When did Vietnam fall under the domination of Northern feudal dynasties? What are the verbs used to describe the achievement level in 10th-grade History in Vietnam?
When did Vietnam fall under the domination of Northern feudal dynasties?
Vietnam fell under the domination of Northern feudal dynasties in 179 BC when the Trieu Dynasty invaded and annexed the country of Au Lac into Nam Viet's territory. This event marked the beginning of over 1,000 years of Northern domination. The period ended when Ngo Quyen defeated the Southern Han army at the Battle of Bach Dang in 938, thereby restoring national independence.
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The invasion of Trieu Da and Vietnam's fall under the domination of Northern feudal dynasties After the fall of the Qin Dynasty (206 BC), Trieu Da, a former general of the Qin, occupied the southern region of China and established Nam Viet (208 BC), with its capital at Phiên Ngung (now in Guangdong, China). |
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When did Vietnam fall under the domination of Northern feudal dynasties? What are the verbs used to describe the achievement level in 10th-grade History in Vietnam? (Image from Internet)
What are the verbs used to describe the achievement level in 10th-grade History in Vietnam?
Under the general education program for History issued with Circular 32/2018/TT-BGDDT, verbs used to describe the achievement level in 10th-grade History in Vietnam are as follows:
| Level | Verbs used to describe the achievement level |
| Know | - Know how to search for information using search engines, utilize keywords for references on the Internet, electronic libraries, traditional libraries, etc. - Identify historical documents: distinguish different types of historical documents (written, historical artifacts, etc.). - Know how to exploit historical documents: initially understand the content, exploit, and utilize some historical documents in their learning process. - Name historical events and figures in specific space and time. - Point out the main developments of simple historical events and figures in unaltered situations. - List, record, or recount the major milestones of a historical period, process, or figure. - State or define fundamental historical terms and concepts. - Identify the position of events, figures, stages in the historical timeline. - Correctly place events, figures, historical stages (on timelines, maps, historical charts, etc.). - Connect logically or relevantly related historical events, figures, processes. |
| Understand | - Recollect and present (orally or in writing) the sequence of events, figures, historical processes (from simple to complex). - Describe in their language the basic aspects of events, figures, historical periods, some civilizations in the world and Vietnam (material and spiritual life, notable achievements, etc.). - Use maps, diagrams, charts to introduce events, historical journeys, important economic, political, social changes in some countries of the world and Vietnam. - Create timelines or construct historical process diagrams, main developments of events (wars, uprisings, major battles, revolutions, reforms, etc.). - Explain the origin, cause, dynamics of historical events from simple to complex; delineate the developmental process of history diachronically and synchronically. - Analyze the impacts, mutual relationships between historical events, figures, processes. - Explain causal relationships in the historical process (between events, historical processes; between natural conditions and social development, between people, etc.). - Analyze the causes of success or failure (of historical events, incidents, revolutionary movements, wars, reforms, etc.). - Compare similarities and differences between historical events, figures, processes. - Offer personal comments and evaluations on historical events, figures, processes based on historical perception and thinking. - Analyze continuity and change of events, figures, issues in the historical process. - Think in different directions when considering, evaluating, or questioning historical events, figures, processes. |
| Apply | - Determine the issue to be resolved concerning events, figures, stages in the historical timeline. - Independently explore, ask questions to discover different aspects, contexts, considerations of historical events, figures, processes. - Determine the position, role of events, figures, issues in the historical process. - Propose solutions and explanations to historical issues. - Complete exercises applying knowledge in unchanged situations to practice basic skills, consolidate historical knowledge. - Explore and discover through historical documents, materials, or via visits and excursions to answer different questions about historical events, issues, figures. - Derive historical lessons, apply historical knowledge, and lessons to solve problems in new situations. Have the ability to link historical issues of the past with present life. - Complete exercises requiring analysis, synthesis, evaluation, application of historical knowledge to changing situations, solving problems with the learner's creativity. - Develop a study plan for a field trip, museum visit, or monument under teacher guidance. - Construct and deliver short reports based on collected and analyzed, compiled information from different historical sources (through individual or group work results). - Relate local reality, apply learned knowledge about world history, Vietnamese history to specific cases, local specific circumstances. - Design an action plan or a poster to rally people to collectively preserve local historical and cultural heritage. - Ability to independently study historical issues, access, and process information from various sources, with awareness and capacity for lifelong historical self-learning. |
What is the main development axis of the 10th-grade History curriculum in Vietnam?
According to the general education program for History issued with Circular 32/2018/TT-BGDDT, the main development axis of the History curriculum in Vietnam is the system of topics and thematic studies on fundamental issues of world history, Southeast Asian history, and Vietnamese history, aimed at enhancing and expanding historical knowledge acquired at the lower secondary level. To be specific:
- The historical topics and themes of the curriculum are systematic, and fundamental, arising from the demand for the development of competencies and history education for each grade level;
- The knowledge components of the curriculum ensure logicality (in diachronic and synchronic relationships, interactions between Vietnamese history, regional history, and world history...);
- The curriculum ensures students access fundamental historical knowledge in political, economic, social, cultural, and ideological fields; develops students' capacity for lifelong historical self-learning, and the ability to apply historical, cultural, and social understanding of the world, the region, and Vietnam into life.
