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This fable is about Licorice and Black Jack, twin seafaring cats that lived on the Clipper Ship “The Fair Winds” during the mid-1700s. These brother cats were famous for catching rats throughout the Seven Seas. One night, they were kidnapped by a dishonest, disgruntled crew member who sold them to a witch. After ridding the old harridan’s hut of rats, there was nothing left for them to eat, so they snuck off seeking freedom, food, and hopefully their ship. They then had the misfortune to be discovered by a disreputable merchant who sold them for their beautiful pelts. Their troubles took a turn for the worst from that moment on.
Josephine Peters, a revered northern California Indian elder and Native healer, shares her vast, lifelong cultural knowledge on personal and tribal history, gathering ethics and preparations, then offers a catalogue of the uses and doses of over 160 plants.
Americans began chewing gum long before 1850, scraping resin from spruce trees, removing any bits of bark or insects and chewing the finished product. Commercially-made gum was of limited availability and came in three types--tree resin, pretroleum-based paraffin and chicle-based--the latter, a natural latex, ultimately eclipsing its rivals by 1920. Once considered a women-only bad habit, chewing gum grew in popularity and was soon indulged in by all segments of society. The gum industry tried vigorously to export the habit, but it proved uniquely American and would not stick abroad. This book examines the chewing gum industry in the United States from 1850 to 1920, the rise and spread of gum chewing and the reactions--nearly all negative--to the habit from editorial writers, reformers, religious figures, employers and the courts. The age-old problem of what to do with chewed gum--some saved it in lockets around their neck; some shared it with friends--is also covered.
Includes music.
This three-volume encyclopedia on the history of American food and beverages serves as an ideal companion resource for social studies and American history courses, covering topics ranging from early American Indian foods to mandatory nutrition information at fast food restaurants. The expression "you are what you eat" certainly applies to Americans, not just in terms of our physical health, but also in the myriad ways that our taste preferences, eating habits, and food culture are intrinsically tied to our society and history. This standout reference work comprises two volumes containing more than 600 alphabetically arranged historical entries on American foods and beverages, as well as dozens of historical recipes for traditional American foods; and a third volume of more than 120 primary source documents. Never before has there been a reference work that coalesces this diverse range of information into a single set. The entries in this set provide information that will transform any American history research project into an engaging learning experience. Examples include explanations of how tuna fish became a staple food product for Americans, how the canning industry emerged from the Civil War, the difference between Americans and people of other countries in terms of what percentage of their income is spent on food and beverages, and how taxation on beverages like tea, rum, and whisky set off important political rebellions in U.S. history.
In this book, Barry M. Kroll tells how college students in the late 1980s responded to his course on the Vietnam War in literature. Kroll designed the course to engage students’ hearts and minds in the processes of connected and critical inquiry. He argues that students should be personally absorbed in a topic—emotionally connected to key issues and texts—if inquiry is to be more than a perfunctory exercise. Kroll raises a number of important critical questions about texts and meaning, particularly concerning the nature of authority and the reader’s role in creating meaning. He focuses on students’ efforts to think reflectively about literary representation, historical truth, and moral justification. Drawing on John Dewey’s concept of reflective inquiry, Kroll asserts that his course did not challenge his students to "acquire" information, but rather to "inquire"—to explore, probe, and query.