tÖrtÉnelem angol nyelvendload.oktatas.educatio.hu/erettsegi/feladatok_2013tavasz_emelt/e... ·...

Történelem angol nyelven emelt szint — írásbeli vizsga 1312 I. összetevő

Azonosító jel:

TÖRTÉNELEM ANGOL NYELVEN

EMELT SZINTŰ

ÍRÁSBELI VIZSGA

2013. május 8. 8:00

I.

Időtartam: 90 perc

Pótlapok száma

Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

ÉR

ET

TS

ÉG

I V

IZS

GA

● 2

01

3.

má

jus

8.

írásbeli vizsga, I. összetevő 2 / 20 2013. május 8. 1312

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!



I SHORT ANSWER TASKS 1 This task is about the Principate of Augustus. Answer the questions using the sources and your own knowledge. “[…] I have never accepted any positions against the customs of our ancestors. All that the Senate put me in charge of, I accomplished in my capacity of tribune. It is in this capacity that I have asked the Senate for a partner in this office five times in all, which I have always been granted.”(The autobiography of Augustus) „[…] én egy olyan tisztséget sem fogadtam el, amelyet őseink szokása ellenére ruháztak rám. Azt, aminek végrehajtására a senatus megkért, tribunusi felhatalmazásom birtokában hajtottam végre. Ebben a hatáskörben magam kértem öt ízben a senatustól hivatali társat, és meg is kaptam.” (Augustus önéletrajza) “None stood up to him, since the more head-strong either died on the battlefield or were sentenced to death and the rest of the nobility only gained in wealth and standing as they bowed their heads in servitude […]. In other words, the state went through a great transformation and not even a trace of the old unspoilt public spirit remained; all and every one were eager to follow the commands of the princeps […].” (Annales by Tacitus) „Útját nem állta senki sem, mert a nyakasabbak elhullottak a harcmezőn vagy a halálos ítéletek következtében, a nemesség többi tagja pedig minél jobban hajlott a szolgaságra, annál jobban gyarapodott vagyonban és méltóságban […]. Az állam tehát nagy változáson esett át, s nyoma sem maradt a régi, érintetlen közéleti szellemnek: feladva az egyenlőséget, minden ember a princeps parancsait leste […].” (Tacitus: Annales) a) Use the two sources to define the fundamentally dual nature of the system of the principate. (1 point) …………………………………………………………………………………………………

…………………………………………………………………………………………………

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

b) Where and when was the decisive battle following which Augustus was left without a rival in politics? (Score 0.5 points for each correct item.) Year: …………………

The town in the vicinity of which the battle was fought: ……………………………… c) What special rights did Augustus have in his position which is mentioned in the first source? List two of them. (Score 0.5 points for each correct item.) ……………………………………………………………………………………...

……………………………………………………………………………………...



d) Mention an official position which you cannot find in the sources and Augustus held during his reign. (1 point) ………………………………………………….. 2 This task is about the history of the Frankish Empire. Use the map and your own knowledge to answer the questions. A)

Glossary: Kopasz Károly: Charles the Bald Lothar: Lothair Német Lajos: Louis the German Hűbéresterület: Fiefdom a) Where and when was the agreement concluded, the result of which is illustrated by the above map? (Score 0.5 points for each correct item.) The place of the agreement: …………………………………..

The year of the agreement: ………………………

b) Name the dynasty which the parties of the agreement belonged to. (1 point) ……………………………………………………………..

4 points



B) Name the monarch from the map who is described in each of the statements below. (Score 0.5 points for each correct item.) c) The town where Charles Martel stopped the Arabs was taken under his control.

……………………………………………..

d) He acted as a guardian of the Papal State.

……………………………………………..

e) A later monarch on his throne was crowned emperor in 962.

……………………………………………..

f) Later occupants of his throne strove to turn Hungary into a vassal state in the 10th-11th centuries.

……………………………………………..

3 This task is about the reign of King Matthias. The sources below refer to monarchs with whom Matthias engaged in wars. Write the numbers of the sources under the name of the appropriate monarch. (The geographical name “Pannonia”, which appears in the sources, designates Hungary.) (Score 0.5 points for each correct item.) 1 “He believed that following the occupation of Pannonia, he could conquer the rest of the Christian lands in no time.”

1. „Azt hitte, hogy Pannónia elfoglalása után a keresztény közösség többi tartományát egykettőre uralma alá vetheti.”

2 “He still remembered the horrible defeat […] which he had previously suffered at the hand of János Corvinus at Görögfejérvár.”

2. „Nem feledte a mérhetetlenül súlyos vereséget […], amelyet múltkorjában Görögfejérvárnál Corvinus Jánostól szenvedett.”

3 “As soon as he had made an agreement with Miklós [Újlaki] and his other supporters, he commanded his captain to attack Upper-Pannonia in the hope of conquering all of Pannonia. According to this command, Szombathely and its vicinity was first brought under attack.”

3. „Ahogy [Újlaki] Miklóssal meg a többi párthívével megegyezett, Pannónia megszerzésének reményében megparancsolja kapitányának, hogy ötezer emberrel rontson rá Felső-Pannóniára. Ez a parancs szerint először Szombathely környékét támadja meg.”

4 “He ordered [his commander] to cross the Sava and attack Pannonia and destroy all by fire and sword. First, he was to attack the Szerém region when the Sava had ebbed.”

4 points



4. „Megparancsolta [hadvezérének], hogy rontson át a Száván Pannóniába, és tűzzel-vassal pusztítson mindent. A Száva apadásakor először a szerémi vidéket rohanja le.”

5 “He found out that Pope Paul had ousted him [from his royal seat] for his heresy and he suspected that a war would soon be started against him [so] […] he assembled a strong and well-equipped army hoping to defend himself, his faith and position by arms.”

5. „Megtudta, hogy a hamis hitben való megátalkodottsága miatt Pál pápa [az uralkodói] méltóságból kiebrudalta őt, és sejtette, hogy mihamar háború indul ellene, [ezért] […] erős, jól felszerelt hadsereget állított, és remélte, hogy magát, hitét és rangját fegyverrel megvédi.”

6 “The crown, which had been in his possession […] for 24 years, was decorated with ribbons and taken to Sopron with great pomp and festive merriment as if it had descended from the sky.”

6. „A koronát, amely 24 éven át a […] hatalmában volt, felszalagozva, páratlan pompával és ünnepélyes vidámsággal Sopronba viszik, mintha az égből szállt volna alá.”

7 “He was riding past in the midst of the army surrounded by armoured cavalry when he caught sight of King [Matthias]. “How are you treating me?” he cried out. “You pursue your parent like an enemy, and you want to chase me from my country on the pretext of the true faith?”

7. „A sereg közepén vasas lovasokkal körülvéve elvonult, és a közelben megpillantotta [Mátyás] királyt: Hát így bánsz velem, fiam? – szólt. Ellenségként üldözöd szülődet, és az igaz hit ürügyével ki akarsz túrni az országomból?”

8 “As he was preparing for a campaign in the east and having accomplished great deeds on land and water […] he died in the camp, possibly poisoned, to the surprise of all.” (The Decades of Hungarian History by Bonfini)

8. „Keleti hadjáratra készültében, miután szárazföldön és tengeren kiemelkedő tetteket hajtott végre, […] mindenki meglepetésére mérgezés gyanújával a táborban elhalálozik.” (Bonfini: A magyar történelem tizedei)

Holy Roman Emperor Frederick III (of Habsburg)

George of Podebrady, King of Bohemia

Turkish Sultan Mohammed II

Source number

4 points



4 This task is about the economy of 16th-century Europe. Decide which of the legends below belongs to each of the symbols. Circle the number of the correct answer. (Score 1 point for each correct item.)

The economy of Europe in the 16th century

a)

1. food importing territories 2. the most important centres of metallurgy 3. the principal regions of cattle breeding

b)

1. territories with a poor supply of cereals 2. the centres of big farm animal-breeding 3. the principal wheat producing regions

c)

1. the principal manufactories 2. the principal centres of the textile industry 3. the principal silver mines

d)

1. the centres of colonial empires 2. the principal financial centres 3. the principal centres of Levantine trade

4 points



5 This task is about the relations between the Hungarian estates and the Viennese court in the 18th century. Use the sources and your own knowledge to answer the questions.

“Experience shows that diets are always to the monarch’s disadvantage, and consequently the estates are not to be called to assembly. […]. The bills passed by the diet and the local laws must not be altered or acted against. The fact that it is our intention to limit the full tax exemption of the nobility is certainly not to be made known. […] Our primary goal must be to achieve a more favourable situation for the serfs in Hungary so that they can pay their taxes. For this, all abuses against the serfs on the part of the nobility must be stopped or restrained. By doing so we can win the people over to the court.” (A proposal made by Kaunitz, the State Chancellor of the Habsburg Empire, 1761)

„A tapasztalat azt mutatja, hogy az országgyűlések az uralkodóra mindig hátrányosak, ezért nem kell a rendeket összehívni. […]. Az országgyűlési végzésekhez és a hazai törvényekhez sohasem szabad hozzányúlni vagy azok ellen cselekedni. A legkevésbé szabad elárulni, hogy szándékunkban áll a nemesség teljes adómentességének korlátozása. […] Elsősorban arra kell gondot viselni, hogy a jobbágy Magyarországon kedvezőbb helyzetbe jusson és az adóterhet elbírja. Ezért a nemességnek a jobbágyok fölötti uralmában mutatkozó minden visszaélését a lehetőség szerint meg kell szüntetni vagy korlátozni. Így idővel a népet meg lehet nyerni az udvar számára.” (Kaunitznak, a Habsburg Birodalom államkancellárjának előterjesztése, 1761) a) Name the monarch of Hungary who Kaunitz’s advice was intended for. (1 point) ………………………………………………………………….. b) When and where was the compromise between the court and the Hungarian estates, as referred to in the first sentence of the second paragraph, first reached in the 18th century? (Score 0.5 points for each correct item.) Year: ………………………………. Location: ……………………………………….. c) The first two paragraphs of the source allude to the violation of two of the estates’ rights. Name these rights. (Score 0.5 points for each correct item.) …………………………………………………………………………………. …………………………………………………………………………………. d) On the basis of the proposal made in the final paragraph, the monarch issued a decree in the same decade as the proposal was made. Name this decree. …………………………………………………………………….

4 points



6 This task is about the age of the industrial revolutions. Use the sources and your own knowledge to decide if the following statements about the population of England are true or false. Put an “X” in the appropriate column of the table. (Score 0.5 points for each correct item.)

0

5

10

15

20

25

30

35

40

1700 1750 1800 1850 1900 1950 2000

The number of births and deaths in England by 1,000 people (1700-2000)

Statements True False a) Population growth had already started before the first industrial revolution.

b) Population growth continued at a steady pace in the age of the industrial revolutions.

c) There was a demographic boom in the age of the industrial revolutions. In the above graph this can be connected to the change in the death-rate.

d) In the age of the industrial revolutions the situation of women changed, the demographic consequence of which became significant in the period of the second industrial revolution.

2 points

7 This task is about the society of the reform period. Use the sources and your own knowledge to complete the tasks. (Score 0.5 points for each correct item.) “My father’s ideas about social issues bore great resemblance to mediaeval and ancient thought, which was common among the Hungarian nobility at the time. The only occupation that he considered decent was that of the landlord, who holds no office and is dependent upon nobody; that is the true gentleman. He made no

births

deaths



distinction between smaller and larger estates, only perhaps the ancestry of the family mattered. Even that was only relevant when it came to family connections and not so much on social occasions, because the feeling of equality permeated all the landed aristocracy, the so-called county justices, who avoided the magnates’ company on the grounds that they were dependent on the court whether by the golden key [the ornamental symbol of the court chamberlains] or by family relations. They considered themselves to be above the rest of the nobility anyway and formed a caste of their own, calling one another by their first names and supporting one another despite the fact that the law says that neither the highest lords have more, nor the lesser nobility less freedom. The government officials also counted as gentlemen, but the officials of the chamber, even with higher salaries, were less respected because there were many foreigners and commoners among them. By the way, those who worked in government offices were no longer considered to be good patriots; only county […] positions were compatible with patriotism. Lawyers and doctors were also accepted into the company of the gentlemen, since they were at least intellectuals [honorácior], if not noblemen, and they were privy to the most intimate family secrets. They were still not quite equal, because they were dependent, if not on any individual, then at least on the community. Those who attended the county diets, and were often called county judges, were held in the highest esteem.” (My Life and My Age by Ferenc Pulszky) „Atyám fogalmai a társadalmi viszonyokról még nagyon emlékeztettek a középkorra, sőt az óvilágra, de azon időben általánosan el voltak terjedve a magyar nemesség közt. Tisztességes állásnak csak a földbirtokosokét tartotta, ki hivatalt nem visel, senkitől nem függ, ez az igazi úr. Különbséget itt nem tett a nagyobb vagy kisebb birtok, hanem legfeljebb a család régisége; egyébiránt erre is inkább a családi összeköttetéseknél adtak valamit, mint társaságban, mert az egyenlőség érzete áthatotta az összes birtokos nemességet, az úgynevezett táblabírákat, kik ugyanazért kerülték a mágnások társaságát, mit kik akár aranykulcs [a királyi kamarások díszjelvénye], akár hivatal s családi összeköttetés következtében az udvartól függnek, különben is jobbaknak tartják magukat a többi nemességnél, s kasztot formálnak már azáltal is, hogy egymást tegezik, s együtt tartanak, holott a törvény azt mondja: Sem a nagyuraknak nincs több, sem a kisebb nemeseknek kevesebb szabadságuk. Kormányhivatalnok természetesen szintén úrnak számított, de a kamerális tisztviselő, még nagyobb fizetés mellett is, kevesebb tiszteletben részesült, mert ezek közt sok volt az idegen s a nem nemes. Egyébiránt azt, aki kormányhivatalt vállalt, nem tekintettek többé jó hazafinak, csak megyei […] tisztség volt megegyeztethető a hazafisággal. Az ügyvéd, az orvos szintén beleillett az úri társaságba, ha nem is volt nemes, hiszen honorácior volt mindenesetre, mindenkinek szüksége volt rá, ő ismerte a házi kör legbensőbb titkait, de azért mégsem tartották egyenlőnek, mert függésben élt, ha nem is az egyestől, mégis a közösségtől. Legtöbb becsülete volt közöttük azoknak, kik a megye gyűlésére jártak, és gyakran táblabíráknak neveztettek ki.” (Pulszky Ferenc: Életem és korom)



a) The views of which social group are reflected in the text above? Circle the correct number.

1. high nobility 2. high bourgeoisie 3. lesser nobility 4. petit bourgeoisie b) Which social group is designated as magnates in the text? Circle the correct number.

1. high nobility 2. high bourgeoisie 3. lesser nobility 4. petit bourgeoisie c) Which monarch issued the law which is quoted in the text? ………………………………………………………………………………………...... d) Why were county officials considered to be better patriots than those who held government positions? ………………………………………………………………………………………...... e) Name a central government institution where it was possible to hold a position? ………………………………………………………………………………………...... f) Explain in your own words the term honorácior. ………………………………………………………………………………………......

3 points

8 This task is about Nazi ideology. Use the Nazi propaganda illustrations and your own knowledge to complete the following tasks.

A) The caption of the cartoon: Germs Identify the symbols in Picture A). a) Which ethnic group is identified by this symbol? (0.5 points)

………………………………………….



b) Which political ideology is identified by these symbols? (0.5 points)

……………………………………..

c) Which economic system is identified by these symbols? (0.5 points)

£ $ …………………………………..

d) What kind of connection did Nazism claim to exist between the three germs? (0.5 points)

…………………………………………………………………………………………………

B) C) The caption of the cartoon: Behind all enemy powers is the Jew (Propaganda poster from 1945)

The translation of the original caption in German: “Ma’am, today I have brought you something exquisite. You can use this cloth to make a dress that will make you look like a queen!”

e) Explain in your own words what cartoon B) accuses Jewish people of. (1 point)

…………………………………………………………………………………………………

………………………………………………………………………………………………… f) Explain in your own words what cartoon C) accuses Jewish people of. (1 point)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

4 points

9 This task is about Hungary’s participation in World War II. Name the events described in the sources and give their dates. (Score 0.5 points for each correct item.) A) “At last we know everything… The Russians have launched an immense offensive. Eighty thousand people and 300 armoured vehicles attacked along a front which was hardly eight kilometres long… All sanitary equipment, carts, cannons, guns and other equipment were left behind. The wounded froze to death. Those who



could not keep the pace were bound to die. They walked for days without food or drink in minus 40 degrees. And behind us, actually within range, followed the Russian tanks and infantry. All formations broke up and there was no discipline any more. Here, 120 kilometres from the enemy, soldiers are still arriving in pairs or threes, without any food and wearing deficient clothing.” (From the diary of military doctor Lajos Somorjai) A) „Végre mindent tudunk… Nagy offenzívát indított az orosz. Nyolcvanezer ember és 300 harckocsi támadott az alig nyolc kilométer széles arcvonalon... Minden egészségügyi felszerelés, minden fogat, ágyú, puska, felszerelési cikk stb. ott maradt. A sebesültek megfagytak. Aki elmaradt, az a halál fia volt. Napokig jöttek gyalog, étlen-szomjan a 40 fokos hidegben. És mögöttük állandóan puskalövésnyire az orosz tankok és gyalogság. Minden kötelék felbomlott, a fegyelem megszűnt. Itt, 120 kilométerre az ellenségtől, még mindig kettesével-hármasával szállingóznak a katonák, felszerelés, élelem nélkül, hiányos ruházatban.” (Somorjai Lajos katonaorvos naplójából) a) event: …………………………………………………………………………… b) date (year and month): …………………………………………………………. B) “1 The border drawn into the attached map is to be designated as the final border between Romania and Hungary. The more accurate tracing of the border on location will be the task of the Romanian-Hungarian committee. 2 The formerly Romanian territory, which is now to become part of Hungary will be vacated by Romanian troops with a 14-day deadline.” (Excerpts from an official protocol) B) „1. Románia és Magyarország között végleges határként az ide mellékelt térképbe berajzolt határ állapíttatik meg. A határnak a helyszínen való pontosabb kijelölése román-magyar bizottság feladata lesz. 2. Az ekként Magyarországnak jutó, eddig román területet a román csapatok 14 napi határidő alatt ki fogják üríteni.” (Jegyzőkönyv részlete) c) event: …………………………………………………………………………… d) date (day, month and year): ……………………………………………………. C) “No resistance is possible with the troops stationed in Budapest and western Hungary. We do not have a single battalion in the region which is ready to fight. Furthermore, since the military evacuation of Budapest is under way, troops are scattered around in villages and towns around Budapest, and they have no equipment and munitions […]. We do have two active corps, but one of them is in the northern Carpathians and the other in Transylvania, and moving them to the western border would take weeks.” (From the memoirs of Colonel General Ferenc Szombathelyi)



C) „A Budapesten és Nyugat-Magyarországon lévő csapatokkal semmiféle ellenállást nem lehet kifejteni. Egyetlen harcképes alakulatunk sincs a térségben, sőt, mivel folyamatban van Budapest katonai kiürítése, a csapatok szanaszét vannak szórva a Budapest környéki falvakban és városokban, s felszereléssel, hadianyaggal sincsenek ellátva […]. Van ugyan két ütőképes hadtestünk, de az egyik az Északi-Kárpátokban, a másik Erdélyben, ahonnét a nyugati határra hozni őket hetekbe tellene.” (Szombathelyi Ferenc vezérezredes emlékirataiból) e) event: …………………………………………………………………………… f) date (day, month and year): …………………………………………………….

D) “a few minutes past one o’clock three planes, which had been circling over the city, dropped 27 bombs […]; they all fell close to the post office – a handsome, modern building erected by the Czechoslovakians. Twenty people died on the spot and two more of their wounds later. A further nine buildings, mostly apartment blocks, were hit. […] The three planes were reported to have had a yellow stripe (the sign of neutrality) on their fuselage and by way of deception bore the Hungarian colours. None of them was shot down due to the surprise and the fact that their nationality is still doubtful.” (A report by American Major R.C. Partridge) D) „néhány perccel egy óra után három repülőgép, amelyek egy ideig a város felett keringtek, 27 bombát dobott […]; mind a postahivatal – egy szép modern, csehszlovákok által létesített épület – közelébe esett. Húsz ember meghalt és azóta még két ember belehalt a sérüléseibe. Kilenc további épületet, főként lakóházakat, találat ért. […] Jelentették, hogy a három gép sárga sávot (a semlegesség jelét) viselt a törzsén és megtévesztésül magyar felségjelzéssel voltak ellátva. Egyet sem lőttek le a teljes meglepetés és a még azóta is kétséges nemzetiség miatt.” (R. C. Partridge amerikai őrnagy jelentése) g) event: …………………………………………………………………………… h) date (day, month and year): …………………………………………………….

4 points

10 This task is about the Rákosi dictatorship. Use the sources and your own knowledge to answer the questions. (Score 1 point for each correct item.) “For a long time I was under the impression that the evil document which stated that we were to get ourselves off to the designated place to live arrived on 16th June 1951. This did not only have the moral benefit that the enemy of the people, that is me (by the way, the paper was addressed to me, but my parents acted as if they had not noticed this), was taught a lesson, but also a practical one, that a comfortable flat became vacant, more specifically, vacant for the people to use, or even more specifically, for Comrade P.E., the devil take him. In other words, this was to the benefit of everyone, as we achieved a state of moral balance, and the people, etc. […]



Already on the second day it was possible to sign up as an unskilled hand at the church construction. How interesting that this was sanctioned, the construction. The parish priest was already waiting for my father, he received him separately and while offering him some liquor tried to dissuade him from the lowly task of mixing mortar.” (Harmonia Caelestis by Péter Esterházy) „Sokáig úgy tudtam, hogy 1951. június 16-án érkezett a gonosz papír, hogy lennénk ha szívesek huszonnégy órán belül a számunkra kijelölt kényszerlakhelyre elhordani az irhánkat, ami nemcsak avval a morális haszonnal járt, hogy a nép ellensége, ez voltam lényegében én (egyébként véletlenül az én nevemre lett a papír kiállítva, de apámék úgy tettek, mintha nem vették volna észre), móresra lett tanítva, hanem avval a gyakorlatival is, hogy egy kellemes lakás üressé vált, konkrétan a nép számára vált üressé, még konkrétabban P. E. elvtárs számára, hogy vinné el őt a fekete fene. Vagyis mindenki jól járt, mi erkölcsi balanszba kerültünk, a nép meg stb. […] Már másnap lehetett jelentkezni segédmunkásnak a templomépítéshez. Érdekes, hogy ezt akkor engedélyezték, az építést. A plébános úr már várta apámat, külön fogadta, megkínálta likőrrel, és igyekezett őt lebeszélni az alantasnak mondható malterkeverésről.” (Esterházy Péter: Harmonia Caelestis) a) Give the technical term for the method of punishment described in the text. ………………………………………………… b) Why was the family described in the text considered to be an “enemy of the people” in the eyes of the authorities of the time? ………………………………………………………………………………………… c) Why was the construction of the church uncommon in the period? ………………………………………………………………………………………… d) What does the underlined text refer to? …………………………………………………………………………………………………

4 points



11 This task is about the ethnic minorities of Ukraine. Use the sources and your own knowledge to answer the questions.

A) The proportion of ethnic Russians in Ukraine, 2001

B) The result of the 2010 presidential elections in Ukraine

a) The issue of the ethnic minorities has serious internal political implications in Ukraine. Formulate one of these important implications on the basis of the connection between the first two sources. (1 point) …………………………………………………………………………………………..………

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

b) The issue of the ethnic minorities also has a significant effect on Ukraine’s foreign relations. Explain on the basis of one of the sources why Ukraine and Russia can exert economic pressure on each other. (1 point) …………………………………………………………………………………………..………

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

c) Both of the above problems appeared after 1991. What event in 1991 made it possible for these conflicts to come to the surface? (1 point)

…………………………………………………………………………………………………

X

C) Russian gas pipelines in Europe



d) What minority speaking a non-Slavic language lives in Ukraine in the region marked with an in map A)? (0.5 points) …………………………………………

e) What is the historical (commonly used) name of this region? (0.5 points)

………………………………………. 12 This task is about the Hungarian economy after the regime change. Use the sources and your own knowledge to decide whether the following statements are true or false. Mark the appropriate box in the table with an “X”. (Score 0.5 points for each correct item.)

A)

Changes in the GDP and industrial and agricultural production between 1989 and 1996 (1989 = 100%)

Glossary: Ipari termelés: Industrial production Mezőgazdasági termelés: Agricultural production

B) The rate of inflation between 1987 and 1997

4 points

X



C) Changes in the real value of the earnings of employed people and pensions between 1989 and

1997 (1989 = 100%) Glossary: Foglalkoztatottak reálkeresete: the real value of the earnings of employed people Egy főre jutó nyugdíj reálértéke: the real value of per capita pensions

D) The proportion of unemployed people as compared with the economically active population,

1989-1997



Statement True False a) There was a significant change in 1993/4: all three economic indices started a steady improvement.

b) In the 1990s the weight of the so-called third sector was already significant.

c) In 1997 approximately one in every ten Hungarian citizens was unemployed.

d) With the regime change, state price subsidies practically stopped.

e) The agricultural regions and the industrial towns are the losers of the regime change.

f) In the middle of the 1990s the effect of inflation was compensated for to a lesser extent in the case of pensions than in the case of wages.

3 points



max. score candidate’s score

I. Short answer tasks

1. The Principate of Augustus 4 2. The Frankish Empire 4 3. Matthias Hunyadi 4 4. The economy of Europe in the 16th century 4 5. The Hungarian estates and the Habsburgs 4 6. Demographic changes in England 2 7. The society of the reform period 3 8. Nazi ideology 4 9. Hungary and World War II 4 10. The Rákosi dictatorship 4 11. The ethnic minorities of the Ukraine 4 12. The economy of Hungary 3

Total 44 I. Achieved points, rounded up

correcting teacher

Date: ......................................... __________________________________________________________________________________________________________________________________________________________________________________

Achieved points, rounded up / elért

pontszám egész számra kerekítve

Points (rounded up) to write in the

software / programba beírt egész pontszám

I Short answer tasks / I. 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!

Történelem angol nyelven emelt szint — írásbeli vizsga 1312 II. összetevő

Azonosító jel:

TÖRTÉNELEM ANGOL NYELVEN

EMELT SZINTŰ

ÍRÁSBELI VIZSGA

2013. május 8. 8:00

II.

Időtartam: 150 perc

Pótlapok száma Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

ÉR

ET

TS

ÉG

I V

IZS

GA

● 2

01

3.

má

jus

8.

írásbeli vizsga, II. összetevő 2 / 28 2013. május 8. 1312


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!



Read these instructions carefully! You must complete four of the following tasks. Choose according to the following principles: You are expected to work on:

two short 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 Historical periods and topics Type

World history

13 Christianity in the 4th century short 14 The Ottoman Empire long 15 The hinterland in World War I short 16 The economy of the US between 1918 and

1928 long

Hungarian history

17 Peace treaties at the beginning of the 17th century short

18 The ecclesiastical policy of our mediaeval monarchs long

19 Kossuth and Deák about the compromise short 20 The peasantry of the Dual Monarchy long 21 Financial consolidation short 22 The Kádár era 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.



13 This task is about the history of Christianity. (short) Use the sources and your own knowledge to present the relationship between the Roman monarchs and Christianity in the 4th century. Mention the relationship between Christians and pagans in the period. “It was a custom among the pagans to celebrate the day of the birth of the Sun on the twenty-fifth of December, putting up lights to mark the holiday. The Christians also participated in these festivities and feasts. As the church fathers recognised the Christians’ inclination for this holiday, they held a council and decided to celebrate the true Birth on that day.” (Syrian bishop Jacob Bar-Salibi) „Az volt a szokás a pogányok között, hogy december huszonötödikén megünnepelték a Nap születésének napját, ahol a vígalom jeléül fényeket gyújtottak. Ezeken az ünnepségeken és mulatságokon a keresztények is részt vettek. Minekutána az egyházatyák felismerték a keresztények hajlandóságát eme ünnepség iránt, tanácsot tartottak, és úgy határoztak, hogy az igazi Születést ünnepeljék azon a napon.” (Jákob Bar-Szalibi, szír püspök) “The righteous are demolishing the building stone by stone in the name of our Lord: they break down the columns and pull down the walls. They remove the gold, the cloths and the valuable marble from the godless stones, which have been permeated by the devil. […] The temple, its priests and all the unrepentant sinners have vanished and are burning in the flames of hell as the vain superstition of paganism disappeared and the ancient demon, Serapis, was destroyed.” (Ecclesiastical History; report on the destruction of the temple of Serapis in Alexandria by Tyrannius Rufinus) „Az épületet kövenként bontják szét az igazak, Urunk Istenünk nevében: az oszlopokat kitörik, a falakat ledöntik. Az aranyat, a szöveteket és az értékes márványt eltávolítják az istentelen kövekről, melyeket áthatott az ördög. […] A templom, annak papjai és a megátalkodott bűnösök immáron eltűntek és a pokol lángjára jutottak, ahogy a pogányság hiú babonája eltűnt és elpusztult az ősi démon, Serapis.” (Tyrannius Rufinus: Egyháztörténet; beszámoló az alexandriai Serapis-templom lerombolásáról) …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Criteria Maximum Achievedpoints

Understanding of task 4 Location: era and place 4 Use of special vocabulary 4 Use of sources 6 Describing the reasons behind an event 8 Structure, clear language 2 Total 28

DIVIDED BY 4 Exam points 7

14 This task is about the history of the Ottoman Empire. (long) Use the sources and your own knowledge to present the structure and the expansion of the Ottoman Empire from the 14th century to the middle of the 15th century. In your answer mention both the Ottoman state and military structure. Use the Secondary School Historical Atlas.

“A few years later [the Turks] led an attack against the land of the Serbs, where it grew into a great war in which a great many of them [the Serbs], innumerable troops, were killed in the bloodshed […]. Bayazid took over his father Murad’s sultanate and subjugated the land of the Serbs too. He made them pay taxes, send him troops and to march with him [in case of war]. He placed the despot Stefan on his father’s throne to rule the Serbs.” (An entry in anonymous Bulgarian annals about the Battle of Kosovo Field)

The practice of the boy harvest (devsirme) as illustrated by a fresco if the Topkapi palace



„Néhány év múlva ezután [a törökök] felkerekedtek a szerb föld ellen, s ott háború kerekedett, amelyben roppant nagy sokaság – megszámlálhatatlan hadsereg – pusztult el belőlük [a szerbekből], és vérontás támadt […]. Bajazid vette át atyja, Murad szultánságát, hatalma alá hajtotta a szerb földet is, rákényszerítette őket, hogy adót fizessenek, hadsereget küldjenek neki, s [háborúban] vele együtt vonuljanak ki, és Stefan despotát helyezte atyja trónusára, hogy uralkodjék a szerbek felett.” (Névtelen bolgár évkönyv bejegyzése a rigómezei csatáról) “When the emperor [sultan] appeared, surrounded by shouting soldiers all around and led the mighty army of the pagans against the king’s camp, the Frankish [French] were seized by an uncontrollable urge to fight, and even before the whole of the royal army stood in military order to start the battle, they became involved in a separate battle of their own, running out of the camp towards the troops standing opposite, dismounted as usual and fighting on the ground. The two opposing armies were still fighting fiercely when the Hungarians caught sight of the harnessed horses of the Franks racing towards the king’s camp in a disorderly fashion […] and they were led to believe that the enemy had vanquished them completely. The ranks disintegrated and they abandoned the camp with a lot of pushing and shoving, leaving behind the ballistas. They dispersed in all directions in the field with the enemy right behind them giving chase.” (The description of the Battle of Nicopolis in János Thuróczy’s Chronicle of the Hungarians) „Amikor tehát feltűnt maga a császár [szultán] mindenfelől ordítozó csapatoktól körülvéve, és a pogányok nagy haderejét a király tábora ellen vezette, a frankokat [franciákat] féktelen harcvágy fogta el, és mielőtt az egész királyi sereg hadirendben felállt, hogy zászlai alatt megkezdje az ütközetet, csatába bonyolódtak, kirohantak a táborból, és előreszáguldva rárohantak a szemben álló csapatokra, szokásuk szerint lóról leszállva, gyalogosan harcolva. A két ellenfél közt javában tombolt még a rettentő ütközet, amikor a magyarok megpillantották a frankok rendetlen futásban a király tábora felé száguldó felkantározott lovait […], és azt hitték, hogy az ellenség teljesen elpusztította őket. Egyszerre felbomlott a rend, és nagy tolongás közepette otthagyták a tábort, és benne az ostromgépeket; a mezőn mindenfelé szétszéledtek, az ellenség kíméletlen a nyomukban van, és futásra kényszeríti őket.” (Thuróczy János: A magyarok krónikája c. művében a nikápolyi csata leírása) “On the third day after the fall of the city the sultan celebrated his victory with great festivities. He issued a proclamation to the people: let all citizens, whatever their age may be, who managed to avoid being caught, leave their hiding place wherever they may be in the city. Let them walk free and they would not be harassed with any questions. The sultan also proclaimed that all houses and real estate would be restored to their former owners who had left the city before the siege if they returned. They would be treated in accordance with rank and religion as if nothing had changed.” (The Fall of the Byzantine Empire by Georgios Sphrantzes)

„A város bukása utáni harmadik napon a szultán nagy, örömteli diadallal ünnepelte meg győzelmét. Kiáltványt intézett a néphez: minden polgár, legyen bármilyen életkorú is, akinek eddig sikerült elkerülnie, hogy elfogják, hagyja el a búvóhelyét,



bárhol is légyen az a városban, és járjon szabadon, és semmilyen kérdéssel nem fogják zaklatni. Kihirdette a szultán továbbá, hogy a házakat és ingatlanokat visszaállítják eredeti tulajdonosaik birtokába, akik az ostrom kezdete előtt elhagyták a várost, ha hazatérnek, és a rangjuk és vallásuk szerinti bánásmódban lesz részük, mintha mi sem változott volna.” (Georgiósz Szphrantzész: A Bizánci Birodalom bukása) …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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






15 This task is about World War I. (short) Use the sources and your own knowledge to present the role and situation of the hinterland [the part of the country that is not directly involved in warfare but contributes with its resources to the war effort] in World War I.

Contemporary poster [If there is money, victory is possible! Subscribe to a war loan!]

“Wherever people sympathise with the dynasty, the Austrian and Hungarian workers’ movements are a source of serious preoccupation. Although it was possible to temporarily appease their leaders with promises here and there, what this is really worth is best proven by the fact that the masses do not listen to their leaders in Budapest and some of the workers are still on strike. A single spark would be enough to set the passion of the people alight, which could have dire consequences.” (A letter by former interior minister József Kristóffy to Lord Chamberlain Count Leopold Berchtold; January 1918)

„Az ausztriai és magyarországi munkásmozgalmak mindenütt, ahol az emberek a dinasztiával éreznek, komoly aggodalmat keltenek. Átmenetileg sikerült ugyan itt is, ott is a vezetőket ígéretekkel leszerelni, de hogy ez mit ér, legjobban bizonyítja az, hogy Budapesten a tömegek nem hajlanak a vezérek szavára, s a munkásság egy része még mindig sztrájkban áll. Elég egy szikra, hogy mindkét ponton újra fellángoljon a tömegszenvedély, mely beláthatatlan következményeket vonhat maga után.” (Kristóffy József korábbi belügyminiszter levele gróf Berchtold Lipót főkamaráshoz, 1918. január) …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………




16 This task is about economic history between the two World Wars. (long) Present the principal characteristics of the economy of the United States between 1918 and 1928 and its role in the world economy.

Distribution of world industrial output in 1913 and 1928 (%)

1913 1928 United States 32.0 39.3 Germany 14.8 11.6 Great Britain 13.6 9.9 Russia (Soviet Union) 8.2 5.3 France 6.1 6.0 Italy 2.4 2.7 Japan 2.5 2.5 Other 20.4 22.7



The Ford factory, 1924

“The role of distribution in our civilisation is just as important as that of production. Distribution […] comprises the sum of all activities like arousing the consumer’s attention or the delivery of products to the customers. This is where advertisements have a part to play […]. The role of the advertisement is certainly not of a secondary nature, but on the contrary: it is no less than the indispensible connecting link between the producer and the customer.” (The United States Today by André Siegfried, 1929)

„Az elosztás szerepe a civilizációnkban legalább olyan fontos, mint a termelésé. Az elosztás magában foglalja […] olyan műveletek összességét, mint a fogyasztó figyelmének felkeltése, a termékek szétosztása a vásárlók között. Itt jelenik meg a reklám […]. A reklám szerepe nagyon messze van attól, hogy csupán kiegészítő legyen, hanem épp ellenkezőleg, nem más, mint a termelő és a fogyasztó közötti nélkülözhetetlen összekötő kapocs.” (André Siegfried: A mai Egyesült Államok, 1929)

400

500

600

700

800

900

1000

1100

1921 1922 1923 1924 1925 1926 1927 1928 1929 1930

Jöve

dele

m (1

929-

es d

ollá

r)

The average income of farms in the United States (1921-1930)

Glossary: Dollár: Dollar Jövedelem: Income



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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




17 This task is about the history of Hungary in the 17th century. (short) Use the sources and your own knowledge to present the two peace treaties which concluded the Bocskai uprising and the 15 Years’ War. “For this reason, in the glorious and eternal memory of their excellence and with the consent of the Hungarian estates gathered for the diet of Korpona on the tenth day of November 1605, we have decided that by the power of this certificate we must raise our haiduk soldiers, the brave saviours […] of our ancient liberty, all nine thousand two hundred and fifty-four of them […] both together and individually from their peasant and common state in which they were born and lived, to the society of our true nobility in our countries of Hungary and Transylvania […] and also consider their offspring and successors of either gender to be true and born nobles unequivocally.” (A certificate issued by István Bocskai)



„Ezért figyelembe véve ilyen és annyira dicső, örök emlékezetre méltó érdemeiket, hajdú vitézeinket összességükben és egyenként mint régi szabadságunk bátor megmentőit [...] az 1605. évi november hó 10. napjára Korponára kitűzött országgyűlésen összegyűlt, magyarországi karok és rendek közös állásfoglalása és helyeslése alapján, úgy döntöttünk, hogy valamennyiüket külön-külön és kifejezetten, nevezetesen pedig jelen levelünkkel szám szerint kilencezer-kétszázötvennégyüket [...] a paraszti és nem nemes állapotból és helyzetből, amelyben születtek és eddig voltak, kegyesen ki kell emelnünk és Magyar- és Erdélyországunk igaz nemeseinek társaságába és sorába kell számolnunk, sorolnunk [...] mindkét nembeli összes örököseiket és leszármazottaikat igaz, született és kétségtelen nemesnek kell tartani és tekinteni.” (Bocskai István oklevele)

“The equality of the emperor and sultan as laid down in an agreement established the framework for a regulated coexistence, which was hitherto unknown on a political and diplomatic level. It was here that the leaders of the Ottoman Empire were forced to accept the formalities of protocol, which were forced on them by the westerners and which bore such great significance for the Turks. The details of the treaty were not discussed in Istanbul, but in a town on the Danube, where the preliminary concord was signed by seven envoys of the Habsburgs and four of the Turkish party with the help of interpreters. […] As a further important advance in protocol and to lay emphasis on the equality of the rulers of the two empires, Article 2 of the treaty stipulates that they must mutually address each other as emperors in all formal correspondence. Previously, the Habsburg emperor was addressed as Beç kralı, or the king of Vienna in official certificates, and from this point onwards it would be Avustruya İmparatoru, or Emperor of Austria.” (Historian Mónika F. Molnár)

„A császár és a szultán szerződésben lefektetett egyenrangúsága, mely keretet biztosított a további szabályozott egymás mellett élésnek, diplomáciai és politikai szinten eddig teljesen ismeretlen volt. Az Oszmán Birodalom vezetői itt voltak kénytelenek először elfogadni a nyugatiak által diktált, s a törökök számára oly nagy szimbolikus fontossággal bíró protokolláris formalitásokat: nem Isztambulban vitatták meg a békepontokat, hanem egy Duna menti helységben, ahol Habsburg részről hét, török részről négy megbízott írta alá az előzetes megállapodást, melyet a tolmácsok egyeztetésével készítettek el. […] A békepontok 2. cikkelye további fontos protokolláris előrelépésként, a két birodalom uralkodójának egyenrangúságát kiemelendő kiköti, hogy minden hivatalos levélben császárnak kell egymást szólítani. A Habsburg uralkodót ugyanis eddig Beç kralınak, vagyis Bécs királyának titulálták a hivatalos oklevelek elkabjában, azaz megszólításában, ettől fogva megszólítása Avusturya İmparatoru, vagyis Ausztria császára lesz.” (F. Molnár Mónika, történész) …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………




18 This task is about the mediaeval history of Hungary. (long) Present the steps which (Saint) Stephen I, (Saint) Ladislaus I and Coloman the Book-lover made in order to establish the ecclesiastical structures and consolidate the Christian faith. “Since only believers and those faithful to the Catholic church may attain the honour of royal rank, we place the holy faith first and foremost in our commands. If you wish to honour the royal crown, I advise you and suggest, my dear son, that you should guard the apostolic faith with such fervour and vigilance that you set an example to all your subjects by God’s command and that all ecclesiastics may call you a man of true Christianity.” (Saint Stephen’s Admonishments to Prince Emeric) „Minthogy a királyi méltóság rangját csakis a hívők és a katolikus hitet vallók nyerhetik el, ezért parancsainkban a szent hitet tesszük az első helyre. Ha a királyi koronát meg akarod becsülni, legelőször azt hagyom meg, tanácsolom, illetve javaslom és sugallom, kedves fiam, hogy a katolikus és apostoli hitet akkora buzgalommal és éberséggel őrizd, hogy minden Istentől rendelt alattvalódnak példát



mutass, és valamennyi egyházi személy méltán nevezzen igaz keresztény hitvallású férfinak.” (Szent István Intelmei Imre hercegnek) “The bishop shall receive the tenth part of all in the following manner: the summoner of the bishop shall ask the owner of the produce or the animals how much they are worth. And if he should believe the answer, he shall collect the tithe accordingly. If he should not believe him, he shall make the owner swear an oath and collect the tithe after that.” (From the law book of Saint Ladislaus) „A püspök mindenből tizedet vegyen, de ily módon: a püspök poroszlója kérdezze meg a termés vagy a barmok gazdájától, mennyije vagyon? és ha hiszen az ő szavának, szedje a tizedet a szerint; ha pedig nem hiszen, esküdtesse meg és azután tizedeljen.” (Szent László törvénykönyvéből) “If someone should fail to attend mass in their parish church on Sundays and the bigger holidays, they shall be corrected by beating.” (From the law book of Saint Ladislaus) „Ha valaki vasárnapon vagy a nagyobb ünnepeken nem megy az ő kerületének egyházába, verésekkel javítsák meg.” (Szent László törvénykönyvéből) “[…] no one shall keep any of the pagan customs; those who persist will do the strictest penitence for forty days if they are from the elderly, or for seven days with beatings if they are from the younger.” (From the law book of Coloman the Book-lover) „[…] senki se tartson meg semmit a pogány szokásokból; aki pedig ezt teszi ha az öregebbek közül való, negyven napig szigorúan vezekeljen, ha pedig a fiatalabbak közül, hét napon át [vezekeljen] verésekkel.” (Könyves Kálmán törvénykönyvéből)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

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




19 This task is about the Austro-Hungarian compromise. (short) Use the sources and your own knowledge to present Lajos Kossuth and Ferenc Deák’s standpoint concerning the compromise. In your answer briefly explain in what sense the plans for the Danube Alliance (Danube Confederation) would have constituted an alternative to the compromise. “[…] for me to return to a Hungary which has politically merged with the Austrian Empire and allowed interference with the management of its currency and subordinated decisions about spending its money and the military to an Austrian imperial ministry; for me to return under these circumstances […] would not be simply pointless, but also morally impossible.” (A letter by Lajos Kossuth to the people of Vác, whom he represented in the diet, August 1867)

„[…] hogy én olyan Magyarországba térjek vissza, mely magát az osztrák birodalommal politikailag összeolvasztotta, s az ország pénzéveli rendelkezést idegen avatkozásnak, annak elköltését s az ország haderejéveli rendelkezést az osztrák birodalmi minisztériumnak alája vetette; hogy én ily viszonyok közt hazamenjek […] ez nemcsak célszerűtlen volna, hanem teljes erkölcsi lehetetlenség is.” (Kossuth Lajos levele az őt országgyűlési képviselőjükké választó váciakhoz, 1867. augusztus) “Some say that the country is unhappy with this compromise and does not like it. […] Let’s put the question this way: does the country wish to return to the state where it was before the compromise? I can hardly imagine that many would answer with an honest “yes” after careful consideration.” (A speech by Ferenc Deák in the diet, December 1867)

„Azt mondják némelyek, hogy az ország nem örül ezen kiegyenlítésnek, s azt nem szereti. […] Állítsuk úgy a kérdést, hogy óhajt-e az ország inkább visszamenni ismét azon állapotra, melyben a kiegyenlítés előtt volt? S alig hiszem, hogy sokan legyenek, kik komoly megfontolás után, őszintén igennel felelnének.” (Deák Ferenc országgyűlési beszéde, 1867. december)



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………




20 This task is about society in Hungary in the period of the Dual Monarchy. (long) Use the sources and your own knowledge to present the internal stratification of the peasantry and the characteristic features of its lifestyle and living conditions.

Population of the different sections of the peasantry in 1910 Section (size of land owned) Population

Wealthy landowners (50-100 acres) Ca. 130,000 Medium landowners (20-49 acres) Ca. 800,000 Small and petty landowners (under 20 acres) Ca. 6,000,000 Agricultural workers, day-labourers and servants Ca. 5,000,000



“We lay down, covered ourselves with our blankets and went to sleep wherever night fell on us. We crossed the whole country with our wheelbarrow. It would be hard to find a paved road in the country which no labourer from Endrőd had worked on. We had no remedy but to go and find work for ourselves. […] A wheelbarrow, an axe, a spade and a shovel – that’s what we needed; those were our tools. A loaf of bread, bacon, potatoes, onions, pasta, egg barley, a cauldron, and the blanket. I had a fur coat and I always wore it. My poor father […] left me the wheelbarrow – an inordinately huge barrow from Szentes. Because if the wheelbarrow was small, a plank had to be nailed to it, so it could hold more. Because everyone had to share in the labour and it made a huge difference whether one moved fifty kilos in one turn or seventy.” (The memoirs of a day-labourer) „Lefeküdtünk, becsavartuk magunkat a pokrócba, oszt ott aludtunk, ahun ért bennünket az este. Bejártuk az egész országot a kubikos talyigával. Nemigen tanánánk olyan köves utat ebbe az országba, améken endrődi kubikos ne dógozott vóna. Muszáj vót, menni kellett a munka után. [...] Talicska, csákány, ásó, lapát kellett, ez vót a szerszámunk. Egy kenyér, szalonna, krumpli, hagyma, laskatészta, tarhonya, bogrács, meg hát takaró. Énnekem vót bundám, azt hordtam mindég. A talyigát […] szegény édesapám hagyta rám, piszkos nagy szentesi talyigát. Mer ha kicsi vót a talyiga, szögelni kellett az ódalára deszkát, hogy több férjen bele. Mer mindenkinek vinni kellett egyformán, nem mindegy vót, hogy ötven kilót visz valaki egyszerre, vagy hetvenet.” (Egy kubikos visszaemlékezése)

“Par. 1 All parents and legal guardians, including those who have children as apprentices or servants in their houses must ensure […] that their children or those entrusted to their guardianship attend public elementary school from age 6 to 12 and 15. […] Par. 48 Public elementary education comprises two courses of study: 1. 6 years of daily teaching and 2. 3 years of revision.” (Act 38 of 1868 on public elementary education)

A drawing of the folk costumes of Hungary by Henrik Weber; second half of the 19th century



„1. § Minden szülő vagy gyám, ide értve azokat is, kiknek házában gyermekek mint mestertanítványok vagy házi szolgák tartatnak, kötelesek gyermekeiket vagy gyámoltjaikat […] nyilvános iskolába járatni, életidejök 6-ik évének betöltésétől egész a 12-ik, illetőleg 15-ik év betöltéséig. […] 48. § Az elemi népiskolai oktatás két tanfolyamot foglal magában, ugymint: 1. a 6 évig tartó mindennapi, és 2. a 3 évre terjedő ismétlő iskolai tanítást.” (1868. évi XXXVIII. törvénycikk a népiskolai közoktatás tárgyában) …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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






21 This task is about the history of Hungary between the two World Wars. (short) Use the sources and your own knowledge to present the financial consolidation of Hungary in the 1920s. “Hungary consents to the appointment of a high commissioner by the Council of the League of Nations, who will report to and may be recalled by the Council. […] However, if the results of the reforms should prove unsatisfactory at a point in time in the future […], the commissioner may protest against such expenditures or may call upon the Hungarian government to increase some taxes or introduce new ones, or apply both measures if necessary, as they see fit on the basis of the situation. If the Hungarian government should not follow the commissioner’s advice, they must refuse payments to the government into the special accounts specified in articles 11 and 12 to the extent they see appropriate.” (Protocol 2 of Art. 4 of 1924 on the restoration of the national budget) „Magyarország hozzájárul ahhoz, hogy a Nemzetek Szövetségének Tanácsa főbiztost nevezzen ki, aki a Tanácsnak felelős és akit a Tanács visszahívhat. […] Ha azonban a reformok eredménye valamely időpontban visszamaradna […], a főbiztos a helyzet alapján általa szükségesnek ítélt mértékig […] vagy tiltakozhat az ilyen kiadások ellen, vagy felhívhatja a magyar kormányt arra, hogy a fennálló adók hozadékát növelje, vagy hogy új adókat létesítsen vagy pedig, hogy egyidejűleg mind a két megoldáshoz folyamodjék. Ha a magyar kormány nem alkalmazkodnék a főbiztos kívánságaihoz, a főbiztos az általa megállapítandó mértékig köteles megtagadni azt, hogy a XI. és XII. cikkekben megállapított különszámlákra a magyar kormány részére fizetések eszközöltessenek.” (Az 1924. évi IV. tc. az államháztartás egyensúlyának helyreállításáról, II. Jegyzőkönyv) “Par. 1 If the National Bank of Hungary is established within one month of the date that this present law takes effect in full compliance with this law and its complementary regulations and commences its financial activities within an additional period of one month, the state invests the Bank with its exclusive right to issue money from the date it commences its activities until December 31, 1943.” (Art. 5 of 1924 on the establishment and licence of the National Bank of Hungary) „1. § Ha a Magyar Nemzeti Bank a jelen törvény életbelépésétől számított egy hónapon belül a jelen törvény szerint és az ennek kiegészítő részét alkotó alapszabályok változatlan elfogadásával megalakul és egy további hónapon belül üzleti működését megkezdi, az állam bankjegyek kibocsátásának kizárólagos jogát a Bank e működésének megkezdésétől 1943. évi december hó 31. napjáig bezárólag terjedő időre a Bankra ruházza.” (1924. évi V. tc. a Magyar Nemzeti Bank létesítéséről és szabadalmáról) …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………




22 This task is about the Kádár era. (long) Use the sources and your own knowledge to present the social, educational and cultural policy of the Kádár era. Issues concerning the planned economy and consumption are not covered by this question. “János Kádár and J.F. Kennedy are in a meeting. Kádár inquires politely: ‘Mr. President, how are people faring in your country, how much do they earn and what do they spend their money on?’ ‘Well, an average person gets one thousand dollars a month. A hundred and fifty is deducted in taxes, a hundred dollars are spent on food and the same amount on clothes,’ and here Kennedy stops with his list. ‘All right,’ says Kádár, ‘but what does he spend the rest of his money on?’ Kennedy gestures with his arms to show he has no idea. ‘I don’t know. And we are not interested. We don’t even want to find out.’ And now it’s Kennedy’s turn to ask Kádár. ‘How are people faring in your country?’



‘An average person makes one thousand forints. He spends seven hundred on food, four hundred on clothes and saves another four hundred for his new car,’ and here Kádár stops with his list. ‘All right,’ says Kennedy, ‘but where does he get the rest of this money?’ Now it’s Kádár’s turn to gesture to show he has no idea. ‘I don’t know. And we are not interested. We don’t even want to find out.’ (Contemporary joke) „Kádár János és J. F. Kennedy találkozik. Kádár udvariasan megkérdezi: – Elnök úr, hogy élnek önöknél az emberek, mennyit keresnek, mire költik? – Hát, nálunk egy átlagos dolgozó megkeres ezer dollárt havonta. Ebből százötven dollárt levonunk adóba, száz dollárért élelmet vásárol, ugyanennyit ruházkodásra költ” – s ezzel Kennedy megáll a felsorolásban. – Jó, jó – mondja Kádár –, de a többit mire költi? – Kennedy széttárja a kezét: – Nem tudom. Nem érdekel minket. Nem kutatjuk. – Most Kennedy kérdez: – Önöknél hogy élnek az emberek? – Nálunk egy átlagos dolgozó megkeres havi ezer forintot. Ebből hétszáz forintot elkölt élelemre, négyszázat ruházkodásra, másik négyszázat félretesz kocsira – s itt Kádár megáll a felsorolásban. – Jó, jó – mondja Kennedy –, de hát a többi pénzt honnan szerzi? – Most Kádár tárja szét a karját: – Nem tudom. Nem érdekel minket. Nem kutatjuk.” (Korabeli vicc) “The number of higher education institutions rose from 43 to 92 between 1960 and 1965. This was primarily due to the fact that many of the former training institutions for primary school and nursery teachers and secondary comprehensive schools were reclassified as higher education institutions. […] Apart from the four old universities and the Technical University of Budapest, the Agricultural University of Gödöllő, founded in 1945, the Karl Marx University of Economics, which received independent status in 1948, the Technical University for Heavy Industry of Miskolc, founded in 1949, and the medical universities, which received independent status in 1951, all grew into prestigious institutions with a large student population.” (Historian Ignác Romsics) „A felsőoktatási intézmények száma 1960 és 1965 között 43-ról 92-re emelkedett. Ez elsősorban abból adódott, hogy a tanító- és óvónőképző intézeteket, valamint a volt középfokú technikumok jelentős hányadát felsőfokú intézménnyé minősítették. […] A négy régi universitas és a Budapesti Műszaki Egyetem mellett nagyobb diáklétszámú és rangos intézménnyé nőtte ki magát viszont az 1945-ben létesített Gödöllői Agrártudományi Egyetem, az 1948-ban önállósított Marx Károly Közgazdaság-tudományi Egyetem, az 1949-ben alapított miskolci Nehézipari Műszaki Egyetem és az 1951-ben önállósított orvostudományi egyetemek.” (Romsics Ignác, történész)



The proportion of people receiving a pension in the society

of Hungary 1952 5.8%1960 7.6%1970 13.7%1980 19.2%

Soviet films shown in Hungary American films shown in Hungary number viewers

(million people) number viewers

(million people) 1960 46 28 8 12 1980 32 7 26 20 …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………



…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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






Max. score Candidate’s score

I Short answer tasks

Total 44 I. Achieved points rounded up

II Long answer tasks

13. Christianity in the 4th century 7 14. The Ottoman Empire 16 15. The hinterland in World War I 7 16. The economy of the US between 1918 and 1928 16 17. Peace treaties at the beginning of the 17th century 7 18. The church policies of our mediaeval monarchs 16 19. Kossuth and Deák about the compromise 7 20. The peasantry in the period of the Dual Monarchy 16 21. Financial consolidation 7 22. The Kádár era 16

Total 46 II. Achieved points rounded up

I. + II. Total score of the written exam 90

correcting teacher

Date: .............................................. _________________________________________________________________________________

achieved points

rounded up / elért

pontszám egész számra

kerekítve

points (rounded up) to write in the

software / programba beírt egész pontszám

I. Short answer tasks / I. Egyszerű, rövid feladatok II. Long answer tasks / II. Szöveges kifejtendő feladatok

correcting teacher / javító tanár

administrator / jegyző

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

tÖrtÉnelem angol nyelvendload.oktatas.educatio.hu/erettsegi/feladatok_2013tavasz_emelt/e... ·...

Documents