You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (", "). E.g. "1, 2" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (", ").

Q: Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.
Question: When did renewed interest in Jerusalem begin bringing thousands of Christian travelers each year?.

A: 1.
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Q: Paragraph- Sent 1: Moore's second hypothesis is that America's foreign policy may contribute to the belief that violence is an appropriate means to solve conflicts, a hypothesis which is shared by many sociologists and psychologists.
Sent 2: Children who grow up in war-torn regions are known for having similar views -- war is perceived as a normal part of existence, violence as a natural way to solve disputes.
Sent 3: In a weaker sense, the same message is projected to American children, who grow up being told that it is not acceptable to be violent to one another, but who simultaneously have to endure corporal punishment and media messages about how "the enemies of freedom" are punished.
Sent 4: Moore's film was made before the dead bodies of Qusay and Uday Hussein were paraded on national TV.
Sent 5: Americans were gloating over this demented corpse show: "They squealed like little piggies too, so you'll have to make do with 'oink, oink, squeeeeeeeallll' for their last words.
Sent 6: That goes for your grandson Mustafa too, by the way.
Sent 7: Still think fucking with the U.S. was a good idea, Sammy?"Sent 8: Mustafa was 14 years when he was killed.
Sent 9: Americans cheer the killing of children, yet wonder why their own children grow up to be more violent than those in other nations.
Sent 10: It is paradoxical notions like this one which Moore's film seeks to address.
Question: What is Moore second hypothesis.

A: 1.
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Q: Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.
Question: What items are the students using to make the pictures?.

A:
5, 7, 9.
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