Vietnam: What is the summary of Asia history from the second half of the 19th Century to the Early 20th Century in the 8th-grade History curriculum? What learning outcomes are required after learning Chapter 5 in the 8th-grade History curriculum?

What is the summary of Asia history from the second half of the 19th Century to the Early 20th Century in the 8th-grade History curriculum in Vietnam?

Invasion and Territorial Division

[1] India:

Invaded and turned into a colony by British colonizers. Under colonial rule, India's resources and labor were heavily exploited, leading to poverty, conflict, and numerous resistance movements.

[2] China:

After the Opium Wars, China was forced to sign unequal treaties, lost control over its territory, and became a semi-colony. Powers such as Britain, France, Germany, and Japan divided control over China among themselves.

[3] Southeast Asia:

Most Southeast Asian countries were colonized; for instance, Vietnam was invaded by France in 1858, the Philippines fell into the hands of Spain, then the USA, while Burma (Myanmar) and Malaysia were controlled by Britain.

Movements Against Colonialism

[1] India:

The Sepoy Mutiny (1857) was the first large-scale uprising against British colonialism. Subsequently, the founding of the Indian National Congress in 1885 led and marked the development of the Indian nationalist movement.

[2] China:

Anti-foreign and rights demand movements such as the Taiping Rebellion (1851-1864) and the Boxer Rebellion (1899-1901) erupted, followed by the Xinhai Revolution (1911), which overthrew the Qing dynasty, heralding a new era.

[3] Vietnam:

The Can Vuong Movement and patriotic movements led by Phan Boi Chau, Phan Chu Trinh, and Dong Kinh Nghia Thuc fostered national spirit, though they faced great resistance from the colonial government.

Internal Reforms

[1] Japan:

The Meiji Reformation (1868) transformed Japan into an industrial power. This advancement enabled Japan to further invade Asian countries, especially Korea and China, to expand its territory.

[2] China:

The Qing Dynasty undertook reforms and modernization movements but encountered numerous failures due to opposition from conservative factions.

[3] Vietnam:

The trend for reform began to emerge but was quickly suppressed by the French colonial authorities.

Results

National Awakening: By the end of the 19th century, Asian peoples became aware of their loss of sovereignty and began initiating nationalist movements. This laid the groundwork for the struggle for independence and powerful national liberation movements in the 20th century.

Note: The information is for reference purposes only!

What is the summary of Asia history from the second half of the 19th Century to the Early 20th Century in the 8th-grade History curriculum in Vietnam? What learning outcomes are required after learning Chapter 5 in the 8th-grade History curriculum in Vietnam? (Image from the Internet)

What learning outcomes are required after learning Chapter 5 in the 8th-grade History curriculum in Vietnam?

Under the General Education Program for History and Geography issued with Circular 32/2018/TT-BGDDT, the specific provisions include:

- Describe the process of China's invasion by imperial nations.

- Present an overview of the Xinhai Revolution.

- Recognize the reasons for victory and state the significance of the Xinhai Revolution.

- State the main content of the Meiji Restoration.

- Present the historical significance of the Meiji Restoration.

- Present the manifestations of the formation of imperialism in Japan at the end of the 19th century and early 20th century.

- Present the political, economic, and social situation of India in the second half of the 19th century.

- State some events about the national liberation movement in Southeast Asia from the second half of the 19th century to the early 20th century.

What are the perspective​s for developing History curricula at the lower secondary education level in Vietnam?

Under the General Education Program for History and Geography issued with Circular 32/2018/TT-BGDDT, the specific provisions are as follows:

The History and Geography curriculum at the lower secondary education level adheres to the regulations within the overall program framework while emphasizing several viewpoints:

[1] The curriculum aims to form and develop scientific thinking in students, viewing the world as an integrated entity in both spatial and temporal dimensions based on fundamental knowledge, learning tools, and research in history and geography; thereby forming and developing specific and general capabilities, particularly the ability to apply knowledge and skills in practice and creativity.

[2] The curriculum inherits and promotes the strengths of History and Geography in the current general education program and learns from program development experiences of advanced countries worldwide. The content ensures equipping students with a comprehensive, foundational, scientific general education; suitable for the psychological characteristics and cognitive level of students, considering the teaching conditions of Vietnamese schools.

[3] The history education content is designed linearly in time, from prehistoric times through ancient, medieval to modern periods; during each period, there is an overlap of world history, regional history, and Vietnamese history. The geography education content progresses from general geography to regional geography and Vietnamese geography. It focuses on selecting topics, connecting knowledge and skills to form and develop competencies in students while emphasizing the scientific characteristics of history and geography.

[4] The curriculum emphasizes using positive educational methods, highlighting the use of educational aids, diversifying teaching methods, and evaluating educational outcomes to form and develop qualities and competencies in students.

[5] The curriculum ensures connectivity with primary school and high school History and Geography programs; ensuring coherence and tight connections across grade levels, educational levels, subjects, and educational activities within the general education program.

[6] The curriculum is open, allowing flexible implementation according to local conditions and student needs (students in difficult areas, students needing special support, etc.).