This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.

[Q]: Many parts of the Americas are still populated by indigenous peoples; some countries have sizable populations, especially Belize, Bolivia, Chile, Ecuador, Greenland, Guatemala, Mexico, and Peru. At least a thousand different indigenous languages are spoken in the Americas. Some, such as the Quechuan languages, Aymara, Guaraní, Mayan languages, and Nahuatl, count their speakers in millions. Many also maintain aspects of indigenous cultural practices to varying degrees, including religion, social organization, and subsistence practices. Like most cultures, over time, cultures specific to many indigenous peoples have evolved to incorporate traditional aspects, but also cater to modern needs. Some indigenous peoples still live in relative isolation from Western culture and a few are still counted as uncontacted peoples.
[A]: Belize, Chile and Greenland are just some countries with sizable populations of what peoples?


[Q]: The Montana Territory was formed on April 26, 1864, when the U.S. passed the Organic Act. Schools started forming in the area before it was officially a territory as families started settling into the area. The first schools were subscription schools that typically held in the teacher's home. The first formal school on record was at Fort Owen in Bitterroot valley in 1862. The students were Indian children and the children of Fort Owen employees. The first school term started in early winter and only lasted until February 28. Classes were taught by Mr. Robinson. Another early subscription school was started by Thomas Dimsdale in Virginia City in 1863. In this school students were charged $1.75 per week. The Montana Territorial Legislative Assembly had its inaugural meeting in 1864. The first legislature authorized counties to levy taxes for schools, which set the foundations for public schooling. Madison County was the first to take advantage of the newly authorized taxes and it formed fhe first public school in Virginia City in 1886. The first school year was scheduled to begin in January 1866, but severe weather postponed its opening until March. The first school year ran through the summer and didn't end until August 17. One of the first teachers at the school was Sarah Raymond. She was a 25-year-old woman who had traveled to Virginia City via wagon train in 1865. To become a certified teacher, Raymond took a test in her home and paid a $6 fee in gold dust to obtain a teaching certificate. With the help of an assistant teacher, Mrs. Farley, Raymond was responsible for teaching 50 to 60 students each day out of the 81 students enrolled at the school. Sarah Raymond was paid at a rate of $125 per month, and Mrs. Farley was paid $75 per month. There were no textbooks used in the school. In their place was an assortment of books brought in by various emigrants. Sarah quit teaching the following year, but would later become the Madison County superintendent of schools.
[A]: When was the Montana Territory formed?


[Q]: The most innovative period of Cubism was before 1914. After World War I, with the support given by the dealer Léonce Rosenberg, Cubism returned as a central issue for artists, and continued as such until the mid-1920s when its avant-garde status was rendered questionable by the emergence of geometric abstraction and Surrealism in Paris. Many Cubists, including Picasso, Braque, Gris, Léger, Gleizes, and Metzinger, while developing other styles, returned periodically to Cubism, even well after 1925. Cubism reemerged during the 1920s and the 1930s in the work of the American Stuart Davis and the Englishman Ben Nicholson. In France, however, Cubism experienced a decline beginning in about 1925. Léonce Rosenberg exhibited not only the artists stranded by Kahnweiler’s exile but others including Laurens, Lipchitz, Metzinger, Gleizes, Csaky, Herbin and Severini. In 1918 Rosenberg presented a series of Cubist exhibitions at his Galerie de l’Effort Moderne in Paris. Attempts were made by Louis Vauxcelles to claim that Cubism was dead, but these exhibitions, along with a well-organized Cubist show at the 1920 Salon des Indépendants and a revival of the Salon de la Section d’Or in the same year, demonstrated it was still alive.
[A]:
Before what year was Cubism considered the most innovative?