Teacher: 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.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Passage: The French and Indian War (17541763) was the North American theater of the worldwide Seven Years' War. The war was fought between the colonies of British America and New France, with both sides supported by military units from their parent countries of Great Britain and France, as well as Native American allies. At the start of the war, the French North American colonies had a population of roughly 60,000 European settlers, compared with 2 million in the British North American colonies. The outnumbered French particularly depended on the Indians. Long in conflict, the metropole nations declared war on each other in 1756, escalating the war from a regional affair into an intercontinental conflict.
Solution: When was the French and Indian War?
Reason: This question is based on the following sentence in the passage- The French and Indian War (17541763) was the North American theater of the worldwide Seven Years' War. It is a common convention to write (start year-end year) beside a historical event to understand when the event happened. You can ask questions like this one about dates, years, other numerals, persons, locations, noun phrases, verb phrases, adjectives, clauses etc. which exist in the paragraph.

Now, solve this instance: The early Manchu rulers also established two foundations of legitimacy which help to explain the stability of their dynasty. The first was the bureaucratic institutions and the neo-Confucian culture which they adopted from earlier dynasties. Manchu rulers and Han Chinese scholar-official elites gradually came to terms with each other. The examination system offered a path for ethnic Han to become officials. Imperial patronage of Kangxi Dictionary demonstrated respect for Confucian learning, while the Sacred Edict of 1670 effectively extolled Confucian family values. The second major source of stability was the Central Asian aspect of their Manchu identity which allowed them to appeal to Mongol, Tibetan and Uighur constituents. The Qing used the title of Emperor (Huangdi) in Chinese while among Mongols the Qing monarch was referred to as Bogda khan (wise Khan), and referred to as Gong Ma in Tibet. Qianlong propagated the image of himself as Buddhist sage rulers, patrons of Tibetan Buddhism. In the Manchu language, the Qing monarch was alternately referred to as either Huwangdi (Emperor) or Khan with no special distinction between the two usages. The Kangxi Emperor also welcomed to his court Jesuit missionaries, who had first come to China under the Ming. Missionaries including Tomas Pereira, Martino Martini, Johann Adam Schall von Bell, Ferdinand Verbiest and Antoine Thomas held significant positions as military weapons experts, mathematicians, cartographers, astronomers and advisers to the emperor. The relationship of trust was however lost in the later Chinese Rites controversy.
Student:
What type of learning did the early Manchu leaders respect?