Vietnam: What is the overview of the revolution of Ho Quy Ly and the Ho Dynasty in the 11th-grade History curriculum? What competencies may 11th-grade students develop through History?

What is the overview of the revolution of Ho Quy Ly and the Ho Dynasty in the 11th-grade History curriculum in Vietnam?

The revolution of Ho Quy Ly and the Ho Dynasty marks a tumultuous period in the history of Vietnam at the end of the 14th century. Faced with the weakened Tran Dynasty, the country plunged into political, economic, and social crises. Ho Quy Ly implemented strong reforms to rectify the situation and consolidate power. However, despite its revolutionary nature with bold innovations, the Ho Dynasty quickly collapsed in the face of the Ming invasion.

Students can refer to the overview of the revolution of Ho Quy Ly and the Ho Dynasty in the 11th-grade History curriculum in Vietnam below:

(1) Historical Context

- Economically:+ Since the latter half of the 14th century, the state no longer cared about agricultural production, neglected the repair and protection of dikes, and hydraulic projects, leading to frequent crop failures and famine.+ Princes, nobles, and landowners held vast tracts of land, reducing the land available to peasants, who lived in precarious and miserable conditions.

- Socially:

+ Many farmers had to sell their land, wives, and children to wealthy nobles and landlords, becoming slaves.

+ The conflict between poor peasants, slaves, and the ruling class became intense. Peasant and slave uprisings erupted, such as the Ngo Be Uprising (Hai Duong), and Pham Su On Uprising (Hanoi),...

- Politically:

+ The kings and aristocracy of the Tran Dynasty sank deeper into indulgence and pleasure. In the court, loyal nobles were few while wicked flatterers and opportunists were abundant.

+ The Tran Dynasty weakened to the point of being unable to protect the country's safety, powerless against Champa's attacks and the outrageous demands of the Ming (China).

(2) Reform Content

Ho Quy Ly carried out a fairly systematic reform across most areas to strengthen centralized monarchical policies and address economic and social conflicts that arose at the end of the Tran era.

- Economically and socially:

+ Issued paper currency Thong Bao Hoi Sao, reformed tax policies, and unified measurement units nationwide.

+ Implemented land limitation policies to curb the development of large estate ownership among the nobility.

+ Enforced the policy of limiting slaves: regulated the number of family slaves royals, nobles, and officials could own.

- Militarily:

+ Strengthened the regular army, constructed numerous fortresses for defense in strategic locations, such as Tay Do Fortress (Thanh Hoa), Da Bang Fortress (Hanoi)...

+ Manufactured firearms, warships...

+ Re-registered household records (noting all individuals from 2 years old and up in the registry; after completion, the number of people aged 15-60 years increased significantly compared to before).

- Culturally and educationally:

+ Required monks under 50 to return to secular life to limit the expansion of Buddhism;

+ Reorganized learning and examination policies; expanded education, established educational officials at the district level.

+ Organized examinations, selecting many talents for the nation.

+ Promoted the Nom script, used the Nom script in literary works; many Han script books were translated into Nom script to teach concubines, palace maidens,…

(3) Results and Significance

- Results:

+ Contributed to consolidating the power of the central government.

+ With land and slave limitation policies, the Ho Dynasty reduced the power of the nobility, curtailed the economy of estates, and the exploitation policies of peasant serfs by the Tran nobility, liberated productive labor force; increased state income and power.

+ The cultural and educational reforms of Ho Quy Ly reflected progressive thought aimed at building a culture and education embedded with Vietnamese national identity.

- Significance: Initially stabilized social conditions, strengthened national potential to prepare for resisting foreign invaders.

- Limitations:

+ The "Thong Bao Hoi" paper currency was easily counterfeited and not widely trusted among the populace.

+ The land limitation policy restricted the development of private land ownership, stripping nobles and wealthy individuals of land; the benefits to poor farmers and slaves were not clearly realized.

+ The slave limitation policy did not free slaves but converted them from family slaves to state slaves.

+ Cultural and educational reforms, despite certain progress, faced opposition from the then strong and numerous Buddhist forces.

Note: The content is for reference purposes only.

What is the overview of the revolution of Ho Quy Ly and the Ho Dynasty in the 11th-grade History curriculum in Vietnam? What competencies may 11th-grade students develop through History? (Image from the Internet)

What competencies may 11th-grade students in Vietnam develop through History?

Under Section 6 of the general education program for History under Circular 32/2018/TT-BGDDT, 11th-grade students in Vietnam develop the following competencies through History:

- Self-reliance and self-learning competence: Formed and enhanced through learning activities such as gathering information from historical sources; expressing personal opinions on historical events, figures, and processes; conducting field surveys and history practice at historical and cultural sites in the locality; applying historical knowledge to explain practical issues; exploring, discovering, and self-studying history;...

- Communication and collaboration competence: Developed through group activities; experiential activities at field sites, museums, historical and cultural relics; interviewing historical witnesses;...

- Problem-solving and creativity competence: Developed through activities of identifying problems, hypothesizing, expressing personal opinions on historical events and figures; finding logic in problem-solving approaches, evaluating historical problem-solving solutions; applying historical lessons to real-life situations;...

What is the main development focus of the general education program for History in Vietnam?

Under Section 2 of the general education program for History under Circular 32/2018/TT-BGDDT, the main development focus of the general education program for History is a system of academic topics and themes on the fundamental matters of world history, Southeast Asian history, and Vietnamese history, aiming to enhance and broaden the knowledge students learned in the lower secondary school. To be specific:

- The historical topics and themes of the program are systematic, and foundational, originating from the requirements of developing competencies and history education for each class level;

- The knowledge components of the program ensure logicality (in the connection of chronological and contemporary history, the interaction between Vietnamese history with regional and world history...);

- The program ensures students access to basic historical knowledge in political, economic, social, cultural, and ideological fields; develops for students the competence of lifelong history self-learning and applying an understanding of the history, culture, and society of the world, the region, and Vietnam into life.