TÖRTÉNELEM ANGOL NYELVEN

ÉRETTSÉGI VIZSGA ● 2015. május 6.

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TÖRTÉNELEM ANGOL NYELVEN KÖZÉPSZINTŰ ÍRÁSBELI VIZSGA 2015. május 6. 8:00 Az írásbeli vizsga időtartama: 180 perc

Pótlapok száma Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

Történelem angol nyelven

középszint — írásbeli vizsga 1313

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 [középiskolai 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 [középiskolai 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 and accurate language and spelling.

írásbeli vizsga 1313

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Good Luck!

2015. május 6.


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I. SHORT ANSWER TASKS 1. This task is about the cultural relics of Antiquity. Write the letter of the appropriate picture next to the statements in the table. Each statement belongs to one picture and there is one extra picture. (Score: 1 point for each correct item.) A) B)

The Colossus of Rhodes (18th century depiction) The Laocoön Group C)

D)

The Pharos lighthouse (18th century depiction)

Pallas Athena by Pheidias Statement a) The harbour, belonging to the town which was founded by Alexander the Great and considered the cultural centre of the Hellenistic world, prided itself on this structure. b) This work of art, which is connected to the Trojan cycle, depicts dramatic emotions. c) This work, considered to be one of the Seven Wonders of the World, depicts the Sun God.

Letter of the picture

3 points


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2. This task is about medieval trade. Using the sketch map and your own knowledge, decide if the following statements are true for the Levantine or the Hanseatic trade. Put an X into the appropriate column of the table. You can only put one X into each row. (0.5 points for each correct item.)

important trade route gold, silver and copper salt mine

iron ore

textile industry

Economy of medieval Europe Glossary Atlanti-óceán Földközi-tenger Fekete-tenger Kijevi Fejedelemség Lengyel Királyság Latin Császárság Nikai Császárság Magyar Királyság Német-Római Birodalom Angol Királyság Francia Királyság Szt. Gotthard-hágó Nápoly Róma Genova Velence Iparcikk Nyersanyag Fűszer Luxusáru Arany Fa Textília Rabszolga Karavánutak Fegyver Bársony


Atlantic Ocean Mediterranian Sea Black Sea Principality of Kiev Kingdom of Poland Latin Empire Empire of Nicea Kingdom of Hungary Holy Roman Empire Kingdom of England Kingdom of France St Gotthard Pass Naples Rome Geneva Venice manufactured goods raw materials spices luxury items gold wood textiles slaves caravan routes weapons velvet

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Statement

Levantine Hanseatic trade trade

a) The Crusades played an important role in its expansion. b) It supplied the populous towns of Flanders with food and raw materials. c) Significant quantities of precious metals were taken out of Europe via this route. d) Its products mostly satisfied the needs of the richest sections of the European nobility. e) The German trading towns secured the trade-routes by allying with each other f) The great voyages of exploration contributed to its decline.

3 points 3. This task is about the foundation of the Hungarian state. Do the tasks using the source and your own knowledge. (1 point for each correct item) ‘[…] Let the holy church of God and all our brethren, now and in the future, learn that we grant such privileges to the Monastery of Saint Martin on the mountain of Pannonia […] as were received by the monastery of […] Monte Cassino. The monastery of Saint Martin was begun by our father and was completed by us with the help of God for our salvation and the consolidation of our kingdom. […] At the same time, I have taken care to immortalise in the memory of posterity the special support that I experienced as a child by the grace of Saint Martin. This is because when the storm of war broke, […] as one of the counties, the one in Somogy, wanted to oust me from my father’s throne, a great uncertainty came upon me: what advice shall I give my disturbed soul, what should I do? Then […] I took an oath to Saint Martin, according to which, should I defeat my enemies […] thanks to his merits, then it would be right to submit all the tenth-part tax of the above-mentioned county, which is due on all properties, estates, lands, vineyards, crops and tolls, to the abbot of the same monastery immediately […].’ (The letters-patent of the monastery of Pannonhalma, 1001/1002) „[…] Isten szent egyháza és a mi híveink valamennyien, a mostaniak és a jövendőbeliek, tudják meg, hogy a Pannónia hegyén lévő Szent Márton-monostornak […] olyan kiváltságot engedélyeztünk, amilyent Monte Cassino […] monostora kapott. Szent Márton monostorát még szülőatyánk kezdte és mi fejeztük be Isten segítségével lelkünk üdvéért és királyságunk megszilárdításáért. […] Gondoskodtam ugyanakkor arról is, hogy megörökítsem az utódok emlékezetében azt a különleges támogatást, amelyet Szent Márton érdemeiért gyermekkoromban megtapasztaltam. Ugyanis mikor kitört a háború vihara, […] mivel az egyik megye, a somogyi el akart űzni atyám székéről, nagy bizonytalanság fogott el, milyen tanácsot adjak háborgó lelkemnek, mihez fogjak? Ekkor […] írásbeli vizsga 1313

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fogadalmat tettem Szent Mártonnak, ha érdemeiért […] ellenségeimet legyőzöm, akkor úgy jó, ha a fenti megye dézsmáját, ami minden dolga, birtoka, földje, szőlője, vetése, útvámja után jár ugyanezen monostor apátjának vessem alá haladéktalanul […].” (A pannonhalmi apátság kiváltságlevele, 1001/1002) a) Name the ruler during whose reign the abbey of Pannonhalma started functioning. …………………………………………………………… b) Name the monastic order to which the abbey belonged. …………………………………………………………… c) Name the person who started the war mentioned in the source. ………………………………………………………….. d) Give another word (the technical term) for the kind of tax mentioned in the source. ………………………………………………………….. 4 points

4. This task is about the Enlightenment. Using the source and your own knowledge, decide which system or principle Montesquieu is arguing for. Circle the number of the correct answer. (1 point for each correct item) ‘As, in a free state, every man, considered to have a free soul, should be governed by himself, the people as a body should have legislative power; but, as this is impossible in larger states and is subject to many drawbacks in small ones, the people must have their representatives do all that they themselves cannot do. The great advantage of representatives is that they are able to discuss public business. The people are not at all appropriate for such discussions. All citizens must be granted the right to vote at the election of representatives, except for those who are in such a low position that they are to be considered people without free will. One knows the needs of one’s town better than those of other towns, and one judges the ability of one’s neighbours better than that of one’s other compatriots. Therefore, members of the legislative body must not be drawn from the body of nation at large; it is proper for the inhabitants of each principal town to choose a representative from it. In a free state, the legislative power has the right, and must have the faculty to examine the manner in which the laws it has made have been executed.’ (Montesquieu On the Spirit of Laws, 1748)


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„Minthogy szabad államban minden szabad lelkű ember maga kell, hogy kormányozza magát, következtetésképpen a nép egészét kell, hogy illesse a törvényhozó hatalom. Minthogy azonban ez nagy államokban keresztülvihetetlen, és kis államokban is sok hátránnyal jár, a népnek a maga képviselői útján kell megtennie mindazt, amit maga nem tud megtenni. A képviselőknek nagy előnye, hogy az ügyeket meg tudják vitatni, a nép erre egyáltalán nem alkalmas. Minden állampolgárt meg kell, hogy illessen az a jog, hogy szavazhasson a képviselő-választáson, kivéve azokat, akik annyira alacsony helyzetben vannak, hogy úgy tekintendők, mint akiknek nincs szabad akaratuk. Az emberek jobban ismerik saját városuk szükségleteit, mint más városokéit, és mindenki jobban meg tudja ítélni szomszédai képességeit, mint más honfitársaiéit. Nem szabad tehát a törvényhozó testület tagjait általában a nemzet összességéből kiválasztani, hanem az a helyes, ha minden fontosabb helyen a lakosok maguk választanak maguk számára képviselőt. Szabad államban a törvényhozó hatalomnak joga van, és lehetősége kell, hogy legyen arra, hogy megvizsgálja, miként hajtják végre az általa hozott törvényeket.” (Montesquieu: A törvények szelleméről, 1748) a) The mode of legislation: 1. system of representatives

2. direct democracy

b) The right to vote: 1. general suffrage

2. suffrage based on census

c) Electoral system: 1. majority (individual constituencies) system

2. proportionate (party-list) electoral system

d) The executive power: 1. responsible to the king

2. responsible to the legislature

4 points 5. This task is about the outbreak of the Rákóczi Freedom Fight. Do the tasks using the source and your own knowledge. (1 point for each correct item) 'The principal reason for so many great movements has been and always will be the shameful abolition of the ancient laws […] consent was wrung by force, and the golden freedom of the country which was manifested in our freedom to elect our own kings was replaced, in a servile transformation, by a hereditary monarchy. […] the law of great importance established by the great King Andrew of Jerusalem was írásbeli vizsga 1313

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shamefully repealed, a law which enshrined the fundamental rights of freedom of all the Estates for the glory of the nation and which granted us the perpetual right to resist kings if they do not observe the laws.[…] It is shameful to give an account of the various miseries torturing the people, which has lost its solvency completely. [...] The people of the land say throughout the whole country that they were better off under the rule of the conquering Crescent; it can be proved with documentary evidence that the annual extortions of the Austrians are just as much as the taxes and services paid to the Ottomans in half a century.’ (Ferenc Rákóczi II's Proclamation, 1704) „Az oly sok nagy mozgalom legfőbb oka most és mindig – az ősi törvények szégyenletes eltörlése [...] kierőszakolták a beleegyezést, s az országnak a szabad királyválasztásban fennálló arany szabadságát szolgai átváltozással örökletes királyság képére alakították át. […] gyalázatos módon eltörölték ama nagy Jeruzsálemi Endre király nagyfontosságú törvényét, amely a nemzet dicsőségére magában foglalta az összes rendek sarkalatos szabadságjogait, s örökre megadta azt a jogot, hogy törvénysértés esetében szembeszegülhessenek a királyokkal. […] Szégyen elmondani, hogy a fizető képességét teljesen elvesztett népet milyen sokféle kétségbeesés gyötri. […] Az ország népe még most is széltében hangoztatja, hogy jobb volt a sorsa a hódító félhold uralma alatt; az meg az okmányokból bizonyítható, hogy az osztrákok évenkénti zsarolásai az ottománoknak fél évszázad alatt teljesített szolgáltatásokat is bőségesen elérik.” (II. Rákóczi Ferenc kiáltványa, 1704) a) Name the two social groups whose greviances are listed in the above excerpt from the proclamation. ..............................................

................................................

b) In which year did ʻKing Andrew of Jerusalem’ issue the law mentioned in the proclamation? ............................................................ c) In which year did the period referred to by the underlined part of the text end? .............................................................. 4 points


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6. This task is about the Industrial Revolution. Circle the number of the correct answer for each question. (1 point for each correct item) Inventions in the textile industry 1733 John Kay: flying shuttle (to double the productivity of the loom) 1764-1767 James Hargreaves: Spinning Jenny (hand-operated spinning machine using 8 spindles of thread 1769 Richard Arkwright: spinning frame (water-powered) 1779 Samuel Crompton: spinning mule (more than 1000 spindles of thread, water- or steampowered) 1785-1792 Edmund Cartwright: power-loom (water- or steam-powered) a) What was the main motivating force behind the improvement of spinning machines? 1. The so-called ‘yarn hunger’: Kay’s invention made weaving quicker. 2. The appearance of steam engines, as they provided new, cheap sources of energy. 3. Slavery was introduced in the now independent USA, so the amount of cotton ready to be processed increased. b) Why did the number of independent weavers decrease in the first half of the 19th century? 1. There was a crisis of overproduction, so they could not sell their products. 2. Guilds were dissolved, so their workplaces ceased to exist. 3. The power-loom was invented and was used in factories. c) Why was the textile industry one of the first branches of industry where the industrial revolution started? 1. As a result of development, labour became more expensive. 2. As a result of the population explosion, the market expanded. 3. Synthetic fibre was invented. 3 points

7. This task is about the 1848-49 Hungarian War of Independence. Do the tasks using the source and your own knowledge. (1 point for each correct item) ‘Honourable house! I wish to use this opportunity to tell you at an open session as well […] that the temporary seat of the parliament and government must be relocated. I consider this necessary for the following reason: I have complete faith and hope in the victory of our just cause, I believe in God and I believe in the endurance of our gallant troops, in their brave, manly, faithful conduct. The outcome of the battles, however, is in God’s hand, and as our camp is already almost here, so to say, in the capital, and tomorrow it will partly be set up írásbeli vizsga 1313

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around Buda, I am of the opinion that […] it could just happen that the government and representation of the country get into a state of confusion should the outcome of the battle not favour us, and these should not, must not get confused […]. […] I have always been of the opinion that Hungary is not waging an aggressive war; it does not want to acquire anything, only to keep what the king swore to, to which it is legally entitled; and as it wants no more, only this […] I will be surely the one to rejoice most, should we be able to ensure the just and lawful rights, honour and liberty peacefully by a reasonable compromise, taking into consideration the existing relations between us and the Austrian monarchy.’ (Parliamentary speech by Lajos Kossuth) „Tisztelt ház! Használni akarom az alkalmat arra, hogy nyilvános ülésben is megmondjam, […] hogy az országgyűlésnek és a kormánynak ideiglenes székhelyét máshová tegye által. Én ezt szükségesnek tartom a következő oknál fogva: Tökéletes hittel és reménnyel vagyok igazságos ügyünk győzelme iránt, hiszek Istenben és hiszek vitéz seregeink kitűrésében, bátor, férfias, hű magokviseletében, azonban a csatáknak kimenetele Isten kezében van, és mivel táborunk már most úgyszólván itt, csaknem a fővárosban, holnap pedig egy részben Budának környékén táborzandik, azon vélekedésben vagyok, hogy […] megtörténhetnék, hogy a csata rossz kimenete esetében zavarba jönne az ország kormánya és képviselete; pedig annak zavarba jőnie nem kell, nem szabad […]. […] mindig azt tartottam, hogy Magyarország nem támadó harcot visel, nem akar semmit akvirálni [szerezni], csak megtartani azt, amire a király megesküdött, amihez törvényes joga van; s miután egyebet nem, csak ezt akarja, […] bizonyosan én fogok leginkább örvendezni, ha a nemzetnek igazságos s törvényes jogait, becsületét, szabadságát, s azon viszonyokat tekintetbe véve, melyek köztünk s az ausztriai monarchia között fennforognak, a méltányos kiegyenlítést béke útján biztosíthatjuk.” (Kossuth Lajos országgyűlési beszéde) a) When did Kossuth give the speech quoted above? Circle the number of the correct date. 1. April 5th, 1848 2. December 31st, 1848 3. May 21st, 1849 4. August 13th, 1849 b) Explain briefly why the parliament and the government had to leave the capital. ………………………………………………………………………………………………… ………………………………………………………………………………………………… c) Name the town to which the Hungarian seat of government was transferred after the speech. …………………………………………


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d) Which statement corresponds to Kossuth’s quoted ideas? Circle the number of the correct answer. 1. In his opinion, the aim of the war of independence was to gain Hungary’s complete independence. 2. He considered the war of independence a defensive war. 3. He blamed the foreseeable loss of the capital on the high command. 4. He asked his fellow representatives to defend the capital alongside the army to the bitter end. 5. In his opinion the surrender of the capital would mean the loss of the war of independence. 4 points 8. This task is about the territorial and ethnic consequences of the treaties that concluded the First World War. Do the tasks using the sketch map and your own knowledge. (1 point for each correct item) Fekete-tenger Adriai-tenger Bécs Prága Pozsony

Black Sea Adriatic Sea Vienna Prague Bratislava

Ethnically homogenous territory Two ethnic groups over 10% Three ethnic groups over 10% Four ethnic groups over 10% Five ethnic groups over 10%

The ethnic conditions of the countries in Central and Eastern Europe in 1920 a) Which unique feature of the ethnic conditions in Central and Eastern Europe, differing from those of Western Europe, is illustrated in the map? ....................................................................................................................................................... ....................................................................................................................................................... b) Name the state whose disintegration at the end of World War I resulted in significant changes in the region marked out by the map. ............................................................................................................


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c) Which ethnic minority does the following description refer to? In 1920, their proportion exceeded 10% in various territories of Czechoslovakia, Hungary, Romania and the Kingdom of Serbs, Croats and Slovenes, among others. Later this fact was used by their mother country as a basis for its political aspirations. ....................................................................... d) For which state is the description true? Circle the number of the correct answer. As a result of the treaties signed near Paris, its territory and population more than doubled. There was a significant number of ethnic minorities living in the territories which it received from Austria, Hungary and Russia. 1. Bulgaria 4. Romania

2. Czechoslovakia

3. Poland

5. The Kingdom of Serbs, Croats and Slovenes 4 points

9. This task is about the history of Hungary during the Second World War. Decide which events are described by the excerpts. After each excerpt, write the number of the event to which it can be connected into the square. Choose from the events listed. There are two extra events. (1 point for each correct item) Events: 1. the invasion of the Délvidék (Southern territories); 2. The Don catastrophe; 3. The attempts at pulling out of the War; 4. The onset of the German occupation of Hungary; 5. The high point of the Arrow-Cross regime; 6. The conclusion of the peace treaty of Paris a) ‘The machine gun became the means of serious acquisition. The numerous brigands first robbed the Jews, and as the situation grew graver, they focused their attention on the plunderable peasants. […] The impotence of a badly-acted farce of imitation was raging. ‘In Germany it is this way, in Germany it is like that’ – such people were saying so who had never been to the Reich: imitation – in clothes, steps, in every formality and greeting.’ (Diary of Ferenc Rajniss, minister for religion and public education) „A géppisztoly lett a komoly szerzés eszköze. A sok szegénylegény először a zsidókat fosztogatta ki, s ahogy elnehezedett a helyzet, figyelmét a kirabolható parasztságra összpontosította. […] Az utánzás vásári ripacs tehetetlensége tombolt. «Németországban így, Németországban úgy» - hangoztatták olyan emberek, akik nem jártak a Birodalomban, utánzás – ruhákban, lépésben, minden külsőségben, köszöntésben.” (Rajniss Ferenc, vallás- és közoktatásügyi miniszter naplója)

b) ‘Prime Minister Kállay greeted me at the railway station, and during our journey to the castle he briefed me on the events that had taken place in Budapest in the meantime. The Gestapo [German secret police] immediately arrested nine members


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of the upper house and thirteen representatives […] and took over the Astoria Hotel for their own use.’ (Memoirs of Miklós Horthy) „Kállay miniszterelnök a pályaudvaron fogadott, és a várpalotába vezető utunk alatt röviden tájékoztatott a Budapesten időközben történtekről. A Gestapo [a német titkosrendőrség] kilenc felsőházi tagot és tizenhárom képviselőt nyomban letartóztatott: […] és lefoglalta saját használatára az Astoria Szállót.” (Horthy Miklós emlékiratai)

c) ‘[...] According to the report which arrived at 12 o’clock the neighbouring Italian corps started retreating. […] In all probability the enemy would want to push […] the Hungarian army to the south, and may also attack in areas west of this, where we have no available troops for defence any more. […] The army’s resistance under such conditions cannot last long.’ (Situation report of major general Vitéz Gyula Kovács) „[…] 12 h-kor érkezett jelentés szerint a szomszédos olasz hadtest megkezdte a visszavonulást. […] Előreláthatólag az ellenség a magyar hadsereget dél felé […] le akarná nyomni, és az esetleg ettől nyugatra eső területeken is támad, ahol védelemre saját csapatok már nem állnak rendelkezésre. […] A hadsereg ellenállása ilyen esetben nem lehet hosszú.” (Vitéz Kovács Gyula vezérőrnagy helyzetjelentése) d) ‘I have decided that I shall defend the honour of the Hungarian nation even against the former ally, as, instead of giving the necessary military help that it promised, it strives to deprive the Hungarian nation of its greatest treasure, its freedom and independence once and for all. For this reason I have informed the local representatives of the Third Reich that we are signing a preliminary truce with our former enemies […].’ (Miklós Horthy’s proclamation transmitted by radio) d) „Elhatároztam, hogy a magyar nemzet becsületét megőrzöm a volt szövetségessel szemben is, midőn az a kilátásba helyezett megfelelő katonai segítség helyett a magyar nemzetet legnagyobb kincsétől, szabadságától, függetlenségétől akarja végleg megfosztani. Ezért közöltem a Német Birodalom itteni képviselőivel, hogy eddigi ellenfeleinkkel előzetes fegyverszünetet kötünk […].” (Horthy Miklós rádión elhangzott kiáltványa)

4 pont


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10. This task is about Hungarians living as ethnic minorities outside Hungary. Name those territories outside present-day Hungary whose data on ethnic groups you find in the table. Do not write the present-day names of these countries, but their commonly-used (historical) names. Write the names at the top of the appropriate columns of the table. You may use the Hungarian names of the territories. (1 point for each correct item) Name of territory

a)

b)

c)

d)

.............................

.........................

.........................

........................

Hungarians 559,000 154,000 1,650,000 424,000 Germans 3,000 320,000 7,000 Romanians 5,320,000 Ukranians 772,000 Serbs 1,089,000 Slovaks 4,317,000 Other 112,000 131,000 210,000 431,000 Distribution of ethnic groups according to the censuses taken in the 1970s 4 points 11. This task is about the European Union. Answer the questions using the source and your own knowledge. (1 point for each correct item.)

The Council of the European Union 28 ministers, one from each member state

Decide together

recommendation

European European Commission Commission 27, one 28 commissioner commissioners,supervising each a specific policy area policy from each supervising a specific area, member state state one from each member

recommendation

European Parliament directly elected representatives

The most important institutions of the European Union and how they function For which institution of the European Union, represented in the diagram, is each of the following statements true? a) Its more than 700 members are elected by the citizens of the member states from a list. …………………………………………………………………………………………… b) It does not have a stable membership; it is always those who are responsible for the current issue who take part in its sessions. ………………………………………………………………………………………………


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c) Each member state delegates one member into this body, who are responsible for various specific policy areas. ………………………………………………………………………………………………… d) Name the basically decision-making (so not advisory and not financial) institution of the European Union which is not represented in the diagram. ………………………………………………………………………………………………. 4 points 12. This task is about the demographic conditions of Hungary in the 20th century. On the basis of the graph and your own knowledge, decide if the statements are true or false. Write an X into the appropriate column of the table. (1 point for each correct item) thousand people

Number of births and deaths in Hungary

Natural increase

Live birth rate

Negative natural increase

Death rate

Statement

True

False

a) The graph also indicates the effect of the banning of abortion which was felt a few decades later. b) The primary reason for the negative natural increase around the time of the Second World War was the loss of life resulting from the war and the great number of Holocaust victims. c) As a result of the introduction of child care provision and child benefit the number of births suddenly increased in the Rákosi era. d) The changes that take place in the population of Hungary in any period can be deduced from the graph. 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 towns The situation and lifestyle of women The victory at Nándorfehérvár The Tartar invasion The issue of the Hungarian language The Compromise The Kádár era Trianon

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 medieval towns. (short) Describe the privileges of medieval towns, using the source and your own knowledge. ‘Should a man or a woman spend a year and a day in the city of Bremen undisturbed […], whoever wishes to deprive them of their freedom after this shall be ordered to keep silent. And the person shall have the right to keep his freedom, as all (possible) rights contrary to this lapse at the end of the period mentioned.’ (Letters-patent granted by Frederick I, Holy Roman emperor, 1164) „Ha egy férfi vagy nő Bréma városában […] egy évet és egy napot háborítatlanul eltöltött, annak, aki ezután szabadságát el akarná venni, hallgatást parancsoljanak. Neki pedig jogában áll szabadságát megtartani, minthogy az ezzel szemben (esetleg) fennálló jogok az említett idő alatt elévülnek;” (I. Frigyes német-római császár kiváltságlevele, 1164) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 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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14. This task is about the social history of the first half of the 20th century. (short) Using the source and your own knowledge, describe the characteristic changes that took place in the situation and lifestyle of women in the developed world.

Female fashion at the end of the 19th century and in the 1920s ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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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

15. This task is about the anti-Turkish struggles of János Hunyadi. (short) Describe János Hunyadi’s victory at Nándorfehérvár, using the source and your own knowledge. In your answer, briefly explain the significance of the victory. Use your secondary school historical atlas. ’The news of Constantinople’s destruction filled every devout soul with terror, especially the neighbours, who immediately sensed their downfall. Pope Nicholas, the patron of sciences and the most pious pastor of the Catholics, was very anxious about the Pannonian people [ie. Hungarians], as he knew that their fall would mean the end of the Catholic world. He thus issued a blessed summons for a holy campaign, according to which everybody who volunteered to take upon himself the sign of the sacred cross against the Turks and perform unpaid military service would obtain complete absolution for all his sins. What is more, he sent to the Alemanns [ie. Germans], Hungarians and Poles [...] John of Capistrano, a holy man immersed in the sanctities of the divine Francis, whose gift of speech and impeccable conduct made him perfectly suitable to arouse the people, in order to encourage them to join the sacred campaign.’ (Antonio Bonfini) „Konstantinápoly pusztulásának híre minden hívőt rémülettel töltött el, leginkább a szomszédokat, akik azonnali romlásukat érezték. Miklós pápa, a tudományok pártfogója és a katolikus nép legjámborabb pásztora nagyon féltette a pannóniaiakat [értsd: magyarokat] […], mert tudta, hogy azok veszte a keresztény világ végét jelentené, ezért szent hadjáratra adott ki üdvös felhívást, amely szerint mindenki, aki a török ellen önként fölveszi a szent kereszt jelét, és ingyenes katonai szolgálatot vállal, minden bűnéért teljes bocsánatot kap. Sőt, az alemannokhoz [értsd: németekhez], a magyarokhoz és a lengyelekhez elküldte […] az isteni Ferenc szentségébe beavatott Kapisztrán Jánost, e szent életű férfit, akit ékesszólása és feddhetetlen életmódja kiválóan alkalmassá tett a nép közötti agitációra, hogy szent szónoklattal buzdítsa az embereket az üdvös hadjáratra.” (Antonio Bonfini) ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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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


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

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16. This task is about the Tartar invasion. (long) Describe the events of the Tartar invasion and the reconstruction of the country, using the sources and your own knowledge. Do not discuss the events preceding the Tartar invasion. Mongol táborok Magyarok Mongolok

Mongolian camps Hungarians Mongolians

The Battle of Muhi ’We started roaming the barren and deserted country which they had ruined at our departure. Church towers guided us, from one place to another, and these marked a terrible way too. On the eighth day we reached the town of Gyulafehérvár, where we found nothing but the bones and skulls of the murdered ones, destroyed and undermined walls of basilicas and palaces. […] And at the tenth milestone […] four miles from the forest there was a wonderfully high mountain, on the summit of which they fortified a rock, or rather a terrifying stone; great numbers of men and women took refuge here, and now welcomed us warmly and in tears. ’ (Lamentations by Rogerius) „Elkezdtük bejárni a puszta és elhagyatott földet, amelyet elmenetelünkkor pusztítottak el. Az egyházak tornyai voltak útmutató jeleink egyik helységből a másikba, és ezek is borzalmas utat jelöltek. A nyolcadik napon Gyulafehérvár városába értünk, ahol semmit sem találtunk, csak megöltek csontjait és koponyáit, a bazilikák és paloták szétrombolt és aláásott falait. […] És a tízedik mérföldkőnél […] az erdőtől négy mérföldnyire volt egy csodálatos magas hegy, amelynek a csúcsán megerősítettek egy sziklát, vagyis félelmetes követ: embereknek és asszonyoknak nagy sokasága menekült ide, és most szívesen és könnyek között fogadtak.” (Rogerius: Siralmas ének) ’As it is proper to bestow rewards on our followers who render us outstanding services, it is only right for the royal generosity to support them with donations. The ruler is even more obliged to give back what was, perhaps unjustly, taken away from someone. Therefore, we now wish to let every soul living now and in the future know with these lines that [...] bailiff Simon [...] did us glorious service worthy of írásbeli vizsga 1313

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recognition at the time of the Tartar invason both on the battlefield and in the defence of the castle of Esztergom. For this reason, remembering his numerous faithful deeds, but not as complete requital, since his outstanding and glorious acts would deserve more bountiful rewards than these lines express, [...] we have returned to him and restored for him the land of Csenke with the island, meadow and its other belongings, which , deserving it with his services, bailiff Simon received formerly from the donation of our glorious father, and we shall give, donate and grant him and his heirs, as well as the offspring of his heirs, its perpetual ownership.’ (Béla IV's Charter, 1243) „Mivel a híveket kimagasló szolgálataikért jutalom illeti, méltányos, hogy a királyi bőkezűség adományokkal támogassa őket. Még sokkal inkább tartozik az uralkodó visszaadni azt, amit talán kevésbé méltányosan elvettek valakitől. Ennélfogva minden most élőnek és jövendőbelinek tudomására kívánjuk hozni e sorokkal, hogy […] Simon ispán […] a tatár veszedelem idején is mind a csatamezőn, mind Esztergom vár védelmével elismerésre méltó, dicső szolgálatokat tett nekünk. Ezért számos hű helytállásáról megemlékezve, de nem teljes viszonzás, mivel kimagasló, fényes tettei jóval több jutalmat érdemelnének, mint e sorok kijelentik, Csenke földet szigettel, réttel és más tartozékaival együtt, amelyet Simon ispán ugyanazon dicséretes emlékű atyánk adományából szolgálataival kiérdemelve valaha megkapott […] visszaadtuk, visszaállítottuk, neki és örököseinek, valamint örökösei utódainak adjuk, adományozzuk és juttatjuk örök jogon való birtoklásra.” (IV. Béla oklevele, 1243) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… írásbeli vizsga 1313

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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 during the Reform Era. (short) Describe the way in which the issue of the Hungarian language appeared as a political issue, using the source and your own knowledge. ‘Hang onto the language of your country with warm love! – for one’s country, nation and language are three inseparable things; and whoever is not devoted to the latter will find it difficult to make sacrifices for the first two. Respect and learn the language of other cultured people as well, […] but never forget: just as it is a pleasure to know foreign languages, it is an obligation to cultivate your country’s language as best you can.’ (Parainesis to Kálmán Kölcsey by Kölcsey)


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„Meleg szeretettel függj a hon nyelvén! – mert haza, nemzet és nyelv, három egymástól válhatatlan dolog; s ki ez utolsóért nem buzog, a két elsőért áldozatokra kész lenni nehezen fog. Tiszteld s tanuld más mívelt népek nyelvét is, […] de soha ne feledd, miképpen idegen nyelveket tudni szép, a hazait pedig tehetségig mívelni kötelesség.” (Kölcsey: Parainesis Kölcsey Kálmánhoz) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 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 Austro-Hungarian Compromise. (long) Describe the content of the political compromise that was reached between Austria and Hungary, using the sources and your own knowledge. In your answer, include how the compromise was evaluated by two renowned thinkers of later generations, on the basis of the sources. ‘His imperial and apostolic royal highness […] has called upon the parliament to arrange, taking the principles of the Pragmatic Sanction as the mutually recognised legal ground, such means by which both the independence of the constitutional law and the internal government of Hungary and its dependencies, ensured also by the Pragmatic Sanction, and the essential conditions of the security and integrity of the empire should be preserved uninjured […].’ (Excerpt from the preamble of the article on common affairs) „Ő császári s apostoli királyi felsége […] felszólítá az országgyűlést, hogy a Pragmatica Sanctiónak mint kölcsönösen elismert jogalapnak elveiből kiindulva, gondoskodnék oly módokról, melyeknél fogva mind Magyarország és társországainak a Pragmatica Sanctio által is biztosított közjogi és belkormányzati önállósága, mind a birodalom biztosságának és együtt maradásának életfeltételei sértetlenül megóvassanak […].” (Részlet a közös ügyekről szóló törvénycikk bevezetőjéből) ’Due to the law on the compromise, the independence of our state has never been so real and secure since we were united with Austria. [...] Because we have been sharing common affairs with Austria for the last four hundred years, we ourselves, however, were never really able to get involved in the management of the common affairs: these were dealt with by Austria and the dynasty, completely disregarding us. The Viennese government, on the other hand, exerted influence on purely Hungarian affairs as well, besides the common affairs [...]. Only Deák’s compromise saved our domestic affairs from the influence of Austria and the monarchy as a whole [...]. ’ (Historian Gyula Szegfű, 1920) „Ausztriával történt egybeházasíttatásunk óta állami függetlenségünk soha nem volt oly reális és biztos, mint a kiegyezési törvény folytán. […] Mert közös ügyeink Ausztriával négyszáz év óta folyton-folyvást voltak, de a közös ügyek intézésébe mimagunk soha eléggé be nem tudtunk folyni, a közös ügyeket Ausztria és a dinasztia tényleg nélkülünk intézte. Viszont a bécsi kormány a közös ügyeken kívül a tiszta magyar ügyeinkre is befolyást gyakorolt […]. Egyedül Deák kiegyezése mentette fel belügyeinket Ausztria és az összmonarchia befolyása alól […].” (Szekfű Gyula történész, 1920) 'The compromise of ’67 […] does have its supporters, although only those who concluded it should be acquitted and must be loved. The treaty itself brought about only misfortune. It is never good to have ourselves sewn in a bag together with someone condemned to die: and the Habsburg rule was sentenced to death by the emerging national consciousness of the peoples that made up the empire.' (László Németh writer, 1940)


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„A ’67-es kiegyezésnek […] vannak magasztalói – holott legföljebb azokat lehet menteni és kell is szeretnünk, akik megkötötték. Maga a szerződés csak szerencsétlenséget hozott. Egy halálraítélttel sose jó egy zsákba varratni magunk: a Habsburg-uralmat pedig halálra ítélte az, hogy a birodalom népei nemzeti tudatra ébredtek.” (Németh László író, 1940) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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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


19. This task is about the Kádár era. (short) Describe the changes which took place in consumption during the Kádár era, using the source and your own knowledge. In your answer, include the political background of the topic. The number of important durable consumer goods per 100 households 1960 1970 1980 refrigerator 1 35 87 washing machine 19 70 91 car 0 6 26 radio 73 101 142 television 5 66 99

………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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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

20. This task is about the Trianon peace treaty. (long) Describe the economic effects and consequences of the Trianon peace treaty, using your own knowledge and the sources.

Vasipar Gépgyártás Élelmiszeripar

iron industry machine industry food industry

The distribution of the production capacity of certain branches of industry within and outside the Trianon borders (the lighter sections of the pie charts and the indicated percentages show the capacities which remained within the Trianon borders) ‘Article 180. Subject to such exceptions as the Reparation Commission may make, the first charge upon all the assets and revenues of Hungary shall be the cost of reparation and all other costs arising under the present treaty or any treaties or agreements supplementary their to, or under arrangements concluded between Hungary and the Allied and Associated Powers during the armistice signed on November 3, 1918. Up to May 1, 1921 the Hungarian government shall not, export or dispose of, and shall forbid the export or disposal of, gold without the previous approval of the Allied and Associated Powers acting through the Reparation Commission.’ (The Trianon peace treaty) írásbeli vizsga 1313

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„180. Cikk. A Jóvátételi Bizottság részéről engedélyezhető kivételek fenntartásával Magyarország minden vagyona és jövedelme rangsorbeli elsőbbséggel szavatol a jóvátételi követelések megfizetéséért és azokért az egyéb terhekért, amelyek a jelen Szerződésből vagy az azt kiegészítő szerződésekből és egyezményekből, vagy pedig azokból a megállapodásokból származnak, amelyeket Magyarország a Szövetséges és Társult Hatalmakkal az 1918. évi november hó 3-án aláírt fegyverszünet ideje alatt kötött. Az 1921. évi május hó 1. napjáig a Magyar Kormány a Jóvátételi Bizottságban képviselt Szövetséges és Társult Hatalmak előzetes engedélye nélkül maga aranyat ki nem vihet, s aranyra nézve nem rendelkezhetik és egyúttal aranykiviteli és rendelkezési tilalmat köteles megállapítani.” (A trianoni békeszerződés) ‘The pre-war Hungarian economy adjusted itself to the frameworks of the AustrianHungarian Monarchy, and it was founded on the empire’s conditions with regard to market and raw materials. The Monarchy, an almost self-supporting large economic unit, where trading happened without customs and foreign currency, based on the common monetary and pricing system almost like domestic trade, disintegrated into six parts in the autumn of 1918.’ (Ignác Romsics, historian) „A háború előtti magyar gazdaság az Osztrák–Magyar Monarchia kereteihez igazodott, s a birodalom piac- és nyersanyagviszonyaira épült. A Monarchia, ez a csaknem önellátó nagy gazdasági egység, amelynek áruforgalma vámok és deviza nélkül, közös pénz- és árrendszer alapján szinte belkereskedelmi jelleggel zajlott, 1918 őszén hat részre bomlott.” (Romsics Ignác történész) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………


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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. Hellenistic culture 2. Medieval trade 3. The foundation of the Hungarian state 4. Enlightenment 5. The Rákóczi freedom fight 6. Industrial revolution I. Short answer 7. The 1848-49 War of Independence 8. The treaties concluding WWI tasks 9. Hungary in WWII 10. Hungarians as minorities 11. The European Union 12. Demographic conditions of Hungary Total I. Achieved points rounded up 13. Medieval towns 14. The situation and lifestyle of women 15. The victory at Nándorfehérvár 16. The Tartar invasion II. Longer, 17. The issue of the Hungarian language essay-type 18. The Compromise questions 19. The Kádár era 20. Trianon Total II. Achieved points rounded up I. + II. Total score for the written exam

Achieved points

3 3 4 4 4 3 4 4 4 4 4 4 45 12 12 12 21 12 21 12 21 45 90

Date:………………………… Correcting teacher __________________________________________________________________________ Points Achieved (rounded up) points to write in the rounded up / software / Elért pontszám Programba egész számra beírt egész kerekítve 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:……………………. írásbeli vizsga 1313

Date / Dátum:……………………. 32 / 32

2015. május 6.

TÖRTÉNELEM ANGOL NYELVEN

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