools and equipment for observing natural phenomena (compass, thermometer, hygrometer, barometer);

- Some practical, fieldwork tools;

- Digital libraries containing teaching resources for History and Geography;

- Educational software.

In localities with favorable conditions, subject-specific classrooms should be organized.

The primary purpose of using teaching equipment is to provide technical and material conditions to organize learning activities, enabling students to discover historical and geographical knowledge actively and creatively.