Innovation in using local historical relics in teaching Vietnamese history from 1858 to 1945 at high schools in Thua Thien Hue province

Documentary records and proposed solutions for conservation and promotion of relics. The results achieved in the study of DTLS depend largely on the knowledge level, understanding level of students and the ability of teachers to guide and motivate students to enjoy this work.

For example : The village communal house is not only a place for cultural and spiritual activities, a bond between the Vietnamese community, but many communal houses also have unique architectural art and are closely associated with the process of national liberation and homeland protection. However, currently, some communal houses in Thua Thien Hue that are recognized as provincial and national relics are being degraded and seriously threatened, such as An Cuu communal house, The Lai Thuong communal house, Ban Mon communal house, etc. Therefore, teachers can guide students to research the current status of communal houses.

- Target:

+ Regarding knowledge: Students discover the values of communal houses; influencing factors and solutions to protect and promote the values of communal houses.

+ Historical capacity:

 Historical research capacity: Identify and exploit the content of historical documents to present the historical, scientific and cultural values of the communal house.

 Cognitive and historical thinking ability: Analyze factors affecting the village communal house.

 Ability to apply learned knowledge and skills: Propose solutions to protect and promote the value of the communal house.

+ General capacity:

 Problem-solving and creative skills: Know how to propose, analyze and choose the most suitable solution to protect and promote the value of the communal house.

 Communication and cooperation skills: Know how to choose the form of group work with the appropriate scale to complete the discussion task.

 Self-control and self-study capacity: Know how to collect and use historical documents to learn about the value and current status of the village communal house.

+ Quality: Educate awareness of protection, propagate and popularize family values.

Village in the community; educate passion and love for History (patriotism, diligence, responsibility).

- Requirements: Understand the tasks and research methods to write reports...

- Research object: Village communal houses.

- Implementation time: 1 month.

- Research content:

+ Learn about the relic: Birth; unique features of architecture, landscape, artifacts...; related historical events and figures...

+ Current status of the relic: Damaged or intact, number of times restored, etc.; factors that change or destroy the relic (weather, natural disasters, war, human activities, etc.).

+ Educational activities, propaganda to protect local relics...

+ Propose plans to preserve, promote and advertise relics...

- Research method:

+ Field method : Students go to the village communal house, observe, film, take photos, collect and record information, describe the current status of the relic, draw a diagram of the relic...

+ Investigation method : Direct investigation of the communal house caretakers, people, local authorities, tourists, staff of the Thua Thien Hue History Museum...

+ Method of collecting LSDP documents: Collect documents from the internet, monographs, local reports, etc.

- Research plan: Group members discuss to develop a specific plan and clearly record each member's tasks in the tracking book.

For example :Specific plan of the research team about An Cuu communal house.

Mission

Member Name

Method of implementation

Time

Expected products

Survey

member

Use phones and cameras to film and take photos of the whole village and the communal house buildings.

5 days

(Specify day, month, year)

- Photos, movies

- Draw a diagram and describe the village communal house.

Investigate

member

Face to face interview

5 days

(Specify day, month, year)

Information on current situation/causes; level/causes of attracting tourists...

Learn the documentation

member

Find documents on the internet, library, LS Museum

Thua Thien Hue, report of An Cuu ward, Hue magazine past and present...

5 days

(Specify day, month, year)

Documents and pictures about An Cuu communal house

Discussion 1

The whole group

Discuss and agree on the outline

1 day

(Specify day, month, year)

Report outline

Write a report

member

Based on the agreed outline and content, write a report presenting the research content.

10 days

(Specify day, month, year)

Report

Comments, edit reports

The whole group

Read reports, edit inaccurate or inappropriate content

6 days

(Specify day, month, year)

Edited report

Discussion 2

The whole group

Discuss and agree on the content to be edited

1 day

(Specify day, month, year)

Content will be edited in the report

Complete the report

member

Based on the content of comments, complete the report.

7 days

(Specify day, month, year)

Complete report

Maybe you are interested!

- Implementation: Students work individually and in groups according to the plan. During the implementation, students' work will be recorded in the monitoring book. Teachers monitor, help, guide, and advise students to perform the task.

- Write a report on the research results: The final results are presented in a report. The report includes the following contents: The birth; description and analysis of the architectural value of the communal house; the role of the communal house in the process of fighting for liberation and defending the homeland; the current state of the communal house/causes; measures to preserve and promote the value of the communal house.

After the research process is completed, the teacher guides the students to organize a learning exhibition to introduce the relic. The products of the groups can be pictures, posters, documentaries, power point presentations...

It can be said that relic research is an activity that has the advantage of promoting students' positivity, initiative, creativity, especially their scientific research ability. To achieve results, teachers not only need to be aware of its importance, know how to build and organize it properly, but also be a companion to students throughout the learning process.

* Establishment of the "Young Historians" club

School clubs are a form of research-based, differentiated, and voluntary activities that bring together students with similar interests, strengths, or talents in a field to achieve common goals in learning, living, training, playing, and entertainment. Establishing a club brings many benefits to students and schools, such as managing and educating students in a systematic and creative way; creating a healthy environment for students to make friends, learn from each other, grow together, and orient their careers.

The “Young Historians” Club is a healthy playground for students who love history, to encourage them to study, learn, expand their knowledge and thereby form and develop qualities, abilities, and improve their learning outcomes. The club’s activities are quite diverse, but can focus on groups of content including: Exchange of learning experiences; discussion and answering questions, historical exercises; typical events, figures of LSDT and locality; DTLS of the locality . For the topic of DTLS of the locality, the club needs to diversify its organizational forms such as:

- Professional knowledge: Create documents about local DTLS.

- Propaganda and education activities: Articles about local events and typical characters, incorporating content introducing DTLS on school radio programs or school websites; contests to learn about local DTLS; visits to local DTLS; bilingual clips introducing local DTLS; paintings, photography, wall newspapers or exhibitions about local DTLS...

- Social activities: Participate in caring for, protecting, propagating and promoting the value of local DTLS...

- Scientific research activities: Organizing STEM scientific research and activities on local DTLS.

Thus, by joining the club, students can satisfy their passion for exploring history, improve their knowledge, and from there, they love the subject more, are proud of the traditions of their nation and locality, and cherish the heritages left by their ancestors. In particular, the club is

A good environment to practice and develop important skills such as teamwork, problem analysis and solving, organizational skills, IT application, scientific research, etc. When students have the opportunity to express themselves, their hidden abilities and strengths will be awakened. The club is the place to nurture and "give wings" to the dreams and passions of students to become Historians, people working in the field of conservation, museums, or tour guides to introduce and promote the homeland's historical relics to domestic and international friends...

To make the "Young Historians" club attractive and attract the participation of many students, History teachers need to play the role of consultants, supporters, and guides the club to innovate in both content and choose a familiar form, so that each time the club meets, students can have fun, play with all their heart, but play while learning, learning naturally and effectively.

* Organize a local historical gala about DTLS

The Gala is a comprehensive activity that attracts all students in the class and school to participate. The historical Gala has different scales. On a large scale for the whole school, there needs to be a thoughtful plan, elaborate preparation, and close coordination between professional groups, the Board of Directors, the Youth Union, etc., so it is often organized on the occasion of commemorating events and typical figures of the LSDT or LSĐP. On a small scale for each grade and class, history teachers can proactively organize in accordance with the goals, content, abilities, and interests of the students.

DTLS in Thua Thien Hue related to Vietnamese history from 1858 to 1945 has rich content. This is an advantage for teachers to organize cultural and artistic activities combined with exhibitions of learning products about DTLS in the locality to help students develop their talents and strengths, apply interdisciplinary knowledge, develop many different abilities during the activities, thereby achieving the goal of nurturing students' love for their homeland, pride and appreciation of typical local cultural values through understanding of DTLS.

For example : Teachers organize a small-scale historical prom for 12th grade students of Quang Dien district high schools with the theme "General Nguyen Chi Thanh - politician and military leader".

"outstanding, talented and virtuous example" at the Memorial Site of General Nguyen Chi Thanh. The program consists of 3 parts:

- Opening activities:

+ Perform some songs about the homeland of Quang Dien (Quang Dien sunshine and rain, Quang Dien love, Quang Dien welcomes a new day...), about General Nguyen Chi Thanh (Nguyen Chi Thanh lives forever with the people, Confide in the Bo River...).

+ Statement of reasons, introduction of delegates, gala program...

- Visit and introduce the life, revolutionary activities and Memorial Area of General Nguyen Chi Thanh with sub-themes:

+ Group 1: I am a Historian: Introduce the hometown, life, revolutionary activities and contributions of General Nguyen Chi Thanh.

+ Group 2: I am a tour guide: Introducing the Memorial Site of General Nguyen Chi Thanh.

+ Group 3: I am a cultural manager: Present measures to preserve and promote the value of the General Nguyen Chi Thanh Memorial Site.

- Telling stories about General Nguyen Chi Thanh. Each group prepares a story about the revolutionary activities of General Nguyen Chi Thanh. Between the groups' performances, there is a "quiz with prizes" game for the audience. At the end of the activity, the teacher organizes for students to comment, evaluate the activity, express their feelings and award prizes to the teams.

* Organize local contests to learn about DTLS

A contest is a competitive activity between individuals, groups or collectives that are always actively striving to achieve the desired goal, through finding the winning person/team. This is an attractive and engaging form of experience, meeting the needs of entertainment, discovering and nurturing talents, creating positive learning motivation for students.

The contest to learn about DTLS can be held in the field, or in the school campus, classroom. For schools that do not have the conditions to take students to visit and study at the relic, organizing a contest to learn is a feasible and highly effective measure in educating students. In addition to some contests such as making wall newspapers, giving speeches,

In addition to presenting, telling stories, writing articles on topics, teachers can simulate contests of Vietnam Television (Road to Olympia, Magic Hat, Who is a Millionaire, Golden Bell, Discovering Knowledge, Following History...), contests to promote talent, creativity and career orientation for students (photography contest about DTLS, reportage about DTLS, writing poems about DTLS, drawing about DTLS, tour guide contest introducing DTLS)... to attract and engage a large number of students to participate.

For example :We cooperated with A Luoi High School (A Luoi district) to organize the"Ring the Golden Bell"on Sunday (May 19, 2019) on the occasion of the 129th anniversary of President Ho Chi Minh's birthday. With the consent of the Board of Directors and the subject group, we organized it according to the following steps:

- Step 1: Determine the topic, goals, content of the contest, and participants:

+ Contest name "Forever the name of Ho Chi Minh".

+ Objective:

 Knowledge: Students learn about the biography and contributions of President Ho Chi Minh to the national history; the national history system related to him in Thua Thien Hue.

 Historical capacity: Capacity to study history (collect documents on biography and historical system related to People in Thua Thien Hue); Capacity to perceive and think about history (assess President Ho Chi Minh's contribution to historical history), Capacity to apply knowledge and skills (apply knowledge to improve the effectiveness of the movement to study and follow Ho Chi Minh's ideology, morality and style).

 General capacity: Self-control and self-study capacity (Know how to collect and use historical documents to learn about some historical sites related to President Ho Chi Minh in Thua Thien Hue).

 Qualities: Patriotism, responsibility (educating respect for Uncle Ho, national pride, sense of responsibility to protect the national heritage and sovereignty, adding motivation to practice, strive to study to become a useful citizen for society).

+ The question content is diversely built with forms of asking data, images, clips..., divided into 3 parts:

 Part 1 - Biography of President Ho Chi Minh.

 Part 2 - His activities and contributions to LSDT.

 Part 3 - Identifying historical sites related to the time he lived, studied and participated in the struggle movement in Hue.

+ Contestants: 100 students in grades 10, 11, and 12 of A Luoi High School.

- Step 2: Develop a plan, establish the Organizing Committee and Jury:

+ The plan clearly states the program's purpose, preparation work, tasks of each department, implementation schedule for students, announcements, and instructions on the competition rules.

+ Establish an Organizing Committee and a Jury consisting of representatives from the District Propaganda Department, the Board of Directors, the Youth Union, and History teachers.

- Step 3: Preparation, information, propaganda and mobilization for the contest:

+ History teachers prepare questions, answers, and reference materials.

+ The Organizing Committee prepares facilities (venue, speakers, projectors, chairs, pens, boards, etc.); organizes information and propaganda on bulletin boards, school websites, etc.

+ The homeroom teacher disseminates the plan and rules of the competition, guides students in reviewing...

- Step 4: Organize the contest:

+ Opening activities: Performing some dance and singing performances about Uncle Ho; declaring the reason, introducing delegates and participants; introducing the contest rules, etc.

+ Main activities:

 Contestants sit on a square competition floor and are given a board, pens, and cleaning cloth. The program takes turns asking questions, and contestants answer on the board. If they answer correctly, they can continue sitting on the competition floor; if they answer incorrectly, they will be eliminated. Interspersed with the competition are cultural activities, folk dancing, and games for the audience.

 When there were 20 people left on the competition floor, the MC organized a rescue. In this activity, teachers participated in a small game, and a lucky draw brought all the contestants back to the competition floor.

 In the last question, when the contestant raised the relief board, the paper planes containing the answer: Am Ba relic helped Nguyen Thi Hong Nhung - Class 12/3 answer the question correctly: "Find the mistake in the historical situation clip" , become the winner and ring the golden bell.