TÖRTÉNELEM ANGOL NYELVEN

ÉRETTSÉGI VIZSGA ● 2013. október 16.

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TÖRTÉNELEM ANGOL NYELVEN KÖZÉPSZINTŰ ÍRÁSBELI VIZSGA 2013. október 16. 8:00 Az írásbeli vizsga időtartama: 180 perc

Pótlapok száma Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

Történelem angol nyelven

középszint — írásbeli vizsga 1311

Történelem angol nyelven — középszint

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Important information Give clear answers and make all your work unambiguous – even if you need to make corrections in your text. Try to be concise and keep to the point. Do not use more space than is provided. Only write the number of words or items specified in the task. (If you write more, your answers will be evaluated in the order they appear.) Please write in blue ink. When working on the exam tasks consider the following. • Read the instructions carefully. • Do exactly what the instructions tell you. • Study the sources provided (pictures, diagrams, texts, maps). Please keep in mind that the English texts will be only rough translations which render the meaning of the original text, but not their archaic style. • Use the resources that you are allowed to use for each task: the maps of the secondary school Historical Atlas [Történelmi atlasz] and the bilingual dictionaries. People, topographical data and concepts can only be evaluated when correctly spelled. • Consider your answers carefully before writing them down so that you do not have to correct them later. We advise you to follow these steps when dealing with the shorter or longer essay-type questions: 1. Identify the place and time of the given event or problem. 2. Use the given sources and the map [Történelmi atlasz] to understand the task. 3. Collect the general concepts (for example: development, change, production) and the time-specific concepts (for example: serf, guild, personality cult) that can be used to describe the given event or problem. 4. Include the information contained in the sources, or the conclusions that can be drawn from them, in your answers. 5. Make drafts or outlines before writing your answers if necessary. 6. Identify the events leading up to the given situation, its causes and its results. 7. Describe assumptions about, and explanations of, events. 8. Include your own knowledge of the era (names and dates) as well as your own opinions and personal perspective of it. 9. Make sure that your sentences are clearly structured, and that your ideas are easy to follow. 10. Your whole answer should have a clear structure. Check your grammar and spelling. For your information: The following will be considered when your essays are evaluated: • understanding of the task • proper and relevant content that satisfies requirements • logical overall structure, accurate language and spelling.

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I. SHORT ANSWER TASKS 1. This task is about ancient Greek art. Answer the questions using the pictures and your own knowledge. (Score: 1 point for each correct item.) a) In the picture below, you can see the reconstruction of a statue of a god. The original statue was made of gold and ivory, and was considered one of the wonders of the ancient world. Which Greek god is depicted? .........................................................................

b) At the location of the original statue, a unique panhellenic religious event took place at regular intervals to honour the above-mentioned god. What is the name of the location? ………………………………………………. c) The maker of the original statue was the most famous sculptor of the Classical Age; and he lived in the 5th century B. C. His most important works include statues of Pallas Athene. Who was he? …………………………………………………. d) Two statues of Athene by the above-mentioned sculptor were part of the building complex shown in the reconstruction below. In which city did this building complex stand? ………………………………………………….

4 points


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2. This task is about the Islamic religion. Do the task using the sources and your own knowledge. (1 point for each correct item.) a) On the basis of the following text, from which two religions does Islam draw? ‘We believe in Allah and what has been sent down towards us as revelation and what was sent down to Abraham and Ismail and Isaac and Jacob and to the Tribes of Israel and what was given to Moses and Jesus and what was given to the rest of the prophets from their Lord; we do not differentiate between any of them and we have submitted ourselves to Allah.’ (Quran, 2nd surah) „Hiszünk Allahban és abban, ami kinyilatkoztatás gyanánt leküldetett hozzánk és Ábrahámhoz, Izmáelhez, Izsákhoz, Jákobhoz és Izrael törzseihez és hiszünk abban, amit Mózes, Jézus és a próféták kaptak az Uruktól. Nem teszünk különbséget egyikük javára sem közülük. Mi Allahnak vetjük alá magunkat.” (Korán, 2. szúra) ……………………………………

…………………………………….

b) Complete the following text with the name that is appropriate – from the Islamic point of view. ‘And remember when Jesus son of Mary said, ‘O children of Israel, I am Allah’s Messenger to you, confirming the previous book, the Torah, before me and conveying the glad news of the Messenger who will come after me, whose name is ……………….........’ (Quran, 61st surah) „És emlékezz arra, amikor Jézus, Mária fia, azt mondta: Izrael fiai! Allah küldött engem hozzátok, bizonyságául annak, ami a Tórából előttem volt, és hogy örömhírt hozzak egy küldöttről, aki én utánam jön el, s akinek ………………… a neve.” (Korán, 61. szúra) c) Which Christian article of faith (dogma for Catholics) does the following source condemn? ’Do not praise me like [people of different religion] praise Mary’s son, for I am a mere servant. Thus call me Allah’s servant and messenger.’ (The Prophet’s Sayings by Sahih al-Bukhari) „Ne dicsőítsetek engem, ahogyan [a más vallásúak] dicsőítik Mária fiát, mert én csak egy szolga vagyok. Tehát hívjatok engem Allah szolgájának és küldöttének.” (Sahih al-Bukhari; a Próféta mondásai) ……………………………………………………………………………………..……………. 4 points 3. This task is about the history of the Hungarian economy in the 14th century. Answer the questions using the source and your own knowledge. (1 point for each correct item) ‘As we wish that [...] our present money should stay in permanent circulation unchanged in the whole of our country, [...] we decreed and ordered that in all the counties, for each gate through which a cart full of hay or corn can enter or exit [...] 18 írásbeli vizsga 1311

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dinars must be supplied and paid to the bailiff by right of the chamber within 15 days of the toll being levied.’ (Royal decree) „Mivel azt akarjuk, hogy […] ezen mostani pénzünk egész országunkban változatlanul állandóan forgalomban maradjon, [...] határozván elrendeltük és parancsoljuk, hogy minden megyében, minden egyes kapu után, amelyen egy megrakott szekér képes befordulni […] a kirovás megtörténte után tizenöt napon belül a kamara haszna címén tizennyolc dénárt a kamarák ispánjának a kezéhez kell szolgáltatni.” (Királyi rendelet) a) What is the name of the new royal revenue introduced in the above-quoted law? ................................................ b) The ‘gate’ mentioned in the source was a symbol for something. According to our modern concepts, what was the actual basis on which the tax was levied? …………………………………… c) The coinage mentioned in the source is the silver dinar. Which coinage, more valuable than this, was introduced in this period? ……………………………………… d) Which ruler introduced the above measures? ………………………………………………….. 4 points 4. This task is about the history of the English constitutional monarchy in the 17th -18th centuries. On the basis of the sources and your own knowledge, decide which of the following statements are true and which are false. Put an X into the appropriate column of the table. (1 point for each correct item) ‘1. That the […] power of suspending the laws or the execution of laws […] without consent of Parliament is illegal; 3. That […] erecting […] Court of Commissioners for Ecclesiastical Causes, and all other commissions and courts of like nature, are illegal and pernicious; 4. That levying money for or to the use of the Crown […], without grant of Parliament, […] is illegal; 5. That it is the right of the subjects to petition the king, and […] prosecutions for such petitioning are illegal; 6. That the raising […] a standing army within the kingdom in time of peace, unless it be with consent of Parliament, is against law; 7. That the subjects which are Protestants may have arms for their defense […]. 8. That election of members of Parliament ought to be free;


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11. That jurors ought to be duly impanelled and returned […].’ (Act Declaring the Rights and Liberties, 1689) „1. Hogy a […] törvényeknek ideiglenesen hatályon kívül helyezése vagy a törvények végrehajtásának megakadályozása a […] parlament hozzájárulása nélkül törvénytelen. 3. Hogy egyházi törvényszékeknek és más hasonló [...] törvényszékeknek elrendelése […] törvénytelen és veszedelmes. 4. Hogy a korona céljaira való pénzfelvétel […] a parlament hozzájárulása nélkül törvénytelen. 5. Hogy az alattvalóknak joguk van a királyhoz folyamodni, és az ilyen kérelmezések miatt való […] üldözés törvénytelen. 6. Hogy az országban béke idején, a parlament hozzájárulása nélkül állandó hadsereg felállítása […] törvénytelen. 7. Hogy az alattvalók, akik protestánsok, saját védelmükre fegyvert viselhetnek. 8. Hogy a parlamenti választások szabadok. 11. Hogy az esküdteket szabályszerűen kell meghívni és elbocsátani.” (Jognyilatkozat, 1689) Statement True a) In the upper house, the clergy and nobility were present in person, while in the lower house the elected representatives of the bourgeois were seated. b) Rule by Parliament emerged gradually; the king appointed the leader of the parliamentary majority as prime minister. c) Parliament regulated state income, and sanctioned the establishment of armed forces, thus controlling the executive power. d) State and ecclesiastical power were intertwined in the person of the king; thus the clergy preserved its privileges (e.g. independent jurisdiction, church wealth).

False

4 points 5. This task is about the Battle of Mohács. Do the tasks using the source and your own knowledge. (1 point for each correct item) ‘This morning after prayer the whole victorious army got into the saddle and set off , and marching slowly arrived at the field of Mohács at around 2 o’clock in the afternoon, at the camp of the unworthy giaours […] The profligates fired a few cannons, and were drawn up so that they stood in several ranks. But our side remained calm, as the proper time had not arrived yet. […] During the afternoon prayer the despicable unfaithful suddenly moved and came towards us. […] Their army was divided into three parts. One of the hosts, which was covered in iron from head to toe, and was holding iron spears in their hands, came galloping towards Ibrahim Pasha, the Rumelian beylerbey, completely ignoring the musket and cannon balls that were fired. And as the Rumelian corps were unable to put up resistence, some of them fled towards the ruler. The other host [...] tore our order of battle in írásbeli vizsga 1311

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two. The foul king with the rest of his miserable army turned on the mighty ruler and the Anatolian army. The janissaires fired three or four volleys at him and tried to push the detestable giaours back. Finally, with the help of Almighty God and the Prophet, the people of Islam turned back the evil ones, and when they had no more strength for further attacks they cut them into small pieces like dogs. [...] Of the giaours four thousand cavalry and about fifty thousand infantrymen descended to hell.’ (Contemporary diary) „Ma a reggeli ima után az egész győzedelmes sereg lóra ülvén megindult, és lassan menetelve délután két óra körül megérkezett a mohácsi mezőre, a haszontalan gyaurok tábora elé. […] A feslett életűek néhány ágyúgolyót lőttek el, s táboruk előtt álltak több harcvonalba felállítva. De a mi részünkön nyugodtak maradtak, mivel még nem érkezett el az alkalmas idő. […] A délutáni ima idején az alávaló hitetlenek egyszerre megmozdultak, és errefelé jöttek. […] Seregüket három részre osztották. Az egyik tömeg – amely tetőtől talpig vassal volt födve, s vasnyársat tartott a kezében – az ellőtt puska- és ágyúgolyókkal teljességgel nem törődve vágtatott Ibrahim pasa ruméliai beglerbég felé. Mivel pedig a ruméliai hadtest nem bírt ellenállni, egy része az uralkodó felé futott. A másik csapat [...] kettészakította hadrendünket. A gonosz mívű király pedig többi nyomorult katonaságával a felséges uralkodóra és az anatóliai seregre rohant. A janicsárok összesen háromszor-négyszer támadták meg puskatűzzel, és igyekeztek visszaszorítani az alávaló gyaurokat. Végre a felséges Isten és a próféta segélyével az iszlám népe visszafordította a gonoszokat, s mikor már nem volt erejük újabb támadásra, úgy aprította őket, mint a kutyát. […] A gyaurok közül négyezer lovas és mintegy ötvenezer gyalog költözött a pokolra.” (Korabeli napló) a) From the point of view of which of the warring parties is the event narrated in the source? ............................................................................. b) Name the ‘mighty ruler’ mentioned in the text. .................................................................................... c) Name the ‘foul king’ mentioned in the text. …………………………………………………………. d) Which part of the army (which troops) did the side which was later defeated deploy in order to try to decide the outcome of the battle? ……………………………………………………….. 4 points


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6. This task is about the Enlightenment. Match the concepts related to Enlightenment to the most appropriate points quoted from the Declaration of the Rights of Men and the Citizen. Write the number of the appropriate point into the correct box of the table. (1 point for each correct item) ’1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. 2. The aim of all political association is the preservation of the natural and eternal rights of man. These rights are liberty, property, security, and resistance to oppression. 3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation. 6. […]. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations. 9. All persons are held innocent until they shall have been declared guilty. 10. No one shall be disquieted on account of his opinions, including his religious views. 16. A society in which […] the separation of legislative and executive powers is not defined, has no constitution at all.’ (Declaration of the Rights of Men and the Citizen) „1. Minden ember szabadnak és jogokban egyenlőnek születik és marad, a társadalmi különbségek csakis a közösség szempontjából való hasznosságon alapulnak. 2. Minden politikai társulás célja az ember természetes és elévülhetetlen jogainak megőrzése. E jogok: a szabadság, a tulajdon, a biztonság s az elnyomatással szemben való ellenállás. 3. Minden szuverenitás elve természeténél fogva a nemzetben lakozik, sem testület, sem egyén nem gyakorolhat hatalmat, mely nem határozottan tőle ered. 6. […] A törvény előtt minden polgár egyenlő, tehát egyformán alkalmazható minden közhivatalra. 9. Mindaddig, míg bűnössé nem nyilvánítják, minden ember ártatlannak vélelmezendő. 10. Senkit meggyőződése s vallási nézetei miatt háborgatni nem szabad. 16. Az olyan társadalomnak, […] ahol a törvényhozó és a végrehajtó hatalom szétválasztását nem hajtották végre, semmiféle alkotmánya nincs.” (Emberi és Polgári Jogok Nyilatkozata) Concept Number of point a) principle of the sovereignty of the people b) principle of separation of the branches of power c) social contract d) freedom of conscience 4 points


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7. This task is about the history of Hungary in the reform period. Do the tasks using the source and your own knowledge. 1. ‘[…] we want monarchy, therefore we do not dream of a republic;’ 2. ‘But if we want monarchy, we want it to be constitutional monarchy […]’. 3. ‘We want this constitution to be Hungarian, therefore we do not want either the tyranny of a dead language, nor the Babel-like confusion of a polyglot public life – whatever the language of private life may be.’ 4. ‘We want the reign of law, and the laws should rule, which is the dictate of the nation’s will sanctified by the king.’ 5.’And we do not want to injure anyone’s property, as this would be theft, while we want the rule of law and not theft […].’ 6. ‘Thus we want the people to be part of the constitution, and as we are were created by the same god, as we are the subjects of one ruler, the sons of one home country, that is how we should be equal brothers without exception, in law and burden.’ (Extracts from the speech by Lajos Kossuth given at the general assembly of Pest county in 1844) 1. „[…] akarunk monarchiát, tehát respublicáról [köztársaságról] nem ábrándozunk;” 2. „De ha monarchiát akarunk, akarjuk, hogy az legyen constitutionalis [alkotmányos] monarchia […].” 3. „Akarjuk, hogy ezen alkotmány magyar legyen, tehát holt nyelv zsarnokságát, vagy – legyen a magány élet [magánélet] akár melly nyelvű –, polyglott [több nyelvű] közélet bábeli zavarát nem akarjuk.” 4. „Akarjuk, hogy jog uralkodjék, s uralkodjék törvény, melly a nemzet akaratának a király által szentesített dictatuma [parancsa].” 5. „És senki igaz tulajdonát sérteni nem akarjuk, mert ez rablás volna, mi pedig jog uralmat akarunk és nem rablást […].” 6. „Szóval akarjuk, hogy a nép az alkotmánynak részese legyen, s a mint egy istennek teremtményei, egy uralkodónak alattvalói, egy honnak fiai vagyunk, úgy legyünk osztályos testvérek, kivétel nélkül, jogban, teherben.” (Részletek Kossuth Lajosnak a Pest megye közgyűlésén mondott beszédéből, 1844) a) How does the following sentence continue? Circle the number of the correct continuation. (0.5 points) In Lajos Kossuth’s speech … 1. … he suggested establishing the dual monarchy. 2. … he urged bourgeois transformation. 3. … he demanded the reinforcement of the rights of estates. 4. … he summoned the people to confront the ruler. b) To which language does the expression ‘dead language’ refer in the source? (1 point) …………………………………………………………………………………….


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c) In the year when this speech was given the Hungarian Diet passed a law on the question of language. Give a brief description of how this law regulated this issue. (1 point) ………………………………………………………………………………………………… ………………………………………………………………………………………………… d) In the source quoted above, how did Kossuth relate to the use of language of ethnic minorities in the different spheres of life? In your answer, mention two of these spheres. (0.5 points for each correct item) 1………………………………………………………………………………………………… ………………………………………………………………………………………………….. 2………………………………………………………………………………………………… …………………………………………………………………………………………………. e) Which extract from Kossuth’s speech describes the same reform-period aspiration as the following words of Wesselényi? (0.5 points) ‘When the blessings of our bourgeois constitution are felt by the peasantry as well, and they partake in them, surely its maintenance and enhancement will become their heart-felt concern, unlike now, when they only feel the burdens of the constitution, but not the benefits, or they feel hostile aversion towards it.’ (Prejudices [Balítéltekről] by Miklós Wesselényi, 1831) „Ha polgári alkotmányunk malasztját [itt: áldásait] a parasztság is érezni fogja s azokban részesülend, bizonnyal szívén fog annak fennmaradása és öregbedése fekünni ahelyett, hogy most, midőn azon alkotmánynak csak terheit, de hasznát majd nem is érzi, vagy ellenséges idegenséggel van az iránt.” (Wesselényi Miklós: Balítéletekről, 1831) Number of the extract: ........................

4 points


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8. This task is about the situation of women in the 20th century. Do the tasks using the pictures and your own knowledge. (1 point for each correct item) A)

B)

Great Britain, 1917 Great Britain, 1918 a) Picture A) refers to the characteristic change which took place in the situation of women during the First World War. Explain what this change was. ....................................................................................................................................................... ....................................................................................................................................................... b) Briefly explain why this change took place. ………………………………………………………………………………………………… …………………………………………………………………………………………………. c) On the basis of picture B), name the fundamental political right which some British women partially acquired in the final year of the First World War. ………………………………………………………………… 3 points


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9. This task is about the foreign policy of István Bethlen’s government. Name the countries which the descriptions refer to, using the map and your own knowledge. (1 point for each correct item)

Soviet Union Poland Germany Czechoslovakia Austria Italy

Romania

Yugoslavia Bulgaria Turkey

Hungary’s foreign relations at the time of the Bethlen government Legend: 1927 :

Treaty of friendship (the year when the treaty was concluded) : Little Entente countries

a) A state which emerged following the First World War, with which Hungary carried on negotiations about concluding a treaty of friendship. Rapprochement was also enhanced by the fact that on the 400th anniversary of the Battle of Mohács Miklós Horthy recalled the shared anti-Turkish struggles. The planned alliance would have weakened the unity of the Little Entente, but in the end the treaty was not signed then. ……………………………………………………………………………….. b) The territorial demands of this power, on the victorious side in the First World War, were only partially satisfied, thus it aspired to change the conditions of the peace treaties conducted near Paris. Therefore it initiated negotiations with Hungary. The treaty of friendship conducted with this state significantly eased Hungary’s isolation in foreign policy. ………………………………………………………………………………… c) One of the defeated states of the First World War. Hungary lost territories to it too, which strained the relationship between the two countries for a period. At the end of the 1920’s, however, when a conservative party took over the government in this state,


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negotiations on an alliance were started. This finally led to the conclusion of a treaty of friendship. ……………………………………………………………………………….. d) A rising great power, which did not recognise the peace treaties signed near Paris, and therefore seemed to be an appropriate partner from the Hungarian revisionist aspirations’ point of view. Besides this, it could have been a huge market for the sale of Hungarian products. For ideological differences, however, the treaty to be conducted with it was not yet voted for by the parliament, and Miklós Horthy also rejected it. .................................................................................................................................. 4 points

10. This task is about the Rákosi period. Do the tasks using the sources and your own knowledge. a) Of the sources below choose two which testify to the deterioration of living standards. (0.5 points for each correct item) A) Number of people covered by social insurance: In 1949 3.8 million In 1953 5.7 million

B) Infant mortality: In the 1930s (average) 14.4% In 1955 6%

C) Number of people living in one room: In 1949 2.59 people In 1955 2.64 people

D) Real wages of state employees (1938=100%) In 1948 90% In 1952 66%

Letters of the sources: ………………..

……………………………..

b) Do the task after reading the source. (1 point) ‘If we cannot be moderate then we will eat the hen, just like fried chicken, that could lay a golden egg next year, and we will consume the factories, workshops and culture houses of our five-year plan in the shape of fine butter and roast veal […].’ (Mátyás Rákosi, 1950) „Ha nem tartunk mértéket, akkor mint rántott csirkét, megesszük azt a tyúkot, amely jövőre aranytojást tojna, és ötéves tervünk gyárait, üzemeit, kultúrházait már az idén csemegevaj és borjúsült formájában elfogyasztjuk […].” (Rákosi Mátyás, 1950)


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In your own words, explain how Rákosi justified the necessity of putting up with the poor conditions. ………………………………………………………………………………………………… ………………………………………………………………………………………………… c) What is the technical term used for the system of economic management, introduced following the Soviet pattern, to which there is a reference in the above text? (1 point) …………………………………………………………….. 3 points 11. This task is about the problems of the developing countries. Do the tasks about Egypt using the sources and your own knowledge. (1 point for each correct item.) A) Average density of population in Egypt (1996) In the whole area of 60 people/km2 the country In the Nile valley 1700 people/km2

B)

………. cultivated agricultural land (1000 km2) _________ cultivated agricultural land per head (ha)

Changes in the total area of cultivated agricultural land and in the area of cultivated agricultural land per head in Egypt (1850-1994) a) What natural conditions explain the unique territorial distribution of the Egyptian population? ………………………………………………………………………………………………… …………………………………………………………………………………………………. írásbeli vizsga 1311

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b) What explains the seemingly contradictory data in source B)? ………………………………………………………………………………………………… …………………………………………………………………………………………………. c) Which phenomenon, experienced within the Egyptian population, does the following statement refer to? Circle the letter of the correct answer. ‘Egypt is the number one labour reserve of Arabic countries rich in oil.’ (Nándor Szegedi, geographer) „Egyiptom a kőolajban gazdag arab államok első számú munkaerő-tartaléka.” (Szegedi Nándor, földrajztudós) A) assimilation

B) emigration

C) collectivization

D) overproduction

E) establishment of social market economy 3 points

12. This task is about national and ethnic minorities living in Hungary after the change of regime. Do the tasks using the source and your own knowledge. (The number of an article can appear in more than one answer). (0.5 points for each correct item) ‘Article 1 (1) This Act applies to all persons of Hungarian citizenship residing in the territory of the Republic of Hungary, who consider themselves members of any national or ethnic minority and to the communities of these people. […] Article 4 (1) The Republic of Hungary prohibits any policy that: - aims at, or leads to, the assimilation of a minority into the majority of the nation; […] Article 7 (1) The admission and acknowledgement of the fact that one belongs to a national or ethnic minority is the exclusive and inalienable right of the individual. No one is obliged to make a statement concerning minority affiliation […]. Article 12 (1) A person belonging to a minority has the right to freely choose his/her own first name and the first name of his/her child, to have the first and last name of his/her child registered in conformity with the grammatical rules and spelling of the mother tongue, and to indicate names in official documents as long as this complies with applicable provisions. […] Article 17 Minorities may establish civil organisation, local and national self-governments.’ (Extracts from Act LXXVII of 1993 On the Rights of National and Ethnic Minorities)


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„1. § (1) E törvény hatálya kiterjed a Magyar Köztársaság területén élő mindazon magyar állampolgárságú személyekre, akik magukat valamely nemzeti vagy etnikai kisebbséghez tartozónak tekintik, valamint e személyek közösségeire. […] 4. § (1) A Magyar Köztársaság tilalmaz minden olyan politikát, amely: - a kisebbségnek a többségi nemzetbe való beolvasztását célozza vagy ezt eredményezi; […] 7. § (1) Valamely nemzeti, etnikai csoporthoz, kisebbséghez (a továbbiakban: kisebbséghez) való tartozás vállalása és kinyilvánítása az egyén kizárólagos és elidegeníthetetlen joga. A kisebbségi csoporthoz való tartozás kérdésében nyilatkozatra senki sem kötelezhető. […] 12. § (1) A kisebbséghez tartozó személynek joga van saját és gyermeke utónevének szabad megválasztásához, családi és utónevének anyanyelve szabályai szerinti anyakönyveztetéséhez és annak - jogszabályban meghatározott keretek között hivatalos okmányokban való feltüntetéséhez. […] 17. § A kisebbségek társadalmi szervezeteket, helyi és országos önkormányzatokat hozhatnak létre.” (Részletek a nemzeti és etnikai kisebbségek jogairól szóló, 1993. évi LXXVII. törvényből) Write the number of one of the above articles ... a) which ensures some individual right to persons belonging to minority groups. ………. b) which ensures some collective right to persons belonging to minority groups. ………. Write the number of the above article … c) which ensures some right as a result of which it is difficult to assess the exact number of people belonging to a minority group during census. ………… d) which protects minorities against forceful assimilation. ………………….. e) Name four national and ethnic minority groups living in present-day Hungary which are recognised by the law. …………………………………..

………………………………….

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4 points


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II LONGER, ESSAY-TYPE QUESTIONS Please read the following instructions carefully. You must do three of the following tasks. You must make your selection using the following rules: You must do: one task on world history and two tasks on Hungarian history, one of which must be short while the other task must be long. They must also be about different periods of Hungarian history. Study the tasks carefully. Number World history

Hungarian history

13. 14. 15. 16. 17. 18. 19. 20.

Periods and subjects

Task type

Medieval agriculture Nazism Transylvania The foundation of the state The peace treaty of Szatmár The development of Budapest Trianon The change of regime

short short short long short long short long

Below you will find a table with all the possible combinations of the tasks that you can choose. Mark one of the columns by circling the corresponding letter. Task type

A

B

C

D

E

F

G

H

I

J

K

L

short

13

13

13

13

13

13

14

14

14

14

14

14

short

15

15

17

17

19

19

15

15

17

17

19

19

long

18

20

16

20

16

18

18

20

16

20

16

18

Only tasks which have been selected according to the rules above will be marked. You will find the evaluation criteria after each task. The scores will be entered by the examiners. Only do the three tasks you have selected, and leave the rest of them blank. Before doing the tasks please study the Important Information on page 2 of this booklet. You can make drafts while working on the answers.


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13. This task is about the economic history of medieval Europe. (short) Describe the most significant changes of production methods and tools used in agriculture around the turn of the millennium, using the source and your own knowledge. In your answer, briefly include the demographic implications of the changes. Glossary dűlő tavaszi őszi ugar legelőváltó kétnyomásos szántó háromnyomásos eszközök és módszerek fejlődése

field spring autumn fallow rotational grazing two-field rotation plough land three-field rotation development of tools and methods

Agricultural methods in medieval Europe ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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Criteria Understanding of task Location: place and era Use of special vocabulary Use of sources Describing reasons behind an event Structure, clear language Total Exam points

Maximum Achieved points 4 4 4 4 6 2 24 Divided by 2 12

14. This task is about Nazism. (short) Using the picture and your own knowledge, describe the role that racial theory played in Nazi ideology.

‘Degenerate music’ Nazi propaganda poster

………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… írásbeli vizsga 1311

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………………………………………………………………………………………………… ………………………………………………………………………………………………… Criteria Understanding of task Location: place and era Use of special vocabulary Use of sources Describing reasons behind an event Structure, clear language Total Exam points


15. This task is about the history of the independent Transylvanian Principality. (short) Describe the estate nations of the Transylvanian Principality, using the source and your own knowledge. In your answer, include their ethnic background too. Use your secondary school history atlas. ‘Fourteen: Let the Szeklers, the most belligerent kind of humanity, be completely free of all kinds of tax in the future too, just like before, and of the burden of maintaining an army either in the winter or in the summer as well, furthermore: of the tithe and provisions after the possessions they own under the obligation of the Szekler uprising. Their obligation, however, to do military service at their own expense to defend the country, shall be maintained.’ (Diploma Leopoldinum, 1691) „Tizennegyedszer: A székelyek – az emberiség e legharciasabb fajtája – legyenek teljességgel mentesek a jövőben is minden adótól, csakúgy mint eddig, a téli és nyári katonatartás minden terhétől szintén, továbbá: tizedtől és szolgáltatásoktól is, azon javak után, melyeket a székely felkelés kötelezettségével birtokolnak. Ezzel szemben fennmarad abbeli kötelességük, hogy a haza védelmére saját költségükön kell katonáskodniuk.” (Diploma Leopoldinum, 1691) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Criteria Understanding of task Location: place and era Use of special vocabulary Use of sources Describing reasons behind an event Structure, clear language Total Exam points


16. This task is about the foundation of the Hungarian state. (long) Describe the role which the spreading of Christianity and the establishment of the church organization played in the foundation of the Hungarian state, using the sources and your own knowledge. Use your secondary school history atlas. ‘15. If one of the bailiffs […] besmirches himself by killing his wife, he shall settle the matter with the woman’s relatives at a cost of fifty bulls, and shall do penance as the laws of the church require. If a warrior or richer man commits the same sin he shall pay ten bulls to the relatives and shall do penance as said. And if the very same sin is committed by a commoner he shall settle this with five bulls for the relatives, and should suffer the above said penance. ’ ( Stephen I’s First Lawbook) ‘18. If somebody was given ten by God in a year, he should give the tenth portion to God.’ ( Stephen I’s Second Lawbook) „15. Ha valaki az ispánok közül felesége meggyilkolásával mocskolja be magát, ötven tinóval egyezzék meg az asszony rokonaival és vezekeljen az egyház parancsai szerint. Ha pedig valamelyik vitéz vagy gazdagabb ember esik ugyanazon bűnbe, fizessen a rokonoknak tíz tinót és vezekeljen. Ha pedig a népből való ember követi el ugyanazt a bűnt, öt tinóval egyezzék meg a rokonokkal és vessék alá az említett böjtöknek.” (I. István I. törvénykönyve) „18. Ha valakinek az Isten tizet adott egy évben, a tizedik részt adja Istennek.” (I. István II. törvénykönyve)


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Stephen and Gisella depicted in the Illustrated Chronicle (14th century) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. Criteria Understanding of task Location: place and era Use of special vocabulary Use of sources Describing the reasons behind an event Structure, clear language Total Exam points


17. This task is about the history of Hungary in the 18th century. (short) Describe the peace treaty of Szatmár, using the source and your own knowledge. In your answer, briefly refer to the effect which the peace treaty had on Hungary’s situation within the Habsburg Empire. ‘In religious matters we leave in force the laws passed by the country, we also graciously grant the practice of religion according to the same laws and the county’s decrees and articles, including the accompanying legal allowances both in Hungary and in Transylvania; we hinder no one from being admitted to our or his Majesty’s presence in order to present his injuries to the diet. […] […] We shall preserve the rights, privileges and basic freedoms of Hungary and Transylvania, solemnly and soundly […]. […] His Royal Majesty shall […] promote this country’s sons to positions of national significance […].’ (Extracts from the peace treaty of Szatmár) „A vallás ügyében érvényben hagyjuk az ország elfogadott törvényeit, ugyanúgy a vallás gyakorlását is ugyanazon törvények, valamint az ország határozatai és törvénycikkei szerint kegyesen engedélyezzük, az ezzel járó törvényes kedvezményekkel együtt, mind Magyarországon, mind Erdélyben; senki elől sem zárjuk el az útját annak, hogy nálunk és a királyi felségnél, avagy az országgyűlés színe előtt sérelmeinek előadása céljából megjelenhessék. […]


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[…] Magyarország és Erdély jogait, kiváltságait és szabadságjogait szentül és sértetlenül megtartjuk […]. […] a királyi felség […] az országos méltóságokra e haza szülötteit emeli […].” (Részletek a szatmári békeszerződésből) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Criteria Understanding of task Location: place and era Use of special vocabulary Use of sources Describing reasons behind an event Structure, clear language Total Exam points


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18. This task is about the history of Hungary under the Austro-Hungarian dual monarchy. (long) Describe the development of Budapest, using the sources and your own knowledge. In your answer, also include the changes in population on the basis of the sources. Pest-Buda 269 thousand people

Hungary’s total population: 13.66 million people

Budapest 880 thousand people

Hungary’s total population: 18.26 million people

The number and proportion of the capital’s population compared to the total number of the country’s population Proportion of people only speaking their mother tongue as a percentage of the total population in Budapest (1880-1900) 1880 1900 18 38.7 Only speaks Hungarian 20 4.3 Only speaks German 2.3 1.1 Only speaks Slovakian 0 0.9 Only speaks some other language

The first Budapest tram enters service (1887) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… írásbeli vizsga 1311

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………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. Criteria Understanding of task Location: place and era Use of special vocabulary Use of sources Describing the reasons behind an event Structure, clear language Total Exam points


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19. This task is about the Trianon peace treaty. (short) Describe the effect of the Trianon peace treaty on Hungarian industry and on the market for Hungarian industrial products, using the source and your own knowledge. Volume of the Hungarian industrial production (1913= 100%) 1924 Iron and metallurgy 50% Machine industry 36% Textile industry 121% Electricity generating industry 130% ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Criteria Understanding of task Location: place and era Use of special vocabulary Use of sources Describing reasons behind an event Structure, clear language Total

Exam points


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Maximum Achieved points 4 4 4 4 6 2 24 Divided by 2

12

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20. This task is about Hungarian history in the 20th century. (long) Describe the most important events of the change of regime that took place between the autumn of 1989 and the spring of 1990 (end of May), using your own knowledge and the sources. In your answer, explain the significance of the events. ’The formation of the Opposition Round Table accelerated the process of democratic transformation significantly. With the collaboration of the previously scattered opposition organizations, defenceless against attempts to divide them, a real political force emerged against the Communist party, which held exclusive power. The political power of the united opposition, verified by mass demonstrations, could no longer be disregarded. Although to begin with the possessors of power did not wish to acknowledge the formation of the opposition block, and then, using various manoeuvres, made several attempts aimed at the OPT’s disintegration, finally after two months they realised, accepting the Opposition Round Table as a unified negotiating party, that they had to entrust the formation of rules regulating the conditions of a peaceful transition to democracy to the agreements reached during negotiations with the opposition.’ (Position of the Independent Lawyers’ Forum, September 16th, 1989) „Az Ellenzéki Kerekasztal létrejötte jelentősen felgyorsította a demokratikus átalakulási folyamatot. A szétforgácsolt és a megosztási törekvésekkel szemben védtelen ellenzéki szervezetek összefogásával valóságos politikai erő állt fel a kizárólagos hatalommal rendelkező kommunista párttal szemben. Az egyesült ellenzék tömegdemonstrációkkal hitelesített politikai erejét nem lehetett többé figyelmen kívül hagyni. A hatalom birtokosai kezdetben ugyan tudomásul sem akarták venni az ellenzéki egység létrejöttét, majd különböző manőverekkel kísérletet tettek az EKA feldarabolására, de két hónap elteltével végül is belátták, hogy kénytelenek az Ellenzéki Kerekasztalt egységes tárgyalófélként elfogadva, a demokráciába való békés átmenet feltételeit biztosító szabályok kialakítását az ellenzékkel folytatott tárgyalásokon kötött megállapodásokra bízni.” (A Független Jogász Fórum állásfoglalása, 1989. szeptember 16.) ‘Article 3 […] Political parties may not exercise public power directly. Accordingly, no single party may exercise exclusive control of a government body. In the interest of ensuring the separation of political parties and public power, the law shall determine those functions and public offices which may not be held by party members or officers.’ (Extract from the amendment of the Constitution which came to force on October 23rd, 1989) „3. § […] A pártok közhatalmat közvetlenül nem gyakorolhatnak. Ennek megfelelően egyetlen párt sem irányíthat semmiféle állami szervet. A pártok és a közhatalom szétválasztása érdekében törvény határozza meg azokat a tisztségeket, közhivatalokat, amelyeket párt tagja vagy tisztségviselője nem tölthet be.” (Részlet az Alkotmány 1989. október 23-án hatályba lépett módosításából)


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Poster Captions: Farewell Hungarians! Soviet Army

The railway station in Hajmáskér, March 1990 ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………….

Criteria Understanding of task Location: place and era Use of special vocabulary Use of sources Describing the reasons behind an event Structure, clear language Total Exam points


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1. Ancient Greek art 2. The Islamic religion 3. Medieval Hungarian economy 4. English constitutional monarchy 5. The Battle of Mohács 6. Enlightenment I Short answer 7. Hungary in the Reform Age 8. Women in the 20th century tasks 9. The foreign policy of the Bethlen government 10. The Rákosi period 11. Problems of the developing countries 12. Ethnic groups in Hungary Total I. Achieved points rounded up 13. Medieval agriculture 14. Nazism 15. Transylvania 16. The foundation of the state II Longer, 17. The peace treaty of Szatmár essay-type 18. The development of Budapest questions 19. Trianon 20. The change of regime Total II. Achieved points rounded up I. + II. Total score for the written exam

Achieved points

4 4 4 4 4 4 4 3 4 3 3 4 45 12 12 12 21 12 21 12 21 45

90

Date:………………………… Correcting teacher __________________________________________________________________________ Achieved points rounded up / Elért pontszám egész számra kerekítve

Points (rounded up) to write in the software / Programba beírt egész pontszám

I Short, simple tasks / I. Egyszerű, rövid feladatok II Longer, essay-type questions / II. Szöveges, kifejtendő feladatok

Correcting teacher / Javító tanár

administrator / jegyző

Date / Dátum:…………………


Date / Dátum:…….........………

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TÖRTÉNELEM ANGOL NYELVEN

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