What are guidelines on making presentation on the Founding of the Kingdom of Funan through legends? What are regulations on the logic of developing and implementing the grade 5 History and Geography curriculum in Vietnam?

What are guidelines on making presentation on the Founding of the Kingdom of Funan through legends?

In the General education curriculum for the History and Geography subject at primary level issued together with Circular 32/2018/TT-BGDDT, students in Vietnam are required to present the founding of the Kingdom of Funan according to the legend of its establishment and some archaeological evidence.

Below are the guidelines for presenting the founding of the Kingdom of Funan according to legend:

The Kingdom of Funan emerged around the 1st century, linked with the legend of Preah Thong-Soma along with some archaeological evidence. The inhabitants of Funan mainly resided in what is now the southern region of Vietnam.

According to the legend of Preah Thong-Soma, Preah Thong was an Indian Brahmin who was instructed in a dream to take the magic bow from a temple and defeat the Khmer queen named Soma, daughter of King Nagas. Afterwards, Preah Thong and Soma married and together ruled the Kingdom of Funan.

Note: The above content is for reference only!

What are guidelines on making presentation on the Founding of the Kingdom of Funan through legends? What are regulations on the logic of developing and implementing the grade 5 History and Geography curriculum in Vietnam?​ (Image from the Internet)

What are regulations on the logic of developing and implementing the grade 5 History and Geography curriculum in Vietnam?

Based on the General Education Curriculum for the History and Geography subject at primary level issued together with Circular 32/2018/TT-BGDDT, the logic of building and developing the History and Geography curriculum in grade 5 is as follows:

- The content of historical and geographical education is organized into an independent subject to help students broaden and enhance their understanding of the surrounding environment, suitable to their cognitive level.

- The content of historical and geographical education includes initial knowledge about nature, population, some economic activities, historical and cultural aspects of regions, the country, and the world; events and historical figures reflecting the milestones marking the development of historical periods, achievements in building the nation (economy, politics, culture, etc.) and defending the country.

- The History and Geography curriculum does not separate into two distinct subjects. Historical and geographical knowledge is integrated into themes, expanded spatially and socially (starting from the local level, regions, to the national and global level).

- This logic ensures that upon completing the subject at the elementary level, students will have preliminary knowledge of the history and geography of local areas, regions, the country, and the world to continue studying History and Geography at the secondary level. When teaching, teachers need to relate the lesson content to the specific and typical history and geography of the locality.

- The content of the History and Geography subject focuses on selecting "points." Historical knowledge selected does not strictly follow chronological order but reflects events and historical figures representative of some regions and historical periods.

- For geography, regions are selected based not only on natural similarities but also on the historical roles of those regions; each region is chosen to introduce some typical geographical features.

What is the minimum teaching equipment for grade 5 History and Geography in vietnam?

According to the General Education Curriculum for the History and Geography subject at primary level issued together with Circular 32/2018/TT-BGDDT, the minimum teaching equipment for History and Geography includes:

- Models of artifacts, historical and geographical images, audio recordings of historical figures' speeches, etc.;

- Maps, charts;

- Diagrams, statistical tables, etc.;

- Video films;

- Learning worksheets containing source materials;

- Specimens of nature;

- General instruments and equipment for observing nature; some practical tools;

- Teaching software (research and gradual extensive application).

Teaching equipment for History and Geography are rich, specific, dynamic, image-rich, and convincing resources, not only to illustrate the teacher's lecture but also to support teachers in organizing learning activities, actively and creatively discovering historical and geographical knowledge for students. Teachers create conditions for students to work directly with the teaching equipment following the motto: Let students have more exposure to equipment, think more, work more, and express their opinions more.