Which was the first communist organization established in Vietnam? What is the study duration for the specialized topic in Grade 12 History in Vietnam?
Which was the first communist organization established in Vietnam?
In response to the demands of the revolutionary reality, from 1929 to 1930, three Communist organizations were successively established in Vietnam as follows:
- On June 17, 1929, the Northern Territorial Committee of the Vietnam Revolutionary Youth League established the Indochinese Communist Party in Hanoi.
- In November 1929, comrades from the Central Committee and the Southern Territorial Committee of the Vietnam Revolutionary Youth League decided to establish the An Nam Communist Party.
- On January 1, 1930, prominent delegates from the Tan Viet Revolutionary Party (a precursor of the Communist Party) convened and established the Indochinese Communist League in the Central Region.
Thus, the first Communist organization established in Vietnam was the Indochinese Communist Party.
These three Communist organizations - the Indochinese Communist Party, the An Nam Communist Party, and the Indochinese Communist League - served as the foundation for the eventual establishment of the Communist Party of Vietnam.
Which was the first communist organization established in Vietnam? What is the study duration for the specialized topic in Grade 12 History in Vietnam? (Image from Internet)
What is the study duration for the specialized topic in Grade 12 History in Vietnam?
In the General Education Program issued with Circular 32/2018/TT/BGDDT, the specified number of periods allocated for study topics in Grade 12 is 35. The projected number of periods for study topics (including examinations and assessments) is as follows:
| Content Stream | Grade 10 | Grade 11 | Grade 12 |
| CAREER ORIENTATION TOPIC | |||
| Topic 10.1: Fields of History | 10 | ||
| EXPERIENTIAL LEARNING TOPIC | |||
| Topic 10.2: Conservation and Promotion of Cultural Heritage Values in Vietnam | 15 | ||
| Topic 11.1: History of Traditional Vietnamese Art | 15 | ||
| Topic 12.1: History of Beliefs and Religions in Vietnam | 15 | ||
| KNOWLEDGE ENHANCEMENT TOPIC | |||
| Topic 10.3: State and Law of Vietnam in History | 10 | ||
| Topic 11.2: War and Peace in the 20th Century | 10 | ||
| Topic 11.3: Eminent Figures in Vietnamese History | 10 | ||
| Topic 12.2: Japan: Historical Journey from 1945 to Present | 10 | ||
| Topic 12.3: Vietnam's Process of International Integration | 10 |
What are levels for evaluating requirements in History subject at upper secondary level?
In the General Education Program issued with Circular 32/2018/TT/BGDDT, the terms used to express the levels of requirements in history subject at upper secondary education include:
| Degree | Descriptive Verbs for Degree |
| Know | - Know how to find information using search tools, utilize search keywords on the Internet, electronic library, traditional library, etc. - Identify historical documents: differentiate between types of historical documents (written, historical artifacts, etc.). - Know how to explore historical materials: initially understand the content, explore and utilize some historical materials during learning. - Name events, historical figures in specific space and time. - State, point out major developments of events, historical figures at a simple level, in unchanged situations. - List, record or recount the main milestones of a historical period, process, historical figures, etc. - State or define basic historical terms and concepts. - Identify the position of events, figures, periods in the historical process. - Correctly place events, figures, historical periods (on timeline, map, historical chart, etc.). - Connect events, figures, historical processes that have logical or related relationships. |
| Understand | - Recreate and present (verbally or in writing) the progression of events, figures, historical processes from simple to complex. - Describe in one's own words the basic features of events, persons, historical periods, some civilizations of the world and Vietnam (material and spiritual life, notable achievements, etc.). - Use maps, diagrams, charts to introduce events, historical journeys, important economic, political, social changes in some countries around the world and Vietnam. - Create timelines or construct progress diagrams of history, major events (wars, uprisings, major battles, revolutions, reforms, etc.). - Explain the origins, causes, dynamics of historical events from simple to complex; point out the development of history diachronically and synchronously. - Analyze the impacts, reciprocal relationships among events, figures, historical processes. - Explain causal relationships in the historical process (among events, historical processes; between natural conditions and social development, between people, etc.). - Analyze the reasons for success or failure (of historical events, incidents, revolutionary movements, wars, reforms, etc.). - Compare similarities and differences among events, figures, historical processes. - Provide individual comments, evaluations on historical events, figures, processes based on historical awareness and thinking. - Analyze the continuity and change of events, figures, issues in the historical process. - Know how to think in different directions when considering, evaluating, or seeking answers about a historical event, figure, process. |
| Apply | - Determine problems to be solved regarding events, figures, periods in the historical process. - Independently explore, ask questions to discover different aspects, contexts, dimensions of historical events, figures, processes. - Identify the position, role of events, figures, issues in the historical process. - Propose directions for solving and explaining historical problems. - Complete practice exercises applying knowledge in unchanged situations to develop basic skills and consolidate historical knowledge. - Know how to explore, discover through historical materials, documents or visits, excursions to answer different questions about a historical event, issue, figure. - Draw historical lessons, apply historical knowledge and lessons to solve problems in new situations, connect past historical issues with current life. - Complete exercises requiring analysis, synthesis, evaluation, applying historical knowledge in changing situations, solving problems with learner creativity. - Plan for learning sessions on site, museum visits, monuments guided by teachers. - Build and present short reports based on collecting and analyzing, aggregating information from different historical sources (via individual or group work results). - Relate local reality, apply learned knowledge about world or Vietnamese history to specific cases, local circumstances. - Design an action plan or poster to encourage public participation in preserving local historical-cultural heritage. - Able to independently explore historical issues, access and process information from various sources, aware of and committed to lifelong history learning. |
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