ÉRETTSÉGI VIZSGA ● 2013. október 16.
Név: ........................................................... osztály:......
TÖRTÉNELEM
ANGOL NYELVEN
KÖZÉPSZINTŰ
ÍRÁSBELI VIZSGA
2013. október 16. 8:00
Az írásbeli vizsga időtartama: 180 perc
Pótlapok száma
Tisztázati
Piszkozati
EMBERI ERŐFORRÁSOK
MINISZTÉRIUMA
Történelem angol nyelven
középszint — írásbeli vizsga 1311
Történelem angol nyelven — középszint
Név: ........................................................... osztály:......
Important information
Give clear answers and make all your work unambiguous – even if you need to make
corrections in your text.
Try to be concise and keep to the point. Do not use more space than is provided.
Only write the number of words or items specified in the task. (If you write more,
your answers will be evaluated in the order they appear.)
Please write in blue ink.
When working on the exam tasks consider the following.
• Read the instructions carefully.
• Do exactly what the instructions tell you.
• Study the sources provided (pictures, diagrams, texts, maps). Please keep in mind
that the English texts will be only rough translations which render the meaning of the
original text, but not their archaic style.
• Use the resources that you are allowed to use for each task: the maps of the
secondary school Historical Atlas [Történelmi atlasz] and the bilingual dictionaries.
People, topographical data and concepts can only be evaluated when correctly
spelled.
• Consider your answers carefully before writing them down so that you do not have to
correct them later.
We advise you to follow these steps when dealing with the shorter or longer essay-type
questions:
1. Identify the place and time of the given event or problem.
2. Use the given sources and the map [Történelmi atlasz] to understand the task.
3. Collect the general concepts (for example: development, change, production) and the
time-specific concepts (for example: serf, guild, personality cult) that can be used to
describe the given event or problem.
4. Include the information contained in the sources, or the conclusions that can be drawn
from them, in your answers.
5. Make drafts or outlines before writing your answers if necessary.
6. Identify the events leading up to the given situation, its causes and its results.
7. Describe assumptions about, and explanations of, events.
8. Include your own knowledge of the era (names and dates) as well as your own opinions
and personal perspective of it.
9. Make sure that your sentences are clearly structured, and that your ideas are easy to
follow.
10. Your whole answer should have a clear structure. Check your grammar and spelling.
For your information:
The following will be considered when your essays are evaluated:
• understanding of the task
• proper and relevant content that satisfies requirements
• logical overall structure, accurate language and spelling.
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Good Luck!
2013. október 16.
Történelem angol nyelven — középszint
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I. SHORT ANSWER TASKS
1. This task is about ancient Greek art.
Answer the questions using the pictures and your own knowledge. (Score: 1 point for
each correct item.)
a) In the picture below, you can see the reconstruction of a statue of a god. The original statue
was made of gold and ivory, and was considered one of the wonders of the ancient world.
Which Greek god is depicted?
.........................................................................
b) At the location of the original statue, a unique panhellenic religious event took place at
regular intervals to honour the above-mentioned god. What is the name of the location?
……………………………………………….
c) The maker of the original statue was the most famous sculptor of the Classical Age; and he
lived in the 5th century B. C. His most important works include statues of Pallas Athene. Who
was he?
………………………………………………….
d) Two statues of Athene by the above-mentioned sculptor were part of the building complex
shown in the reconstruction below. In which city did this building complex stand?
………………………………………………….
4 points
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2. This task is about the Islamic religion.
Do the task using the sources and your own knowledge. (1 point for each correct item.)
a) On the basis of the following text, from which two religions does Islam draw?
‘We believe in Allah and what has been sent down towards us as revelation and
what was sent down to Abraham and Ismail and Isaac and Jacob and to the Tribes of
Israel and what was given to Moses and Jesus and what was given to the rest of the
prophets from their Lord; we do not differentiate between any of them and we have
submitted ourselves to Allah.’ (Quran, 2nd surah)
„Hiszünk Allahban és abban, ami kinyilatkoztatás gyanánt leküldetett hozzánk és
Ábrahámhoz, Izmáelhez, Izsákhoz, Jákobhoz és Izrael törzseihez és hiszünk abban,
amit Mózes, Jézus és a próféták kaptak az Uruktól. Nem teszünk különbséget
egyikük javára sem közülük. Mi Allahnak vetjük alá magunkat.” (Korán, 2. szúra)
……………………………………
…………………………………….
b) Complete the following text with the name that is appropriate – from the Islamic
point of view.
‘And remember when Jesus son of Mary said, ‘O children of Israel, I am Allah’s
Messenger to you, confirming the previous book, the Torah, before me and
conveying the glad news of the Messenger who will come after me, whose name is
……………….........’ (Quran, 61st surah)
„És emlékezz arra, amikor Jézus, Mária fia, azt mondta: Izrael fiai! Allah küldött
engem hozzátok, bizonyságául annak, ami a Tórából előttem volt, és hogy örömhírt
hozzak egy küldöttről, aki én utánam jön el, s akinek ………………… a neve.” (Korán,
61. szúra)
c) Which Christian article of faith (dogma for Catholics) does the following source
condemn?
’Do not praise me like [people of different religion] praise Mary’s son, for I am a
mere servant. Thus call me Allah’s servant and messenger.’
(The Prophet’s Sayings by Sahih al-Bukhari)
„Ne dicsőítsetek engem, ahogyan [a más vallásúak] dicsőítik Mária fiát, mert én csak
egy szolga vagyok. Tehát hívjatok engem Allah szolgájának és küldöttének.”
(Sahih al-Bukhari; a Próféta mondásai)
……………………………………………………………………………………..…………….
4 points
3. This task is about the history of the Hungarian economy in the 14th century.
Answer the questions using the source and your own knowledge. (1 point for each correct
item)
‘As we wish that [...] our present money should stay in permanent circulation
unchanged in the whole of our country, [...] we decreed and ordered that in all the
counties, for each gate through which a cart full of hay or corn can enter or exit [...] 18
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dinars must be supplied and paid to the bailiff by right of the chamber within 15
days of the toll being levied.’ (Royal decree)
„Mivel azt akarjuk, hogy […] ezen mostani pénzünk egész országunkban
változatlanul állandóan forgalomban maradjon, [...] határozván elrendeltük és
parancsoljuk, hogy minden megyében, minden egyes kapu után, amelyen egy
megrakott szekér képes befordulni […] a kirovás megtörténte után tizenöt napon
belül a kamara haszna címén tizennyolc dénárt a kamarák ispánjának a kezéhez kell
szolgáltatni.” (Királyi rendelet)
a) What is the name of the new royal revenue introduced in the above-quoted law?
................................................
b) The ‘gate’ mentioned in the source was a symbol for something. According to our
modern concepts, what was the actual basis on which the tax was levied?
……………………………………
c) The coinage mentioned in the source is the silver dinar. Which coinage, more valuable
than this, was introduced in this period?
………………………………………
d) Which ruler introduced the above measures?
…………………………………………………..
4 points
4. This task is about the history of the English constitutional monarchy in the 17th -18th
centuries.
On the basis of the sources and your own knowledge, decide which of the following
statements are true and which are false. Put an X into the appropriate column of the table.
(1 point for each correct item)
‘1. That the […] power of suspending the laws or the execution of laws […] without
consent of Parliament is illegal;
3. That […] erecting […] Court of Commissioners for Ecclesiastical Causes, and all
other commissions and courts of like nature, are illegal and pernicious;
4. That levying money for or to the use of the Crown […], without grant of
Parliament, […] is illegal;
5. That it is the right of the subjects to petition the king, and […] prosecutions for
such petitioning are illegal;
6. That the raising […] a standing army within the kingdom in time of peace, unless it
be with consent of Parliament, is against law;
7. That the subjects which are Protestants may have arms for their defense […].
8. That election of members of Parliament ought to be free;
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11. That jurors ought to be duly impanelled and returned […].’
(Act Declaring the Rights and Liberties, 1689)
„1. Hogy a […] törvényeknek ideiglenesen hatályon kívül helyezése vagy a
törvények végrehajtásának megakadályozása a […] parlament hozzájárulása nélkül
törvénytelen.
3. Hogy egyházi törvényszékeknek és más hasonló [...] törvényszékeknek elrendelése
[…] törvénytelen és veszedelmes.
4. Hogy a korona céljaira való pénzfelvétel […] a parlament hozzájárulása nélkül
törvénytelen.
5. Hogy az alattvalóknak joguk van a királyhoz folyamodni, és az ilyen kérelmezések
miatt való […] üldözés törvénytelen.
6. Hogy az országban béke idején, a parlament hozzájárulása nélkül állandó
hadsereg felállítása […] törvénytelen.
7. Hogy az alattvalók, akik protestánsok, saját védelmükre fegyvert viselhetnek.
8. Hogy a parlamenti választások szabadok.
11. Hogy az esküdteket szabályszerűen kell meghívni és elbocsátani.”
(Jognyilatkozat, 1689)
Statement
True
a) In the upper house, the clergy and nobility were present in person, while
in the lower house the elected representatives of the bourgeois were seated.
b) Rule by Parliament emerged gradually; the king appointed the leader of
the parliamentary majority as prime minister.
c) Parliament regulated state income, and sanctioned the establishment of
armed forces, thus controlling the executive power.
d) State and ecclesiastical power were intertwined in the person of the
king; thus the clergy preserved its privileges (e.g. independent jurisdiction,
church wealth).
False
4 points
5. This task is about the Battle of Mohács.
Do the tasks using the source and your own knowledge. (1 point for each correct item)
‘This morning after prayer the whole victorious army got into the saddle and set off ,
and marching slowly arrived at the field of Mohács at around 2 o’clock in the
afternoon, at the camp of the unworthy giaours […] The profligates fired a few
cannons, and were drawn up so that they stood in several ranks. But our side
remained calm, as the proper time had not arrived yet. […] During the afternoon
prayer the despicable unfaithful suddenly moved and came towards us. […] Their
army was divided into three parts. One of the hosts, which was covered in iron from
head to toe, and was holding iron spears in their hands, came galloping towards
Ibrahim Pasha, the Rumelian beylerbey, completely ignoring the musket and cannon
balls that were fired. And as the Rumelian corps were unable to put up resistence,
some of them fled towards the ruler. The other host [...] tore our order of battle in
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two. The foul king with the rest of his miserable army turned on the mighty ruler and
the Anatolian army. The janissaires fired three or four volleys at him and tried to
push the detestable giaours back. Finally, with the help of Almighty God and the
Prophet, the people of Islam turned back the evil ones, and when they had no more
strength for further attacks they cut them into small pieces like dogs. [...] Of the
giaours four thousand cavalry and about fifty thousand infantrymen descended to
hell.’ (Contemporary diary)
„Ma a reggeli ima után az egész győzedelmes sereg lóra ülvén megindult, és lassan
menetelve délután két óra körül megérkezett a mohácsi mezőre, a haszontalan
gyaurok tábora elé. […] A feslett életűek néhány ágyúgolyót lőttek el, s táboruk előtt
álltak több harcvonalba felállítva. De a mi részünkön nyugodtak maradtak, mivel
még nem érkezett el az alkalmas idő. […] A délutáni ima idején az alávaló hitetlenek
egyszerre megmozdultak, és errefelé jöttek. […] Seregüket három részre osztották.
Az egyik tömeg – amely tetőtől talpig vassal volt födve, s vasnyársat tartott a
kezében – az ellőtt puska- és ágyúgolyókkal teljességgel nem törődve vágtatott
Ibrahim pasa ruméliai beglerbég felé. Mivel pedig a ruméliai hadtest nem bírt
ellenállni, egy része az uralkodó felé futott. A másik csapat [...] kettészakította
hadrendünket. A gonosz mívű király pedig többi nyomorult katonaságával a felséges
uralkodóra és az anatóliai seregre rohant. A janicsárok összesen háromszor-négyszer
támadták meg puskatűzzel, és igyekeztek visszaszorítani az alávaló gyaurokat.
Végre a felséges Isten és a próféta segélyével az iszlám népe visszafordította a
gonoszokat, s mikor már nem volt erejük újabb támadásra, úgy aprította őket, mint a
kutyát. […] A gyaurok közül négyezer lovas és mintegy ötvenezer gyalog költözött a
pokolra.” (Korabeli napló)
a) From the point of view of which of the warring parties is the event narrated in the
source?
.............................................................................
b) Name the ‘mighty ruler’ mentioned in the text.
....................................................................................
c) Name the ‘foul king’ mentioned in the text.
………………………………………………………….
d) Which part of the army (which troops) did the side which was later defeated deploy in
order to try to decide the outcome of the battle?
………………………………………………………..
4 points
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6. This task is about the Enlightenment.
Match the concepts related to Enlightenment to the most appropriate points quoted
from the Declaration of the Rights of Men and the Citizen. Write the number of the
appropriate point into the correct box of the table. (1 point for each correct item)
’1. Men are born and remain free and equal in rights. Social distinctions may be
founded only upon the general good.
2. The aim of all political association is the preservation of the natural and eternal
rights of man. These rights are liberty, property, security, and resistance to
oppression.
3. The principle of all sovereignty resides essentially in the nation. No body nor
individual may exercise any authority which does not proceed directly from the
nation.
6. […]. All citizens, being equal in the eyes of the law, are equally eligible to all
dignities and to all public positions and occupations.
9. All persons are held innocent until they shall have been declared guilty.
10. No one shall be disquieted on account of his opinions, including his religious
views.
16. A society in which […] the separation of legislative and executive powers is not
defined, has no constitution at all.’ (Declaration of the Rights of Men and the Citizen)
„1. Minden ember szabadnak és jogokban egyenlőnek születik és marad, a
társadalmi különbségek csakis a közösség szempontjából való hasznosságon
alapulnak.
2. Minden politikai társulás célja az ember természetes és elévülhetetlen jogainak
megőrzése. E jogok: a szabadság, a tulajdon, a biztonság s az elnyomatással szemben
való ellenállás.
3. Minden szuverenitás elve természeténél fogva a nemzetben lakozik, sem testület,
sem egyén nem gyakorolhat hatalmat, mely nem határozottan tőle ered.
6. […] A törvény előtt minden polgár egyenlő, tehát egyformán alkalmazható
minden közhivatalra.
9. Mindaddig, míg bűnössé nem nyilvánítják, minden ember ártatlannak
vélelmezendő.
10. Senkit meggyőződése s vallási nézetei miatt háborgatni nem szabad.
16. Az olyan társadalomnak, […] ahol a törvényhozó és a végrehajtó hatalom
szétválasztását nem hajtották végre, semmiféle alkotmánya nincs.”
(Emberi és Polgári Jogok Nyilatkozata)
Concept
Number of point
a) principle of the sovereignty of the people
b) principle of separation of the branches of power
c) social contract
d) freedom of conscience
4 points
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7. This task is about the history of Hungary in the reform period.
Do the tasks using the source and your own knowledge.
1. ‘[…] we want monarchy, therefore we do not dream of a republic;’
2. ‘But if we want monarchy, we want it to be constitutional monarchy […]’.
3. ‘We want this constitution to be Hungarian, therefore we do not want either the
tyranny of a dead language, nor the Babel-like confusion of a polyglot public life –
whatever the language of private life may be.’
4. ‘We want the reign of law, and the laws should rule, which is the dictate of the
nation’s will sanctified by the king.’
5.’And we do not want to injure anyone’s property, as this would be theft, while we
want the rule of law and not theft […].’
6. ‘Thus we want the people to be part of the constitution, and as we are were created
by the same god, as we are the subjects of one ruler, the sons of one home country,
that is how we should be equal brothers without exception, in law and burden.’
(Extracts from the speech by Lajos Kossuth given at the general assembly of Pest county in
1844)
1. „[…] akarunk monarchiát, tehát respublicáról [köztársaságról] nem ábrándozunk;”
2. „De ha monarchiát akarunk, akarjuk, hogy az legyen constitutionalis
[alkotmányos] monarchia […].”
3. „Akarjuk, hogy ezen alkotmány magyar legyen, tehát holt nyelv zsarnokságát,
vagy – legyen a magány élet [magánélet] akár melly nyelvű –, polyglott [több
nyelvű] közélet bábeli zavarát nem akarjuk.”
4. „Akarjuk, hogy jog uralkodjék, s uralkodjék törvény, melly a nemzet akaratának a
király által szentesített dictatuma [parancsa].”
5. „És senki igaz tulajdonát sérteni nem akarjuk, mert ez rablás volna, mi pedig jog
uralmat akarunk és nem rablást […].”
6. „Szóval akarjuk, hogy a nép az alkotmánynak részese legyen, s a mint egy istennek
teremtményei, egy uralkodónak alattvalói, egy honnak fiai vagyunk, úgy legyünk
osztályos testvérek, kivétel nélkül, jogban, teherben.”
(Részletek Kossuth Lajosnak a Pest megye közgyűlésén mondott beszédéből, 1844)
a) How does the following sentence continue? Circle the number of the correct
continuation. (0.5 points)
In Lajos Kossuth’s speech …
1. … he suggested establishing the dual monarchy.
2. … he urged bourgeois transformation.
3. … he demanded the reinforcement of the rights of estates.
4. … he summoned the people to confront the ruler.
b) To which language does the expression ‘dead language’ refer in the source? (1 point)
…………………………………………………………………………………….
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c) In the year when this speech was given the Hungarian Diet passed a law on the
question of language. Give a brief description of how this law regulated this issue.
(1 point)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
d) In the source quoted above, how did Kossuth relate to the use of language of ethnic
minorities in the different spheres of life? In your answer, mention two of these spheres.
(0.5 points for each correct item)
1…………………………………………………………………………………………………
…………………………………………………………………………………………………..
2…………………………………………………………………………………………………
………………………………………………………………………………………………….
e) Which extract from Kossuth’s speech describes the same reform-period aspiration as
the following words of Wesselényi? (0.5 points)
‘When the blessings of our bourgeois constitution are felt by the peasantry as well,
and they partake in them, surely its maintenance and enhancement will become their
heart-felt concern, unlike now, when they only feel the burdens of the constitution,
but not the benefits, or they feel hostile aversion towards it.’ (Prejudices [Balítéltekről]
by Miklós Wesselényi, 1831)
„Ha polgári alkotmányunk malasztját [itt: áldásait] a parasztság is érezni fogja s
azokban részesülend, bizonnyal szívén fog annak fennmaradása és öregbedése
fekünni ahelyett, hogy most, midőn azon alkotmánynak csak terheit, de hasznát
majd nem is érzi, vagy ellenséges idegenséggel van az iránt.” (Wesselényi Miklós:
Balítéletekről, 1831)
Number of the extract: ........................
4 points
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8. This task is about the situation of women in the 20th century.
Do the tasks using the pictures and your own knowledge. (1 point for each correct item)
A)
B)
Great Britain, 1917
Great Britain, 1918
a) Picture A) refers to the characteristic change which took place in the situation of
women during the First World War. Explain what this change was.
.......................................................................................................................................................
.......................................................................................................................................................
b) Briefly explain why this change took place.
…………………………………………………………………………………………………
………………………………………………………………………………………………….
c) On the basis of picture B), name the fundamental political right which some British
women partially acquired in the final year of the First World War.
…………………………………………………………………
3 points
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9. This task is about the foreign policy of István Bethlen’s government.
Name the countries which the descriptions refer to, using the map and your own
knowledge. (1 point for each correct item)
Soviet Union
Poland
Germany
Czechoslovakia
Austria
Italy
Romania
Yugoslavia
Bulgaria
Turkey
Hungary’s foreign relations at the time of the Bethlen government
Legend: 1927 :
Treaty of friendship (the year when the treaty was concluded)
: Little Entente countries
a) A state which emerged following the First World War, with which Hungary carried
on negotiations about concluding a treaty of friendship. Rapprochement was also enhanced
by the fact that on the 400th anniversary of the Battle of Mohács Miklós Horthy recalled
the shared anti-Turkish struggles. The planned alliance would have weakened the unity of
the Little Entente, but in the end the treaty was not signed then.
………………………………………………………………………………..
b) The territorial demands of this power, on the victorious side in the First World War,
were only partially satisfied, thus it aspired to change the conditions of the peace treaties
conducted near Paris. Therefore it initiated negotiations with Hungary. The treaty of
friendship conducted with this state significantly eased Hungary’s isolation in foreign
policy.
…………………………………………………………………………………
c) One of the defeated states of the First World War. Hungary lost territories to it too,
which strained the relationship between the two countries for a period. At the end of the
1920’s, however, when a conservative party took over the government in this state,
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negotiations on an alliance were started. This finally led to the conclusion of a treaty of
friendship.
………………………………………………………………………………..
d) A rising great power, which did not recognise the peace treaties signed near Paris, and
therefore seemed to be an appropriate partner from the Hungarian revisionist aspirations’
point of view. Besides this, it could have been a huge market for the sale of Hungarian
products. For ideological differences, however, the treaty to be conducted with it was not yet
voted for by the parliament, and Miklós Horthy also rejected it.
..................................................................................................................................
4 points
10. This task is about the Rákosi period.
Do the tasks using the sources and your own knowledge.
a) Of the sources below choose two which testify to the deterioration of living standards.
(0.5 points for each correct item)
A)
Number of people covered by social insurance:
In 1949 3.8 million
In 1953 5.7 million
B)
Infant mortality:
In the 1930s (average) 14.4%
In 1955 6%
C)
Number of people living in one room:
In 1949 2.59 people
In 1955 2.64 people
D)
Real wages of state employees
(1938=100%)
In 1948 90%
In 1952 66%
Letters of the sources: ………………..
……………………………..
b) Do the task after reading the source. (1 point)
‘If we cannot be moderate then we will eat the hen, just like fried chicken, that could
lay a golden egg next year, and we will consume the factories, workshops and
culture houses of our five-year plan in the shape of fine butter and roast veal […].’
(Mátyás Rákosi, 1950)
„Ha nem tartunk mértéket, akkor mint rántott csirkét, megesszük azt a tyúkot,
amely jövőre aranytojást tojna, és ötéves tervünk gyárait, üzemeit, kultúrházait már
az idén csemegevaj és borjúsült formájában elfogyasztjuk […].” (Rákosi Mátyás, 1950)
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In your own words, explain how Rákosi justified the necessity of putting up with the
poor conditions.
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c) What is the technical term used for the system of economic management, introduced
following the Soviet pattern, to which there is a reference in the above text? (1 point)
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3 points
11. This task is about the problems of the developing countries.
Do the tasks about Egypt using the sources and your own knowledge. (1 point for each
correct item.)
A)
Average density of population in Egypt
(1996)
In the whole area of 60 people/km2
the country
In the Nile valley
1700 people/km2
B)
………. cultivated
agricultural land
(1000 km2)
_________ cultivated
agricultural land
per head (ha)
Changes in the total area of
cultivated agricultural land
and in the area of cultivated
agricultural land per head
in Egypt (1850-1994)
a) What natural conditions explain the unique territorial distribution of the Egyptian
population?
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b) What explains the seemingly contradictory data in source B)?
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c) Which phenomenon, experienced within the Egyptian population, does the following
statement refer to? Circle the letter of the correct answer.
‘Egypt is the number one labour reserve of Arabic countries rich in oil.’ (Nándor
Szegedi, geographer)
„Egyiptom a kőolajban gazdag arab államok első számú munkaerő-tartaléka.”
(Szegedi Nándor, földrajztudós)
A) assimilation
B) emigration
C) collectivization
D) overproduction
E) establishment of social market economy
3 points
12. This task is about national and ethnic minorities living in Hungary after the change
of regime.
Do the tasks using the source and your own knowledge. (The number of an article can
appear in more than one answer). (0.5 points for each correct item)
‘Article 1
(1) This Act applies to all persons of Hungarian citizenship residing in the territory of
the Republic of Hungary, who consider themselves members of any national or
ethnic minority and to the communities of these people. […]
Article 4
(1) The Republic of Hungary prohibits any policy that:
- aims at, or leads to, the assimilation of a minority into the majority of the nation;
[…]
Article 7
(1) The admission and acknowledgement of the fact that one belongs to a national or
ethnic minority is the exclusive and inalienable right of the individual. No one is
obliged to make a statement concerning minority affiliation […].
Article 12
(1) A person belonging to a minority has the right to freely choose his/her own first
name and the first name of his/her child, to have the first and last name of his/her
child registered in conformity with the grammatical rules and spelling of the mother
tongue, and to indicate names in official documents as long as this complies with
applicable provisions. […]
Article 17
Minorities may establish civil organisation, local and national self-governments.’
(Extracts from Act LXXVII of 1993 On the Rights of National and Ethnic Minorities)
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„1. § (1) E törvény hatálya kiterjed a Magyar Köztársaság területén élő mindazon
magyar állampolgárságú személyekre, akik magukat valamely nemzeti vagy
etnikai kisebbséghez tartozónak tekintik, valamint e személyek közösségeire. […]
4. § (1) A Magyar Köztársaság tilalmaz minden olyan politikát, amely:
- a kisebbségnek a többségi nemzetbe való beolvasztását célozza vagy ezt
eredményezi; […]
7. § (1) Valamely nemzeti, etnikai csoporthoz, kisebbséghez (a továbbiakban:
kisebbséghez) való tartozás vállalása és kinyilvánítása az egyén kizárólagos és
elidegeníthetetlen joga. A kisebbségi csoporthoz való tartozás kérdésében
nyilatkozatra senki sem kötelezhető. […]
12. § (1) A kisebbséghez tartozó személynek joga van saját és gyermeke utónevének
szabad megválasztásához, családi és utónevének anyanyelve szabályai szerinti
anyakönyveztetéséhez és annak - jogszabályban meghatározott keretek között hivatalos okmányokban való feltüntetéséhez. […]
17. § A kisebbségek társadalmi szervezeteket, helyi és országos önkormányzatokat
hozhatnak létre.”
(Részletek a nemzeti és etnikai kisebbségek jogairól szóló, 1993. évi LXXVII. törvényből)
Write the number of one of the above articles ...
a) which ensures some individual right to persons belonging to minority groups. ……….
b) which ensures some collective right to persons belonging to minority groups. ……….
Write the number of the above article …
c) which ensures some right as a result of which it is difficult to assess the exact number of
people belonging to a minority group during census. …………
d) which protects minorities against forceful assimilation. …………………..
e) Name four national and ethnic minority groups living in present-day Hungary which
are recognised by the law.
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4 points
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II LONGER, ESSAY-TYPE QUESTIONS
Please read the following instructions carefully.
You must do three of the following tasks.
You must make your selection using the following rules:
You must do:
one task on world history and
two tasks on Hungarian history, one of which must be short while the other task must
be long. They must also be about different periods of Hungarian history.
Study the tasks carefully.
Number
World
history
Hungarian
history
13.
14.
15.
16.
17.
18.
19.
20.
Periods and subjects
Task type
Medieval agriculture
Nazism
Transylvania
The foundation of the state
The peace treaty of Szatmár
The development of Budapest
Trianon
The change of regime
short
short
short
long
short
long
short
long
Below you will find a table with all the possible combinations of the tasks that you can
choose.
Mark one of the columns by circling the corresponding letter.
Task type
A
B
C
D
E
F
G
H
I
J
K
L
short
13
13
13
13
13
13
14
14
14
14
14
14
short
15
15
17
17
19
19
15
15
17
17
19
19
long
18
20
16
20
16
18
18
20
16
20
16
18
Only tasks which have been selected according to the rules above will be marked. You
will find the evaluation criteria after each task. The scores will be entered by the
examiners.
Only do the three tasks you have selected, and leave the rest of them blank.
Before doing the tasks please study the Important Information on page 2 of this booklet.
You can make drafts while working on the answers.
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13. This task is about the economic history of medieval Europe. (short)
Describe the most significant changes of production methods and tools used in
agriculture around the turn of the millennium, using the source and your own
knowledge. In your answer, briefly include the demographic implications of the
changes.
Glossary
dűlő
tavaszi
őszi
ugar
legelőváltó
kétnyomásos
szántó
háromnyomásos
eszközök és módszerek
fejlődése
field
spring
autumn
fallow
rotational grazing
two-field rotation
plough land
three-field rotation
development of
tools and methods
Agricultural methods in
medieval Europe
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Criteria
Understanding of task
Location: place and era
Use of special vocabulary
Use of sources
Describing reasons behind an event
Structure, clear language
Total
Exam points
Maximum Achieved
points
4
4
4
4
6
2
24
Divided by 2
12
14. This task is about Nazism. (short)
Using the picture and your own knowledge, describe the role that racial theory played in
Nazi ideology.
‘Degenerate music’ Nazi
propaganda poster
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Criteria
Understanding of task
Location: place and era
Use of special vocabulary
Use of sources
Describing reasons behind an event
Structure, clear language
Total
Exam points
Maximum Achieved
points
4
4
4
4
6
2
24
Divided by 2
12
15. This task is about the history of the independent Transylvanian Principality. (short)
Describe the estate nations of the Transylvanian Principality, using the source and your
own knowledge. In your answer, include their ethnic background too.
Use your secondary school history atlas.
‘Fourteen: Let the Szeklers, the most belligerent kind of humanity, be completely free
of all kinds of tax in the future too, just like before, and of the burden of maintaining
an army either in the winter or in the summer as well, furthermore: of the tithe and
provisions after the possessions they own under the obligation of the Szekler
uprising. Their obligation, however, to do military service at their own expense to
defend the country, shall be maintained.’
(Diploma Leopoldinum, 1691)
„Tizennegyedszer: A székelyek – az emberiség e legharciasabb fajtája – legyenek
teljességgel mentesek a jövőben is minden adótól, csakúgy mint eddig, a téli és nyári
katonatartás minden terhétől szintén, továbbá: tizedtől és szolgáltatásoktól is, azon
javak után, melyeket a székely felkelés kötelezettségével birtokolnak. Ezzel szemben
fennmarad abbeli kötelességük, hogy a haza védelmére saját költségükön kell
katonáskodniuk.”
(Diploma Leopoldinum, 1691)
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Criteria
Understanding of task
Location: place and era
Use of special vocabulary
Use of sources
Describing reasons behind an event
Structure, clear language
Total
Exam points
Maximum Achieved
points
4
4
4
4
6
2
24
Divided by 2
12
16. This task is about the foundation of the Hungarian state. (long)
Describe the role which the spreading of Christianity and the establishment of the
church organization played in the foundation of the Hungarian state, using the sources
and your own knowledge. Use your secondary school history atlas.
‘15. If one of the bailiffs […] besmirches himself by killing his wife, he shall settle the
matter with the woman’s relatives at a cost of fifty bulls, and shall do penance as the
laws of the church require. If a warrior or richer man commits the same sin he shall
pay ten bulls to the relatives and shall do penance as said. And if the very same sin is
committed by a commoner he shall settle this with five bulls for the relatives, and
should suffer the above said penance. ’ ( Stephen I’s First Lawbook)
‘18. If somebody was given ten by God in a year, he should give the tenth portion to
God.’ ( Stephen I’s Second Lawbook)
„15. Ha valaki az ispánok közül felesége meggyilkolásával mocskolja be magát,
ötven tinóval egyezzék meg az asszony rokonaival és vezekeljen az egyház parancsai
szerint. Ha pedig valamelyik vitéz vagy gazdagabb ember esik ugyanazon bűnbe,
fizessen a rokonoknak tíz tinót és vezekeljen. Ha pedig a népből való ember követi el
ugyanazt a bűnt, öt tinóval egyezzék meg a rokonokkal és vessék alá az említett
böjtöknek.” (I. István I. törvénykönyve)
„18. Ha valakinek az Isten tizet adott egy évben, a tizedik részt adja Istennek.”
(I. István II. törvénykönyve)
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Stephen and Gisella depicted in the
Illustrated Chronicle (14th century)
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Criteria
Understanding of task
Location: place and era
Use of special vocabulary
Use of sources
Describing the reasons behind an event
Structure, clear language
Total
Exam points
Maximum Achieved
points
8
4
4
8
10
8
42
Divided by 2
21
17. This task is about the history of Hungary in the 18th century. (short)
Describe the peace treaty of Szatmár, using the source and your own knowledge. In your
answer, briefly refer to the effect which the peace treaty had on Hungary’s situation
within the Habsburg Empire.
‘In religious matters we leave in force the laws passed by the country, we also
graciously grant the practice of religion according to the same laws and the county’s
decrees and articles, including the accompanying legal allowances both in Hungary
and in Transylvania; we hinder no one from being admitted to our or his Majesty’s
presence in order to present his injuries to the diet. […]
[…] We shall preserve the rights, privileges and basic freedoms of Hungary and
Transylvania, solemnly and soundly […].
[…] His Royal Majesty shall […] promote this country’s sons to positions of national
significance […].’
(Extracts from the peace treaty of Szatmár)
„A vallás ügyében érvényben hagyjuk az ország elfogadott törvényeit, ugyanúgy a
vallás gyakorlását is ugyanazon törvények, valamint az ország határozatai és
törvénycikkei szerint kegyesen engedélyezzük, az ezzel járó törvényes
kedvezményekkel együtt, mind Magyarországon, mind Erdélyben; senki elől sem
zárjuk el az útját annak, hogy nálunk és a királyi felségnél, avagy az országgyűlés
színe előtt sérelmeinek előadása céljából megjelenhessék. […]
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[…] Magyarország és Erdély jogait, kiváltságait és szabadságjogait szentül és
sértetlenül megtartjuk […].
[…] a királyi felség […] az országos méltóságokra e haza szülötteit emeli […].”
(Részletek a szatmári békeszerződésből)
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Criteria
Understanding of task
Location: place and era
Use of special vocabulary
Use of sources
Describing reasons behind an event
Structure, clear language
Total
Exam points
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Maximum Achieved
points
4
4
4
4
6
2
24
Divided by 2
12
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18. This task is about the history of Hungary under the Austro-Hungarian dual
monarchy. (long)
Describe the development of Budapest, using the sources and your own knowledge. In
your answer, also include the changes in population on the basis of the sources.
Pest-Buda
269 thousand people
Hungary’s total
population:
13.66 million people
Budapest
880 thousand people
Hungary’s total
population:
18.26 million people
The number and proportion of the capital’s population compared to the total number of the
country’s population
Proportion of people only speaking their mother tongue as a percentage of the total
population in Budapest (1880-1900)
1880
1900
18
38.7
Only speaks Hungarian
20
4.3
Only speaks German
2.3
1.1
Only speaks Slovakian
0
0.9
Only speaks some other language
The first Budapest tram enters
service (1887)
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Criteria
Understanding of task
Location: place and era
Use of special vocabulary
Use of sources
Describing the reasons behind an event
Structure, clear language
Total
Exam points
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Maximum Achieved
points
8
4
4
8
10
8
42
Divided by 2
21
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19. This task is about the Trianon peace treaty. (short)
Describe the effect of the Trianon peace treaty on Hungarian industry and on the
market for Hungarian industrial products, using the source and your own knowledge.
Volume of the Hungarian industrial
production (1913= 100%)
1924
Iron and metallurgy
50%
Machine industry
36%
Textile industry
121%
Electricity generating industry
130%
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Criteria
Understanding of task
Location: place and era
Use of special vocabulary
Use of sources
Describing reasons behind an event
Structure, clear language
Total
Exam points
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Maximum Achieved
points
4
4
4
4
6
2
24
Divided by 2
12
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20. This task is about Hungarian history in the 20th century. (long)
Describe the most important events of the change of regime that took place between the
autumn of 1989 and the spring of 1990 (end of May), using your own knowledge and the
sources. In your answer, explain the significance of the events.
’The formation of the Opposition Round Table accelerated the process of democratic
transformation significantly. With the collaboration of the previously scattered
opposition organizations, defenceless against attempts to divide them, a real political
force emerged against the Communist party, which held exclusive power. The
political power of the united opposition, verified by mass demonstrations, could no
longer be disregarded. Although to begin with the possessors of power did not wish
to acknowledge the formation of the opposition block, and then, using various
manoeuvres, made several attempts aimed at the OPT’s disintegration, finally after
two months they realised, accepting the Opposition Round Table as a unified
negotiating party, that they had to entrust the formation of rules regulating the
conditions of a peaceful transition to democracy to the agreements reached during
negotiations with the opposition.’
(Position of the Independent Lawyers’ Forum, September 16th, 1989)
„Az Ellenzéki Kerekasztal létrejötte jelentősen felgyorsította a demokratikus
átalakulási folyamatot. A szétforgácsolt és a megosztási törekvésekkel szemben
védtelen ellenzéki szervezetek összefogásával valóságos politikai erő állt fel a
kizárólagos hatalommal rendelkező kommunista párttal szemben. Az egyesült
ellenzék tömegdemonstrációkkal hitelesített politikai erejét nem lehetett többé
figyelmen kívül hagyni. A hatalom birtokosai kezdetben ugyan tudomásul sem
akarták venni az ellenzéki egység létrejöttét, majd különböző manőverekkel
kísérletet tettek az EKA feldarabolására, de két hónap elteltével végül is belátták,
hogy kénytelenek az Ellenzéki Kerekasztalt egységes tárgyalófélként elfogadva, a
demokráciába való békés átmenet feltételeit biztosító szabályok kialakítását az
ellenzékkel folytatott tárgyalásokon kötött megállapodásokra bízni.”
(A Független Jogász Fórum állásfoglalása, 1989. szeptember 16.)
‘Article 3
[…] Political parties may not exercise public power directly. Accordingly, no single
party may exercise exclusive control of a government body. In the interest of
ensuring the separation of political parties and public power, the law shall determine
those functions and public offices which may not be held by party members or
officers.’
(Extract from the amendment of the Constitution which came to force on October 23rd, 1989)
„3. § […] A pártok közhatalmat közvetlenül nem gyakorolhatnak. Ennek
megfelelően egyetlen párt sem irányíthat semmiféle állami szervet. A pártok és a
közhatalom szétválasztása érdekében törvény határozza meg azokat a tisztségeket,
közhivatalokat, amelyeket párt tagja vagy tisztségviselője nem tölthet be.”
(Részlet az Alkotmány 1989. október 23-án hatályba lépett módosításából)
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Poster Captions:
Farewell Hungarians!
Soviet Army
The railway station in
Hajmáskér, March 1990
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Criteria
Understanding of task
Location: place and era
Use of special vocabulary
Use of sources
Describing the reasons behind an event
Structure, clear language
Total
Exam points
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Maximum Achieved
points
8
4
4
8
10
8
42
Divided by 2
21
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Maximum
points
1. Ancient Greek art
2. The Islamic religion
3. Medieval Hungarian economy
4. English constitutional monarchy
5. The Battle of Mohács
6. Enlightenment
I Short answer 7. Hungary in the Reform Age
8. Women in the 20th century
tasks
9. The foreign policy of the Bethlen government
10. The Rákosi period
11. Problems of the developing countries
12. Ethnic groups in Hungary
Total
I. Achieved points rounded up
13. Medieval agriculture
14. Nazism
15. Transylvania
16. The foundation of the state
II Longer,
17. The peace treaty of Szatmár
essay-type
18. The development of Budapest
questions
19. Trianon
20. The change of regime
Total
II. Achieved points rounded up
I. + II.
Total score for the written exam
Achieved
points
4
4
4
4
4
4
4
3
4
3
3
4
45
12
12
12
21
12
21
12
21
45
90
Date:…………………………
Correcting teacher
__________________________________________________________________________
Achieved
points rounded up / Elért
pontszám egész számra
kerekítve
Points (rounded up) to
write in the software /
Programba beírt egész
pontszám
I Short, simple tasks /
I. Egyszerű, rövid feladatok
II Longer, essay-type questions /
II. Szöveges, kifejtendő feladatok
Correcting teacher / Javító tanár
administrator / jegyző
Date / Dátum:…………………
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