Vietnam: What are the guidelines for writing a report on some historical events of the Republic of South Africa in recent decades?
What are the guidelines for writing a report on some historical events of the Republic of South Africa in recent decades?
One of the key topics in the 7th-grade History and Geography curriculum is to write a report on some historical events of the Republic of South Africa in recent decades.
Below is a sample report on some historical events of the Republic of South Africa in recent decades:
| 1. Overview of the Republic of South Africa today The Republic of South Africa, located at the southernmost tip of the African continent, is a nation notable for its diverse history and culture. With an area of up to 1,221,037 km², South Africa is the 24th largest country in the world. As of 2025, the population is estimated to be about 60 million people, with the Zulu, Xhosa, and Afrikaans being the largest ethnic groups. South Africa has a unique political system with three capitals: Pretoria (administrative capital), Cape Town (legislative capital), and Bloemfontein (judicial capital). The nation recognizes 11 official languages, with English, Afrikaans, and Zulu being the most widely used. South Africa's national day is April 27 each year, known as Freedom Day, marking the end of apartheid policies and the beginning of a multiracial democracy. 2. Some historical events about the Republic of South Africa 2.1 The establishment of the Republic of South Africa (1961) Context: The Republic of South Africa was established in 1961 after a referendum allowed the transition from a British colony South African Union to an independent republic. Historically, the formation of the Republic of South Africa occurred after receiving self-rule from Britain in 1910, and during this time, South African politics were heavily influenced by white policies. Development: After the referendum passed, the South African Parliament decided to establish the Republic on May 31, 1961. This process occurred under the leadership of the white government, and the apartheid system was still maintained. Outcome: The birth of the Republic of South Africa did not immediately change the situation of racial segregation, and black people remained oppressed under apartheid policies. However, the nation began to develop significantly in terms of economy and politics, although social injustices still existed. Significance: The establishment of the Republic of South Africa marked a political turning point, yet the country continued to face many challenges regarding equality and human rights, particularly for black people. 2.2 Formation of apartheid policies (1948) Context: After the South African Union was established in 1910, the white government began implementing racial segregation policies. However, apartheid policies were officially adopted in 1948 when the National Party won the general election and began implementing strong racial segregation policies. Development: The apartheid regime was formed through laws such as the Population Registration Act, the Prohibition of Mixed Marriages Act, and the Act banning black land ownership. South Africa was divided into separate areas for different racial groups, preventing them from interacting and living together. Outcome: The apartheid regime led to a clear division between whites and blacks, with blacks being deprived of most rights and opportunities in society. This policy caused deep divisions and injustices in South African society, lasting for nearly 50 years. Significance: The apartheid regime was one of the worst racial segregation systems in human history, causing the South African people to endure many years of suffering and loss. However, it also spurred the anti-apartheid movement and laid the foundation for the struggle for freedom. 2.3 Ending of apartheid policies (1994) Context: In the 1980s and 1990s, increasing international pressure and domestic resistance movements made it impossible to continue apartheid policies. Negotiations between the South African government and anti-apartheid leaders, including Nelson Mandela, began in the late 1980s. Development: In 1990, Nelson Mandela was released, and official peace talks began. Finally, in 1994, South Africa held its first multiracial democratic election in history, in which all citizens, regardless of race, had the right to vote. Outcome: The apartheid regime was officially ended, and Nelson Mandela became the first President of South Africa in a democratic government. This event marked the end of more than four decades of racial segregation and the beginning of a new era for South Africa. Significance: The ending of apartheid policies not only had great significance for South Africa but also for the world. It demonstrated that solidarity and the struggle for justice could overcome discrimination and injustice. 2.4 The first black President of South Africa (Nelson Mandela) Context: Nelson Mandela, one of the most prominent leaders in the struggle against apartheid, was imprisoned for 27 years. After being released in 1990, he continued to fight for the freedom and equality of the South African people, particularly for black people. Development: In 1994, after the fall of apartheid policies, Mandela became the first President of South Africa in a democratic and multiracial election. This was a significant milestone in South African history, symbolizing the victory of justice and unity. Outcome: Nelson Mandela led South Africa through the post-apartheid period, moving towards a more equal and developed society. He also promoted national reconciliation, calling on the South African people to build a united society, putting aside past hatred. Significance: The event of Nelson Mandela becoming the first black President was not only a personal victory for him but also a symbol of the victory of the South African people in their long struggle against injustice. It also inspired movements against racism worldwide. |
What are the guidelines for writing a report on some historical events of the Republic of South Africa in recent decades? (Image from the Internet)
What are the minimum requirements regarding teaching equipment for 7th-grade History and Geography in Vietnam?
According to section VIII of the General education program History and Geography at the lower secondary level promulgated by Circular 32/2018/TT-BGDDT, the minimum requirements regarding teaching equipment for 7th-grade History and Geography in Vietnam are as follows:
- Wall maps (world, regions, Vietnam) suited for the content of each grade's topics and the cognitive characteristics of the students;
- General natural geography atlases, continental atlases, Vietnam geography atlases, and historical map sets;
- Models of artefacts, historical paintings, photographs, audio recordings of historical figures, etc.;
- Natural specimens;
- Printed images (on paper, digital static and dynamic images), charts, diagrams, video clips edited for educational purposes, aligned with each topic's content;
- Learning sheets with source materials; Practice sheets (maps, diagrams, graphs, schematics);
- Common tools for natural observation (compass, thermometer, hygrometer, barometer);
- Several practice and field tools;
- Digital libraries containing educational resources for History and Geography;
- Teaching software.
In localities where conditions permit, subject-specific rooms should be organized.
The primary purpose of utilizing these teaching equipment is to provide the technical material conditions to organize active and creative learning activities for students to explore historical and geographical knowledge independently.
What is the development logic of the History and Geography curricula at the lower secondary level in Vietnam?
According to the General education program History and Geography at the lower secondary level issued with Circular 32/2018/TT-BGDDT, the development logic of the History and Geography curricula at the lower secondary level in Vietnam is as follows:
- The content of history education across the three educational levels differs from the current program by not being designed concentric from bottom to top. At the lower secondary level, students will learn history from ancient times to the present. Hence, significant events, phenomena, and figures from world and national history are arranged chronologically.
- The difference in content levels in the lower secondary program is not only in the volume and details of historical events but primarily in the fundamental perception of the essence of historical events, the causes of historical changes, the diversity of social models, social cognition theory, and the emphasis on developing study skills and applying knowledge to new situations.
- At the lower secondary level, based on the psychological development of students and subject characteristics, the Geography sub-subject is developed following the logic: from general natural geography in grade 6 to continental geography in grade 7, then to Vietnamese natural geography (grade 8) and Vietnamese socio-economic geography (grade 9).
- This logic ensures that when students complete the subjects of lower secondary education, they will have basic and general knowledge of geography, especially about Vietnam's geography, preparing them for continuing education at the upper secondary level or joining the workforce.
- In geography teaching, the process of forming basic concepts typically moves from geographical symbols to geographical concepts. Forming geographical symbols is particularly significant for students in grades 6 and 7; it ensures that students can easily memorize symbols and concepts, connecting concepts to real life. Forming basic concepts is a process that, in some cases, requires multiple lessons and chapters.
- Some concepts are developed gradually throughout an entire educational level and subject program. This is something teachers need to be aware of while teaching to avoid overloading lower grades and to create vertical linkages between the grades. Many general natural geography concepts are only initially formed in grade 6, then further developed in grades 7 and 8.
For example, the concept of atmospheric circulation in grade 6 is presented through diagrams of pressure belts and winds. This concept is applied and expanded upon in grade 7 when students learn about monsoon circulation in the monsoon regions of Asia.
- Moreover, concepts related to fronts or tropical convergence zones can be addressed when students learn about Vietnamese geography in grades 8 and 9. Some concepts in socio-economic geography may be mentioned simply in grade 7 and used at a higher level when discussing Vietnamese socio-economic geography in grade 9. Interdisciplinary concepts require more extended periods for formation and development.
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