+) The teacher leads into the topic of the lesson.
- Question content:
Question 1: What was the mission of the Southern Revolution after 1954?
A. Conduct armed struggle to defeat the aggressive war of America and Diem.
B. Together with the North, carry out the construction of socialism.
C. Conduct CM DTDC
D. None of the above.
Answer: C
Question 2: What role did the Southern Revolution play in overthrowing the domination of American imperialism and its henchmen, liberating the South, and unifying the country?
A. Has the most important role.
B. Has the most fundamental role.
C. Has a direct decision-making role.
D. Has the most decisive role.
Answer: C
Question 3: In early 1955, when they had established a firm foothold in South Vietnam, what campaign did the Ngo Dinh Diem group launch?
A. "denounce communism", "destroy communism"
B. "anti-feud", "anti-realism", "anti-communism".
C. "destroy communism without mercy".
D. "It's better to shoot by mistake than to miss."
Answer: A
Question 4: Which policy of the US-Diem regime was implemented in the one-sided war strategy in the South?
A. Deposed Bao Dai and made Ngo Dinh Diem president.
B. Eliminate all French troops to monopolize the South.
C. Launched a campaign to "denounce communism", "destroy communism", enforced "law 10-59", and brought the guillotine everywhere.
southern.
D. Implement the policy of "anti-colonialism", "anti-feudalism", and "anti-communism".
Answer: C
Question 5: What is the focus of "Special War"?
A. Herd people into strategic hamlets.
B. Using Vietnamese to fight Vietnamese.
C. Pacification of the South.
D. Pacify the South and expand the war to the North.
Answer: C
II. Knowledge formation activities
Introducing the new lesson: When talking about the war in Vietnam, we cannot help but mention the Cu Chi tunnels, one of the wonders of the nation's great military art, which became the terror of the enemy. With extraordinary perseverance and deep hatred for the enemy, the army and people of Cu Chi district
creating the legend of Cu Chi that still resounds today. So what is the origin, history, structure and role of the tunnels in the resistance war? Next, I will join you to learn about the topic "Cu Chi - the land of steel and bronze".
Activity 1:Origin and history of Cu Chi tunnels.
Objective: To learn about the origin and history of the Cu Chi tunnels. Method: Group discussion, presentation
Time: 10 minutes
Targeted competencies: Discussion, presentation, and question-and-answer skills.
Teaching activities
Learning activities | Content to be achieved | |
The teacher let students watch the video and introduce the Cu Chi tunnels. The teacher prepares A0 paper, divides the class into 4 groups, and lets students discuss and solve the problem. ? After observing the passage | Students watch the video | 1. History of formation |
Cu Chi | Cu Chi Tunnels | |
- 1946- 1948: the bases | ||
secret tunnel in the area | ||
Student groups receive research assignments | The enemy rear is formed. | |
research, conduct discussion | - 1961- 1965: Completed | |
group | tunnel correction | |
"backbone". | ||
- 1966: Development of | ||
communicating branches, shape | ||
underground system |
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In the video above, please outline the origin and history of the Cu Chi tunnels on A0 paper.
Teacher comments, adds, and concludes
A representative of one group presents their product. The remaining groups observe, comment, and ask questions. | continuous - August 1967: Building a belt to destroy the US, the tunnel network system developed to 250km combined with dense minefields on the ground. => The Cu Chi tunnels became a daily danger to the enemy throughout the war. |
Product requirements: Meet content requirements and can be presented in many different formats.
For example:
From basement to tunnel
6 communes to the west
Develop interconnected branches to form a continuous tunnel system
North Cu Chi completes the "backbone" of the tunnels
Build an underground village
dense land mines
1966
1967
1961-
1965
1946-
1948
The tunnel network system developed up to 250km combined with battlefields
Forming secret bunkers in enemy territory
Activity 2:Cu Chi tunnel structure.
Objective: To learn about the structure and role of each part of Cu Chi tunnels. Method: Group discussion, presentation
Time: 15 minutes
Targeted competencies: Ability to research visual models, discussion, presentation and question and answer skills.
Teaching activities
Learning activities | Content to be achieved | |
The teacher let students observe the structure diagram of Cu Chi tunnels. ? Please tell me how the Cu Chi tunnel system is arranged? The teacher assigns tasks to 4 groups corresponding to 4 issues that need to be researched through the Cu Chi tunnel model: + Group 1: research the first floor of the tunnel + Group 2: research the second floor of the tunnel + Group 3: research the third floor of the tunnel | Students observe and answer questions | 2. Structure of the tunnel |
ask | Cu Chi | |
The tunnel system is | ||
divided into 3 main floors: | ||
- First floor: from the street | ||
3m land, used for moving | ||
move fast, attack | ||
on the ground | ||
- Second floor: above ground | ||
5m, is the transition layer, | ||
aisle layout and | ||
different room | ||
- 3rd floor: above ground | ||
8-10m, is the shelter floor when | ||
strong enemy sweep | ||
Students receive tasks and progress. | ||
research information | ||
through model | ||
Students search for information |
+ Group 4: routes up and down, air routes and light in the tunnels
? Based on the visual model of Cu Chi tunnels, study the structure and corresponding role of each level.
Teacher comments, adds, and concludes
The teacher combines the products of the groups into a complete board system.
by QR code | |
Students present content | |
study. | |
Presentation groups | |
research products, | |
The remaining groups ask questions. | |
ask, add, comment | |
Students synthesize knowledge | |
by product |
Products to achieve:
- Students self-perceive and research through models
- Students can fully present the content through presentations and table of contents products.
First floor
•3m above the ground, can withstand artillery shells and the weight of tanks, armored vehicles and heavy vehicles
•This floor is used for fast movement, hiding from enemies or organizing quick attacks on the ground.
Second floor
•5m above ground, connected to the 1st floor, can withstand small bombs.
•This is the transitional floor, usually containing walkways and rooms: kitchen, classroom, lounge, meeting room, etc.
Third floor
•8-10m above ground, can withstand heavy penetrating bombs.
•This is the shelter when the enemy sweeps strongly. Because it is deep underground, lacks oxygen and light, the winding paths are unfavorable for staying long and moving quickly, so this floor is only used for shelter.
Road system
•The tunnels are arranged with secret hatch covers. The top is camouflaged with dry leaves or fresh grass clumps, looking like termite mounds. There are ventilation holes along the tunnels.
• Due to the need for natural air and light, the tunnel has many ventilation holes. To avoid being searched by the enemy, the ventilation holes are dug like rat holes or crab holes in the bushes.
Activity 3:The role and significance of Cu Chi tunnels in the resistance war.
Objective: To understand the role and significance of Cu Chi tunnels in the resistance war. Method: Group discussion, presentation
Time: 10 minutes
Targeted competencies: assessment, criticism, and opinion-making skills.