In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.

Input: Consider Input: Passage: The film was written by Pulitzer Prize winner Ira Berkow, and narrated by actor Dustin Hoffman.  It was directed by Peter Miller, a documentary filmmaker known for his previous films A Class Apart, Sacco and Vanzetti, and The Internationale.Dustin Hoffman does not normally narrate films, and initially turned down the project.  But when he looked at the script, he changed his mind, saying: "Oh, this is about bigotry and overcoming anti-Semitism, about discrimination and these issues that I grew up with, that really matters to me".The film opens with a clip from the 1980 satirical comedy film Airplane!, in which a flight attendant is asked by a passenger if she has anything light to read.  She responds by offering an ultra-thin leaflet, saying:  "How about this leaflet, Famous Jewish Sports Legends?"The stereotype of Jews as non-athletic, as well as anti-semitism, are two issues that many Jewish baseball players faced and had to overcome.  Noted anti-semite Henry Ford wrote on May 22, 1920:  "If fans wish to know the trouble with American baseball they have it in three words—too much Jew."  A number of early Jewish ballplayers changed their names, so that it would not be apparent that they were Jewish.The movie discusses the key Jewish ballplayers in each decade since baseball started in the 1860s, and how that helped Jews assimilate and counteract the stereotype of Jews as cerebral but non-athletic.  The film is in part about Jewish immigration and assimilation into American society, bigotry against Jews, the passing on of Jewish traditions even during assimilation, heroism, and the breaking of Jewish stereotypes.Director Miller said:

At its heart, this is a film about overcoming stereotypes. Bigotry against Jews has faded a great deal ...

Output: What roll did Dustin Hoffman have in the film?


Input: Consider Input: Passage: Curiously, it appears that the Greeks did not "breed" their slaves, at least during the Classical Era, though the proportion of houseborn slaves appears to have been rather large in Ptolemaic Egypt and in manumission inscriptions at Delphi. Sometimes the cause of this was natural; mines, for instance, were exclusively a male domain. On the other hand, there were many female domestic slaves. The example of African slaves in the American South on the other hand demonstrates that slave populations can multiply.Xenophon advised that male and female slaves should be lodged separately, that "…nor children born and bred by our domestics without our knowledge and consent—no unimportant matter, since, if the act of rearing children tends to make good servants still more loyally disposed, cohabiting but sharpens ingenuity for mischief in the bad." The explanation is perhaps economic; even a skilled slave was cheap, so it may have been cheaper to purchase a slave than to raise one. Additionally, childbirth placed the slave-mother's life at risk, and the baby was not guaranteed to survive to adulthood.Houseborn slaves (oikogeneis) often constituted a privileged class. They were, for example, entrusted to take the children to school; they were "pedagogues" in the first sense of the term. Some of them were the offspring of the master of the house, but in most cities, notably Athens, a child inherited the status of its mother.

Output: What were entrusted to take children to school?


Input: Consider Input: Passage: While dancing at a New Year's party, the Saint spots an agent of Valerie Travers preparing to shoot someone, so Templar guns him down first at the stroke of midnight. Templar is placed by witnesses at the scene, so the San Francisco police request the assistance of Inspector Henry Fernack of the NYPD. Before Fernack can leave, the Saint arrives in New York and accompanies him to the West Coast.
Travers' father had been a police inspector whose efficiency caused trouble for a mysterious criminal mastermind named Waldeman. When a large sum of money was found in his safe deposit box, however, he was fired on suspicion of working for Waldeman and committed suicide. Travers is determined to clear his name by any means necessary. The Saint takes up her cause, despite her hostility for his interference in her plans and her suspicions about his motives. Templar gets the cooperation of the police commissioner, over the objections of Chief Inspector Webster and criminologist Cullis, who wonder if the Saint is Waldeman himself.
Templar and Travers cross paths again when the trail leads to Martin Eastman, a noted philanthropist and seemingly-irreproachable citizen, whom they both suspect is linked to Waldeman in some way. Templar forces Travers and her gang to drive away, all except her burglar, Zipper Dyson. Templar gets Dyson to open Eastman's safe and takes the money inside. The serial numbers confirm that it was stolen in a robbery perpetrated by Waldeman. When Eastman contacts Cullis instead of reporting the theft, Templar knows that Cullis is also working for Waldeman. With that information, not only does the Saint exonerate Travers' father, he also identifies Waldeman.
Output: What is the last name of the person who is accompanied to the west coast by the Saint?