NINETEENTH

CENTURY
WORLD
HISTORY

New
Imperialism:
Reasons for
Having an
Empire
1800-1910

PLEASE SEE
NOTES ON
THE PDF,
PAGE 3.
 LESSONS IN WORLD HISTORY
By David Johnson and Anne Wohlcke, Department of History,
The University of California, Irvine

Teacher Consultant, Lorraine Gerard, Century High School, Santa Ana

Faculty Consultant, Kenneth Pomeranz, Department of History, The University of California, Irvine

Managing Editor, Sue Cronmiller

The publication of this CD has been made possible largely through funding from GEAR UP Santa Ana. This branch of GEAR UP
has made a distinctive contribution to public school education in the U.S. by creating intellectual space within an urban school
district for students who otherwise would not have access to the research, scholarship, and teaching represented by this collabora-
tion between the University of California, the Santa Ana Partnership, and the Santa Ana Unified School District. Additional external
funding in 2004-2005 has been provided to HOT by the Bank of America Foundation, the Wells Fargo Foundation, and the Pacific
Life Foundation.

THE UCI CALIFORNIA HISTORY-SOCIAL SCIENCE PROJECT

The California History-Social Science Project (CH-SSP) of the University of California, Irvine, is dedicated to working with history
teachers in Orange County to develop innovative approaches to engaging students in the study of the past. Founded in 2000, the
CH-SSP draws on the resources of the UCI Department of History and works closely with the UCI Department of Education. We
believe that the history classroom can be a crucial arena not only for instruction in history but also for the improvement of student
literacy and writing skills. Working together with the teachers of Orange County, it is our goal to develop history curricula that will
convince students that history matters.

HUMANITIES OUT THERE

Humanities Out There was founded in 1997 as an educational partnership between the School of Humanities at the University of
California, Irvine and the Santa Ana Unified School District. HOT runs workshops in humanities classrooms in Santa Ana schools.
Advanced graduate students in history and literature design curricular units in collaboration with host teachers, and conduct
workshops that engage UCI undergraduates in classroom work. In the area of history, HOT works closely with the UCI History-
Social Science Project in order to improve student literacy and writing skills in the history classroom, and to integrate the teaching
of history, literature, and writing across the humanities. The K-12 classroom becomes a laboratory for developing innovative units
that adapt university materials to the real needs and interests of California schools. By involving scholars, teachers, students, and
staff from several institutions in collaborative teaching and research, we aim to transform educational practices, expectations, and
horizons for all participants.

THE SANTA ANA PARTNERSHIP

The Santa Ana Partnership was formed in 1983 as part of the Student and Teacher Educational Partnership (STEP) initiative at UC
Irvine. Today it has evolved into a multi-faceted collaborative that brings institutions and organizations together in the greater Santa
Ana area to advance the educational achievement of all students, and to help them enter and complete college. Co-directed at UC Irvine
by the Center for Educational Partnerships, the collaborative is also strongly supported by Santa Ana College, the Santa Ana Unified
School District, California State University, Fullerton and a number of community based organizations. Beginning in 2003-2004,
HOT has contributed to the academic mission of the Santa Ana Partnership by placing its workshops in GEAR UP schools. This unit
on New Imperialism: Reasons for Having an Empire reflects the innovative collaboration among these institutions and programs.

CONTENT COUNTS: A SPECIAL PROJECT OF THE NATIONAL ENDOWMENT FOR THE HUMANITIES
This is one in a series of publications under the series title Content Counts: Reading and Writing Across the Humanities, supported
by a generous grant from the National Endowment for the Humanities. Content Counts units are designed by and for educators
committed to promoting a deep, content-rich and knowledge-driven literacy in language arts and social studies classrooms. The units
provide examples of “content reading”—primary and secondary sources, as well as charts, data, and visual documents—designed
to supplement and integrate the study of history and literature.

A publication of Humanities Out There and the Santa Ana Partnership

(including UCI’s Center for Educational Partnerships, Santa Ana College, and the Santa Ana Unified School District).
Copyright 2005 The Regents of the University of California
WORLD HISTORY: 1800-1910

New Imperialism: Reasons HISTORY-SOCIAL SCIENCE

for Having an Empire CONTENT STANDARDS
ADDRESSED
10.4.1
OBJECTIVES Describe the rise of industrial
 To examine the civilizing mission, economic needs, and economies and their link to
nationalism as driving forces behind New Imperialism, imperialism and colonialism
(e.g., the role played by national
 Explore the friction between imperial powers and colonial
security and strategic advantage;
subjects,
moral issues raised by the search
 Explore the role of race in the imperial project, for national hegemony, Social
 Explore the economic, cultural and social relationship of Darwinism, and the missionary
industrial nations to non-industrial nations, impulse; material issues such as
 Develop a greater understanding of what constitutes land, resources, and technology).
historical evidence, 10.4.2
 Develop historical research skills in the use of images, and Discuss the locations of the
 Develop critical thinking skills in both analytic and colonial rule of such nations as
creative exercises. England, France, Germany, Italy,
Japan, the Netherlands, Russia,
SUMMARY AND LESSON CONTENT Spain, Portugal, and the United
States.
This lesson uses official statements made by Japanese and
European imperial officials as well as images and advertisements 10.4.3
depicting various colonies or colonial experiences to focus on Explain imperialism from the
the civilizing mission, the economic need for cheap raw materi- perspective of the colonizers
als, and nationalism during the era of New Imperialism. Support- and the colonized and the
ers of imperialism consistently relied upon the civilizing mission, varied immediate and long-term
economics and nationalism as reasons for the necessity of empire responses by the people under
building. The lesson points to the role that Social Darwinism and colonial rule.
the Industrial Revolution played in imperial expansion and the 10.4.4
manner in which imperialism was used to redirect attention Describe the independence
away from social problems—such as class antagonisms—within struggles of the colonized
the imperial metropoles themselves. It also takes a close look at regions of the world, including
the relationship between colonizer and colonized and examines the roles of leaders, such as Sun
efforts made by Sun Yat-sen to revitalize a spirit of nationalism Yat-sen in China, and the roles of
in China. ideology and religion.

NOTES ON THE PDF:

1) Please note that in this pdf document the page numbers are
Group Size
two off from the printed curriculum. For example, page 2 in the Works best with groups of four to five
printed curriculum is now page 4 in this pdf document. students.
2) We apologize if some of the hyperlinks are no longer Time
accurate. They were correct at the time of printing.
1-2 hours
3) Full-page versions of the images in this unit—some in
color—can be found at the back of this pdf.
4) You can easily navigate through the different parts of this
document by using the “Bookmark” tab on the left side of your
Acrobat window.

New Imperialism: Reasons for Having an Empire 3

New Imperialism: Reasons for Having an Empire

The development of Europe-
an and Japanese Empires in the
last half of the 19th century was
not a given or natural develop-
ment. First, imperial expansion
could be very expensive because
of the wars involved. Second,
once a colony was established it
needed constant administration
and policing. Not all Europeans
and Japanese were convinced
that empires were a good thing
or even necessary. Thus, those
who were interested in empire
building needed to produce very
convincing reasons for doing so.
We will look at three of the most
important reasons offered by
European and Japanese imperi-
alists: the civilizing mission,
the economic need for natural
resources and new markets,
and nationalism. Many Eu-
ropeans and Japanese believed
that they had a civilizing mis-
sion to improve other people
whose cultures were believed
to be either in a state of primi-
tive development (Africa) or in
a state of decay (China). Many
Europeans and Japanese also
argued that empire was essential
to the industrial process in that
it provided cheap raw materials
that lowered the cost of making
goods and opened up new world
markets, thus improving the
nation’s economic health. Lastly,
many Europeans and Japanese
believed that empire was an es-
sential aspect of national great-
ness as well as a mark of world
power status. Here, ideas of na-
tionalism were closely linked to
empire building.

Glossary of Terms
New Imperialism: a term referring to the late 19th and early 20th century imperial expansion of
countries such as England, France, Germany, and Japan.
Civilizing Mission: a belief—grounded in Social Darwinism—held by many imperial nations that
some regions of the world were either in a state of fixed primitive development or a state of decline and
required help in reaching a civilized status.
Nationalism: the belief that your nation possesses unique qualities that distinguish it from other
nations.
Tariff: tax placed on imported goods.
Protectionist: a person who practices or believes in economic mechanisms, such as tariffs, designed to
protect a nation’s trade against the encroachment of competing nations.

4 Lessons in World History

THE CIVILIZING MISSION

For many imperial nations the spread of modern civilization and modern ideas, often
called the “civilizing mission,” was an important part of imperialism. Some political
leaders used the Civilizing Mission as a powerful argument for empire.

Compare the two quotes on the next page and answer the questions.
Choose people from your group to be Jules Ferry, Prince Konoe, and Sun Yat-sen.

1. Though spoken by men on opposite sides of the earth, what are the similarities in the
two quotes?

2. What makes the Japanese and French Empires different than earlier ones like the
Spanish Empire?

3. Name at least three things that colonized peoples supposedly get out of their
interaction with Japanese and European Imperialists.

New Imperialism: Reasons for Having an Empire 5

 Jules Ferry, “On French Colonial Expansion”:

Gentlemen, we must speak more loudly and more honestly! We

must say openly that indeed the higher races have a right over the
lower races.... They have the duty to civilize the inferior races.... In the
history of earlier centuries these duties, gentlemen, have often been
misunderstood; and certainly when the Spanish soldiers and explorers
introduced slavery into Central America, they did not fulfill their duty
as men of a higher race.... But, in our time, I maintain that European
nations acquit themselves with generosity, with grandeur, and with
sincerity of this superior civilizing duty.
—Internet Modern History Sourcebook,
http://www.fordham.edu/halsall/mod/modsbook.html

Prince Konoe, “On Japanese Education in China” (December 1899):

The instruction of Chinese students, centered around the Japanese

language, will instill scientific thinking in them, and arouse a sense
of nationhood. They will live in dormitories, just like our Japanese
students.
—Peter Duus et al.
The Japanese Informal Empire in China, 1895-1937.
(Princeton University Press, 1989)

6 Lessons in World History

Now read the short quote from Sun Yat-sen, an important twentieth-century Chinese
revolutionary who was educated in the West.

Sun Yat-sen, “Fundamentals on National Reconstruction” (1923):

Revelations of Chinese history prove that the Chinese as a people

are independent in spirit and in conduct… During the periods when
their political and military prowess declined, they could not escape for
the time from the fate of a conquered nation, but they could eventually
vigorously reassert themselves… Nationalistic ideas in China did
not come from a foreign source; they were inherited from our remote
forefathers… This is our nationalistic policy toward races within
our national boundaries. Externally, we should strive to maintain
independence in the family of nations, and to spread our indigenous
civilization as well as to enrich it by absorbing what is best in world
civilization, with the hope that we may forge ahead with other nations
towards the goal of ideal brotherhood.
—Internet Modern History Sourcebook,
http://www.fordham.edu/halsall/mod/modsbook.html

1. Compare the quote from Sun Yat-sen to the quote from Prince Konoe. For Prince
Konoe, from whom will the Chinese learn what it means to be a nation? For Sun Yat-
sen, in comparison, from whom will the Chinese learn what it means to be a nation?

2. Do the writings of Sun Yat-sen seem anti-Japanese or anti-European? How does he

view non-Chinese cultures and societies?

New Imperialism: Reasons for Having an Empire 7

THE INDUSTRIAL MISSION: NATURAL RESOURCES AND NEW MARKETS

The Japanese and European
Empires were also driven by
what they perceived as economic
concerns. Colonies produced
raw materials such as cot-
ton (grown in Egypt) and jute
(grown in India). These raw
materials were then shipped
to factories owned by Japanese
and European manufacturers
who transformed raw goods into
finished products. Raw materi-
als from the colonies became
an essential part of Japanese
and European industrial econo-
mies: cotton grown in Egypt,
for example, became cloth; jute
grown in India became rope.
Having your own colonies that
produced raw material was a way
to get around trade barriers and
tariffs, the taxing of shipped
goods. By avoiding trade barriers
and tariffs, manufacturers were
able to lower their production
costs.

Read the quote below and answer the questions.

Jules Ferry, “On French Colonial Expansion”:

In the area of economics, ... what our major industries… lack more
and more are outlets. Why? Because next door Germany is setting up
trade barriers; because across the ocean the United States of America
have become protectionists, and extreme protectionists at that; because
not only are these great markets... shrinking, becoming more and more
difficult of access, but these great states are beginning to pour into our
own markets products not seen there before.
—Internet Modern History Sourcebook,
http://www.fordham.edu/halsall/mod/modsbook.html

1. According to Jules Ferry, what is the real problem with France’s industry?

2. What does Ferry mean when he says “protectionists”? What is being protected? Who
benefits? Who loses?

3. Explain how having colonies relieves the economic pressure on a French manufacturer.

8 Lessons in World History

1. Indonesian Plantations

European and Japanese em-
pires dramatically impacted
peoples and cultures throughout
the world. Traditional structures
of work, leisure, family, and land
ownership were altered by Japa-
nese and European colonization.
Africans, Asians, Indians, and
Latin Americans were forced to
work on plantations or in fac-
tories for wages. These people
not only provided a workforce,
they also contributed to the
empire’s economic health both
by paying taxes and by buying
products manufactured by their
imperial rulers. More colonies
meant more people who could
potentially pay taxes and buy
manufactured goods, but first
Africans, Asians, Indians, and
Latin Americans needed to have
wage-earning jobs.

Look at the images (IMAGES 1 and 2) and answer the questions.

Image 1. Plantation in Indonesia.

From Bonnie Smith, Imperialism: A History in Documents. Page 65.

New Imperialism: Reasons for Having an Empire 9

 Image 2. Tea Plantation in Ceylon.
Library of Congress.

• Judging by their clothing and activity (IMAGE 1, page 9), who do you think is European
and who do you think is Indonesian in the image? Label who is European and who is
Indonesian.

• Judging by their activities (IMAGE 1), who do you think owns the plantations?

• Who do you think is working for wages (IMAGE 1)?

• Describe the people working in the image above (IMAGE 2). What are their ages,
roughly? Name this type of labor.

10 Lessons in World History

2. Chinese Women Workers in a Japanese Factory

When we think of the In-
dustrial Revolution, we usually
think of factories. We also tend
to visualize these factories as ap-
pearing 1.) only in Europe and
America and 2.) being filled with
hard-working and underpaid Eu-
ropean and American laborers.
Yet this is simply not the com-
plete story. Britain built factories
in India and South Africa, for
example, and France built them
in Senegal and Algeria. This sec-
tion of the lesson looks at Japa-
nese factories in Manchuria in
Asia. The Industrial Revolution
changed the way work was done
by using technology and ma-
chines to do work that was once
done by hand. It also made class
differences more apparent with
the rise of working and middle
classes. Examine the image of
the Chinese women laborers in
a Japanese spinning mill and the
images of the Japanese factory
manager and his family. Answer
the questions.

Image 3. Chinese Women Workers in Manchuria.

From Peter Duus, et al., eds., The Japanese Informal Empire in China.

• The image above (IMAGE 3) is a textile factory filled with Chinese women workers.
Describe how this image represents the Industrial Revolution by examining the
placement of the women and the work they are doing. How are goods, in this case
cloth, being produced?

• Compare this image to what you know about the Industrial Revolution in Europe and
America. What are the similarities. Can you see any differences?

New Imperialism: Reasons for Having an Empire 11

3. A Japanese Factory Manager and his Family in Manchuria

The image on the previous
page (IMAGE 3) is of working-
class Chinese women. The two
images below (IMAGES 4 AND 5)
are of a Japanese factory man-
ager, and his family, who ran a
factory in Manchuria. Just as the
Industrial Revolution changed
the way things were produced,
it also changed social relations.
This Japanese family lived a
middle-class lifestyle in Manchu-
ria. The Chinese women workers
in IMAGE 3 went home to their
working class neighborhoods.
If they had children, it is highly
likely that they worked as well.
The Japanese manager, on the
other hand, went home to his
middle-class neighborhood, his
wife and his kids (who certainly
did not work in a factory and
probably had a nanny).

Image 4. Japanese Factory Manager and Family (1).

From Peter Duus, et al., eds., The Japanese Informal Empire in China.

12 Lessons in World History

Image 5. Japanese Factory Manager and Family (2).
From Peter Duus, et al., eds., The Japanese Informal Empire in China.

• Describe the family in the two images (IMAGES 4 AND 5). What types of clothes are they
wearing? Do they look well-groomed? How big is the family?

• Compare the Japanese wife’s clothes to the Chinese women’s clothes in IMAGE 3. How are
they different?

• What do the surroundings look like for the middle-class Japanese family? Does their
home look like a nice place to live? Do you think the mother has help from maids or
nannies?

New Imperialism: Reasons for Having an Empire 13

NATIONALISM AND EMPIRE

One way of dealing with
thousands of people involved in
mass political movements such
as labor and suffrage, which
could be threatening to those in
power, was to play on feelings
of national sentiment. Politi-
cal leaders and certain political
groups worked hard to make
factory workers, for example,
believe that they were part of a
much larger national process. Al-
though they worked in poor con-
ditions for low wages, workers
were led to believe that they still
had a stake in their nation. Many
Germans from all social levels
came to believe that the only way
to become a great nation was to
become a powerful empire.

Germany was a late entry into the race for empire as well as a young nation, but it
nonetheless used many of the same ideas and values as other imperialists like Britain
and France. Examine the “Constitution of the Pan-German League,” a powerful political
pressure group (called a lobby) in Germany, and answer the questions.

CONSTITUTION OF THE PAN-GERMAN LEAGUE

1. The Pan-German league strives to quicken the national sentiment of all
Germans and in particular to awaken and foster the sense of racial and
cultural kinship of all sections of the German people.
2. These aims imply that the Pan-German League works for:
a) Preservation of the German people in Europe and overseas and its
support wherever threatened.
b) Settlement of all cultural, educational, and school problems in ways
that shall aid the German people.
c) The combating of all forces which check the German national
development.
d) An active policy of furthering German interests in the entire world.…

1. In what ways does the Pan-German League help to strengthen the German nation?
Look closely at sections 2. (a), 2. (b) and 2. (c).

2. In what ways does the Pan-German League help to make Germans feel that they belong
to a unique community? Look closely at section 1.

14 Lessons in World History

POST ACTIVITY ASSIGNMENT: SELLING EMPIRE TO THE PEOPLE

You have seen the way that the civilizing mission, economics, and nationalism were
important justifications for having an empire. Keeping in mind what you have just
learned, examine the advertisements (IMAGES 6, 7 and 8). The ads were meant for a
European audience. Respond to each question using complete sentences. Place your
answers on a separate sheet of paper.

• List the things that seem

exotic or non-European in
the advertisements.

• In what way are Africans

and Asians used to make
the advertised goods
seem amazingly effective
if not magical? Do you
think Europeans were
convinced?

• In what ways do the ads

make Europeans seem
superior to Africans,
Asians, and other colonial
peoples?

Image 6.
From Thomas Richards. The Commodity Culture of Victorian England.

New Imperialism: Reasons for Having an Empire 15

Founded in 1789, Pears’ Soap sold powders and creams to the rich to help ensure
the purity of their complexion. These are examples of advertisements for Pears’
Soap seen in European publications in the late 1700s and early 1800s.

Image 7 (left).
From Anne McClintock, Imperial
Leather.

Image 8 (right).
From Anne McClintock, Imperial
Leather.

16 Lessons in World History

Industrialism, Nationalism, Imperialism
NINETEENTH CENTURY WORLD HISTORY
UNIT THEMES
Practical applications of Enlightened thought
1. Concept of citizen/citizenship takes shape;
people have a stake in their country.
2. Rise of the individual and individual rights:
private property, liberty, freedom.
Industrial Revolution:
Intersection of humanity and machinery
1. Transformations in work (division of labor),
social relations (class), gender relations, family,
time.
2. Urban growth.
3. Emergence of capitalism as dominant economic
pattern.
4. Rise of positivism and science.
Nation and Nationalism
As a process of unification and exclusion
1. Powerful ideological force capable of moving
entire populations.
2. Social and cultural constructions of “nations.”
3. Importance of symbols in creating national
community.
Imperialism
1. From industrial economies to imperial powers.
2. Social Darwinism.
3. Experiencing Empire at home.
4. Colonizer/colonized experiences.
5. Material issues behind imperialism: land,
resources and technology.
6. Independence struggles (Sun Yat-sen).
New Imperialism: Reasons for Having an Empire
NINETEENTH CENTURY WORLD
HISTORY DIAGNOSTIC AND END UNIT
ASSESSMENT
Pretend you are the owner of a British company
that sells cotton socks in the late nineteenth cen-
tury. Business has not been doing well due to stiff
European competition. You have noticed that your
French competitors have been fairing better by
creating branch companies in Algeria and French
Morocco (both located in North Africa). Branch-
ing into Algeria and Morocco has given the French
new markets for their socks and a cheap labor
source, which has eased the pressure of competi-
tion. You have decided to follow their strategy by
developing some of your own branches in Rho-
desia, Nigeria and India (all British colonies), but
to do so you will need to ask for a loan from your
bank. Write a business letter to your banker ask-
ing for a loan. In the letter describe the following:
1. Why you have decided to develop company
branches in the Empire,
2. Where you will place the new branches,
3. What problems you foresee, and
4. Why you think your business plans will
succeed.
17
BIBLIOGRAPHY

New Imperialism: Reasons for Having an Empire

Texts:
Duus, Peter, Ramon H. Myers, and Mark Peattie, eds. The Japanese Informal Empire in China, 1895-1937.
Princeton: Princeton University Press, 1989.
MacKenzie, John. Propaganda and Empire: The Manipulation of British Public Opinion, 1880-1960.
Dover: Manchester University Press, 1984.
McClintock, Anne. Imperial Leather: Race, Gender, and Sexuality in the Colonial Contest. New York:
Routledge, 1995.
Richards, Thomas. The Commodity Culture of Victorian England. Stanford: Stanford University Press, 1990.
Smith, Bonnie. Imperialism: A History in Documents. Oxford: Oxford University Press, 2000.

Internet:
http://www.fordham.edu/halsall/mod/modsbook.html
The Internet Modern History Sourcebook.
http://www.bbc.co.uk/history/bytopic/index.shtml
The BBC history site includes a good section on Empire.

18 Lessons in World History

 ACKNOWLEDGMENTS

THE UCI CALIFORNIA HISTORY-SOCIAL SCIENCE PROJECT

Robert G. Moeller, Faculty Director and Professor of History
Stephanie Reyes-Tuccio, Site Director
Eileen Powell, CH-SSP Program Assistant
http://www.hnet.uci.edu/history/chssp/

HUMANITIES OUT THERE

Julia Reinhard Lupton, Faculty Director and Professor of English and Comparative Literature
Tova Cooper, Director of Publications
Peggie Winters, Grants Manager
http://yoda.hnet.uci.edu/hot/

THE SANTA ANA PARTNERSHIP:

UCI’S CENTER FOR EDUCATIONAL PARTNERSHIPS
Juan Francisco Lara, Director
http://www.cfep.uci.edu/

THE SANTA ANA UNIFIED SCHOOL DISTRICT

Lewis Bratcher, Assistant Superintendent of Secondary Education
http://www.sausd.k12.ca.us/

SANTA ANA COLLEGE

Sara Lundquist, Vice-President of Student Services
Lilia Tanakeyowma, Director of the Office of School and Community Partnerships and
Associate Dean of Student Development
Melba Schneider, GEAR UP Coordinator
http://www.sac.edu/

This unit would not have been possible without the support of Professor Karen Lawrence, Dean of the School of Humanities at the
University of California, Irvine; Professor Robert G. Moeller, Faculty Director of the UCI California History-Social Science Project,
who provides ongoing intellectual leadership in all areas touching on historical research, interpretation, and teacher professional
development; Dr. Manuel Gómez, Vice Chancellor for Student Affairs, who provided funding and has been a steadfast supporter
of our work; and the leadership of the Santa Ana Partnership, including Dr. Juan Lara, Director of the UCI Center for Educational
Partnerships; Dr. Sara Lundquist, Vice-President of Student Services at Santa Ana College; Lilia Tanakeyowma, Director of the Office
of School and Community Partnerships and Associate Dean of Student Development at Santa Ana College; and Dr. Lewis Bratcher,
Assistant Superintendent of Secondary Education at the Santa Ana Unified School District.

PERMISSIONS
The materials included in this booklet are original works of authorship, works for which copyright permission has expired, works
reprinted with permission, or works that we believe are within the fair use protection of the copyright laws. This is an educational
and non-commercial publication designed specifically for high school History-Social Science classes, and is distributed to teachers
without charge.

John Thomson, “Flower Market Women and ‘Corduroy,’ Covent Garden.” Reprinted with permission from
London’s Transport Museum/Transport for London.
“Chinese Women Workers in Manchuria,” “Japanese Factory Manager and Family (1)” and “Japanese Factory Manager
and Family (2)” from Duus, Myers, Peattie, eds. The Japanese Informal Empire in China (Princeton: Princeton University Press,
1989). Reprinted with permission from Princeton University Press.
Pears’ Soap Ads from Anne McClintock, Imperial Leather: Race, Gender and Sexuality in the Colonial Contest (New York:
Routledge, 1995). Reproduced with permission from Routledge, Inc., part of The Taylor & Francis Group.

Book design by Susan S. Reese

1450
—
—
—
“The curriculum in World History
— shows students that history matters.
1500 Demonstrating the connections
— among regions that shaped a global
—
—
economy and society, these innovative
— curricular units also show students
1550 how to build bridges between the past
— and the present. Correlated with the
—
—
California State Content Standards
— for tenth grade world history, these
1600 units in world history take young
— historians from the industrial
—
—
revolution of the late eighteenth
— century to the Cold War.”
1650 —Robert G. Moeller,
— Professor of History and Faculty Director of the
— California History-Social Science Project,
— University of California, Irvine
—
1700
—
CONTENT STANDARDS ADDRESSED
—
— 10.4.1
— Describe the rise of industrial economies and
1750 their link to imperialism and colonialism
— (e.g., the role played by national security
— and strategic advantage; moral issues raised
— by the search for national hegemony, Social
— Darwinism, and the missionary impulse;
1800
material issues such as land, resources, and
technology).
—
— 10.4.2
— Discuss the locations of the colonial rule of
— such nations as England, France, Germany,
1850 Italy, Japan, the Netherlands, Russia, Spain,
— Portugal, and the United States.
—
10.4.3
—
Explain imperialism from the perspective
— of the colonizers and the colonized and the
1900 varied immediate and long-term responses by
— the people under colonial rule.
—
— 10.4.4
—
Describe the independence struggles of the
1950
colonized regions of the world, including the
roles of leaders, such as Sun Yat-sen in China,
—
and the roles of ideology and religion.
—
—
—
2000
LIST OF IMAGES

New Imperialism: Reasons for Having an Empire

Cover Image: John Thomson, “Flower Market Women and ‘Corduroy,’ Covent Garden.” Reprinted with
permission from London’s Transport Museum/Transport for London.
Cover Image/Image 7:. From Anne McClintock, Imperial Leather.
Image 1: Plantation in Indonesia. From Bonnie Smith, Imperialism: A History in Documents. Page 65.
Image 2: Tea Plantation in Ceylon. Library of Congress.
Image 3: Chinese Women Workers in Manchuria. From Peter Duus, et al., eds., The Japanese Informal
Empire in China.
Image 4: Japanese Factory Manager and Family (1). From Peter Duus, et al., eds., The
Japanese Informal Empire in China.
Image 5: Japanese Factory Manager and Family (2). From Peter Duus, et al., eds., The
Japanese Informal Empire in China.
Image 6: From Thomas Richards, The Commodity Culture of Victorian England.
Image 8. From Anne McClintock, Imperial Leather.