Which are the 10 feudal dynasties of Vietnam? What is the duration of the implementation of the History and Geography curriculum in lower secondary education in Vietnam?

Which are the 10 feudal dynasties of Vietnam?

The feudal dynasties of Vietnam began with the Ngo Dynasty after Ngo Quyen defeated the Southern Han army on the Bach Dang River. However, after quelling the rebellion of 12 lords, Dinh Bo Linh unified the country and established the Dai Co Viet state, which is considered the first centralized feudal state in history.

The last feudal state of Vietnam was the Nguyen Dynasty. On September 2, 1945, President Ho Chi Minh read the Declaration of Independence, declaring the end of feudal policies and the establishment of the Democratic Republic of Vietnam.

The 10 feudal dynasties of Vietnam include the following:

Which are the 10 feudal dynasties of Vietnam? What is the duration of the implementation of the History and Geography curriculum in lower secondary education in Vietnam?​ (Image from the Internet)

What is the duration of the implementation of the History and Geography curriculum in lower secondary education in Vietnam?​

Based on the General Education Program for History and Geography, issued with Circular 32/2018/TT/BGDDT, the prescribed duration for History and Geography in lower secondary school is 105 periods/class/year. The percentage of periods allocated for each content area is shown in the table below:

What are guidelines for integration in teaching History and Geography for lower secondary school students in Vietnam?

According to the General Education Program for lower secondary school History and Geography issued with Circular 32/2018/TT/BGDDT, integration in teaching History and Geography is implemented as follows:

Intra-Subject Integration

Intra-subject integration refers to integrating related content within the same subject according to specific themes, chapters, and lessons. This systematically organizes knowledge blocks to highlight the main ideas of the subject. Intra-subject integration is also reflected in the subject structure, ensuring the subject's knowledge systematization.

In History, intra-subject integration clearly shows the relationship between the nature of historical science and educational priorities. The central axis of the lower secondary school History Program is chronological (time). Thus, for each historical era, the design follows a pattern: World History - Regional History - Vietnamese History - Local History, with Vietnamese History as the focus.

In grade 6, students learn about world and Vietnamese history from prehistoric times to ancient times. In grade 7, they study world and Vietnamese history from ancient to medieval times. In grade 8, they cover world and Vietnamese history from medieval to early modern times. In grade 9, they study world and Vietnamese history in modern times.

Placing Vietnamese history in the context of world and regional history of specific eras and periods helps students understand their national history more profoundly and recognize Vietnam's position in human history and its contributions to social progress. This fosters national pride and legitimate national consciousness.

The program's structure also links local history with national history and military, political, diplomatic, economic, and cultural history.

Interdisciplinary Integration in Geography Teaching

Geography science and teaching integration are multi-layered and multi-dimensional, not merely a "bilateral" integration between Geography and a specific subject. When studying Geography, whether at the continental level or about Vietnam and its localities, students explore environmental features, natural resources, population and social conditions (possibly including historical, cultural, institutional conditions), economic sectors, and economic centers.

These insights are not isolated but consider interactions. For example, natural conditions and resource base change due to economic exploitation affecting the economy, population, settlement, and superstructure; development policies impact demographic distribution, economic structure by sector and territory, and environmental and resource base at national and regional levels.

This highlights that intra-subject and interdisciplinary integration in Geography teaching is extensive, applicable from basic to advanced levels, and always feasible, enhancing Geography teaching quality and student interest.

History - Geography Integration in Specific Program Content

Mutual reinforcement between historical and geographical thinking requires students studying History to place historical events in geographical contexts and evaluate the geographical factors' impact on historical processes.

Regarding the formation of ancient societies and kingdoms, these are influenced by the paleo-geographical conditions of those times, which is taught in grade 6 about ancient societies.

Mutual reinforcement between historical and geographical thinking also requires students studying Geography to analyze historical events' impacts on geographical processes and analyze geographical subjects in motion and development, placing geographical analyses in specific historical contexts.

When considering a geographical phenomenon's formation, development, change, and degradation, students grasp historical perspectives. In grade 6, in the theme "Humans and Nature," students initially understand the interrelationship between nature and human life, the necessity of protecting nature, and smart resource exploitation.

Knowledge of human social history is leveraged from History lessons and integrated into Geography lessons in grades 7 (Population, society, political maps of continents), 8 (Vietnamese islands), and 9.

Thematic Integration

The program features several integrated themes between history and geography, allocated appropriately across grades. These themes are specified in Section 6.

Interdisciplinary Education on Cross-Cutting Issues

Geography's highly integrative nature enables the History and Geography program to incorporate various themes that are timely and meaningful, such as environmental education, population education, gender education, education for sustainable development. Proper integration of related issues, leveraging geography's strengths, will not affect geography education but make geography teaching more lively, practical, and engaging.

These integrative contents can be introduced in general geography (grade 6) and Vietnamese geography (grades 8 and 9).