Where is Congo? When do students in Vietnam learn about the geographical location of African?

Where is Congo?

In actuality, there are currently two different Congos: the Republic of Congo (Congo Brazzaville) and the Democratic Republic of Congo (Congo Kinshasa). For more information on where Congo is, refer to the article below:

Republic of Congo (Congo Brazzaville): This is a nation located in Central Africa, with its capital at Brazzaville. The Republic of Congo borders Gabon to the west, Cameroon to the north, the Democratic Republic of Congo (Congo Kinshasa) to the east and south.

(Position of the Republic of Congo)

Location: Located in West Central Africa, with the capital at Brazzaville.

Area: Approximately 342,000 km².

Population: Approximately 5 million people.

Main language: French.

Capital: Brazzaville

Democratic Republic of Congo (Congo Kinshasa): This is the larger country, with its capital at Kinshasa. The Democratic Republic of Congo shares borders with several countries including Angola, Zambia, Tanzania, Uganda, Rwanda, Burundi, and the Republic of Congo.

(Position of the Democratic Republic of Congo)

Location: It is the largest country in Central Africa, with the capital at Kinshasa.

Area: Approximately 2,345,000 km², making it the third-largest country in Africa.

Population: Approximately 90 million people.

Main language: French.

History: The Democratic Republic of Congo has experienced many years of war and conflict, but is currently recovering.

Capital: Kinshasa

Note: The content is for reference only!

Where is Congo? When do students in Vietnam learn about the geographical location of African?​ (Image from the Internet)

When do students in Vietnam learn about the geographical location of African?

According to the Curriculum for the History and Geography subjects issued with Circular 32/2018/TT-BGDDT, the content for grade 7 is specified as follows:

Thus, the content on geographic location of African is taught in the History and Geography subject in grade 7.

What is the logic in developing the History and Geography curriculum at lower secondary levels in Vietnam?

According to the Curriculum for the History and Geography subjects issued with Circular 32/2018/TT-BGDDT, the logic in developing the History and Geography curriculum at lower secondary levels in Vietnam is as follows:

- The history education content across the three education levels differs from the current program in that it is not designed concentrically from lower grades upward. In lower secondary schools, students will study history from ancient times to the present. Therefore, significant historical events, phenomena, and figures of world history and national history are organized chronologically.

- Differences in levels in the lower secondary program are not only in the amount of content or details of historical events, but primarily in the fundamental understanding of the essence of historical events, causes of historical changes, diversity of social models, and the emphasis on training learning skills and applying knowledge in new situations.

- In lower secondary education, based on student age psychology and subject characteristics, the Geography subject is developed logically: from general physical geography in grade 6 to continent geography in grade 7, then to Vietnamese physical geography (grade 8) and Vietnamese economic-social geography (grade 9).

- This logic ensures that upon completing the lower secondary Geography program, students will have basic and general knowledge about geography, especially about Vietnam's geography, to continue into upper secondary education or engage in labor.

- In geography teaching, the process of forming basic concepts typically starts with geographical imagery leading to geographical concepts. Forming geographical imagery is particularly significant for 6th and 7th-grade students, ensuring they remember images and concepts and connect concepts with real life. Forming basic concepts is a process, sometimes requiring several lessons and chapters.

- Some concepts are formed gradually throughout an educational level, a subject program. Teachers should note this when teaching to avoid overload in lower grades and create a vertical connection between grades. Many general physical geographical concepts are initially formed in grade 6, then further developed in grades 7 and 8.

For example, the concept of atmospheric circulation in grade 6 is presented through diagrams of pressure belts and winds. The concept of atmospheric circulation is used and developed when students learn Geography 7, such as monsoon circulation discussed in the Asian monsoon region.

- Concepts related to fronts or tropical convergence may be used when students study Geography in grades 8 and 9 about Vietnam. Some economic-social geography concepts may be introduced simply in grade 7 and used at a higher level when studying economic-social geography of Vietnam in grade 9. Interdisciplinary concepts require longer timeframes for formation and development.