Which US Presidents were involved in the war for the Vietnam invasion? What is the standard regarding the quality of History teachers in Vietnam?
Which US Presidents were involved in the war for the Vietnam invasion?
History records five Which US Presidents were involved in the war for the Vietnam invasion? Below is an overview of the U.S. Presidents involved in the war for the Vietnam invasion and their roles in this conflict:
| President | Policy | Specific Actions | Period |
| Dwight D. Eisenhower | Implemented the Unilateral War Strategy, supporting the Ngo Dinh Diem government. | - Increased economic and military aid. - Sent military advisors to train Saigon's army. - Turned South Vietnam into an anti-communist outpost. |
1953-1961 |
| John F. Kennedy | Implemented the Special War Strategy, increasing U.S. presence. | - Sent additional military advisors and technical support. - Launched the 'Strategic Hamlet' program to isolate revolutionary forces. |
1961-1963 |
| Lyndon B. Johnson | Implemented the Localized War Strategy, deploying U.S. troops directly into combat. | - Launched 'Search and Destroy' campaigns. - Initiated bombing of the North (Operation Rolling Thunder). |
1963-1969 |
| Richard Nixon | Implemented the Vietnamization strategy, withdrawing U.S. troops and expanding the war into Indochina. | - Gradually withdrew U.S. troops, increased aid to Saigon's army. - Approved bombing campaigns in Laos and Cambodia. - Operation Linebacker II to pressure negotiations. |
1969-1974 |
| Gerald Ford | Maintained economic and military aid for the Saigon government during the final phase. | - Witnessed the collapse of the Saigon government. - No military intervention when liberation forces advanced. |
1974-1977 |
Note: Content is for reference only!
Which US Presidents were involved in the war for the Vietnam invasion? What is the standard regarding the quality of History teachers in Vietnam? (Image from the Internet)
What is the standard regarding the quality of History teachers in Vietnam?
According to Article 4 of the Regulations issued with Circular 20/2018/TT-BGDDT, History teachers in Vietnam possess the following qualities:
1. Criterion 1. Ethics
- Qualified: The teacher complies with regulations on ethics
- Good: The teacher has the spirit of self-study, self-training and attempts to improve moral qualities;
- Excellent: The teacher is a role model in terms of ethics, shares experience, support colleagues in practice of ethics
2. Criterion 2. Virtue
- Qualified: The teacher has manner and method of working in conformity with works;
- Good: The teacher has awareness of self-training to create an exemplary virtue; great influence on students;
- Excellent: The teacher is a role model in terms of virtues, has great influence and support colleagues in making of virtues.
What is the guidance on assessing the satisfaction level of the requirements for History in Vietnam?
Under the General Education Program issued with Circular 32/2018/TT-BGDDT, teachers can use the verbs listed in the table below or replace them with equivalent verbs suitable for pedagogical situations and specific student assignments:
| Level | Descriptive Verbs for Level |
| Know | - Know how to find information using search engines, use search keywords on the Internet, electronic libraries, traditional libraries, etc. - Identify historical documents: distinguish between different types of historical documents (writings, historical artifacts, etc.). - Know how to exploit historical documents: initially understand the content, exploit and use some historical documents during learning. - List the names of events, historical figures in specific space and time. - State and indicate the main developments of events, historical figures at a simple level, in unchanged situations. - Enumerate, record, or recount the main milestones of a historical period, process, historical figure, etc. - State or define basic historical terms and concepts. - Determine the position of events, figures, periods in the historical process. - Correctly place events, figures, historical periods (on timelines, maps, historical charts, etc.). - Connect logically related or interrelated historical events, figures, processes. |
| Understand | - Recall and present (orally or in writing) the course of events, figures, historical processes (from simple to complex). - Describe in one's own words the basic features of events, figures, historical periods, some civilizations worldwide and in Vietnam (material and spiritual life, notable achievements, etc.). - Use maps, charts to introduce events, historical journeys, important economic, political, social changes in some countries worldwide and Vietnam. - Construct timelines or build diagrams of historical processes, main developments of events (wars, uprisings, major battles, revolutions, reforms, etc.). - Explain the origins, causes, dynamics of historical events from simple to complex; indicate the developmental process of history chronologically and synchronically. - Analyze the impact, reciprocal relationships between historical events, figures, processes. - Explain cause-and-effect relationships in historical processes (between events, historical processes; between natural conditions and social development, between humans, etc.). - Analyze reasons for success or failure (of events, historical incidents, revolutionary movements, wars, reforms, etc.). - Compare similarities and differences between events, figures, historical processes. - Provide personal comments, evaluations on events, figures, historical processes based on historical awareness and thinking. - Analyze continuities and changes of events, figures, issues in historical processes. - Think in multiple directions when considering, evaluating, or seeking answers about a historical event, figure, process. |
| Apply | - Identify problems that need to be addressed regarding events, figures, periods in historical processes. - Independently investigate, pose questions to explore different aspects, contexts, dimensions of historical events, figures, processes. - Identify the position, role of events, figures, issues in historical processes. - Propose directions for resolving, explaining historical issues. - Complete exercises applying knowledge in unchanged situations to develop basic skills, consolidate historical knowledge. - Explore through historical sources, documents or through tours, field trips to answer various questions about historical events, issues, figures. - Draw lessons from history, apply historical knowledge to solve issues in new situations. Connect historical issues in the past with current life. - Complete exercises requiring analysis, synthesis, evaluation, apply historical knowledge to changing situations, solve issues with creativity. - Develop study plans for field-study sessions, museum visits, monuments under teacher guidance. - Construct and present short reports based on collecting, analyzing, aggregating information from different historical sources (individual or group work results). - Relate local reality, apply learned knowledge of world history, Vietnamese history to specific cases, local situations. - Design an action plan or a poster urging everyone to help preserve local historical-cultural heritage. - Demonstrate independent exploration of historical issues, accessing and processing information from different sources, possess awareness and capability in lifelong historical learning. |
