Which bay was previously known as Luc Thuy? What are the manifestions regarding specific competencies under the 4th-grade History & Geography curriculum in Vietnam?
Which bay was previously known as Luc Thuy?
This is a question in the Contest "Youth Learning and Following the Ideology, Morality, and Style of Ho Chi Minh" in the 2024-2025 school year.
The answer to this question is Ha Long Bay.
*Explanation: The name "Luc Thuy" originates from the image of large rivers flowing out to the sea, creating a vast brackish water area with a green color surrounding the limestone islands. This name evokes a beautiful, lush, and poetic natural scenery.
Besides Luc Thuy, Ha Long Bay has been known by many other names throughout periods, such as:
Giao Chau: This is the oldest name, reflecting its significance as a major trading hub.
An Bang, An Quang: These names appear in ancient documents, reflecting the peacefulness and vastness of the sea area.
Hai Dong, Hoa Phong, Nghieu Phong: These names emphasize the majestic and poetic beauty of the bay.
*The reason for the different names is because:
- Changes over time: The name of a location often changes over time depending on the understanding and appellation by local residents.
- Influence of various cultures: Different cultures have diverse ways of naming the same location.
*Note: Information is for reference only./.
Which bay was previously known as Luc Thuy? What are the manifestions regarding specific competencies under the 4th-grade History & Geography curriculum in Vietnam? (Image from the Internet)
What are the required outcomes regarding the beauty of the world's natural wonder - Ha Long Bay in the local education content in Vietnam?
Under Section 5 of the general framework on local education content of Quang Ninh province issued with Decision 3268/QD-UBND 2020, the required outcomes regarding the beauty of the world's natural wonder - Ha Long Bay in the local education content in Vietnam are:
Culture, traditional history
1. The beauty of the world's natural wonder - Ha Long Bay
- Be able to name some beautiful islands, caves, and beaches in Ha Long Bay.
- Introduce some unique beauties of Ha Long Bay to family and friends.
- Draw a picture of one of the islands, caves, beaches/gather pictures, photos of the beauty of Ha Long Bay.
- Create a bulletin/video/wall newspaper/diagram or play the role of a tour guide to introduce, and promote the beauty, value, tourism of Ha Long Bay.
Thus, under the above regulations, the beauty of the world's natural wonder - Ha Long Bay is one of the required outcomes in the 4th-grade grade local education content in Quang Ninh province.
What are the manifestions regarding specific competencies under the 4th-grade History & Geography curriculum in Vietnam?
Under sub-section 2 Section 4 of the general education program for History and Geography issued with Circular 32/2018/TT-BGDDT:
Required outcomes regarding specific competencies
The History & Geography subject forms and develops in students a competency in history and geography, specific manifestions of scientific competency, with the components: understanding historical and geographical sciences; researching history and geography; and applying knowledge and skills learned.
The manifestion of these competency components is presented in the following table:
| Competency Component | Manifestion |
| UNDERSTANDING HISTORICAL AND GEOGRAPHICAL SCIENCES | - Telling, stating, recognizing geographical phenomena, historical events occurring in life according to spatial - temporal relation; some values, traditions connecting Vietnamese people; some civilizations; some difficulties humanity is facing. - Presenting, describing some main features about history and geography of local, regional, national, world. - Stating how humans exploit, use and protect nature. |
| RESEARCHING HISTORY AND GEOGRAPHY | - Know how to observe, search documents to find information or perform simple investigations to explore historical events and geographical phenomena; know how to read outline maps, charts, natural, demographic maps,... at a simple level. - From sources like documents, data, charts, outline maps, maps,... stating comments on characteristics and relationships between historical events and geographical objects, phenomena. - Presenting own opinions about some historical events, figures, and geographical phenomena,... - Comparing, commenting, distinguishing the diversity of nature, demography, history, culture in some regions; commenting on the impact of nature on human production activities and the impact of humans on nature. |
| APPLYING KNOWLEDGE, AND SKILLS LEARNED | - Determining the position of a location, a spatial boundary on a map; using a timeline to represent the development progress of events, historical processes. - Using charts, data,... to comment on some historical events, geographical phenomena. - Know how to collect and use historical and geographical source documents to discuss and present views on some simple historical, geographical, social issues. - Applying learned historical and geographical knowledge to analyze and comment at a simple level on the impact of an event, historical figures, and geographical phenomena,... on current life. - Proposing ideas and executing some actions like: saving resources, protecting the environment, preserving historical, cultural relics,... |
