Determinations of cultural affiliation in compliance with the Native American Graves Protection and Repatriation Act (NAGPRA) often rely on culture history and the direct-historical approach. Both methods ignore important developments in our understanding of identity. A recent NAGPRA claim illustrates an alternative. Using culture history and the direct-historical approach, it was difficult to ascribe the Engelbert Site of New York State to a federally recognized tribe because it contained material from multiple culture-historic taxa, often in the same feature.Taphonomic analyses of selected mixed deposits revealed a previously undocumented mortuary ritual that has since been found at other sites. Using memory as a framework for interpretation, this ritual appears reflective of a kinshipbased shared identity between culture-historic taxa. The multivocality of this ritual provided an additional means for evaluating cultural affiliation by ascribing a consciousness of history to the subjects of this repatriation claim.

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Common schools, often comprising a single room with one or two teachers, taught millions of children from the 1850s through the 1930s. They have provided source material for objective historical writings on education and inspired subjective literature on the school experiences of teachers and students. But as prominent as one-room schools have been in the North American experience, and in perceptions of rural 19th-and early 20th-century life, these ubiquitous structures have not found a place in the archaeological literature. This paper examines the archaeological potential of schoolhouse sites for providing useful information not otherwise available to historians, poets, and playwrights. Les ecoles communes, ne comportant souvent qu'une seule salle de classe ainsi qu'un ou deux enseignants, ont servi ii Ia fonnation de millions d'enfants entre les annees 1850s et 1930s. Elles ont servi de source pour des ecrits historiques objectifs au sujet de I' education et ont inspire des reuvres litteraires subjectives concernant /'experience scolaire des enseignants et des eleves. Cependnnt, aussi presentes soient-elles dans I' experience nord-americaine et dans Ia perception de Ia vie rurale du 19e et debut 20e siecles, ces structures n'ont pas trouve de place dans Ia litterature archeologique. Cet article examine le potentiel archeologique de sites d'ecoles comme source d'informations utiles qui ne seraient autrement pas disponibles pour les historiens, les poetes et les dramaturges.

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