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Southeast Asian History ROYAL UNIVERSITY OF PHNOM PENH INSTITUTE OF FOREIGN LANGUAGES ENGLISH DEPARTMENT SOUTHEAST ASIAN HISTORY A READING BOOK FOR FOUNDATION YEAR STUDENTS Written by Prof. MICHAEL VICKERY Edited by VONG SOTHEARA Lecturer of History Department Phnom Penh—2009 2 CONTENTS ********* Lesson 1: INTRODUCTION: IMPORTANCE AND IMPACT OF HISTORY EDUCATION TO CONTEMPORARY SOCIETY 1 I- DEFINITIONS 1 II- THE ROLE OF HISTORY 2 III- IMPORTANCE OF HISTORY EDUCATION TO CONTEMPORARY SOCIETY ..2 III-A- CITIZENSHIP EDUCATION 2 III-B- PEACE CULTURE EDUCATION 3 III-C- STRENGTHENING PATRIOTIC SENSE 5 IV- IMPACTS OF HISTORY EDUCATION TO CONTEMPORARY SOCIETY 7 IV-A- HISTORY KNOWLEDGE USAGE 7 IV-B- HISTORICAL TEXTBOOK 10 IV-B-1-Rewriting American History 10 IV-B-2-Revising Iraqi History Book 11 IV-B-3-Indian Attempts at Rewriting History Books 11 IV-B-4- Controversial textbooks to be revised in six Arabian Gulf states 12 IV-B-5- Kuwaiiti PMs Oppose Change in Textbook 12 IV-B-6- Japanese and Russian History Textbooks 12 IV-B-7- Rewriting History in Textbook of Jewish 12 IV-B-8- Writing and Rewriting History in the Context of Balkan Nationalisms 13 Lesson 2: WHAT IS REGIONAL HISTORY? 14 I- WHAT IS SOUTHEAST ASIA (REGION)? 14 II- LANGUAGE GROUPS & THE POPULATION OF SOUTHEAST ASIA 15 II-A- THEORY 15 II-B- SOUTHEAST ASIA 17 B.1. Mon-Khmer and Austroasiatic 17 B.2. Austronesian 18 B.3. Thai 19 B.4. Tibeto-Burma 19 B.5. Papuan-Australian-Melanesian 19 Lesson 3: PRE-HISTORY OF SEA AND CAMBODIA 21 I- THE FIRST HUMANS IN SOUTHEAST ASIA 21 II- CULTURE OF CAMBODIAN PRE-HISTORICAL PERIOD 22 II-A- PRE-HISTORICAL SITES-sSanIy_ buer Rbvtþisa®sþ 24 II-B- DISCOVERED MATERIALS -«bkrN_ eRbIRás´ RbcaM éf¶ 24 II-C- LIVINGS - CIvPaB mnusß Exμr 24 II-D- BELIEFS - CMenO rbs´ mnusß Exμr 24 II-E- MENTAL DEVELOPMENT- kar vivtþn_ én pñt´ KMnit 24 II-F- CONCLUSION- esckþI snñidæan 25 III- LATE PREHISTORY AND THE TRANSITION TO HISTORY 27 IV- HISTORICAL DOCUMENTS 28 Lesson 4: INDIAN AND CHINESE INFLUENCES IN S.E.A. 29 I. INDIA 29 II. CHINA 31 II-A- CHINESE CONTACTS WITH THE INDO-CHINA COAST AND FUNAN 31 II-B- CHINESE CONTACTS WITH INDONESIA 32 Lesson 5: THE PROTO-HISTORICAL PERIOD AND THE FIRST LOCAL WRITTEN RECORDS 35 I- FUNAN AND PROTO-HISTORY 35 II- THE MON COUNTRY 36 II-A- DVARAVATI AT THE WEST OF CAMBODIA--SIAM 36 II-B- PYU IN THE AREA OF BURMA 37 III- VIETNAM 38 IV- LIN-YI AND CHAMPA 39 V- INDONESIA 40 V-A- SUMATRA FROM 7TH-9TH CENTURIES 40 V-B- JAVA AND FIRST LOCAL SOURCES 42 Lesson 6: SOUTHEAST ASIA FROM 7TH-13TH CENTURIES 45 I- CAMBODIA 45 I-A- CHENLA 45 I-B- FROM JAYAVARMAN II TO SURVARMAN I (10TH CENTURY) 47 II- CHAMPA 49 II-A- RELATION BETWEEN CHENLA AND CHAMPA 50 II-B- RELATION BETWEEN CHAMPA AND VIETNAM 51 II-C- VIETNAM-CHAMPA-CAMBODIA FROM 11th-13th CENTURIES 52 III- INDONESIA: SUMATRA AND JAVA FROM THE 9TH CENTURY TO THE MONGOL INVASION 54 IV- BURMA 55 Lesson 7: CHINESE POLICY AND INFLUENCE IN SOUTHEAST ASIA 57 I. CHINESE POLICY 57 II. NORTH COAST CITIES IN JAVA 60 III. SUMATRA 60 IV- MELAKA / MALACCA 61 V. SIAM AND THE THAI, SIAM / AYUTTHAYA / THAILAND 61 VI. THE EARLY HISTORY OF LAOS 65 Lesson 8: THE 15TH-16TH CENTURIES IN SOUTHEAST ASIA 68 I- CAMBODIA 68 II- THAILAND (AYUTTHAYA) 69 III- VIETNAM 70 IV- THE FIRST EUROPEANS IN SOUTHEAST ASIA IN XV-XVI CNEURIES 71 Lesson 9: THE 16TH-18TH CENTURIES IN SEA 73 I- BURMA 73 A. Northern Burma—Pagan and Aver 73 B. Southern Burma: The Mon and Pegu 73 C. The Toungoo/Taungu Period 74 D. Burma in the 17th Century: A New North/South Division 74 II- AYUTTHAYA 74 III- VIETNAM 76 IV- CAMBODIA 77 V- INDONESIA 79 Lesson 10: SOUTHEAST ASIAN MAINLAND UNTIL THE FIRST HALF OF THE 19TH ii CENTURY 82 I- BURMA 82 II- VIETNAM 83 III- THAILAND 84 IV- CAMBODIA 86 Lesson 11: THE END OF THE 19TH CENTURY ON THE MAINLAND; AND THE 19TH CENTURY IN INDONESIA AND MALAYA 89 I- MAINLAND OF SEA IN THE SECOND HALF OF THE 19TH CENTURY 89 A. Burma 89 B. Viet Nam 89 C. Cambodia 90 D. Thailand 91 II- REACTION TO THE CHANGES OF THE 1880s 92 A. Cambodia 92 B. Thailand 92 C. Laos 93 III- FRENCH INDOCHINA 94 IV- INDONESIA 94 A. Java 94 B. The Outer Islands 96 V- MALAYA 96 Lesson 12: MAINLAND SOUTHEAST ASIA-EUROPEAN RULE AND NATIONALISM BEFORE 1940 98 I- ECONOMIC CHANGE 98 II- EDUCATION AND NEW POLITICAL CLASSES 99 III- POLOTICAL CHANGE 100 IV- NATIONALIST MOVEMENT 100 A- Vietnam 100 B- Burma 101 C- Thailand 101 D- Cambodia 102 E- Indonesia in the 20th Century 104 NATIONALISM 105 Lesson 13: WORLD WAR II AND ITS EFFECT IN SOUTHEAST ASIA 106 I- SUPERPOWER IN SEA 106 II- INDONESIA 107 III- BURMA 107 IV- VIETNAM 108 V- CAMBODIA 108 VI- THAILAND 109 Lesson 14: SOUTHEAST ASIA AFTER WORLD WAR II 110 I- BURMA 110 II- VIETNAM 110 III- INDONESIA 111 IV- THAILAND 111 V- CAMBODIA AND ANTI-FRENCH MOVEMENT 111 iii Lesson 15: INDEPENDENCE AND SANGKUM REASTR NIYUM 113 I- ROYAL CRUSADE 113 II- THE GENEVA CONFERENCE IN 1954 114 III- CREATION OF SANGKUM REASTR NIYUM 114 III-A- TRIUMPH OF SAMDECH SIHANOUK 118 III-B- GOLDEN AGE OF 20TH CENTURY 118 III-C- NON-ALIGN STATE POLICY 119 IV- ECONOMIC AND POLITICAL CRISES 120 IV-A- THE ECOMIC CRISIS 120 IV-B- POLITICAL CRISIS 121 Lesson 16: THE KHMER REPUBLIC 123 I- THE COUP D’ETAT 123 II- THE RIVALS 123 III- THE WAR 123 IV- THE REASONS OF COLLAPSE 124 Lesson 17: HISTORY OF DEMOCRATIC KAMPUCHEA 126 I- STRUCTURE OF DK 126 I-A- COMMUNISM PARTY—ANGKAR 126 I-B- GOVERNMENT 126 I-C- ADMINISTRATIVE DIVISIONS 127 I-D- LOCAL AUTHORITIES 128 I-E- SECURITY UNIT 128 II- COLLECTIVES 129 II-A- EVACUATION 129 II-B- COLLECTIVE FORMATION 129 II-C- PEOPLE CATEGORIZATION 130 II-D- WORKS 130 II-E- EATING 130 III- THE COLLAPSE 130 III-A- SERIOUS ENFORCEMENT WORKS/ A WEAKENED POPULACE 130 III-B- RADICAL KILLING AND PURGE 131 III-B-1- DISCRIMINATION AND DECENTRALIZED EMPOWERMENT 131 III-B-2- PURGE 131 III-D- CLASHES WITH VIETNAM 131 III-E- NATIONAL LIBERATION FRONT OF CPP AND VIETNAMESE SUPPORT 132 iv Note to readers: Most parts of this course is a collection of lecture notes that Prof. Michael Vickery delivering students in the Preparatory Class of the Faculty of Archaeology in the Royal University of Fine Arts during 2002-3. v Lesson 1: INTRODUCTION: IMPORTANCE AND IMPACT OF HISTORY EDUCATION TO CONTEMPORARY SOCIETY By Prof. Dr. Sorn Samnang1 I- DEFINITIONS 1.1- Noah Webster, in his 1828 dictionary defined "history" as: An account of facts respecting nations or states; a narrative of events in the order in which they happened with their causes and effects. History differs from Annals. Annals relate simply the facts and events of each year, in direct chronological order, without any observations of the annalist2. 1.2- Webster’s 1913 Dictionary: History is a systematic, written account of events, particularly of those affecting a nation, institution, science, or art, and usually connected with a philosophical explanation of their causes; a true story, as distinguished from a romance; - distinguished also from annals, which relate simply the facts and events of each year, in strict chronological order; from biography, which is the record of an individual's life; and from memoir, which is history composed from personal experience, observation, and memory3. 1.3- Prof. Michael Vickery accept that the term 'history' has two meanings. In a loose sense history is any purportedly true story about the human past. However, history in the sense of an academic discipline is the scientific study of the human past based on written sources. Study of the human past before written sources is pre-history, studied through the techniques of archaeology, that is, study of the material remains left by humans in their activities. 1.4- In simplest terms, history is the story of the human experience. While history teaching originally focused on the facts of political history such as wars and dynasties, contemporary history education has assumed a more integrative approach offering students an expanded view of historical knowledge that includes aspects of geography, religion, anthropology, philosophy, economics, technology, art and society. This wider embrace is reflected in the vague but ubiquitous term, "social studies"4. Chronological Notice: - Pre-History = No written document = The study bases on the interpretation of found materials = The work of Archaeologist - Proto-History = History is written bases on foreign sources that were recorded about - History = Starts from the existence of written document, the work of historian = the cotemporarily written document could be survived when it was lettered on the durable material. 1 The author of this article was the President of Royal Academy of Cambodia. He had delivered this paper to the National Consultative Workshop on History and Philosophy Education at RUPP2, 22-23 April 2005 and then the article was edited by me, VONG SOTHEARA, Lecturer of History Department, RUPP2. 2 The definition of history according to Noah Webster ...www.christianparents.com/histdef.htm 3 HISTORY - Meaning and Definition of the Word - www.hyperdictionary.com/dictionary/history 4 Learning and thinking - World History/Geography- www.studentsfriend.com/onhist/learning.html II- THE ROLE OF HISTORY The main important role of history is as a National Identity that can become a magnet of national consolidation to protect and develop the country.
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