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Történelem angol nyelven középszint — írásbeli vizsga 1712

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

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TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ ÍRÁSBELI VIZSGA

2017. május 10. 8:00

Időtartam: 180 perc

Pótlapok száma Tisztázati Piszkozati

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Történelem angol nyelven középszint

1712 írásbeli vizsga 2 / 28 2017. május 10.

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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 by the dotted lines. 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 subtasks there are in the task, and do all of them. 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.

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. Please take into consideration that people’s names, 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. Of the sculptures and buildings/building complexes illustrated in the pictures below, decide which two can be linked to Classical culture, and which two to Hellenistic culture Write the letter of the pictures into the appropriate boxes. There are two extra pictures which are not linked to either of the periods. (Score: 1 point for each correct item.)

Classical period: Hellenistic period:

A) The Lighthouse of Alexandria B) The Colosseum C) The Acropolis of Athens

D) The scribe E) Discobolus F) The Laocoön Group

4 points



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2. This task is about mediaeval towns. Match each of the following statements on mediaeval towns with the source that supports that statement. Write the letter of the source into the appropriate row of the table. There are two extra sources. (1 point for each correct item.) A) ‘We also allow and promise that […] they can carry all their goods and travel through our entire domain and principality without paying any duties or custom fees to us, now and forever […].’ (Founding charter of the city of Krakow, 1257) A) „Szintén megengedjük és megígérjük, hogy […] szabadon, minden illetékünk és vámunk nélkül örökösen keresztülvihetik minden árujukat és keresztülutazhatnak egész hatalmunkon és hercegségünkön […].” (Krakkó város alapítóleveléből, 1257) B) ’As [...] all foreign merchants had to unload each and every item of their merchandise to sell or to exchange, both on their way down and on their way up, among the citizens of Buda, and whatever they unloaded they had to sell and exchange there [...].’ (Sigismund’s laws on towns, 1405) B) „Tudniillik […] mind a külföldi kereskedőnek, az ő összes és bármilyen árucikkeit, eladásra és elcserélésre szánt holmiját, mind lefelé jövén, mind felfelé menvén, a budai polgárok körében kellett leraknia, és a lerakottakat ott eladnia és elcserélnie […].” (Zsigmond városi törvényei, 1405) C) ’If a man or a woman in the town of Bremen [...] has spent a year and a day undisturbed, whoever should try to take away their liberty must be ordered to keep silent.’ (Frederic I’s charter to Bremen, 1164) C) „Ha egy férfi vagy nő Bréma városában […] egy évet és egy napot háborítatlanul eltöltött, annak, aki ezután szabadságát el akarná venni, hallgatást parancsoljanak.” (I. Frigyes kiváltságlevele Bréma részére, 1164) D) ’...if the villainous perpetrator can be caught within the town’s territory – he must be punished for his crime according to the judgement of the magistrate and the councillors.’ (Philip Augustus’ charter, 1182) D) „…ha a gonosz elkövető elfogható lesz a város területén – az elöljáró és a tanácsbeliek ítélete szerint toroltassék meg tette.” (Fülöp Ágost kiváltságlevele, 1182) E) ’We see many privileged towns, where the poor and the commoners have no part whatever in the governing of the town, since this is completely controlled by the rich.’ (Philippe de Beaumanoir’s collection of customary law, 13th century) E) „Sok kiváltságos várost látunk, ahol a szegényeknek és a közrendűeknek a város kormányzásában semmi részük sincs. Ez ugyanis teljesen a gazdagok kezében van.” (Philippe de Beaumanoir jogszokásgyűjteményéből, XIII. sz.)



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Statements Letter of source

a) Merchants passing through the town were obliged to sell their goods in the town.

b) The air of the town sets people free; those who settle there escape from the jurisdiction of the landlord.

c) The citizens enjoyed personal freedom; the town court had jurisdiction over them at first instance.

3 points

3. This task is about the economic reforms of Charles (Robert) I. Do the tasks using the diagram and your own knowledge. (1 point for each correct item) Minted money 10% 90% (50% of precious metal delivered on account of the royal monopoly

on precious metal)

a) What percentage of the mined precious metal was royal income? Circle the number of the correct answer. 1. 90% 2. 6-7% 3. 51-52% b) Explain why the new regulation of urbura encouraged mining. ………………………………………………………………………………………………….. c) The monopoly on precious metal made the introduction of a new gold coin possible. Name this gold coin. ………………………………………………………………

Urbura

Landowner King 1/3 2/3

Monopoly on precious metal

King

Precious metal mined and delivered by licensed mine-

town citizens



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d) Of the statements below, circle the number of the one which accurately describes gate tax.

1. Gate tax was voted by the diet on certain occasions, for military purposes. 2. Gate tax was paid by serfs to the king to make up for loss of the income which had

previously come from the exchange of money. 3. Gate tax, otherwise known as urbura, was a substitute tax for the lost part of the mining

tax.

4. This task is about the Enlightenment. Match the concepts connected to the Enlightenment with the excerpts from Montesquieu’s ‘The Spirit of the Laws’. Write the number of the concept which is directly linked to the content of the excerpt into the appropriate box of the table. There is one extra concept. (1 point for each correct item) Concepts: 1. system of representatives 2. responsible government 3. bicameral legislation 4. human rights 5. franchise connected to material conditions

Excerpts Number of concept a) ‘Every citizen must be entitled to the right to vote […], except for those who are in such a low position as to be considered without free will.’ „Minden állampolgárt meg kell, hogy illessen az a jog, hogy szavazhasson […], kivéve azokat, akik annyira alacsony helyzetben vannak, hogy úgy tekintendők, mint akiknek nincs szabad akaratuk.”

b) ‘The legislative power has the right, and must have the opportunity, to investigate how the laws passed by it are executed.’ „A törvényhozó hatalomnak joga van, és lehetősége kell, hogy legyen arra, hogy megvizsgálja, miként hajtják végre az általa hozott törvényeket.”

c) ‘The legislative power should reside in the whole body of the people. But since this is impossible in large states, and in small ones is subject to many inconveniences, it is fit that the people should transact by their representatives what they cannot transact by themselves.’ „A nép egészét kell, hogy illesse a törvényhozó hatalom. Minthogy azonban ez nagy államokban keresztülvihetetlen, és kis államokban is sok hátránnyal jár, a népnek a maga képviselői útján kell megtennie mindazt, amit maga nem tud megtenni.”

4 points



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d) ‘There are those who are distinguished from the others by their birth, riches or rank […]. [They] form a body which has the right to restrain the enterprises of the people.’ „Vannak olyanok, akik születésüknél, gazdagságuknál vagy rangjuknál fogva kiválnak a többiek közül […]. [Ők] olyan testületet alkotnak, amelynek joga van a nép kezdeményezéseit megállítani.”

4 points

5. This task is about the battle of Mohács. In the picture, identify the military branches listed below. Write the letter of the appropriate branch into the table under the number of the detail in the picture. There is an extra letter. (1 point for each correct item)

A) Spahis B) Christian infantry C) Hungarian artillery D) Hungarian armoured cavalry E) Turkish artillery F) Janissaries

Number of detail in picture

1. 2. 3. 4. 5.

Letter of branch

5 points



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6. This task is about the political ideas of the 19th century. Do the tasks using the sources and your own knowledge. (1 point for each correct item)

A) ‘No nation can give itself liberty if it does not have it already. Its laws are already made when it begins to reflect on itself. [...] If men step beyond these limits [laws] by foolhardy reforms, the nation loses what it had without gaining what it hopes for. In consequence, it is necessary to innovate only rarely and always moderately and cautiously. [...] In one sense, liberty has always been a gift of kings, since all free nations have been constituted by kings. [...] No assembly of men whatever can create a nation [...] It is a great fallacy to think that the people would lose anything with the restoration of the monarchy: as the people profited only theoretically from the general upheaval.’ (Joseph-Marie de Maistre: Considerations on France, 1796)

A) „Egyetlen nemzet sem adhat magának szabadságot, ha azzal nem rendelkezik már eleve. Mikor kezd magára eszmélni, a törvények már készen állnak. […] Ha egyes emberek áthágják e határt [törvényeket] merész reformjaikkal, a nemzet azt is elveszíti, ami eddig részéül jutott, s mégsem éri el, amit kíván. Ebből következik, hogy csak igen ritkán szabad újítani, s mindig mértékkel és igen óvatosan. […] A szabadság bizonyos értelemben mindig a királyok adománya volt, hiszen minden nemzetet a királyok alkottak. […] Emberek ilyen-olyan gyülekezete nem alkothat nemzetet. […] Igen nagy hiba, ha azt képzeljük, hogy a nép veszítene valamit a monarchia visszaállításával: a nép ugyanis pusztán elvben nyert az általános felfordulással.” (Joseph-Marie de Maistre: Gondolatok Franciaországról, 1796)

B) ’The only freedom that deserves the name is the freedom to pursue our own good in our own way, so long as we don’t try to deprive others of their good or hinder their efforts to obtain it. Each is the proper guardian of his own health of body, mind, and spirit. Mankind gain more from allowing each other to live in the way that seems good to themselves than they would from compelling each to live in the way that seems good to the rest.’ (John Stuart Mill: On Liberty, 1859)

B) „A szabadság egyetlen fajtája, mely megérdemli ezt a nevet, ha saját javunkra a magunk módján törekedhetünk mindaddig, míg nem próbálunk másokat ugyanebben megakadályozni, vagy gátolni ezt célzó erőfeszítéseiket. Saját testi, lelki vagy szellemi egészségének mindenki maga a legjobb őrzője. Az emberiség többet nyer, ha eltűri, hogy mindenki úgy él, ahogy neki tetszik, mintha arra kényszerítik egymást, hogy úgy éljenek, ahogy a többieknek tetszik.” (John Stuart Mill: A szabadságról, 1859)

a) The two sources reflect political ideas which were evolving in the 19th century. Name these ideas, one for each source.

Source A) ..........................................................

Source B) ...........................................................



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b) Name the historical chain of events to which the expression ’general upheaval’ refers in source A). .........................................................

c) Choose which of the following statements is true about source B). Circle the number of the correct statement.

1. The only limit to freedom is other people’s freedom.

2. People abuse the liberty they are born with.

3. Liberty stems from a higher authority.

4 points

7. This task is about the economy of Hungary under the Austro-Hungarian Dual Monarchy. The statements in the table below refer to Hungarian wheat production and the Hungarian wheat trade. Which source provides data that indicate a consequence of these statements? Put an X into the appropriate column of the table. You can put only one X in each row, but you can put more than one X in each column. (1 point for each correct item) A) B)

Changes in the production of wheat in Hungary between 1876

and 1890 Period Yield

(million tons) 1876-1880 2.1 1881-1885 2.9 1886-1890 3.0

C) D)

Changes in Hungarian wheat exports between 1887 and 1901

Period Export (1882=100%)

1887-1891 127.4 1892-1896 105.5 1897-1901 78.6

Wheat exported to Austria as a proportion of total Hungarian

wheat exports between 1887 and 1901

Period Export (1882=100%)

1887-1891 73.9 1892-1896 91.8 1897-1901 98.0

Average yield of wheat in some countries at the beginning of the

20th century Country Average yield

(quintal/hectare) Belgium 25.3 Germany 24.1 Austria 13.7 Hungary 13.2 France 13.1



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Statements A) B) C) D)

a) As a result of the development of the milling industry, wheat was increasingly exported in a processed form.

b) As a result of river regulation, the proportion of arable land increased.

c) Changes in nutrition habits were linked to the increasing dominance of wheat over other cereal crops.

d) The customs policies of European countries and the appearance of cheap American wheat reduced the possibilities of exporting outside the Monarchy.

8. This task is about the Holocaust. On the basis of the source and your own knowledge, decide which statements are true. Circle the number of the true statements. You have to circle the number of one statement in each sub-task. (1 point for each correct item) ‘The news was already going around, that suitcases and baggage were to be left here. Everyone, needless to say, so it was explained, translated, and passed on from mouth to mouth around me, would get their belongings back later, but first disinfection awaited all articles, and a bath for us […]. They then got closer to me in the hurly-burly, and I finally got my first glimpse of the people here. […] real convicts in the striped clothes of criminals, and with shaven skulls in round caps. […] On the chest of each one, apart from the customary convict’s number, I also saw a yellow triangle, […] When they spotted us boys, I noticed, they became quite agitated, […] then suddenly […] they all started to get very curious about our ages. We told them, ‘Fourteen, fifteen, depending on how old each of us was. They immediately raised huge protestations, with hands, heads, their entire bodies: ‘Sixteen!’ they muttered left, right, and center, ‘sixteen.’ I was surprised, and even asked one of them: ‘Why?’ ‘Do you want to work?’ he asked, the somehow blank stare of his deep-set, drawn eyes boring into mine. ‘Of course,’ I told him, since that was after all my reason for coming […]. ‘Everyone works, no one is tired, no one is ill.’ – that was about the only other thing I learnt from them during the possibly not-quite two whole minutes it took as I moved in the crush from my place to the door, finally to take a big leap out into the sunlight and fresh air.’ (Fatelessness by Imre Kertész) „De máris híre járt, a bőröndök, csomagok itt maradnak. Később – magyarázták, fordították s adták körülöttem szájról szájra – mindenki visszakapja, magától értetődően, a tulajdonát, előbb azonban a tárgyakra fertőtlenítés, miránk viszont fürdő vár […]. Akkor értek aztán közelebb hozzám a nyüzsgésben, s pillantottam meg végre én is az itteni embereket. […] a gonosztevők csíkos gúnyájában, kopaszra nyírt fejével, kerek sapkájában. […] Mindegyikük mellén, a fegyenceknél szokásos számon kívül

4 points



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még egy sárga háromszöget is ott láttam, […] Amikor minket, fiúkat is észrevettek, úgy láttam, egész izgalomba jöttek. […] a korunkra lettek egyszerre mind igen kíváncsiak. Mondtuk: – Tizennégy, tizenöt –; ki mennyi volt. Rögtön igen tiltakoztak, kezükkel, fejükkel, egész testükkel: – Tizenhat – suttogták mindenfelől –, tizenhat. – Csodálkoztam, s egyiküket meg is kérdeztem: – Miért? – Akarok-e dolgozni, kérdezte erre ő, árkos-vonásos szemének valahogy üres tekintetét egészen az enyémbe vájva. Mondtam neki, természetesen, hisz utóvégre is ezért jöttem […]. Mindenki dolgozik, senki sem fáradt, senki sem beteg. – ennyit tudtam még meg tőlük, éspedig az alatt a két, tán nem is egész kerek perc alatt, amíg a tolongásban a helyemről a kocsiajtóig értem, s ott nagyot ugrottam végre, ki a napfénybe, a szabad levegőre.” (Kertész Imre: Sorstalanság) a) 1. The text describes the moment when the narrator and his companions are deported from their home land. 2. The text describes the moment when the narrator and his companions arrive at the concentration camp. 3. The text describes the moment when the narrator and his companions are ushered into the gas chamber. b) 1. In the concentration camp, the distinguishing mark of Jews was a yellow star.

2. In the concentration camp, the distinguishing mark of Jews was striped prison uniform.

3. In the concentration camp, the distinguishing mark of Jews was a yellow triangle. c) 1. The ‘convicts’ told the boys to pretend that they were sixteen years old, because then

they could take over their work. 2. The ‘convicts’ told the boys to pretend that they were sixteen years old, because then they would be considered as adults able to work, and not killed immediately. 3. The ‘convicts’ told the boys to pretend that they were less than sixteen years old, because then they would not have to work.

d) 1. The narrator and his companions arrived believing that they would work.

2. The narrator and his companions knew very well that they had been brought there to be executed.

3. The narrator and his companions hoped to be released after getting washed.

4 points



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9. This task is about Hungarian foreign policy between the two World Wars. Do the tasks using the source and your own knowledge. (1 point for each correct item) ‘Is it irredentism if we demand revision of the terms of peace? […] Dealing with this question […] is not irredentism. We will prohibit actions, adventurous enterprises and conspiracies which go beyond this, but we cannot put a lock on the mouth of the Hungarian public. […] Germany only lost a province, in which there are relatively few Germans compared to the overall number of Germans. […] We did not lose provinces. We were dismembered. […] Germany could give up a province, but we cannot give up on one third of our own kind for eternity.’ (Speech by István Bethlen, 1928) „Vagy irredenta-e az, ha mi a békerevíziót követeljük? [...] E kérdéssel foglalkozni [...] nem irredentizmus. Ennél tovább menő akciókat, kalandos vállalkozásokat és összeesküvéseket igenis lehetetlenné teszünk, de a magyar közönség szájára lakatot nem tehetünk. [...] Németország egy tartományt vesztett csupán, amelyben a németség számához képest kevés német van. [...] Mi nem tartományokat vesztettünk el. Bennünket földaraboltak. [...] Németország lemondhatott egy tartományról, de mi fajunk egyharmadáról örök időre le nem mondhatunk.” (Bethlen István beszéde, 1928) a) What did Bethlen consider to be the main aim of Hungarian foreign policy? Explain in your own words the relevant technical term which appears in the excerpt. Do not write down the technical term, but its explanation. ................................................................................................................................................... b) Circle the number of the argument which does not appear in the quoted section of the source. 1. When defining the peace terms, ethnic conditions were not considered. 2. The peace terms were unjustly harsh on Hungary. 3. Public opinion was putting pressure on the government to get the peace terms changed. 4. The Hungarian government would be forced to give in to extremist groups demanding the forcible alteration of the peace terms. c) Circle the number of the statement which is characteristic of the concept of ʽirredentism’. It is a movement whose followers ... 1. ...... demanded the restoration of the Hungarian borders to their state prior to World War I. 2. ...... demanded the reattachment only of territories where the majority of the population was mainly Hungarian. 3. ...... supported the return of the Habsburgs to the Hungarian throne. 4. ....... supported Hungary’s entry to the League of Nations.



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d) Circle the number of the table which shows the consequence of the Trianon peace treaty which appears in the underlined part of the source. 1) 2)

Distribution of the territory of pre-Trianon Hungary among

the successor states of the Austro-Hungarian Monarchy

(km2) Post-Trianon Hungary 92,963 Czechoslovakia 61,633 Romania 103,093 Kingdom of Serbs, Croats and Slovenes

20,551

Austria 4,020 Italy 21 Poland 589

3) 4) Distribution of the population

of pre-Trianon Hungary among the successor states of the

Austro-Hungarian Monarchy (heads)

Post-Trianon Hungary

7,615, 117

Czechoslovakia 3,517, 568 Romania 5,257, 467 Kingdom of Serbs, Croats and Slovenes

1,509,295

Austria 291, 615 Italy 49,806 Poland 23,662

4 points

Proportion of Hungarians in the populations of post-

Trianon Hungary and of the territories annexed from

Hungary in the successor states of the Austro-Hungarian

Monarchy (%) Post-Trianon Hungary 88.3 Czechoslovakia 30.3 Romania 31.6 Kingdom of Serbs, Croats and Slovenes

30.3

Austria 8.9 Italy 13.0 Poland 1.0

Distribution of the ethnic Hungarian population who

ended up in the successor states of the Austro-Hungarian

Monarchy (%) Post-Trianon Hungary 67.5 Czechoslovakia 10.8 Romania 16.7 Kingdom of Serbs, Croats and Slovenes

4.6

Austria 0.3 Italy 0.1



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10. This task is about the institutions of the European Union. Do the tasks using the sources and your own knowledge. (1 point for each correct item)

Institutions of the European Union

a) Below, you can read excerpts from the text of the Treaty on the European Union. Circle the number of the excerpt which refers to the European Commission. 1. ’It shall oversee the application of Union law under the control of the Court of Justice of the European Union. It shall execute the budget and manage programmes.’ 1. „Az Európai Unió Bíróságának ellenőrzése mellett felügyeli az uniós jog alkalmazását. Végrehajtja a költségvetést és irányítja a programokat.” 2. ’Its members shall be elected for a term of five years by direct universal suffrage in a free and secret ballot.’ 2. „Tagjait közvetlen és általános választójog alapján, szabad és titkos választásokon, ötéves időtartamra választják.” 3. ’It shall consist of a representative of each Member State at ministerial level, who may commit the government of the Member State in question and cast its vote.’ 3. „A tagállamok egy-egy olyan, miniszteri szintű képviselőjéből áll, aki az általa képviselt tagállam kormánya nevében kötelezettséget vállalhat és szavazhat.”

elects members

approves members

accepts

heads of governments / heads of states

EUROPEAN COUNCIL

EUROPEAN PARLIAMENT

751 members LEGISLATION

EUROPEAN COMMISSION 1 commissioner

per member state

C I T I Z E N S O F T H E E U R O P E A N U N I O N

provide members

proposes, implements

national governments

COURT OF JUSTICE OF

THE EU

COUNCIL OF MINISTERS

recommend members

provide members

accepts

recommendsmembers



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4. ’It shall, jointly with the Council [Council of Ministers], exercise legislative and budgetary functions.’ 4. „A Tanáccsal [a Miniszterek Tanácsával] közösen ellátja a jogalkotási és költségvetési feladatokat.”

b) The names of two institutions of the European Union are missing from the following excerpt. Complete the text. Choose from the institutions in the diagram. ’Taking into account the elections to the European Parliament and after having held

the appropriate consultations, the .......................................... (1), acting by a qualified

majority, shall propose to the ...............................................(2) a candidate for President

of the Commission.’ (Excerpt from the Treaty on the European Union)

„Az európai parlamenti választások figyelembevételével és a megfelelő egyeztetések lefolytatása után a(z) ………………………………………….. (1.) minősített többséggel eljárva javaslatot tesz a(z) …………………………………………..(2.) -nak/-nek a Bizottság elnökének jelölt személyre vonatkozóan.”(Részlet az Európai Unióról szóló szerződésből) c) In 2015, how many commissioners were members of the European Commission? Circle the correct number.

6 12 28 47

4 points



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11. This task is about the economic history of Hungary after the Second World War. (complex task) Do the tasks using the sources and your own knowledge. (1 point for each correct item.)

Poster from the 1950s

Rat race. ‘My God, where do I do my second

job every Thursday night?’ (Cartoon from the 1970s)

Cartoon from the Kádár period

3.

Cooperatives are the path to plentiful harvests and good living!

‘You know, this quarter they’re only making the holes…’

Cheese shortage



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The average annual growth rate of the national income in Hungary, 1950-1990 Tervciklus planned cycle 5 éves 5-year 3 éves 3-year

Propaganda cartoon from the 1950s

Match each statement with the source which is most relevant to it. Write the number of the appropriate source into the correct box in the table. Write one number into one box, there is one extra source, one source appears twice. (1 point for each correct item)

Statements Number of source a) The regime tried to encourage people to do extra work in their official working time.

b) Public property became the basis of the economy.

c) The supply of goods fell behind demand.

d) During collectivisation, the peasantry lost their lands.

e) Many people took to doing extra jobs in order to have relatively good living standards.

5.

4.

Wow, your dress looks really pretty!

Yes, my husband won the material at the May 1st

Work Competition!



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f) Give the technical term for the system for managing the economy in the period, which the sources also illustrate. ....................................................................................................................................................... g) Using source 4, define in which period the new economic mechanism was launched. Circle the number of the correct answer.

1. In the period of the first 5-year plan. 2. In the period of the third 5-year plan. 3. In the period of the sixth 5-year plan.

h) Decide which of the periods appearing in source 4 the following statement refers to. Circle the number of the appropriate period. This is how a joke told in Pest reacted to the slow-down in economic growth: ʽThe Socialism that exists doesn’t work, while the Socialism that works doesn’t exist.’

1. The period of the second 5-year plan. 2. The period of the third 5-year plan. 3. The period of the seventh 5-year plan.

12. This task is about Hungarian Gypsies. Using the source and your own knowledge, decide who reacted in what way on hearing about the Hungarian-Gypsy mixed marriage. Write an X into the appropriate column of the table. There can only be one X in each row. (0.5 points for each correct item) ‘The families of both parties opposed the marriage; what is more, the Hungarian parents specifically forbade it. In spite of this, however, the young ones were determined to go ahead. The family of the Hungarian bride even refused to go to the wedding, they felt so embarrassed by the events. Later on, they came to terms up to a point. The young Hungarian woman married to the Roma man gave an outraged account of how her brother-in-law (her sister’s husband), who took employment together with her husband in the Transdanubian region, denies the family connection between them, because he is ashamed of having a Gypsy brother-in-law. The Roma relatives were not very welcoming towards the woman marrying into their family either, and expected her to accommodate to their habits and cultural traditions. Although the local non-Roma society was perfectly aware that a Hungarian woman from another village had moved to Csernely, the woman, having moved in with her husband’s family, was considered by them as another Gypsy. As we are talking about an integrated Roma family, the relationship established with the locals is close and devoid of conflicts; however, the village identifies the mother-of-two as a Roma. Although her husband has a definite Roma identity, and took an active part in the Gypsy Minority Self-Government for years, his family clearly intends to assimilate.

8 points



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The fact that the husband’s sister married a Hungarian man seems to support this, and his cousins living in Budapest follow this marriage strategy as well. Their older son is going out with a Hungarian girl and for him to be identified as a Gypsy is already an insult. In spite of all efforts, the locals consider all members of the family as Gypsies.’ (Anthropologist József Kotics) „Mindkét fél családja ellenezte, sőt a magyar szülők kifejezetten tiltották a házasság létrejöttét. A fiatalok ennek ellenére ragaszkodtak ahhoz. A magyar menyasszony családja még a lakodalomba sem volt hajlandó elmenni, annyira kínosan érintette őket az eset. A későbbiek során valamelyest megbékéltek. A roma férfival házasságban élő magyar fiatalasszony felháborodva mesélte, hogy sógora (nővérének férje), aki férjével együtt vállal munkát a Dunántúlon, eltagadja a köztük lévő rokoni kapcsolatot, mert szégyelli, hogy a sógora cigány. A roma család is idegenkedve fogadta a beházasodó asszonyt és elvárta, hogy alkalmazkodjon szokásaikhoz, kulturális hagyományaikhoz. Jóllehet a helyi nem roma társadalom teljesen tisztában van vele, hogy egy másik faluból származó magyar nő került Csernelybe, az asszonyt férje családjához költözése miatt, a cigányok közé sorolja. Miután integrálódott roma családról van szó, a helyiekkel létrejövő kapcsolat konfliktusmentes és intenzív, ennek ellenére a falu romaként identifikálja a 2 gyermekes családanyát. Bár férje kifejezetten roma identitással rendelkezik, aki évekig a Cigány Kisebbségi Önkormányzatban is aktív szerepet töltött be, családja láthatólag asszimilációs szándékkal lép fel. Ezt látszik igazolni, hogy a férj lánytestvére is magyar házastársat választott, s Budapesten élő unokatestvérei is ezt a házasodási stratégiát követik. Nagyobb fiúgyermekük magyar lánynak udvarol s számára már a cigányként való azonosítás sértő. A törekvés ellenére a helyiek cigánynak tekintik a család minden tagját.” (Kotics József antropológus)

Statement Hungarian family

Gypsy family

Outsiders

a) The parents were so strongly opposed to the marriage that they did not go even to the wedding.

b) They denied the family relationships.

c) The family expected the person marrying into their family to accommodate to their habits and traditions.

d) Both members of the couple were considered Gypsies.

2 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 using 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 task on Hungarian history must be about different periods. (In the chart, the periods are separated by a double line.) Study the tasks carefully.

Number Periods and subjects Task type

World history

13 The Reformation short 14 The Second Industrial Revolution short

Hungarian history

15 The question of serfdom in the Reform period long 16 The aims of 1956 and October 23rd long

After studying the task, circle the number 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. Only mark 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 Reformation. (short) Describe Luther’s criticism concerning the organisation of the Catholic Church and its financial situation, using the source and your own knowledge. In your answer, include the immediate cause that led to the Reformation. ‘That the Pope is not, according to divine law or according to the Word of God, the head of all Christendom, for this [name] belongs to One only, whose name is Jesus Christ, but is only the bishop and pastor of the Church at Rome, and of those who voluntarily or through a human creature (that is, a political magistrate) have attached themselves to him, to be Christians, not under him as a lord, but with him as brethren [colleagues] and comrades, as the ancient councils […] show. But to-day none of the bishops dare to address the Pope as brother as was done at that time; but they must call him most gracious lord, even though they be kings or emperors.’ (Martin Luther, 1537) „A pápa nem isteni jogon vagy Isten igéje alapján feje az egész keresztyénségnek, mert ilyen csak egy van: a Jézus Krisztus. Hanem csak a római gyülekezetnek és azoknak a püspöke és lelkésze, akik önként vagy emberi kapcsolatok, azaz világi felsőbbség jogán csatlakoztak hozzá, de nem azért, hogy uruk legyen, hanem hogy vele mint keresztyén testvérek és munkatársak együtt éljenek, ahogyan ezt a régi zsinatok […] is tanúsítják. Most azonban egyetlen püspök sem meri a pápát »testvérnek« szólítani, mint abban az időben, hanem »legkegyelmesebb urának« kell őt neveznie, még király vagy császár létére is!” (Luther Márton, 1537) 14. This task is about the Second Industrial Revolution. (short) Using the source and your own knowledge, describe the changes that took place in industry in the period of the Second Industrial Revolution. ‘It is an undeniable merit of the people heading banks that by recognising aspirations and advancing essential capital they promoted development, often in spite of great risks. This makes it almost inevitable that such banks that supported industrialisation, accepting the great risks involved, attempted, and in the majority of cases succeeded, in gaining long-term and decisive control over industrial co-operations [corporate groups].’ (German work on the history of industry about the role of German banks) „A bankok élén álló személyek vitathatatlan érdeme, hogy a törekvések fölismerésével s a nélkülözhetetlen tőke előlegezésével segítették a fejlődést, gyakran nagy kockázatoktól sem riadva vissza. Így szinte magától értetődik, hogy azok a bankok, amelyek nagy kockázatot vállalva támogatták az iparosítást, megpróbáltak, az esetek többségében sikerrel, tartós és döntő ellenőrzéshez jutni az ipari korporációk [vállalatcsoportok] felett.” (Német ipartörténeti munka a német bankok szerepéről)



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

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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 main issues of the Reform period. (long) Describe the question of serfdom in the Reform period, using the sources and your own knowledge. In your answer, explain why the question of serfdom became one of the major issues of the period.

‘And whoever has used both socage and paid labourers must know [...] that the work done in 52 days by a serf owning a complete plot with his bad plough, fragile cart and weak oxen, or in 104 days by a clumsy servant or under-aged children [...] could be done in one third of that time by his own paid labourers, with good tools and strong oxen.’ (Credit by István Széchenyi, 1830)

„Ki nem tapasztalta, ki robotban is, és béresek által [is] [...] dolgozott, hogy azon munkát, melyet egy egész helyes [telkes] jobbágy rossz ekéjével, filigrán [törékeny] szekerével, gyenge marhájával 52 nap, vagy ügyetlen cselédje és gyenge korú gyer-meki által 104 nap tud végezni, [ő] maga béreseivel, jó szerszámokkal és erős marhával [...] a mondott idő egy harmad része alatt nem vihette végbe!” (Széchenyi István: Hitel, 1830)

Serf rebellion of 1831

’The more free members with legal rights a nation has, the more powerful it is. When the peasants feel the blessings of a civil constitution and have a share in it, surely they will be solicitous for its maintanence and preservation, rather than, as it is the case now, feeling its burdens more, but barely the benefits, or having a hostile aversion towards it.’ (On Prejudices by Miklós Wesselényi, 1833)

„Minél több szabad, jussokkal bíró tagokból áll egy nemzet, annál hatalmasabb. Ha a polgári alkotmánynak malasztját [áldásait] a parasztság is érezni fogja s azokban részesülend, bizonnyal szívén fog annak fennmaradása és öregbedése fekünni ahelyett, hogy most, midőn azon alkotmánynak inkább csak terheit, de hasznát majd nem is érzi, vagy ellenséges idegenséggel van az iránt.” (Wesselényi Miklós: Balítéletekről, 1833)

Glossary

Kolera cholera Gabona grain Idénymunkások seasonal

labourers Vesztegzár quarantine A felkelés területe area of the rebellion



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16. This task is about the 1956 revolution. (long) Using the excerpts and your own knowledge, describe the fundamental aims of the 1956 revolution, and the sequence of events of the first day of the revolution. Do not discuss the subsequent course of the revolution. ’1. We demand the immediate evacuation of all Soviet troops from Hungary, in conformity with the provisions of the Peace Treaty. […] 14. We demand the replacement of emblems foreign to the Hungarian people by the old Hungarian arms of Kossuth. [...] We demand that March 15th be declared a national holiday and that October 6th be a day of national mourning on which schools will be closed.’ „1. Az összes szovjet csapatoknak azonnali kivonását követeljük Magyarországról, a békeszerződés határozatai alapján. […] 14. A meglévő, magyar néptől idegen címer helyett, kívánjuk a régi magyar Kossuth-címer visszaállítását. […] Követeljük, hogy március 15-e nemzeti ünnep, s munkaszüneti nap legyen, október 6-a pedig nemzeti gyászünnep és iskolai szünnap legyen.” ’5. We demand that general elections by universal, secret ballot be held throughout the country to elect a new National Assembly, with several political parties participating. We demand that the right of workers to strike be recognised. [...] 12. We demand complete recognition of freedom of opinion and of expression, of freedom of the press and of radio.’ „5. Általános egyenlő és titkos választásokat követelünk az országban, több párt részvételével, új Nemzetgyűlés megválasztása céljából. Követeljük a munkásság sztrájk-jogának biztosítását. […] 12. Teljes vélemény-, szólás- és sajtószabadságot, szabad rádiót követelünk.” ’7. We demand the complete reorganisation of Hungary’s economic life under the direction of our specialists. The entire economic system, based on a system of planning, must be re-examined in the light of conditions in Hungary and in the vital interest of the Hungarian people. [...] 10. We demand that the system of obligatory delivery be organised on a new basis and that agricultural products be utilised in a rational manner. We demand equality of support for individual farms.’ (Extracts from the demands of the students of the Technical University) „7. Követeljük az egész magyar gazdasági élet átszervezését, szakembereink bevonásával. Vizsgálják felül a tervgazdaságon alapuló egész gazdasági rendszerünket, a hazai adottságoknak és magyar népünk létérdekeinek szem előtt tartásával. […] 10. Követeljük a beszolgáltatási rendszer új alapokra való fektetését és a termények okszerű felhasználását. Követeljük az egyénileg gazdálkodó parasztok egyenrangú támogatását.” (Részletek a Műszaki Egyetem diákjainak követeléseiből)



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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



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points

maximum achieved

I Short answer tasks

1. Greek culture 4 2. Mediaeval towns 3 3. Economic reforms of Charles I. 4 4. The Enlightenment 4 5. The battle of Mohács 5 6. Political ideas in the 19th century 4 7. Economy under the Dual Monarchy 4 8. Holocaust 4 9. Hungarian foreign policy btw the World Wars 4 10. European Union 4 11. 20th century Hungarian economy 8 12. Gypsies in Hungary 2

Total 50 I. Achieved points rounded up

II Longer, essay-type questions

13. The Reformation 17 14. The Second Industrial Revolution 17 15. The question of serfdom in the Reform period 33 16. The aims of 1956 and October 23rd 33

Total 50 II. Achieved points rounded up

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

Date:………………………… Correcting teacher

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pontszáma egész számra kerekítve

elért programba beírt

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

dátum dátum

javító tanár jegyző

TÖRTÉNELEM ANGOL NYELVEN - …dload.oktatas.educatio.hu/erettsegi/feladatok_2017tavasz_kozep/k... · Történelem angol nyelven középszint — írásbeli vizsga 1712 ... ha a

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