What are the guidelines for presenting the development, outcome, and significance of the Bach Dang Victory of 938? What are the objectives of developing the History and Geography curricula at the lower secondary level in Vietnam?

What are the guidelines for presenting the development, outcome, and significance of the Bach Dang Victory of 938?

The Bach Dang Victory of 938 is one of the most brilliant milestones in the history of the Vietnamese nation, marking the end of over a thousand years of Chinese domination and ushering in a long era of independence and autonomy. This was not only a spectacular military achievement by Ngo Quyen but also reflected the indomitable spirit, steadfast fighting spirit, and ingenious military art of our nation.

Below is the development, outcome, and significance of the Bach Dang Victory of 938 for your reference:

(1) Development

At the end of 938, the Southern Han army, led by Liu Hongcao, launched an invasion of our country. In response to this situation, Ngo Quyen led the army and people in preparation for a decisive battle.

Arranging the battlefield: Ngo Quyen ordered large wooden stakes to be planted under the Bach Dang River, sharpened to points and tipped with iron, utilizing the tides to trap the enemy army.

Luring the enemy into the battlefield: As the Southern Han army entered the mouth of the Bach Dang River, Ngo Quyen commanded our troops to use light boats to provoke a fight, pretending to retreat to lure the enemy into the stake field area.

Liu Hongcao eagerly pursued with his forces, falling into our ambush without realizing it.

General attack: As the tide receded, our army unexpectedly counter-attacked fiercely, striking hard at the enemy forces. The Southern Han warships got stuck in the stake field, shattered and were completely destroyed.

The enemy forces suffered losses of more than half, the enemy general Liu Hongcao was killed. When the king of the Southern Han received news of the defeat, he panicked and hastily ordered the troops to withdraw to their country.

(2) Outcome

- Ngo Quyen's Bach Dang battle ended in complete victory.

- The Southern Han army was annihilated, and their invasion plan failed miserably.

- The king of the Southern Han had to abandon his ambition to invade our country.

(3) Significance

- Ended over a thousand years of Chinese domination, opening a prolonged period of independence and autonomy for the Vietnamese nation.

- Affirmed the patriotism and determination of our people, ready to fight against any invading enemies.

- Showcased the excellent military talent of Ngo Quyen, especially in utilizing riverine geography to defeat the enemy.

- Marked the maturity of the nation and the complete end of the struggle to regain independence over several centuries, leading the nation into a new era.

The Bach Dang Victory of 938 is a magnificent milestone in national history, affirming our nation's sovereignty and military strength against northern powers.

Note: Information is for reference purposes only!

What are the guidelines for presenting the development, outcome, and significance of the Bach Dang Victory of 938? (Image from the Internet)

What are the objectives of developing the History and Geography curricula at the lower secondary level in Vietnam?

Under section 3 of the General education program for History and Geography issued with Circular 32/2018/TT-BGDDT, the objectives of developing the History and Geography curricula at the lower secondary level in Vietnam are specified as follows:

- The History and Geography curricula at the lower secondary level contribute to forming and developing in students essential qualities and general competencies, alongside other subjects and educational activities.

- The History and Geography curricula at the lower secondary level aim to form and develop in students the competencies in history and geography founded on basic, selected knowledge about the world's, national, and local history and geography; the natural, socioeconomic, and cultural processes occurring in space and time; the interaction between human society and the natural environment.

Enable students to learn how to use the tools of historical and geographical sciences for learning and application in practice; furthermore, contribute along with other subjects and educational activities to forming and developing in students essential qualities and general competencies, particularly the love for their homeland and country, pride in national traditions, respect for the diversity of world history and human culture, inspiring students to explore the surrounding world and apply what they have learned in reality.

What are the requirements for assessing educational outcomes for History and Geography at the lower secondary level in Vietnam?

Under section 7 of the General education program for History and Geography issued with Circular 32/2018/TT-BGDDT, the assessment of educational outcomes for History and Geography at the lower secondary level in Vietnam must ensure the following requirements:

- The assessment aims to provide accurate, prompt, and valuable information on the extent of meeting the program's requirements for History and Geography and the progress of students to guide and adjust the teaching activities of teachers and the learning activities of students.

- The basis of assessment lies in achieving the required essential qualities, general competencies, and specific competencies in history and geography as defined in the General Program and the History and Geography curriculum.

- Besides theoretical content, there is a need to enhance the assessment of students' skills, such as working with maps, atlases, charts, diagrams, data tables, and pictures, observing, collecting, processing, and systematizing information, using outdoor learning tools, applying technology and information communication in learning, etc.

Assess the ability to apply knowledge to specific situations without focusing on the ability to reproduce historical or geographical knowledge at the center of the evaluation.

- Diversify assessment forms, and increase regular assessments for all students through various forms: assessment through observing class activities; assessment through learning profiles, and learning products; assessment through reports on project implementation results, reports on practice results, and presentations on learning task results. Create conditions for students to participate in the educational outcome assessment process.

- Educational outcomes are assessed through qualitative and quantitative forms via regular and periodic assessments, providing a comprehensive evaluation of students' qualities, competencies, and progress.