Early Medieval Cultures

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Compare the development of one specific Islamic and one specific Christian location between 632-1000 C.E.
When discussing each location, provide a more specific timeline, and consider adding examples of significant
leaders, political and social structures, beliefs, and cultural products (stories, philosophies, theologies, artifacts,
art, and architecture). Your comparison should identify similarities and differences in the two religious-based
cultures, and also indicate influences they share. Be careful not to compare the religions as a whole but
instead focus on a range of cultural elements in your two specific locations because cultures may vary even
within one religion depending on time and place. What insight about the historical development of these two
cultures did you gain from the comparison?
Resources from outside of the library should be credible and peer-reviewed by historians and cannot include
Wikipedia, Biography.com, History.com, or any other .com site; resources should also not be taken from any
type of message board or other encyclopedia-type sites
Complete your research. Choose one interesting comparison that illustrates the main point that you want to
make about these cultures during this period. Gather details about your choice.
Compare similar features (known as “comparing like terms”). For example, compare cities to cities, education
systems to education systems, technologies to technologies, stories to stories, ideas about the nature of God
to ideas about the nature of God, and other features. Make sure you complete the comparison for all features
or note why you think there is not a like term for some features.
Comparison includes consideration of both similarities and differences.
Here are some examples to consider:
the promotion and use of learning by leading figures;
the relationship between religious and political authority;
the shaping of artifacts (leader, idea, practice, or structure) by time period and environment;
the shaping of societies by artifacts and whether different people were affected differently; and
the way that different elements of culture reflect power arrangements, goals, hierarchies, and/or challenges.

 

 

Sample Solution

Thousands of indigenous children were removed from their homes and sent to residential schools across Canada. Residential schools were used as a means to eliminate all aspects of Indigenous culture. By enforcing mandatory enrollment into government funded facilities run by the church, the government hoped to assimilate the indigenous people. Learning to communicate in English adopting Christianity and developing agricultural, home making and trade skills were some of the requirements of the children that attended residential schools. The Canadian government believed that by adopting a new more “civil” way of life through the dismissal of Indigenous traditions, culture and language was the only way the indigenous population would thrive.
The Lejac or Fraser Lake Residential School named after Father Jean Marie Lejac was located on Fraser Lake in northern British Columbia and opened in 1890. As the number of children forcibly removed from their homes increased a larger facility was required. In 1922 a new building was erected that would accommodate the influx of students. Many of the children that attended the institution were from surrounding communities such as the Gitxsan, Wet’suwet’en and Sekani. From 1922 to 1976 when the institution closed Lejac residential school was operated by the missionaries from the Order of the Oblates of Mary Immaculate of the Roman Catholic Church .The Dakelhs spiritual beliefs that were centered on Utakke (high God or sky spirit) and many spirits in nature were abandoned and Christianity was adopted.
The school was located in the heart of Dakelh Territory in North central British Columbia and many children that attended the school were of Dakelh descent, practiced Dakelh cultural traditions and spoke the dialect of their region. The English name Carrier is a translation of the Sekani name for the Dakelh, Aghele. The origin of this term comes from the widows of Dakelh men who carried around their cremated remains for a period of mourning that lasted approximately three years.

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