tÖrtÉnelem angol...

Történelem angol nyelven középszint — írásbeli vizsga 1212

Név: ........................................................... osztály:......

TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ

ÍRÁSBELI VIZSGA

2012. október 17. 8:00

Az írásbeli vizsga időtartama: 180 perc

Pótlapok száma Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

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írásbeli vizsga 1212 2 / 36 2012. október 17.

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 satisfy requirements • logical overall structure and accurate language.

Good Luck!



I. SHORT ANSWER TASKS 1. This task is about the history of the Ancient East. The following list contains personalities from the cultural history of the ancient East. Next to each picture below, write the name of a (real or mythical) person from the list who can be connected to it. (Score: 1 point for each correct item.)

People: Hammurabi, Moses, Solomon, Xerxes, Confucius, Buddha, Darius I, Jesus, Cheops,

David, Noah, Adam

a)

The ruler who had the highest building built: …………………

b)

The ruler who issued the text: …………………

c)

The figure depicted on the left side of the picture: …………………



d)

The sitting figure: …………………

e)

The person who transmitted the text to his people: …………………

5 points 2. This task is about the history of the medieval church. Using the source, decide if the following statements are true or false. Put an X into the appropriate column of the table. (1 point for each correct item.) ‘When the preparations were all completed in the Cathedral of Cologne, the Bohemian king led squire William to the archbishop after the Holy Mass. The archbishop then said the following to the squire: ‘It is appropriate for all who wish to engage themselves in knighthood to be generous, decent, magnanimous, impeccable and honest. Before you take the oath, you must listen to the regulations. The rules of knighthood are as follows: you must hear mass every day, risk your life for the Catholic faith, deliver the holy church from all its persecutors, defend widows and orphans, avoid unjust wars, refuse dishonourable services, fight duels for the liberation of all the innocent, you must enjoy tournaments only for the sake of military practice, in lay affairs you must obey the Roman emperor. [...] Do you, in the name of God, wish to receive humbly the honour of knighthood and observe its rules?’ The squire answered: ‘I do!’ [...] At this the Bohemian king struck the neck of the squire once and said: - ‘For the glory of Almighty God I knight you. Bear in mind that the Saviour of the world was slapped in the face and mocked, he was clad in a royal cloak and was made fun of, he was crucified naked and covered in injuries in full view of the world. I warn you to think of his shame, I advise you to take on yourself his cross, I encourage you to the avenge his death.’ (The oath of knighthood of the Dutch count William)



„Miután a kölni dómban mindent előkészítettek, a szentmise után Vilmos fegyvernököt a cseh király a bíboros elé vezette. A bíboros pedig e szavakat intézte a fegyvernökhöz: – Úgy illik, hogy mindenki, aki a lovagi pályára akar lépni, nagylelkű, tisztességes, bőkezű, kifogástalan és becsületes legyen. Mielőtt fogadalmadat leteszed, hallgasd meg a szabályokat. A lovagság szabályai a következők: hallgasson naponként misét, kockáztassa életét a katolikus hitért, szabadítsa meg a szentegyházat minden zaklatójától, védje az özvegyeket, árvákat, kerülje az igazságtalan háborúkat, tagadja meg a tisztességtelen szolgálatot, párbajozzon minden ártatlan megszabadításáért, a lovagi tornákat csak a hadi gyakorlat kedvéért szeresse, engedelmeskedjen világi dolgokban a római császárnak. […] Akarod-e Isten nevében alázatosan megkapni a lovagi méltóságot és megtartani a szabályokat? – A fegyvernök válaszolt: – Akarom! […] Erre a cseh király egyet ütött a fegyvernök nyakára és így szólt: – A mindenható isten dicsőségére lovaggá avatlak. Emlékezz arra, hogy a világ Megváltóját arcul ütötték, és kigúnyolták, királyi palástot adtak rá és kicsúfolták, az egész világ szeme láttára meztelenül és sebekkel borítva keresztre feszítették. Arra intelek: gondolj az ő szégyenére, azt tanácsolom neked: vedd magadra az ő keresztjét, arra buzdítalak: bosszuld meg halálát!” (Vilmos holland gróf lovagi esküje) Statement True False a) The medieval church restrained the warlike tendencies of the

knightly lifestyle on moral grounds.

b) The authority of the medieval church extended exclusively to spiritual affairs; it did not interfere with social and legal questions.

c) The Roman emperor mentioned in the text was the Eastern Roman or Byzantine ruler.

d) During the ceremony the knight-to-be was compared to Christian martyrs.

4 points

3. This task is about medieval Hungarian history. Which Hungarian rulers do the following extracts refer to? Write the names of the kings on the dotted lines. (1 point for each correct item)

a) ‘What happened was that Kötöny (Kuthen), the Cuman king sent a ceremonial delegation: should the king be prepared to take him in and keep him in liberty, he then would be willing to subjugate himself and his people to him, to enter Hungary with all his relatives, siblings and friends, with all his assets and movable property and to follow him in the Catholic faith.’ (Lamentations by Rogerius)

a) „Úgy történt, hogy Kötöny, a kunok királya ünnepélyes követséget küldött, ha őt hajlandó befogadni és szabadságban megtartani, akkor kész rá, hogy magát és övéit neki alávesse, rokonaival, testvéreivel és barátaival meg minden vagyonával és ingó javaival együtt Magyarországra bevonuljon, és őt a katolikus hitben kövesse.” (Rogerius: Siralmas ének) ……………………………….



b) ‘After this, on the pope’s orders, he visited the Holy Land. And there he was appointed, in opposition to the sultan of Babylon, the captain and leader of the Christian army, and then he became a glorious victor. He spent three months there. Finally, having emptied the royal treasury, he seized the relics of various saints, whatever he could then collect.’ (Chronicle of the Hungarians by János Thuróczy)

b) „Ezután a pápa parancsára meglátogatta a Szentföldet. És ott Babilónia szultánjával szemben a keresztények hadseregének kapitányává és vezérévé teszik meg, és ezután dicsőséges győztes lesz. Három hónapig időzött ott. Végre a királyi kincstárat kiürítve megszerzi különböző szentek ereklyéit, amit össze tudott akkor szedni.” (Thuróczy János: A magyarok krónikája) ………………………………. c) ‘He was tortured by pain in his legs, grief, trouble, especially as he could not find anyone among his relations who could have kept his country in the Christian faith after his death. For the Hungarian nation was more inclined towards pagan rituals than towards Christ’s faith.’ (Illustrated Chronicle)

c) „Gyötörte a lábfájás, szomorúság, jaj gyötörte, kivált amiért atyafiságában nem látott senki olyat, aki az ő halála után keresztényi hitben tartsa meg országát. Mert a magyar nemzet inkább hajlott a pogány szertartásokhoz, mint Krisztus hitéhez.” (Képes Krónika)

…………………………………………………

d) ‘Around the feast of Saint Martin the Bohemian king John and his son Charles, as well as the king of the Poles, came to Hungary, to the castle of Visegrád [...] to make eternal peace there. [...] As the king of Poland paid tax to the Bohemian king, and because the Hungarian king was married to the sister of the Polish king, the king of Hungary gave him five hundred Marks of the finest gold in order to redeem him from having to pay tax to the Bohemian king.’ (Chronicle of the Hungarians by János Thuróczy)

d) „Szent Márton ünnepe körül János cseh király és fia Károly, meg a lengyelek királya Magyarországra, Visegrád várába jött […], hogy ott örök békét kössenek. […] Mivel Lengyelország királya adófizetője volt a csehek királyának, s mivel Magyarország királya feleségül bírta a lengyel király nővérét, Magyarország királya ötszáz márka legfinomabb aranyat adott neki, hogy megválthassa őt a cseh királynak fizetendő adózástól.” (Thuróczy János: A magyarok krónikája)

…………………………………………………

4 points



4. This task is about the economic history of France in the early Modern Age. Answer the questions using the source and your own knowledge. (1 point for each correct item) ‘The Dutch deliver finished goods to us in return for the necessary raw materials that we provide them. Instead, …………(c)…………… should be established in our country as well, in such a way as to satisfy not only our demands, but also to produce for export. With this, money would flow into the country, which is the main, what is more the only aim of trade. Besides the larger amount of cash, a further advantage of ………..(c)………. will be that 1 million unemployed people can earn their living by them. Furthermore, many can find jobs aboard ships and in harbours. Increasing the number of ships will similarly enhance the greatness and strength of the state. These are the aims for which a well-meaning king who loves his people must strive.’ (Colbert’s proposal)

„A hollandok iparcikkeket szállítanak nekünk, hogy cserébe a szükséges nyersanyagokat megkapják tőlünk. Ehelyett nálunk is …………(c)……………..-kat kell felállítani, hogy ne csak a saját szükségleteinket elégítsék ki, hanem kivitelre is termeljenek. Ezzel pénz áramlana be az országba, ami a kereskedelem legfőbb, sőt egyetlen célja. A nagyobb mennyiségű készpénz mellett az is a ………(c)………..-k előnye lesz, hogy egymillió munkanélküli keresheti általuk a kenyerét. Továbbá a hajókon és a kikötőkben számosan találhatnak munkát. A hajók számának növelése hasonlóan emeli az állam nagyságát és erejét. Ezek azok a célok, amelyekre a népét szerető, jóérzésű királynak törekednie kell.” (Colbert előterjesztése)

a) What do we call the economic policy described in the source? …………………………………… b) What is the name of the ruler to whom Colbert submitted his plans? ……………………………………… c) What is the expression which completes both of the incomplete sentences? ……………………………………..... d) Mention another measure taken by Colbert in order to develop and influence foreign trade, which does not appear in the above extract. …………………………………………………………………………………………………...

4 points



5. This task is about the history of the struggles against the Turks. In the blind map below the locations of important battles and castle sieges are marked. Match the following historical and literary extracts with the marked locations. Put the number of the locations into the appropriate column of the table. There are three extra locations marked on the map. (1 point for each correct item)

A) ’[...] recognising clearly that the end of his life had come He counts five hundred valliant warriors beside him: As he can no longer tolerate the burning fire, So he takes out with him all these.

And he goes out of the castle with a great brave heart, The Turks flee from him left and right: He stops at the market, and with his terrifying eyes Searches for the great army of pagans.’ A) „[…] jól esmervén életének végét,

Ötszáz bátor vitézt számlál maga mellett: Minthogy nem türheti immár égő tüzet, Kiviszi magával azért mind ezeket.

És az várbul kimegyen nagy bátor szüvel, Előtte törökök futnak szerte-széllel: Az piacon megáll, és szörnyü szemével Nézi, hogy hon vagyon pogány sok sereggel.”

Source Number of location A) B) C) D)



B) ‘Their army was divided into three parts. One of the hosts, which was covered in iron from head to toe, and was holding iron pikes in their hands, came charging 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 a resistence, some of them were running towards the ruler. The other group tore our order of battle into 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 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 to small pieces like dogs.’ B) „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.” C) ‘On the second day of the same month shelling started much more powerfully than ever before, as forty cannons in nine batteries were firing the town almost non-stop. This produced an excellent effect, so it was continued up to the minute the attack was launched. Twelve thousand of the cavalry and infantry were commanded to attack, who had been keenly awaiting the signal, as they had spent the whole night standing to arms. Both the imperial and Brandenburg solders charged the trenches with mighty force, scaled the walls and opened the gates. Towards the evening the belligerents concluded an agreement and the enemy surrendered unconditionally. Of the Turks more than two thousand were slain and the rest were captured. The plunder was great, but would have been far greater had destiny not set the town on fire. Everything was in flames, the town resembled Troy. For a time the Vizier observed the military maneuvers with his army, but left in the evening. The Swedes, on the other hand, arrived to us.’ C) „Ugyanezen hó másodikán az ágyúzás sokkal erőteljesebben kezdődött, mint bármikor, ugyanis kilenc üteg negyven ágyúja csaknem szünet nélkül lőtte a várost, ennek meg is lett a kitűnő hatása, ezért folytatódott egészen a roham pillanatáig. Tizenkétezer főnyi lovas és gyalogos katonaságot vezényeltek rohamra, kik már sóvárogva várták a jelet, minthogy az egész éjszakát készenlétben töltötték. Mind a császári, mind a brandenburgi oldalról hatalmas erővel rohanták meg a katonák a futóárkot, megmászták a falat, megnyitották a kaput. Estefelé megegyeztek a harcoló felek, s az ellenség feltételek nélkül megadta magát. A törökök közül kétezernél is többet megöltek, a többi fogságba esett. A zsákmány nagy volt, de még sokkal nagyobb lehetett volna, hacsak a végzet tűzbe nem borította volna a várost. Minden lángban állott, s a város képe Trójának volt a mása. A Vezír hadseregével együtt egy



ideig figyelte a hadieseményeket, este azonban eltávozott, ezzel szemben a svédek megérkeztek hozzánk.”

D) ‘The mighty emperor sent two armies to Hungary this spring. One army captured Lippa, Csanád and Szolnok, as well as every fortress and castle around the area of the Kőrös, Maros, Tisza and the Danube. The other army took Veszprém, Drégely, Szécsény and the whole territory along the river Ipoly, and in doing so it crushed two Hungarian armies. There is no force that could resist us! And now these two victorious armies [having united below Szolnok] …..[turned against] the castle of ………….’

D) „A hatalmas császár ezen a tavaszon két sereget küldött Magyarországra. Az egyik sereg elfoglalta Lippát, Csanádot és Szolnokot s minden várat és várkastélyt, amely a Kőrös, Maros, Tisza és Duna vidékén áll. A másik sereg elfoglalta Veszprémet, Drégelyt, Szécsényt s mind az Ipoly mentét, s közben levert két magyar sereget. Nincs erő, amely ellenünk megállhatna! És most ez a két diadalmas sereg [a Szolnok alatti egyesülés után] ………… vára [ellen indul].” 6. This task is about the history of the United States of America. Answer the questions using the sources. (1 point for each correct item) a)

Establish a close/direct cause–and-effect relationship between the changes in the data shown in the two tables above. …………………………………………………………………………………………………

…………………………………………………………………………………………………

b)

Name the main reason for the change in the size of population.

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

4 points

Length of railway lines in the USA 1870 85,000 km 1890 263,000 km 1910 386,000 km

Steel production in the USA 1870 69,000 tons 1885 1,712,000 tons 1900 10,188,000 tons 1913 31,301,000 tons

The population of the USA 1861 31 million 1910 92 million



c) ‘This act does not intend to ruin the companies of entrepreneurs, but wishes to hinder such associations as prevent competition, and increase the profit of the producers at the expense of the consumer.’ (the so-called Sherman Act of 1890)

c) „Ez a törvény nem akarja lehetetlenné tenni a vállalkozók társulásait, de meg akarja gátolni az olyan egyesüléseket, amelyek akadályozzák a versenyt, s növelik a termelő hasznát a fogyasztó terhére.” (ún. Sherman-féle törvény, 1890)

How did companies attempt to restrict competition? Mention a specific way of doing this, which was also regulated by the law cited above. …………………………………………………………………………………………………

3 points

7. This task is about changes in lifestyle at the turn of the 19th-20th centuries in Hungary. Name the measure, novelty or change which contributed to the spread of the phenomena depicted in the pictures. (1 point for each correct item)

Poster, 1910, ‘200,00 copies per day’

Advertisement, 1910, ’Parisian Great Department Store, Life-size photograph free’

…………………………………

a) Educational policy measure taken in 1868: ………………………………………

…………………………………

b) Modern type of organisation for production becoming widespread in industry: ……………......………………..



Postcard, 1912 ’Bathing in Lake Balaton’

c) A process taking place in the second half of the 19th century, which also enabled the culture of bathing to become widespread: ………………………………………………………………………………………………….

3 points

8. This task is about the period of the Cold War. Answer the questions using the sources and your own knowledge. ‘The Imperialist block is increasingly annoyed by the successes of the Soviet Union in building Communism, as well as by the cultural and economic development of the people’s democracies, The People’s Republic of China. They are upset by the powerful development of Communist and labour movements in several Capitalist countries and by the liberation struggles in countries in colonial dependence. In contrast to the achievements of the Peace Camp, economic problems are increasing in the Imperialist block, conflicts between the United States and its satellite allies are becoming increasingly serious. In this situation the Imperialists are exerting great efforts to increase pressure on the Peace Camp, turning to provocations such as we witnessed in Berlin or Korea.’ (Speech by Mátyás Rákosi, July 11th, 1953)

„Az imperialista tábort egyre jobban idegesítik a Szovjetunió sikerei a kommunizmus építése terén, a népi demokráciák, a Kínai Népköztársaság kulturális és gazdasági föllendülése. Nyugtalanítja őket egy sor kapitalista ország kommunista- és munkásmozgalmának, a gyarmati függő országok felszabadító harcának erőteljes fejlődése. A béketábor eredményeivel szemben az imperialista táborban nőnek a gazdasági bajok, kiéleződnek az ellentétek az Egyesült Államok és csatlósai között. Ebben a helyzetben az imperialisták lázas aktivitást fejtenek ki, igyekeznek növelni nyomásukat a béketáborra, irányt vesznek olyan provokációkra, mint amilyeneknek Berlinben vagy Koreában voltunk tanúi.” (Rákosi Mátyás beszéde, 1953. július 11.)



a) What expressions (synonyms) were used by Mátyás Rákosi to refer to the group of Socialist countries? Write two expressions. (0.5 points for each correct item) …………………………………………………………………………………………………

…………………………………………………………………………………………………

b) What is the (false) message that the speaker suggested by comparing the economic development of the two blocks? Use your own words. (1 point) …………………………………………………………………………………………………

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

c) Which Cold War armed conflict did Mátyás Rákosi refer to in his speech? (1 point) ....................................................................................................................................................

d) Name another armed conflict during the Cold War which was not mentioned in the speech and took place in the 1950s. (1 point) …………………………………………………………………………….

4 points

9. This task is about the consolidation of the counter-revolutionary regime. Answer the questions using the sources and your own knowledge.

’Law I: 1920 on the restoration of constitutionality and temporary provisions for the execution

of the supreme authority The national assembly, as the exclusive lawful representative of national sovereignty, declares that the exercise of royal power ceased on the 13th of November, 1918. […] 12.§ The national assembly, until the definite settlement of the means by which the head of state shall exercise authority and shall accordingly take up his actual office, shall elect a regent from among Hungarian citizens to fulfil the role of acting head of state in a secret ballot.’

„1920. évi I. törvénycikk az alkotmányosság helyreállításáról és az állami főhatalom gyakorlásának

ideiglenes rendezéséről

A nemzetgyűlés, mint a nemzeti szuverenitás kizárólagos törvényes képviselete, megállapítja, hogy a királyi hatalom gyakorlása 1918. évi november hó 13. napján megszűnt. […] 12. § A nemzetgyűlés addig, amíg az államfői hatalom gyakorlásának mikéntjét véglegesen rendezi és ennek alapján az államfő tisztét tényleg átveszi, az államfői teendők ideiglenes ellátására a magyar állampolgárok közül titkos szavazással kormányzót választ.”



‘Law XLVII: 1921 on the cessation of the royal rights of His Majesty Charles IV and the abolition of

the House of Habsburg’s succession to the throne 1.§ The royal rights of Charles IV have ceased to exist. 2.§ Pragmatica Sanctio contained in Law I and II: 1723, as well as any other paragraphs which declared or regulated the House of Habsburg’s (Domus Austriaca) right of succession to the throne have been repealed and thus the prerogative to elect a king shall be returned to the nation.’

„1921. évi XLVII. törvénycikk IV. Károly Ő Felsége uralkodói jogainak és a Habsburg Ház trónörökösödésének

megszüntetéséről

1. § IV. Károly király uralkodói jogai megszűntek. 2. § Az 1723. évi I. és II. törvénycikkben foglalt Pragmatica Sanctio és minden egyéb jogszabály, amely az Ausztriai Ház (Domus Austriaca) trónörökösödési jogát megállapította vagy szabályozta, hatályát vesztette és ezzel a királyválasztás előjoga a nemzetre visszaszállt.”

a) According to the above cited laws, what was Hungary’s form of government? (1 point) ……………………………………………………. b) Continue the sentence. Circle the letter of the correct continuation. (1 point)

According to Law I of 1920, the acting head of state…

A) was elected by public acclamation. B) had to be elected from among the members of the national assembly. C) was elected by the Hungarian citizens by referendum. D) was elected by the members of the legislature.

c) Name the person who was elected acting head of state after the passing of Law I: 1920. (1 point)

…………………………………………………………. d) Which deed of Charles IV immediately preceded the drafting of Law XLVII: 1921? (1 point) …………………………………………………………………………………………………

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

e) The expression ‘counter-revolutionary regime’ refers to the rejection of the principles and practice of which revolutions? (0.5 points for each correct item) ………………………………………………………………………..

………………………………………………………………………...

5 points



10. This task is about Hungary’s losses in World War II. Do the tasks using the sources and your own knowledge. a) Circle the letters of two of the following sentences which contain false statements. (1 point only if both answers are correct) A) Most soldiers perished during the fighting in the North Italian theatre of war. B) The ratio of civilian casualties was higher than in World War I. C) Many of the civilian casualties were Holocaust victims. D) The fact that the country’s territory was the scene of military operations throughout the

war also contributed to the great losses. E) Most prisoners of war were taken into Soviet captivity. b) The pictures below were taken in Budapest, in the years following World War II. Write into the squares next to the pictures the number(s) of that/those statement(s) which give an explanation for the phonomena illustrated. One statement can only be used once, there are two extra statements. (0.5 points for each correct item) Statements: 1. Most of the victims of World War II, estimated somewhere between 800,000 and 1 million

people, were male. 2. 40% of the rail system and 2/3 of the locomotives were destroyed. 3. The retreating German forces blew up altogether 28 bridges over the Tisza and the Danube 4. The crops harvested in 1945 amounted to between one third and one half of the yields

typical of the 1930s. 5. In the summer of 1946 inflation reached heights unheard of before: on the last day of July

price rise was 158,486%. 6. 3/4 of the buildings in Budapest were destroyed or damaged.

A)

Clearing rubble in the Castle



B)

Cattle being driven to the slaughterhouse on Rákóczi street

C)

Pengő being swept up in Lehel square

3 points



11. This task is about the demographic characteristics of the third world. Do the tasks using the graphs and your own knowledge.

0

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1950 1960 1970 1980 1990 2000 2010

Élv

eszü

leté

s ez

er la

kosr

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Fekete-Afrika

Latin-Amerika

Délkelet-Ázsia

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áloz

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er la

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Death rates in three areas (1950–2010)

a) Explain why population growth accelerated in the 1950s in South East Asia. In your answer, compare the data of the graphs. (1 point) …………………………………………………………………………………………………

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Dea

ths

per t

hous

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peop

le

Live birth rates in three areas (1950–2010)

Fekete-Afrika

Latin-Amerika

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birt

hs p

er th

ousa

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eopl

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Black Africa

Latin America

South East Asia

Black Africa

Latin America

South East Asia



b) What social, economic or political reasons can explain why Black Africa’s death rates are significantly different from the other two areas? Name two factors. (0.5 points for each correct item) ……………………………………………………….

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c) For which area included in the sources is the following statement true? (0.5 points for

each correct item)

1. Natural population increase was the greatest here in 1950. …………………………..

2. In the second half of the 20th century, the society of this area could be best described as

‘young’. …………………………………………..

3 points

12. This task is about human and civil rights. Below you will find a list of human and civil rights and a table containing statements. Write the number of the appropriate right into the table, next to the statement. One right can only be used once; there are six extra rights. (1 point for each correct item)

1. freedom of association; 2. right to assemble; 3. right to private property; 4. right to work;

5. right to education; 6. right to social security; 7. freedom of speech; 8. right to vote;

9. freedom of religion

Statement Number

a) Primary school education is free as a result of this.

b) This makes the free foundation of parties possible.

c) This right eliminates censorship.

3 points



II LONGER, ESSAY-TYPE QUESTIONS

Please read the following information 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 Periods and subjects Task type

World history

13. The Council of Trent short 14. World War I short

Hungarian history

15. The Golden Bull short 16. Economic reforms of Charles Robert long 17. Ethnic groups under the Dual Monarchy short 18. Joseph II long 19. Transylvanian Hungarians short 20. Reprisals after 1956 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.



13. This task is about the process of the Counter-Reformation and the Catholic revival. (short) Describe the measures taken by the Council of Trent and their significance, using the source and your own knowledge. Use the secondary school history map. ‘In October and November of 1551 […] the representatives of the Lutherans also arrived in Trent, in order to make preparations for the participation of their theologians. They immediately refused to take part in the work of the council, and demanded that the bishops start the discussions concerning dogmatic questions again, and annul the decrees they had brought so far. This request was understandable; just like the fact that the papal legates [delegates] and bishops indignantly rejected the proposal .’ (Historian Owen Chadwick)

„1551 októberében és novemberében […] a lutheránusok képviselői is megérkeztek Tridentbe, hogy előkészítsék teológusaik részvételét. Rögtön elhárították a zsinat munkájában való részvételt, és azt követelték, hogy a püspökök kezdjék újra a dogmatikai [hitelvi] kérdések megtárgyalását, és tekintsék semmisnek addigi határozataikat. Ez a kérés érthető volt; mint ahogy az is érthető, hogy a pápai legátusok [küldöttek] és a püspökök hevesen elutasították a javaslatot.” (Owen Chadwick, történész)

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Criteria Maximum Achievedpoints

Understanding of task 4 Location: place and era 4 Use of special vocabulary 4 Use of sources 4 Describing reasons behind an event 6 Structure, clear language 2 Total 24 Divided by 2 Exam points 12

14. This task is about the history of World War I. (short) Using the source and your own knowledge, describe the most important technological devices used in the new type of warfare. Point out the consequences and the economic background of their use.

World War I photograph

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15. This task is about the history of Hungary in the Middle Ages. (short) Describe those provisions of the Golden Bull which affected servients, as well as the relationship between these provisions and the emergence of the nobility, using the source and your own knowledge. ‘3. Neither any form of tax, nor ‘free denars’ shall be collected for the properties of the servients. Neither shall the people of churches be taxed in any way. 4. If the servient’s family is left without a male heir, one quarter of his property shall be allowed to be inherited by his daughter, while he shall have the right to make a will about the rest. And if as a result of sudden death he cannot make any arrangements, his relations shall inherit. And if he has no relations at all, the king shall take his property over. 7. In case the king wishes to go to war outside the boundaries of the country the servients shall not follow him, or only at the king’s expense. If on the other hand a foreign enemy attacks the country then all the servients shall be obliged to go to the country’s defence.’ (Golden Bull)

„3. Semmiféle adót, sem „szabad dénárokat” nem fogunk szedetni a szerviensek birtokai után. Az egyházak népeitől sem fogunk semmiféle adót szedetni. 4. Ha valamely szerviens fiú nélkül hal meg, birtoka negyed részét leánya örökölje, a többiről úgy intézkedjék, ahogy akar. És ha váratlan halál folytán intézkedni nem tud, rokonai örököljék. És ha egyáltalán semmi nemzetsége sincs, a király fogja azokat birtokba venni.



7. Ha pedig a király az országon kívül akar hadat vezetni, a szerviensek ne tartozzanak vele menni, csak az ő pénzén. Ha azonban az ellenség részéről jön sereg az országra, mindnyájan menni tartoznak.” (Aranybulla)

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16. This task is about the reign of Charles Robert, king of Hungary. (long) Describe Charles Robert’s economic reforms, using the sources and your own knowledge. Point out the significance of the measures. Use your secondary school history map. ‘We, Charles, king of Hungary by the grace of God, having […] held a council with Lord John, king of […] Bohemia […] have decreed that our own merchants, as well as Bohemian ones and merchants coming from other neighbouring countries must walk and travel the highways and routes specified below […]. Since we very well know that it was King Béla who designated customs houses for the citizens of Brno and Nagyszombat, we shall recognise these as legal and legitimate in the future. For this same reason we invite and encourage our own merchants as well as those arriving from Bohemia and other countries to pass through the customs houses we have mentioned above freely, together with their possessions, goods, and valuables in peace, unharmed, unhindered, and safe in their person after paying the required duties.’ (Charles Robert’s charter, 1336) „Mi, Károly, Isten kegyelméből Magyarország királya, amidőn […] János úrral, Csehországnak […] királyával… tanácskozást tartottunk […] elrendeltük, hogy mind a mi kereskedőinknek, mind a csehországiaknak és más szomszédos országbelieknek az alább megírt országutakon és útvonalakon kell járniok és utazniok [...]. Mivel jól tudjuk, hogy még Béla király jelölte ki mind a brünni polgároknak, mind a nagyszombatiaknak a vámhelyeket, ezeket továbbra is törvényeseknek és jogosnak tekintjük. Éppen ezért mind a mi kereskedőinket, mind a csehországi és más országokból érkező kereskedőket hívjuk és biztatjuk, hogy javaikkal, áruikkal és értékeikkel békében, háborítatlanul és minden akadályoztatás nélkül vagyonuk és személyük biztonságban a vámok lefizetése után szabadon jöjjenek keresztül az említett vámhelyeken.” (Károly Róbert 1336. évi oklevele)

Hungary’s foreign trade during the reign of Charles Robert

Glossary: Fűszer, vászon, posztó: spice, linen, broadcloth Fémipari termék: metal goods Fegyver: weapons Bor, réz: wine, copper Brünn felé: towards Brno Bécs: Vienna Pozsony: Bratislava Árumegállító jog: staple right Marha, bőr, bor: cattle, hide, wine Arany, ezüst: gold, silver Réz, só: copper, salt Fűszer, drága kelme: spices, expensive

fabrics Ló: horse Nyugati posztó: Western

broadcloth Selyem: silk



'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 denarii must be supplied and paid to the bailiff by right of the chamber within 15 days of the toll being levied.' (Charles Robert’s Decree, 1342) „Határozván elrendeltük és parancsoljuk, hogy minden megyében, minden egyes kapu után, amelyen szénával vagy gabonával megrakott szekér képes befordulni vagy azon át kijönni […] a kirovás megtörténte után 15 napon belül, a kamara haszna címén, előbb említett kamaráknak 18 dénárt a kamarák ispánjának kezéhez kell szolgáltatni és fizetni.” (Károly Róbert 1342. évi dekrétuma) …………………………………………………………………………………………………

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Understanding of task 8 Location: place and era 4 Use of special vocabulary 4 Use of sources 8 Describing the reasons behind an event 10 Structure, clear language 8 Total 42 Divided by 2 Exam points 21

17. This task is about the situation of ethnic groups in Hungary under the Dual Monarchy. (short) Describe how the proportions of ethnic groups changed, using the source and your own knowledge. Outline the principal reasons for the change. Use your secondary school history map.

Distribution of ethnic groups in Hungary (without Croatia) Ethnic group 1880 1910

Head % Head % Hungarian 6,403,000 46.6 9,944,000 54.5 German 1,870,000 13.6 1,903,000 10.4 Slovakian 1,855,000 13.5 1,946,000 10.7 Romanian 2,403,000 17.5 2,948,000 16.1 Ruthenian 353,000 2.6 464,000 2.5 Croatian and Serbian 631,000 4.6 743,000 4.1 other 223,000 1.6 313,000 1.7

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18. This task is about the history of Hungary in the 18th century. (long) Describe the reforming activities of Joseph II, using the sources and your own knowledge. In your answer, include the principles and ideologies underlying the reforms and how the reforms were received. ‘In every settlement which does not own a place for the public practice of religion but has at least one hundred non-Catholic families, and these have enough funds to finance the building of houses of prayer, parsonages, dwellings for teachers, and where appropriate positions for pastors and school teachers can be provided, let the non-Catholics, that is people of the Helvetian and Augsburgian Confessions [Calvinists and Lutherans] as well as followers of the non-Uniate Greek liturgy be allowed to build private houses of prayer in such a way so that these houses have neither towers, nor bells, nor any entrances opening from the public roads.’ (Excerpt from the Decree of Tolerance; 1781)

„Minden olyan nyilvános vallásgyakorlattal nem bíró helyen, ahol van száz nem katolikus család, s ezeknek van elegendő fedezetük imaházak, lelkészlakok, tanítólakások építésére, s ahol a lelkészek és tanítók megfelelő állásáról gondoskodni



képesek, legyen szabad ugyanezen nem katolikus, vagyis az ágostai és helvét hitvallásúaknak, avagy a görög szertartású nem egyesülteknek magánimaházakat oly módon felépíteni, hogy ezeknek se tornyuk, se harangjuk, se közútról nyíló bejáratuk ne legyen.” (Türelmi rendelet, 1781)

‘Were the Hungarian language shared both by Hungary and Transylvania, it would be possible to use it to manage the country’s matters instead of Latin. But, as everybody knows, German, some variations of Illyrian and the Vlach language are almost as widely used. Thus, there is no other language but German which could be chosen over Latin for carrying on the country’s affairs, and which would be used in the whole Monarchy.’ (The Language Decree, 1784)

„Ha a magyar nyelv Magyarországon és Erdélyben közönséges volna, úgy lehetne ezzel az ország dolgaiban a deák helyett közönségesen élni, de tudnivaló, hogy a német, az illíriainak egynehány neme és az oláh nyelvek majd szinte olyan szokásban vagynak. Nincsen tehát más nyelv a német nyelven kívül, amelyet a deák helyett az ország dolgainak folytatására lehessen választani, amellyel tudniillik az egész monarchia él.” (Nyelvrendelet, 1784) ‘Firstly: Inasmuch as so far peasants have been tied by perpetual duties and have had no right to move from the property of their landlord, we wish to abolish these altogether, and to make in the future all peasants into people who are allowed to change their dwellings freely. Secondly: We wish all peasants to be free as they wish, without any permission from the Landlord, to engage themselves in studying Sciences and Professions, and to practice these anywhere. ‘ (Regulation on the Serfs; 1785)

„Először: „A Jobbágyság állapottyát annyiban a mennyiben a Parasztok ennél fogva eddig elé örökös kötelesség alá vettetve és a földhöz köttetve voltanak, jövendőre tellyességgel eltöröllyük és minden Parasztokat jövendőre magok személlyekre nézve lakásokat szabadon változtatható emberekké tésszük. Másodszor: Azt akarjuk, hogy minden Parasztnak szabad légyen maga kedve szerint, Földös Úrnak engedelme nélkül Tudományoknak és Mesterségeknek tanulására magát adni, s azokat akárhol gyakorolni.” (Jobbágyrendelet, 1785) …………………………………………………………………………………………………

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19. This task is about the history of Hungarians living as minorities abroad. (short) Describe the situation in which Transylvanian Hungarians found themselves in the years following World War II, using the source and your own knowledge. ’We are not trying to find excuses for those individual or administrative distortions which abused the rights of the people who live here. [...] But our honour and justice demand that we correct the one-sided and exaggerated claims. Before that certain decision, for which Hungarians are held responsible, our people had for twenty years led such a life as a minority, as we would not wish even for our enemies. And who keeps an account of those people who tortured and persecuted Hungarians just because they happened to be Hungarians; who deprived Hungarian families of their means of livelihood; who damaged the property of Hungarians, and they themselves profited from this; who, in writing or in words, incited to hatred; who stole more and more from our rights from year to year…? And this isn’t yet over. Hatred is still being incited, our people are persecuted even today in many places, their property is still being taken away under different pretexts.’ (Speech by Áron Márton, Transylvanian bishop, 1946)

„Nem mentjük azokat az egyéni, vagy hatósági túlkapásokat sem, amelyek az itt lakó népek jogait sértették. […] De a becsületünk és az igazságunk követeli, hogy az egyoldalú és túlzó beállításokat helyreigazítsuk. Ama bizonyos döntés előtt, mellyel kapcsolatban magyarokat felelősségre vonnak, a mi népünk húsz esztendeig élt olyan kisebbségi sorsban, melyhez hasonlót az ellenségünknek sem kívánunk. És vajon ki tartja nyilván azokat, akik magyarokat, csak azért, mert magyarok voltak, megkínoztak, üldöztek; akik magyar családokat kenyerüktől megfosztottak; akik magyaroknak anyagi kárt okoztak, és maguk azon gyarapodtak; akik írásban vagy szóban gyűlöletre uszítottak; akik a jogainkból évről-évre többet koboztak el...? És ennek ma sincs vége. A gyűlöletet ma is szítják, népünket sok helyen ma is üldözik, a vagyonát ma is mindenféle címeken elveszik.” (Márton Áron erdélyi püspök beszéde, 1946)

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Criteria Maximum Achieve

d points


20. This task is about the history of the 1956 Hungarian revolution and freedom fight. (long) Describe the reprisals directed against the participants of the revolution and freedom fight, using your own knowledge and the sources. In your answer, include what the Kádár leadership thought about the participants in November and December, 1956. ‘The reactionary elements, misusing the mistakes we had made during our popular democratic construction, misled many honest workers – especially the majority of young people - who joined the movements with honest, patriotic intentions. […] For this reason it is an unjust and wrong procedure for anybody to persecute these [honest workers] for having participated in the movement.’ (The Kádár government’s proclamation, November 4th, 1956)

„A reakciós elemek felhasználva népi demokratikus építésünk folyamán elkövetett hibákat, igen sok becsületes dolgozót – különösen az ifjúság nagy részét – tévesztették meg, akik a mozgalomba becsületes, hazafias szándékkal kapcsolódtak be. […] Éppen ezért helytelen és bűnös eljárás, ha valaki vádolja ezeket [a becsületes dolgozókat] azért, hogy a mozgalomban részt vettek.” (A Kádár-kormány felhívása, 1956. november 4.)

’ […] the aim of the counter-revolution was not to correct mistakes, but to overthrow the people’s power, the state of the Hungarian People’ Republic, to destroy socialist achievements. […] These masses who participated in the October events with honest intentions must face the bitter truth that even those people who did not mean to do so promoted the aims of the counter-revolution against the order and institutions of the people’s republic by the armed uprising.’ (Decree by the Hungarian Socialist Workers’ Party’s Provisional Central Committee, December 5th, 1956)



„[…] az ellenforradalom célja nem a hibák kijavítása, hanem a néphatalom, a Magyar Népköztársaság államának megdöntése, a szocialista vívmányok megsemmisítése volt. […] Az októberi eseményekben becsületes szándékkal részt vett tömegeknek látniuk kell azt a keserű igazságot, hogy a népköztársaság államrendje és intézményei ellen a fegyveres felkelés azok részéről is az ellenforradalom céljait mozdítja elő, akiknek ez nem volt szándékában.” (A Magyar Szocialista Munkáspárt Ideiglenes Központi Bizottságának határozata, 1956. december 5.)

‘In the morning of Wednesday, November 7th, the orders of the main Russian command in Budapest were announced to the Hungarian border guards on duty at the Rábafüzes border station. According to the orders the service of border control was to be taken up immediately. The border guards were to employ all necessary means to prevent anybody from leaving Hungary.

On the night from the 12th to the 13th of November 270 new refugees arrived at the Oberwart-Güssing-Jännersdorf sector.

On Tuesday the 13th [of November] at the wooden bridge over the Rába at Szentgotthárd, several refugees were stopped by the border guards who were lying in wait, according to the Austrian customs officers. Escape is completely impossible there.’ (Telephone reports of the correspondent of Radio Free Europe from Graz, November 1956)

„November 7-én, szerdán reggel kihirdették a budapesti legfőbb orosz parancsnokság parancsát a rábafüzesi határon szolgálatot teljesítő magyar határőrök előtt. A parancs értelmében a határőrzési szolgálatot azonnali hatállyal fel kell venni. A határőrségnek minden erővel meg kell akadályoznia, hogy bárki is elhagyhassa Magyarországot.

November 12-éről 13-ára virradó éjszaka 270 új menekült érkezett az Oberwart–Güssing–Jännersdorf-i szakaszon.

A szentgotthárdi Rába-fahídnál [november] 13-án kedden több menekültet tartóztattak fel az osztrák vámőrök megfigyelése szerint az ott lesállásban lévő határőrök. Ott teljesen lehetetlen a menekülés.” (A Szabad Európa Rádió tudósítójának grazi telefonjelentései 1956 novemberéből)

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Maximum points

Achievedpoints

I Short answer tasks

1. Ancient East 5 2. Medieval church 4 3. Hungarian Middle Ages 4 4. France’s economy 4 5. Turks in Hungary 4 6. History of the USA 3 7. Lifestyle at the turn of the century 3 8. Cold War 4 9. Counter-revolutionary consolidation 5 10. WWII losses 3 11. Third World 3 12. Human and civil rights 3 Total I 45

II Longer, essay-type questions

13. The Council of Trent 12 14. World War I 12 15. The Golden Bull 12 16. Economic reforms of Charles Robert 21 17. Ethnic groups under the Dual Monarchy 12 18. Joseph II 21 19. Transylvanian Hungarians 12 20. Reprisals after 1956 21

Total II 45 Total score for 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, simple tasks / I. Egyszerű, rövid feladatok II Longer, essay-type questions / II. Szöveges, kifejtendő feladatok

Correcting teacher / Javító tanár

administrator / jegyző

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

tÖrtÉnelem angol...

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