Chapter 2: Nationalism in India

Notes added by teacher Pulkit

Notes added by teacher Pulkit

Notes added by teacher Pulkit

Notes added by teacher Pulkit

Notes added by teacher Pulkit

Notes added by teacher Pulkit

Notes added by teacher Pulkit

Notes added by teacher Pulkit

The Nationalist Movement in Indo - China

French colonialism in Indo-China.

Emerging from shadow of china 
     Indo-china comprises of the modern countries of Vietnam, Laos and Cambodia.
     Different groups of people living in this area are under the shadow of the powerful empire of China. 
This is because :
    (i)     Even today the rules of northern and central Vietnam continue to maintain the chinese system of government as well as chinese culture.
    (ii)     Vietnam was also linked to the ‘maritime silk route that brought in goods, people and ideas from China. Other networks of trade connected the hinterlands where non-Vietnamese people such as khmer Cambodias lived.

    Colonial Domination and Resistance
    Vietnam was colonised by French.
    On one hand France controlled military and economic domination and on other hand tried to reshape the culture of Vietnamess.
    The people opposed the french and their policies which led to development of Nationalism in Vietnam.
    Stages in Freanch colonisation
    (i)     1858 – French troops landed in Vietnam.
    (ii)     Mid 1880 – French established firm grip over northern region.
    (iii)     1887 – After Franco-chinese war the French assumed control of Tonkin and Anaam leading to the formation of French Indo-china.

    Why the French thought Colonies Necessary
    Colonies were considered essential to supply natural resources and other essential goods.France also thought it was the mission of the’ advanced’ European countries to bring the benefits of civilisation to backward peoples.
    (i)    The French began by building canals and draining lands in the Mekong delta to increase cultivation.
    (ii)    The vast system of irrigation works -canals and earthworks - built mainly with forced labour, increased rice production and allowed the export of rice to the international market. 
    (iii)    Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
    (iv)    This was followed by infrastructure projects to help transport goods for trade, move military garrisons and control the entire region. Construction of a trans-lndo-China rail network that would link the northern and southern parts of Vietnam and China had begun.

    Should Colonies be Developed?
    Some like Paul Bernard, an influential writer and policy-maker, strongly believed that the economy of the colonies needed to be developed. 
    (i)    He argued that the purpose of acquiring colonies was to make profits. Bernard suggested that there were several barriers to economic “growth in Vietnam: high population levels, low agricultural productivity and extensive indebtedness amongst the peasants. If the economy was developed and the standard of living of the people improved, they would buy more goods. The market would consequently expand, leading to better profits for French business.
    (ii)    To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms.
    (iii)    The colonial economy in Vietnam was, however, primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite. Rail and port facilities were set up to service this sector. 
    Indentured Vietnamese labour was widely used in the rubber plantations.

    The Dilemma of Colonial Education
    French colonisation was not based only on economic exploitation. It was also driven by the idea of a ‘civilising mission’. The French claimed that they were bringing modern civilisation to the Vietnamese. They took it for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development’.
    Education was seen as one way to civilise the ‘native’. But in order to educate them the French needed an educated local labour force but they feared that education might create problems. 
    (i)    Once educated, the Vietnamese may begin to question colonial domination.
    (ii)    Moreover, French citizens living in Vietnam (called colons) began fearing that they might lose their jobs-as teachers, shopkeepers, policemen - to the educated Vietnamese. So they opposed policies that would give the Vietnamese full access to French education. 

    Talking Modern
    The French were faced with yet another problem in the sphere of education: the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. 
    (i)    Some policymakers emphasised the need to use the French language as the medium of instruction. By learning the language, they felt, the Vietnamese would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France’. The educated people in Vietnam would respect French sentiments and ideals, see the superiority of French culture, and work for the French. 
    (ii)    Others were opposed to French being the only medium of instruction. They suggested that Vietnamese be taught in lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.
    (iii)    Only the Vietnamese elite - comprising a small fraction of the population-could enroll in the schools, and only a few among those admitted ultimately passed the school-leaving examination. This was largely because of a deliberate policy of failing students, particular  in the final year, so that they could not qualify for the better-paid jobs.
    (iv)    School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection; they could work in the fields but not rule themselves; they were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam.

     Looking Modern
    The Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene and French (these classes were held in the evening and had to be paid for separately). The school’s approach to what it means to be ‘modern’ is a good example of the thinking prevalent at that time. It was not enough to learn science and Western ideas: to be modern the Vietnamese had to also look modern.The school encouraged the adoption of Western styles such as having a short haircut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair.

    Resistance in Schools
    Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition, at other times there was silent resistance. 
    It became difficult to control what was actually taught. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.
    In 1926 a major protest erupted in the Saigon Native Girls School. A Vietnamese girl sitting in one of the front seats was asked to move to the back of the class and allow a local French student to occupy the front bench.
    Elsewhere, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of society. This brought them into conflict with the French as well as the traditional elite, since both saw their positions threatened.
    Schools became an important place for political and cultural battles. The French sought to strengthen their rule in Vietnam through the control of education. They tried to change the values, norms and perceptions of the people, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese. 
    Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity: its own culture and customs were being devalued and the people were developing a master-slave mentality.

Illustration 1
    Why it is said that Indo-China had ‘Emerged from shadow of China’?
Solution
    Indo-China comprise of countries Vietnams, Laos and Cambodia. They still follow the Chinese system of governence and culture. They are closely connected to China through maritime silks route. 

Illustration 2
    Why French thought that colonisation was necessary?
Solution
    French thought colononisation was necessary because :
    (i)     Colonies can be used for supplying natural resources and other essential goods.
    (ii)     Advanced European countries have a mission to bring the benifits of civilization to backward peoples of the colonies.

Illustration 3
    What was the dilemma of colonial education?
Solution
    On one hand the French needed the educated labour force on the other hand educated people of colonies may question the colonial domination.

Illustration 4
    How silent resistance started in the schools of Vietnam.
Solution
    It was difficult to check what was being tanght in the class. The teachers in Vietnam quitely modified the text while teaching and criticised what was stated in the texts. This started the silent resistance in the schools of Vietnam. 

Illustration 5
    What steps were suggested by French policy makers to counter the impact of Chinese culture from Vietnam?
Solution
    French policy makers suggested that in schools of Vietnam French language should be used as medium of instruction. So that the Vietnamese people may come under French culture creating an Asiatic France tied to influence of European France.
 
    Try yourself
1    How nationalism developed in Vietnam?
2    What do you mean by civilizing mission?
3.    How France tried to consolidate their rule in Vietnam through textbooks?

The Nationalist Movement in Indo - China

French colonialism in Indo-China.

Emerging from shadow of china 
     Indo-china comprises of the modern countries of Vietnam, Laos and Cambodia.
     Different groups of people living in this area are under the shadow of the powerful empire of China. 
This is because :
    (i)     Even today the rules of northern and central Vietnam continue to maintain the chinese system of government as well as chinese culture.
    (ii)     Vietnam was also linked to the ‘maritime silk route that brought in goods, people and ideas from China. Other networks of trade connected the hinterlands where non-Vietnamese people such as khmer Cambodias lived.

    Colonial Domination and Resistance
    Vietnam was colonised by French.
    On one hand France controlled military and economic domination and on other hand tried to reshape the culture of Vietnamess.
    The people opposed the french and their policies which led to development of Nationalism in Vietnam.
    Stages in Freanch colonisation
    (i)     1858 – French troops landed in Vietnam.
    (ii)     Mid 1880 – French established firm grip over northern region.
    (iii)     1887 – After Franco-chinese war the French assumed control of Tonkin and Anaam leading to the formation of French Indo-china.

    Why the French thought Colonies Necessary
    Colonies were considered essential to supply natural resources and other essential goods.France also thought it was the mission of the’ advanced’ European countries to bring the benefits of civilisation to backward peoples.
    (i)    The French began by building canals and draining lands in the Mekong delta to increase cultivation.
    (ii)    The vast system of irrigation works -canals and earthworks - built mainly with forced labour, increased rice production and allowed the export of rice to the international market. 
    (iii)    Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
    (iv)    This was followed by infrastructure projects to help transport goods for trade, move military garrisons and control the entire region. Construction of a trans-lndo-China rail network that would link the northern and southern parts of Vietnam and China had begun.

    Should Colonies be Developed?
    Some like Paul Bernard, an influential writer and policy-maker, strongly believed that the economy of the colonies needed to be developed. 
    (i)    He argued that the purpose of acquiring colonies was to make profits. Bernard suggested that there were several barriers to economic “growth in Vietnam: high population levels, low agricultural productivity and extensive indebtedness amongst the peasants. If the economy was developed and the standard of living of the people improved, they would buy more goods. The market would consequently expand, leading to better profits for French business.
    (ii)    To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms.
    (iii)    The colonial economy in Vietnam was, however, primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite. Rail and port facilities were set up to service this sector. 
    Indentured Vietnamese labour was widely used in the rubber plantations.

    The Dilemma of Colonial Education
    French colonisation was not based only on economic exploitation. It was also driven by the idea of a ‘civilising mission’. The French claimed that they were bringing modern civilisation to the Vietnamese. They took it for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development’.
    Education was seen as one way to civilise the ‘native’. But in order to educate them the French needed an educated local labour force but they feared that education might create problems. 
    (i)    Once educated, the Vietnamese may begin to question colonial domination.
    (ii)    Moreover, French citizens living in Vietnam (called colons) began fearing that they might lose their jobs-as teachers, shopkeepers, policemen - to the educated Vietnamese. So they opposed policies that would give the Vietnamese full access to French education. 

    Talking Modern
    The French were faced with yet another problem in the sphere of education: the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. 
    (i)    Some policymakers emphasised the need to use the French language as the medium of instruction. By learning the language, they felt, the Vietnamese would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France’. The educated people in Vietnam would respect French sentiments and ideals, see the superiority of French culture, and work for the French. 
    (ii)    Others were opposed to French being the only medium of instruction. They suggested that Vietnamese be taught in lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.
    (iii)    Only the Vietnamese elite - comprising a small fraction of the population-could enroll in the schools, and only a few among those admitted ultimately passed the school-leaving examination. This was largely because of a deliberate policy of failing students, particular  in the final year, so that they could not qualify for the better-paid jobs.
    (iv)    School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection; they could work in the fields but not rule themselves; they were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam.

     Looking Modern
    The Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene and French (these classes were held in the evening and had to be paid for separately). The school’s approach to what it means to be ‘modern’ is a good example of the thinking prevalent at that time. It was not enough to learn science and Western ideas: to be modern the Vietnamese had to also look modern.The school encouraged the adoption of Western styles such as having a short haircut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair.

    Resistance in Schools
    Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition, at other times there was silent resistance. 
    It became difficult to control what was actually taught. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.
    In 1926 a major protest erupted in the Saigon Native Girls School. A Vietnamese girl sitting in one of the front seats was asked to move to the back of the class and allow a local French student to occupy the front bench.
    Elsewhere, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of society. This brought them into conflict with the French as well as the traditional elite, since both saw their positions threatened.
    Schools became an important place for political and cultural battles. The French sought to strengthen their rule in Vietnam through the control of education. They tried to change the values, norms and perceptions of the people, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese. 
    Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity: its own culture and customs were being devalued and the people were developing a master-slave mentality.

Illustration 1
    Why it is said that Indo-China had ‘Emerged from shadow of China’?
Solution
    Indo-China comprise of countries Vietnams, Laos and Cambodia. They still follow the Chinese system of governence and culture. They are closely connected to China through maritime silks route. 

Illustration 2
    Why French thought that colonisation was necessary?
Solution
    French thought colononisation was necessary because :
    (i)     Colonies can be used for supplying natural resources and other essential goods.
    (ii)     Advanced European countries have a mission to bring the benifits of civilization to backward peoples of the colonies.

Illustration 3
    What was the dilemma of colonial education?
Solution
    On one hand the French needed the educated labour force on the other hand educated people of colonies may question the colonial domination.

Illustration 4
    How silent resistance started in the schools of Vietnam.
Solution
    It was difficult to check what was being tanght in the class. The teachers in Vietnam quitely modified the text while teaching and criticised what was stated in the texts. This started the silent resistance in the schools of Vietnam. 

Illustration 5
    What steps were suggested by French policy makers to counter the impact of Chinese culture from Vietnam?
Solution
    French policy makers suggested that in schools of Vietnam French language should be used as medium of instruction. So that the Vietnamese people may come under French culture creating an Asiatic France tied to influence of European France.
 
    Try yourself
1    How nationalism developed in Vietnam?
2    What do you mean by civilizing mission?
3.    How France tried to consolidate their rule in Vietnam through textbooks?

The Nationalist Movement in Indo - China

French colonialism in Indo-China.

Emerging from shadow of china 
     Indo-china comprises of the modern countries of Vietnam, Laos and Cambodia.
     Different groups of people living in this area are under the shadow of the powerful empire of China. 
This is because :
    (i)     Even today the rules of northern and central Vietnam continue to maintain the chinese system of government as well as chinese culture.
    (ii)     Vietnam was also linked to the ‘maritime silk route that brought in goods, people and ideas from China. Other networks of trade connected the hinterlands where non-Vietnamese people such as khmer Cambodias lived.

    Colonial Domination and Resistance
    Vietnam was colonised by French.
    On one hand France controlled military and economic domination and on other hand tried to reshape the culture of Vietnamess.
    The people opposed the french and their policies which led to development of Nationalism in Vietnam.
    Stages in Freanch colonisation
    (i)     1858 – French troops landed in Vietnam.
    (ii)     Mid 1880 – French established firm grip over northern region.
    (iii)     1887 – After Franco-chinese war the French assumed control of Tonkin and Anaam leading to the formation of French Indo-china.

    Why the French thought Colonies Necessary
    Colonies were considered essential to supply natural resources and other essential goods.France also thought it was the mission of the’ advanced’ European countries to bring the benefits of civilisation to backward peoples.
    (i)    The French began by building canals and draining lands in the Mekong delta to increase cultivation.
    (ii)    The vast system of irrigation works -canals and earthworks - built mainly with forced labour, increased rice production and allowed the export of rice to the international market. 
    (iii)    Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
    (iv)    This was followed by infrastructure projects to help transport goods for trade, move military garrisons and control the entire region. Construction of a trans-lndo-China rail network that would link the northern and southern parts of Vietnam and China had begun.

    Should Colonies be Developed?
    Some like Paul Bernard, an influential writer and policy-maker, strongly believed that the economy of the colonies needed to be developed. 
    (i)    He argued that the purpose of acquiring colonies was to make profits. Bernard suggested that there were several barriers to economic “growth in Vietnam: high population levels, low agricultural productivity and extensive indebtedness amongst the peasants. If the economy was developed and the standard of living of the people improved, they would buy more goods. The market would consequently expand, leading to better profits for French business.
    (ii)    To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms.
    (iii)    The colonial economy in Vietnam was, however, primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite. Rail and port facilities were set up to service this sector. 
    Indentured Vietnamese labour was widely used in the rubber plantations.

    The Dilemma of Colonial Education
    French colonisation was not based only on economic exploitation. It was also driven by the idea of a ‘civilising mission’. The French claimed that they were bringing modern civilisation to the Vietnamese. They took it for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development’.
    Education was seen as one way to civilise the ‘native’. But in order to educate them the French needed an educated local labour force but they feared that education might create problems. 
    (i)    Once educated, the Vietnamese may begin to question colonial domination.
    (ii)    Moreover, French citizens living in Vietnam (called colons) began fearing that they might lose their jobs-as teachers, shopkeepers, policemen - to the educated Vietnamese. So they opposed policies that would give the Vietnamese full access to French education. 

    Talking Modern
    The French were faced with yet another problem in the sphere of education: the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. 
    (i)    Some policymakers emphasised the need to use the French language as the medium of instruction. By learning the language, they felt, the Vietnamese would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France’. The educated people in Vietnam would respect French sentiments and ideals, see the superiority of French culture, and work for the French. 
    (ii)    Others were opposed to French being the only medium of instruction. They suggested that Vietnamese be taught in lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.
    (iii)    Only the Vietnamese elite - comprising a small fraction of the population-could enroll in the schools, and only a few among those admitted ultimately passed the school-leaving examination. This was largely because of a deliberate policy of failing students, particular  in the final year, so that they could not qualify for the better-paid jobs.
    (iv)    School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection; they could work in the fields but not rule themselves; they were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam.

     Looking Modern
    The Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene and French (these classes were held in the evening and had to be paid for separately). The school’s approach to what it means to be ‘modern’ is a good example of the thinking prevalent at that time. It was not enough to learn science and Western ideas: to be modern the Vietnamese had to also look modern.The school encouraged the adoption of Western styles such as having a short haircut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair.

    Resistance in Schools
    Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition, at other times there was silent resistance. 
    It became difficult to control what was actually taught. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.
    In 1926 a major protest erupted in the Saigon Native Girls School. A Vietnamese girl sitting in one of the front seats was asked to move to the back of the class and allow a local French student to occupy the front bench.
    Elsewhere, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of society. This brought them into conflict with the French as well as the traditional elite, since both saw their positions threatened.
    Schools became an important place for political and cultural battles. The French sought to strengthen their rule in Vietnam through the control of education. They tried to change the values, norms and perceptions of the people, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese. 
    Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity: its own culture and customs were being devalued and the people were developing a master-slave mentality.

Illustration 1
    Why it is said that Indo-China had ‘Emerged from shadow of China’?
Solution
    Indo-China comprise of countries Vietnams, Laos and Cambodia. They still follow the Chinese system of governence and culture. They are closely connected to China through maritime silks route. 

Illustration 2
    Why French thought that colonisation was necessary?
Solution
    French thought colononisation was necessary because :
    (i)     Colonies can be used for supplying natural resources and other essential goods.
    (ii)     Advanced European countries have a mission to bring the benifits of civilization to backward peoples of the colonies.

Illustration 3
    What was the dilemma of colonial education?
Solution
    On one hand the French needed the educated labour force on the other hand educated people of colonies may question the colonial domination.

Illustration 4
    How silent resistance started in the schools of Vietnam.
Solution
    It was difficult to check what was being tanght in the class. The teachers in Vietnam quitely modified the text while teaching and criticised what was stated in the texts. This started the silent resistance in the schools of Vietnam. 

Illustration 5
    What steps were suggested by French policy makers to counter the impact of Chinese culture from Vietnam?
Solution
    French policy makers suggested that in schools of Vietnam French language should be used as medium of instruction. So that the Vietnamese people may come under French culture creating an Asiatic France tied to influence of European France.
 
    Try yourself
1    How nationalism developed in Vietnam?
2    What do you mean by civilizing mission?
3.    How France tried to consolidate their rule in Vietnam through textbooks?

The Nationalist Movement in Indo - China

French colonialism in Indo-China.

Emerging from shadow of china 
     Indo-china comprises of the modern countries of Vietnam, Laos and Cambodia.
     Different groups of people living in this area are under the shadow of the powerful empire of China. 
This is because :
    (i)     Even today the rules of northern and central Vietnam continue to maintain the chinese system of government as well as chinese culture.
    (ii)     Vietnam was also linked to the ‘maritime silk route that brought in goods, people and ideas from China. Other networks of trade connected the hinterlands where non-Vietnamese people such as khmer Cambodias lived.

    Colonial Domination and Resistance
    Vietnam was colonised by French.
    On one hand France controlled military and economic domination and on other hand tried to reshape the culture of Vietnamess.
    The people opposed the french and their policies which led to development of Nationalism in Vietnam.
    Stages in Freanch colonisation
    (i)     1858 – French troops landed in Vietnam.
    (ii)     Mid 1880 – French established firm grip over northern region.
    (iii)     1887 – After Franco-chinese war the French assumed control of Tonkin and Anaam leading to the formation of French Indo-china.

    Why the French thought Colonies Necessary
    Colonies were considered essential to supply natural resources and other essential goods.France also thought it was the mission of the’ advanced’ European countries to bring the benefits of civilisation to backward peoples.
    (i)    The French began by building canals and draining lands in the Mekong delta to increase cultivation.
    (ii)    The vast system of irrigation works -canals and earthworks - built mainly with forced labour, increased rice production and allowed the export of rice to the international market. 
    (iii)    Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
    (iv)    This was followed by infrastructure projects to help transport goods for trade, move military garrisons and control the entire region. Construction of a trans-lndo-China rail network that would link the northern and southern parts of Vietnam and China had begun.

    Should Colonies be Developed?
    Some like Paul Bernard, an influential writer and policy-maker, strongly believed that the economy of the colonies needed to be developed. 
    (i)    He argued that the purpose of acquiring colonies was to make profits. Bernard suggested that there were several barriers to economic “growth in Vietnam: high population levels, low agricultural productivity and extensive indebtedness amongst the peasants. If the economy was developed and the standard of living of the people improved, they would buy more goods. The market would consequently expand, leading to better profits for French business.
    (ii)    To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms.
    (iii)    The colonial economy in Vietnam was, however, primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite. Rail and port facilities were set up to service this sector. 
    Indentured Vietnamese labour was widely used in the rubber plantations.

    The Dilemma of Colonial Education
    French colonisation was not based only on economic exploitation. It was also driven by the idea of a ‘civilising mission’. The French claimed that they were bringing modern civilisation to the Vietnamese. They took it for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development’.
    Education was seen as one way to civilise the ‘native’. But in order to educate them the French needed an educated local labour force but they feared that education might create problems. 
    (i)    Once educated, the Vietnamese may begin to question colonial domination.
    (ii)    Moreover, French citizens living in Vietnam (called colons) began fearing that they might lose their jobs-as teachers, shopkeepers, policemen - to the educated Vietnamese. So they opposed policies that would give the Vietnamese full access to French education. 

    Talking Modern
    The French were faced with yet another problem in the sphere of education: the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. 
    (i)    Some policymakers emphasised the need to use the French language as the medium of instruction. By learning the language, they felt, the Vietnamese would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France’. The educated people in Vietnam would respect French sentiments and ideals, see the superiority of French culture, and work for the French. 
    (ii)    Others were opposed to French being the only medium of instruction. They suggested that Vietnamese be taught in lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.
    (iii)    Only the Vietnamese elite - comprising a small fraction of the population-could enroll in the schools, and only a few among those admitted ultimately passed the school-leaving examination. This was largely because of a deliberate policy of failing students, particular  in the final year, so that they could not qualify for the better-paid jobs.
    (iv)    School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection; they could work in the fields but not rule themselves; they were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam.

     Looking Modern
    The Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene and French (these classes were held in the evening and had to be paid for separately). The school’s approach to what it means to be ‘modern’ is a good example of the thinking prevalent at that time. It was not enough to learn science and Western ideas: to be modern the Vietnamese had to also look modern.The school encouraged the adoption of Western styles such as having a short haircut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair.

    Resistance in Schools
    Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition, at other times there was silent resistance. 
    It became difficult to control what was actually taught. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.
    In 1926 a major protest erupted in the Saigon Native Girls School. A Vietnamese girl sitting in one of the front seats was asked to move to the back of the class and allow a local French student to occupy the front bench.
    Elsewhere, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of society. This brought them into conflict with the French as well as the traditional elite, since both saw their positions threatened.
    Schools became an important place for political and cultural battles. The French sought to strengthen their rule in Vietnam through the control of education. They tried to change the values, norms and perceptions of the people, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese. 
    Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity: its own culture and customs were being devalued and the people were developing a master-slave mentality.

Illustration 1
    Why it is said that Indo-China had ‘Emerged from shadow of China’?
Solution
    Indo-China comprise of countries Vietnams, Laos and Cambodia. They still follow the Chinese system of governence and culture. They are closely connected to China through maritime silks route. 

Illustration 2
    Why French thought that colonisation was necessary?
Solution
    French thought colononisation was necessary because :
    (i)     Colonies can be used for supplying natural resources and other essential goods.
    (ii)     Advanced European countries have a mission to bring the benifits of civilization to backward peoples of the colonies.

Illustration 3
    What was the dilemma of colonial education?
Solution
    On one hand the French needed the educated labour force on the other hand educated people of colonies may question the colonial domination.

Illustration 4
    How silent resistance started in the schools of Vietnam.
Solution
    It was difficult to check what was being tanght in the class. The teachers in Vietnam quitely modified the text while teaching and criticised what was stated in the texts. This started the silent resistance in the schools of Vietnam. 

Illustration 5
    What steps were suggested by French policy makers to counter the impact of Chinese culture from Vietnam?
Solution
    French policy makers suggested that in schools of Vietnam French language should be used as medium of instruction. So that the Vietnamese people may come under French culture creating an Asiatic France tied to influence of European France.
 
    Try yourself
1    How nationalism developed in Vietnam?
2    What do you mean by civilizing mission?
3.    How France tried to consolidate their rule in Vietnam through textbooks?

The Nationalist Movement in Indo - China

French colonialism in Indo-China.

Emerging from shadow of china 
     Indo-china comprises of the modern countries of Vietnam, Laos and Cambodia.
     Different groups of people living in this area are under the shadow of the powerful empire of China. 
This is because :
    (i)     Even today the rules of northern and central Vietnam continue to maintain the chinese system of government as well as chinese culture.
    (ii)     Vietnam was also linked to the ‘maritime silk route that brought in goods, people and ideas from China. Other networks of trade connected the hinterlands where non-Vietnamese people such as khmer Cambodias lived.

    Colonial Domination and Resistance
    Vietnam was colonised by French.
    On one hand France controlled military and economic domination and on other hand tried to reshape the culture of Vietnamess.
    The people opposed the french and their policies which led to development of Nationalism in Vietnam.
    Stages in Freanch colonisation
    (i)     1858 – French troops landed in Vietnam.
    (ii)     Mid 1880 – French established firm grip over northern region.
    (iii)     1887 – After Franco-chinese war the French assumed control of Tonkin and Anaam leading to the formation of French Indo-china.

    Why the French thought Colonies Necessary
    Colonies were considered essential to supply natural resources and other essential goods.France also thought it was the mission of the’ advanced’ European countries to bring the benefits of civilisation to backward peoples.
    (i)    The French began by building canals and draining lands in the Mekong delta to increase cultivation.
    (ii)    The vast system of irrigation works -canals and earthworks - built mainly with forced labour, increased rice production and allowed the export of rice to the international market. 
    (iii)    Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
    (iv)    This was followed by infrastructure projects to help transport goods for trade, move military garrisons and control the entire region. Construction of a trans-lndo-China rail network that would link the northern and southern parts of Vietnam and China had begun.

    Should Colonies be Developed?
    Some like Paul Bernard, an influential writer and policy-maker, strongly believed that the economy of the colonies needed to be developed. 
    (i)    He argued that the purpose of acquiring colonies was to make profits. Bernard suggested that there were several barriers to economic “growth in Vietnam: high population levels, low agricultural productivity and extensive indebtedness amongst the peasants. If the economy was developed and the standard of living of the people improved, they would buy more goods. The market would consequently expand, leading to better profits for French business.
    (ii)    To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms.
    (iii)    The colonial economy in Vietnam was, however, primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite. Rail and port facilities were set up to service this sector. 
    Indentured Vietnamese labour was widely used in the rubber plantations.

    The Dilemma of Colonial Education
    French colonisation was not based only on economic exploitation. It was also driven by the idea of a ‘civilising mission’. The French claimed that they were bringing modern civilisation to the Vietnamese. They took it for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development’.
    Education was seen as one way to civilise the ‘native’. But in order to educate them the French needed an educated local labour force but they feared that education might create problems. 
    (i)    Once educated, the Vietnamese may begin to question colonial domination.
    (ii)    Moreover, French citizens living in Vietnam (called colons) began fearing that they might lose their jobs-as teachers, shopkeepers, policemen - to the educated Vietnamese. So they opposed policies that would give the Vietnamese full access to French education. 

    Talking Modern
    The French were faced with yet another problem in the sphere of education: the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. 
    (i)    Some policymakers emphasised the need to use the French language as the medium of instruction. By learning the language, they felt, the Vietnamese would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France’. The educated people in Vietnam would respect French sentiments and ideals, see the superiority of French culture, and work for the French. 
    (ii)    Others were opposed to French being the only medium of instruction. They suggested that Vietnamese be taught in lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.
    (iii)    Only the Vietnamese elite - comprising a small fraction of the population-could enroll in the schools, and only a few among those admitted ultimately passed the school-leaving examination. This was largely because of a deliberate policy of failing students, particular  in the final year, so that they could not qualify for the better-paid jobs.
    (iv)    School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection; they could work in the fields but not rule themselves; they were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam.

     Looking Modern
    The Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene and French (these classes were held in the evening and had to be paid for separately). The school’s approach to what it means to be ‘modern’ is a good example of the thinking prevalent at that time. It was not enough to learn science and Western ideas: to be modern the Vietnamese had to also look modern.The school encouraged the adoption of Western styles such as having a short haircut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair.

    Resistance in Schools
    Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition, at other times there was silent resistance. 
    It became difficult to control what was actually taught. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.
    In 1926 a major protest erupted in the Saigon Native Girls School. A Vietnamese girl sitting in one of the front seats was asked to move to the back of the class and allow a local French student to occupy the front bench.
    Elsewhere, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of society. This brought them into conflict with the French as well as the traditional elite, since both saw their positions threatened.
    Schools became an important place for political and cultural battles. The French sought to strengthen their rule in Vietnam through the control of education. They tried to change the values, norms and perceptions of the people, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese. 
    Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity: its own culture and customs were being devalued and the people were developing a master-slave mentality.

Illustration 1
    Why it is said that Indo-China had ‘Emerged from shadow of China’?
Solution
    Indo-China comprise of countries Vietnams, Laos and Cambodia. They still follow the Chinese system of governence and culture. They are closely connected to China through maritime silks route. 

Illustration 2
    Why French thought that colonisation was necessary?
Solution
    French thought colononisation was necessary because :
    (i)     Colonies can be used for supplying natural resources and other essential goods.
    (ii)     Advanced European countries have a mission to bring the benifits of civilization to backward peoples of the colonies.

Illustration 3
    What was the dilemma of colonial education?
Solution
    On one hand the French needed the educated labour force on the other hand educated people of colonies may question the colonial domination.

Illustration 4
    How silent resistance started in the schools of Vietnam.
Solution
    It was difficult to check what was being tanght in the class. The teachers in Vietnam quitely modified the text while teaching and criticised what was stated in the texts. This started the silent resistance in the schools of Vietnam. 

Illustration 5
    What steps were suggested by French policy makers to counter the impact of Chinese culture from Vietnam?
Solution
    French policy makers suggested that in schools of Vietnam French language should be used as medium of instruction. So that the Vietnamese people may come under French culture creating an Asiatic France tied to influence of European France.
 
    Try yourself
1    How nationalism developed in Vietnam?
2    What do you mean by civilizing mission?
3.    How France tried to consolidate their rule in Vietnam through textbooks?

The Nationalist Movement in Indo - China

French colonialism in Indo-China.

Emerging from shadow of china 
     Indo-china comprises of the modern countries of Vietnam, Laos and Cambodia.
     Different groups of people living in this area are under the shadow of the powerful empire of China. 
This is because :
    (i)     Even today the rules of northern and central Vietnam continue to maintain the chinese system of government as well as chinese culture.
    (ii)     Vietnam was also linked to the ‘maritime silk route that brought in goods, people and ideas from China. Other networks of trade connected the hinterlands where non-Vietnamese people such as khmer Cambodias lived.

    Colonial Domination and Resistance
    Vietnam was colonised by French.
    On one hand France controlled military and economic domination and on other hand tried to reshape the culture of Vietnamess.
    The people opposed the french and their policies which led to development of Nationalism in Vietnam.
    Stages in Freanch colonisation
    (i)     1858 – French troops landed in Vietnam.
    (ii)     Mid 1880 – French established firm grip over northern region.
    (iii)     1887 – After Franco-chinese war the French assumed control of Tonkin and Anaam leading to the formation of French Indo-china.

    Why the French thought Colonies Necessary
    Colonies were considered essential to supply natural resources and other essential goods.France also thought it was the mission of the’ advanced’ European countries to bring the benefits of civilisation to backward peoples.
    (i)    The French began by building canals and draining lands in the Mekong delta to increase cultivation.
    (ii)    The vast system of irrigation works -canals and earthworks - built mainly with forced labour, increased rice production and allowed the export of rice to the international market. 
    (iii)    Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
    (iv)    This was followed by infrastructure projects to help transport goods for trade, move military garrisons and control the entire region. Construction of a trans-lndo-China rail network that would link the northern and southern parts of Vietnam and China had begun.

    Should Colonies be Developed?
    Some like Paul Bernard, an influential writer and policy-maker, strongly believed that the economy of the colonies needed to be developed. 
    (i)    He argued that the purpose of acquiring colonies was to make profits. Bernard suggested that there were several barriers to economic “growth in Vietnam: high population levels, low agricultural productivity and extensive indebtedness amongst the peasants. If the economy was developed and the standard of living of the people improved, they would buy more goods. The market would consequently expand, leading to better profits for French business.
    (ii)    To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms.
    (iii)    The colonial economy in Vietnam was, however, primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite. Rail and port facilities were set up to service this sector. 
    Indentured Vietnamese labour was widely used in the rubber plantations.

    The Dilemma of Colonial Education
    French colonisation was not based only on economic exploitation. It was also driven by the idea of a ‘civilising mission’. The French claimed that they were bringing modern civilisation to the Vietnamese. They took it for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development’.
    Education was seen as one way to civilise the ‘native’. But in order to educate them the French needed an educated local labour force but they feared that education might create problems. 
    (i)    Once educated, the Vietnamese may begin to question colonial domination.
    (ii)    Moreover, French citizens living in Vietnam (called colons) began fearing that they might lose their jobs-as teachers, shopkeepers, policemen - to the educated Vietnamese. So they opposed policies that would give the Vietnamese full access to French education. 

    Talking Modern
    The French were faced with yet another problem in the sphere of education: the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. 
    (i)    Some policymakers emphasised the need to use the French language as the medium of instruction. By learning the language, they felt, the Vietnamese would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France’. The educated people in Vietnam would respect French sentiments and ideals, see the superiority of French culture, and work for the French. 
    (ii)    Others were opposed to French being the only medium of instruction. They suggested that Vietnamese be taught in lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.
    (iii)    Only the Vietnamese elite - comprising a small fraction of the population-could enroll in the schools, and only a few among those admitted ultimately passed the school-leaving examination. This was largely because of a deliberate policy of failing students, particular  in the final year, so that they could not qualify for the better-paid jobs.
    (iv)    School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection; they could work in the fields but not rule themselves; they were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam.

     Looking Modern
    The Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene and French (these classes were held in the evening and had to be paid for separately). The school’s approach to what it means to be ‘modern’ is a good example of the thinking prevalent at that time. It was not enough to learn science and Western ideas: to be modern the Vietnamese had to also look modern.The school encouraged the adoption of Western styles such as having a short haircut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair.

    Resistance in Schools
    Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition, at other times there was silent resistance. 
    It became difficult to control what was actually taught. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.
    In 1926 a major protest erupted in the Saigon Native Girls School. A Vietnamese girl sitting in one of the front seats was asked to move to the back of the class and allow a local French student to occupy the front bench.
    Elsewhere, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of society. This brought them into conflict with the French as well as the traditional elite, since both saw their positions threatened.
    Schools became an important place for political and cultural battles. The French sought to strengthen their rule in Vietnam through the control of education. They tried to change the values, norms and perceptions of the people, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese. 
    Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity: its own culture and customs were being devalued and the people were developing a master-slave mentality.

Illustration 1
    Why it is said that Indo-China had ‘Emerged from shadow of China’?
Solution
    Indo-China comprise of countries Vietnams, Laos and Cambodia. They still follow the Chinese system of governence and culture. They are closely connected to China through maritime silks route. 

Illustration 2
    Why French thought that colonisation was necessary?
Solution
    French thought colononisation was necessary because :
    (i)     Colonies can be used for supplying natural resources and other essential goods.
    (ii)     Advanced European countries have a mission to bring the benifits of civilization to backward peoples of the colonies.

Illustration 3
    What was the dilemma of colonial education?
Solution
    On one hand the French needed the educated labour force on the other hand educated people of colonies may question the colonial domination.

Illustration 4
    How silent resistance started in the schools of Vietnam.
Solution
    It was difficult to check what was being tanght in the class. The teachers in Vietnam quitely modified the text while teaching and criticised what was stated in the texts. This started the silent resistance in the schools of Vietnam. 

Illustration 5
    What steps were suggested by French policy makers to counter the impact of Chinese culture from Vietnam?
Solution
    French policy makers suggested that in schools of Vietnam French language should be used as medium of instruction. So that the Vietnamese people may come under French culture creating an Asiatic France tied to influence of European France.
 
    Try yourself
1    How nationalism developed in Vietnam?
2    What do you mean by civilizing mission?
3.    How France tried to consolidate their rule in Vietnam through textbooks?

The Nationalist Movement in Indo - China

French colonialism in Indo-China.

Emerging from shadow of china 
     Indo-china comprises of the modern countries of Vietnam, Laos and Cambodia.
     Different groups of people living in this area are under the shadow of the powerful empire of China. 
This is because :
    (i)     Even today the rules of northern and central Vietnam continue to maintain the chinese system of government as well as chinese culture.
    (ii)     Vietnam was also linked to the ‘maritime silk route that brought in goods, people and ideas from China. Other networks of trade connected the hinterlands where non-Vietnamese people such as khmer Cambodias lived.

    Colonial Domination and Resistance
    Vietnam was colonised by French.
    On one hand France controlled military and economic domination and on other hand tried to reshape the culture of Vietnamess.
    The people opposed the french and their policies which led to development of Nationalism in Vietnam.
    Stages in Freanch colonisation
    (i)     1858 – French troops landed in Vietnam.
    (ii)     Mid 1880 – French established firm grip over northern region.
    (iii)     1887 – After Franco-chinese war the French assumed control of Tonkin and Anaam leading to the formation of French Indo-china.

    Why the French thought Colonies Necessary
    Colonies were considered essential to supply natural resources and other essential goods.France also thought it was the mission of the’ advanced’ European countries to bring the benefits of civilisation to backward peoples.
    (i)    The French began by building canals and draining lands in the Mekong delta to increase cultivation.
    (ii)    The vast system of irrigation works -canals and earthworks - built mainly with forced labour, increased rice production and allowed the export of rice to the international market. 
    (iii)    Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
    (iv)    This was followed by infrastructure projects to help transport goods for trade, move military garrisons and control the entire region. Construction of a trans-lndo-China rail network that would link the northern and southern parts of Vietnam and China had begun.

    Should Colonies be Developed?
    Some like Paul Bernard, an influential writer and policy-maker, strongly believed that the economy of the colonies needed to be developed. 
    (i)    He argued that the purpose of acquiring colonies was to make profits. Bernard suggested that there were several barriers to economic “growth in Vietnam: high population levels, low agricultural productivity and extensive indebtedness amongst the peasants. If the economy was developed and the standard of living of the people improved, they would buy more goods. The market would consequently expand, leading to better profits for French business.
    (ii)    To reduce rural poverty and increase agricultural productivity it was necessary to carry out land reforms.
    (iii)    The colonial economy in Vietnam was, however, primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite. Rail and port facilities were set up to service this sector. 
    Indentured Vietnamese labour was widely used in the rubber plantations.

    The Dilemma of Colonial Education
    French colonisation was not based only on economic exploitation. It was also driven by the idea of a ‘civilising mission’. The French claimed that they were bringing modern civilisation to the Vietnamese. They took it for granted that Europe had developed the most advanced civilisation. So it became the duty of the Europeans to introduce these modern ideas to the colony even if this meant destroying local cultures, religions and traditions, because these were seen as outdated and prevented modern development’.
    Education was seen as one way to civilise the ‘native’. But in order to educate them the French needed an educated local labour force but they feared that education might create problems. 
    (i)    Once educated, the Vietnamese may begin to question colonial domination.
    (ii)    Moreover, French citizens living in Vietnam (called colons) began fearing that they might lose their jobs-as teachers, shopkeepers, policemen - to the educated Vietnamese. So they opposed policies that would give the Vietnamese full access to French education. 

    Talking Modern
    The French were faced with yet another problem in the sphere of education: the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. 
    (i)    Some policymakers emphasised the need to use the French language as the medium of instruction. By learning the language, they felt, the Vietnamese would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France’. The educated people in Vietnam would respect French sentiments and ideals, see the superiority of French culture, and work for the French. 
    (ii)    Others were opposed to French being the only medium of instruction. They suggested that Vietnamese be taught in lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.
    (iii)    Only the Vietnamese elite - comprising a small fraction of the population-could enroll in the schools, and only a few among those admitted ultimately passed the school-leaving examination. This was largely because of a deliberate policy of failing students, particular  in the final year, so that they could not qualify for the better-paid jobs.
    (iv)    School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection; they could work in the fields but not rule themselves; they were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam.

     Looking Modern
    The Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene and French (these classes were held in the evening and had to be paid for separately). The school’s approach to what it means to be ‘modern’ is a good example of the thinking prevalent at that time. It was not enough to learn science and Western ideas: to be modern the Vietnamese had to also look modern.The school encouraged the adoption of Western styles such as having a short haircut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair.

    Resistance in Schools
    Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition, at other times there was silent resistance. 
    It became difficult to control what was actually taught. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.
    In 1926 a major protest erupted in the Saigon Native Girls School. A Vietnamese girl sitting in one of the front seats was asked to move to the back of the class and allow a local French student to occupy the front bench.
    Elsewhere, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of society. This brought them into conflict with the French as well as the traditional elite, since both saw their positions threatened.
    Schools became an important place for political and cultural battles. The French sought to strengthen their rule in Vietnam through the control of education. They tried to change the values, norms and perceptions of the people, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese. 
    Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity: its own culture and customs were being devalued and the people were developing a master-slave mentality.

Illustration 1
    Why it is said that Indo-China had ‘Emerged from shadow of China’?
Solution
    Indo-China comprise of countries Vietnams, Laos and Cambodia. They still follow the Chinese system of governence and culture. They are closely connected to China through maritime silks route. 

Illustration 2
    Why French thought that colonisation was necessary?
Solution
    French thought colononisation was necessary because :
    (i)     Colonies can be used for supplying natural resources and other essential goods.
    (ii)     Advanced European countries have a mission to bring the benifits of civilization to backward peoples of the colonies.

Illustration 3
    What was the dilemma of colonial education?
Solution
    On one hand the French needed the educated labour force on the other hand educated people of colonies may question the colonial domination.

Illustration 4
    How silent resistance started in the schools of Vietnam.
Solution
    It was difficult to check what was being tanght in the class. The teachers in Vietnam quitely modified the text while teaching and criticised what was stated in the texts. This started the silent resistance in the schools of Vietnam. 

Illustration 5
    What steps were suggested by French policy makers to counter the impact of Chinese culture from Vietnam?
Solution
    French policy makers suggested that in schools of Vietnam French language should be used as medium of instruction. So that the Vietnamese people may come under French culture creating an Asiatic France tied to influence of European France.
 
    Try yourself
1    How nationalism developed in Vietnam?
2    What do you mean by civilizing mission?
3.    How France tried to consolidate their rule in Vietnam through textbooks?

The Nationalist Movement in Indo - China

Phases of struggle against the French.

    The French hired Vietnamese workers and paid them for each rat they caught.
    For the Vietnamese the rat hunt seemed to provide an early lesson in the success of collective bargaining.
    (i)    Those who did the dirty work of entering sewers found that if they came together they could negotiate a higher bounty. 
    (ii)    They also discovered innovative ways to profit from this situation. The bounty was paid when a tail was given as proof that a rat had been killed. So the rat-catchers took to just clipping the tails and releasing the rats, so that the process could be repeated, over and over again. Some people, in fact, began raising rats to earn a bounty. 

Illustration 6
    How the problem of Plague in Hanoi was related to sever systems?
Solution
    The large sewer in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for rats. Which was the root cause of the plague.

Illustration 7
    When was rat hunt started in Hanoi?
Solution
    1902

Illustration 8
    Why inspite of large rat hunt the rat numbers did not decline?
Solution
    Inspite of large rat hunt the numbers of rat did not decline because the bounty was paid when a tail was given as proof that the rat has been killed the rat catchers chipped the tails and left the rats, so the process can be repeated. 

    Try yourself
4.    Which city of Vietnam was to be rebuilt by Franch?
5.    What happened in Hanoi in 1903?
6.    What was the cause of Bubonic plague?
7.    What was collectine bargaining in rat hunt?
8.    What was ‘native quarter’ of Hanoi?

The Nationalist Movement in Indo - China

Phases of struggle against the French.

    The French hired Vietnamese workers and paid them for each rat they caught.
    For the Vietnamese the rat hunt seemed to provide an early lesson in the success of collective bargaining.
    (i)    Those who did the dirty work of entering sewers found that if they came together they could negotiate a higher bounty. 
    (ii)    They also discovered innovative ways to profit from this situation. The bounty was paid when a tail was given as proof that a rat had been killed. So the rat-catchers took to just clipping the tails and releasing the rats, so that the process could be repeated, over and over again. Some people, in fact, began raising rats to earn a bounty. 

Illustration 6
    How the problem of Plague in Hanoi was related to sever systems?
Solution
    The large sewer in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for rats. Which was the root cause of the plague.

Illustration 7
    When was rat hunt started in Hanoi?
Solution
    1902

Illustration 8
    Why inspite of large rat hunt the rat numbers did not decline?
Solution
    Inspite of large rat hunt the numbers of rat did not decline because the bounty was paid when a tail was given as proof that the rat has been killed the rat catchers chipped the tails and left the rats, so the process can be repeated. 

    Try yourself
4.    Which city of Vietnam was to be rebuilt by Franch?
5.    What happened in Hanoi in 1903?
6.    What was the cause of Bubonic plague?
7.    What was collectine bargaining in rat hunt?
8.    What was ‘native quarter’ of Hanoi?

The Nationalist Movement in Indo - China

Phases of struggle against the French.

    The French hired Vietnamese workers and paid them for each rat they caught.
    For the Vietnamese the rat hunt seemed to provide an early lesson in the success of collective bargaining.
    (i)    Those who did the dirty work of entering sewers found that if they came together they could negotiate a higher bounty. 
    (ii)    They also discovered innovative ways to profit from this situation. The bounty was paid when a tail was given as proof that a rat had been killed. So the rat-catchers took to just clipping the tails and releasing the rats, so that the process could be repeated, over and over again. Some people, in fact, began raising rats to earn a bounty. 

Illustration 6
    How the problem of Plague in Hanoi was related to sever systems?
Solution
    The large sewer in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for rats. Which was the root cause of the plague.

Illustration 7
    When was rat hunt started in Hanoi?
Solution
    1902

Illustration 8
    Why inspite of large rat hunt the rat numbers did not decline?
Solution
    Inspite of large rat hunt the numbers of rat did not decline because the bounty was paid when a tail was given as proof that the rat has been killed the rat catchers chipped the tails and left the rats, so the process can be repeated. 

    Try yourself
4.    Which city of Vietnam was to be rebuilt by Franch?
5.    What happened in Hanoi in 1903?
6.    What was the cause of Bubonic plague?
7.    What was collectine bargaining in rat hunt?
8.    What was ‘native quarter’ of Hanoi?

The Nationalist Movement in Indo - China

Phases of struggle against the French.

    The French hired Vietnamese workers and paid them for each rat they caught.
    For the Vietnamese the rat hunt seemed to provide an early lesson in the success of collective bargaining.
    (i)    Those who did the dirty work of entering sewers found that if they came together they could negotiate a higher bounty. 
    (ii)    They also discovered innovative ways to profit from this situation. The bounty was paid when a tail was given as proof that a rat had been killed. So the rat-catchers took to just clipping the tails and releasing the rats, so that the process could be repeated, over and over again. Some people, in fact, began raising rats to earn a bounty. 

Illustration 6
    How the problem of Plague in Hanoi was related to sever systems?
Solution
    The large sewer in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for rats. Which was the root cause of the plague.

Illustration 7
    When was rat hunt started in Hanoi?
Solution
    1902

Illustration 8
    Why inspite of large rat hunt the rat numbers did not decline?
Solution
    Inspite of large rat hunt the numbers of rat did not decline because the bounty was paid when a tail was given as proof that the rat has been killed the rat catchers chipped the tails and left the rats, so the process can be repeated. 

    Try yourself
4.    Which city of Vietnam was to be rebuilt by Franch?
5.    What happened in Hanoi in 1903?
6.    What was the cause of Bubonic plague?
7.    What was collectine bargaining in rat hunt?
8.    What was ‘native quarter’ of Hanoi?

The Nationalist Movement in Indo - China

Phases of struggle against the French.

    The French hired Vietnamese workers and paid them for each rat they caught.
    For the Vietnamese the rat hunt seemed to provide an early lesson in the success of collective bargaining.
    (i)    Those who did the dirty work of entering sewers found that if they came together they could negotiate a higher bounty. 
    (ii)    They also discovered innovative ways to profit from this situation. The bounty was paid when a tail was given as proof that a rat had been killed. So the rat-catchers took to just clipping the tails and releasing the rats, so that the process could be repeated, over and over again. Some people, in fact, began raising rats to earn a bounty. 

Illustration 6
    How the problem of Plague in Hanoi was related to sever systems?
Solution
    The large sewer in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for rats. Which was the root cause of the plague.

Illustration 7
    When was rat hunt started in Hanoi?
Solution
    1902

Illustration 8
    Why inspite of large rat hunt the rat numbers did not decline?
Solution
    Inspite of large rat hunt the numbers of rat did not decline because the bounty was paid when a tail was given as proof that the rat has been killed the rat catchers chipped the tails and left the rats, so the process can be repeated. 

    Try yourself
4.    Which city of Vietnam was to be rebuilt by Franch?
5.    What happened in Hanoi in 1903?
6.    What was the cause of Bubonic plague?
7.    What was collectine bargaining in rat hunt?
8.    What was ‘native quarter’ of Hanoi?

The Nationalist Movement in Indo - China

Phases of struggle against the French.

    The French hired Vietnamese workers and paid them for each rat they caught.
    For the Vietnamese the rat hunt seemed to provide an early lesson in the success of collective bargaining.
    (i)    Those who did the dirty work of entering sewers found that if they came together they could negotiate a higher bounty. 
    (ii)    They also discovered innovative ways to profit from this situation. The bounty was paid when a tail was given as proof that a rat had been killed. So the rat-catchers took to just clipping the tails and releasing the rats, so that the process could be repeated, over and over again. Some people, in fact, began raising rats to earn a bounty. 

Illustration 6
    How the problem of Plague in Hanoi was related to sever systems?
Solution
    The large sewer in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for rats. Which was the root cause of the plague.

Illustration 7
    When was rat hunt started in Hanoi?
Solution
    1902

Illustration 8
    Why inspite of large rat hunt the rat numbers did not decline?
Solution
    Inspite of large rat hunt the numbers of rat did not decline because the bounty was paid when a tail was given as proof that the rat has been killed the rat catchers chipped the tails and left the rats, so the process can be repeated. 

    Try yourself
4.    Which city of Vietnam was to be rebuilt by Franch?
5.    What happened in Hanoi in 1903?
6.    What was the cause of Bubonic plague?
7.    What was collectine bargaining in rat hunt?
8.    What was ‘native quarter’ of Hanoi?

The Nationalist Movement in Indo - China

Phases of struggle against the French.

    The French hired Vietnamese workers and paid them for each rat they caught.
    For the Vietnamese the rat hunt seemed to provide an early lesson in the success of collective bargaining.
    (i)    Those who did the dirty work of entering sewers found that if they came together they could negotiate a higher bounty. 
    (ii)    They also discovered innovative ways to profit from this situation. The bounty was paid when a tail was given as proof that a rat had been killed. So the rat-catchers took to just clipping the tails and releasing the rats, so that the process could be repeated, over and over again. Some people, in fact, began raising rats to earn a bounty. 

Illustration 6
    How the problem of Plague in Hanoi was related to sever systems?
Solution
    The large sewer in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for rats. Which was the root cause of the plague.

Illustration 7
    When was rat hunt started in Hanoi?
Solution
    1902

Illustration 8
    Why inspite of large rat hunt the rat numbers did not decline?
Solution
    Inspite of large rat hunt the numbers of rat did not decline because the bounty was paid when a tail was given as proof that the rat has been killed the rat catchers chipped the tails and left the rats, so the process can be repeated. 

    Try yourself
4.    Which city of Vietnam was to be rebuilt by Franch?
5.    What happened in Hanoi in 1903?
6.    What was the cause of Bubonic plague?
7.    What was collectine bargaining in rat hunt?
8.    What was ‘native quarter’ of Hanoi?

The Nationalist Movement in Indo - China

The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh

the communist movement and vietnamese nationalism

    The Great Depression of the 1930s had a profound impact on Vietnam. The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces of Nghe An and Ha Tinh. These provinces were among the poorest, had an old radical tradition, and have been called the ‘electrical fuses’ of Vietnam - when the system was under pressure they were the first to blow.
    In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party, later renamed the Indo-Chinese Communist Party.
    In 1940 Japan occupied Vietnam, as part of its imperial drive to control Southeast Asia. So nationalists now had to fight against the Japanese as well as the French. The League for the Independence of Vietnam (Viet Narn Doc Lap Dong Minh), which came to be known as the Vietminh, fought the Japanese occupation and recaptured Hanoi in September 1945. The Democratic Republic of Vietnam was formed and Ho Chi Minh became Chairman.

    The New Republic of Vietnam
    The new republic faced a number of challenges. The French tried to regain control by using the emperor, Bao Dai, as their puppet. Faced with the French offensive, the Vietminh were forced to retreat to the hills. After eight years of fighting, the French were defeated in 1954 at Dien Bien Phu.
    In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were persuaded to accept the division of the country. North and south were split: Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south. 
    This division set in motion a series of events that turned -Vietnam into a battlefield bringing death-and destruction to its people as well as the environmet.

The Bao Dai regime was soon overthrown by a coup led by Ngo Diem. Diem built a repressive and authoritarian government. Anyone who opposed him was called a communist and was jailed and killed. Diem retained Ordinance 10, a French law that permitted Christianity but outlawed Buddhism. His dictatorial rule came to be opposed by a broad opposition unitedunder the banner of theNational Liberation Front (NLF).
    With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of the country. The US watched this alliance with fear. Worried about communists gaining power, USA decided to intervene decisively, sending in troops and arms.

    The Entry of the US into the War
    From 1965 to 1972, over 3,403,100 US services personnel served in Vietnam (7,484 were women). Even though the USA had advanced technology and good medical supplies, casualties-were high. About 47,244 died in battle and 303,704 were wounded. 
    This phase of struggle with the US was brutal. 
    (i)    Thousands of US-troops arrived equipped with heavy weapons and tanks and backed by the most powerful bombers of the time - B52s.
    (ii)    The wide spread attacks and use of chemical weapons - Napalm, Agent Orange, and phosphorous bombs-destroyed many villages and decimated jungles. Civilians died in large numbers.
    (iii)    The effect of the war was felt within the US as well. Many were critical of the government for getting involved in a war that they say was as indefensible.
    (iv)    When the youth were drafted for the war, the anger spread. Compulsory service in the armed forces, however, could be waived for university graduates.
    (v)    The US media and films played a major role in both supporting as a well as criticising the war. Hollywood made films in support of the war, such as John Wayne’s Green Berets.
    (vi)    Other films were more critical as they tried to understand the reasons for this war. John Ford Coppola’s Apocalypse Now (1979) reflected the moral confusion that the war had caused in the US.
    The -war grew out of a fear among US policy-planners that the victory of the Ho Chi Minh government would start a domino effect - communist government would be established in other countries in the area. 
    They underestimated the power of nationalism to move people to action, inspire them to sacrifice their home and family, live under horrific conditions, and fight for independence. They underestimated the power of a small country to fight the most technologically advanced country in the world. 

    The Ho Chi Minh Trail 
    Ho Chi Minh Trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south. The trail was improved from the late 1950s, and from 1967 many North Vietnamese troops came south each month on this trail.
    The trail had support bases and hospitals along the way. In some parts supplies were transported in trucks, but mostly they were carried by porters, who were mainly women. 
    Most of the trail was outside Vietnam in neighbouring Laos and Cambodia with branch lines extending into South Vietnant.
    The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply lirie by intensive bombing failed because they were rebuilt very quickly. 

Illustration 9
    Which were the old religius practiced in Vietnam?
Solution
    Old religious practiced in Vietnam were mixture Buddhism, Confucianism and the local practices.

Illustration 10
    What was scholars revolt of 1868.
Solution
    It was an early movement against the French control and the spread of christianity in which in a general uprising in Nghe-An, and Ha-Tien provices, thousand of catholics were killed.

Illustration 11
    Who was Phan Boi Chau?
Solution
    Phan Boi Chau (1867-1940) was a nationalist who formed the revolutionary society (Duy Tan Hoi) in 1903 with prince Cuong Dea.

Illustration 12
    Which organisation was created by Vietnamese students in Japan and in China?
Solution
    Vietnamese students formed–
    (i) Restoration society in Tokyo, Japan.
    (ii) Restoration of Vietnamis China.

Illustration 13
    Which two cities of Vietnam are called the electrical fuses and why?
Solution
    Two cities– ‘Nghe An and Ha Tinh’ were called electrical fuses because these cities were leading miserable life. These people may play an active role in freedom movement.

    Try yourself
9.    What was ‘go east movement’?
10.    Why Japan was the main destination of Vietnamese revolutionaries?
11.    What was ‘ordinance 10’?
12.    What was HO Chi Minh Trail?

The Nationalist Movement in Indo - China

The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh

the communist movement and vietnamese nationalism

    The Great Depression of the 1930s had a profound impact on Vietnam. The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces of Nghe An and Ha Tinh. These provinces were among the poorest, had an old radical tradition, and have been called the ‘electrical fuses’ of Vietnam - when the system was under pressure they were the first to blow.
    In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party, later renamed the Indo-Chinese Communist Party.
    In 1940 Japan occupied Vietnam, as part of its imperial drive to control Southeast Asia. So nationalists now had to fight against the Japanese as well as the French. The League for the Independence of Vietnam (Viet Narn Doc Lap Dong Minh), which came to be known as the Vietminh, fought the Japanese occupation and recaptured Hanoi in September 1945. The Democratic Republic of Vietnam was formed and Ho Chi Minh became Chairman.

    The New Republic of Vietnam
    The new republic faced a number of challenges. The French tried to regain control by using the emperor, Bao Dai, as their puppet. Faced with the French offensive, the Vietminh were forced to retreat to the hills. After eight years of fighting, the French were defeated in 1954 at Dien Bien Phu.
    In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were persuaded to accept the division of the country. North and south were split: Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south. 
    This division set in motion a series of events that turned -Vietnam into a battlefield bringing death-and destruction to its people as well as the environmet.

The Bao Dai regime was soon overthrown by a coup led by Ngo Diem. Diem built a repressive and authoritarian government. Anyone who opposed him was called a communist and was jailed and killed. Diem retained Ordinance 10, a French law that permitted Christianity but outlawed Buddhism. His dictatorial rule came to be opposed by a broad opposition unitedunder the banner of theNational Liberation Front (NLF).
    With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of the country. The US watched this alliance with fear. Worried about communists gaining power, USA decided to intervene decisively, sending in troops and arms.

    The Entry of the US into the War
    From 1965 to 1972, over 3,403,100 US services personnel served in Vietnam (7,484 were women). Even though the USA had advanced technology and good medical supplies, casualties-were high. About 47,244 died in battle and 303,704 were wounded. 
    This phase of struggle with the US was brutal. 
    (i)    Thousands of US-troops arrived equipped with heavy weapons and tanks and backed by the most powerful bombers of the time - B52s.
    (ii)    The wide spread attacks and use of chemical weapons - Napalm, Agent Orange, and phosphorous bombs-destroyed many villages and decimated jungles. Civilians died in large numbers.
    (iii)    The effect of the war was felt within the US as well. Many were critical of the government for getting involved in a war that they say was as indefensible.
    (iv)    When the youth were drafted for the war, the anger spread. Compulsory service in the armed forces, however, could be waived for university graduates.
    (v)    The US media and films played a major role in both supporting as a well as criticising the war. Hollywood made films in support of the war, such as John Wayne’s Green Berets.
    (vi)    Other films were more critical as they tried to understand the reasons for this war. John Ford Coppola’s Apocalypse Now (1979) reflected the moral confusion that the war had caused in the US.
    The -war grew out of a fear among US policy-planners that the victory of the Ho Chi Minh government would start a domino effect - communist government would be established in other countries in the area. 
    They underestimated the power of nationalism to move people to action, inspire them to sacrifice their home and family, live under horrific conditions, and fight for independence. They underestimated the power of a small country to fight the most technologically advanced country in the world. 

    The Ho Chi Minh Trail 
    Ho Chi Minh Trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south. The trail was improved from the late 1950s, and from 1967 many North Vietnamese troops came south each month on this trail.
    The trail had support bases and hospitals along the way. In some parts supplies were transported in trucks, but mostly they were carried by porters, who were mainly women. 
    Most of the trail was outside Vietnam in neighbouring Laos and Cambodia with branch lines extending into South Vietnant.
    The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply lirie by intensive bombing failed because they were rebuilt very quickly. 

Illustration 9
    Which were the old religius practiced in Vietnam?
Solution
    Old religious practiced in Vietnam were mixture Buddhism, Confucianism and the local practices.

Illustration 10
    What was scholars revolt of 1868.
Solution
    It was an early movement against the French control and the spread of christianity in which in a general uprising in Nghe-An, and Ha-Tien provices, thousand of catholics were killed.

Illustration 11
    Who was Phan Boi Chau?
Solution
    Phan Boi Chau (1867-1940) was a nationalist who formed the revolutionary society (Duy Tan Hoi) in 1903 with prince Cuong Dea.

Illustration 12
    Which organisation was created by Vietnamese students in Japan and in China?
Solution
    Vietnamese students formed–
    (i) Restoration society in Tokyo, Japan.
    (ii) Restoration of Vietnamis China.

Illustration 13
    Which two cities of Vietnam are called the electrical fuses and why?
Solution
    Two cities– ‘Nghe An and Ha Tinh’ were called electrical fuses because these cities were leading miserable life. These people may play an active role in freedom movement.

    Try yourself
9.    What was ‘go east movement’?
10.    Why Japan was the main destination of Vietnamese revolutionaries?
11.    What was ‘ordinance 10’?
12.    What was HO Chi Minh Trail?

The Nationalist Movement in Indo - China

The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh

the communist movement and vietnamese nationalism

    The Great Depression of the 1930s had a profound impact on Vietnam. The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces of Nghe An and Ha Tinh. These provinces were among the poorest, had an old radical tradition, and have been called the ‘electrical fuses’ of Vietnam - when the system was under pressure they were the first to blow.
    In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party, later renamed the Indo-Chinese Communist Party.
    In 1940 Japan occupied Vietnam, as part of its imperial drive to control Southeast Asia. So nationalists now had to fight against the Japanese as well as the French. The League for the Independence of Vietnam (Viet Narn Doc Lap Dong Minh), which came to be known as the Vietminh, fought the Japanese occupation and recaptured Hanoi in September 1945. The Democratic Republic of Vietnam was formed and Ho Chi Minh became Chairman.

    The New Republic of Vietnam
    The new republic faced a number of challenges. The French tried to regain control by using the emperor, Bao Dai, as their puppet. Faced with the French offensive, the Vietminh were forced to retreat to the hills. After eight years of fighting, the French were defeated in 1954 at Dien Bien Phu.
    In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were persuaded to accept the division of the country. North and south were split: Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south. 
    This division set in motion a series of events that turned -Vietnam into a battlefield bringing death-and destruction to its people as well as the environmet.

The Bao Dai regime was soon overthrown by a coup led by Ngo Diem. Diem built a repressive and authoritarian government. Anyone who opposed him was called a communist and was jailed and killed. Diem retained Ordinance 10, a French law that permitted Christianity but outlawed Buddhism. His dictatorial rule came to be opposed by a broad opposition unitedunder the banner of theNational Liberation Front (NLF).
    With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of the country. The US watched this alliance with fear. Worried about communists gaining power, USA decided to intervene decisively, sending in troops and arms.

    The Entry of the US into the War
    From 1965 to 1972, over 3,403,100 US services personnel served in Vietnam (7,484 were women). Even though the USA had advanced technology and good medical supplies, casualties-were high. About 47,244 died in battle and 303,704 were wounded. 
    This phase of struggle with the US was brutal. 
    (i)    Thousands of US-troops arrived equipped with heavy weapons and tanks and backed by the most powerful bombers of the time - B52s.
    (ii)    The wide spread attacks and use of chemical weapons - Napalm, Agent Orange, and phosphorous bombs-destroyed many villages and decimated jungles. Civilians died in large numbers.
    (iii)    The effect of the war was felt within the US as well. Many were critical of the government for getting involved in a war that they say was as indefensible.
    (iv)    When the youth were drafted for the war, the anger spread. Compulsory service in the armed forces, however, could be waived for university graduates.
    (v)    The US media and films played a major role in both supporting as a well as criticising the war. Hollywood made films in support of the war, such as John Wayne’s Green Berets.
    (vi)    Other films were more critical as they tried to understand the reasons for this war. John Ford Coppola’s Apocalypse Now (1979) reflected the moral confusion that the war had caused in the US.
    The -war grew out of a fear among US policy-planners that the victory of the Ho Chi Minh government would start a domino effect - communist government would be established in other countries in the area. 
    They underestimated the power of nationalism to move people to action, inspire them to sacrifice their home and family, live under horrific conditions, and fight for independence. They underestimated the power of a small country to fight the most technologically advanced country in the world. 

    The Ho Chi Minh Trail 
    Ho Chi Minh Trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south. The trail was improved from the late 1950s, and from 1967 many North Vietnamese troops came south each month on this trail.
    The trail had support bases and hospitals along the way. In some parts supplies were transported in trucks, but mostly they were carried by porters, who were mainly women. 
    Most of the trail was outside Vietnam in neighbouring Laos and Cambodia with branch lines extending into South Vietnant.
    The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply lirie by intensive bombing failed because they were rebuilt very quickly. 

Illustration 9
    Which were the old religius practiced in Vietnam?
Solution
    Old religious practiced in Vietnam were mixture Buddhism, Confucianism and the local practices.

Illustration 10
    What was scholars revolt of 1868.
Solution
    It was an early movement against the French control and the spread of christianity in which in a general uprising in Nghe-An, and Ha-Tien provices, thousand of catholics were killed.

Illustration 11
    Who was Phan Boi Chau?
Solution
    Phan Boi Chau (1867-1940) was a nationalist who formed the revolutionary society (Duy Tan Hoi) in 1903 with prince Cuong Dea.

Illustration 12
    Which organisation was created by Vietnamese students in Japan and in China?
Solution
    Vietnamese students formed–
    (i) Restoration society in Tokyo, Japan.
    (ii) Restoration of Vietnamis China.

Illustration 13
    Which two cities of Vietnam are called the electrical fuses and why?
Solution
    Two cities– ‘Nghe An and Ha Tinh’ were called electrical fuses because these cities were leading miserable life. These people may play an active role in freedom movement.

    Try yourself
9.    What was ‘go east movement’?
10.    Why Japan was the main destination of Vietnamese revolutionaries?
11.    What was ‘ordinance 10’?
12.    What was HO Chi Minh Trail?

The Nationalist Movement in Indo - China

The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh

the communist movement and vietnamese nationalism

    The Great Depression of the 1930s had a profound impact on Vietnam. The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces of Nghe An and Ha Tinh. These provinces were among the poorest, had an old radical tradition, and have been called the ‘electrical fuses’ of Vietnam - when the system was under pressure they were the first to blow.
    In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party, later renamed the Indo-Chinese Communist Party.
    In 1940 Japan occupied Vietnam, as part of its imperial drive to control Southeast Asia. So nationalists now had to fight against the Japanese as well as the French. The League for the Independence of Vietnam (Viet Narn Doc Lap Dong Minh), which came to be known as the Vietminh, fought the Japanese occupation and recaptured Hanoi in September 1945. The Democratic Republic of Vietnam was formed and Ho Chi Minh became Chairman.

    The New Republic of Vietnam
    The new republic faced a number of challenges. The French tried to regain control by using the emperor, Bao Dai, as their puppet. Faced with the French offensive, the Vietminh were forced to retreat to the hills. After eight years of fighting, the French were defeated in 1954 at Dien Bien Phu.
    In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were persuaded to accept the division of the country. North and south were split: Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south. 
    This division set in motion a series of events that turned -Vietnam into a battlefield bringing death-and destruction to its people as well as the environmet.

The Bao Dai regime was soon overthrown by a coup led by Ngo Diem. Diem built a repressive and authoritarian government. Anyone who opposed him was called a communist and was jailed and killed. Diem retained Ordinance 10, a French law that permitted Christianity but outlawed Buddhism. His dictatorial rule came to be opposed by a broad opposition unitedunder the banner of theNational Liberation Front (NLF).
    With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of the country. The US watched this alliance with fear. Worried about communists gaining power, USA decided to intervene decisively, sending in troops and arms.

    The Entry of the US into the War
    From 1965 to 1972, over 3,403,100 US services personnel served in Vietnam (7,484 were women). Even though the USA had advanced technology and good medical supplies, casualties-were high. About 47,244 died in battle and 303,704 were wounded. 
    This phase of struggle with the US was brutal. 
    (i)    Thousands of US-troops arrived equipped with heavy weapons and tanks and backed by the most powerful bombers of the time - B52s.
    (ii)    The wide spread attacks and use of chemical weapons - Napalm, Agent Orange, and phosphorous bombs-destroyed many villages and decimated jungles. Civilians died in large numbers.
    (iii)    The effect of the war was felt within the US as well. Many were critical of the government for getting involved in a war that they say was as indefensible.
    (iv)    When the youth were drafted for the war, the anger spread. Compulsory service in the armed forces, however, could be waived for university graduates.
    (v)    The US media and films played a major role in both supporting as a well as criticising the war. Hollywood made films in support of the war, such as John Wayne’s Green Berets.
    (vi)    Other films were more critical as they tried to understand the reasons for this war. John Ford Coppola’s Apocalypse Now (1979) reflected the moral confusion that the war had caused in the US.
    The -war grew out of a fear among US policy-planners that the victory of the Ho Chi Minh government would start a domino effect - communist government would be established in other countries in the area. 
    They underestimated the power of nationalism to move people to action, inspire them to sacrifice their home and family, live under horrific conditions, and fight for independence. They underestimated the power of a small country to fight the most technologically advanced country in the world. 

    The Ho Chi Minh Trail 
    Ho Chi Minh Trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south. The trail was improved from the late 1950s, and from 1967 many North Vietnamese troops came south each month on this trail.
    The trail had support bases and hospitals along the way. In some parts supplies were transported in trucks, but mostly they were carried by porters, who were mainly women. 
    Most of the trail was outside Vietnam in neighbouring Laos and Cambodia with branch lines extending into South Vietnant.
    The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply lirie by intensive bombing failed because they were rebuilt very quickly. 

Illustration 9
    Which were the old religius practiced in Vietnam?
Solution
    Old religious practiced in Vietnam were mixture Buddhism, Confucianism and the local practices.

Illustration 10
    What was scholars revolt of 1868.
Solution
    It was an early movement against the French control and the spread of christianity in which in a general uprising in Nghe-An, and Ha-Tien provices, thousand of catholics were killed.

Illustration 11
    Who was Phan Boi Chau?
Solution
    Phan Boi Chau (1867-1940) was a nationalist who formed the revolutionary society (Duy Tan Hoi) in 1903 with prince Cuong Dea.

Illustration 12
    Which organisation was created by Vietnamese students in Japan and in China?
Solution
    Vietnamese students formed–
    (i) Restoration society in Tokyo, Japan.
    (ii) Restoration of Vietnamis China.

Illustration 13
    Which two cities of Vietnam are called the electrical fuses and why?
Solution
    Two cities– ‘Nghe An and Ha Tinh’ were called electrical fuses because these cities were leading miserable life. These people may play an active role in freedom movement.

    Try yourself
9.    What was ‘go east movement’?
10.    Why Japan was the main destination of Vietnamese revolutionaries?
11.    What was ‘ordinance 10’?
12.    What was HO Chi Minh Trail?

The Nationalist Movement in Indo - China

The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh

the communist movement and vietnamese nationalism

    The Great Depression of the 1930s had a profound impact on Vietnam. The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces of Nghe An and Ha Tinh. These provinces were among the poorest, had an old radical tradition, and have been called the ‘electrical fuses’ of Vietnam - when the system was under pressure they were the first to blow.
    In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party, later renamed the Indo-Chinese Communist Party.
    In 1940 Japan occupied Vietnam, as part of its imperial drive to control Southeast Asia. So nationalists now had to fight against the Japanese as well as the French. The League for the Independence of Vietnam (Viet Narn Doc Lap Dong Minh), which came to be known as the Vietminh, fought the Japanese occupation and recaptured Hanoi in September 1945. The Democratic Republic of Vietnam was formed and Ho Chi Minh became Chairman.

    The New Republic of Vietnam
    The new republic faced a number of challenges. The French tried to regain control by using the emperor, Bao Dai, as their puppet. Faced with the French offensive, the Vietminh were forced to retreat to the hills. After eight years of fighting, the French were defeated in 1954 at Dien Bien Phu.
    In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were persuaded to accept the division of the country. North and south were split: Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south. 
    This division set in motion a series of events that turned -Vietnam into a battlefield bringing death-and destruction to its people as well as the environmet.

The Bao Dai regime was soon overthrown by a coup led by Ngo Diem. Diem built a repressive and authoritarian government. Anyone who opposed him was called a communist and was jailed and killed. Diem retained Ordinance 10, a French law that permitted Christianity but outlawed Buddhism. His dictatorial rule came to be opposed by a broad opposition unitedunder the banner of theNational Liberation Front (NLF).
    With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of the country. The US watched this alliance with fear. Worried about communists gaining power, USA decided to intervene decisively, sending in troops and arms.

    The Entry of the US into the War
    From 1965 to 1972, over 3,403,100 US services personnel served in Vietnam (7,484 were women). Even though the USA had advanced technology and good medical supplies, casualties-were high. About 47,244 died in battle and 303,704 were wounded. 
    This phase of struggle with the US was brutal. 
    (i)    Thousands of US-troops arrived equipped with heavy weapons and tanks and backed by the most powerful bombers of the time - B52s.
    (ii)    The wide spread attacks and use of chemical weapons - Napalm, Agent Orange, and phosphorous bombs-destroyed many villages and decimated jungles. Civilians died in large numbers.
    (iii)    The effect of the war was felt within the US as well. Many were critical of the government for getting involved in a war that they say was as indefensible.
    (iv)    When the youth were drafted for the war, the anger spread. Compulsory service in the armed forces, however, could be waived for university graduates.
    (v)    The US media and films played a major role in both supporting as a well as criticising the war. Hollywood made films in support of the war, such as John Wayne’s Green Berets.
    (vi)    Other films were more critical as they tried to understand the reasons for this war. John Ford Coppola’s Apocalypse Now (1979) reflected the moral confusion that the war had caused in the US.
    The -war grew out of a fear among US policy-planners that the victory of the Ho Chi Minh government would start a domino effect - communist government would be established in other countries in the area. 
    They underestimated the power of nationalism to move people to action, inspire them to sacrifice their home and family, live under horrific conditions, and fight for independence. They underestimated the power of a small country to fight the most technologically advanced country in the world. 

    The Ho Chi Minh Trail 
    Ho Chi Minh Trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south. The trail was improved from the late 1950s, and from 1967 many North Vietnamese troops came south each month on this trail.
    The trail had support bases and hospitals along the way. In some parts supplies were transported in trucks, but mostly they were carried by porters, who were mainly women. 
    Most of the trail was outside Vietnam in neighbouring Laos and Cambodia with branch lines extending into South Vietnant.
    The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply lirie by intensive bombing failed because they were rebuilt very quickly. 

Illustration 9
    Which were the old religius practiced in Vietnam?
Solution
    Old religious practiced in Vietnam were mixture Buddhism, Confucianism and the local practices.

Illustration 10
    What was scholars revolt of 1868.
Solution
    It was an early movement against the French control and the spread of christianity in which in a general uprising in Nghe-An, and Ha-Tien provices, thousand of catholics were killed.

Illustration 11
    Who was Phan Boi Chau?
Solution
    Phan Boi Chau (1867-1940) was a nationalist who formed the revolutionary society (Duy Tan Hoi) in 1903 with prince Cuong Dea.

Illustration 12
    Which organisation was created by Vietnamese students in Japan and in China?
Solution
    Vietnamese students formed–
    (i) Restoration society in Tokyo, Japan.
    (ii) Restoration of Vietnamis China.

Illustration 13
    Which two cities of Vietnam are called the electrical fuses and why?
Solution
    Two cities– ‘Nghe An and Ha Tinh’ were called electrical fuses because these cities were leading miserable life. These people may play an active role in freedom movement.

    Try yourself
9.    What was ‘go east movement’?
10.    Why Japan was the main destination of Vietnamese revolutionaries?
11.    What was ‘ordinance 10’?
12.    What was HO Chi Minh Trail?

The Nationalist Movement in Indo - China

The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh

the communist movement and vietnamese nationalism

    The Great Depression of the 1930s had a profound impact on Vietnam. The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces of Nghe An and Ha Tinh. These provinces were among the poorest, had an old radical tradition, and have been called the ‘electrical fuses’ of Vietnam - when the system was under pressure they were the first to blow.
    In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party, later renamed the Indo-Chinese Communist Party.
    In 1940 Japan occupied Vietnam, as part of its imperial drive to control Southeast Asia. So nationalists now had to fight against the Japanese as well as the French. The League for the Independence of Vietnam (Viet Narn Doc Lap Dong Minh), which came to be known as the Vietminh, fought the Japanese occupation and recaptured Hanoi in September 1945. The Democratic Republic of Vietnam was formed and Ho Chi Minh became Chairman.

    The New Republic of Vietnam
    The new republic faced a number of challenges. The French tried to regain control by using the emperor, Bao Dai, as their puppet. Faced with the French offensive, the Vietminh were forced to retreat to the hills. After eight years of fighting, the French were defeated in 1954 at Dien Bien Phu.
    In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were persuaded to accept the division of the country. North and south were split: Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south. 
    This division set in motion a series of events that turned -Vietnam into a battlefield bringing death-and destruction to its people as well as the environmet.

The Bao Dai regime was soon overthrown by a coup led by Ngo Diem. Diem built a repressive and authoritarian government. Anyone who opposed him was called a communist and was jailed and killed. Diem retained Ordinance 10, a French law that permitted Christianity but outlawed Buddhism. His dictatorial rule came to be opposed by a broad opposition unitedunder the banner of theNational Liberation Front (NLF).
    With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of the country. The US watched this alliance with fear. Worried about communists gaining power, USA decided to intervene decisively, sending in troops and arms.

    The Entry of the US into the War
    From 1965 to 1972, over 3,403,100 US services personnel served in Vietnam (7,484 were women). Even though the USA had advanced technology and good medical supplies, casualties-were high. About 47,244 died in battle and 303,704 were wounded. 
    This phase of struggle with the US was brutal. 
    (i)    Thousands of US-troops arrived equipped with heavy weapons and tanks and backed by the most powerful bombers of the time - B52s.
    (ii)    The wide spread attacks and use of chemical weapons - Napalm, Agent Orange, and phosphorous bombs-destroyed many villages and decimated jungles. Civilians died in large numbers.
    (iii)    The effect of the war was felt within the US as well. Many were critical of the government for getting involved in a war that they say was as indefensible.
    (iv)    When the youth were drafted for the war, the anger spread. Compulsory service in the armed forces, however, could be waived for university graduates.
    (v)    The US media and films played a major role in both supporting as a well as criticising the war. Hollywood made films in support of the war, such as John Wayne’s Green Berets.
    (vi)    Other films were more critical as they tried to understand the reasons for this war. John Ford Coppola’s Apocalypse Now (1979) reflected the moral confusion that the war had caused in the US.
    The -war grew out of a fear among US policy-planners that the victory of the Ho Chi Minh government would start a domino effect - communist government would be established in other countries in the area. 
    They underestimated the power of nationalism to move people to action, inspire them to sacrifice their home and family, live under horrific conditions, and fight for independence. They underestimated the power of a small country to fight the most technologically advanced country in the world. 

    The Ho Chi Minh Trail 
    Ho Chi Minh Trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south. The trail was improved from the late 1950s, and from 1967 many North Vietnamese troops came south each month on this trail.
    The trail had support bases and hospitals along the way. In some parts supplies were transported in trucks, but mostly they were carried by porters, who were mainly women. 
    Most of the trail was outside Vietnam in neighbouring Laos and Cambodia with branch lines extending into South Vietnant.
    The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply lirie by intensive bombing failed because they were rebuilt very quickly. 

Illustration 9
    Which were the old religius practiced in Vietnam?
Solution
    Old religious practiced in Vietnam were mixture Buddhism, Confucianism and the local practices.

Illustration 10
    What was scholars revolt of 1868.
Solution
    It was an early movement against the French control and the spread of christianity in which in a general uprising in Nghe-An, and Ha-Tien provices, thousand of catholics were killed.

Illustration 11
    Who was Phan Boi Chau?
Solution
    Phan Boi Chau (1867-1940) was a nationalist who formed the revolutionary society (Duy Tan Hoi) in 1903 with prince Cuong Dea.

Illustration 12
    Which organisation was created by Vietnamese students in Japan and in China?
Solution
    Vietnamese students formed–
    (i) Restoration society in Tokyo, Japan.
    (ii) Restoration of Vietnamis China.

Illustration 13
    Which two cities of Vietnam are called the electrical fuses and why?
Solution
    Two cities– ‘Nghe An and Ha Tinh’ were called electrical fuses because these cities were leading miserable life. These people may play an active role in freedom movement.

    Try yourself
9.    What was ‘go east movement’?
10.    Why Japan was the main destination of Vietnamese revolutionaries?
11.    What was ‘ordinance 10’?
12.    What was HO Chi Minh Trail?

The Nationalist Movement in Indo - China

The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh

the communist movement and vietnamese nationalism

    The Great Depression of the 1930s had a profound impact on Vietnam. The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces of Nghe An and Ha Tinh. These provinces were among the poorest, had an old radical tradition, and have been called the ‘electrical fuses’ of Vietnam - when the system was under pressure they were the first to blow.
    In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist (Vietnam Cong San Dang) Party, later renamed the Indo-Chinese Communist Party.
    In 1940 Japan occupied Vietnam, as part of its imperial drive to control Southeast Asia. So nationalists now had to fight against the Japanese as well as the French. The League for the Independence of Vietnam (Viet Narn Doc Lap Dong Minh), which came to be known as the Vietminh, fought the Japanese occupation and recaptured Hanoi in September 1945. The Democratic Republic of Vietnam was formed and Ho Chi Minh became Chairman.

    The New Republic of Vietnam
    The new republic faced a number of challenges. The French tried to regain control by using the emperor, Bao Dai, as their puppet. Faced with the French offensive, the Vietminh were forced to retreat to the hills. After eight years of fighting, the French were defeated in 1954 at Dien Bien Phu.
    In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were persuaded to accept the division of the country. North and south were split: Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south. 
    This division set in motion a series of events that turned -Vietnam into a battlefield bringing death-and destruction to its people as well as the environmet.

The Bao Dai regime was soon overthrown by a coup led by Ngo Diem. Diem built a repressive and authoritarian government. Anyone who opposed him was called a communist and was jailed and killed. Diem retained Ordinance 10, a French law that permitted Christianity but outlawed Buddhism. His dictatorial rule came to be opposed by a broad opposition unitedunder the banner of theNational Liberation Front (NLF).
    With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of the country. The US watched this alliance with fear. Worried about communists gaining power, USA decided to intervene decisively, sending in troops and arms.

    The Entry of the US into the War
    From 1965 to 1972, over 3,403,100 US services personnel served in Vietnam (7,484 were women). Even though the USA had advanced technology and good medical supplies, casualties-were high. About 47,244 died in battle and 303,704 were wounded. 
    This phase of struggle with the US was brutal. 
    (i)    Thousands of US-troops arrived equipped with heavy weapons and tanks and backed by the most powerful bombers of the time - B52s.
    (ii)    The wide spread attacks and use of chemical weapons - Napalm, Agent Orange, and phosphorous bombs-destroyed many villages and decimated jungles. Civilians died in large numbers.
    (iii)    The effect of the war was felt within the US as well. Many were critical of the government for getting involved in a war that they say was as indefensible.
    (iv)    When the youth were drafted for the war, the anger spread. Compulsory service in the armed forces, however, could be waived for university graduates.
    (v)    The US media and films played a major role in both supporting as a well as criticising the war. Hollywood made films in support of the war, such as John Wayne’s Green Berets.
    (vi)    Other films were more critical as they tried to understand the reasons for this war. John Ford Coppola’s Apocalypse Now (1979) reflected the moral confusion that the war had caused in the US.
    The -war grew out of a fear among US policy-planners that the victory of the Ho Chi Minh government would start a domino effect - communist government would be established in other countries in the area. 
    They underestimated the power of nationalism to move people to action, inspire them to sacrifice their home and family, live under horrific conditions, and fight for independence. They underestimated the power of a small country to fight the most technologically advanced country in the world. 

    The Ho Chi Minh Trail 
    Ho Chi Minh Trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south. The trail was improved from the late 1950s, and from 1967 many North Vietnamese troops came south each month on this trail.
    The trail had support bases and hospitals along the way. In some parts supplies were transported in trucks, but mostly they were carried by porters, who were mainly women. 
    Most of the trail was outside Vietnam in neighbouring Laos and Cambodia with branch lines extending into South Vietnant.
    The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this important supply lirie by intensive bombing failed because they were rebuilt very quickly. 

Illustration 9
    Which were the old religius practiced in Vietnam?
Solution
    Old religious practiced in Vietnam were mixture Buddhism, Confucianism and the local practices.

Illustration 10
    What was scholars revolt of 1868.
Solution
    It was an early movement against the French control and the spread of christianity in which in a general uprising in Nghe-An, and Ha-Tien provices, thousand of catholics were killed.

Illustration 11
    Who was Phan Boi Chau?
Solution
    Phan Boi Chau (1867-1940) was a nationalist who formed the revolutionary society (Duy Tan Hoi) in 1903 with prince Cuong Dea.

Illustration 12
    Which organisation was created by Vietnamese students in Japan and in China?
Solution
    Vietnamese students formed–
    (i) Restoration society in Tokyo, Japan.
    (ii) Restoration of Vietnamis China.

Illustration 13
    Which two cities of Vietnam are called the electrical fuses and why?
Solution
    Two cities– ‘Nghe An and Ha Tinh’ were called electrical fuses because these cities were leading miserable life. These people may play an active role in freedom movement.

    Try yourself
9.    What was ‘go east movement’?
10.    Why Japan was the main destination of Vietnamese revolutionaries?
11.    What was ‘ordinance 10’?
12.    What was HO Chi Minh Trail?