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Történelem angol nyelven középszint — írásbeli vizsga 2012

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

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TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ ÍRÁSBELI VIZSGA

2020. október 21. 8:00

Időtartam: 225 perc

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Történelem angol nyelven középszint

2012 írásbeli vizsga 2 / 28 2020. október 21.

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Important information Give clear answers and make all your work unambiguous – even if you need to make corrections in your text. Try to be concise and keep to the point. Do not use more space than is provided. Only write the number of words or items specified in the task. (If you write more, your answers will be evaluated in the order they appear.) Please write in blue ink.

When working on the exam tasks consider the following. • Read the instructions carefully. • Do exactly what the instructions tell you. • Check how many sub-tasks the task consists of, and make sure you do all of them. • Study the sources provided (pictures, diagrams, texts, maps). Please keep in mind that

the English translations of sources are intended to render the meaning of the original texts, but not their sometimes archaic style.

• Consider your answers carefully before writing them down so that you do not have to correct them later.

• Use the resources that you are allowed to use for each task: the maps of the secondary school Historical Atlas [középiskolai történelmi atlasz] and the bilingual dictionaries. People, topographical data and concepts can only be evaluated when correctly spelled.

We advise you to follow these steps when dealing with the shorter or longer essay-type questions:

1. Identify the place and time of the given event or problem. 2. Use the given sources and the map [középiskolai történelmi atlasz] to understand the task. 3. Collect the general concepts (for example: development, change, production) and the

time-specific concepts (for example: serf, guild, personality cult) that can be used to describe the given event or problem.

4. Include the information contained in the sources, or the conclusions that can be drawn from them, in your answers.

5. Identify the events leading up to the given situation, its causes and its results. 6. Include your own knowledge as well as your own opinions and personal perspective. 7. Make drafts or outlines before writing your answers if necessary. 8. Make sure that your sentences are clearly structured, and that your ideas are easy to follow. 9. Your whole answer should have a clear structure. Check your grammar and spelling.

For your information: The following will be considered when your essays are evaluated:

• understanding of the task • proper and relevant content that satisfies requirements • logical overall structure and accurate language.

Good Luck!



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I. SHORT ANSWER TASKS 1. This task is about Greek religion. Below, you will find a map and a table containing statements. Decide which places marked on the map the statements refer to. Write the numbers indicated on the map in the appropriate boxes in the table. Write only one number in each box. There are two extra numbers. (1 point for each correct item.)

Statement Number

a) The most important sports competition of the ancient Greek world – held in honour of Zeus – took place here.

b) The protector of this city was the goddess of wisdom and of just war.

c) Which statements are true of Greek religion? Circle the numbers of the two correct answers.

1. We only know about Greek religion from pictures.

2. Every god embodied a natural phenomenon.

3. Shared religious beliefs linked Greek city states together.

4. The Greeks imagined their gods as having human forms, and vested them with human

characteristics.

5. According to Greek mythology, all gods and demi-gods lived at the top of a high

mountain range.

4 points



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2. This task is about medieval art. Do the tasks using the sources and your own knowledge. (1 point for each correct item.)

Painting by Italian artist Botticelli

entitled ‘The Birth of Venus’

Detail of the Hercules Fountain in Matthias Hunyadi’s palace

in Visegrád

Palace built by the Medici family, who governed Florence

a) The works of art shown in the pictures are in the same style. Name this style. ……………………………………….. b) In which century were all these works of art created? Circle the letter of the correct answer. A) 11th century B) 13th century C) 15th century D) 17th century c) What are the characteristics of the style in which the works of art above were created? Circle the numbers of the two correct answers.

1. The lay elite did not yet have the necessary material resources to support art, consequently works of art were almost exclusively commissioned by the Church.

2. Art was put to the service of the Catholic revival. 3. The façades of buildings were vividly decorated and crowded with details; the creators

liked to use asymmetric forms. 4. Artists often turned to the traditions of ancient culture. 5. The use of perspective became common in painting.

4 points



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3. This task is about the economic reforms of Charles I. Do the tasks using the sketch map and your own knowledge. (1 point for each correct item.)

Hungary’s mining and financial administration in the 14th century

Glossary Német-Római Birodalom Holy Roman Empire Moldvai Fejedelemség Principality of Moldavia Havasalföldi Fejedelemség Principality of Wallachia Horvátország Croatia Macsói Bánság Banate of Macsó Pénzverőkamarai székhely Seat of minting chamber Kamarák határai Borders of chambers Bányaváros Mining town Vámhelyek Customs houses Ásványkincsek minerals Arany gold Ezüst silver Réz copper Vas iron Ólom lead Só salt a) Name the mineral which was most typically mined in the north-eastern part of the country (Ruthenia) and in Transylvania. Choose from the minerals indicated on the map. .....................................................



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b) What explains the location of the seats of minting chambers? Circle the number of the only correct answer. 1. All the seats of minting chambers were centres of precious metal mining.

2. The seats of minting chambers were established in mining areas, and in places with busy

commercial traffic.

3. Seats of mint chambers were established near the borders, as they also had a defensive role.

c) Name the concept described in the definition. Customs duty paid after foreign trade, regulated by Charles I. About 3% of the value of goods had to be paid. ……………………………………………………

‘In agreement with the carefully considered counsel of the prelates and the barons of our country, we graciously decree that if there is a gold or silver mine found on any of the prelates’, monks’, lay priests’ or noblemen’s land, and so far as they do not deny their existence nor refuse to open them up, they can happily enjoy the ownership of those lands forever where those gold and silver mines can be found. Furthermore they will also receive one third of the king’s royal revenue, which is due according to the traditions of miners, from the income of the mines forever.’ (Charles I’s Charter, 1327)

„Országunk főpapjainak és báróinak alaposan megfontolt tanácsával egyetértően kegyesen elrendeljük örökre szólóan, hogy ha a főpapok, szerzetesek és világi papok vagy a nemesek bármelyikének földjein és birtokán arany-, illetve ezüstbányát fognak találni, s amennyiben nem tagadják le azok létezését és nem tagadják meg a feltárásukat, akkor ugyanők örökre élvezzék örvendezve azon földjeik változatlan birtoklását, amelyeken ezek az arany- és ezüstbányák találhatók, sőt a földjükön talált arany-, illetve ezüstbányákból származó, a bányászok szokása szerint befolyó királyi jövedelmek harmadrészét is kapják meg teljességgel örök időkre.” (I. Károly oklevele, 1327) d) Using the source, choose the statement which explains the boom in mining. Circle the number of the only correct answer.

1. The boom in trade made mining gold worthwhile for lay landowners. 2. By allowing them to keep one third of the income from mines, the ruler made

opening mines worthwhile for landowners. 3. After the victory over the oligarchs, the landlords – terrified by the wrath of the king

– reported their mines, in spite of the fact that the king took over their estates.

4 points



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4. This task is about the English constitutional monarchy. Do the tasks using the sources and your own knowledge. (1 point for each correct item.)

The development of the United Kingdom

the Whig party

the Tory party

other parties

total

1761 446 112 0 558 1774 215 215 128 558 1802 269 383 16 668 1818 175 332 161 668 The number of members of parliament

in the United Kingdom according to political party

Glossary Anglia és Wales England and Wales Skócia Scotland Írország Ireland Nagy-Britannia Egyesült Királysága The United Kingdom of Great Britain Nagy-Britannia és Írország Egyesült Királysága The United Kingdom of Great Britain and Ireland a) In which year was it certain that the prime minister would be a member of the Tory party, considering the balance of power in parliament? Choose from the dates in the table. ………………… b) In which year was it certain that the prime minister would be a member of the Whig party, considering the balance of power in parliament? Choose from the dates in the table. ………………… c) How could somebody become prime minister in Great Britain in the period covered by the sources? Circle the number of the only correct answer.

1. The ruler appointed the person who was directly elected by the people.

2. The ruler appointed the leader of the party that had gained a majority.

3. The parliament chose from among four people nominated by the ruler.

4. The parliament chose from among the four people who had received the most votes in

the elections.

d) What was the reason why the total number of members of parliament changed during the period covered by the table? Base your answer on the diagram. ………………………………………………………………………………………………… 4 points



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5) This task is about the cultural effects of the Hungarian reformation. Do the tasks using the sources and your own knowledge. (1 point for each correct item) A) ‘Elsewhere, good scholarship is perishing, but thanks to Your merits, there remains this fertile garden, from which the useful knowledge of life can be spread yet again in Pannonia […]. Your support for sciences that have started to deteriorate indicates your gracious and god-fearing intentions, from which [a]] even the difficult circumstances should not dissuade you. […][b]] I hope God will support your plans, especially if you strive [c]] for the purer church to be taught. It is beyond doubt that [this present] war and […] servitude are the punishment for our sins and idolatry […]. I commend Matthias [Dévai Bíró], this gentleman of excellent knowledge, wisdom and grace and Johannes Sylvester, this knowledgeable man, to your patronage.’ (Letter from German theologist Melanchthon, Luther’s colleague, to Hungarian magnate Tamás Nádasdy, 1537

„Máshol a jó tudományok elpusztulnak, de a Te erényednek köszönhetően megmarad ez a veteményeskert, ahonnan Pannóniában újra terjeszteni lehet az élet hasznos ismereteit […]. A romlásnak indult tudományok támogatása kegyes és istenfélő szándékra vall, melytől [a)] a nehéz körülmények se tántorítsanak el. […] [b)] Remélem, hogy Isten támogatja terveidet, különösen, ha azon igyekszel, hogy [c)] a tisztább egyházat tanítsák. Nem kétséges ugyanis, hogy [ez a mostani] háború és a […] szolgaság bűneink és bálványimádásunk büntetése […]. [Dévai Bíró] Mátyást, a kiváló tudománnyal, bölcsességgel és kegyességgel rendelkező férfiút és Sylvester Jánost, e tudós férfiút, Nagyságod pártfogásába ajánlom.” (Melanchton német teológusnak, Luther munkatársának levele Nádasdy Tamás magyar főúrhoz, 1537) What do the underlined parts marked with letters in excerpt A) refer to? In each sub-task, circle the number of the only correct answer. a) 1. The campaigns and conquests of the Turks were a permanent danger.

2. As a result of the beginning of the Counter-Reformation, Nádasdy was exposed to the persecution of the Inquisition. 3. As a result of the decline in trade, the wealth of Hungarian magnates was significantly

reduced.

b) 1. Nádasdy was preparing to expel the Turks from Hungary.

2. Nádasdy was planning to found a school.

3. Nádasdy set off on a pilgrimage to the Holy Land.

c) 1. To found new churches.

2. To restore respect for the Pope.

3. To spread Protestant teachings.



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B) ‘Finally, we put the finishing touches to the whole New Testament. […] A few years ago we were under attack by other nations, on the grounds that even the Russians have the Gospel in their own language, but the Hungarians don’t. From now on, Christian nations will not only be unable to criticise us for this, but they can even envy us for our wonderful language […].’ (Letter from Johannes Sylvester to Tamás Nádasdy, 1540) „Végre elvégeztük az utolsó simítást is az egész Újtestamentumon [Újszövetségen] […]. Néhány évvel ezelőtt támadtak bennünket a többi nemzetek, hogy bár az oroszoknak is van saját nyelvükön evangéliumuk, a magyaroknak nincsen. Ezután emiatt a keresztény nemzetek nemcsak, hogy nem gyalázhatnak, de még irigyelhetnek is bennünket pompás nyelvünkért […].”(Sylvester János levele Nádasdy Tamásnak, 1540) d) In the letter quoted in source B) Johannes Sylvester wrote about the completion of a task to the person who had commissioned it. What was this task? Describe it briefly, using your own words. …………………………………………………………………………………………………... 6. This task is about the systems of alliances that developed before World War I. (complex task) Do the tasks using the sources and your own knowledge. (1 point for each correct item) A) ‘However, these days we consider them as a potential [possible] enemy, which in the case of war would support the only great power with whom Great Britain could get into serious conflict – Germany.’ (Report by a British envoy, 1910) „Manapság viszont úgy tekintünk rá, mint potenciális [lehetséges] ellenségre, aki háború esetén támogatná az egyetlen nagyhatalmat, akivel Nagy-Britannia komoly konfliktusba kerülhet – Németországot.” (Brit követi jelentés, 1910) a) To which country does the underlined part of the source refer? Circle the number of the only correct answer.

1. France 2. Russia 3. Austro-Hungarian Monarchy 4. Spain

B) ‘With France we will never be at peace, while against Russia [with whom we also share a border] we will never have to go to war, unless the situation gets spoilt by liberal nonsense and dynastic foolishnesses.’ (Remark by a contemporary politician in the 1870s)

„Franciaországgal sohasem leszünk békében, [a velünk szintén határos] Oroszország ellen pedig sohasem leszünk kénytelenek háborúzni, hacsak el nem rontják a helyzetet liberális képtelenségek vagy dinasztikus ostobaságok.” (Egy korabeli politikus mondása, 1870-es évek)

4 points



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b) Which country did the politician whose remark was quoted in the excerpt come from? Circle the number of the only correct answer. 1. Great Britain

2. Germany

3. Austro-Hungarian Monarchy

4. Italy

C) ‘Should the Triple Alliance or one of the powers belonging to it mobilise its armed forces, […] having received this news […] [both contracting parties shall] mobilise [against us] all the military forces available to them, and shall bring them as close as possible to their borders. Forces available […] will consist of 1,300,000 men [for one party], while [for the other] 700-800,000 men.’ (From a treaty of alliance, 1893)

„Abban az esetben, ha a hármas szövetség vagy az azt alkotó hatalmak valamelyike haderejét mozgósítja, […] az erről az eseményről kapott hírt követőleg […] [mindkét szerződő fél ellenük] mozgósítja egész rendelkezésre álló haderejét, és minél közelebb tolja azokat határaihoz. A rendelkezésre álló erők […] [egyik] részéről 1 300 000 főből, [másik] részéről 700–800 000 főből fognak állni.” (Egy szövetségi szerződésből, 1893)

c) Which two states made the treaty quoted above? Circle the numbers of the two correct answers. 1. Germany

2. Ottoman Empire

3. France

4. Russia

5. Austro-Hungarian Monarchy



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Systems of Alliances before World War I

(Countries marked with the same pattern / shade belong to the same system of alliance) Glossary Egyesült Királyság United Kingdom Franciaország France Német Császárság German Empire Osztrák-Magyar Monarchia Austro-Hungarian Monarchy Orosz Birodalom Russian Empire Olasz Királyság Kingdom of Italy d) One of the states did not enter the war as a member of the alliance shown on the map. Which was this state? Choose from among the states named on the map. …………………………………….. e) What is the historical term for the alliance of countries marked with stripes? ……………………………………..

6 points



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7. This task is about the Reform Period. Do the tasks using the sources and your own knowledge. (1 point for each correct item) ‘»We accept, however rough it may be, What is born from the womb of our country; Nothing, however soft or splendid, Nothing from outside!« And no man should speak of Sacrifice and renunciation; Duty! What one does for the Well-being of one’s country.’ (Poem by Sándor Petőfi, 1844) „»Elfogadjuk, bármi durva, Amit a hon méhe szül; Bármi lágy és bármi pompás, Semmit, semmit e kívül!« És ne szóljon áldozatról, Lemondásról senki sem; Kötelesség! mit az ember Hon jóllétéért teszen.” (Petőfi Sándor verse, 1844)

‘New Veronese salami. Fresh Hungarian salami. […] Real French champagne. Hungarian sparkling wine. […] Mineral waters (Hungarian and foreign) are offered […] to customers at very reasonable prices in Gáspár Pentsch’s “White Dog” grocer’s, in Pest, by the hay market, opposite the Lutheran school building. (Advertisement in Pesti Hírlap, 1845) „Veronai új szalámi. Belföldi friss szalámi. […] Francia valódi sampámi bor. Magyar pezsgő bor. […] Érces vizek (magyarhoniak és külföldiek) igen jutányos árért ajánltatnak a […] közönség figyelmébe Pentsch Gáspár fűszerkereskedése által Pesten, szénapiacon az evangélikus iskola épületének átellenében » a fehér kutyához «. (Apróhirdetés a Pesti Hírlapban, 1845)

a) Which social organisation did Sándor Petőfi popularise in the poem quoted above?

Circle the number of the only correct answer. 1. The National Casino

2. The Association for Protection (Védegylet)

3. The Hungarian Academy of Sciences b) From the text of the advertisement, name a specific product which corresponds to the aims expressed in the poem. ………………………………………… c) Using your own words, explain what difficulties the poet refers to when talking about the realisation of the aims. …………………………………………………………………………………………………... ‘Some individuals need defending against stronger ones, and they will become free only through this. Likewise, weaker or - talking in terms of the national economy -, less developed nations need defending as well against stronger ones.’ (Lajos Kossuth, 1842)



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„Egyes embernek szüksége van az erősb elleni oltalomra, s csak ép ezáltal lesz szabaddá, ép úgy a gyöngébb – azaz nemzetgazdasági szempontból szólva – fejletlenebb nemzetnek is oltalomra van az erősb ellen szükség.” (Kossuth Lajos írása,1842) d) Name the – unrealised – economic measure Kossuth urged in the extract quoted above in order to help achieve the aims outlined in the poem.

……………………………………………………… 8. This task is about the history of Germany between the World Wars. Do the tasks using the images from the 1930s and your own knowledge. Below the pictures, there is a table containing statements. Which statement refers to which picture? Write the letter of the correct picture in the appropriate box. Only write one letter in each box. One of the letters can appear twice. (1 point for each correct item.) A) B) C)

Election campaign slogan in English:

‘Our last hope: Hitler’.

Title on the book cover in English: ‘Our German

Imperial Railways’.

Caption of the poster in English: ‘Degenerate

music’.

Statement Letter of picture a) It reinforces the feeling of racial superiority by supplying an image of the enemy..

b) It shows that the Great Depression played an important part in the Nazis’ rise to power.

c) By emphasising the strength of the nation it strives to appeal to nationalist feelings.

d) It refers to the achievements of Hitler’s policies.

4 points

4 points



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9. This task is about Hungarian society between the two World Wars. Below, you will find four extracts and a question connected to each one. Choose the correct answer to each question. (1 point for each correct item) A) ’At the end of the [First World] War we could almost say there were two Hungaries facing each other. On one side stood the noble, national system defending the historic heritage, […] on the other a new phenomenon: bourgeois society […]. The [counter-revolutionary] consolidation […][took shape in] the restoration of the pre-war system. Historical social classes regained their vigour, and step-by-step gained power […]. After such preparation compromise with capitalism or the middle class was also feasible.’ (Sociologist, writer and politician Ferenc Erdei, 1943) „A[z első világ]háború végén már szinte két Magyarország állott egymással szemben. Az egyik oldalon a történelmi örökségét védő nemesi, nemzeti rendszer, […] a másik oldalon pedig egy új képződmény: a polgári társadalom […]. [Az ellenforradalmi] konszolidáció […] a háború előtti rendszer restaurálásában [öltött testet]. A történelmi osztályok újra erőre kaptak, és fokozatosan magukhoz ragadták a vezetést […]. Ilyen előkészítés után a kapitalizmussal és a polgársággal való kiegyezés is megtörténhetett.” (Erdei Ferenc szociológus, író, politikus, 1943) a) In Ferenc Erdei’s description, what kind of society did Hungary have between the two World Wars? Circle the number of the only correct answer. 1. feudal society

2. bourgeois society

3. estate society

4. superimposed society

B) ’Hungarians are not penalised by some strange god-sent curse or the wrath of fate, let us not go this far. Hungary is cursed by an incredibly unhealthy division of landed property. The fate of this nation […] is not in the hands of angry gods, but in the hands of barely a thousand great landowners. This nation is not killing itself, nor is it preventing its own reproduction […] because of an ancient curse, but because there is nowhere for it to reproduce to. […] Destruction will not be halted by liquidating those midwives who are truly unscrupulous and criminal. Nor will it be halted by a more vigorous campaign against contraceptives. ’ (Writer and poet Gyula Illyés, 1933) „A magyarságot nem valami különös isteni átok, vagy sorsharag sújtja, ne menjünk ilyen messzire. A magyarságot egy rettenetesen egészségtelen földbirtok-megoszlás sújtja. E nép sorsa, […] nem bosszús istenek kezében van, hanem alig ezernyi nagy-birtokos kezében. Ez a nép nem ősi átok […] miatt öli magát és vet gátat szaporo-dásának, hanem azért, mert nincs mire szaporodjék. […] A pusztulást nem fogja meg-akadályozni, ha a valóban lelkiismeretlen és bűnös bábákat kipusztítjuk. A fogamzást akadályozó szerek fokozottabb üldözése sem fogja megállítani.” (Illyés Gyula író, költő, 1933)



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b) According to the excerpt above, what would have solved the problems of peasants in Gyula Illyés’s opinion? Circle the number of the only correct answer. 1. emancipation

2. developing health care

3. land reform

4. extending social security

C) ‘The upper part of this class consists of landowners who live in their own mansions and estates. They […] are direct descendents of ancestors in this region according to kind, dignity, lifestyle and often obscurantism. The second [part] consists of the gentry employed in administration, who have already moved away from the wealth possessed by their ancestors, but still manage somehow to keep the façade and dignity of the ancestral lifestyle as the representatives of a borrowed state authority.’ (Writer Zoltán Szabó, 1938) „A felső csoport a maga kúriáján és a maga földjén élő földbirtokos. Ezek […] egyenes utódai az ősöknek e tájon fajta, méltóság, életforma és sokszor maradiság szerint. A második [csoport] a hatósági dzsentri, már eltávolodott az ősök létalapjától, de az ősök életmódjának külszínét és méltóságát a kölcsönvett állami hatalom képviselőjeként még valahogy meg tudja tartani.” (Szabó Zoltán író, 1938) c) To which social class did both groups described by Zoltán Szabó belong? Circle the number of the only correct answer. 1. land-owning peasants

2. magnates with large estates

3. bourgeoisie

4. Genteel middle class

D) ‘Lines of wagons also stood […] on the outer tracks of the great station of Szeged. There were not enough flats to house families; for years, people lived, were born and died in these wagons. […] In summer, they cooked by open doors, in winter while cooking they also heated.’ (Recollections of Károly Zsiray about the period after the First World War, 1986) „A szegedi nagyállomás külső vágányain is […] álltak a vagonsorok. Nem volt annyi lakás, hogy elhelyezzék a családokat; évekig éltek, születtek és meghaltak az emberek a vagonokban. […] Nyáron a nyitott ajtónál főztek, télen a főzéssel egyben fűtöttek is.” (Zsiray Károly visszaemlékezése az első világháború utáni időszakra, 1986)



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d) Whose situation is described in the above excerpt by Károly Zsiray? Circle the number of the only correct answer. 1. Hungarians who fled to Hungary from the annexed territories

2. poor peasants doing seasonal work in the summer

3. Swabians sentenced to be deported

4. conscripted soldiers

10. This task is about the European Union. Decide which institutions of the European Union the following excerpts refer to. Write the name of the appropriate institution on the dotted line under the excerpt. Choose from the list. There is one extra institution. (1 point for each correct item.) Institutions: The European Commission, The Court of Justice of the European Union, The European Central Bank, The European Parliament, The European Council A) ‘A week from today, on Sunday, May 26th, 8 million and 11 thousand voters can decide who will take the 21 seats of representatives allocated to Hungary in [a)].’ (News item, 2019) „Egy hét múlva, május 26-án, vasárnap 8 millió 11 ezer választópolgár dönthet arról, kik foglalhatják el az [a)]-ban/-ben a Magyarországnak járó 21 képviselői helyet.” (Sajtóhír, 2019) a) ……………………………………………………. B) ‘The elected president of [b)] is now asking each member state in an official letter […] to nominate a person to be delegated as a commissioner to [b)] from their country. The hearings of the nominees will take place between September 30th and October 8th.’ (News item, 2019) „Az [b)] megválasztott elnöke most hivatalos levélben kéri fel a tagállamok[at] […], hogy tegyenek javaslatot az [b)] országukból érkező tagjára. A biztosjelöltek meghallgatására szeptember 30. és október 8. között kerül sor.” (Sajtóhír, 2019) b) ……………………………………………………. C) ‘The heads of state and government of member states are holding a special summit meeting on Sunday night in Brussels. Their only agenda point is filling the leading positions of the EU institutions.’ (News item, 2019) „A tagországok állam- és kormányfői vasárnap este rendkívüli csúcstalálkozót tartanak Brüsszelben, egyetlen napirendi pontként a főbb EU-intézmények vezetői tisztségeinek betöltéséről tárgyalnak.” (Sajtóhír, 2019) c) …………………………………………………….

4 points



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D) ‘The Governing Council of the [d)] confirmed its intention to continue an economy-boosting loose monetary policy at a press conference following a session where interest rates were decided.’ (News item, 2019) „Megerősítette szándékát a gazdaságösztönző célú laza monetáris politika folytatására az [d)] kormányzótanácsa a kamatdöntő ülést követő sajtótájékoztatón.” (Sajtóhír, 2019) d) ……………………………………………………. 11. This task is about the Rákosi period. Below you will find two extracts followed by statements connected to them. For each extract, choose the two correct statements. Circle the numbers of the correct sentences. (1 point for each correct item.) A) ‘Actually, it would not be a problem if, as a result of the debate, the parliament were to modify a few things, otherwise the ratification might feel a bit sterile. I reckon it would be distinctly desirable for two or three speakers to recommend some pre-agreed minor changes, which should be in the direction of further increase. Maybe your men could come up with something which would actually be possible. Or if not an increase, then some smaller additions. That is how it is done in the Soviet Union.’ [...]’ (Ernő Gerő to Zoltán Vas, the president of the National Planning Office, 1949) „Egyébként az nem baj, ha a vita eredményeként néhány dolgot módosítana az országgyűlés, mert egyébként az elfogadás túlságosan kincstári jellegű. Azt gondolom, hogy egyenesen kívánatos volna, hogy két-három szónok javasoljon valami előre megbeszélt kisebb módosítást, mégpedig a további felemelés irányába. Talán a te embereid kihalásznak valamit, amit tényleg meg is lehet csinálni. Vagy ha nem felemelést, akkor valami kisebb kiegészítést. A Szovjetunióban ezt így csinálják.” (Gerő Ernő Vas Zoltánnak, az Országos Tervhivatal elnökének, 1949)

1. As it transpires in the text, parliamentary debates were of decisive importance.

2. A cult of personality appears in the text.

3. The situation described in the text suggests that there was no opposition in parliament.

4. Following the Soviet pattern is referred to in the text.

5. As it transpires in the text, the leaders of the regime did not have a parliamentary majority.

B) ‘What came to the comrade’s mind when s/he heard that Mátyás Rákosi had become Chairman of the Council of Ministers? János Sándor, locksmith at Ganz Vagon, still under the effect of the news, can only answer the question with difficulty, haltingly: “We have been waiting for this for a long time, now I know our country is in safe hands … I can hardly wait to get back to the factory and tell my comrades the great news.”

4 points



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Mrs. József Salamon, worker at the Sortex textile company and Mrs. József Varga, Stakhanovite textile knotter at the Loden textile company, both wipe secret tears from their eyes: “I just watched comrade Rákosi and I just clapped. I would have wanted that moment to last as long as possible.”’ (Szabad Nép, 1952) „Mire gondolt az elvtárs, amikor meghallotta, hogy Rákosi Mátyás a minisztertanács elnöke? Sándor János a Ganz Vagon lakatosa, még mindig az élmény hatása alatt, nehezen, akadozva tud csak válaszolni erre a kérdésre: »Régóta várunk erre, most tudom igazán, jó kezekben van hazánk irányítása… Alig várom, hogy az üzemben lehessek és elmondhassam a nagy hírt elvtársaimnak.« Salamon Józsefné a Sortex [textilipari vállalat] dolgozója, Varga Józsefné a Lóden [textilipari vállalat] sztahanovista [élmunkás] csomózója lopva egy-egy könnycseppet törülnek le szemükről: »Csak néztem Rákosi elvtársat és csak tapsoltam. Azt szerettem volna, ha minél tovább tart ez a pillanat!«” (Szabad Nép, 1952)

1. The text refers to the increasing class struggle.

2. Besides political propaganda, the text refers to economic propaganda as well.

3. In the text, a cult of personality appears.

4. It transpires in the text that this was the time when Rákosi took control of the party and the country. 5. As is indicated by the workplaces of the people interviewed, the main economic goal of the country in the period was the development of light industry.

12. This task is about the system of social services. Do the tasks using the source and your own knowledge. (1 point for each correct item.) ‘Section 142, [...] (2) Without prior proof of entitlement for services [...] everybody on Hungarian territory must be provided with [...] compulsory vaccination, [...] emergency treatment, [...] in cases of urgent need services defined in a separate paragraph. [...] (3) [...] the cost of services and tasks listed in this section must be covered from the central budget [...]. (4) The costs of health services provided under mandatory health insurance*, as defined in the Act on health services provided under mandatory health insurance, [...] will be covered by the Health Insurance Fund. [...] (6) Those health services whose costs [...] are not covered by the central budget or by the Health Insurance Fund can be used at the price set by the health service provider [...].’ (Act 1997 on Health Care) * preventive examinations, GP care, dental care, outpatient care, hospital services, obstetric care, medical rehabilitation, patient transport services.

4 points



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„142. §. […] (2) Az igénybevétel alapjául szolgáló jogviszony előzetes igazolása nélkül […] kell biztosítani a Magyarország területén tartózkodó személy részére […] a kötelező védőoltást, […] a mentést, […] sürgős szükség esetén a külön jogszabályban meghatározott ellátásokat. […] (3) […] az e törvényben foglalt ellátásokat és feladatokat a központi költségvetésben kell biztosítani […]. (4) Az Egészségbiztosítási Alap költségvetésén keresztül kerül biztosításra a kötelező egészségbiztosítás ellátásairól szóló […] törvényben meghatározott egészség-biztosítási ellátások* fedezete. […] (6) Az az egészségügyi szolgáltatás, amely költségének fedezete […] a központi költségvetésben és az Egészségbiztosítási Alapon keresztül sincs biztosítva, az egészségügyi szolgáltató által […] meghatározott térítési díj ellenében vehető igénybe.” (Az 1997. évi törvény az egészségügyről)

* A betegség megelőzését szolgáló vizsgálatok, háziorvosi ellátás, fogászati ellátás, járóbeteg-szak-ellátás, fekvőbeteg-gyógyintézeti ellátás, szülészeti ellátás, orvosi rehabilitáció, betegszállítás

Who or what covers the costs of the following services? Put an X in the appropriate boxes in the table. In one row, you can only put one X.

Service Central budget

Health Insurance Fund

The patient

a) A legally employed bricklayer from Debrecen has a tooth filled.

b) An American tourist in Pécs is taken to hospital with life-threatening head injuries.

c) A citizen of Budapest receives liquid face-lifting injections.

d) Give the official term for the concept described below. A sum paid by the insured person - or by the state in his/her name – which entitles the insured person to use health care services. …………………………………………..

4 points



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II LONGER, ESSAY-TYPE QUESTIONS

Please read the following instructions carefully. You must do two of the following tasks. You must make your selection according to the following rules: You must do: one short task on world history and one long task on Hungarian history. The short task on world history and the long Hungarian task must be about different periods – one on the period up to 1849, the other on the period after 1849. (In the chart, the periods are separated by a double line.) Study the tasks carefully.

Period Number Tasks Task type

World history

Up to 1849 13 The birth of the Islamic religion short

After 1849 14 The disintegration of the Soviet Union short

Hungarian

history

Up to 1849 15 The reforms of Joseph II long

After 1849 16 The Bethlen consolidation long

After studying the tasks, circle the numbers of the tasks that you have chosen. In the table below we have indicated the two possible options. Mark your choice by putting an X into the appropriate row. Mark only one of the options.

Numbers of the selected tasks

Your choice marked with an X

13 and 16 14 and 15

Only do the two tasks that you have selected. Write your answers on the dotted lines below the two tasks of the same type.

Before doing the tasks please study the Important Information on page 2 of this booklet. You can make drafts while working on the answers. You will find the evaluation criteria after each task. The scores will be decided by the correcting teacher.



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13. This task is about the Islamic religion. (short) Using the source and your own knowledge, describe Muhammad’s role in the birth of the Islamic religion. ’I was asleep – recounts Muhammad himself - when Gabriel brought a silk scarf covered with written signs, and said: […] ”Read in the name of your Lord, […] read that your Lord is the most merciful, he is the one who taught men what they did not know.” So I read, and Gabriel left me alone. At this I woke up, and I felt as if those words had been written in my heart.’ (Muhammad Ibn Ishaq, Muhammad’s biographer, 8th century) „Aludtam – meséli maga Mohamed –, mikor Gábriel egy jelekkel teleírt selyemkendőt hozott, és mondá: […] »Olvass Uradnak nevében, […] olvasd, hogy Urad a legkegyelmesebb, ő az, ki tollal megtanítá az embernek, amit az nem tudott.« Olvastam hát, és Gábriel magamra hagyott. Erre felébredtem, és úgy éreztem, mintha szívembe írták volna ezeket a szavakat.”(Mohamed ibn Iszhák, Mohamed életrajzírója, 8. század) 14. This task is about end of the bipolar world. (short) Using the source and your own knowledge, describe the reasons for the disintegration of the Soviet Union. ’The world grew tired of tension. People were waiting impatiently for a chance to improve the situation, to reduce the threat of war. The Soviet Union made unprecedented concessions for this chance to emerge. […] They ask the question: in the end, why are we, the Soviet Union, in such a hurry? After all, we need to destroy more medium-range missiles than the West. […] We were spurred on by one thing only, […] that something had to be done […] to start off the process of disarmament.’ (Recollections of Gorbachev about the negotiations with the Americans in Reykjavik, 1987) „A világ belefáradt a feszültségbe. Az emberek türelmetlenül várták, mikor lesz esély a helyzet javítására, a háborús veszély csökkentésére. A Szovjetunió példa nélkül álló engedményeket tett, hogy ez az esély megteremtődjön. […] Felteszik a kérdést, hogy tulajdonképpen nekünk, a Szovjetuniónak miért kell úgy sietnie. Hiszen több közepes hatótávolságú rakétát kell megsemmisítenünk, mint a Nyugatnak. […] Bennünket csupán egy dolog sietetett, […] hogy valamit tenni kell, […] hogy megkezdődjön a leszerelés folyamata.” (Gorbacsov visszaemlékezése az amerikaiakkal folytatott reykjavíki tárgyalásokra, 1987)

Number of the chosen short task on world history: …. Your answer:

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Criteria Maximum Achieved

points

Understanding of task 2

Location in place and time L 2

Communication, use of special vocabulary

C1 2

C2 2

Acquisition of information, use of sources

S 3

Describing reasons behind an event, critical and problem-centred thinking

E1 3

E2 3

Total/Exam points 17



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15. This task is about 18th century Hungarian history. (long) Using the sources and your own knowledge, describe the most important reforms of Joseph II. In your answer, include the ideas Joseph II held about being a ruler. ’Many rulers consider the wealth and subjects of the state as strictly speaking their private property, and believe that Providence has created the millions of people for them, and it does not occur to them in a million years that Providence put them into that place for them to serve millions. […] Those whose attention is taken by profit or prestige, […] should leave their office in time, as they are neither worthy nor suitable to fill it. Because filling such a post requires a spirit feverishly devoted to the state, and it requires the total and deliberate renunciation of self-interest and comfort.’ (Admonitions of Joseph II to state officials, 1784) „Sok uralkodó az állam vagyonát és alattvalóit is úgy tekinti, mint szoros értelemben vett magántulajdonát, s azt hiszi, hogy a Gondviselés az embermilliókat neki teremtette, s még csak álmában sem gondol arra, hogy a Gondviselés azért állította őt e helyre, hogy ő szolgálja a milliókat. […] Az akinek figyelmét a szolgálathoz tapadó haszon vagy megtiszteltetés köti le, […] hagyja el még jókor hivatalát, melynek betöltésére nem méltó, de nem is alkalmas, s melynek ellátása az állam java iránt forrón érző lelkületet, az önérdekről és a kényelemről való tökéletes lemondást követeli meg.” (II. József intelmei az állami hivatalnokokhoz, 1784) ‘In Europe, none of the erudite nations use Latin in the affairs of the country any longer; this old habit only reigns in Hungary, Transylvania and Poland. […] There […] is no other language besides German which could be chosen instead of Latin to conduct the affairs of the country, as this language is used by the whole Monarchy, both in military and civilian affairs.’ (From Joseph II’s decree on language, 1784) „Európának egy kipallérozott nemzetsége [nemzete] is a deák [latin] nyelvvel országa dolgaiban többé nem él, hanem ez a régi szokás még csak Magyarországon, Erdélyben és Lengyelországban uralkodik. […] Nincsen […] más nyelv a német nyelven kívül, amelyet a deák helyett az ország dolgainak folytatására lehessen választani, amellyel tudniillik az egész monarchia, mind a hadi, mind pedig a polgári dolgokban él.” (II. József nyelvrendeletéből, 1784) ‘Your Majesty must bear in mind that he has already lost his [Southern] Netherlands, maybe without a chance to winning them back. […] It is to be feared [that] the same unfortunate fate will befall the Monarchy, and more precisely from the Hungarian nation, which will not be without international support.’ (Chancellor Kaunitz’s proposal, 1790) „Méltóztassék Felséged megemlékezni, hogy [Dél-]Németalföldjét immár elvesztette, talán visszanyerhetetlenül. […] Nagyon félő, [hogy] a monarchiát ugyanezen szerencsétlenség fogja érni, mégpedig a magyar nemzet részéről, mely külföldi támogatásnak sem lesz híjával.” (Kaunitz kancellár előterjesztése, 1790)



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16. This task is about the Horthy period. (long) Using the sources and your own knowledge, describe the most fundamental elements of the economic and domestic political consolidation which took place during István Bethlen’s premiership. ‘Following thorough negotiations, the meeting has agreed on the following points: 1. The right of assembly shall be reinstated, however, assemblies can only be held in enclosed spaces; street demonstrations of protest are not allowed. 2. Trade unions can continue their non-political activities outlined in their charters without hindrance. 9. […] The Social Democratic Party […] will refrain from political strikes.’ (Minutes of the negotiations between the Bethlen government and the social democratic leaders, 1921) „Az értekezlet beható megbeszélés után megállapodott abban, hogy: 1. A gyülekezési jog visszaállíttatik, gyűlések azonban csak zárt helyen tarthatók; utcai tüntető felvonulások nem engedélyeztetnek. 2. A szakszervezetek alapszabályaikban körülírt és politikától mentes működésüket akadálytalanul folytathatják. 9. […] A szociáldemokrata párt […] politikai sztrájkoktól tartózkodik.” (A Bethlen-kormány és a szociáldemokrata vezetők tárgyalásának jegyzőkönyve, 1921) ‘This party is the rock on which future Hungary can be built. [Applause for several minutes], and with this party I wish to merge personally and with my friends. [Cheering. Members of the party rise again and enthusiastically cheer the prime minister.] I am asking you to do the same as well. [Unceasing enthusiastic cheering and applause.]’ (Speech by István Bethlen at a dinner of the Smallholders’ Party, 1922) „Ez a párt az a szikla, amelyre a jövő Magyarországot felépíteni lehet [Percekig tartó taps.], én ezzel a párttal személyesen és barátaimmal együtt egyesülni kívánok. [Éljenzés. A párt tagjai újra felállnak és lelkesen ünneplik a miniszterelnököt.] Kérem, hogy ti is ezt tegyétek. [Szűnni nem akaró lelkes éljenzés és taps.]” (Bethlen István beszéde a Kisgazdapárt vacsoráján, 1922)

Changes in the production of individual industrial branches in Hungary (as a

percentage of production in 1913) 1913 (%) 1929 (%) Iron and metallurgy 100 82 Machine industry 100 83 Food industry 100 95 Chemical industry 100 108 Textile industry 100 315



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

Number of the chosen long task on Hungarian history: …. Your answer:

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

Criteria Maximum Achieved

points

Understanding of task 2

Location in place and time L1 2

L2 2

Communication, use of special vocabulary

C1 2

C2 2

C3 2

Acquisition of information, use of sources

S1 3

S2 3

S3 3

Describing reasons behind an event, critical and problem-centred thinking

E1 3



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

Sources (texts, pictures, tables, graphs) appearing in the test booklet: 1. http://tortenelem-ega.blogspot.com/2012/12/vakterkep.html 2. https://hu.wikipedia.org/wiki/Sandro_Botticelli#/media/F%C3%A1jl:Sandro_Botticelli_-_La_nascita_di_Venere_-_Google_Art_Project_-_edited.jpg https://www.kozterkep.hu/1484/herkules_kut_visegrad_giovanni_dalmata_1484.html#vetito=119977 http://musefirenze.it/palazzo-medici-riccardi-non-si-ferma-e-continua-a-crescere/ 5. https://www.iwm.org.uk/collections/item/object/205133270 https://allthatsinteresting.com/nazi-propaganda-posters#7 https://allthatsinteresting.com/nazi-propaganda-posters#3 6. https://www.timetoast.com/timelines/szovetsegi-rendszerek-a-xx-szazad-elejen 16. Száray Miklós: Történelem 11. Hat- és nyolcosztályos gimnáziumok számára



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

points

maximum achieved

I Short answer tasks

Task 1 4 Task 2 4 Task 3 4 Task 4 4 Task 5 4 Task 6 6 Task 7 4 Task 8 4 Task 9 4 Task 10 4 Task 11 4 Task 12 4

Total 50 I. Achieved points rounded up

II Longer, essay-type questions

Task 13 17 Task 14 17 Task 15 33 Task 16 33

Total 50 II. Achieved points rounded up

I. + II. Total score for the written exam 100

Date Correcting teacher __________________________________________________________________________

pontszáma egész számra kerekítve

elért programba beírt

I. Egyszerű, rövid választ igénylő feladatok II. Szöveges (kifejtendő) feladatok

dátum dátum

javító tanár jegyző

tÖrtÉnelem angol nyelvendload.oktatas.educatio.hu/erettsegi/feladatok_2020... · történelem...

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