Most histories of the Cherokee nation focus on its encounters with Europeans, its conflicts with the U. S. government, and its expulsion from its lands during the Trail of Tears. This work, however, traces the origins of the Cherokee people to the third century B.C.E. and follows their migrations through the Americas to their homeland in the lower Appalachian Mountains. Using a combination of DNA analysis, historical research, and classical philology, it uncovers the Jewish and Eastern Mediterranean ancestry of the Cherokee and reveals that they originally spoke Greek before adopting the Iroquoian language of their Haudenosaunee allies while the two nations dwelt together in the Ohio Valley.
The Cherokees, by similarity of language, have been determined to be a branch of the great Iroquoian family of Indians. They are believed to have emigrated to the Southern Appalachians about the Thirteenth Century. They found the country occupied by various branches of the Muscogee or Creek people, who inhabited the Tennessee River valley to upper East Tennessee and North Carolina; and the headwaters of Tugaloo and Chattahoochie Rivers in Georgia and South Carolina.The Muscogee or Creek Indians are believed to have emigrated from Mexico to the mouth of the Mississippi about the year 1200 AD. The word Muscogee means Mexco-ulgae, Mexican People.Intermittent warfare, lasting through several centuries, was waged for possession of the mountainous country. Eventually, the Creeks, Kusatees, and Uchees, all of Muscogee blood, were forced to the southward. The Shawnees, who occupied Middle Tennessee, were forced northward into Ohio. The Cherokees, by right of conquest, claimed all the mountainous section now embraced in East Tennessee, North and South Carolina, and North Georgia. They claimed in addition as their hunting grounds, Middle Tennessee and Kentucky. De Soto, who traversed the Cherokee country in 1540, found them in substantially the same location as during the English period of settlement. The Cherokees had dealings with Virginia as early as 1689. Their principal affairs, however, were handled by the English through the Colony of South Carolina, and it is from the South Carolina records that we get the first mention of Cherokee chiefs. De Soto visited numerous Cherokee towns, but failed in every instance to mention the name of the chief. The original Cherokee settlement was the old town Kituwah, at the junction of Ocona Lufty and Tuckasegee Rivers. The tribe was from the earliest times divided into seven clans, and a few of the town-names indicate that each clan may have originally occupied a separate village. The seven clans were, Ani-gatugewa, Kituwah People; Ani-kawi, Deer People; Ani-waya, Wolf People; Ani-Sahani, Blue Paint People; Ani-wadi, Red Paint People; Ani-Tsiskwa, Bird People; and Ani-Gilahi, Long Hair People.
Most claims of Native American ancestry rest on the mother's ethnicity. This can be verified by a DNA test determining what type of mitochondrial DNA she passed to you. A hundred participants in DNA Consultants multi-phase Cherokee DNA Study did just that. What they had in common is they were previously rejected--by commercial firms, genealogy groups, government agencies and tribes. Their mitochondrial DNA was not classified as Native American. These are the "anomalous" Cherokee. Share the journeys of discovery and self-awareness of these passionate volunteers who defied the experts and are helping write a new chapter in the Peopling of the Americas. "The Yateses' DNA findings are revolutionary." --Stephen C. Jett, Atlantic Ocean Crossings. "Monumental."--Richard L. Thornton, Apalache Foundation.
"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--
