When did the Politburo of Vietnam approve the proposal to name the Offensive Campaign to Liberate Saigon-Gia Dinh as the Ho Chi Minh Campaign? At which grade is the Ho Chi Minh Campaign taught?

When did the Politburo of Vietnam approve the proposal to name the Offensive Campaign to Liberate Saigon-Gia Dinh as the Ho Chi Minh Campaign?

The Politburo of Vietnam approved the proposal to name the Offensive Campaign to Liberate Saigon-Gia Dinh as the Ho Chi Minh Campaign on April 14, 1975.

This decision holds profound historical significance, reflecting the reverence for President Ho Chi Minh, who led the Vietnamese people in the struggle for independence and national unification. Naming the final campaign of the resistance against America after Ho Chi Minh also represents the determination to liberate the South and unify the country as per his wishes.

The Ho Chi Minh Campaign took place from April 26 to April 30, 1975. It ended in a resounding victory, marked the complete collapse of the policies of the Republic of Vietnam, and ended more than 20 years of war, ushering Vietnam into an era of independence and unification.

When did the Politburo of Vietnam approve the proposal to name the Offensive Campaign to Liberate Saigon-Gia Dinh as the Ho Chi Minh Campaign? At which grade is the Ho Chi Minh Campaign taught? (Image from the Internet)

In Vietnam, at which grade is the Ho Chi Minh Campaign taught?

Under Section V of the General education program for History and Geography at the Lower Secondary Level issued together with Circular 32/2018/TT-BGDDT, the learning outcomes required after learning Vietnamese history from 1954 to 1975 in the 9th-grade History and Geography curriculum are as follows:

- Introduce notable achievements in building the socialist North (completion of land reform, economic recovery and development, support for the Southern revolution, resistance against the destructive war of the American imperialists, etc.).

- Describe the significant military victories of the Southern people in the war against the U.S. aggression during the period 1954 - 1975 (the Dong Khoi uprising; defeating the strategies of "Special Warfare," "Local War," and "Vietnamization" by the U.S.; the General Offensive and Uprising of 1968 and 1972; Ho Chi Minh Campaign of 1975, etc.).

- State the reasons for the victory and the historical significance of the war against the U.S. for national salvation.

Therefore, the Ho Chi Minh Campaign is taught in the 9th-grade History and Geography curriculum.

What are the required historical competencies after completing History and Geography curricula at the lower secondary level in Vietnam?

Under Section V of the General education program for History and Geography at the Lower Secondary Level issued together with Circular 32/2018/TT-BGDDT, the required historical competencies after completing History and Geography curricula at the lower secondary level are as follows:

(1) Understanding of history:

- Initially identify and distinguish: the different types and forms of basic historical source materials, the value of historical materials in recreating and studying history.

- Extract and utilize information from some simple historical source materials.

- Initially identify and distinguish: the types of historical materials, the different forms of basic historical source materials, the value of historical materials in recreating and studying history.

- Extract and utilize information from some simple historical materials under the guidance of the teacher in historical lessons.

(2) Historical understanding and thinking:

- Describe and begin to present the main features of basic historical events and processes with the main elements of time, location, development, and results using diagrams, outlines, historical maps, etc.

- Present the historical context and give comments on the factors influencing the events, phenomena, historical figures, and processes; explain the results of the events, main developments in history.

- Analyze the impacts of the spatial and temporal context on historical events, figures, and processes.

- Describe and begin to present the main features of basic historical events with the main elements of time, location, development, and results; display developments of battles and wars on historical maps and outlines.

- Present the historical context and give comments on the factors influencing the events, phenomena, historical figures, and processes; explain the results of the events, and main developments in history.

- Analyze the impacts of the spatial and temporal context on historical events and figures.

- Initially explain the relationships between historical events, the mutual impact relationship between events, phenomena, and the historical context.

- Present personal opinions on some historical events, figures, or issues,... such as arguments to affirm or refute evaluations, and comments on a historical event, phenomenon, issue, or figure.

(3) Application of learned knowledge and skills:

- Use historical knowledge to explain and describe some historical events and phenomena in life.

- Apply historical knowledge to analyze and evaluate the impact of a historical event, figure, or issue on contemporary life.

- Apply historical knowledge to solve practical issues and explain current affairs occurring domestically and globally.