Class 10 History Chapter 2 Extra Questions and Answers The Nationalist Movement in Indo-China

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Class 10 History Chapter 2 Extra Questions and Answers The Nationalist Movement in Indo-China

The Nationalist Movement in Indo-China Class 10 Extra Questions and Answer History Chapter 2 Very Short Answers Type

Question 1.
French colonisation of Vietnam was based on which two ideas?
Answer:

Economic exploitation
The Civilising Mission

Question 2.
What was the main reason to start the ‘Tonkin Free School’ in Vietnam?
Answer:
The main reason to start the Tonkin Free School in Vietnam was to provide Western style education to the Vietnamese.

Question 3.
What is the meaning of concentration camps?
Answer:
Concentration camps are actually prisons where people are detained without due process of law. Here the detained person/persons is/are tortured and given brutal treatment.

Question 4.
Why were Nghe An and Ha Tinh provinces called the electrical fuses of Vietnam?
Answer:
Nghe Au and Ha Tinh 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.

Question 5.
How was the maritime silk route useful for Vietnam?
Answer:
The maritime silk route was useful for Vietnam as this route brought in goods, people and ideas.

Question 6.
Who was Paul Bernard?
Answer:
Paul Bernard was an influential writer and policy maker who strongly believed that the economy of the colonies needed to be developed for the benefit of the colonisers.

Question 7.
What, according to Paul Bernard were the barriers to economic growth in Vietnam?
Answer:

High population level
Low agricultural productivity
Extensive indebtedness amongst the peasants.

Question 8.
What was the colonial economy in Vietnam primarily based on?
Answer:
The colonial economy in Vietnam was primarily based on rice cultivation and rubber plantations owned by the French and small Vietnamese elite.

Question 9.
Which three countries form Indo-China?
Answer:
Vietnam, Laos and Cambodia form Indo-China.

Question 10.
Who launched the Scholars Revolt?
Answer:
The Scholars Revolt was launched by the officials of the imperial court.

Question 11.
What was the Annanese Student?
Answer:
It was a nationalist journal, published by the students in Vietnam.

Question 12.
Who was Confucius?
Answer:
Confucius was a Chinese thinker who developed a philosophical system based on good conduct, practical wisdom and proper social relationships.

Question 13.
What was the Hoa Hao movement?
Answer:
It was a religious movement led by Huynh Phu So against colonial rule. The movement began in 1939 and gained popularity in the fertile Mekong delta area.

Question 14.
Name the two countries with which early Vietnamese nationalists had a close relationship.
Answer:
Japan and China.

Question 15.
What was Vietminh?
Answer:
The League for the Independence of Vietnam came to be known as the Vietminh. It was formed by Ho Chi Minh in 1941 to fight the Japanese occupation and recapture Hanoi.

Question 16.
What was the result of the Geneva peace negotiations which took place after the France defeat?
Answer:
Vietnam was divided into two countries – North Vietnam and South Vietnam. Ho Chi Minh and the Communists took power of the north while Bao Dai’s regime was put in power in the south.

Question 17.
What is Agent Orange?
Answer:
Agent Orange is a defoliant, a plant killer. It was sprayed from cargo planes by the US forces over the jungle cover in Vietnam during US-Vietnam war.

Question 18.
What is Napalm?
Answer:
Napalm is an organic compound used to thicken gasoline for firebombs. The mixture burns slowly and when it comes in contact with surfaces like the human body, it sticks and continues to burn. It was used in Vietnam by the US.

Question 19.
Who was Phan Boi Chau?
Answer:
He was a Vietnamese nationalist whose most influential book, The History of the Loss of Vietnam became a widely read bestseller in Vietnam and China.

Question 20.
What does the book The History of the Loss of Vietnam focus on?
Answer:
The book focuses on two connected themes – the loss of sovereignty and the severing of ties with Chinaties that bound the elites of the two countries within a shared culture.

Question 21.
Who was Sun Yat-sen? What did he do for China?
Answer:
Sun Yat-sen was a great revolutionary leader of China. In 1911, the long established monarchy in China was overthrown by a popular movement under his leadership and a Republic was set up.

Question 22.
Who were the Trung sisters?
Answer:
The Trung sisters were great revolutionaries of Vietnam who fought against Chinese domination in 39-43 CE. In Phan Boi Chan’s play, they have been depicted as potriots fighting to save the Vietnamese nation from the Chinese.

Question 23.
How did the scholar Noam Chomsky describe the US-Vietnam war?
Answer:
He described this war as ‘the greatest threat to peace, to national self-determinations, and the international cooperation’.

Question 24.
Who was Bao Dai?
Answer:
He was the puppet emperor of Vietnam. When the country was divided into north and south, Bao Dai’s regime was put in power in the south.

Question 25.
What status did women enjoy in the traditional society of Vietnam?
Answer:
Women in Vietnam traditionally enjoyed greater equality than in China, particularly among the lower classes, but they had only limited freedom to determine their future and played no role in public domain.

The Nationalist Movement in Indo-China Class 10 Extra Questions and Answer History Chapter 2 Short Answers Type

Question 1.
What was the condition of colonial economy in Vietnam? Explain.
Answer:
(i) The colonial economy in Vietnam was primarily based on rice cultivation and rubber plantations owned by the French and a small Vietnamese elite.

(ii) Rail and port facilities were set up to service this sector. Indentured labour was widely used in the rubber plantations.

(iii) The French did little to industrialise the economy. In the rural areas landlordism spread and the standard of living declined.

Question 2.
Highlight the contribution of women in the anti-imperial struggle in Vietnam. Did they succeed?
Answer:
(i) Women played an equally important role as the men in the anti-imperial struggle in Vietnam. Women who rebelled against social norms were idealised. Rebel women of the past were similarly
celebrated.

(ii) In 1913, the nationalist Phan Boj Chau wrote a play based on the lives of the Trung sisters who had fought against Chinese domination in 39-43 CE. In this play, he depicted these sisters as patriots fighting to save the Vietnamese nation from the Chinese. They were depicted in paintings, plays and novels as representing the indomitable will and the intense patriotism of the Vietnamese.

(iii) Trieu Au was another woman rebel of the past who lived in the third century CE. She went into the jungles, organised a large army and resisted Chinese rule. Finally, when her army was
crushed, she drowned herself. She became a martyr who fought for the honour of the country.

(iv) In the 1960s, women were represented as brave fighters and workers. They were shown with a rifle in one hand and a hammer in the other.

(v) As casualties in the war increased in the 1960s, women in large number joined the resistance movement. They helped in nursing the wounded, constructing underground rooms, and tunnels and fighting the enemy. Between 1965 and 1975, of the 17,000 youths who worked on the Ho Chi Minh trail, 70 to 80 per cent were women. Compared to the direct and active participation of Vietnamese women in the anti-imperial struggle, Indian women played a small role in the nationalist struggle of India against the British.

They participated in the Civil Disobedience Movement as well as in Gandhi’s Salt March in large number. They also boycotted foreign goods and picketed liquor shops but they were far from the mainstream politics, which was controlled by the men only. The main duty of Indian women was still restricted to home and hearth.

Question 3.
Describe the major protest erupted in Saigon Native Girls School in 1926, in Vietnam.
Answer:
(i) 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.

(ii) The girl refused to do so as a result of which the principal expelled her. When angry students protested, they too were expelled, leading to a further spread of open protests.

(iii) When the situation became out of control, the government forced the school to take the students back. The principal reluctantly agreed.

Question 4.
How was the education policy unfavourable to the Vietnamese students during the colonial period? Explain.
Answer:
The education policy was highly unfavourable to the Vietnamese students during the colonial period-
(i) The French introduced the French language in Vietnam. They introduced French curriculum in schools which teachers and students did not blindly follow.

(ii) 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. School children were told that only French rule could ensure peace in Vietnam.

(iii) Only the Vietnamese elite, which comprised a small fraction of the population, could enroll in the schools, and only a few among those admitted finally 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.

Thus, the colonial education policy was against giving the Vietnamese full access to French education. The French feared that education might create problems. Once educated, the Vietnamese may begin to question colonial domination.

Question 5.
How did Paul Bernard argue in favour of economic development of Vietnam? Explain.
Answer:
(i) Paul Bernard, an influential writer and policy maker, strongly believed that the economies of the colonies needed to be developed. He argued that the purpose of acquiring colonies was to make profits.

(ii) 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.

(iii) Bernard argued that there were several barriers to economic growth in Vietnam-high population levels, low agricultural productivity and extensive indebtedness amongst the peasants. To reduce rural poverty and increase agricultural productivity, it was necessary to carry out land reforms as Japanese had done in the 1890s. However, this could not ensure sufficient employment. So, industrialisation would be essential to create more jobs.

Question 6.
Why did a major protest erupt in 1926 in the Saigon Native Girls School in Vietnam? Explain.
Answer:
(i) 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.

(ii) The girl refused to do so as a result of which the principal expelled her. When angry students protested, they too were expelled, leading to a further spread of open protests.

(iii) When the situation became out of control, the government forced the school to take the students back. The principal reluctantly agreed.

Question 7.
Explain the ideals of Phan Chu Trinh to establish a democratic republic in Vietnam.
Answer:
(i) Phan Chu Trinh was a great nationalist of Vietnam. He had his own vision of Vietnamese independence.

(ii) He was intensely hostile to the monarchy and opposed to the idea of resisting the French with the help of the court. He wanted to establish a democratic republic in Vietnam by raising up the people to abolish the monarchy.

(iii) Since he was greatly influenced by the democratic ideals of the West, so he did not want a complete rejections of western civilisation He accepted the French revolutionary ideal of liberty but charged the French for not abiding by the ideal.

(iv) Phan Chu Trinh demanded that the French should set up legal and educational institutions, and develop agriculture and industries for the benefit of the Vietnamese in general.

Question 8.
How did students in Vietnam fight against the colonial government’s efforts to prevent Vietnamese from qualifying for ‘white collar jobs’? Explain.
Answer:
(i) The French sought to strengthen their rule in Vietnam through the control of education.They introduced the French language, glorified their rule in school textbooks and represented Vietnamese as primitive and backward.

(ii) The students in Vietnam 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.

(iii) By the 1920s, they began to form various political parties, such as the Party of Young Annan and publish nationalist journals such as the Annanese Student. Schools thus became an important place for political and cultural battles against the French colonialism in which students participated in large number.

Question 9.
Describe infrastructural projects which were developed by the French colonisers in Vietnam.
Answer:
The French undertook several infrastructural projects in order to transport goods for trade, move military garrison and control the entire region of Vietnam:

They constructed a trans-Indo-China rail network to link the northern and southern parts of Vietnam with China. The final link with Yunan in China was completed by 1910.
The second line was also built, linking Vietnam to Siam (present-day Thailand), via the Cambodian capital of Phnom Penh.
By the 1920s, to ensure higher levels of profit for their business, French business interests began pressurising the government in Vietnam to develop the infrastructure further.

Question 10.
Describe any three steps taken by the French to develop agriculture in Vietnam.
Answer:
After colonising Vietnam the French first of all took the task of improving agriculture there to increase productivity. This was essential to consolidate their position in Vietnam. They took the following steps in this regard:

They built canals and drained lands in the Mekong delta to increase cultivation. The vast system of irrigation works canals and earthworks – increased rice production and allowed the export of rice to the international market.
They increased area under rice cultivation as a result of which Vietnam became the third largest exporter of rice in the world.
Several rubber plantations, mostly owned by the French were set up. Rail and port facilities were started to provide service to this sector.

Question 11.
Explain any three steps taken by the French to develop cultivation in the Mekong delta.
Answer:
After colonising Vietnam the French first of all took the task of improving agriculture there to increase productivity. This was essential to consolidate their position in Vietnam. They took the following steps in this regard:

They built canals and drained lands in the Mekong delta to increase cultivation. The vast system of irrigation works canals and earthworks – increased rice production and allowed the export of rice to the international market.
They increased area under rice cultivation as a result of which Vietnam became the third largest exporter of rice in the world.
Several rubber plantations, mostly owned by the French were set up. Rail and port facilities were started to provide service to this sector.

Question 12.
Explain the views of Phan Chu Trinh as a nationalist.
Answer:
(i) Phan Chu Trinh was a great nationalist of Vietnam. He had his own vision of Vietnamese independence.

(iv) Phan Chu Trinh demanded that the French should set up legal and educational institutions, and develop agriculture and industries for the benefit of the Vietnamese in general.

Question 13.
What were the two broad opinions on the new education policy introduced by the French in Vietnam?
Answer:
Two broad opinions on this question-
(i) Some policy-makers 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.

Question 14.
Which were the two major problems before the French in the field of colonial education in Vietnam? How did they try to resolve these problems?
OR
Describe any three problems faced by the French in the sphere of education in Vietnam.
Answer:
Refer to Long Answer Question 3 for the first part of the question.
The French resolved these problems in the following ways-

They started the Tonkin Free School to provide Western style education. This education included. classes in science, hygiene and French.
They introduced Vietnamese as a medium of instruction in the lower classes and French in the higher classes.
The few who learnt French and acquired French culture were to be awarded with French citizen-ship.

Question 15.
The Vietnamese nationalists had a close relationship with Japan and China. Why?
Answer:
These countries provided models for those looking to change, a refuge for those who were escaping French police and a location where a wider Asian network of revolutionaries could be established. Vietnamese nationalists got attracted to these countries for these reasons.

The Nationalist Movement in Indo-China Class 10 Extra Questions and Answer History Chapter 2 Long Answers Type

Question 1.
Elaborate upon the role of women during war and peace in Vietnam.
Answer:
Vietnamese women during war
(i) Women as warriors: Women in the 1960s were portrayed as young, brr e and dedicated. The magazines and journals of the war time contained photographs showing team as brave fighters. There were pictures of women militia shooting down planes. 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. One such woman was Nguyen Thi Xuan who became popular for shooting down a jet with just twenty bullets.

(ii) Women as workers: Women were also represented as workers. They were shown with a rifle in one hand and a hammer in the other. They worked selflessly and fought to save their country. As casualties in the war increased in the 1960s, they joined the struggle in large numbers.

(iii) Women as volunteers in the resistance movement: Women helped in nursing the wounded, constructing underground rooms and tunnels and fighting the enemy. Along the Ho Chi Minh trail young volunteers kept open 2195 km of strategic roads and guarded 2500 key points. They built six airstrips, neutralised tens of thousands of bombs, transported tens of thousands of kilograms of cargo, weapons and food and shot down fifteen planes.

Between 1965 and 1975, of the 17000 youth who worked on the trail, 70 to 80 per cent were women.Vietnamese women in times of peace. With the beginning of peace talks women’s role as warriors came to an end. Now they began working in agricultural cooperatives, factories and production units.

Question 2.
French claimed that introduction of modern education to Vietnamese would create “an Asiatic France solidly tied to European France”. Explain the statement with suitable examples.
Answer:
(i) The French wanted to civilise the Vietnamese by imposing the ‘modern’ European culture on them. They also wanted to educate the local people so that a large workforce could be created for clerical jobs.

(ii) They did not want to impart a better education to the Vietnamese as they were afraid that more education could lead to awakening among the native people which could prove dangerous for the colonial rulers. So, full access to French education was denied to the Vietnamese.

(iii) The elites in Vietnam were greatly influenced by Chinese culture. To consolidate their power, it was important for the French to counter this Chinese influence. So, they systematically dismantled the traditional educational system and established French schools for the Vietnamese.

(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.

(v) The French introduced the French language as a 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.

Question 3.
Describe the major problems in the field of education for the French in Vietnam.
Answer:
The French saw education as one way to civilise the people of Vietnam. But in order to educate them, the French came across several problems. Some of them were-

(i) The French needed an educated local labour force but they feared that more education could lead to awakening among the local people which could prove dangerous for the colonial rulers. Once educated, the Vietnamese may begin to question colonial domination.

(ii) French citizens living in Vietnam began fearing that they might lose their jobs as teachers, shopkeepers, policemen to the educated Vietnamese.

(iii) The elites in Vietnam were greatly influenced by Chinese culture. It was important for the French to counter this Chinese influence. But it was difficult to replace the Chinese language with either Vietnamese or French.

(iv) Teachers and students were not ready to blindly follow the curriculum. Sometimes there was open opposition, at times there was silent resistance. As the number of Vietnamese teachers increased in the lower classes, it became difficult to control what was actually taught. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.

(v) In 1926, a major protest erupted in the Saigon Native Girls School when a Vietnamese girl refused to leave the front seat for a local French student. The girl was expelled. 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.

Question 4.
“The role of women varied in the anti-imperialist movement in Vietnam.” Examine the statement.
Answer:
Vietnamese women during war
(i) Women as warriors: Women in the 1960s were portrayed as young, brr e and dedicated. The magazines and journals of the war time contained photographs showing team as brave fighters. There were pictures of women militia shooting down planes. 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. One such woman was Nguyen Thi Xuan who became popular for shooting down a jet with just twenty bullets.

Between 1965 and 1975, of the 17000 youth who worked on the trail, 70 to 80 percent were women.Vietnamese women in times of peace. With the beginning of peace talks women’s role as warriors came to an end. Now they began working in agricultural cooperatives, factories and production units.

Question 5.
Describe any five steps taken by the French for the development of the ‘Mekong delta region’.
Answer:
The French undertook several infrastructural projects in order to transport goods for trade, move military garrison and control the entire region of Vietnam:

They constructed a trans-Indo-China rail network to link the northern and southern parts of Vietnam with China. The final link with Yunan in China was completed by 1910.

The second line was also built, linking Vietnam to Siam (present-day Thailand), via the Cambodian capital of Phnom Penh.

By the 1920s, to ensure higher levels of profit for their business, French business interests began pressurising the government in Vietnam to develop the infrastructure further.

After colonising Vietnam the French first of all took the task of improving agriculture there to increase productivity. This was essential to consolidate their position in Vietnam. They took the following steps in this regard:

They built canals and drained lands in the Mekong delta to increase cultivation. The vast system of irrigation works canals and earthworks – increased rice production and allowed the export of rice to the international market.

They increased area under rice cultivation as a result of which Vietnam became the third largest exporter of rice in the world.

Several rubber plantations, mostly owned by the French were set up. Rail and port facilities were started to provide service to this sector.

Question 6.
“The measures taken by the French to control the spread of bubonic plague in Hanoi created a serious problem”. Explain the statement.
Answer:
Plague is a disease caused by rats. Sometimes the disease takes the form of an epidemic. In 1903, the modern part of Hanoi was struck by bubonic plague. The chief cause for this was the increasing number of rats in sewers which were laid out in the French part of Hanoi to keep the city beautiful and clean. The French, in order to put a check on this menace hired Vietnamese workers and paid them for each rat they caught. This rat hunt was started in 1902 and on 30 May 20,000 rats were caught but the problem of rats did not end.

However, the Vietnamese workers were in benefit. They were paid for each tail of the rat. They did not actually kill the rats but just clipped their tails and released them, so that the process could be repeated over and over again. Some people, in fact, began raising rats to earn a bounty. Defeated by the resistance of the weak, the French scrapped the bounty programme. Thus, the Vietnamese workers collectively deceived the French.

This incident clearly reveals the ruthless attitude of the French towards the Vietnamese in general. They exploited the Vietnamese by deputing them inside the sewers to catch the rats. It was the most

Question 7.
“Women were represented not only as warriors but also as workers in Vietnam”. Support the statement with examples.
Answer:
Vietnamese women during war
(i) Women as warriors: Women in the 1960s were portrayed as young, brr e and dedicated. The magazines and journals of the war time contained photographs showing tJ em as brave fighters. There were pictures of women militia shooting down planes. 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. One such woman was Nguyen Thi Xuan who became popular for shooting down a jet with just twenty bullets.

Question 8.
Explain, with examples, how religious groups played an important role in the development of anti-colonial feelings in Vietnam.
Answer:
Religious groups played a major role in the development of anti-colonial feeling in Vietnam:
(i) Vietnam’s religious beliefs were a mixture of Buddhism, Confucianism and local practices. When French introduced Christianity here, the Vietnamese reacted sharply.

(ii) From the eighteenth century, many religious movements were started. These movements were tile to the Western presence, The Scholars Revolt was one such movement which started in 1868 against French control and the spread of Christianity.

(iii) This revolt was led by officials at the imperial court angered by the spread of Catholicism and the French power. Although the movement was suppressed, it served to inspire other Vietnamese patriots to rise up against the foreign rule.

(iv) The role of the Hoa Hao movement, started by Huynh Phu So in 1939 in the fertile Mekong delta area is also significant in the development of anti-colonial movement in Vietnam. Unfortunately this movement was also suppressed by the French.

Question 9.
How were Vietnamese nationalists inspired by Japan and China to set up a democratic republic? Explain with examples.
Answer:
Early Vietnamese nationalists had a close relationship with Japan and China. They were greatly inspired by these two countries.

Influence of Japan
(i) In 1907-08 about 300 Vietnamese students went to Japan to acquire modern education. The primary objective of these students was to drive out the French from Vietnam, overthrow the puppet emperor and re-establish the Nguyen dynasty.
(ii) These young nationalists looked for foreign arms and help. They appealed to the Japanese as fellow Asians. Japan had modernised itself and had resisted Colonisation by the west. This inspired the Vietnamese nationalists.
(iii) They established a branch of Restoration Society in Tokyo, but the Japanese Ministry of Interior clamped down on them after 1908.

Influence of China
(i) Developments in China also inspired Vietnamese nationalists.
(ii) In 1911, the long established monarchy in China was overthrown by a popular movement under Sun Yat-sen, and a Republic was set up.
(iii) This inspired Vietnamese students who organised the Association for Restoration of Vietnam. Now their objective was no longer to set up a constitutional monarchy but a democratic republic.

Question 10.
Explain the views of Paul Bernard regarding the economy of Vietnam.
Answer:
(i) Paul Bernard, an influential writer and policy maker, strongly believed that the economies of the colonies needed to be developed. He argued that the purpose of acquiring colonies was to make profits.

(ii) 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.

Question 11.
Describe any five ways in which teachers and students organised resistances against the French in Vietnam.
Answer:
(i) Teachers and students did not blindly follow the French curriculum. Sometimes there was open opposition, at other times, there was silent resistance. While teaching, Vietnamese teachers quietly modified the text and criticised what was stated.

(ii) The incident occurred in the Saigon Native Girls School led to a major protest against the colonial rule.

(iii) Elsewhere, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. They formed political parties and published nationalist journals.

(iv) 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.

(v) The girl refused to do so as a result of which the principal expelled her. When angry students protested, they too were expelled, leading to a further spread of open protests.

(vi) When the situation became out of control, the government forced the school to take the students back. The principal reluctantly agreed.

(vi) The French sought to strengthen their rule in Vietnam through the control of education.They introduced the French language, glorified their rule in school textbooks and represented Vietnamese as primitive and backward.

(vii) The students in Vietnam 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.

(viii) By the 1920s, they began to form various political parties, such as the Party of Young Annan and publish nationalist journals such as the Annanese Student. Schools thus became an important place for political and cultural battles against the French colonialism in which students participated in large number.

The schools became an important place for political and cultural battles in Vietnam against French colonialism. Support the statement with examples.

The Nationalist Movement in Indo-China Class 10 Extra Questions and Answer History Chapter 2 Higher Order Thinking Skills (HOTS) Questions

Question 1.
What was the Scholars Revolt? Describe in brief.
Answer:
The Scholars Revolt occurred in 1868 against French control and the spread of Christianity in Vietnam. This revolt was led by officials at the imperial court angered by the spread of Catholicism and French power. They had a general uprising in Ngu An and Ha Tien provinces where over a thousand Catholics were killed. Catholic missionaries had been active in converting Vietnamese since the early seventeenth century. By the middle of the eighteenth century they had converted some 300,000. Although the Scholars Revolt was suppressed, this uprising served to inspire other patriots to rise up against them.

Question 2.
Give a brief assessment of the contribution of Ho Chi Minh in the Vietnamese freedom struggle
Answer:
(i) Chi Minh was a great nationalist leader of Vietnam who struggled hard for his country’s freedom

(ii) In February 1930, he brought together competing nationalist groups to establish the Vietnamese Communist or Vietnam Cong San Dang Party, later re-named the Indo-Chinese Communist Party. He was greatly inspired by the militant demonstrations of the European communist parties.

(iii) In 1940, Japan occupied Vietnam. This doubled the task of the nationalists like Ho Chi Minh. They now had to fight against the Japanese as well as the French.

(iv) The League for the independence of Vietnam or Vietminh fought the Japanese occupation and recaptured Hanoi in September 1945. When the Democratic Republic of Vietnam was formed, Ho Chi Minh was made its chairman.

(v) He never liked the division of Vietnam. So, he supported the National Liberation Front or NLF with resources and army for the unification of the country.

Question 3.
“The division of Vietnam set in motion a series of events that turned the country into a battlefield”. Support the statement.
Answer:
(i) In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were made to accept the division of the country into north and south. Ho Chi Minh and the communists took power in the north while Bao Dai regime was put in power in the south.

(ii) This division turned Vietnam into a battlefield bringing death and destruction to its people as well as the environment. The Bao Dai regime was overthrown by a coup led by Ngo Dinh Diem.

(iii) Diem built a repressive and authoritarian government. Anyone who opposed him was called a Communist and was jailed and killed. He permitted Christianity and outlawed Buddhism. His dictatorial rule came to be opposed by the National Liberation Front (NLF).

Question 4.
How did school textbooks in Vietnam glorify the French and underestimate the Vietnamese?
Answer:
(i) School textbooks glorified the French and their rule in Vietnam but at the same time they underestimated the native people.

(ii) 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.

(iii) School children were told that only French rule could ensure peace in Vietnam. Since the establishment of French rule the Vietnamese peasants no longer lived in terror of pirates.

Question 5.
What was “Go East” Movement in Vietnam? Describe in brief.
OR
Why did ‘Go east movement’ become so popular?
Answer:
‘Go east movement’ became popular in Vietnam in the first decade of the twentieth century. In 1907-08, nearly 300 Vietnamese students went to Japan to acquire modern education. These students wanted to drive out the French from Vietnam, overthrow the puppet emperor and re-establish the Nguyen dynasty that had been deposed by the French. These nationalists looked for foreign arms and help. They appealed to the Japanese as fellow Asians.

Developments in China also inspired Vietnamese nationalists. In 1911, Sun Yat-sen established republic in China by overthrowing the monarchy. Influenced by these developments, Vietnamese students organised the Association for Restoration of Vietnam. They now wanted to set up a democratic republic in their country.

Question 6.
What was the impact of the Great Depression of the 1930’s on Vietnam?
Answer:
The Great Depression of the 1930s proved disastrous for most economies in the world. Vietnam was no exception. It also faced tough times due to this in the following ways-

(i) 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.

(ii) These provinces were among the poorest and had an old radical tradition. They were called the electrical fuses of Vietnam.

(iii) When the impact of the Great Depression began to be felt among common people, they started demonstrating against the colonial government. But the French put these uprisings down with great severity. They even used planes to bomb demonstrators. This incident aroused anti-imperialist sentiments among the common Vietnamese. Their determination to drive out the French got strengthened.

The Nationalist Movement in Indo-China Class 10 Extra Questions and Answer History Chapter 2 Value-based Questions (VBQs)

Question 1.
Evaluate the role of Vietnamese women during the 1960s war period and after the war in peace time. Which values would you relate to them?
Answer:
Vietnamese women during war
(i) Women as warriors: Women in the 1960s were portrayed as young, be and dedicated. The magazines and journals of the war time contained photographs showing team as brave fighters. There were pictures of women militia shooting down planes. 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. One such woman was Nguyen Thi Xuan who became popular for shooting down a jet with just twenty bullets.

The following values can be associated with the Vietnamese women-

Intense love for the country and desire for freedom.
Indomitable will and intense patriotism
Bravery and dedication
Nursing attitude
Sacrificing nature.

Question 2.
Then French made use of the educational system and textbooks to degrade the Vietnamese culture and spread their own culture. How?
Answer:

In the textbooks, the Vietnamese were narrated as primitive and backward people.
The Vietnamese could do the work of labourer. They had not intellectual power.
To outs them the textbooks only glorified French culture and tradition and also supported French rule.
The schools forced the students to adopt French lifestyle inserted of the Vietnamese.