There are five esl students in ms. hanley's class that are from spanish-speaking homes. three of the students rarely speak in school, one uses one-word english phrases and points at things to communicate, and the fifth speaks in spanish almost constantly. in order to build their literacy abilities, the most appropriate instructional tasks for these students would be to:

How did people in the north react to the fugitive slave law? (5 points) most accepted it as an unavoidable evil to achieve the compromise of 1850 and so followed the law. some refused outright to honor it, and some abolitionists actively runaway slaves to evade it. few tried to resist the law, and many actually spoke out against those who did as troublemakers and thieves. a majority openly denounced the law and found ways to support the underground railroad to canada. 3. (04.02 mc) how did railroad building lead to increased division between the north and south? (5 points) the south had no interest in building railroads and saw the north as destroying the landscape by initiating them. the south needed railroads to expand markets for their crops, but northern businessmen refused to invest there. the north was increasingly a manufacturing economy and tied with the west, while the south remained agrarian. the north built railroads to the west to encourage settlement there by those who were against expanding slavery. 4. (04.02 lc) how did the panic of 1857 reveal the sectional nature of the economy? (5 points) the north saw little effect, while the south was devastated. the west saw little effect, while the east was devastated. the north was more severely affected than the south. the west was more severely affected than the east.