When was the Vietnam Propaganda Liberation Army founded? What learning outcomes are required for the section on Vietnam from 1918 to 1945 in the 9th-grade History and Geography curriculum?

When was the Vietnam Propaganda Liberation Army founded?

Under subsection 1 of Section I of the Propaganda Outline issued alongside Guideline 160-HD/TW of 2024, information about the Vietnam Propaganda Liberation Army—the predecessor of the Vietnam People's Army—is as follows:

From the moment of its inception (February 3, 1930), in its first Political Platform, our Communist Party asserted that the path to class liberation and national liberation was to use revolutionary violence to seize power and called for the "Organization of a peasant-worker army to lead the entire nation in revolutionary struggle." The Political Thesis of the Communist Party (October 1930) identified the essential task of the bourgeois-democratic revolution, stating clearly the need to: "Establish a peasant-worker army."

During the revolutionary movement of 1930 - 1931, at its peak, the Nghe-Tinh Soviets, from the uprising forces of peasants and workers, the Peasant-Worker Self-Defense Unit (Red Self-Defense) was born. This was the first premise of the revolutionary armed forces in Vietnam. Following that, a series of armed organizations were successively established, such as the Bac Son Guerrilla Unit (1940), the guerrilla units in Nam Ky (1940), and the National Salvation Army (1941)…

On December 22, 1944, in the forest between the two villages of Hoang Hoa Tham and Tran Hung Dao in Nguyen Binh District, Cao Bang Province (now Na Sang Hamlet, Tam Kim Commune, Nguyen Binh District, Cao Bang Province), the Vietnam Propaganda Liberation Army—the predecessor of the Vietnam People’s Army—was established following the Directive of Leader Ho Chi Minh.

In the Directive, He clearly stated: “The name VIETNAM PROPAGANDA LIBERATION ARMY means politics is more important than military. It is a propaganda team; 'The Vietnam Propaganda Liberation Army is a leading team, hoping to soon have more follower teams. Although initially small in scale, its future is very bright. It is the beginning of the Liberation Army, it can travel from the South to the North, throughout the country of Vietnam.”

Comrade Vo Nguyen Giap was entrusted by the Central Committee of the Communist Party and Leader Ho Chi Minh to organize, lead, command, and declare the establishment of the Team, consisting of 34 members, organized into 3 squads led by Comrade Hoang Sam as Captain, Comrade Xich Thang as Political Commissar, with a Party cell of the Communist Party leading. December 22, 1944, is the founding day of the Vietnam People’s Army.

When was the Vietnam Propaganda Liberation Army founded? What learning outcomes are required for the section on Vietnam from 1918 to 1945 in the 9th-grade History and Geography curriculum? (Image from the Internet)

What learning outcomes are required for the section on Vietnam from 1918 to 1945 in the 9th-grade History and Geography curriculum?

Under the General Education Program for History and Geography issued alongside Circular 32/2018/TT-BGDDT:

- Describe the main features of the democratic national movement from 1918 to 1930.

- Indicate the main activities of Nguyen Ai Quoc in the 1918 - 1930 period.

- Recognize the process and significance of the establishment of the Communist Party of Vietnam; evaluate the role of Nguyen Ai Quoc in the establishment of the Communist Party of Vietnam.

- Describe the main features of the revolutionary movements of the 1930 - 1931 and 1936 - 1939 periods.

- State the situation of Vietnam under the domination of France - Japan.

- Identify the preparation of the Vietnamese people leading up to the uprising to seize power: the strategic shift of the Communist Party of Indochina; the establishment of the Viet Minh Front; the high tide of anti-Japanese to save the nation.

- Present the main developments of the August Revolution in 1945 and the birth of the Democratic Republic of Vietnam.

- State the causes of victory, and the historical significance of the August Revolution in 1945, and evaluate the role of the Communist Party of Indochina in the August Revolution of 1945.

What are the perspectives on developing the History curriculum at the lower secondary level in Vietnam?

Under the General Education Program for History and Geography issued alongside Circular 32/2018/TT-BGDDT:

The History and Geography curriculum at the lower secondary level adheres to the regulations in the overall program while emphasizing several perspectives:

[1] The curriculum aims to form and develop students' scientific thinking, perceiving the world as an integrated whole in terms of both space and time based on fundamental knowledge, learning tools, and historical, and geographical research; thereby forming and developing specific and general competencies, particularly the ability to apply knowledge and skills into practice and creativity.

[2] The curriculum inherits and promotes the merits of the History and Geography subjects in the current general education curriculum and assimilates the experience in developing curriculum subjects from advanced countries worldwide. The content of the subject ensures that it provides foundational, comprehensive, scientific general knowledge to students; appropriate to the students’ psychological and cognitive characteristics, considering the teaching conditions of Vietnamese schools.

[3] The educational content of history is designed in a linear timeline, from the primitive, through ancient, medieval, to modern times; within each period, there is an interweaving of world history, regional history, and Vietnamese history. The geographical education content flows from general geography to regional geography and Vietnamese geography. It focuses on selecting themes and connecting knowledge and skills to form and develop competency in students while emphasizing the scientific characteristics of history and geography.

[4] The curriculum emphasizes the application of positive educational methods, highlighting the use of teaching tools, diversifying forms of teaching, and evaluating educational outcomes to form and develop students' qualities and competencies.

[5] The curriculum ensures connectivity with the History and Geography curriculum at the primary education level and the History and Geography curriculum at the upper secondary level; unifies and tightly connects different classes, educational levels, and subjects, activities of the general education program.

[6] The curriculum is open, allowing flexible implementation based on local conditions and individual student needs (students in difficult areas, students requiring special support, ...).