The Nationalist movement in Indo-China
Chapter 2 Social Science
History Question Answers Class 10th
The Nationalist movement in Indo-China
Very Short Answer Type Questions (1 mark each)
Q1. When was French Indo-China established?
Ans: In 1887.
Q2. When did Vietnam get its freedom?
Ans: In 1945.
Q3. Mention any two steps which were taken by the French government to improve transportation in Vietnam?
Ans: (i) Trans Indo-China rail network was started linking northern and southern parts of Vietnam
(ii) A railway line was built linking Vietnam to Siam.
Q4. How was the maritime silk route useful for Vietnam?
Ans: It was used for import and export of goods as well as for the exchange of ideas.
Q5. Mention the main base of the colonial economy of Vietnam?
Ans: Vietnam economy was primarily based on rice cultivation and rubber plantation owned by the French and small Vietnamese elites.
Q6. List the countries which form the Indo-China?
Ans: (i) Vietnam (ii) Laos (iii) Cambodia
Q7. Mention any two steps which were taken by the French to improve the economic condition of Vietnam.
Ans: (i) The French began by building canals and draining lands in the Mekong.
(ii) The vast system of irrigation was built.
(iii) New infrastructure projects were launched.
(iv) New railway lines were built.
Q8. State any two barriers to economic growth in Vietnam according to Bernard?
Ans:(i) High population level.
(ii) Low agricultural productivity.
(iii) Extensive indebtedness amongst the peasants.
Q9. Mention any two proposals suggested by Bernard to improve the economic condition of Vietnam.
Ans:(i) Land reforms
(ii) Industrialization
Q10. “Education became a dilemma for the French Colonizers.” Give two reasons.
Ans: (i) The French feared that after the introduction of education, the Vietnamese may begin to question colonial domination.
(ii) French citizens living in Vietnam (called colons) began fearing that they might lose their jobs as teachers, shopkeepers, policemen to the educated Vietnamese.
Q11. What was the Hoa Hao Movement?
Ans: It was Buddhist religious movement launched by Huynh Phu So, a native of Mekong river delta. It drew on religious ideas popular in anti-French uprisings of the nineteenth century.
Q12. “Some policy makers of France emphasized the need to use the French language as a medium of instruction in Vietnam. List any two reasons for the same.
Ans: (i) By learning the language they felt that the Vietnamese would be introduced to the culture and civilization of France.
(ii) The educated people in Vietnam would respect French sentiments and ideals.
Q13. When was the Tonkin Free Schools established?
Ans: In 1907.
Q14.Why was the Tonkin Free School started in 1907?
Ans: The Tonkin Free School was started in 1907 to provide a Western-style education.
Q15. Name any one party formed by the students of Vietnam to fight against the colonial government?
Ans: The Party of Young Annan.
Q16. Why were most of the Vietnamese intellectuals against the introduction of French curriculum in the schools?
Ans: (i) Because they feared that Vietnam was losing not just control over its territory but also its very identity.
(ii) It was feared that the people may develop a master slave identity.
Q17. Name any two religions practiced in Vietnam?
Ans: Buddhism and Confucianism.
Q18. When was Scholars Revolt started?
Ans: In 1868.
Q19. Who launched the Scholars Revolt?
Ans: The Scholars Revolt was launched by officials of the imperial court.
Q20. Why was the Scholars Revolt launched?
Ans: The Scholars Revolt was launched by the officials of the imperial court who were angered by the spread of Catholicism and French power.
Q21. Identify a religious movement which was hostile to the Western presence in Vietnam?
Ans: The Scholars Revolt.
Q22. Who was the founder of Hoa Hao movement?
Ans: Huynh Phu So.
Q23. What were the opinions of intellectuals regarding the modernization of Vietnamese?
Ans: (i) Some felt that Vietnamese traditions had to be strengthened to resist the domination of the West.
(ii) There were some scholars who felt that Vietnam had to learn from the West even while opposing foreign domination.
Q24. Who was the founder of the Revolutionary Society?
Ans: Phan Boi Chau.
Q25. Who was the author of “The History of the Loss of Vietnam”?
Ans: Phan Boi Chau.
Q26. What was the theme of the book,“The History of the Loss of Vietnam”?
Ans: The loss of sovereignty and the severing of ties with China that bound the elites of the two countries within a shared culture.
Q27. Name the Vietnam nationalist who wanted to establish a Democratic Republic in Vietnam?
Ans: Phan Chu Trinh.
Q28. Name any two countries with which Vietnamese nationalists had a close relationship?
Ans: Japan and China.
Q29. What was the development in China which took place in 1911 and inspired the Vietnamese nationalists?
Ans: In 1911, the long-established monarchy in China was overthrown by a popular movement under Sun Yat Sen, and a republic was set up.
Q30. Who was Sun Yat Sen?
Ans. He was a Chinese nationalist under whose leadership the long established monarchy in China was overthrown by a popular movement.
Q31. Who was the founder of Indo-Chinese Communist party?
Ans. Ho Chi Minh.
Q32. Who was the founder of Vietnamese Communist Party? Under what circumstances was the party formed?
Ans. Vietnamese party was formed by Ho Chi Minh. In February 1930, during the great depression period, the uprisings were put by the French with great severity. This provided an opportunity to Vietnamese leaders to come together.
Q33. Who was Huynh Phu So?
Ans. He was a nationalist of Vietnam who launched the Hoa Hao movement.
Q34. Who was Phan Boi Chau?
Ans. He was a Vietnamese nationalist who formed the Revolutionary society. He also wrote a book named ‘The History of the Loss of Vietnam’.
Q35. Who was Phan Chau Trinh?
Ans. He was a Vietnamese nationalist who was hostile to the monarchy and opposed the idea of resisting the French with the help of court.
Q36. Who was Viet Minh?
Ans. The Viet Minh was a revolutionary national liberation movement formed by Ho Chi Minh in 1941 to seek independence for Vietnam from France as well as Japanese occupation.
Q37. Who was Bao Dai?
Ans. Bao Dai was a puppet king who was made emperor of South Vietnam after the Geneva Conference.
Q38. What was the result of the Geneva peace negotiation which took place after the defeat of the French forces in Vietnam?
Ans. The Vietnam was divided into two countries. Ho Chi Minh and communist took power in the north while Bao Dai’s regime was put in power in the South.
Q39. What was ordinance 10?
Ans. It was a French law that permitted Christianity but outlawed Buddhism
Q40. Why did the US decide to intervene in the Vietnam war?
Ans. The US entered the war due to the fear of communism.
Q41. Name any two films which were produced in the USA on the Vietnam war.
Ans. (i) Green Berets-John Wayne’s
(ii) Apocalypse Now- John Ford Coppola’s
Q42. Who were Trung sisters?
Ans. They were Vietnam nationalists who fought to save the nation from the Chinese.
Q43. Who was Trieu Au?
Ans. She was a young girl who organized a large army to resist Chinese rule in Vietnam.
Q44. When did the conflict with the US end in Vietnam and how?
Ans. The conflict with the US ended in 1974 with a peace agreement in Paris.
Q45. What is the meaning of concentration camps?
Ans. A prison where people are detained without the due process of law. The word evokes an image of a place of torture and brutal treatment.
Q46. Who were called colons in Vietnam?
Ans. French citizens living in Vietnam were called colons.
Q47. What was the main aim of the Scholars revolt of 1868?
Ans. The basic aim of Scholars Revolt 1868 was to check the Western presence and spread of Christianity in Vietnam.
Q48. Name the writer who wrote a play based on the lives of Trung sisters.
Ans. The nationalist Phan Boi Chau wrote a play based on the lives of Trung sisters.
Q49. What were the two basis of colonial economy in Vietnam?
Ans. (i) Rice Cultivation
(ii) Rubber plantation
The Nationalist Movement in Indo-China
Short Answer Type Questions (3 Marks each)
Q1. How was the French Indo-China formed?
Or
Examine the formation of French Indo-China.
Ans.(i) French troops landed in Vietnam in 1858.
(ii) By the mid-1880s, they had established a firm grip over the northern region.
(iii) After the Franco-Chinese war, the French assumed control of Tonkin and Anaam, in 1887, French Indo-China was formed.
Q2. ‘The French thought colonization necessary’. Give reasons.
Or
Why did the French think that colonies were? Explain.
Ans. (i) Supply of raw materials: Colonies were considered essential to supply of natural resources and other essential goods.
(ii) To civilize the uncivilized people: Most of the European countries were of the opinion that the Afro-Asian people were uncivilized and thought it was the mission of the ‘advanced’ European countries to bring the benefits of civilization to these backward people.
Q3. Who was Paul Bernard? What were his views regarding the development of colonies?
Or
Describe the views of Paul Bernard on the question of development of the colonies. Mention any three barriers to which were hurdles in improving the economy of Vietnam.
Or
How did Paul Bernard argue in favour of economic development of Vietnam? Explain.
Ans. Paul Bernard was an influential writer and policy maker who suggested a model to develop the French colonies.
- Believer of development of colonies: He strongly believed that economic development of the colony was the only method which could help in serving the interests of the mother country.
- Economic circle: He argued that the purpose of acquiring colonies was to make profits. If the economy was developed and people had high per capita income, this would increase their purchasing power, and they would buy more goods. The market would consequently expand, leading to better profits for the French business.
According to Bernard there were following barriers:
- High population levels.
- Low agricultural productivity.
- Extensive indebtedness amongst the peasants.
Q4. Why did the French policy makers want to educate the people of Vietnam? Explain.
Or
Investigate the objective of French policy makers to educate the people of Vietnam.
Or
How did the French seek to strengthen their rule in Vietnam through the control of education?
Ans. (i) Civilizing Mission: Like most of the European nations, French also claimed that they had a modern civilization and it was their duty to introduce their modern ideas to the colony even if this meant destroying local culture, religions and traditions.
- To counter Chinese influence: The elites in Vietnam were powerfully influenced by the 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.
- To create Asiatic France Solidarity: There were many policy makers who felt that by learning French the Vietnamese would be introduced to the culture and civilization of France. This would create Asiatic France solidarity. The educated people in Vietnamese would respect French culture and see the superiority of French culture.
- To justify Colonial rule: French also wanted to educate the people of Vietnam so that through textbooks and other materials, they could justify colonial rule.
Q5. There were two broad opinions on the new education policy introduced by the French in Vietnam. Discuss.
Or
Explain the two opinions on the question of the use of the French language as the medium of instruction in the French schools established for the Vietnamese in Vietnam.
Or
Why did some French policy makers in Vietnam emphasise the need to use the French language as the medium of instruction?
Ans. (i) Supporters of French: Some policy makers were in favour of the French language as the medium of instruction, because according to them, this would promote French culture in Vietnam. By learning the language, they felt, the Vietnamese will be introduced to the culture and civilization of France. This would help to 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 French.
(ii) Supporters of Vietnamese: However, there were other groups of thinkers who were opposed to French being the only medium of instruction. They suggested that Vietnamese should 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.
Q6. ‘The battle against the French colonial education became a part of the larger battle against colonialism and for independence.’ Explain.
Or
The schools became an important place for political and cultural battles in Vietnam against French colonialism. Support the statement with examples.
Or
How did nationalism emerge in Vietnam through the efforts of different sections of society to fight against the French? Analyze.
Ans. (i) Educational and colonial battle: The French sought to strengthen their rule in Vietnam through the control of education whereas Vietnamese intellectuals wanted to use education as a power to motivate the students to resist against rule.
(ii) Teachers and education: Teachers and students did not follow the curriculum framed by the French. While teaching, Vietnamese teachers used to modify the text which was against the Vietnamese.
(iii) Saigon Native girls school incident: In the Saigon Native Girls school, when a Vietnamese girl was asked to vacate the front seat for a French girl, she refused to do so. She was expelled from the school. When angry students protested, they too were expelled. This led to an open protest by the people forcing the government to take the student back.
(iv) Students and education: To fight against colonial government, students formed various political parties such as the party of young Annan. They also used print culture to highlight how the French rule was dangerous for the people. They issued national journals such as the Annanese Student.
(v) Go East Movement: It was a national movement launched by the students to drive the French out of Vietnam. Under this movement many Vietnamese students went to Japan to look for foreign help.
Q7. What were the major features of the new schools of western learning introduced in Vietnam by the French?
Or
Explain four features of the education being given in the Tonkin free schools which were started to provide the western style of education in Vietnam.
Ans. (i) In the new education system, more stress was given to Science, Hygiene and French.
(ii) Along with the western education, the schools encouraged the adoption of western style such as having a short haircut.
(iii) These schools also encouraged students to wear western clothes, and play the western games like tennis.
(iv) For the traditional Vietnamese hair has the same significance as the head.
Q8. “Rat hunt started in Hanoi was contradictory to the Civilising Mission of the French.” Examine the statement.
Ans. The rat hunt was started in 1902 in Hanoi to check the spread of plague in the city. Under this workers were asked to catch rats. It was contradictory in the civilizing mission because under the civilizing mission the French claimed that they were bringing modern civilization to the Vietnamese but under rat hunt mission they asked locals to enter sewers to catch rats for them.
Q9. What was Scholar’s Revolt? Explain.
Ans. (i) This was an anti-French Movement launched in 188.
(ii) The main aim of the movement was loyalty to the monarchy and hatred for the French.
(iii) The movement was led by officials at the imperial court.
(iv) The movement was very intense in Ngu An and Ha tien province.
(v) More than 1000 catholics were killed by the rebels.
(vi) Though movement was crushed by the French but it served to inspire people to rise up against the French.
Q10. What was ‘Go East Movement’?
Or
Critically examine the Go East Movement.
Ans. (i) It was a movement which was launched in the first decade of the twentieth century.
(ii) In 1907-08, some 300 Vietnamese nationalist students went to Japan to acquire modern education.
(iii) For most of them the primary objectives was to drive out the French from Vietnam, overthrow the puppet emperor and re-establish the Nguyen dynasty that had been deposed by the French.
(iv) These nationalists looked for foreign arms and help. They appealed to the Japanese help as fellow Asians.
Q11. Explain the reasons for the popularity of ‘Go East Movement’.
Ans. (i) The anti-French movement was launched in the first decade of 20th century.
(ii) The movement became popular because early Vietnamese nationalists had a close relationship with Japan and China.
(iii) They provided models for those who were escaping French police, and a location where a wider Asian network of revolutionaries could be established.
Q12. What was the impact of the Great Depression of 1929 on Vietnam?
Ans: The Great Depression of the 1930s which shattered most economies of the world had a severe impact in Vietnam too.
- The prices of rubber and rice fell, leading to rising rural debts, unemployment and rural uprisings.
- People started demonstrating against the colonial government.
- The colonial government put these uprisings down with great severity, even using planes to bomb demonstrators.
- The Great Depression and the brutality of the French against the workers provided an opportunity to the nationalist leaders to group together.
Q13. “The US media and films played a major role in both supporting as well as criticizing the Vietnam war.” Explain?
Ans: (i) Hollywood made films in support of the war, such as John Wayne’s Green Berets (1968) This has been cited by many as an example of n unthinking propaganda film hat was responsible for motivating many young men to die in the Vietnam war.
(ii) 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 United States.
Q14. Under what circumstances did the US enter the Vietnam war? Explain.
Ans (i) After the Geneva Peace Agreement, Vietnam was divided into the North and South Vietnam.
(ii) Ho Chi Minh and the communists, took power In the North while Bao Dai’s regime was put in power in the South.
(iii) The Bai Dai regime was soon overthrown by a coup led by Ngo Dinh Diem.
(iv) His rule was opposed by many people and organizations including the National Liberation Front ( NLF). The NLF wanted unification of the country.
(v) America wanted the anti-communist government in South Vietnam to continue at any cost. So, it directly entered the war.
Q15. Analyse the impact of Vietnam War on Vietnam?
Ans (i) Use of modern war equipment’s: Thousands of US war troops arrived in Vietnam with heavy weapons, tanks and airships etc.
(ii) Use of Chemical weapons and gases: These War troops used all kinds of chemical weapons Napalm Agent Orange, and phosphorus bombs which destroyed any cities, villages and decimated jungles.
(iii) War and Women: War provided an opportunity to Vietnamese women to come out of the houses. In the 1960s, photographs in magazines and journals showed women as brave fighters. There were pictures of women militia shooting down planes. They were portrayed as young, brave and dedicated.
(iv) Unification of Vietnam: A peace settlement was signed in 1974 which ended conflict with US. The NLF occupied presidential palace in Saigon on 30th April, 1975 which lead to reunification of Vietnam.
Q16. State the contribution of Ho Chi Minh? State his contribution in the freedom movement of Vietnam?
Or
Explain and four contributions of Ho Chi Minh in Vietnam’s Struggle for Independence.
Or
How could you relate Communist Movement with “Vietnamese Nationalism’? Explain in four points?
Or
Relate communist movement with Vietnamese Nationalism’ and explain?
Ans : (i) As a leader: Ho Chi Minh, real nae Nguyen Thanh, Vietnamese Communist leader and the principal force behind the Vietnamese struggle against French colonial rule.
(ii) Formation of Communist Party: In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese communist (Vietnam Cong San Dang) Party, later renames the Indo-Chinese Communist Party.
(iii) President of North Vietnam: He became President of North Vietnam after Vietnam was split under the Geneva agreement.
(iv) Important symbol for unification of Vietnam: He was an important symbol for the unification of Vietnam. The importance of his role is clear from the fact that the most important route connecting north and south Vietnam was named after him.
Q17. What is the Ho Chi Minh trail? Describe ant three points of its importance.
Or
“The Ho Chi Minh trail became advantageous to Vietnamese war against US”. Support the statement with arguments.
Ans: The Ho Chi Min trail was an immense network of footpaths and roads. Used to transport men and materials from the north to the south during the Vietnam war.
Importance:
(i) The story of the Ho Chi Minh trail is one way of understanding the nature of the war that the Vietnamese fought against the United States.
(ii) It symbolizes how the Vietnamese used their limited resources against the biggest military power.
(iii) The trail was used by about 20,000 North Vietnamese troops who came to the south each month using this trail.
Q18. What was the main motive of the French to develop the infrastructural projects in Vietnam? Explain how far did they succeed in their mission.
Ans: (i) The basic aim of the French to develop the infrastructural projects in Vietnam was to get supply of natural resources and other essential goods.
(ii) The French succeeded in their mission as-
(a) The area under rice cultivation went from merely 274,000 hectare in 1900 and 2.2 million in 1930.
(b) By 1930 Vietnam became the third largest exported of rice in the world.
(c) The French succeeded in linking northern and southern parts of Vietnam through rail.
(d) Vietnam was also linked to other nations like China and Thailand through rail.
Q19. How did students in Vietnam fight against the colonial governments efforts to prevent Vietnamese from qualifying for ‘white collar jobs’? Explain.
Ans: (i) They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of the society.
(ii) By the 1920s, students were forming various political parties, such as the Party of Young Anna, and publishing nationalist journals such as the Annanese Student.
(iii) Many young students went to Japan under the ‘Go-East movement’ to get higher education.
Q20. “As the nationalist movement grew, the status of women came to be questioned and a new image of womanhood emerged”. Examine the statement with examples?
Ans: (i) Writers and political thinkers began idealizing women who rebelled against social norms. In the 1930s, a famous novel by Nhat Linh caused a scandal because it showed a woman leaving a forced marriage and marrying someone of her choice, someone who was involved in nationalist politics.
(ii) Rebellious women of the past were similarly celebrated. In 1913, the nationalist Phan Boi Chau wrote a play based on the lives of the Trung sisters who had fought against Chinese domination in 39-43 CE.
(iii) In the 1960’s, photographs in magazines and journals showed women as brave fighters.
The Nationalist movement in Indo-China
Long Answer Type Questions (4/5 Marks each)
Q1. Describe any three steps taken by the French to develop agriculture in Vietnam?
Or
Describe any five steps taken by the French for the development of the ‘Mekong Delta Region’?
Or
What did France do to increase cultivation in Vietnam? How did it affect the rice cultivation by 1931?
Or
Describe the major steps taken by the French to develop agriculture in Vietnam?
Ans: (i) Building canals: The French began by building canals and draining land in the Mekong delta to increase cultivation. The vast system of irrigation work-canals and earthworks-built mainly with forced labour, increased rice production.
(ii) Building of ports: To export the surplus production, French built ports. These ports were used to export the rice to the international market.
(iii) Increasing area under rice cultivation: The area under rice cultivation went up from 274,000 hectares in 1873 to 1.1 million hectares in 1900 and 2.2 million in 1930. Vietnam exported two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
(iv) Construction of rail network: Construction of a trans-Indo-China rail network, that would link the northern and southern parts of Vietnam and China, was begun. The final link with Yunan in China was completed by 1910. The second line was also built, linking Vietnam to Siam (as Thailand was then called), via the Cambodian capital of Phnom Penh.
(v) Establishing rubber estates: Many new rubber estates owned by the French businessmen were established. Indentured Vietnamese labour was widely used in the rubber plantations.
Q2. Why was a New Education Policy introduced by the French in Vietnam?
Ans: Motives:
- To consolidate their power: To counter this Chinese influence French systematically dismantled the traditional educational system and established French schools for the Vietnamese.
- Educated labour for administration: The French needed an educated local labour force.
- To demonstrate superiority of French culture: Many scholars believed that by learning the language, the Vietnamese would be introduced to the culture and civilization of France. This would help create an ‘Asiatic France solidly tied to European France’.
Q3. What were the limitations or drawbacks of the new education policy introduced by the French in Vietnam?
Ans: Limitations:
- Only the Vietnamese elites compromising a small fraction of the population were enrolled in the schools.
- Only a few among those admitted ultimately were allowed to pass the School-Leaving Examination. This was largely because of a deliberate policy of failing students, particularly in the final year, so that they could not qualify for the better-paid jobs.
- New textbooks glorified French culture, and justified, colonial rule.
- In the textbooks, the Vietnamese were represented as primitive and backward, who were only capable of manual labour.
- The school children were taught that only French rule could provide a conducive atmosphere for the overall development of the Vietnamese, whereas the reality was opposite.
Q4. How was education used as a weapon by the Vietnamese to fight against the Colonialism? Explain.
Or
Education was used as a weapon to fight against the colonialism by the Vietnamese”. Explain?
Or
Explain the role of students against the colonial government in Vietnam?
Ans:
- Curriculum and locals: Vietnamese teachers and students did not blindly follow the curriculum framed by the French. Sometimes, there was open opposition and another times, there was silent resistance.
- Incident of Saigon School: When a Vietnamese girl was terminated over the issue of front seat, the whole school protested and forced the authorities to take her back. It was a victory for the educated class.
- Education and students: Students were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of the society. By the 1920s, students were forming various political parties, such as the Party of the Young Annan.
- Education as a weapon: The French sought to strengthen their rule in Vietnam through the control of education. On the other hand, the educated class wanted to use education to fight against the colonial rule.
- Education and Vietnamese intellectuals: Intellectuals like Phan Boi Chau and Phan Chu Trinh warned the people about the double loss of the French rule i.e. loss of sovereignty and culture.
- The battle against French colonial education became a part of the larger battle against colonialism, and for independence.
Q5. Who was Huynh Phu So? Explain his role in arousing the anti-imperialist sentiments?
Ans: Huynh Phu So was a Buddhist religious scholar who was a native of the Mekong river delta. His role in arousing the anti-imperialist sentiments:
- Founder of Hoa Hao Movement: Huynh Phu was the founder of the Hoa Hao Movement which drew on religious ideas popular in the anti-French uprisings of the nineteenth century.
- Social reformer: He was a great social reformer as he opposed the sale of child brides, gambling, and the use of of alcohol and opium.
- Struggle against foreign rule: Huynh Phu So faced a great deal of trouble when he began to spread his ideas of religion, because most of his followers were Vietnamese nationalists.
The colonial government declared him mad, called him the Mad Bonze, and put him in a mental asylum. The French authorities exiled him to Laos and sent many of his followers to concentration camps.
Q6. Who was Phan Boi Chau? Explain his role in arousing anti-imperialist sentiments.
Ans. Phan Boi Chau was one of the leading figure in the anti-colonial movement in early 20th century Vietnam.
- Vietnamese nationalists Phan Boi Chau was a Vietnamese Nationalist and a freedom fighter. He formed the revolutionaries’ society in 1903 under the leadership of Prince Cuong De.
- Literary work: He wrote his world famous book, ‘The history of the loss of Vietnam’ under the strong influence and advice of Cuong De. The book became a widely read bestseller in Vietnam and China. It was also made into play. The book focused on two themes.
The loss of sovereignty and the severing ties with China.
- His ideas regarding freedom of Vietnam: He wanted to use monarchy in order to push French out of the country as he was of the opinion that the monarchy was still highly respected by wealthy landowners.
- His work in Japan: In 1905 he went to Japan to get the Japanese assistance for the independence of Vietnam. In Japan, he started the ‘Go-East Movement’ with an aim to provide western education to the young Vietnamese.
Q7. Who was Phan Chau Trinh? How did he help in the Modernisation of Vietnam?
Or
Explain any four ideas of Phan Chau Trinh.
Or
Explain the features of the Ideology Phan Chau Trinh.
Or
Explain the ideas of Phan Chau Trinh to establish a democratic republic in Vietnam?
Ans. Phan Chau Trinh was one also one of the greatest Vietnamese nationalists of the early 20th century.
- Against the French: He sought to end the France’s brutal occupation in Vietnam.
- Western culture: His ideas regarding the western culture differed with Phan Boi Chau. He did not want a wholesale rejection of western civilisation.
- Hostile to monarchy: He was intensely hostile to the monarchy, and opposed to the ideas of resisting the French with the help of the court. He was in favour of establishing a Democratic Republic.
- Democratic ideals: Phan Chau Trinh was influenced by the democratic ideals of the West. He accepted the French revolutionary ideal of liberty but charged the French for not abiding by the ideals. He demanded that the French should set up legal and educational institutions and should develop agriculture and industries.
Q8. What was the role of religious groups in the development of the anti-colonial feeling in Vietnam?
Ans: (i) Scholars Revolt:
(i) This was an anti-French Movement launched in 188.
(ii) The main aim of the movement was loyalty to the monarchy and hatred for the French.
(iii) The movement was led by officials at the imperial court.
(iv) The movement was very intense in Ngu An and Ha tien province.
(v) More than 1000 catholics were killed by the rebels.
(vi) Though movement was crushed by the French but it served to inspire people to rise up against the French.
(ii) Hoa Hao Movement:
(a) It was an anti-French movement launched in 1939.
(b) The Movement was launched by Huynh Phu So, a Buddhist scholar. He was also a social reformer who was against gambling, child marriage, useless expenditure, etc.
(c) The movement was based on religious ideas.
(d) The movement played a major role in arousing the anti-French feelings.
(iii) Role of Phan Boi Chau:
Phan Boi Chau was one of the leading figure in the anti-colonial movement in early 20th century Vietnam.
(a) Vietnamese nationalists Phan Boi Chau was a Vietnamese Nationalist and a freedom fighter. He formed the revolutionaries’ society in 1903 under the leadership of Prince Cuong De.
(b) Literary work: He wrote his world famous book, ‘ The history of the loss of Vietnam’ under the strong influence and advice of Cuong De. The book became a widely read bestseller in Vietnam and China. It was also made into play. The book focused on two themes.
Q9. ‘Early Vietnamese nationalists had a close relationship with Japan and China’. Explain by giving examples.
Or
Describe any five features of the ‘Go East Movement’.
Ans. (i) Proper place for a strong network: Early Vietnamese nationalists had a close relationship with Japan and China. Both these countries were models for those looking for change, a refuge for those who were escaping from the colonial government. These countries provided a location where a wider Asian network of revolutionaries could be established. Even Phan Boi Chau lived in Japan for some years.
(ii) Go East Movement:
- It was a Vietnamese political movement founded by Phan Boi Chau at the start of the 20th century.
- The main aim of the movement was to encourage young Vietnamese to go east to Japan to get modern education.
- Many young students went to Japan to get modern education. For most of them the primary objective was to drive out the French and to re-establish the Nguyen Dynasty.
- They also sought Japan’s support in their struggle against French.
- They even established a branch of the restoration society in Tokyo.
- But the movement slowed down after 1908 when Japanese government banned the activities of the nationalists. Even Phan Boi Chau and many other leaders were deported.
(iii) Restoration Society: most of the nationalists also wanted to establish a strong military in Vietnam on the lines of Japan which had defeated Russia in 1907. Vietnamese students established a branch of the restoration society in Tokyo but after 1908, the Japanese Ministry of interior clamped down on them. Many nationalists including Phan Boi Chau were deported and forced to seek exile in China and Thailand.
(iv) Chinese revolution, a source of inspiration: The Vietnamese nationalists we are also inspired by the revolutionary movement which occurred in China. In 1911, the long established monarchy in China was overthrown by a popular movement under Sun Yat Sen and a ‘Republic’ was set up. Inspired by these developments, the Vietnamese students organised the Association of the Restoration of Vietnam ( Viet- Nam Quan Phuc Hoi).
Q10. Explain the causes of the US involvement in the war in Vietnam. What effect did this involvement have on life within US itself?
OR
“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.” Support the statement explaining three reasons.
Ans: The Vietnamese had to fight a long struggle first against France, and then against Japan and lastly, against the USA. Following were some of the causes for the involvement of US in Vietnam:
(i) Spread of Communism: First and the foremost was the fear of the spread of communism in Vietnam. The United States regarded the spread of communism a great danger to the capitalist countries. The US was ready to fight against Communism in any part of the world. So when communism showed its head in Vietnam, it at once came forward to check it.
(ii) To Support France: The second cause of US entry in Vietnam was the humiliation that France had to face in Vietnam. Being the champion of the capitalist countries, US wanted to crush Vietnam at all costs to save the prestige of the capitalist countries, especially France which was an ally of the US in the Second World War.
(iii) Against Unification: US was against the unification of Vietnam. The Geneva Conference had divided Vietnam into two parts: North Vietnam and South Vietnam. When the Ho Chi Minh government in North Vietnam and the National Liberation Front in South Vietnam tried to unify the two parts, in violation of the Geneva Conference, the US could not tolerate this. Hence, it decided to intervene in Vietnam. Within no time, the United States sent a large number of US soldiers with the latest war equipment. This dragged on for many years (1965-1972).
Effects of US Involvement on Life within the US itself: The US involvement in Vietnam had a far-reaching effect on US itself. America had to suffer a huge loss of men and money though she caused great destruction in North Vietnam through bombardment.
America lost about 75,000 soldiers in the war by 1975 A.D. It evoked strong reactions in America. Various countries of the world strongly criticized the American intervention in the internal affairs of Vietnam.As a result, America was compelled to start the withdrawal of its troops in April 1975. Saigon also surrendered after the withdrawal of the American troops. In this way, the United Vietnam came into existence on April 30, 1975 A.D.
Q11. Explain the steps taken by the French in the field of education in Vietnam.
Or
“French tried to solve educational problems in Vietnam in different ways”. Support the statement with examples.
Ans: (i) French Schools: French missionaries arrived in Vietnam in the 17th century. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese.
(ii) Replacing Chinese and local languages: the elites in Vietnam were powerfully influenced by Chinese culture and language. So, they decided to replace the Chinese and local languages by French.
(iii) New textbooks: To control the educational system textbooks were rewritten. School textbooks glorified the French and justified colonial rule.
(iv) The Tonkin Free Schools: These schools were 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).
Q12. (a) Why did the U.S. government decide to intervene in the Civil War in Vietnam?
(b) What were its effects on the people of Vietnam?
OR
The phase of struggle between 1965-1972 with US was called brutal OF Vietnamese. Explain the reasons.
Ans: For part (a) Refer Q.10 Long Answer Type Questions.
(b) Effects on the people of Vietnam:
(i) The phases of struggle with the Us was brutal, thousands of US troops, equipped with heavy weapons and tanks and backed by the most powerful bombers of the time, B52s,were actively engaged. The massive attacks and indiscriminate use of chemical and biological weapons- Napalm, Agent Orange, and phosphorus bombs-destroyed many villages and forests.
(ii) The war intensified the cold war between the communist and capitalist countries.
(iii) The war provided an opportunity to Vietnamese women to serve in the Army as soldiers and nurses.
Q13. How was Vietnam unified? Explain.
Ans: (i) Vietnam was divided into North and South under the Geneva Agreement of 1954.
(ii) Ho Chi Minh and communists took control of the north while south was under Bao Dai Regime.
(iii) With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of country.
(iv) US entry onto the war proved costly to the Vietnamese as well as to the Americans.
(v) The USA forces withdrew in 1974. The NLF occupied the presidential palace in Saigon on 30 April 1975 and unified Vietnam.
Q14. “The peace negotiations in Geneva followed the division of Vietnam that set-in motion a series of events that turned Vietnam into a battlefield”. Analyze the statement with arguments.
Ans: (i) Vietnamese were persuaded to accept the division of the country i.e., North and South.
(ii) Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south.
(iii) The Bao Dai regime of the South was soon overthrown by a coup led by Ngo Dinh Diem. Diem built a repressive and authoritarian government. Anyone who opposed him was called a communist and was jailed and killed.
(iv) His dictatorial rule came to be opposed by a broad opposition united under the banner of national Liberation Front (NLF).
(v) With the help of the Ho Chi Minh government in the North, the NLF fought for the unification of the country.
(vi) The US watched this alliance with fear. Worried about communists gaining power, it decided to intervene decisively, sending in troops and arms.
The Nationalist movement in Indo-China
NCERT SOLUTIONS
Class 10th CBSE SST
Q-1 Write a short note on-
(a) What was meant by the ‘civilizing mission’ of the colonisers?
(b) Huynh Phu So.
Ans (a) Like the British in India, the French claimed that they were bringing modern civilization to the Vietnamese. They were of the opinion that Europe had developed the most advanced civilization. Also, it became the duty of the Europeans to introduce modern ideas In their colonies.
(i) They introduced modern education.
(ii) Tonkin Free Schools were opened to provide modern education.
Motive: The real motive behind the motion was to exploit the natural and human resources of Vietnam.
(b) Huynh Phu So was a Buddhist religious scholar who was a native of the Mekong river delta. His role in arousing the anti-imperialist sentiments:
(i) Founder of Hoa Hao Movement: Huynh Phu was the founder of the Hoa Hao Movement which drew on religious ideas popular in the anti-French uprisings of the nineteenth century.
(ii) Social reformer: He was a great social reformer as he opposed the sale of child brides, gambling, and the use of of alcohol and opium.
(iii) Struggle against foreign rule: Huynh Phu So faced a great deal of trouble when he began to spread his ideas of religion, because most of his followers were Vietnamese nationalists.
Q2. Explain the following-
(i) Only one third of the students in Vietnam would pass the school leaving examinations.
(ii) The French began building canals and draining lands in the Mekong delta.
(iii) The government made the Saigon Native Girls School take back the students it had expelled.
Or
Why did a major protest erupt in 1926 in Saigon Native Girls School in Vietnam? Explain.
Or
Describe the incident that took place in 1926 in Saigon Native Girls School.
(iv) Rats were most common in the modern, newly built areas of Hanoi.
Ans. (a) This was largely because of a deliberate policy of failing students, particularly in the final year, so that they could not qualify for the better-paid jobs. Usually, as many as two-thirds of the students were failed.
(b) The French began by building canals and draining lands in the Mekong delta to increase cultivation. 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. The area under rice cultivation went up from about 274,000 hectares in1873 to around 1.1 million hectares in around 1900 and about 2.2 million in 1930. Vietnam exported two-thirds of its rice production and by 1931, had become the third largest exporter of rice in the world.
(c) 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 class and allow a local French student to occupy the front bench. She refused. The principal, also a colon (French people in the colonies), expelled her. When angry students protested, they too were expelled, leading to a further spread of open protests. Seeing the situation getting out of control, the government forced the school to take the students back.
(d) The French part of Hanoi was built as a beautiful and clean city with wide avenues and a well-laid-out sewer system, while the ‘native quarter’ was not provided with any modern facilities. The refuge from the old city drained straight out into the river or, during heavy rains or floods, overflowed into the streets. Thus, what was installed to create a hygienic environment in the French city became the cause of the plague. The large sewers in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for the rats. The sewers also served as a great transport system, allowing the rats to move around the city without any problem. And rats began to enter the well-cared homes of the French through the sewage pipes.
Q3. Describe the ideas behind the Tonkin Free school. To what extent was it a typical example of colonial ideas in Vietnam?
Ans. Ideas behind Tonkin Free Schools:
(i) These schools were started to provide western style education.
(ii) To dismantle traditional Vietnam education system.
(iii) To get supply of local workers.
(iv) To spread the idea of civilizing mission.
It was a typical example of colonial ideas as:
- Civilizing Mission: like the British in India, the French claimed that they were bringing modern civilization to the Vietnamese.
- Racial Discrimination policy: the French considered themselves as superior race. They started policy of discrimination even in schools also. The front rows in the schools were reserved for the French students only.
- Justification of French rule: School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward, capable of manual labour.
- Use of education to change the values and culture: By introducing French schools the French tried to change the values, norms and perceptions of the people, to make the believe in the superiority of French civilization and the inferiority o the Vietnamese.
- Failing the Vietnamese in the final year: only the Vietnamese elite-compromising 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, particularly in the final year, so that they could not qualify for the better-paid jobs.
Q4. What was Phan Chu Trinh’s objective for Vietnam? How were his ideas different from those of Phan Boi Chau?
Ans: Both Phan Boi Chau and Phan Chau Trinh were Vietnamese nationalists to the core. Both were absolutely anti-colonialist and worked to free Vietnam from the French domination. Chau and Trinh, both wanted to modernize Vietnam.
In short, both Chau and Trinh were looking at the same end-a free sovereign modern Vietnam.
However, they differed on the means to pursue the same end. Their views on different issues can be briefly tabulated as follows:
| Issue | Phan Boi Chau | Phan Chau Trinh |
| Monarchy | Accepted monarchy and wanted to make use of it to achieve the goal. He did not want any popular uprising against Monarchy. Advocated for the help of the court to resist the French. |
Wished to overthrow monarchy outrightly. planned to rouse the people to abolish monarchy. opposed to the idea of resisting the French with the help of the court. |
| Democracy | Profoundly influenced by china; accepted a political framework headed by monarch. | Profoundly influenced by democratic ideals of the west; desired to establish a democratic republic. |
| Modernization | His priority was to drive the French out. | Wanted the French to set up a legal and educational institutions and develop agriculture and industries. |
Q5. With reference to what you have read in this chapter, discuss the influence of China on Vietnamese culture and life.
Ans (i) Chinese System of Government: Even when an independent country was established in what is now northern and central Vietnam is rulers continued to maintain the Chinese system of government as well as the Chinese culture.
(ii) Phan Boi Chau and China: Phan Boi Chau met the Chinese reformer, Liang Qichao ( 1873-1929), in Yokohama in 1905. Phan’s most influential book, ‘The History of the Loss of Vietnam’ was written under the strong influence and advice of Qichao. It became a widely read best-seller in Vietnam and China and was even made into a play. The book focuses on two connected themes: the loss of sovereignty and the severing of ties with China- ties that bound the elites of the two countries within a shared culture.
(iii) Provided Base for Change: Early Vietnamese nationalists had a close relationship with Japan and China. These countries provided models for those looking for change, a refuge for those who were escaping the French police, and a location where a wider Asian network of revolutionaries could be established.
(iv) Development in China and Vietnam: Developments in China also inspired the Vietnamese nationalists . in 1911, the long established monarchy in china was overthrown by a popular movement under Sun Yat-Sen and a republic was set up. Inspired by these development, Vietnamese students organized the Association for the Restoration of Vietnam (Viet-Nam Quan Phu Hoi).
Q6. What was the role of religious groups in the developments of anti-colonial feelings in Vietnam?
Ans: (i) Scholars Revolt:
(i) This was an anti-French Movement launched in 188.
(ii) The main aim of the movement was loyalty to the monarchy and hatred for the French.
(iii) The movement was led by officials at the imperial court.
(iv) The movement was very intense in Ngu An and Ha tien province.
(v) More than 1000 catholics were killed by the rebels.
(vi) Though movement was crushed by the French but it served to inspire people to rise up against the French.
(ii) Hoa Hao Movement:
(a) It was an anti-French movement launched in 1939.
(b) The Movement was launched by Huynh Phu So, a Buddhist scholar. He was also a social reformer who was against gambling, child marriage, useless expenditure, etc.
(c) The movement was based on religious ideas.
(d) The movement played a major role in arousing the anti-French feelings.
(iii) Role of Phan Boi Chau:
Phan Boi Chau was one of the leading figure in the anti-colonial movement in early 20th century Vietnam.
(a) Vietnamese nationalists Phan Boi Chau was a Vietnamese Nationalist and a freedom fighter. He formed the revolutionaries’ society in 1903 under the leadership of Prince Cuong De.
(b) Literary work: He wrote his world famous book, ‘ The history of the loss of Vietnam’ under the strong influence and advice of Cuong De. The book became a widely read bestseller in Vietnam and China. It was also made into play. The book focused on two themes.
Q7. Explain the cases of the US involvement in the war in Vietnam. What effect did this involvement have on life within the US itself?
Ans: The Vietnamese had to fight a long struggle first against France, and then against Japan and lastly, against the USA. Following were some of the causes for the involvement of US in Vietnam:
(i) Spread of Communism: First and the foremost was the fear of the spread of communism in Vietnam. The United States regarded the spread of communism a great danger to the capitalist countries. The US was ready to fight against Communism in any part of the world. So when communism showed its head in Vietnam, it at once came forward to check it.
(ii) To Support France: The second cause of US entry in Vietnam was the humiliation that France had to face in Vietnam. Being the champion of the capitalist countries, US wanted to crush Vietnam at all costs to save the prestige of the capitalist countries, especially France which was an ally of the US in the Second World War.
(iii) Against Unification: US was against the unification of Vietnam. The Geneva Conference had divided Vietnam into two parts: North Vietnam and South Vietnam. When the Ho Chi Minh government in North Vietnam and the National Liberation Front in South Vietnam tried to unify the two parts, in violation of the Geneva Conference, the US could not tolerate this. Hence, it decided to intervene in Vietnam. Within no time, the United States sent a large number of US soldiers with the latest war equipment. This dragged on for many years (1965-1972).
Effects of US Involvement on Life within the US itself: The US involvement in Vietnam had a far-reaching effect on US itself. America had to suffer a huge loss of men and money though she caused great destruction in North Vietnam through bombardment.
America lost about 75,000 soldiers in the war by 1975 A.D. It evoked strong reactions in America. Various countries of the world strongly criticized the American intervention in the internal affairs of Vietnam.As a result, America was compelled to start the withdrawal of its troops in April 1975. Saigon also surrendered after the withdrawal of the American troops. In this way, the United Vietnam came into existence on April 30, 1975 A.D.
Q8. Write an evaluation of Vietnamese war against the US from the point of
(a) a porter on the Ho Chi Minh Trail.
(b) a woman soldier.
Ans. (a) A porter on the Ho Chi Minh Trail : The porters played an important role in serving the nation. They use the Ho Chi Minh trail in the network of roads and footpaths most heroically. They carried about 25 killos weight on their backs or about 70 kilos on their bicycles. There was every risk of their failing in the deep valley because the routes were very narrow and dangerous. Moreover, there was the danger of being shot by aircraft guns. Bearing all odds, thy maintained the supply line.
(b) A woman soldier and the US Vietnamese War: the Vietnamese women deserver all praise for displaying such an indomitable courage during the US Vietnamese War. They served as porters, nurses, construction worked and even as soldiers. They built about six airstrips, neutralized tens of thousands of bombs, and shot down fifteen planes. As the military sources affirm, there were 1.5 million women un the regular army, the militia, the local forces and professional teams.
Q9. What was the role of women in the anti-imperial struggle in Vietnam?
Ans: (i) Women as Rebels: Women in Vietnam traditionally enjoyed greater equality than in China, particularly among the lower classed. However, they had only limited freedom in social life and to determine their future. As the nationalist movement grew, the status of women came to be questioned and a new image of womanhood emerged. There were many women who rebelled against injustice being done to them. Writers and political thinkers bean idealizing these women. In the 1930s, a famous novel by Nhat Linh inspired many women as it showed a woman leaving a forced marriage and marrying someone of her choice, someone who was involved in nationalist politics. This rebellion against social conventions marked the arrival of the new woman in the Vietnamese society.
The Nationalist movement in Indo-China
Higher Order Thinking Skills (Hots) Questions
Q1. How did French consolidate their position in Vietnam in the 18th century? Describe.
Ans: (i) Infrastructure: The French began by building canals and draining land in the Mekong delta to increase cultivation. This was followed by developing means of transport.
(ii) French Schools: French missionaries arrived in Vietnam in the 17th century. So, they systematically dismantled the traditional educational system and established French schools for the Vietnamese.
(iii) Replacing Chinese and local languages: The elites in Vietnam were powerfully influenced by Chinese culture and language. To consolidate their power, the French had to counter this Chinese influence. So, they decided to replace the Chinese and local languages by France.
(iv) New textbooks: To control the educational system textbooks were rewritten, schools 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.
(v) The Tonkin Free Schools: These schools were started in 1907 to provide a western style education. This education included classed in science, hygiene and French 9these classes were held in the evening and had to be paid for separately).
Q2: How was Vietnam become the third largest exporter of rice in the world during French colonialization? Explain four causes.
Ans: (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) The area under rice cultivation went up from about 2,74,000 hectares in 1873 to around 1.1 million hectares in 1900 and 2.2 million in 1930.
(iv) Construction of railways also helped in the expansion od rice market.
Q3. Explain any four features of the colonial economy of Vietnam.
OR
Describe any three steps taken by the French in Vietnam for building colonial economy?
Ans: (i) The colonial economy in Vietnam was primarily based on rice cultivation and rubber plantation owned by the French and a small Vietnamese elites.
(ii) Rail and port facilities were set up to serve this sector.
(iii) Indentured Vietnamese labours were widely used in the rubber plantations.
(iv) Agriculture production was very low. There was extensive indepthness among the peasants.
Q4. Explain any 3 steps taken by the French to achieve their aim to exploite the natural resources of Vietnam?
Ans: (i) Irrigation syayem: The French started building canalas and draining lands in the Mekong delta to increase ultivation. The vast system of irriation works- canals and earthworks – was built wit forced labours.
(ii) Infrastructure: They also built roads, railways to increase trade and control in the entire region. The trnas Indo-China rail network linking Noorth and South parts was built.
(iii) Infrastructure for plantation: Ril and port facilities were set up for Rubber plantations which were owned by Fench.
Q5. What ideas did Phan Boi Chau and Phan Chau Trinh share in common? What did they differ on?
Or
Describe the ideas Phan Chau Trinh regarding the establishment of democratic republic in Vietnam.
Or Who was Phan Boi Chau and Phan Chau Trinh? What was the goal for which both of them worked? How did their opinion differ in achieving their goals?
Ans: Both Phan Boi Chau and Phan Chau Trinh were Vietnamese nationalists to the core. Both were absolutely anti-colonialist and worked to free Vietnam from the French domination. Chau and Trinh, both wanted to modernize Vietnam.
In short, both Chau and Trinh were looking at the same end-a free sovereign modern Vietnam.
However, they differed on the means to pursue the same end. Their views on different issues can be briefly tabulated as follows:
| Issue | Phan Boi Chau | Phan Chau Trinh |
| Monarchy | Accepted monarchy and wanted to make use of it to achieve the goal. He did not want any popular uprising against Monarchy. Advocated for the help of the court to resist the French. |
Wished to overthrow monarchy outrightly. planned to rouse the people to abolish monarchy. opposed to the idea of resisting the French with the help of the court. |
| Democracy | Profoundly influenced by china; accepted a political framework headed by monarch. | Profoundly influenced by democratic ideals of the west; desired to establish a democratic republic. |
| Modernization | His priority was to drive the French out. | Wanted the French to set up a legal and educational institutions and develop agriculture and industries. |
Q6. How did the textbooks represent Vietnamese during the period of French colonization? Explain.
Ans: (i) School text books glorified the French and justified colonial rule while Vietnamese were represented as primitive and backward.
(ii) They were capable of manual labour but not of intellectual reflection.
(iii) They could work in the fields but not rule themselves.
(iv) They were skilled copyists but not create.
(v) School children were told that only French rule could endure peace in Vietnam. Since the establishment of French rule, the Vietnamese peasants no longer lives in the constant terror of pirates.
Q7. To counter the Chinese influence what steps did the French take in the sphere of education? What were the two broad opinions on this question?
Ans: (A)To counter Chinese influence, French took the following steps:
(i) They dismantled the traditional education system of Vietnam.
(ii) They established French school of Vietnamese.
(iii) They propagated western culture among Vietnamese youths.
(iv) The few who learnt French and acquired French culture were to be rewarded with French citizenships.
(B) Two broad opinions:
(i) Some emphasized the need to use the French language as medium of instruction.
(ii) Others were opposed to French being the only medium of instruction. They suggested French to be taught in higher classes and Vietnamese in lower classes.
Q8: How was the idea of “looking modern” implemented in Tonkin Free School? Explain.
Ans: (i) Students were suggested to adopt western style of education.
(ii) This education included classes in science, hygiene and French.
(iii) Traditionally, Vietnamese youths kept long hair. They were asked to cut their hair short.
(iv) These schools encouraged students to wear western clothes to play western games.
(v) French promoted the youths to study western customs.
Q9. How did the long was between the US and Vietnam come to an end? Describe.
Ans(i) The US fail to achieve its objective. Vietnam’s resistance could not be crushed.
(ii) It proved costly to the US There were high casualties on the U side.
(iii) It was the first was shown on the television. Battles were shown on daily news world over.
(iv) People were disillusioned with the US and its policy of war was criticized.
(v) Widespread questioning of government policy strengthened moved to end war. Finally, a peace treaty was signed on Paris in January,1974.
Q10. Explain the reasons for the French Colonizers to scrap the bounty programme for rat hunting in 1902-03.
OR
What was the purpose to start “Rat Hunt” programme by the French in Vietnam in 1902? How the purpose got defeated?
OR
Describe the ‘Rat Hunt’ activity introduced by the French in Vietnam.
Ans: (1) (i) The modern part of Hanoi was struck by bubonic plague. To fight the plague, French started ‘Rat Hunt’ programme in 1902.
(ii) The people were paid for each rat they hunted.
(2) (i) The purpose of Rat hunt was finally defeated.
(ii) The French hired Vietnamese workers to catch the rats and paid them for the same. This proved a failed attempt.
(iii) Vietnamese befooled the government by just showing the tail and allowing the rat to go free.
(iv) They took it as a way to earn profit.
(v) Defeated by the resistance of the weak, the French were forced to scrap the bounty programme.
Q11. “Women were represented as warriors as well as workers in Vietnam in the 1960s.” Analyze the statement with examples.
Ans: Women as Warriors: Women played a major role in the Vietnam war.
(i) Thousands of women were killed in the war. Both print and electronic media highlighted their achievements.
(ii) They were portrayed as young, brave and dedicated. Stories were written to show how happy they felt when they joined the army and could carry a rifle.
(ii) Women were represented not only as warriors but also as workers: they were shown with a rifle in one hand, and a hammer in the other.
Women in Times of Peace: By the 1970s, as peace talks began to get under way, and the end of the war seemed near. Women were no longer represented as warriors. Now, woman was being represented as a worker. She was shown working in agricultural cooperatives, factories and production units, rather than fighters in the army.
Q12. What was the ‘civilizing missions’ of the colonizers? Mention any two steps taken by the French under this. What was the real motive behind this mission?
Ans: Like the British in India, the French claimed that they were bringing modern civilization to the Vietnamese. They were of the opinion that Europe had developed the most advanced civilization. Also, it became the duty of the Europeans to introduce modern ideas In their colonies.
(i) They introduced modern education.
(ii) Tonkin Free Schools were opened to provide modern education.
Motive: The real motive behind the motion was to exploit the natural and human resources of Vietnam.
Q13. Why was the conflict started in Vietnam against French colonizers in all areas of life? Explain.
Or
‘The French discriminated the Vietnamese in all areas of life .’ explain?
Ans: (i) Attack on culture: The French encouraged the adaptation of western styles such as having a short hair cut but this was not liked by the traditional. The western education system also started replacing the Chinese and other local languages with French.
(ii) Attack on education system: The French systematically dismantled the traditional system and established French schools for the Vietnamese. The schoolbooks 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 no rule themselves; they were skilled copyists bur not creative.
(iii) Discrimination: The local Vietnamese people were discriminated in all firms. The colonial government prevented them from qualifying for white collar jobs. The front seats were reserved only for the French students.
(iv) Attack on religion: Many Catholic missionaries were active in converting people into Christianity. This was not tolerable to the locals.
Q14. “The measures taken by the French to control the spread of bubonic plague in Hanoi created a serious problem.” Explain the statement.
Ans: (i) For the Vietnamese the rat hunt seemed to provide an early lesson in the success of collective bargaining. 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 has 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.
(iii) Defeated by the resistance of the weak, the French were forced to scrap the bounty programme. None of this prevented the bubonic plague, which wept through the area in 1903 and in subsequent years.
(iv) In a way, the rat menace marks the limits of French power and the contradiction in their ‘civilizing mission’.
(v) The actions of the rat-catchers tell us of the numerous small ways in which colonialism was fought in everyday life.
Q15. ‘Education was used as a mode by the French to strengthen their rule in Vietnam whereas it was used as a weapon by the Vietnamese to fight against the colonialism’. Explain.
Or
How did the French seek to strengthen their rule in Vietnam through the control of education?
Ans: (i) The French framed a new curriculum in which they highlighted the need and importance of French rule but on the other hand Vietnamese teachers and students did not blindly follow the curriculum framed by the French.
(ii) In most of the school front seats were reserved for the French but the locals resisted whenever they got an opportunity.
(iii) The French tried to change the values, norms and perceptions of the people, to make them believe I the superiority of the French civilization, and the inferiority of the Vietnamese. On the other hand, Vietnamese intellectuals, feared that Vietnam was losing not only the control over its territory, but also its very identity: Its own culture an customs were being devalued, and the people were developing a master-slave mentality.
(iv) The French sought to strengthen their rule in Vietnam through the control of education. On the other hand, the educated class wanted to use education as a means to fight against the colonial rule.
Q16. Explain the role of women in the anti-imperial struggle in Vietnam.
Or
Evaluate the role of Vietnamese women during 1960s war period and after the war in peace time.
Ans: (i) Women as Rebels: Women in Vietnam traditionally enjoyed greater equality than in China, particularly among the lower classed. However, they had only limited freedom in social life and to determine their future. As the nationalist movement grew, the status of women came to be questioned and a new image of womanhood emerged. There were many women who rebelled against injustice being done to them. Writers and political thinkers bean idealizing these women. In the 1930s, a famous novel by Nhat Linh inspired many women as it showed a woman leaving a forced marriage and marrying someone of her choice, someone who was involved in nationalist politics. This rebellion against social conventions marked the arrival of the new woman in the Vietnamese society.
Q17. Who wrote the play based on the live of Trung sisters? What was depicted in the play?
Ans (i) To highlight the contribution of women in the Vietnam’s history, the nationalist Phan Boi Chau wrote a play based on the lives of the Trung sisters who had fought against the Chinese domination in 39-43 CE. In this play, he depicted theses sisters as patriots fighting to save the Vietnamese nation from the Chinese. After Phan’s play, the Trung sisters came to be idealized and glorified. They were depicting in paintings, plays and novels as representing the indomitable will and the intense patriotism of the Vietnamese. It was shown through the play how the sisters gathered a force of over 30, 000, resisted the Chinese for two years and wen ultimately defeated, they committed suicide, instead of surrendering to the enemy.
(ii) Women as Warriors: Women played a major role in the Vietnam war. Thousands of women were killed in the war. Both print and electronic media highlighted their achievements. They were portrayed as young, brave and dedicated. Stories were written to show how happy they felt when they joined the army and could carry a rifle. Some stories spoke of their incredible bravery in single-handedly killing the enemy-Ngugen Thi Xua, for instance, was reputed to have shot down a jet with just twenty bullets. Women were represented not only as warriors but also as workers: they were shown with a rifle in one hand, and a hammer in the other.
(iii) Women in Times of Peace: By the 1970s, as peace talks began to get under way, and the end of the war seemed near. Women were no longer represented as warriors. Now, woman was being represented as a worker. She was shown working in agricultural cooperatives, factories and production units, rather than fighters in the army.
Q18. What were the values which played an important role in the victory of Vietnamese over the mighty USA?
Ans: (i) The mighty 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.
(ii) Vietnamese used their limited resources to great advantage. For example: the Ho-Chi Minh trail was used by the locals to fight against the mighty and most technological advanced country.
(iii) Women who were enjoying a good status in Vietnamese society played very important role in freedom struggle. They worked as soldiers, nurses and teachers.
(iv) The French sought to strengthen their rule in Vietnam through the control of education. On the other hand, the educated class used education as a means to fight against the colonial rule.
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