This task is about creating an unanswerable question based on a given passage. Construct a question that looks relevant to the given context but is unanswerable. Following are a few suggestions about how to create unanswerable questions:
(i) create questions which require satisfying a constraint that is not mentioned in the passage
(ii) create questions which require information beyond what is provided in the passage in order to answer
(iii) replace an existing entity, number, date mentioned in the passage with other entity, number, date and use it in the question
(iv) create a question which is answerable from the passage and then replace one or two words by their antonyms or insert/remove negation words to make it unanswerable.

Input: Consider Input: Passage: Some opponents further claim that affirmative action has undesirable side-effects and that it fails to achieve its goals. They argue that it hinders reconciliation, replaces old wrongs with new wrongs, undermines the achievements of minorities, and encourages groups to identify themselves as disadvantaged, even if they are not. It may increase racial tension and benefit the more privileged people within minority groups at the expense of the disenfranchised within better-off groups (such as lower-class whites and Asians).There has recently been a strong push among American states to ban racial or gender preferences in university admissions, in reaction to the controversial and unprecedented decision in Grutter v. Bollinger. In 2006, nearly 60% of Michigan voters decided to ban affirmative action in university admissions. Michigan joined California, Florida, Texas, and Washington in banning the use of race or sex in admissions considerations. Some opponents believe, among other things, that affirmative action devalues the accomplishments of people who belong to a group it's supposed to help, therefore making affirmative action counter-productive. Furthermore, opponents of affirmative action claim that these policies dehumanize individuals and applicants to jobs or school are judged as members of a group without consideration for the individual person.

Output: Other than failing to achieve its goal, what else do people who agree with affirmative action claim it has?

Input: Consider Input: Passage: Historians have divided the history of Cubism into phases. In one scheme, the first phase of Cubism, known as Analytic Cubism, a phrase coined by Juan Gris a posteriori, was both radical and influential as a short but highly significant art movement between 1910 and 1912 in France. A second phase, Synthetic Cubism, remained vital until around 1919, when the Surrealist movement gained popularity. English art historian Douglas Cooper proposed another scheme, describing three phases of Cubism in his book, The Cubist Epoch. According to Cooper there was "Early Cubism", (from 1906 to 1908) when the movement was initially developed in the studios of Picasso and Braque; the second phase being called "High Cubism", (from 1909 to 1914) during which time Juan Gris emerged as an important exponent (after 1911); and finally Cooper referred to "Late Cubism" (from 1914 to 1921) as the last phase of Cubism as a radical avant-garde movement. Douglas Cooper's restrictive use of these terms to distinguish the work of Braque, Picasso, Gris (from 1911) and Leger (to a lesser extent) implied an intentional value judgement.

Output: What was the last phase of Cubism known as?

Input: Consider Input: Passage: The Iroquois sent runners to the manor of William Johnson in upstate New York. The British Superintendent for Indian Affairs in the New York region and beyond, Johnson was known to the Iroquois as Warraghiggey, meaning "He who does great things." He spoke their languages and had become a respected honorary member of the Iroquois Confederacy in the area. In 1746, Johnson was made a colonel of the Iroquois. Later he was commissioned as a colonel of the Western New York Militia. They met at Albany, New York with Governor Clinton and officials from some of the other American colonies. Mohawk Chief Hendrick, Speaker of their tribal council, insisted that the British abide by their obligations and block French expansion. When Clinton did not respond to his satisfaction, Chief Hendrick said that the "Covenant Chain", a long-standing friendly relationship between the Iroquois Confederacy and the British Crown, was broken.
Output: What wasn't William Johnson's role in British military?