Vietnam History
History is a part of the people (Bohnstedt, 1971). It
defines the norms, values and practices that are upheld and practiced within
the confines of a particular society or nation. It is through history that a
nation defines itself. The struggles that have been faced and overcome over
time cement the current state of the nation. Therefore, it is paramount to
study prior history and the experiences of the participants of that history to
capture the current social, economic and political atmosphere within a nation.
To a great extent, the current and the future are shaped by the former and in
this case, it is history (Bohnstedt, 1971). Prior history reveals the current
situation as it relates to the relation with other cultures, people, and
countries. When the experiences of different participants are examined, a clear
picture of their views, feeling and opinions is illuminated based on that time.
Other
than just the internal affairs, history records the interaction of a nation
with other nations. For example, George Moss provides a comprehensive narrative
of the United States involvement in Southeast Asia as from 1942 to 1975 (Moss,
1990). The concluding section of the book Vietnam: An American Ordeal, traces
the relationship between U.S and Vietnam. There is a variety of undergraduate
level historical books that cover the history of the United States and its
experiences in Vietnam. However, this text is a comprehensive account of the
events that transpired between the two countries and provides an exclusive,
in-depth account of the dimensions of the struggle. To have a thorough
understanding of the relation between the two nations, the reader is presented
with a detailed analysis that is not conventional diplomatic or one that
provides military histories. In order to understand the participants, it is
worth evaluating a number of documented evidence.
As
a history student, the most valuable asset for tracking down historical events
is documented evidently. Primary, secondary and tertiary sources account for
helpful resources for learning history. Primary sources account for direct
involvement in the situation. However, due to the passage of time, a majority
of these resources are not available and are replaced by books, letters, and
images. Academic manuscripts, historical
books, and journals are an excellent source of quality history. Taking the
example of Vietnam history, George elucidates in great detail and length
concerning the complexities of the U.S and Vietnam entanglement (Moss, 1990).
He illuminates the political desires of the American to control the spread of
communism in Indochina and their ultimate fail. The text references outside
sources which reflects expansibility in the way the author correlates different
events that culminate to the history of the people. Historically, people are
inclined to uphold their account practices and overlook any external views and
quests for domination. It is this desire that correlates the recurrent struggle
that has been documented in the Vietnamese history.
As
opposed to the views of many, history, is not a story that is told in an
educational and political manner. Learning the past helps understand
the present as the leaders of the current are inclined to adapt the ways of
their forefathers. As such the internal and external interactions of a country
are dependent to a great extent with its history (Dickenson, 2008). It is
through history that mistakes made in the past are learned and documented never
to be repeated. Historical participants act as a source of inspiration, courage
and diligence through styles of leadership.
References
Bohnstedt,
J. (1971). Why Study History?. The History Teacher, 4(4), 63.
doi:10.2307/492600
Dickenson,
J. (2008). Trust: Why and How Historians Should Study It. Australian Journal Of
Politics & History, 54(4),
507-524. doi:10.1111/j.1467-8497.2008.00513.x
Moss,
G. (1990). Vietnam, an American ordeal. Englewood Cliffs, N.J.: Prentice Hall.
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