What is the newest table distinguishing strategies of special war, localized war, Vietnamization of the war, and Indochinaization of war in 2025?
What is the table distinguishing strategies of special war, localized war, Vietnamization of the war, and Indochinaization of war?
In the war of aggression against Vietnam, the United States employed sophisticated military strategies to achieve the ultimate goal of victory. These strategies included special war, localized war, Vietnamization of the war, and Indochinaization of war. Students need to distinguish these war strategies.
Below is a table distinguishing the special war strategies, localized war, Vietnamization of the war, and Indochinaization of war:
| Criteria | special war | localized war | Vietnamization of the War & Indochinaization of War |
| Time and Context | 1961 - 1965: After the failure of the Ngo Dinh Diem government, the U.S. shifted to this strategy. | 1965 - 1968: After the failure of special war, the U.S. shifted to the strategy of localized war. | 1969 - 1973: The U.S. shifted to the strategies of Vietnamization and Indochinaization of war, expanding the war across Indochina. |
| Area of Operation | Southern Vietnam | Southern Vietnam, expanding to attack the North | Entire Vietnam and expanding the war to Laos, Cambodia (Indochina region). |
| Combat Forces | Saigon Puppet Army | U.S. expeditionary forces and allies | Saigon Puppet Army, U.S. forces gradually withdrew from the battlefield. |
| Strategic Objectives | Achieve political stability in Southern Vietnam, repel the communist movement. | Destroy Liberation Army forces, end major attacks by the Viet Cong. | Withdraw U.S. troops, strengthen the Saigon army, use local forces to maintain the war. |
| Basic Tactics | - Mtalay-Taylo plan (pacifying the South within 18 months). - Increase military aid to Ngo Dinh Diem. - Establish 'strategic hamlets', using new tactics like 'helicopter mobility', 'mechanized operations'. |
- Conduct 'Search and Destroy' missions at Liberation Army bases (Van Tuong). - Launch two dry-season strategic offensives. |
- Gradually withdraw U.S. troops and strengthen the Saigon army. - Exploit Sino-Soviet conflicts, compromise with China, ease tensions with the Soviet Union. |
| U.S. Intervention Methods | Provide military aid, train the Saigon army, use air force tactics, especially helicopters. | Deploy expeditionary troops, conduct large-scale military attacks involving U.S. forces. | Gradually withdraw U.S. troops, increase military support for the Saigon army. |
| Major Victories of Our Forces | Ap Bac victory (1963) | Tet Mau Than General Offensive and Uprising (1968). | Counteroffensive Route 9 - Southern Laos, Spring Offensive 1975. |
| Significance of Our Victories | Forced the U.S. to switch to localized war. | Forced the U.S. to declare 'de-Americanization' and sit at the negotiation table in Paris. | Forced the U.S. to sign the Paris Agreement, ending U.S. intervention in Vietnam. |
What is the newest table distinguishing strategies of special war, localized war, Vietnamization of the war, and Indochinaization of war in 2025? (Image from the Internet)
What is the main development axis of the History curriculum at the upper secondary level in Vietnam?
Under the General Education Program for History issued with Circular 32/2018/TT-BGDDT, the main development axis of the History curriculum is a system of topics and study themes on fundamental issues of world history, Southeast Asian regional history, and Vietnamese history, aimed at enhancing and expanding historical knowledge that students have learned at the lower secondary level. Specifically:
- The historical topics and themes of the curriculum are systematic, and fundamental, arising from the requirement to develop competency and history education for each class;
- The knowledge components of the curriculum ensure logic (in the linear and synchronic relationships, the interaction between Vietnamese history with regional and world history...);
- The curriculum ensures that students have access to basic historical knowledge in socio-political, economic, cultural, and ideological fields; develops lifelong historical self-learning capacity and the ability to apply historical, cultural, and social understanding of the world, region, and Vietnam in life.
Are expansion and integration required for the History curriculum in Vietnam?
According to the General Education Program for History issued with Circular 32/2018/TT-BGDDT, the History curriculum is open and integrative. To be specific:
- The structure of knowledge and skills in the History subject creates opportunities for students to connect and integrate with the knowledge and skills of other subjects such as Geography, Literature, Civic Education, National Defense, and Security Education,...;
- The curriculum gives localities and schools the initiative to develop education plans suitable to local conditions, provides creative space for teachers to implement the "one curriculum, many textbooks" initiative; emphasizes coordination between schools, families, and society in history education;
- The curriculum ensures a high level of integration in lower grades, gradually differentiates in higher grades; closely connects across educational levels, between grades in each level, and is integrated with vocational education and training programs and higher education programs.
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