Given the task definition, example input & output, solve the new input case.
You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Example: Mark Hunter (Slater), a high school student in a sleepy suburb of Phoenix, Arizona, starts an FM pirate radio station that broadcasts from the basement of his parents' house. Mark is a loner, an outsider, whose only outlet for his teenage angst and aggression is his unauthorized radio station. His pirate station's theme song is "Everybody Knows" by Leonard Cohen and there are glimpses of cassettes by such alternative musicians as The Jesus and Mary Chain, Camper Van Beethoven, Primal Scream, Soundgarden, Ice-T, Bad Brains, Concrete Blonde, Henry Rollins, and The Pixies. By day, Mark is seen as a loner, hardly talking to anyone around him; by night, he expresses his outsider views about what is wrong with American society. When he speaks his mind about what is going on at his school and in the community, more and more of his fellow students tune in to hear his show.
Nobody knows the true identity of "Hard Harry" or "Happy Harry Hard-on," as Mark refers to himself, until Nora Diniro (Mathis), a fellow student, tracks him down and confronts him the day after a student named Malcolm commits suicide after Harry attempts to reason with him. The radio show becomes increasingly popular and influential after Harry confronts the suicide head-on, exhorting his listeners to do something about their problems instead of surrendering to them through suicide at the crescendo of his yelled speech, an overachieving student named Paige Woodward (who has been a constant listener) jams her various medals and accolades into a microwave and turns it on. She then sits, watching the awards cook until the microwave explodes, injuring her. While this is happening, other students act out in cathartic release.
Eventually, the radio show causes so much trouble in the community that the FCC is called in to investigate. During the fracas, it is revealed that the school's principal (Annie Ross) has been expelling "problem students," namely, students with below-average standardized test scores, in an effort to boost the district's test scores while still keeping their names on the rolls (a criminal offense) in order to retain government funding.
Realizing he has started something huge, Mark decides it is up to him to end it. He dismantles his radio station and attaches it to his mother's old jeep, creating a mobile transmitter so his position can't be triangulated. Pursued by the police and the FCC, Nora drives the jeep around while Mark broadcasts. The harmonizer he uses to disguise his voice breaks, and with no time left to fix it, Mark decides to broadcast his final message as himself. They finally drive up to the crowd of protesting students, and Mark tells them that the world belongs to them and that they should make their own future. The police step in and arrest Mark and Nora. As they are taken away, Mark reminds the students to "talk hard." As the film ends, the voices of other students (and even one of the teachers) speak as intros for their own independent stations, which can be heard broadcasting across the country.
Output: What does Paige do with her medals?
This is a good question and can be answered based on the story.

New input case for you: Froudacity is split into four books, each addressing specific topics that Froude brings. Thomas begins the preface by attacking the overarching claims that Froude uses to argue against self-governance. Thomas ridicules Froude's assertion that if blacks in West Indian countries were given the right to vote, they would elect a candidate that would strip away the rights of whites due to racial animosity. He also attacks the notion that West Indian blacks harbor animosity against whites by pointing out that as many blacks owned slaves as whites, and that most people who were alive during slavery have since died.
In Book I Thomas addresses Froude's claims in the early portions of The English in the West Indies. Froude's tendency to state incorrect assumptions as fact is roundly assaulted. Thomas criticizes Froude for making sweeping generalizations about the condition of blacks on multiple islands without ever talking or interacting with the people he was writing about. Thomas points out that Froude comments extensively on the lifestyles of the natives of Grenada when his only experience among the natives was peering into their houses as he rode past in a carriage. Thomas attacks many other different factual inaccuracies in Froude's work.
In Book II Thomas begins to directly address Froude's criticism of giving colonies self-rule. When Froude claims that leaders of the reform movements "did not complain that their affairs had been ill-managed" Thomas spends over two dozen pages detailing the gross abuses of power and corruption that many of the appointed governors of Trinidad have participated in. Thomas also debunks Froude's claim that the reformers pushed for reform in the hope that they would be elected and allowed to draw a handsome government salary. Thomas also points out that contrary to Froude's claims the reform movement has been active for decades. Thomas finishes the second book by refuting Froude's assertion that West Indian blacks were incredibly well taken care off by "the beneficent despotism of the English Government"
The 3rd book takes up half of Froudacity. It begins with Froude alleging that there are few black intellectuals. Thomas responds by accusing the West Indian governments of suppressing blacks and noting that many black intellectuals sprang up in America shortly after Emancipation because they were integrated into society. Thomas uses the examples of Fredrick Douglass and Chief Justice William Conrad Reeves extensively in his arguments about race and intelligence. Both men are black and highly successful. Thomas uses these men as examples of successful black intellectuals, who succeeded despite racism. Thomas convincingly counters Froude's cheerful view of slavery. Thomas continues to contest Froude's multiple accusations about the results of black ruling over whites and what the ideal governance situation is for the West Indies. When Froude brings up the old stereotypes of blacks being lazy, or being cannibals or devil-worshipers, Thomas quickly counters all of the accusations. Thomas goes on to note the rising prominence of Christianity among blacks, and engages in a discussion on the limits of science and religion.
In the final 4th book, Thomas discusses the history of blacks instead of analyzing The English in the West Indies. Thomas discusses the history of the development slavery in America and in the West Indies. Thomas details how slave owners in the West Indies became god-parents to their slaves through the Catholic Church, and through this process developed personal relationships with slaves devoid of cruelty. The institutions of slavery developed very differently in America and the West Indies. Thomas lists the great accomplishments achieved by the "Negro Race", predicting that these accomplishments will continue growing. Thomas encourages "African descendants now dispersed in various countries of the Western Hemisphere ... at sufficient peace to begin occupying themselves about matters of racial importance".
Output:
Why were the West Indian blacks well taken care of, accordin to Froude?