TÖRTÉNELEM ANGOL NYELVEN

2016. május 4.

Azonosító jel:

TÖRTÉNELEM ANGOL NYELVEN EMELT SZINTŰ ÍRÁSBELI VIZSGA

ÉRETTSÉGI VIZSGA ●

2016. május 4. 8:00

I. Időtartam: 90 perc

Pótlapok száma Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

Történelem angol nyelven

emelt szint — írásbeli vizsga 1013 I. összetevő

Történelem angol nyelven — emelt szint

Azonosító jel:

Important information You must give unambiguous answers; indicate or correct your answers in an unambiguous way. In your answers concentrate on the main idea; do not exceed the given space. Only write the number of words or items specified in the task. (If you write more, your answers will be evaluated in the order in which they appear.) Your answers must be written in blue ink.

Suggested approach:

• Read the tasks very carefully. • Follow the instructions with care. • Study all the sources that accompany the questions (pictures, diagrams, extracts, maps). • Write your answers after thorough consideration, if possible without corrections. • The names of persons, topographical data and concepts will only be evaluated if they are spelled correctly.

Good luck!

írásbeli vizsga, I. összetevő 1013

2 / 20

2016. május 4.


Azonosító jel:

I Short answer tasks 1 This task is about the religions of the ancient East. Match the images and the definitions to the religions listed below. Fill in the table on the next page by writing the letters and numbers into the appropriate spaces. (There is one extra image and definition.) (Score: 0.5 points for each correct item.) 2.

1.

4. 3.

5. 6.


3 / 20

2016. május 4.


Azonosító jel:

Definitions: A) It is a polytheistic religion. The majority of their gods are personifications of natural objects or phenomena. The highest god is the Sun, which is personified in a variety of ways. The cult of the dead, which centred on the pharaoh, is significant. B) It idealises the state of being completely devoid of desires, which frees one from the compulsion to be reborn. It lays great emphasis on broadening the mind by meditation; it rejects rituals and considers gods to be of no significance. C) Their god is in direct contact with his people. He cannot be seen or portrayed and he does not personify any natural phenomena. The Ten Commandments, which define people’s relationship with god as well as other people, are the fundamental laws of this religion. D) This religion shows characteristics of the beliefs of the nomadic peoples: its central elements are the worship of fire and the Sun, the cult of the bull and fertility and emphasis on the combative features of both the world of humans and the world of gods. The central figure among their gods is Mithras, the Sun-god and creator, the source of all life. E) This religion teaches that after death the human soul returns to live in another body. Everybody’s fate, or karma, is determined by their good deeds and errors, and this is what determines in what form they will be reborn. One of its principal gods is the personification of destruction. F) It is a polytheistic religion. Its faithful built enormous tower-temples to their gods. The most well-known of these is the Tower of Babel, where the statue of Marduk was kept. The priests of the temples were engaged in studying Mathematics, surveying land, Astronomy and Literature. Religion a) b) c) d) e)

Number of image

Letter of definition

the religion of Egypt the religion of Mesopotamia Brahmanism Judaism Buddhism 5 points

2 This task is about mediaeval ideas. Underline the appropriate word(s) in each item. (Score: 0.5 points for each correct item.) In the 13th century a theology called Humanism/Scholasticism a), which was based on the idea of rational thinking, evolved in the universities of Western Europe. It considered its main task to harmonise the relationship between faith/man b) and nature/knowledge c). The greatest representative of this idea was the Dominican Saint Thomas Aquinas/Saint Ignatius of Loyola d). He was knowledgeable in all the scholarship of his age and he systematised it. Aristotle/Plato e), the ancient Greek philosopher, had the greatest influence on him with his work called Logic. He tried to prove that the source of all existence is/are God/the four classical elements f). (Adapted from a textbook) 3 points írásbeli vizsga, I. összetevő 1013

4 / 20

2016. május 4.


Azonosító jel:

3 This task is about mediaeval Hungarian society. Match the articles of law to the statements in the table and write their numbers into the appropriate boxes. (Some articles match several statements, while there is one extra article, which does not match any of the statements.) (Score: 0.5 points for each correct item.) “22 Those who follow the pagan traditions and make sacrificial offerings by waterwells or take gifts to trees, rocks or sources will pay one ox for their sin.” (From the 1st Law Book of Ladislaus I) „22. Akik pogány szokás szerint kutak mellett áldoznak, vagy fákhoz, forrásokhoz és kövekhez ajándékokat visznek, bűnükért egy ökörrel fizessenek.” (I. László I. törvénykönyvéből) “6 If the judge fails to cut off a slave’s nose or hang a freeman, he shall lose everything except his sons and daughters and he himself shall be sold. If he hangs an innocent man, he shall pay one hundred and ten pieces and return all the possessions of the hanged man. […] 12 If a freeman or slave is caught stealing, he shall be hanged. If he, in his flight from the gallows, runs to the church, he shall be brought outside and blinded. The slave or freeman who steals a hen or a goose shall lose an eye and return whatever he has stolen.” (From the 2nd Law Book of Ladislaus I) „6. Ha a bíró a rabszolga orrát nem vágja le, vagy a szabadot nem akasztja fel, vesszen el mindene fiain vagy lányain kívül, s magát a bírót adják el. Ha pedig ártatlant akaszt fel, száztíz pénzt fizessen, és a felakasztott személy minden vagyonát adja vissza. […] 12. Ha valamely szabadot vagy szolgát lopáson érnek, akasszák fel. Ha pedig, hogy meneküljön akasztófától, a templomba menekül, kihozván őt a templomból, vakítsák meg. Az olyan szolga pedig, avagy szabad, aki libát vagy tyúkot lop, fél szemét veszítse, s amit lopott, adja vissza.” (I. László II. törvénykönyvéből) “20 All estates granted by Stephen I will be inherited by all directly descended offspring or heirs. The estates that were granted by other kings will be passed on from father to son, or, if there is no son, the brother and the brother’s sons will not be excluded from the right to inherit, either. If this man does not have a brother, the king will inherit his lands. […] 27 No one shall stand as a witness unless he has confessed his sins. Those who are found to have given false evidence will not be called upon as witnesses again.” (From the 1st Law Book of Coloman I)


5 / 20

2016. május 4.


Azonosító jel:

„20. Minden olyan birtok, melyet Szent István adományozott, illessen meg minden természetes leszármazás szerinti utódot vagy örököst. Az olyan birtok azonban, amelyet más királyok adtak, apáról fiúra szálljon, s ha ilyenek nincsenek, örököljön a fiútestvér, s ennek halála után fiait se zárják ki az örökségből. Ha pedig az illetőnek fiútestvére nincsen, az örökséget a király részére vegyék át. […] 27. Senki se merjen tanúbizonyságot tenni, csak ha bűneit meggyónta. Akinek a tanúskodását hamisnak találják, annak a tanúbizonyságát többé ne fogadják el.” (Kálmán I. törvénykönyvéből)

Statements Number(s) of article(s) of law a) The text of the article reflects the fact that the impoverishment of freemen had accelerated and consequently crimes against private property received exceptionally harsh sentences. b) The article demonstrates the fact that the Christian faith and traditions had not yet permeated the entire society. c) The article does not define social groups according to the categories of feudalism, which was already consolidated in the West. d) It can be deduced from the text of the article that the social group of landed freemen, the serviens, had already evolved.

3 points


6 / 20

2016. május 4.


Azonosító jel:

4 This task is about the economic impact of the discoveries of the Age of Exploration. Match the letters in the map and the numbers of the quotes to the statements. Fill in the chart. (Score: 0.5 points for each correct item.)

A)

C) D)

B) The great discoveries Golf-áramlat Kanári szk. Panama-szoros Jóreménység foka Kálikut Egyenlítő

Gulf Stream Canary Islands Isthmus of Panama Cape of Good Hope Calcutta Equator

1 “This struggle of unequal forces lasted almost an hour. Eventually, one of the island-dwellers managed to hit the captain’s forehead with his spear […]. The Indians noticed and they all fell on him.” 1. „Ez az egyenlőtlen küzdelem csaknem egy óráig tartott. Végül is egy szigetlakónak sikerült lándzsája végével a kapitány homlokára vágni […]. Az indiánok ezt észrevették, és mindnyájan rárohantak.” 2 “[…] with the armada that Their Majesties the monarchs of Castile had entrusted to me I reached India 33 days after leaving the Canary Islands […] where I discovered many densely populated islands […]” 2. „[…] a hajóhaddal, amelyet Kasztília felséges uralkodói rám bíztak, a Kanáriszigetektől 33 nap alatt Indiába értem […] felfedeztem ott számos sűrűn lakott szigetet […]” 3 “He referred to it as the Cape of Storms but King John […] renamed it the Cape of Good Hope.” 3. „Viharok fokaként emlegette, János király viszont […] más nevet adott neki, Jóreménység fokának nevezte.” írásbeli vizsga, I. összetevő 1013

7 / 20

2016. május 4.


Azonosító jel:

4 “I witnessed the deaths of more than seven thousand children within a period of three or four months, because their parents had been taken off to the mines and the abandoned little ones starved to death […].” 4. „Magam voltam a tanúja, hogy három vagy négy hónap alatt hétezernél több gyermek halt meg, mert szüleiket bányába hurcolták, és a magukra maradt kicsinyeket az éhség elpusztította […]. ” Statements

Letter in the map

Number of the quote

a) The price revolution in Europe was generated by the influx of precious metals from America. b) The discovery of the maritime passage was an important step towards the utilisation of the Pacific coast of the New World. c) It opened the way for the direct import of luxury items from the Far East. d) He did not find any precious metals; sugar cane plantations were developed in the regions he had discovered. e) Name the captain in text no. 1. …………………………………………………… f) Name the explorer in text no. 2. ………………………………………………… 5 points 5 This task is about intellectual life in Hungary in the 17th century. Use the sources and your own knowledge to complete the text about the culture of the period. Complete István Bitskey’s text with the missing words. Write your answers on the dotted lines. (Score: 0.5 points for each correct item.) “Since we have been concerned for some time about how best to promote the spread of the Catholic faith in Hungary and advance the noble Hungarian nation, it seemed most fitting to found a university, where the morals of this combative nation would be tempered and men […] suitable for the administration of the church would be educated.” (Excerpts from the foundation charter of the university of Nagyszombat) „Midőn gyakorta aggódva elmélkedénk a fölött, miképp kellene előmozdítanunk a katolikus vallás terjedését Magyarországon, s egyúttal emelni a nemes magyar nemzet díszét, legbiztosabb eszköz gyanánt tűnt fel előttünk egy tudományos egyetem felállítása, melyben a harcias nemzet erkölcsei szelídülnének, s az egyház […] igazgatására alkalmas férfiak neveltetnének.” (Részlet a nagyszombati egyetem alapítóleveléből) “[The new style] in Hungary was at once a rejection of the Renaissance, which culminated in the cult of pleasure and beauty, and introverted and sceptical Mannerism. […] came forward with a positive programme and attempted to establish a new order […] through the counter-Reformation and the national írásbeli vizsga, I. összetevő 1013

8 / 20

2016. május 4.


Azonosító jel:

movement which aimed both to force the Turks to retreat and to limit the power of the Habsburgs. In the service of the latter were all those writers, with Nyéki Vörös and Zrínyi among them, to whom we are grateful for the emergence of the new […] poetry […].” (Literary historian Tibor Klaniczay) „[Az új stílus] Magyarországon egyszerre lett tagadása az élvezet és szépség kultuszában csúcsosodó reneszánsznak, valamint a befelé forduló, szkeptikus manierizmusnak. […] pozitív programmal állt elő, s kísérletet tett egy új rend létrehozására […] az ellenreformációval, valamint a török visszaszorítását és a Habsburgok hatalmának korlátozását egyaránt célul tűző nemzeti mozgalommal. Ez utóbbiak szolgálatában álltak azok az írók, akiknek az új […] költészet létrejötte köszönhető, köztük Nyéki Vörös és Zrínyi […].” (Klaniczay Tibor irodalomtörténész) “From the beginning of the 17th century, as a result of the efforts of the Catholic Church, which was undergoing a process of regeneration, the ……………………..a), a new artistic school and style radiating from Rome, was gaining more and more significance. The ……………………… b) [monastic] order played an important part in its establishment. The university, which was founded in Nagyszombat in 1635 by …………………….. ……………………..c) [full name must be entered!], the Archbishop of Esztergom, came under their supervision. [One of] the principal aim[s] of the establishment of a university in Hungary was to start training ……………………..d) [as instructed by the Council of Trent]. Thanks to the activities of the Catholic Church, the new culture also bloomed in the baronial courts of royal Hungary. One of its outstanding figures was …………………….. ……………………..e) [full name must be entered!], who made his mark as a politician, commander, writer and poet. When he wrote the story of how his great grandfather defended the castle of ……………………..f) during its siege of 1566, he also intended to teach and educate the political leaders of Hungary.” (Historian István Bitskey) 3 points 6 This task is about the Declaration of the Rights of Man and of the Citizen. Match the appropriate points of the Declaration and the definitions to the terms in the table. Fill in the table. Remember that you may need to match several points to the same term. (Score: 1 point for each correct row.) “2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. 3. The principle of all sovereignty resides essentially in the nation. No body or individual may exercise any authority which does not proceed directly from the nation. 6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. […] All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents. írásbeli vizsga, I. összetevő 1013

9 / 20

2016. május 4.


Azonosító jel:

10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law. 11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law. 16. A society in which the observance of the law is not assured, nor the separation of powers defined, has no constitution at all.” (The Declaration of the Rights of Man and of the Citizen; August 26, 1789) „2. Minden politikai egyesülés célja az ember természetes és elévülhetetlen jogainak megőrzése. 3. Minden szuverenitás alapelve lényegileg a nemzettől származik. Semmilyen testület, semmilyen egyén sem gyakorolhat olyan hatalmat, amely nem kifejezetten ebből ered. 6. A törvény a közakarat kifejeződése. Valamennyi állampolgárnak jogában áll személyesen vagy képviselőin keresztül részt venni a megalkotásában. [...] Minden állampolgár egyenlő a törvény előtt, s ezért képességeinek megfelelően és kizárólag erényük és tehetségük szerinti megkülönböztetéssel egyformán betölthetnek valamennyi méltóságot, állást és közhivatalt. 10. Senkit sem szabad meggyőződései miatt zaklatni, legyenek ezek akár vallásiak, feltéve, hogy ezek megnyilvánulása nem zavarja a törvényes rendet. 11. A gondolatok és vélemények szabad cseréje az ember egyik legértékesebb joga, tehát minden állampolgár szabadon beszélhet, írhat és nyomtathat, de a törvény által meghatározott esetben felelnie kell e szabadsággal való visszaélésekért. 16. Az olyan társadalmaknak, ahol a jogok garanciáját nem biztosították, a hatalmak szétválasztását pedig nem határozták meg, nincs alkotmányuk.” (Az Emberi és Polgári Jogok Nyilatkozata; 1789. augusztus 26.) Definitions: A) The freedom of speech, assembly, the press, conscience and religion. B) The mutually independent functioning of legislative, executive and judicial powers and their mutual checks prevent abuses of power. C) The people invest the state with certain of their rights, which in return protects them from outside aggression and internal legal abuses. D) The people have the right to check the authorities in return for the rights they have invested the state with; in other words, the source of these rights are the people, the citizens. Terms

The number(s) of the points of the Declaration

The letter of the definition

a) social contract b) sovereignty of the people c) separation of branches of power d) liberties 4 points


10 / 20

2016. május 4.


Azonosító jel:

7 This task is about the Austro-Hungarian compromise. Select the source(s) which justifies/justify the statements. Mark your answer with a X in the appropriate column of the table. (Only one “X” may appear in any of the rows.) (Score: 0.5 points for each correct item.) “[…] when even the autocratic system was weakened during the Franco-Austrian war […] Bach had to leave. […] in the spring of 1861 the Hungarian […] assembly was opened […] Seeing that the Hungarians insisted on the constitution of 1848, the monarch dissolved the assembly […] The relationship between Austria and Prussia became more and more tense […] The fears in Vienna that Bismarck was preparing for an armed confrontation were well-founded. It was in this setting that Ferenc Deák wrote his Easter article, which received significant response, in Pesti Napló at the instigation of the court (1865). In this he asserted that the Hungarians were ready to harmonise their laws with the security of the empire. This was followed, at Deák’s inspiration, by the articles published in the Viennese Debatte, which analysed the issue of the “common affairs” to be administered by an agreement between Austria and Hungary. […] Under the influence of this, Franz Josef […] called the Hungarian assembly again. […] The monarch and the government in Vienna were still trying to find some sort of a middle way between the Austrian principle of loss of right and the Hungarian principle of legal continuity. It was exactly this latter principle that Deák intended to protect, so he could construct the legal structure of the compromise on it.” (Reconstruction and bourgeois development 1711-1867 by Domokos Kosáry) „[…] amikor a francia-osztrák háború idején az önkényuralmi rendszer is megingott […] Bachnak távoznia kellett. […] 1861 tavaszán megnyílt a magyar […] országgyűlés […] Az uralkodó látva, hogy a magyarok ragaszkodnak 1848 alkotmányához, feloszlatta az országgyűlést […] Ausztria és Poroszország között egyre feszültebbé vált a viszony […] Bécsben joggal féltek attól, hogy Bismarck fegyveres leszámolásra készül. Ilyen körülmények között írta meg Deák Ferenc, az udvar biztatására, a Pesti Naplóban nagy visszhangot keltő húsvéti cikkét (1865). Ebben kijelentette: a magyarok hajlandók törvényeiket a birodalom biztonságával összhangba hozni. Ezt követték a bécsi Debatte című lapnak ugyancsak Deáktól sugalmazott cikkei, amelyek az Ausztria és Magyarország közös megegyezésével intézendő „közös ügyek" problémáját elemezték. […] Ennek hatása alatt Ferenc József […] újra összehívta a magyar országgyűlést. […] Az uralkodó és a bécsi kormányzat azonban még mindig valami középutat szeretett volna találni a jogvesztés osztrák, és a jogfolytonosság magyar elve között. Deák pedig éppen ezt az utóbbi elvet akarta megmenteni, hogy erre építhesse rá a kiegyezés új államjogi szerkezetét.” (Kosáry Domokos: Újjáépítés és polgárosodás 1711–1867)


11 / 20

2016. május 4.


Azonosító jel:

Legend: Piedmont Lombardy (Austria lost it after the Franco-Piedmontese-Austrian war.) Venice (It joined Italy after the Prussian-Austrian war.) The establishment of the Kingdom of Italy (without Venice and Rome) The establishment of the German Empire (without Austria) Territories with a German population Territories with an Italian population

The evolution of German unity Északi-tenger Hollandia Franciaország Dánia Svájc Bajorország Ausztria Prága Csehország Poroszország Bécs Magyarország Oroszország Balti-tenger

North Sea the Netherlands France Denmark Switzerland Bavaria Austria Prague Bohemia Prussia Vienna Hungary Russia Baltic Sea

Statements a) From the end of the 1850s the foreign policy situation of Austria was becoming more and more unfavourable. b) Passive resistance played a part in the crisis of the autocratic system. c) Deák envisaged a solution which took the interests of the empire into account. d) Austria lost the Kingdom of Venice.

Text

Map

Both

Neither

2 points


12 / 20

2016. május 4.


Azonosító jel:

8 This task is about India in the 20th century. Use the sources and your own knowledge to answer the questions. (Score: 0.5 points for each correct item.) “I do believe that where there is only a choice between cowardice and violence I would advise violence. […] I would rather have India resort to arms in order to defend her honour than that she should in a cowardly manner become or remain a helpless witness to her own dishonour. But I believe that nonviolence is infinitely superior to violence, forgiveness is manlier than punishment. […] We all feel too downtrodden not to be angry and revengeful. But I cannot but keep stressing that India can gain more by waiving the right of punishment. […] And so I am not pleading for India to practice nonviolence because it is weak. I want her to practice nonviolence while being conscious of her strength and power. No training in arms is required for the realization of her strength.”(The Doctrine of the Sword by Gandhi; 1920) „Hiszem, hogy oly esetben amidőn csupán a gyávaság és az erőszak közti választás maradna hátra, az erőszakot tanácsolnám. […] Szívesebben látnám, ha India a fegyverhez nyúlna, hogy becsületét védelmezze, semmint, hogy gyáva és tehetetlen szemlélője maradjon tulajdon megbecstelenítésének. Ezzel szemben hiszem, hogy az erőszaknélküliség magasan az erőszak felett áll. Megbocsátani férfiasabb dolog, mint büntetni. […] Még nagyon is eltaposottaknak érezzük magunkat ahhoz, hogy ne támadjon bennünk harag és bosszúvágy. De nem szűnhetek meg folyvást hangoztatni, hogy India csak nyerhet azzal, ha lemond a büntetés jogáról. […] Eszerint tehát nem azért kívánom Indiától, hogy az erőszaknélküliséget alkalmazza, mert gyönge. Azt kívánom, hogy erejének és hatalmának tudatában gyakorolja az erőszaknélküliséget. Nincs szüksége semmiféle járatosságra a fegyverforgatásban ahhoz, hogy ezt az erőt és hatalmat kifejthesse.” (Gandhi: A kard elmélete; 1920)

Mahatma Gandhi in London, 1931


13 / 20

2016. május 4.


Azonosító jel:

a) Name the method by which Gandhi intended to achieve the independence of India. …..………………………………………………………………………………………. b) How did Gandhi’s way of dressing reflect his “credo”? …..………………………………………………………………………………………. c) Name one way in which Indians protested against British rule. …..………………………………………………………………………………………. d) Name the first prime minister of independent India, who was a colleague of Gandhi’s. …..………………………………………………………………………………………. e) How did Gandhi die? …..………………………………………………………………………………………. f) Give the name of the British Empire as specified in the Statute of Westminster of 1931. …..………………………………………………………………………………………. 3 points 9 This task is about the history of Hungary between the two world wars. Use the sources and your own knowledge to answer the questions. “We must side with the Germans because there is no other way, but only up to a certain point. This point, this limit is entering the war. We will not go that far under any circumstances, because we will not shed our blood in vain for foreign interests. […] Revision, and this I am telling only to you, is the greatest danger looming over us, but I cannot do anything about it, or I am lost. Our public is mad. Back with everything! In any way, with anybody’s assistance, at any cost. Revision will be our downfall; this is how we will get embroiled in the war. […] Transylvania is next, and I am terrified by whatever will follow that. If Transylvania returns, we will be under an eternal obligation to the Germans, who will then demand that we pay the price.” (From a confidential conversation of Pál Teleki’s; end of 1939) „A németekkel kell mennünk, mert másképp nem lehetséges, de csak egy bizonyos pontig. Ez a pont, ez a határvonal a háborúban való részvétel. Ezt semmi esetre sem fogjuk megtenni, mert idegen érdekekért nem fogunk vérezni hiába.[…] A revízió, s ezt csak Neked mondom, a legnagyobb veszély, amely fenyeget, de ezen nem tehetek semmit, mert belebukom. A közvéleményünk meg van őrülve. Mindent vissza! Akárhogy, akárki által, bármely áron. A revízióba bele fogunk pusztulni, ez fog minket a háborúba belesodorni. […] Most Erdélyen a sor, rettegek, mi lesz akkor. Ha Erdély visszajő, ezzel örökre elköteleztük magunkat a németeknek, akik majd aztán követelik az árát.” (Teleki Pál bizalmas beszélgetéséből; 1939 végén) írásbeli vizsga, I. összetevő 1013

14 / 20

2016. május 4.


Azonosító jel:

The territories annexed by Hungary during the premiership of Pál Teleki (1939-41) a) Name the most important elements of Teleki’s foreign policy. Name two elements. (Score: 0.5 points for each correct item.) ………………………………………

.………………………………………

b) Explain Teleki’s opinion about the German alliance. (Score: 1 point for each correct item.) The German alliance was a necessity, because ………………………………………………………………………………… The German alliance was dangerous, because ………………………………………………………………………………… c) What were the consequences of Hungary’s territorial gains in foreign policy? (1 point) …......……………………………………………………………………………………………. 4 points 10 This task is about the international connections of the Hungarian revolution and freedom fight of 1956. Use the sources and your own knowledge to answer the questions. (Score: 1 point for each correct item.) “And to clear any doubts, let me add: when the United States speaks up for the independence of the satellite states, it is not led by ulterior motives. […] We do not consider these nations to be our potential military allies. We consider them to be our friends.” (A speech by US Secretary of State J.F. Dulles; October 27, 1956) „És hogy kétség se férjen hozzá, hadd tisztázzam: az Egyesült Államokat, amikor szót emel a csatlós országok függetlenségéért, nem hátsó szándékok vezérlik. […] Mi nem tekintjük ezeket a nemzeteket potenciális katonai szövetségeseinknek. Barátainknak tekintjük őket.” (J. F. Dulles, az Egyesült Államok külügyminiszterének beszéde; 1956. október 27.) írásbeli vizsga, I. összetevő 1013

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Azonosító jel:

a) In which year was the US-led alliance founded? ……………………………….. “The only way we could save the Hungarian revolutionaries would be by starting a nuclear war. Would anyone in their right mind suggest starting a nuclear war with this aim? And if we managed to get American troops into Hungary, the Soviet forces would simply crush them. Geography is not on our side. And what would be the lot of the Hungarians? The country would be ravaged from one end to the other.” (J.F. Dulles; November 1956) „Az egyetlen mód a magyar forradalmárok megmentésére a nukleáris háború lenne. Van-e épeszű ember, aki azt mondaná, hogy indítsunk nukleáris háborút ebből a célból? És ha sikerülne is amerikai hadosztályokat Magyarországra juttatni, a szovjet haderő egyszerűen elsöpörné azokat. Ellenünk van a földrajzi helyzet. És mi lenne a magyarok sorsa? Az ország az egyik végétől a másikig le lenne taglózva.” (J. F. Dulles, 1956. november) b) Name the later international conflict where the United States did accept confrontation with the Soviet Union because of the nuclear threat it faced. ……………………………………………………… “Our withdrawal from Hungary would embolden the American, British and French imperialists. They would consider it a weakness on our part and would spring to the attack. We would demonstrate the weakness of our positions by withdrawing. In this case, our party would not understand us. […] We have no other choice. […]” (Khrushchev’s proposal to the Central Committee of the CPSU; October 31, 1956) „Ha kivonulnánk Magyarországról, ez felbátorítaná az amerikai, angol és francia imperialistákat. Ezt gyengeségünknek fognák fel, és támadásba lendülnének. A kivonulással pozícióink gyengeségét demonstrálnánk. Pártunk ez esetben nem értene meg bennünket. […] Nincs más választásunk. […]” (Hruscsov előterjesztése az SZKP Központi Bizottsága ülésén; 1956. október 31.) c) Name the Soviet satellite country where events similar to those in Hungary took place in the same year, reinforcing Khrushchev’s fear of the disintegration of the Soviet Bloc. …………………………………………………………………. “Considering that the attention of the whole world has turned to the Middle East, the Russians have decided, contrary to the policy of détente, to employ their military might to force their will on the whole country.” (A telegram from the British Embassy in Budapest to London; November 1) „Tekintve, hogy a világot teljesen leköti a Közel-Kelet, az oroszok úgy határoztak, hogy a megbékélés politikáját az ellenkezőjére fordítják, és fegyvereik erejével rákényszerítik akaratukat az egész országra.” (A budapesti brit követség távirata Londonba; november 1.)


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Azonosító jel:

d) Name the event the embassy telegram refers to, which turned the attention of the US and the world away from Hungary. ………………………………………………………………………………………….. 4 points 11 This task is about the economy of the European Union. Below you can find excerpts from the Treaty on the European Union. Use the sources and your own knowledge to complete the tasks. a) “The Union shall comprise a customs union which shall cover all trade in goods […].” „Az Unió vámuniót alkot, amely a teljes árukereskedelemre kiterjed […].” In what year was the first organisation in the history of European integration formed which may be considered the predecessor of the European Union and which already formulated the principle mentioned in the source quoted above? (1 point) ………………………….. b) “The internal market shall comprise an area without internal frontiers in which the free movement of goods, persons, services and [b] is ensured in accordance with the provisions of the Treaties.” „A belső piac egy olyan, belső határok nélküli térség, amelyben a Szerződések rendelkezéseivel összhangban biztosított az áruk, a személyek, a szolgáltatások és a(z) [b] szabad mozgása.” What is the missing word in the gap marked with the letter [b] in the source above? (1 point) ………………………….. c) “The Council [the Council of Ministers] shall, on a recommendation from the Commission, formulate a draft for the broad guidelines of the economic policies of the Member States and of the Union, and shall report its findings to the European Council. The European Council shall, acting on the basis of the report from the Council, discuss a conclusion on the broad guidelines of the economic policies of the Member States and of the Union. On the basis of this conclusion, the Council shall adopt a recommendation setting out these broad guidelines. The Council shall inform the European Parliament of its recommendation. […] Where […] the economic policies of a Member State are not consistent with the broad guidelines […] or […] they risk jeopardising the proper functioning of economic and monetary union, the Commission may address a warning to the Member State concerned.” írásbeli vizsga, I. összetevő 1013

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Azonosító jel:

„A Tanács [a Miniszterek Tanácsa] a Bizottság ajánlása alapján tervezetet készít a tagállamok és az Unió gazdaságpolitikájára vonatkozó átfogó iránymutatásokról, és erről jelentést tesz az Európai Tanácsnak. Az Európai Tanács a Tanács jelentése alapján a tagállamok és az Unió gazdaságpolitikájára vonatkozó átfogó iránymutatásokról kialakítja következtetését. E következtetés alapján a Tanács ajánlást fogad el, amelyben meghatározza ezeket az átfogó iránymutatásokat. A Tanács ajánlásáról tájékoztatja az Európai Parlamentet. […] Ha […] egy tagállam gazdaságpolitikája nem felel meg [az] átfogó iránymutatásoknak, vagy veszélyeztetheti a gazdasági és monetáris unió megfelelő működését, a Bizottság az érintett tagállamot figyelmeztetésben részesítheti.” Decide which of the institutions mentioned in the source each statement refers to. Base your decision exclusively on the quoted text. Put an “X” in the appropriate column of the table. Only one “X” may appear in any of the rows, but there may be several “X” marks in any of the columns. (Score 0.5 points for each correct item.) Statement

Commission

Council

European Council

European Parliament

It plays an initiating role in defining economic policy guidelines. It develops economic policy guidelines. It makes fundamental decisions regarding the common economic policy. It checks compliance with the common economic policy guidelines. 4 points


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Azonosító jel:

12 This task is about the changes in today’s Hungarian society. Use the sources and your own knowledge to decide whether the following statements are true of false. Mark your answers with an “X”. (Score: 1 point for each correct item.) The distribution of the population among settlements of different sizes, 1949-1999 (percentages) Year Budapest Other towns Villages 1949 17.3 19.6 63.1 1960 17.9 36.5 45.6 1970 19.4 39.8 40.8 1980 19.2 43.8 37.0 1990 19.4 45.3 35.2 1999 18.2 45.3 36.5 The population of Hungary by economic activity, 1949-1996 (no. of persons) Active Inactive Total income income Year Dependants Unemployed population earner earners∗ 1949 9 204 799 4 084 931 254 756 4 865 112 1960 9 961 044 4 759 616 436 499 4 764 829 1970 10 322 099 4 988 676 1 395 490 3 937 933 1980 10 709 463 5 068 840 2 202 477 3 438 146 1990 10 374 823 4 527 157 2 658 255 3 063 184 126 227 1996 10 198 167 3 484 825 3 318 382 2 910 590 484 370 ∗ Inactive income earner: pensioner or person on childcare benefit (Hungarian Statistical Almanac; Central Statistical Office, 1998) Statements a) In the second half of the 20th century the population of Budapest grew steadily. b) By 1996 the number of active income earners dropped below the figure for 1949. c) The increase in the number of inactive income earners from the 1970s was primarily a consequence of the ageing of society. d) After 1980 the population decrease was primarily a consequence of the fact that emigrants outnumbered immigrants.

true

false

4 points


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Azonosító jel:

candidate’s score

max. score 1. Religions of the ancient East 2. Mediaeval thinking 3. Hungarian society in the Middle Ages 4. The great discoveries 5. Hungary in the 17th century 6. Declaration of the Rights of Man and of the Citizen I. Short answer 7. The causes of the compromise tasks 8. India in the 20th century 9. Hungary between the two world wars 10. The international connections of 1956 11. The European Union 12. Hungarian society today Total

5 3 3 5 3 4 2 3 4 4 4 4 44

I. Achieved points, rounded up

correcting teacher Date: ..............................................

__________________________________________________________________________ Achieved Points points, rounded (rounded up) up / Elért to write in the pontszám egész software / Programba beírt számra egész pontszám kerekítve I Short answer tasks / Egyszerű, rövid feladatok

correcting teacher / javító tanár

administrator / jegyző

Date/Dátum: ......................................................

Date/Dátum: ..............................

Notes: 1. If the examinee has started working on Part II of the written exam, this table and the place for the signatures must remain blank. 2. If the exam stops during Part I; or Part II remains intact for any reason, the table must be filled in and the exam paper signed here. Megjegyzések: 1. Ha a vizsgázó a II. írásbeli összetevő megoldását elkezdte, akkor ez a táblázat és az aláírási rész üresen marad! 2. Ha a vizsga az I. összetevő teljesítése közben megszakad, illetve nem folytatódik a II. összetevővel, akkor ez a táblázat és az aláírási rész kitöltendő! írásbeli vizsga, I. összetevő 1013

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TÖRTÉNELEM ANGOL NYELVEN EMELT SZINTŰ ÍRÁSBELI VIZSGA 2016. május 4. 8:00

ÉRETTSÉGI VIZSGA

●

2016. május 4.

Azonosító jel:

II. Időtartam: 150 perc

Pótlapok száma Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

Történelem angol nyelven

emelt szint — írásbeli vizsga 1013 II. összetevő


Azonosító jel:

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. 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 texts, but not their sometimes 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. The names of persons, topographical data and concepts will only be evaluated if they are spelled correctly. 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 secondary school Historical Atlas 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 • logical overall structure, accurate language and spelling.

Good Luck! írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

Read these instructions carefully! You must complete four of the following tasks. Choose according to the following principles: You are expected to work on: twoshort and two long tasks; all of them must refer to different historical periods and at least two must refer to Hungarian history. Study the tasks with special care. Number

World history

Hungarian history

Historical periods and topics

Type

13

The Reformation

short

14

The Jacobin dictatorship

long

15

Colonial policies at the end of the 19th century

short

16

The world economic crisis

long

17

The Hungarian raids

short

18

The reign of Gábor Bethlen

long

19

The medium landowning nobility

short

20

The international background of the revolution and freedom fight of 1848-49

long

21

Cultural policies between the two world wars

short

22

Migrations in Hungary

long

After studying the tasks circle the numbers of the ones you have chosen. Check your choices by filling in the following chart. Criteria of choice

Yes

Have you chosen four tasks? Are there at least two topics from Hungarian history among them? Is there at least one world history topic among your choices? Have you chosen two short and two long tasks? Does every task concern a different historical period? (In the chart historical periods are separated by a double-line) Have you indicated your choice of tasks clearly? Write ONLY about the four topics you have chosen; leave the remaining pages empty. You are allowed to prepare rough copies for your essays.

írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

13 This task is about the Reformation. (short) Use the source and your own knowledge to present the most important religious tenets of the Lutheran Reformation. Explore the institutional reforms connected to these. “The pope cannot remit any penalties other than those which he has imposed either by his own authority or by that of the Canons [church regulations]. The pope cannot remit any guilt, except by declaring that it has been remitted by God and by assenting to God's remission. They preach man who say that so soon as the penny jingles into the money-box, the soul flies out of purgatory. Every truly repentant Christian has a right to full remission of penalty and guilt, even without letters of pardon. Christians are to be taught that he who sees a man in need, and passes him by, and gives [his money] for pardons, purchases not the indulgences of the pope, but the indignation of God. Why does not the pope, whose wealth is today greater than the riches of the richest, build just this one church of St. Peter with his own money, rather than with the money of poor believers?”(From Luther’s 95 theses) „A pápa nem engedhet el semmiféle büntetést, csak azt, amit vagy a maga vagy a kánonok [egyházi előírások] rendelkezése alapján szabott ki. A pápa nem bocsáthat meg egy vétket sem, legfeljebb kihirdeti és megerősíti Isten bocsánatát. Emberi tanokat prédikálnak azok, akik azt állítják: mihelyt megcsörren a ládába dobott fillér, a lélek kiszabadul a tisztítótűzből. Minden keresztény - ha őszinte bűnbánata van - búcsúlevél nélkül is elnyeri büntetései és bűnei elengedését. Fel kell világosítani a keresztényeket, hogy aki szűkölködőt lát, és ennek ellenére a pénzét búcsúra adja, nem nyer bűnbocsánatot, hanem Isten haragját vonja magára. Miért nem építi fel a pápa, akinek vagyona ma fejedelmibb, mint a leggazdagabb fejedelemé, inkább a saját pénzéből, mint a szegény hívőkéből legalább azt az egy Szent- Péter templomot?”(Luther 95 pontjából) ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

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

Exam points

Maximum Achieved points 4 4 4 6 8 2 28 DIVIDED BY 4

7

14 This task is about the Jacobin dictatorship. (long) Use the sources and your own knowledge to present the connections between Jacobin ideology and the activities of the revolutionary government. Mention the most significant measures taken by the Jacobins and the cause and circumstances of their downfall. “The revolution is the fight of liberty against its enemies; the constitution is the reign of victorious and peaceful liberty. The revolutionary government must show extraordinary resolve for no other reason, but the fact that it is at war. It is not so much bound by clearly defined and strict rules, because the times are stormy and the situation is rapidly changing. […] The constitutional government is primarily concerned with the freedom of the individual, while the revolutionary government with guaranteeing the freedom of the public. In a constitutional system it is practically sufficient to protect the individual from the abuses committed by the authorities. In the revolutionary system, however, it is the public authorities themselves that have to be defended from a rebellion against them. It is the revolutionary government’s obligation to all good citizens to guarantee the support of the whole nation to them. As for the enemies of the nation, it only owes them their death.” (Robespierre)


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Azonosító jel:

„A forradalom a szabadság háborúja ellenségei ellen; az alkotmány a győztes és békés szabadság uralma. A forradalmi kormánynak rendkívüli tetterőt kell tanúsítania, éppen azért, mert háborút visel. Kevésbé kötik pontosan körvonalazott és szigorú előírások, mert a körülmények viharosak és gyorsan változók.[…] Az alkotmányos kormány elsősorban az egyén szabadságával törődik, ezzel szemben a forradalmi kormány a közszabadság biztosításával. Az alkotmányos rendszerben majdhogynem elegendő, ha az egyént megvédelmezik a hatalom túlkapásaival szemben. A forradalmi rendszerben viszont maga a közhatalom kénytelen védekezni az ellene irányuló lázadás ellen. A forradalmi kormány a jó polgároknak tartozik azzal, hogy biztosítja számukra a nemzet teljes támogatását. A nép ellenségeinek csak halállal tartozik.” (Robespierre) “[…] don’t these scoundrels know that private ownership is beneficial as long as it serves the material needs of the individual? Don’t they know that nobody has the right to do what will harm another? What could be more shameful than arbitrarily pricing foodstuffs with the result that seven-eighths of the people cannot afford them? […] The republic is obliged to provide a supply of basic articles in a quantity that is sufficient for our maintenance.” (The demands of the sans-culottes; the autumn of 1793) „[…] de hát itt nem tudják ezek a gazfickók, hogy a magántulajdon csak addig jó, ameddig az egyes emberek létfenntartását biztosítja? Hát nem tudják ezek, hogy senkinek sincs joga olyasmit tenni, ami árthat a másiknak? Mi lehet szégyenteljesebb, mint önkényesen olyan árat szabni az élelmiszereknek, amit a polgárok hétnyolcad része képtelen megfizetni? […] A köztársaság mindegyikünk számára köteles biztosítani a legszükségesebb közszükségleti cikkeket olyan mennyiségben, ami elegendő életünk fenntartásához.” (A sans-culotte-ok követelései; 1793 ősze) “The aloof and unconcerned must be punished together with the traitors. All that are passive and fail to act for the revolution must be punished.” (Saint-Just; September 1793) „Nem csak az árulókat, hanem a közönyösöket is meg kell büntetni. Mindenkit meg kell büntetni, aki a forradalomban passzív és semmit sem tesz érte.” (Saint-Just; 1793. szeptember)


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Azonosító jel:

The government structure of the Jacobin dictatorship Hegypárt: The Mountain Síkság: The Plain Nemzeti Konvent: National Convention Kinevezés: Appointment Törvényjavaslatok: Bills Közjóléti Bizottság: Committee of General Security Közbiztonsági Bizottság: Public Safety 12 fő: 12 members Forradalmi Törvényszék: Revolutionary Tribunal Konvent biztosok: Representatives of the Convention Megyékhez: To the departements Hadsereghez: To the army

..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

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


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Azonosító jel:

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

Exam points


16

15 This task is about colonial policies at the end of the 19th century. (short) Use the sources and your own knowledge to present the economic factors which led to growing colonial competition at the end of the 19th century. Use the secondary school historical atlas. “Our political aim in Central America is to assist countries like Nicaragua and Honduras.” (U.S President Taft, 1912) „Közép-Amerikában politikánk célja az, hogy segítséget nyújtsunk olyan országoknak, mint Nicaragua és Honduras.” (Taft, az USA elnöke, 1912)

The iron production and the colonial territories of Great Britain and Germany in 1870 and 1910 Millió: Million Vas: Iron Tonna: Ton

..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

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

Exam points


7

16 This task is about the world economic crisis of 1929. (long) Use the sources and your own knowledge to present the causes, the process and the effect of the world economic crisis. Describe the characteristics of crisis management in the U.S. “I’m scared – everyone is scared. I Changes in industrial production (1913 = 100%) don’t know, and in fact none of us Year World U.S. Germany France Great Britain knows, whether our treasures will still have real value a month from 1927 134.5 154.5 122.1 115.6 96 now.” (Charles Schwab, one of the 1928 141.8 162.8 118.3 134.4 95.1 wealthiest capitalists of the U.S.) 1929 153.3 180.8 117.3 142.7 100.3 1930 137.5 148 101.6 139.9 91.3 „Félek, és mindenki fél. Nem 1931 122.5 121.6 85.1 122.6 82.4 tudom, s egyikünk sem tudja, hogy 1932 108.4 93.7 70.2 105.4 82.5 a birtokunkban lévő értékek vajon 1933 121.7 111.8 79.4 119.8 83.3 reálisak maradnak-e a jövő 1934 136.4 121.6 101.8 111.4 100.2 hónapban vagy sem.” (Charles Schwab, az USA egyik leggazdagabb nagytőkése) írásbeli vizsga, II. összetevő 1013

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40

Azonosító jel:

A munkanélküliség alakulása százalékban

35 30 25 20 15 10 5 0 1929

1930

USA

1931

Németo.

1932

Franciao.

1933

1934

NagyBritannia

Changes in unemployment (percentages)

Keynes’ theory túltermelési válság: crisis of overproduction állami megrendelés: state order a piac bővülése: market expansion új munkahelyek: new workplaces fellendülés: recovery

Németo.: Germany Franciao.: France Nagy-Britannia: Great Britain

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Azonosító jel:

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Exam points


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16

2016. május 4.


Azonosító jel:

17 This task is about the Hungarians at the time of the conquest of the new homeland. (short) Use the sources and your own knowledge to present the causes of the military success of the Hungarian raids. Use the secondary school historical atlas.

Hungarian warriors and their equipment (reconstruction) ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..………………………………………………………………………………………………….


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Azonosító jel:


Exam points


7

18 This task is about the reign of Prince Gábor Bethlen of Transylvania. (long) Use the sources and your own knowledge to present Gábor Bethlen’s foreign and internal policy efforts. Use the secondary school historical atlas. “My wish and my advice for my country is this: until another opportunity arises, the agreement with the Turkish nation must be kept even at the cost of some bearable damage, and this country must not break away from the Turks but seek to satisfy them in every possible way. One or two leaders or aghas from the inner circle must be found behind the emperor’s back, and they must be our helpers so we receive news of any dangers and so that evil intentions can be anticipated, because the spear that you can see coming will not wound so deep and forethought can avoid great damage.” (GáborBethlen’s testament; 1629) „Az én tetszésem és tanácsom az én hazámhoz ez: hogy valamíg egyéb nem lehet benne, a török nemzettel való egyezséget szenvedhető károkkal is megtartsák, tőle el ne szakadjanak, hanem minden úton-módon a kedvét keressék. [Török] császár háta megett legfeljebb egy- két vezért, vagy belső agák közül magoknak igaz pártfogókat keressenek, kik által minden jó és veszedelmes állapotoknak végére mehessenek, a gonosz szándékot idejében megelőzhessék, mert az előre látott gerely kevésbé sebez, a szép szónak nem szokott a feje betörni.” (Bethlen Gábor végrendelete; 1629) “[…] if the Moravians [Czechs] are in need of assistance, I beg you to go and stand by them, and now that I have received news from you, I shall do the same and follow in your steps […].” (Gábor Bethlen’s letter to Imre Thurzó; 1619) „[…] ha a morvaiaknak [cseheknek] kévántatik az segítség, kegyelmed egyenesen arra forduljon, és melléjek menjen, nekem sietséggel értésemre adván kegyelmed, egyenesen én is az kegyelmed nyomán sietek hozzájuk […].” (Bethlen Gábor levele Thurzó Imréhez; 1619) “He restored the salt, gold, silver, mercury and copper mines and at great cost invited expert masters from afar to work them. […] He also invited good artisans, scientists and masons at great cost from foreign lands; from among the new Christians [Anabaptists] from Hungary at least two hundred good artisans of different trades […]. But above all […] he made great efforts to found schools to teach the arts and at great cost sent our learned youth to England and Belgium to be educated.” (János Szalárdi; 1662) írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

„A sóaknák, arany- ezüst- higany és rézbányáknak míveltetéseket jó helyben állíttatta, és azoknak míveltetésére messzünnen is nagy költséggel azokhoz jól értő tudós főmestereket hozatott vala. […] Az országba idegen országokból nagy költséggel mindenféle jó mesterembereket, tudós fundálókat, kőmíveseket behozat vala, Magyarországból az új keresztények közül [anabaptisták] majd kétszázig való mindenféle jó mesterembereket […]. De mindenekelőtt […] nagy szorgalmatossággal igyekezte az hazában scholákat építtetni, azokban deák széptudományokat taníttatni, az belgiumi, angliai akadémiákban tudós ifjakat nagy költséggel szakadatlanul feljáratni és taníttatni.” (Szalárdi János; 1662) “After extending his reign all over Transylvania, Gábor Bethlen considered three things to be of greatest importance to preserve his principality. Above all, he intended to win the benevolence of the invincible Turkish emperor by assuring him of his unfaltering gratitude. Then he wished to give an account of his actions to Emperor Matthias, the monarch of the Christian world, at whose court he was vilified by many. Finally, having changed […] the heart of his people […] he wished to restore the ruins of his country to their past glory.” (On the Affairs of the Great Gábor Bethlen by Gáspár Bojti Veres; 1624) „Miután Bethlen Gábor az Erdély feletti uralmat elnyerte, úgy gondolta, hogy a fejedelemség megtartására felettébb szükséges, hogy három dolgot megtegyen. Mindenekelőtt a győzhetetlen török császár tetszését köteles hálával megnyerni. Azután Mátyás császárnál, a keresztény világ uralkodójánál, kinek udvaránál maró rágalmakkal halmozták el, tettéről és fejedelemségéről számot adni. Végül országa népének lelkét […] meggyőzve […] a hazának rút romladékait az előbbi épségbe helyrehozzák és felvirágoztassák.” (Bojti Veres Gáspár: A nagy Bethlen Gábor viselt dolgairól; 1624) ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

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Exam points


16

19 This task is about the period of the Dual Monarchy. (short) Use the sources and your own knowledge to present the change in the lifestyle and mentality of the medium estate owning nobility in the decades after the compromise. Explore the causes of the changes. “[…] he still believes himself to be a king behind the closed gates of his estate, thinking back to his glorious mustachioed ancestors or the bygone times of the socage and longa vectura [one of the serfs’ services to their landlord] and with an anguished heart foresees the dimming luster of his clan’s name […], considers all innovations a folly. He considers shameful […] all forms of commerce or industry and he fears that his ancestors would turn in their graves if he got involved in any such activities.” (Social Life in Hungary by Lajos Mocsáry) „[…] bezárt magas kapuja mögött magát most is kis királynak véli, elgondolja dicső bajszos ősei sorát, vagy legalább a robot és hosszú fuvar lehunyt idejét, s mély fájdalommal látja előre nemzetségi neve fényének hanyatlását […], bolondságnak tart minden újítást. Szégyennek […] tart minden kereskedést, minden ipari üzletet, s attól tart, ha ilyenbe keverednék, ősei megfordulnának sírjokban.” (Mocsáry Lajos: Magyar társasélet)

Two brothers of the lower nobility ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

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Exam points


7

20 This task is about the international setting of the 1848–49 Hungarian freedom fight. (long) Use the sources and your own knowledge to present to what extent British and Russian efforts to extend their power contributed to the failure of Hungarian foreign policy and the defeat of the freedom fight. Use the secondary school historical atlas. “Hungary, which has been legally united with Transylvania and all the parts and provinces belonging to it, is hereby declared to be an independent country in Europe.” (Declaration of Independence) „Magyarország a vele törvényesen egyesült Erdéllyel és a hozzátartozó minden részekkel és tartományokkal egyetemben, szabad, önálló és független európai státusnak nyilváníttatik.” (Függetlenségi Nyilatkozat)


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Azonosító jel:

“[…] it is not only our obligation and unwavering purpose to guarantee the peace of our Monarchy so fervently wished for by the overwhelming majority; it is indeed the duty of all governments entrusted by providence with the peace and welfare of their nations to protect them from the enemies of peace and order. Compelled by these sentiments, our glorious ally, His Majesty the Czar of Russia, joined us in the fight to defeat the common enemy. It is upon our wish and with our full consent that his army is now marching into Hungary.” (A statement by Franz Josef; May 12, 1849) „[…] Monarchiánknak a nagy többség által forrón óhajtott békét biztosítani nemcsak a mi kötelességünk és rendületlen szándékunk, hanem feladata minden kormánynak, mely a gondviselés által reá bízott népek nyugalmát és boldogságát a béke és rend ezen egyetemes ellenségei ellen védeni hivatva van. Ily érzelmektől lelkesülve egyesült velünk fenséges szövetséges társunk, orosz cár ő Felsége a közös ellenség legyőzésére. Az ő hadi seregei a mi kívánságunkra és velünk tökéletes egyetértésben jelennek meg Magyarországon.” (Ferenc József nyilatkozata, 1849. május 12.) “[…] the British government recognizes Hungary only as a constituent part of the Austrian empire, and consequently, if the [Hungarian] envoys have a statement to make to the British government […], this must be done through Baron Koller, the representative of the Austrian emperor.” (British Foreign Minister Palmerston; November 1848) „[…] a brit kormány csak úgy ismeri Magyarországot, mint az osztrák birodalom egyik alkatrészét, s annálfogva, ha a [magyar] küldötteknek valami közölnivalója lenne az angol kormánnyal […] az csak az osztrák császár képviselője, báró Koller által történhetik meg.” (Palmerston, Anglia külügyminisztere; 1848 novemberében) “I knew that Lord Palmerston could not receive me officially […]. [His Lordship] expressed his sympathy for the Hungarian cause and condemned the manner in which we had been treated by Austrian policymaking. However, he also said that Austria was a political power which would have to be invented had it not already existed as something necessary in Europe and a natural ally of Britain’s in the east. Therefore, he advised us to make a compromise, because small states did not fit the European political framework in the region where Austria was located.” (My Life and My Age by Ferenc Pulszky) „Tudtam, hogy Lord Palmerston hivatalosan nem fogadhat […]. [A Lord] rokonszenvileg nyilatkozott a magyar ügy iránt, s kárhoztatta az osztrák politika eljárását velünk szemben, de mégis megjegyezte, hogy Ausztria oly hatalom, melyet fel kellene találni, ha nem léteznék már, mint európai szükségességet s Angolországnak természetes szövetségesét keleten; tanácsolta tehát, hogy egyezkedjünk ki, mert az európai politika keretébe nem illenek bele kis államok azon a helyen, melyet Ausztria foglal el.” (Pulszky Ferenc: Életem és korom) ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

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Azonosító jel:

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Exam points


16

21 This task is about Hungarian cultural policies between the two world wars. (short) Use the sources and your own knowledge to present the conceptual and material background of Hungarian cultural policies between the two world wars, with special emphasis on policies concerning sports. “It is not primarily the sword but its culture that can preserve and return the Hungarian nation to its past glory. […] our country must be defended with the arms of culture, and it is also by these means that we must show the nations of the world that Hungary has still got life in it in the second millennium of its stormy existence and that it would be a historical injustice to abuse it.” (Kunó Klebelsberg; 1921) „A magyar hazát ma elsősorban nem a kard, hanem a kultúra tarthatja meg, és teheti ismét naggyá. […] a szellem, a művelődés fegyvereivel kell védeni hazánkat, s ezekkel az eszközökkel kell mindig újból bebizonyítanunk a világ nemzetei előtt, hogy a magyar viszontagságos életének második ezer esztendejében is életképes, erős, és hogy bántani nagy történelmi igazságtalanság.” (Klebelsberg Kunó; 1921) “The main aim of the levente movement was to organize Hungarian youth and to educate them to be healthy and disciplined. Sport was only involved in this, because sport is the magical means by which we can convince young people to join the movement without resorting to violence and punishment.” (Kunó Klebelsberg; 1927) „A magyar ifjúság megszervezése, fegyelmezett, egészséges életre nevelése volt a leventemozgalom fő célja. S a sport jóformán csak azért kapcsolódott bele, mert a sport az a csodaszer, amivel minden ifjút erőszak és büntetés nélkül is meg lehet a mozgalom céljainak nyerni.“ (Klebelsberg Kunó; 1927) írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

Hungary’s Olympic results Year of Olympics Gold Silver Bronze 1924 2 4 4 1928 5 5 1932 6 5 5 1936 10 1 5 ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. Criteria Understanding of task Location: era and place Use of special vocabulary Use of sources Describing the reasons behind an event Structure, clear language Total

Exam points


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7

2016. május 4.


Azonosító jel:

22 This task is about migrations in Hungary after World War II. (long) Use the sources and your own knowledge to present the migrations in Hungary after World War II. In your answer mention the ethnic changes and their social and economic impact. “All Hungarian citizens who declared themselves to be of German ethnicity or to speak German as a first language in the last census, as well as those who changed their name back to a German sounding one from their Hungarianised name, and those who were members of the Volksbund or served in a German armed unit (SS), must be repatriated to Germany. […] All personal possessions and real estate which belong to […] the persons who are to be repatriated will be impounded as of the date of this decree. […] The impounded property must be inventoried. […] The interior minister is to decide what possessions the repatriated persons are allowed to take with themselves.” (Government decree on the repatriation of Hungarian citizens of German ethnicity to Germany; 1945) „Németországba áttelepülni köteles az a magyar állampolgár, aki a legutolsó népszámlálási összeírás alkalmával német nemzetiségűnek vagy anyanyelvűnek vallotta magát, vagy aki magyarosított nevét német hangzásúra változtatta vissza, továbbá az, aki a Volksbundnak, vagy valamely fegyveres német alakulatnak (SS) tagja volt. […] Az áttelepülésre kötelezett személyeknek […] minden ingatlan és ingó vagyonát a jelen rendelet hatálybalépése napjától kezdődően zár alá vettnek kell tekinteni. […] A zár alá vett vagyont leltározni kell. […] Azt, hogy az áttelepülésre kötelezett milyen ingóságokat vihet magával, a belügyminiszter állapítja meg.” (Kormányrendelet a magyarországi német lakosság áttelepítéséről Németországba; 1945) “Art. 1 All persons of Slovak or Czech ethnicity with a permanent address in Hungary who have declared their intention to be repatriated to Czechoslovakia will be repatriated under the conditions hereunder with no hindrance imposed by the Hungarian government. […] Art. 5 In equal proportion to the number of Slovaks and Czechs to be repatriated from Hungary to Czechoslovakia, those persons of Hungarian ethnicity with a permanent address in Czechoslovakia who lost their Czechoslovak citizenship as a result of the decree on the resolution of the Czechoslovak citizenship of persons of German and Hungarian ethnicity issued by the President of the Republic of Czechoslovakia on August 1, 1945 will be repatriated to Hungary [practically everyone who had previously declared themselves to be Hungarian]. Art. 6 The repatriated persons will have the opportunity to take all their possessions with them. […] Art. 7 The right of ownership of the real estate owned by the repatriated persons will be transferred to the state that they have left. […] No compensation is to be paid for the portion of real estate over and above 50 hectares.” (Hungarian-Czechoslovak repatriation agreement; 1946) „I. cikk. Minden, Magyarországon állandó lakóhellyel bíró szlovák és cseh nemzetiségű személy, aki az alább meghatározott feltételek mellett a Csehszlovákiába való áttelepülésre irányuló szándékát kinyilvánítja, áttelepíttetik anélkül, hogy a magyar kormány ezt megakadályozná. […] írásbeli vizsga, II. összetevő 1013

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Azonosító jel:

V. cikk. A Magyarországról Csehszlovákiába áttelepítendő szlovákokkal és csehekkel egyenlő arányban olyan Csehszlovákiában állandó lakhellyel bíró magyar nemzetiségű személyek telepíttetnek át Magyarországra, akik a Csehszlovák Köztársaság Elnökének a német és magyar nemzetiségű személyek csehszlovák állampolgárságának rendezése tárgyában kiadott, 1945. augusztus 2-án kelt rendelete értelmében csehszlovák állampolgárságukat elvesztették [gyakorlatilag mindenkit, aki korábban magyarnak vallotta magát]. VI. cikk. Az áttelepített személyeknek minden lehetőségük meg lesz arra, hogy minden ingóságukat magukkal vihessék. […] VII. cikk. Az áttelepített személyek ingatlanára vonatkozó tulajdonjog átszáll arra az államra, amelyet elhagytak. […] Nem jár kártérítés az ingatlanok 50 hektárt meghaladó része után.” (Magyar-csehszlovák lakosságcsere-egyezmény; 1946) Ethnic migrations in Hungary, 1944-1949 Ethnicity from - to Estimates from Czechoslovakia to Hungary 120000 Hungarian from Romania to Hungary 280000 from Yugoslavia to Hungary 40000 Slovak from Hungary to Czechoslovakia 60000 German from Hungary to Germany 200000 (Hungary in the 20th Century by Ignác Romsics) Some data concerning the inventoried possessions of the Germans repatriated by August 1946 (ca. 110 000 persons) The equipment and factories listed in the inventory Amount (units) tractors 134 threshing machines 350 seeders 1599 sewing machines 6010 bicycles 1458 smaller factories (distilleries, mills, soda water factories, cinemas) 146 ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. ..…………………………………………………………………………………………………. írásbeli vizsga, II. összetevő 1013

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2016. május 4.


Azonosító jel:

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2016. május 4.


Azonosító jel:


Exam points


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16

2016. május 4.



Azonosító jel:

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2016. május 4.


Azonosító jel:

Max. score I Short answer tasks

II Long answer tasks

Total

Candidate’s score

44

I. Achieved points, rounded up 13 The Reformation 14 The Jacobin dictatorship

7 16

15 Colonial policies at the end of the 19th century 16 The world economic crisis

7 16

17 The raids 18 The reign of Gábor Bethlen

7 16

19 The medium landowning nobility 20 The international background of the 1848–49 revolution and freedom fight

7 16

21 Cultural policies between the two world wars 22 Migrations in Hungary Total

7 16 46

II. Achieved points, rounded up I. + II. Score of the written exam

90

correcting teacher Date: .............................................. _________________________________________________________________________________

points achieved points (rounded up) rounded up / to write in the elért pontszám software / egész számra programba beírt kerekítve egész pontszám I. Short answer tasks/ I. Egyszerű, rövid feladatok II. Long answer tasks/ II. Szöveges kifejtendő feladatok

correcting teacher / javító tanár

Date/Dátum: …………..……..…


administrator / jegyző

Date/Dátum: ……………………..

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2016. május 4.

TÖRTÉNELEM ANGOL NYELVEN

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