Which island in the Gulf of Tonkin is the farthest from the shore? What is the grade at which students in Vietnam will study the boundary division in the Gulf of Tonkin in the History and Geography curriculum?

Which island in the Gulf of Tonkin is the farthest from the shore?

Bach Long Vi Island is the farthest island from the shore in the Gulf of Tonkin. Situated about 110 km from the mainland and about 70 km from Cat Ba Archipelago, Bach Long Vi holds a significant strategic location in Vietnam's national defense - security and marine economy.

Geographical location: being in the heart of the Gulf of Tonkin, Bach Long Vi is like a "pearl" in the sea, playing a critical role in protecting the nation's maritime sovereignty.

Pristine beauty: With white sandy beaches, clear blue waters, and a diverse ecosystem, Bach Long Vi exudes a primitive, enchanting beauty.

Historical value: The island has been the site of many battles to defend the country, leaving a strong historical imprint.

Tourism value: Currently, Bach Long Vi is being developed for tourism, promising to become an attractive destination for those who love exploration and experiences.

Note: Information is for reference purposes only.

Which island in the Gulf of Tonkin is the farthest from the shore? What is the grade at which students in Vietnam will study the boundary division in the Gulf of Tonkin in the History and Geography curriculum? (Image from the Internet)

What is the grade at which students in Vietnam will study the boundary division in the Gulf of Tonkin in the History and Geography curriculum?

Under the General education program in History and Geography at the lower secondary level issued along with Circular 32/2018/TT-BGDDT, the content and required outcomes in the 8th-grade History and Geography curriculum are as follows:

- Geographical location, and natural characteristics of Vietnamese seawaters and islands

+ Identify on the map the extent of the East Sea, countries, and territories that share the East Sea with Vietnam.

+ Describe the natural characteristics of Vietnamese seawaters and islands.

- Vietnam’s maritime areas in the East Sea

+ Identify on the map the base points, the dividing line in the Gulf of Tonkin between Vietnam and China; present the concepts of internal waters, territorial seas, contiguous zones, exclusive economic zones, and continental shelf of Vietnam (according to Vietnam’s Law of the Sea).

- Marine island environment and resources of Vietnam

+ Describe the characteristics of the marine island environment and the issue of protecting Vietnam's marine island environment.

+ Present the marine resources and continental shelf of Vietnam.

Thus, students in Vietnam will study the boundary division in the Gulf of Tonkin in the 8th-grade History and Geography curriculum.

What are the perspectives on developing the 8th-grade History and Geography curricula in Vietnam?

Under Section II of the General education program for History and Geography at the lower secondary level promulgated with Circular 32/2018/TT-BGDDT, the perspectives on developing the 8th-grade History and Geography curricula in Vietnam are as follows:

The History and Geography curricula at the lower secondary level adhere to the provisions in the overall program while emphasizing several points of view:

(1) The curriculum aims to develop scientific thinking in students, allowing them to view the world as an integrated whole in both spatial and temporal dimensions based on fundamental knowledge and learning tools for researching history and geography; thereby, forming and developing specific abilities along with general competencies, especially the ability to apply knowledge and skills in practice and creativity.

(2) The curriculum inherits and promotes the strengths of the History and Geography subjects in the current general education curriculum and absorbs the experience of subject curriculum development from advanced countries. The subject content ensures equipping students with foundational, comprehensive, and scientific general knowledge; suitable for the psychological and cognitive characteristics of students, taking into account the teaching conditions in Vietnamese schools.

(3) The historical education content is designed chronologically, from prehistoric times through ancient, medieval to modern and contemporary times; in each period, there's an interleaving of world history, regional history, and Vietnamese history. The geography education content flows from general geography to regional geography and Vietnamese geography. It emphasizes selecting themes, connecting knowledge and skills to form and develop competencies in students while valuing the distinctive features of historical and geographical sciences.

(4) The curriculum emphasizes the application of active educational methods, highlighting the use of varied teaching aids and diversifying teaching and assessment methods to form and develop qualities and competencies in students.

(5) The curriculum ensures connectivity with the primary History and Geography curriculum and the History and Geography curriculum at the upper secondary level; ensuring coherence and connectivity between classes, education levels, and subjects, as well as educational activities in the general education program.

(6) The curriculum is open, allowing flexible implementation depending on local conditions, the target student groups (students in disadvantaged areas, students with special support needs,...).