Complete midterm #1, you will write a standard long format essay.

Instructions: 
To complete midterm #1, you will write a standard long format essay (at least 1000 words, 5-6, pages, 12 point Times New Roman font, double check) to answer the following prompt:
Former President George W. Bush commented in his 2001 inaugural address that America had gone out into the world “TO PROTECT, not to possess; and TO DEFEND, not to conquer other people” and America is based on the promise that “everyone belongs, that everyone deserves a chance, that no insignificant person was ever born.”
With consideration for political/social/economic events since 1877, to what extent is Bush’s statement about America’s role as the protector and defender of democracy ABROAD and AT HOME a valid statement.
Your essay will need to take into consideration for the following documents:
Document #1: 
"A great general has said that the only good Indian is a dead one, and that high sanction of his destruction has been an enormous factor in promoting Indian massacres. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him, and save the man…It is a great mistake to think that the Indian is born an inevitable savage. He is born a blank, like all the rest of us. Left in the surroundings of savagery, he grows to possess a savage language, superstition, and life. . . As we have taken into our national family seven millions of Negroes, and as we receive foreigners at the rate of more than five hundred thousand a year, and assimilate them, it would seem that the time may have arrived when we can very properly make at least the attempt to assimilate our two hundred and fifty thousand Indians…The school at Carlisle is an attempt on the part of the government to do this. Carlisle has always planted treason to the tribe and loyalty to the nation at large. It has preached against colonizing Indians, and in favor of individualizing them..."
Document #1: “Kill the Indian, and Save the Man” by Capt. Richard H. Pratt on the Education of Native Americans
Document #2: 
“You declare war with Spain for the sake of Humanity. You announced to the world that your program was to set Cuba free, in conformity with your constitutional principles….you promised us your aid and protection in our attempt to form a government on the principles and after the model of the government of the United States….Joy abounded in every heart, and all went well…until…the Government at Washington…commenced by ignoring all promises that had been made and ended by ignoring the Philippine people, their personality and rights, and treating them as a common enemy….In the face of the world you emblazon humanity and liberty upon your standard, while you cast your political constitution to the winds and attempt to trample down and exterminate a brave people whose only crime is that they are fighting for their liberty.”
Document #2: “Aguinaldo’s Case Against the United States” by a Filipino (North American Review, 1899)
Document #3:
dawes act
Document #3: a map of Native American territories from 1850-2000 
Document #4
“The true bond which connects the child with the body politic is not the matter of an inanimate piece of land, but the moral relations of his parentage. . . . The place of birth produces no change in the rule that children follow the condition of their fathers, for it is not naturally the place of birth that gives rights, but extraction … To what nation a person belongs is by the laws of all nations closely dependent on descent; it is almost an universal rule that the citizenship of the parents determines it — that of the father where children are lawful, and, where they are bastards, that of their mother, without regard to the place of their birth, and that must necessarily be recognized as the correct canon, since nationality is, in its essence, dependent on descent.”
Document #4: Dissenting opinions of the Supreme Court in the case of Wong Kim Ark vs The United States (1898)
Document #5
ww 1 before
ww 1 after
Document #5: Map of Europe in 1914 (top), Europe in 1919 (bottom)  
Document #6
filipinos
Document #6: Filipinos pose before the ruins of their bombed-out clubhouse in Stockton, California in 1930. 
Document #7
"The conditions which surround us best justify our co-operation; we meet in the midst of a nation brought to the verge of moral, political, and material ruin. Corruption dominates the ballot-box, the Legislatures, the Congress, and touches even the ermine of the bench. The people are demoralized; most of the States have been compelled to isolate the voters at the polling places to prevent universal intimidation and bribery. The newspapers are largely subsidized or muzzled, public opinion silenced, business prostrated, homes covered with mortgages, labor impoverished, and the land concentrating in the hands of capitalists. The urban workmen are denied the right to organize for self-protection, imported pauperized labor beats down their wages, a hireling standing army, unrecognized by our laws, is established to shoot them down, and they are rapidly degenerating into European conditions. The fruits of the toil of millions are boldly stolen to build up colossal fortunes for a few, unprecedented in the history of mankind; and the possessors of those, in turn, despise the republic and endanger liberty. From the same prolific womb of governmental injustice we breed the two great classes—tramps and millionaires.
 
We believe that the power of government—in other words, of the people—should be expanded (as in the case of the postal service) as rapidly and as far as the good sense of an intelligent people and the teachings of experience shall justify, to the end that oppression, injustice, and poverty shall eventually cease in the land."
Document #7: The Omaha Platform: Launching of the Populist Party (1892)
Document #8: 
"It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and aggrandizement is gone by; so is also the day of secret covenants entered into in the interest of particular governments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent with justice and the peace of the world to avow nor or at any other time the objects it has in view.
 
We entered this war because violations of right had occurred which touched us to the quick and made the life of our own people impossible unless they were corrected and the world secure once for all against their recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect partners in this interest, and for our own part we see very clearly that unless justice be done to others it will not be done to us. The programme of the world's peace, therefore, is our programme; and that programme, the only possible programme, as we see it, is this:"
Document #8:  President Woodrow Wilson’s introduction to his 14 point plan
Relevant Key Terms to Consider:
14 Point PlanAllen and John DullesAmigo WarfareAnastasio SomozaAngel IslandAnti-Imperialist LeagueChinese Exclusion ActDawes ActsEmilio AguinaldoFilipino Repatriation ProgramGuatemala CoupHomestead ActInsular CasesIran-Contra AffairJacobo ArbenzJohnson-Reed ActJones ActLeague of NationLos Angeles MassacreLusitaniaPlatt AmendmentPopulismProgressivismRock Springs Massacre Roldan v Los Angeles CountySand Creek MassacreLouis World’s Fair 1904Standing Bear v. CrookTeller AmendmentThe SandinistasTyding-McDuffie ActS. NationalsUnited Fruit CompanyVersailles TreatyWater Curing Wong Kim Ark v United StatesWounded Knee MassacreZimmerman Telegram 
Your grade (150 points) for this assignment will be based on the following criteria:
Thesis: Present a thesis that makes a historically defensible claim and response to all part of the question. Your thesis must consist of one or more sentences located in the introduction. 
Argument Development: Develop and support a cohesive argument that recognizes and accounts for the historical complexity by explicitly illustrating relationships among historical evidence such as contradictions, corroboration, and/or qualification. 
Use of Documents: Utilize the content of at least six of documents to support the stated thesis or a relevant argument. For every document below the minimum six quota, 20 points will be deducted from your total score. 
Sourcing the documents: Explaining the significance of the author's point of view, author's purpose, historical context, and/or audience for at least six documents. Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. Evidences Beyond the Documents: Provide examples or additional evidences (key terms/concept from the reading and class lectures) beyond those found in the documents to support your argument.