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Történelem angol nyelven középszint — írásbeli vizsga 1715

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

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TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ ÍRÁSBELI VIZSGA

2018. május 9. 8:00

Időtartam: 225 perc

Pótlapok száma Tisztázati Piszkozati

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Történelem angol nyelven középszint

1715 írásbeli vizsga 2 / 28 2018. május 9.

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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 ancient Greek culture. Do the tasks using the reconstructed images and your own knowledge.

A) B)

C)

D)

In the table below, you will find descriptions of three settlements. Write the names of the settlements into the table. Match the descriptions with the appropriate pictures. Write the letter of the picture into the correct box of the table. There is an extra picture. (0.5 points for each correct item.)

Description Name of settlement

Letter of picture

a) In its heyday it was the centre of the Greek world and classical Greek culture. In the centre of the city there rose a steep rock with a flat top, on which construction works were carried out after the victorious war against the Persians. The most significant works were the temple erected in honour of the goddess who was the city’s protector, and the statue of the goddess.

b) This city, founded by Alexander the Great, was the cultural centre of the Hellenistic period. It was constructed according to precise engineering plans, and transportation was made easier by broad roads. It attracted masses of merchants and tourists; its famous lighthouse made it possible for ships to sail even after dark.



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c) Its centre was the Sacred Grove, bordered by a colonnade, stone walls and the treasuries of city-states. Here stood the temple of Zeus, and it was here that statues of the winners of the games which were regularly organised in honour of the principal god were erected. The year of the first recorded games was considered the beginning of Greek chronology.

d) Put the descriptions appearing in the previous sub-task in chronological order, according to the sentences underlined. Write the letters of the descriptions into the table below. Start with the earliest. (1 point) 2. This task is about the society of Mediaeval Europe. Match the excerpts with the appropriate technical terms. Write the numbers of the appropriate technical terms into the table, under the letters of the excerpts. There are two extra technical terms. (1 point for each correct item.) Technical terms: 1. heretic 2. serf 3. knight 4. patrician 5. plebeian 6. monk a)

Mediaeval illustration

b) ‘The Roman Church is not a Church, but a congregation of odious people. [...] Mass celebrated in the church is not a divine service, so nobody is obliged to go to church.’ (Text from the 13th century)

„A római egyház nem egyház, hanem utálatosak csoportosulása. […] A temp-lomban folytatott mise nem isteni szolgálat, és ezért senki sem köteles templomba járni.” (XIII. századi irat)

1. 2. 3.

4 points



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c) ‘Let him hear Mass with pious rapture, let him risk his life bravely for the Catholic faith, let him rid the Church of all of its persecutors, let him defend the widows and orphans in their troubles, let him avoid unjust wars.’ (Mediaeval Chronicle) „Hallgasson naponta jámbor elmélyedéssel misét, kockáztassa életét merészen a katolikus hitért, szabadítsa meg a szentegyházat minden zaklatójától, védje meg szorongattatásukban az özvegyeket, árvákat, kerülje az igazságtalan háborúkat.” (Középkori krónika) d) ’Then came Palm Sunday, the holiday blessed by God, when they must give their landlord his due in sheep. For Easter, they [...] must do corvée. After this they have to go to the blacksmith’s to have horses shod because it is time to go to the forest to fetch wood.’ (Mediaeval Chronicle) „Azután jön a virágvasárnap, az Isten által megáldott ünnep, amikor a földesúr számára juhjárandóságot kell adni. Húsvétra […] robottal tartoznak. Ezután a kovácsműhelybe kell menniük lovat patkoltatni, mert itt az ideje, hogy fáért menjenek az erdőre.” (Középkori krónika)

Letter of excerpt a) b) c) d)

Number of technical term

4 points



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3. This task is about the economy of mediaeval Hungary. Do the tasks using the map and your own knowledge. (1 point for each correct item.)

Mines and chambers in Hungary in the first half of the 14th century

a) Name the ruler whose measures encouraged the opening of the mines indicated on the map. ............................................ b) Name the mineral to which the following description refers. Choose from the minerals which appear on the map. A mineral considered valuable in the Middle Ages, which in Hungary was typically mined in Transylvania. The king enjoyed sole monopoly over its mining. Chambers were established specifically so that offices operating in the seats of chambers could supervise the mining process. ...............................................

Glossary Székelyföld Szekler Land Szászföld Saxon Land Bosznia Bosnia Horvátország Croatia Macsói Bánság Banate of

Macsó

Bányaváros mining town Jelentősebb bánya important mine Pénzverő kamara Seat of a minting chamber székhelye Sókamara székhelye Seat of a salt chamber Harmincadhivatal Office for the Thirtieth tariff Pénzverő kamara határa Border of the minting chamber Magyar Királyság határa Borders of the Hungarian

Kingdom ezüst, arany silver, gold Réz, vas copper, iron Só Salt



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c) In the sketch map above, arrow 1 indicates a trade route. Which of the groups of goods listed below typically followed that route? Circle the letter of the correct group.

A) precious metal, cattle, wine B) spices, silk, slaves C) metal goods, weapons, cloth

d) In the sketch map above, arrow 2 indicates a trade route. Which of the groups of goods listed below typically followed that route? Circle the letter of the correct group.

A) corn, wax B) cloth, weapons C) precious metal, luxury items

4. This task is about the English constitutional monarchy. Using the diagram and your own knowledge, decide which branch of power illustrated in the diagram has its authority ensured by which extract from the Declaration of Rights. Write the numbers of the appropriate branches of power into the boxes in the table. In one row, only write one number. One number can appear more than once. You do not have to use all the numbers. (1 point for each correct item.)

Diagram of the English Constitutional Monarchy

4 points

Glossary Király: King Parlament: Parliament Lordok Háza: House of Lords Közrendűek Háza: House of Commons Kormány: Government Esküdtbíróságok: juries



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Excerpts from the Declaration of Rights Number of branch of

power a) ’That the pretended power of dispensing with laws [...] by regal authority, [...] is illegal.’ „Hogy a bitorolt hatalom, t. i. a törvények ideiglenes hatályon kívül helyezése […] csupán királyi tekintély alapján […] törvénytelen.”

b) ’That the commission for erecting the late Court of Commissioners for Ecclesiastical Causes, and all other commissions and courts of like nature, are illegal and pernicious.’ „Hogy az egyházi törvényszékeknek és más hasonló bizottságoknak vagy törvényszékeknek elrendelése, illetőleg felállítása törvénytelen és veszedelmes.”

c) ’That levying money for or to the use of the Crown by pretence of prerogative, [...] for longer time, or in other manner than the same is or shall be granted, is illegal.’ „Hogy a korona céljaira való pénzfelvétel bármely ürügy vagy kiváltságok alapján […] hosszabb időre és más módon, mint ahogyan a megajánlás megszabta vagy meg fogja szabni, törvénytelen.”

5. This task is about the history of Hungary in the 18th century. Do the tasks using the excerpts and your own knowledge. (1 point for each correct item)

A) ‘Our ancestors decreed with wise foresight, just as in the case of every other affair, that the supreme responsibility for education and the management of noble sciences should be removed from the authority of our country’s laws, and placed among the royal prerogatives; while the political authorities of the country shall be charged with the execution of this great task.’

„Őseink, miként minden más dologban, akként ebben is bölcs előrelátással úgy intézkedtek, hogy a nevelésről való legfelsőbb gondoskodást és a nemes tudományok igazgatását hazai törvényeink rendelkezéseiből a fenntartott királyi felségjogok közé iktatták; magát e nagy feladatnak végrehajtását pedig az ország politikai hatóságaira bízták.” B) ‘Although it would be desirable to oblige young villagers to participate in education both in summer and winter time until they reach the age when they are capable of working in the fields, this can be expected from very few.’ (Excerpts from the decree on education called Ratio Educationis) „Kívánatos volna ugyan, hogy a falusi fiatalság nyári és téli időben egyaránt mindaddig köteleztessék az oktatásban való részvételre, míg a mezei munkák végzésére alkalmas kort el nem érte, ezt azonban csak nagyon kevesektől lehet elvárni.” (Részletek a Ratio Educationis című oktatási rendeletből)

3 points



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a) Name the ruler who issued the decree. ……………………………………………………………………….

b) The decree displays the characteristic features of a governmental system. Which is this system? Circle the number of the correct answer.

1. constitutional monarchy 2. enlightened absolutism 3. estate monarchy

c) Of the main social classes, name the one that excerpt B) refers to. …………………………………………………………………………. d) On the basis of excerpt B), decide if the following statement is true or false. Underline the correct answer. Ratio Educationis introduced obligatory school attendance. true / false 6. This task is about the ideas of the 19th century. Do the tasks using the sources and your own knowledge. (1 point for each correct item) a) Below you will find a list of political ideologies. Write the number of the ideology on the dotted line below the excerpt to which it is connected. There is one extra number. Ideologies: 1. social democracy 2. liberalism 3. communism 4. Christian socialism A) ’The bourgeoisie keeps more and more doing away with the scattered state of the population, of the means of production, and of property. It has [concentrated the population], agglomerated production, and has concentrated property in a few hands. […] They openly declare that their ends can be attained only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communistic revolution. The proletarians have nothing to lose but their chains. They have a world to win.’ (Marx and Engels, 1848)

„A burzsoázia mindinkább megszünteti a termelési eszközök, a birtok és a népesség szétforgácsoltságát. A népességet összesűrítette, a termelési eszközöket centralizálta, és a tulajdont kevés kézben koncentrálta. […] Nyíltan kijelentik, hogy céljaik csakis minden eddigi társadalmi rend erőszakos megdöntésével érhetők el. Reszkessenek az uralkodó osztályok egy kommunista forradalomtól. [Az elnyomottak] e forradalomban csak láncaikat veszíthetik. Cserébe egy egész világot nyerhetnek.” (Marx és Engels, 1848) ……..

4 points



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B) ’ […] the organization of work and the conduct of trade are concentrated in the hands of comparatively few; so that a small number of very rich men have been able to lay upon the teeming masses of the laboring poor a yoke little better than that of slavery itself. […] The regulations of the religion […] are highly suitable to pacify the poor and the rich and regulate their relationship, as they warn both classes of their mutual duties, especially those which result from being just.’ (Leo XIII, 1891) „A termelés és szinte a teljes kereskedelem egy kisebbségnek jutott a hatalmába, úgyhogy néhány dúsgazdag ember a szegények hatalmas tömegeire rakhatta a szolgaság jármát. […] A vallás parancsai […], felettébb alkalmasak a szegények és a gazdagok megbékítésére és viszonyuk szabályozására, mivel mindkét osztályt figyelmeztetik kölcsönös kötelességeikre, különösen azokra, amelyek az igazságosság követelményei.” (XIII. Leó, 1891)

……..

C) ’The achievement of democracy, the formation of democratic political and social organisations, is the indispensable preliminary condition for the realisation of socialism. […] The liberal organisations of modern society […] are flexible, and capable of change and development. They do not need to be destroyed, but only to be further developed.’ (Bernstein, 1899) „A demokrácia elérése, a demokratikus politikai és társadalmi szervezetek megalakulása jelenti a szocializmus megvalósításához nélkülözhetetlen előfeltételeket. […] A modern társadalom liberális szerveződései […] rugalmasak, és képesek a változásra, a fejlődésre. Nem megsemmisíteni kell azokat, hanem csak fejleszteni.” (Bernstein, 1899)

……… b) The authors of the extracts strove to improve the situation of a social class. Name this class. ......................................................................................... c) Using your own words, explain what the authors of extracts A) and B) considered to be the cause of social conflicts. ..................................................................................................................................................

5 points



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7. This task is about the society of Hungary under the Austro-Hungarian Dual Monarchy. Complete the sentences using the data in the tables. Your ending must include a consequence which can be directly deduced from the data in one of the tables. There is one extra source. (1 point for each correct item)

Average life expectancy at birth in Hungary

(1890-1910) Year Average life

span (years) 1890 35 1900 37 1910 40

Ethnic distribution of the population of Pest (1880-1906)

Ethnic group 1880 1890 1900 1906 Hungarian 56.7 67.1 79.6 85.1 German 34.3 23.7 14.0 9.4 Slovakian 6.1 5.6 3.4 2.6

Average age at which women got married in Hungary (1851-1921) Year Age

(years) 1851 19 1876 21 1921 25

a) The level of education and employment increased among women, so … ………………………………………………………………………………………. b) Food supplies and medical care improved, with the result that … ………………………………………………………………………………………. c) The development of mechanised industry resulted in changes in the structure of settlements, so … ………………………………………………………………………………………. d) At the turn of the century, many people from the poor peasantry were left without jobs following the fall in the number of major public building programmes in the capital and in the provinces. As a result, … ……………………………………………………………………………………….

4 points

The population of Budapest (in

1869 Pest, Buda and Óbuda) (1869-1910)

Year Size of population 1869 269,000 1900 881,434 1910 1,110,439

Emigration from Hungary (1891-1910)

Period Number of emigrants (thousand people)

1891-1895 125 1896-1900 161 1901-1905 550 1906-1910 686



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8. This task is about the First World War. Decide which belligerent states the descriptions in the table refer to. Write the number that indicates the state on the sketch map into the appropriate box of the table. (1 point for each correct item.)

Europe in 1914

Description of the state Number of the

state on the map a) Its previous allies hindered its expansion in the Balkan. Thus, in spite of its despotic state organisation, it made alliances with liberal, constitutional powers.

b) Its aim was to preserve its multi-national empire. Thus it made an alliance with its neighbour, the strongest power in Europe.

c) Its main aim was to take revenge because of an earlier defeat which had caused territorial losses. Thus it reduced its colonial aspirations in order to ally with the greatest colonial power.

d) It joined one system of alliances because its colonial aspirations were hindered by the major colonial powers. However, in the end it entered the war on the other side.

9. This task is about the history of Hungary during the Second World War. (complex task) Do the tasks using the sources and your own knowledge. (1 point for each correct item) A) ’The new government that has been formed under my leadership […] will ardently cultivate the good relations between Hungary and Germany […] in foreign policy. […] By mutual agreement […] the German troops that have [recently] arrived in Hungarian territory […] will help in our common struggle against Bolshevism.’ (Prime Minister Döme Sztójay’s circular telegram to Hungarian embassies)

4 points



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„A vezetésem alatt alakult új kormány […] a külpolitikában […] a legmelegebben ápolni fogja a magyar–német jó viszonyt. […] A Magyarország területére [nemrég] érkezett német csapatok […] kölcsönös egyetértésben a bolsevizmusban való közös küzdelmünkben fognak segíteni.” (Sztójay Döme miniszterelnök körtávirata a magyar követségeknek)

B) ’Following my inquiry over the telephone, I have just been informed by Sztójay that the Governor, no doubt in agreement with the Hungarian government, stopped the actions concerning the Jews from proceeding.’ (Letter by Edmund Veesenmayer, Hitler’s plenipotentiary, to foreign minister Ribbentrop) „Távbeszélőn történt érdeklődésemre e pillanatban értesülök Sztójaytól, hogy a kormányzó, nyilvánvalóan a magyar kormánnyal egyetértésben leállította a zsidóakciók folytatását.” (Edmund Veesenmayernek, Hitler megbízottjának levele Ribbentrop német külügyminiszterhez)

C) ’Emphasising his personal responsibility, Szálasi promised that the Hungarian nation will fulfill its obligations in every respect. Wherever the decisive battle is fought, be it on the Danube, at Lake Balaton or under the walls of Vienna, Germany can always count on Hungary. Obviously, a country whose territory is largely occupied can only take part in the struggle with such strength as it still has.’ (Notes on the discussion between Hitler and Szálasi) „Szálasi személyi felelősségét hangsúlyozva ígéretet tett, hogy a magyar nemzet minden vonatkozásban teljesíteni fogja kötelességét. Bárhol vívják is meg a döntő csatát, a Dunánál, a Balatonnál vagy Bécs falai alatt, Németország mindenkor számíthat Magyarországra. Magától értetődik, hogy a területileg nagyrészt megszállt ország csak még megmaradt erejével tud a harcban osztozni.” (Feljegyzés Hitler és Szálasi megbeszéléséről) a) From which year do all three sources quoted above date? year: .................................................. b) Using the historical terminology, name the specific measure which source B) refers to as ʽactions concerning Jews’. ............................................................... c) Sources A) and C) refer to fighting against a state. Name this state. ...............................................................



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Decide which source each statement in the table refers to. Write an X into the appropriate column of the table. In one row you can only put one X.

Statements A) B) C) d) The Hungarian leadership attempted to loosen its ties of dependency with Germany.

e) For the first time during the war, Hungarian territory was occupied by foreign military forces.

f) Hungary became a theatre of war. 10. This task is about the Cold War. Do the tasks using the sources and your own knowledge. (1 point for each correct item) A) ‘The gist of the matter is that over the next 3-4 years Europe will need far more foreign – mostly American – foodstuffs and basic commodities than it is able to pay for right now, so they require further aid.’ (The US Secretary of State)

„A dolog lényege az, hogy Európa szükségletei a következő 3-4 évben sokkal nagyobbak a külföldi – főleg amerikai – élelmiszerek és alapvető termékek iránt, mint amiért jelenleg fizetni képes, ezért további segítségre van szükségük.” (Az Egyesült Államok külügyminisztere)

B) ’Now we have achieved what we hoped for in vain between the two World Wars: the United States of America declares that there will be neither peace nor security for America while Europe is in danger.’ (The French Minister of Foreign Affairs) „Most elértük azt, amit a két világháború között hiába reméltünk: az Amerikai Egyesült Államok kinyilvánítja, hogy Amerika számára sem a béke, sem a biztonság nem jön el addig, amíg Európa veszélyben lesz.” (A francia külügyminiszter)

C) ’Behind this line lie all the capitals of Central and Eastern Europe’s old states – Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia. All these famous cities and the populations of their countries are in the Soviet sphere.’ (A British politician) „E vonal mögött vannak Közép- és Kelet-Európa régi államainak összes fővárosai – Varsó, Berlin, Prága, Bécs, Budapest, Belgrád, Bukarest és Szófia. Mindezek a híres városok és országuk lakossága a szovjet szférában fekszik.” (Egy brit politikus) a) From which period do all three sources date? Circle the number of the correct period. 1. 1945-50 2. 1955-60 3. 1961-65 b) Using the historical terminology, name the ‘line’ mentioned in source C. ...............................................................

6 points



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c) What aim was the United States pursuing when it provided the aid mentioned in source A? Circle the numbers of the two correct statements 1. As a result of the crisis of overproduction, it was necessary to sell American products in Europe immediately. 2. Europe, after the restoration of its economy, could become an important long-term market for American products. 3. The United States wanted to prevent the economic difficulties from facilitating the spread of communist ideas and a Soviet takeover in Europe. 4. The United States was forced to compete with the Soviet Union, and offer the same amount of aid to the countries in its sphere of interest as the Soviet Union offered to those which belonged to the Soviet sphere. 5. The United States wanted to stop the mass immigration of Europeans to the American continent.

11. This task is about Hungary’s transition to a market economy. Do the tasks using the table and your own knowledge. (1 point for each correct item.)

Economic indicators and data on production in Hungary 1989-1998

GDP (%)

Bauxite production

(tons)

Plastic production

(thousand tons)

Bus production (number of

vehicles)

1989 100 2,644 643 11,980

1990 96.7 2,559 615 7,994

1991 84.9 2,037 657 4,970

1992 82.3 1,721 696 3,572

1993 81.8 1,561 675 3,181

1994 84.2 836 720 1,625

1995 85.5 1,015 764 1,207

1996 85.5 1,056 786 967

1997 88.3 743 855 1,951

1998 92.1 909 982 1,232

GDP = gross national product Bauxite = aluminium ore

4 points



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Which statements explain the following changes – which appear in the table - in production and economic indicators? Circle the number of the correct statement in each set of three. a) Changes in GDP between 1989 and 1993:

1. With the unification of Germany, an ideal export market emerged for Hungarian goods. 2. Privatisation boosted production in certain economic branches, such as the chemical industry. 3. After the end of the planned economy, loss-making economic branches collapsed.

b) The changes in bus production between 1989 and 1998:

1. The qualified work force emigrated. 2. Foreign markets (Comecon, the Soviet Union) disappeared. 3. Railway transport caused increasing competition.

c) The changes in bauxite production between 1989 and 1998:

1. In the period, more modern procedures were introduced in the aluminium industry. 2. Socialist industrial development was oversized in comparison with the needs of the market economy. 3. By the period of the change of regime, Hungary’s bauxite resources had run out.

d) The changes in plastic production between 1989 and 1998: 1. There was real demand for the products of the Hungarian chemical industry both in Hungary and on the Russian market. 2. Following the withdrawal of Soviet firms from the Hungarian market, the Hungarian chemical industry was left without any competition. 3. Yugoslavia, disintegrating into different countries, meant a greater demand.

4 points



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12. This task is about Roma in Hungary. Do the tasks using the source and your own knowledge. (1 point for each correct item.) ‘Within the Roma population, the proportion of people under 15 is almost twice (36.8 percent) as high as it is within the total population (16.8 percent). The proportion of people over 60 indicates an even more significant difference. Among the Roma, 3.9% belong to this age group, while in the total population five times more people do (20.2%). Among Roma women over the age of 14, there are significant differences in the number of live births per head, according to schooling. Those who have completed no more than eight primary school classes give birth to an average of 2.7 children, those who completed a trade school [szakiskola] 1.68, while those with a school leaving exam [érettségi] 1.61. […] Although social benefits constitute the most reliable income for unemployed families living in deep poverty, these do not cover their expenses at all. Moreover, the increasing number of children is not followed by a similar increase in benefits; the more children there are in a household, the less the welfare payments [state benefits] cover the expenses. […] If conscious family planning really characterized households with numerous children living in deep poverty, then, knowing the above circumstances, they would have the fewest possible children. According to a survey conducted in 2004 by Marketing Centrum, regular alcohol consumption is less typical of the Roma than of the general population. 12 percent drink alcohol daily or several times a week. On the other hand, smoking poses a severe problem. 75 percent of the Roma have smoked; of these 65 percent still regularly light a cigarette.’ (The situation of the Roma in Hungary, analysis by Policy Solutions, 2012)

„A romákon belül közel kétszeres (36,8 százalék) a 15 év alattiak aránya, mint a teljes népességben (16,8 százalék). A 60 évnél idősebbek aránya még jelentősebb eltérést mutat. A romákon belül 3,9 százalék tartozik ebbe a korcsoportba, a teljes népességen belül több mint ötször ennyien (20,2 százalék).

A tizennégy évesnél idősebb roma nőkön belül az egy főre jutó élveszületések számában jelentős különbségek vannak iskolai végzettség szerint. A legfeljebb nyolc általános iskolai osztályt végzettek átlagosan 2,7 gyereket szülnek, a szakiskolát végzettek 1,68-at, az érettségizettek 1,61-et. […] Noha a szociális ellátások jelentik a mélyszegénységben élő, munkanélküli családok legbiztosabb jövedelemforrását, költségeiket egyáltalán nem fedezik. A gyerekek növekvő számát ráadásul nem követi az ellátások hasonló mértékű növekedése; minél több gyerek van egy háztartásban, annál kevésbé fedezik a jóléti transzferek [állami juttatások] a velük kapcsolatos költségeket. […] Ha valóban tudatos családtervezés jellemezné a sokgyerekes, mélyszegény háztartásokat, akkor a fenti körülmények ismeretében minél kevesebb gyereket vállalnának.

A Marketing Centrum 2004-es felmérése szerint a rendszeres alkoholfogyasztás kevésbé jellemző a romákra, mint a teljes népességre, 12 százalékuk iszik szeszes italt naponta vagy hetente többször. Ezzel szemben a dohányzás súlyos problémát jelent. A romák 75 százaléka dohányzott, közülük 65 százalék most is rendszeresen rágyújt.” (A romák helyzete Magyarországon, a Policy Solutions elemzése, 2012)



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a) Apart from the high number of live births, what other demographic reason explains the age structure of the Roma population, which is significantly different from that of the total population? …………………………………………………………………………… b) Why is the ratio of live births higher among the Roma population than among the total population? Circle the number of the two correct answers, which are supported by the excerpt. 1. Because with the increase in the number of children, the state benefit per child increases. 2. Because poorer families are less likely to do conscious family planning. 3. Because in the Roma culture a large family enjoys great respect. 4. Because women with less education give birth earlier and to more children. c) Why is smoking an especially severe problem among the Roma? Give a short answer by comparing the two underlined pieces of data in the extract. ………………………………………………………………………………………………...

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 roots of Islam short

After 1849 14 National Socialism short

Hungarian

history

Up to 1849 15 The foreign policy of Matthias

Hunyadi 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 Islam. (short) Using the source and your own knowledge, describe the Jewish and Christian roots of the Islamic religion. Briefly include the holy scriptures. ’We believe in Allah, and in what has been revealed to us and what was revealed to Abraham, Isma'il, Isaac, Jacob, and the Tribes, and in what was given to Moses, Jesus, and the prophets, from their Lord: We make no distinction between one and another among them, and to Allah do we bow our will.’ (Quran) „Hiszünk Allahban és abban, ami leküldetett hozzánk, és abban, ami leküldetett Ábrahámhoz, Izmaelhez, Izsákhoz, Jákobhoz és a törzsekhez, és abban, amit Mózes és Jézus kapott, és abban, amit a próféták kaptak az Uruktól. Nem teszünk különbséget közöttük, és mi Allahnak engedelmeskedünk.” (Korán)

14. This task is about the social policy of Nazi Germany. (short) Using the source and your own knowledge, describe the means used to control society in Nazi Germany and the characteristics of Nazi propaganda.

Hitler inspecting the Hitlerjugend (the youth organisation of the Nazi party for people

between the ages of 14 and 18)



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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 the reign of Matthias Hunyadi. (long) Using the sources and your own knowledge, describe Matthias Hunyadi’s aims and achievements in foreign policy, and the factors which made these possible. Use the secondary school history atlas. ‘When George [Bohemian king, Matthias’ father-in-law], surrounded by his armoured cavalry in the middle of his army, galloped by and glanced at the king [Matthias] he said: ‘So this is how you treat me, son? You attack your father like an enemy? You want to rob me of my kingdom on the pretext of the true faith? You are driven to such madness not by faith but by ambition, not by the love of God, but by a desire to reign. […] To which Matthias replied: ’Come to your senses, father! Strive to think properly of the holy faith. It was not ambition that led to the war against you; it is sacred and rightful, because you are the enemy of Christendom.’ (King Matthias by Bonfini) „Midőn serege közepén vértes lovasságtól övezve György [cseh király, Mátyás apósa] elléptetett s a közelben megpillantotta [Mátyás] királyt, így szólt: – Hát így bánsz velem, fiam? Ellenségesen támadsz atyádra? Az igaz hit ürügyén el akarod rabolni tőlem királyságomat? Nem a hit, hanem a nagyratörés, nem isteni szeretet, hanem uralomvágy hajszol ily őrjöngésbe. […] Mindezekre Mátyás: – Térj észre, térj észre, apám! Azon légy, hogy helyesen vélekedjél a szentséges hitről. Nem nagyravágyás szülte ezt a háborút ellened; szent ez és törvényes, mert te a kereszténység ellensége vagy.” (Bonfini: Mátyás király) ‘Because the emperor wanted the kingdom for himself […]. It greatly annoyed Frederick that he was rejected at the assembly convened to elect the Hungarian king because of a young boy. […] When peace was concluded after this, Matthias asked him via envoys and secret emissaries to dissolve the forced obligation which, by binding the words of the Pannonian lords, secures the inheritance of the throne for the emperor. He should not treat Pannonia so offensively and in such a degrading way. […] Then he found it difficult to accept that point in the treaty according to which should he not have any legitimate sons, although he had a fine and clever son born outside marriage, still the emperor stood to inherit the throne.’ (King Matthias by Bonfini) „A császár ugyanis magának akarta a királyságot […]. Nagy bosszúságot okozott Frigyesnek, hogy a magyar királyválasztó gyűlésen egy ifjú miatt elutasították. […] Mikor ezután meglett a békesség, követek és titkos küldöttek útján kérte Mátyás, oldja fel az erőszakos kötelezettséget, mely a pannon főurak szavának lekötésével a császárnak biztosítja a királyság öröklését. Ne bánjék ily sértőn és fennhéjázón Pannóniával. […] Azután meg nagyon nehezen viselte el a szerződésnek azt a pontját, hogy ha esetleg törvényes fiai nem lennének, bár házasságon kívül okos és szép fia született, mégis a császár örökölje a királyságot.” (Bonfini: Mátyás király)



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‘While the Turkish envoy was being led, as was the habit, from the town to the palace [of Visegrád] so that he could present what he had been sent to present, he stopped for a while in the gateway from which there is a direct view of this suspended courtyard, and as he looked around he glanced at this magnificent, glorious place and the immeasurable crowds of court dignitaries either below or in the upper courtyard which was the king’s residence, clad in garments wrought with silk, silver and gold, many of them (according to our traditions) adorned with silvered belts and swords, as well as with golden chains, he was suddenly overwhelmed with such admiration and wonder that he forgot his whole mission as envoy, and […] after a long silence could only stammer: the Emperor greets you, the Emperor greets you.’ (Hungária by Miklós Oláh) „Miközben egy török követet a királyi udvaroncok a szokásnak megfelelően a városból a [visegrádi] palotába vezettek, hogy követi megbízatását előadja, és az a kapuban, honnan egyenesen erre a függőudvarra lehet látni, kissé megállt s körülnézve megpillantotta ezt a pompázatos, ragyogó helyet és az udvari méltóságoknak részben a lenti, részben a király tartózkodási helyéül szolgáló fenti udvaron elhelyezkedő mérhetetlen tömegét, amint selyemmel, ezüsttel, arannyal áttört ruhákban tündököltek és nem kis részben (a mi szokásunk szerint) ezüstözött övekkel és kardokkal meg aranyláncokkal voltak ékesítve, hirtelen akkora csodálat és bámulat döbbentette meg, hogy elfelejtette egész követi megbízatását, s […] hosszú hallgatás után csak ennyit tudott kinyögni: a császár üdvözöl, a császár üdvözöl.” (Oláh Miklós: Hungária) 16. This task is about the history of Hungary between the two World Wars. (long) Using the sources and your own knowledge, describe the consolidation of home affairs and the economy during the premiership of István Bethlen. ‘The meeting agrees that […] the government restores the right to political assembly ensuring equal treatment for all parties. […] In the decree to be issued the holding of such political meetings is subject to permission. Permits are only to be granted for assemblies held in enclosed or fenced off venues; considering present conditions street demonstrations, or meetings under the open sky are not allowed, for the time being.’ (Minutes of the discussion between the government and the representatives of the Social Democrats in 1921, known as “the Bethlen-Peyer pact”) „Az értekezlet megállapodik abban, hogy […] a politikai gyülekezési jogot valamennyi pártra nézve egyenlő elbánás mellett a kormány visszaállítja. […] A kibocsátandó rendeletben e politikai gyűlések tartása engedélyhez köttetik. Az engedély csakis zárt vagy elkerített helyen tartandó gyűlésekre szólhat; utcai tüntető felvonulások, szabad ég alatti gyűlések a mai viszonyokra tekintettel egyelőre nem engedélyezhetők.” (Jegyzőkönyv a kormány és a szociáldemokrata küldöttek megbeszéléséről – az ún. Bethlen–Peyer-paktum, 1921)



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’The revolutions and the subsequent events shook the Hungarian soul to its very depths. Social class was turned against social class, and hatred was planted in souls. […] What we need now is not ideological struggles but creative work. On the one hand, we cannot proceed alongside those who […] advocate persecution and extermination on the pretext of the Christian view of the world. […] Nor can we go together […] with the politicians of the extreme left […]. The Unity Party believes in cautious progress. […] Proceeding on the national foundation, to which historical traditions and institutions bear witness, it wishes to establish itself on modern foundations to such a scale and at such a pace as the interests of the nation require, and as experience makes possible.’ (Excerpts from speeches by István Bethlen prior the 1926 parliamentary elections) „A forradalmak és az azután bekövetkezett események a magyar lelket a legmélyén rázták meg. Társadalmi osztályt társadalmi osztály ellen állítottak, bevitték a lelkekbe a gyűlöletet. […] Nekünk nem világnézeti harcokra van most szükségünk, hanem alkotó munkára. Azokkal nem haladhatunk együtt egyfelől, akik a keresztény világnézet ürügye alatt […] üldözést, kiirtást hirdetnek. […] Nem mehetünk együtt […] a szélsőbaloldali politikusokkal sem […]. Az Egységes Párt a megfontolt haladásnak a híve. […] A nemzeti alapon haladva, amelyet a történelmi tradíciók és intézmények mutatnak, modern alapon akar oly mértékben és ütemben berendezkedni, ahogy azt a nemzet érdeke kívánja, és ahogy azt a tapasztalatok lehetővé teszik.” (Részletek Bethlen Istvánnak az 1926-os országgyűlési választások előtt mondott beszédeiből)

State investments in some areas between 1924 and 1931 Aim of investment Sum of investment

(million Pengő) Building the free port at Csepel 26.5 Road and bridge building 72.8 Supporting religious life 73.2 Flood defense and other water-related investments 78.1 Improving postal, telegraph and telephone services 101.0 Railway development 127.0

Around this time, the total sum of state investments was about 1 billion Pengő



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

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

Your answer:

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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

E2 3

E3 3

E4 3

Total/Exam points 33 Sources (texts, pictures, tables, graphs) appearing in the test booklet: Task 1: A), B), D) pinterest.com; C) en.wikipedia.org Task 2: http://www.uciimtorino.it



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points

maximum achieved

I Short answer tasks

1. Ancient Greek culture 4 2. Mediaeval society 4 3. Mediaeval Hungarian economy 4 4. English constitutional monarchy 3 5. Ratio Educationis 4 6. Ideas of the 19th century 5 7. Society under the Dual Monarchy 4 8. World War I 4 9. Hungary in World War II 6 10. Cold War 4 11. Hungarian market economy 4 12. Hungarian Roma 4

Total 50 I. Achieved points rounded up

II Longer, essay-type questions

13. Roots of Islam 17 14. National Socialism 17 15. Foreign policy of Matthias Hunyadi 33 16. The Bethlen consolidation 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

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