In Vietnam, what is the summary of major developments in the struggle to safeguard national sovereignty in the East Sea from April 1975 to the present?
In Vietnam, what is the summary of major developments in the struggle to safeguard national sovereignty in the East Sea from April 1975 to the present?
Below is a summary of the major developments in the struggle to safeguard national sovereignty in the East Sea from April 1975 to the present:
After the Great Victory in the Spring of 1975, the Socialist Republic of Vietnam officially managed the entire territory, including the Hoang Sa (Paracel) and Truong Sa (Spratly) archipelagos. On May 12, 1977, the Government of Vietnam issued the Declaration on Territorial Waters, Contiguous Zone, Exclusive Economic Zone, and Continental Shelf. By 1994, Vietnam became the 63rd country to ratify the United Nations Convention on the Law of the Sea (UNCLOS) 1982.
Regarding administrative management in 1982, Vietnam established two island districts of Hoang Sa and Truong Sa; in 2007, the Government of Vietnam established the commune-level town of Truong Sa along with two island communes of Song Tu Tay and Sinh Ton belonging to Truong Sa district. To assert sovereignty, Vietnam has carried out activities such as organizing exhibitions of historical artifacts, conducting research, surveying natural conditions, building sovereignty markers, establishing lighthouses, and resettling people on the islands.
In resolving disputes, Vietnam steadfastly adheres to peaceful measures, per international law, intending to protect national sovereignty and maintain peace and stability for national development. In March 1988, China attacked the Vietnamese islands of Gac Ma, Co-Lin, and Len Dao, causing the heroic sacrifice of dozens of Vietnamese naval soldiers. Immediately thereafter, the Government of Vietnam sent a notification to the United Nations to protest and call for peaceful negotiations with China.
In 2012, Vietnam passed the Law of the Sea, providing a legal framework to protect sovereignty and develop the marine economy. Currently, Vietnam is actively promoting the implementation of the Declaration on the Conduct of Parties in the East Sea (DOC) to resolve disputes.
Note: The above summary of major developments in the struggle to safeguard national sovereignty in the East Sea from April 1975 to the present is for reference only.
In Vietnam, what is the summary of major developments in the struggle to safeguard national sovereignty in the East Sea from April 1975 to the present? (Image from the Internet)
In Vietnam, what learning outcomes are required for 12th-grade students regarding "during and after the Cold War" in History curriculum?
According to the general education program for History issued with Circular 32/2018/TT-BGDDT, learning outcomes required for 12th-grade students regarding "during and after the Cold War" in History curriculum are as follows:
- Be able to collect and use historical documents to study the establishment of the United Nations.
- Analyze the historical context and formation process of the United Nations.
- Present the goals and basic principles of the United Nations.
- Be able to collect and use documents to explore the organizational structure of the United Nations.
- State the role of the United Nations in maintaining international peace and security through specific examples.
- Analyze the role of the United Nations in promoting development and creating a favorable environment for economic, financial, and trade development, improving people's living standards.
- Analyze the role of the United Nations in ensuring human rights, cultural and social development, and other fields.
- Provide comments on the role of United Nations international organizations in Vietnam through specific examples.
- Provide comments on Vietnam's contributions to United Nations activities. Take pride in Vietnam's role and contributions and be ready to contribute to the common cause of the United Nations and the international community.
- Be able to collect and use historical documents to understand the Yalta bipolar world order.
- Analyze the formation of the Yalta bipolar world order.
- Present the main characteristics of the Yalta bipolar world order.
- State the causes of the collapse of the Yalta bipolar world order.
- Analyze the consequences and impact of the collapse of the Yalta bipolar world order on world situations.
- Analyze the main trends of world development after the Cold War.
- Explain why countries must adjust their development strategies after the end of the Cold War.
- Present the concept of multipolarity.
- Explain why the world is heading towards a trend of multipolarity in international relations after the Cold War.
- Apply understanding of the world after the Cold War to understand and explain current issues in international relations.
What specific competencies are required for 12th-grade students after completing the History curriculum in Vietnam?
According to the general education program for History issued with Circular 32/2018/TT-BGDDT, the required specific competencies are as follows:
History curriculum helps students develop historical competencies based on basic and advanced knowledge of world history, regional history, and Vietnam history through a system of themes and topics on history, politics, economics, society, culture, and civilization. Historical competencies consist of the following components: historical inquiry; historical understanding and thinking; application of learned knowledge and skills.
Specific manifestations of historical competencies are presented in the following table:
| Competency Component | Manifestation |
| HISTORICAL INQUIRY | - Identify types of historical documents; understand content, and exploit and use historical documents in the learning process. - Recall and present orally or in writing the sequences of events, characters, and historical processes from simple to complex; identify historical events in specific space and time. |
| HISTORICAL UNDERSTANDING AND THINKING | - Explain the origins and movements of historical events from simple to complex; identify the process of historical development chronologically and synchronically; compare similarities and differences between historical events; explain causal relationships in historical progress. - Provide personal comments and assessments on historical events, characters, and processes based on historical understanding and thinking; understand historical continuity and change; think in different directions when considering, evaluating, or seeking answers about a historical event, character, or process. |
| APPLICATION OF LEARNED KNOWLEDGE AND SKILLS | Draw historical lessons and apply historical knowledge to explain practical life issues; on this basis, have the ability to self-study historical issues, develop creative capacity, approach and process information from various sources, and have the consciousness and ability for lifelong history learning. |
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