TÖRTÉNELEM ANGOL NYELVEN - oktatas.hu...írásbeli vizsga 0712 2 / 44 2007. október 26. Történelem angol nyelven — középszint Név: osztály: ..... Important information Give

Történelem angol nyelven középszint — írásbeli vizsga 0712

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

TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ

ÍRÁSBELI VIZSGA

2007. október 26. 8:00

Az írásbeli vizsga időtartama: 180 perc

Pótlapok száma Tisztázati Piszkozati

OKTATÁSI ÉS KULTURÁLIS MINISZTÉRIUM

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írásbeli vizsga 0712 2 / 44 2007. október 26.

Történelem angol nyelven — középszint Név:............................................................ osztály: .....

Important information Give clear answers and make all your work unambiguous – even if you need to make corrections in your text.

Try to be concise and keep to the point. Do not use more space than is provided.

Only write as many answers as required by the task. (If you write more, they will be evaluated in the order in which they appear.)

Please write in blue ink.

When working on the exam tasks consider the following.

• Read the instructions carefully.

• Do exactly what the instructions tell you.

• Study the sources provided (pictures, diagrams, texts, maps). Please keep in mind that most of the English texts will be only rough translations which render the meaning of the original text, but not their sometimes archaic style.

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

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

1. Identify the place and time of the given event or problem. 2. Use the given sources and the map [Történelmi atlasz] to understand the task. You may

use a bilingual dictionary. 3. Collect the general concepts (for example: development, change, production) and the

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

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

5. Make drafts or outlines before writing your answers if necessary. 6. Identify the events leading up to the given situation, its causes and its results. 7. Describe assumptions about, and explanations of, events. 8. Include your own knowledge of the era (names and dates) as well as your own opinions

and personal perspective of it. 9. Make sure that your sentences are clearly structured, and that your ideas are easy to

follow. 10. Your whole answer should have a clear structure. Check your grammar and spelling.

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

• understanding of the task,

• proper and relevant content,

• logical overall structure and accurate language.

Good Luck!



I SHORT ANSWER TASKS 1. This task is about ancient Greek history. Of the possible answers listed below, write the correct ones on the dotted lines below the glossary. (There is one answer you do not need.) (Score: 0.5 points for each correct item) popular assembly – ostracism – senate – Athens – slaves – strategoi – chosen by drawing lots

Athenian society and state at the time of Pericles

Glossary: Lakosai population of … Metoikoszok és családjuk metoikoi and their families Polgárok családja citizens’ families Polgárok citizens 20 év felettiek people aged over 20 sorsolás drawing lots választás election 6000 szavazat 6000 votes száműzetés 10 évre exile for 10 years bíróság courts 6000 fő felváltva 6000 people taking turns Ötszázas tanács Council of five hundred Napidíj a részvételért daily allowance for participation Arkhon Archon Areioszpagosz Areopagus Kr.e. 461-tól korlátozva restricted from 461 BC



a) ……………………………..

b) ……………………………..

c) ……………………………..

d) ……………………………..

e) ……………………………..

f) ……………………………..

2. This task is about the history of art in Europe in the 15th-17th centuries. The works of

art depicted in the following pictures can be grouped according to two major styles. Name these two styles, then write the letters of the pictures in the correct places. To help you, we have given the artists’ names and the titles of the works in the chronological order of the artists. (0.5 points for each correct item)

a)

3 points

a) b) c)



d) e)

b)

c) d) e)

f) g)

h)

c)



Giovanni Bernini: The Ecstasy of St Theresa Sandro Botticelli: The Birth of Venus Michelangelo Buonarotti: David Albrecht Dürer: Self-Portrait André Le Notre: Versailles, royal palace and park Gian Cristoforo Romano: King Matthias Pieter Pauwel Rubens: The Rape of the Daughters of Leucippus Leonardo da Vinci: The Virgin and Child with St Anne Name of style:……………………………………………… Letters of works of art:……………………………………………… Name of style:……………………………………………… Letters of works of art:………………………………………………

5 points

3. This task is about Hungarian history in the 15th century.

Answer the questions using the source and your own knowledge. (0.5 points for each correct item)

‘…when the council of lords was summoned to Buda, but they could not yet appear in front of the king, the high-born Bishop Miklós Báthori was also among the lords. […] In Italy he became accomplished in Humanist sciences, he increased his erudition with care and diligence, and was deterred neither by fatigue, hardship nor obstacles of any kind from continuing his education […] And to avoid idleness or chattering before the royal council meets, he brought a book with himself […] Many laughed at this excellent young man reading a book, for among the Hungarians, where gabbling and gossiping are in fashion, it is unusual and new for bishops to be reading books. In the meantime, King Matthias entered, and saw Miklós with the book. Then he said: “This is well done! When he was selecting a bishop, even the Apostle said, among other things, that he should be a learned man, as only those can teach who are learned, and knowledge is either vouchsafed from above, or acquired by diligence and hard work. Miklós does well to read and learn, to embellish his soul, and to avoid indolence and laziness”. After this King Matthias turned to the lords, whose laughter he noticed: Do not laugh at what you cannot comprehend in your ignorance. Why are you making fun of Bishop Miklós? Have you not heard of the clever Roman who was called Cato […]? This highly respected Cato, whose logic was excellent and whose erudition was admirable, always read in front of everybody, before the Roman senate met, as according to him idleness was the origin of vice.’ (Galeotto Marzio, 1487)



„…mikor a főurak tanácsát összehívták Budára, de még nem járulhattak a király elé, az előkelő származású Báthori Miklós püspök is a főurak között volt. […] Itáliában kitanulta a humanista tudományokat, gonddal és szorgalommal tovább növelte műveltségét, és nem riadt vissza sem fáradalmaktól, sem viszontagságtól, semmiféle akadálytól, hogy tanulmányait folytassa […]. És nehogy a semmittevésnek és a fecsegésnek hódoljon, míg a királyi tanács összeül, egy könyvet hozott magával […]. Sokan nevettek, hogy ez a kiváló ifjú könyvet olvas, szokatlan és új dolog ugyanis a magyaroknál, ahol a fecsegés meg a pletykálkodás járja, hogy a püspökök könyvet olvasgassanak. Közben bejött Mátyás király, és meglátta, hogy Miklósnál könyv van. Így szólt ekkor: Jól van ez így! Már az Apostol is, mikor püspököt szemelt ki, azt mondta többek között, hogy tudós ember legyen, hiszen tanítani csak az tud, aki tanult; a tudást pedig vagy felülről sugalmazzák, vagy buzgalommal és fáradsággal nyerjük el. Miklós is helyesen teszi, ha olvas és tanul, lelkét ékesíti, a restséget és a tunyaságot pedig messze elkerüli. Ezután a főurakhoz fordult Mátyás király, akiknek a nevetgélését észrevette: Ne nevessétek ki azt, amit tudatlanságotokban nem vagytok képesek felfogni. Miért csúfoljátok Miklós püspököt? Nem hallottatok arról a nagy eszű rómairól, akit Catónak neveztek […]. Ez a kitűnő gondolkodású, csodálatra méltó tudású, nagy tekintélyű Cato mindig olvasott mindenki szeme láttára, míg a római szenátus össze nem ült, mert a semmittevést tartotta a bűnök melegágyának.” (Galeotto Marzio; 1487) a) According to the Italian Galeotto, is reading unusual or common at Matthias’ court? ………………………………………………………………… b) What did Matthias think of knowledge and erudition? Underline the relevant sentence in the source above. c) Who did Matthias refer to in defence of erudition and reading?

1)……………………………….

2)……………………………….

d) Matthias’ reasoning is typically Humanistic. Explain why the king referred to those two authorities. 1) To……………………………………….., because………………………..…………

………………………………………………………………………………………………

2) To………………………………………..., because …………………………………...

3 points



4. This task is about the Enlightenment. Next to each letter, write the number of the definition that can be linked to it. (0.5 points for each correct item)

a) Social, political and philosophical school of thought. Its aim is to lead humanity from the darkness of ignorance and religious prejudice to the realm of reason and light. It is characterised by rationalism, the notion of the world’s comprehensibility and changeability.

b) The division of the supreme power of the state in order to bring power under control,

thus avoiding its abuse. Its principles can be traced back to the works of Locke and Montesquieu.

c) The theory of the origin of state and law, according to which state and law are the result

of a contract among people based on conscious agreement.

d) The acknowledgement that anybody who is capable of it should be able to succeed in society and in public life, irrespective of religious differences,.

e) Central-Eastern European system of government in the 18th century, in which the

characteristics of Absolutism are combined with aspirations towards modernisation. It is characterised by Mercantilist economic policy, the protection of serfs, and an emphasis on religious tolerance, the development of education and health care.

f) A series of books published in 35 volumes between 1751 and 1772, which summarised

the knowledge of the era. About 150 collaborators participated in this scientific enterprise under the leadership of Diderot.

a) …………………………………………………. 1. division of power

b) ………………………………………………….. 2. Encyclopaedia

c) ………………………………………………….. 3. Enlightened Absolutism

d)…………………………………………………... 4. social contract

e)…………………………………………………… 5. Enlightenment

f)…………………………………………………… 6. religious tolerance

3 points



5. This task is about the history of the question of serfdom in Hungary in the 18th century. On the basis of your own knowledge and the source, decide if the following statements are true or false. Indicate your choice with an X. (0.5 points for each correct item)

‘5. How many and what kind of plough-fields and meadows are owned by serfs who

hold whole plots, how many measures (posonyi mérő) does a hold of land yield, and is it possible to make hay twice a year on the meadows?

6. What kind of socage, of how many days and with how many draught animals, has so far been commanded by the lord, and has the serfs’ socage included the way there and back?

7. What has the ninth been composed of, and since when, and is the giving of this ninth usual in other estates [demesnes] in the same county? And as for whatever else the serfs have given annually to their lord in place of other taxes, and in particular the taxes and presents either in cash or in kind, what has that consisted of?

8. How many deserted plots are there in each locality, since when, and for what reason have they gone to waste, and who are they owned by?

9. Are the serfs free or bound in perpetuity [in second serfdom]?’ (Extract from the questionnaire attached to the Socage Regulations, 1767)

„5. Hány és micsodás szántóföldeket és réteket egész ház helyes jobbágy bír, egy

hold föld hány posonyi mérőre való, és a réteken maga ideiben sarjut kaszálni lehet-é?

6. Egy-egy jobbágy által hány napi és minémő robot, mennyi számú vonyó marhával eddiglen az uraságnak tételődött, és az mentelek az jövetelekkel [oda- és visszaút] az jobbágyoknak számláltatott-é az robotában vagy sem?

7. Az kilenced addighlen és micsoda időtül fogvást mikbül adódott és azon kilencednek ki adása azon vármegyebéli más dominiumokban [uradalom] szokásban vagyon-é?

És miket még az jobbágyság más adó feiben [fejében] esztendőnként maga földes uraságának adott, és jelessen az adók és ajándékok az földes úr által kész pénzben, akár naturáliákban [természetben] miből állók?

8. Hány puszta ház helyek vannak minden helségben melly időtül fogvást és mi okbúl pusztultak el, és ki által birattatnak?

9. Az jobbágyok szabadok-é, vagy örökössek?” (Részlet az Urbáriumhoz mellékelt kérdőívből; 1767)



Statement True False

a) The questionnaire was compiled during the reign of Joseph II.

b) The questionnaire can be linked to a royal decree.

c) The section of the questionnaire quoted above also collects information about the agricultural activity of the citizens of free royal towns.

d) Question 6 refers to the labour rent owed by the serfs to the landlord.

e) The ninth mentioned in question 7 is a church tax. f)

f) The expression ‘in perpetuity’ in question 9 describes the condition of not having the right to move away.

g) One question of the questionnaire seeks information about the size and quality of plough-lands and meadows belonging to whole plots.

h) As a result of these measures the liberation of serfs was carried out in Hungary in the 18th century.

4 points



6. This task is about the period of the first industrial revolution. Which table: Table A, Table B, Table C or Table D, proves the given statements?

Mark your choices with an X next to each statement. (0.5 points for each correct item) A) B) Year The price of 1 pound (0.45 kg)

of cotton thread in England 1784 10.11 shillings 1832 0.11 shillings C) D) Year English cotton

imports (in pounds) 1784 11 million pounds 1850 588 million pounds Statement

A B C D

a) At the time of the industrial revolution factory production multiplied.

b) Mechanical production reduced the price of products.

c) In 37 years the price of cotton thread fell to about a hundredth of its previous level.

d) Mechanisation made it possible for cotton exports to rise to fifty times their previous level.

e) The number of mechanical looms increased at the greatest rate between 1813 and 1829.

f) There is a direct proportion between cotton imports and cotton fabric exports.

3 points

Year Number of mechanical looms in England

1813 2 400 1829 55 500 1833 100 000 1850 250 000

Year English cotton fabric exports (1 yard = 0.914m)

1784 40 million yards 1850 2 024 million yards



7. This task is about the history of Hungary in the Reform Era. The author of the text has made some factual mistakes. Using your own knowledge, identify the faulty elements. Write the mistaken words (statements) and their corrected versions into the table. (0.5 points for each correct item) ‘István Széchenyi and Lajos Kossuth were two outstanding politicians of the Hungarian Reform Era. The Reform Era itself is usually dated from the publication of Széchenyi’s work entitled Credit (Hitel) in 1817. The Association of Protection (Védegylet) was founded by Széchenyi in 1844. The Association was formed in order to enhance the development of the Hungarian army. In the early 1840’s Kossuth published his views in the newspaper Pesti Hírlap. In 1848 they were both ministers in the government led by Ferenc Deák. ’ Order Mistake Correction

a)

b)

c)

d)

8. This task is about the period of World War II. Using your own knowledge and the chart, choose three of the listed statements which link the labour organisation of Nazi Germany to the progress of WWII. (Mark your choice by circling the letters next to the statements.) (1 point for each correct item)

Labour force in the German Empire (million people) German labour force Men women total

foreign labour force

total labour force

May, 1939 24.5 14.6 39.1 0.3 39.4 May, 1940 20.4 14.4 34.8 1.2 36.0 May, 1941 19.0 14.1 33.1 3.0 36.1 May, 1942 16.9 14.4 31.3 4.2 35.5 May, 1943 15.5 14.8 30.3 6.3 36.6 May, 1944 14.2 14.8 29.0 7..1 36.1 September, 1944 13.5 14.9 28.4 7.5 35.9

4 points



a) World War II did not lead to a shortage of labour.

b) Compared to the last year of peace, the number of female employees increased several times over.

c) The fall in the male labour force can be explained by conscription and the loss of human lives in war.

d) The majority of foreign labourers were drawn from the Jews deported to concentration camps.

e) The number of foreign labourers increased after the mass deportation of Jews (1942).

.

9. This task is about is the Hungarian Holocaust. Answer the questions using your own knowledge and the source. ‘On the 9th of May Dr László Uray, Captain of Gendarmes, and from the German side Dr Márton Zöldi, Captain in the Gestapo, attended the meeting held at the police station in Munkács, conducted by Lieutenant Colonel of Gendarmes László Ferenczy. The transportation of Jews was discussed, which will start on May 14. [...] 110 trains will carry the Jews to the station of Kassa, where the consignment will be taken over by the German police. The trains will be marked D. A, -Umsiedler, German labourer transport. The trains will carry 3000 people. They will consist of 45 carriages, each holding 70 people with their luggage, and two C carriages, one at the front and one at the rear for the guards. The commander of the loading station will be a German or Hungarian gendarme officer; 5 hours in advance, he will ask the stationmaster for carriages and place for loading, somewhere far from the station. The Jews can only carry a limited amount of luggage, neither mattresses nor beds. The register must be made up in two copies. One copy is to remain with the consignment, one copy must be sent to the police station in Munkács, to the commander of the loading station. If the train leaves at night, the Jews must be loaded in daytime. […] The handing over and reception of the consignment will happen in Kassa. It is forbidden to read the register. Task for the mayor: after the transportation the camps must be disinfected by the administrative authority (municipal health officer). During the transportation individual referrals, individual arrangements are to be avoided. Captain Dr Uray: if necessary, 100 can go in one carriage. They can be loaded like herrings, for the Germans need tough people. Whoever cannot take it will fall. Germany does not need fashionable ladies.’ (Police record, May 9, 1944) „Munkácson május 9-én a rendőrkapitányságon Ferenczy László csendőr alezredes vezetése alatt megtartott értekezleten részt vett dr. Uray László csendőr százados, a németek részéről dr. Zöldi Márton, a Gestapo századosa.

3 points



Tárgyalásra került a zsidók elszállítása, mely május 14-én veszi kezdetét. […] 110 szerelvény szállítja a zsidókat Kassa állomásra, ahol is német rendőrség veszi át a szállítmányokat. Jelzés a vonatokon D. A. –Umsiedler, Német munkásátköltöztetés. A szerelvény 3000 főt szállít. Áll 45 kocsiból 70 fő poggyásszal együtt és 2 C kocsiból elöl és hátul az őrségnek. A berakóállomás parancsnoka német vagy magyar csendőrtiszt; ő 5 órával előbb az állomásfőnöktől kocsikat és helyet kér a berakásra, az állomástól távoli helyen. A zsidók csak csökkentett poggyászt vihetnek magukkal, matracot, ágyat nem. Névjegyzéket 2 példányban kell készíteni. Egy pld. a szállítmánynál marad, 1 pldt.-t Munkácsra a rendőrkapitánysághoz kell beküldeni a berakóállomás parancsnokának. Ha a vonat éjszaka indul, a zsidókat nappal kell beszállítani. […] A transzport átadása és átvétele Kassán történik. Névsort olvasni tilos. Polgármesteri teendő: elszállítás után táborhelyeket a közig. hatóság útján fertőtleníttetni kell (tisztiorvos). Szállításnál egyéni beutalások, egyéni akciók kiküszöbölendők. Dr. Uray százados: ha szükség megkívánja, 100 is mehet egy kocsiban. Berakhatók, mint a heringek, mert a németeknek szívós ember kell. Aki nem bírja, elhullik. Divathölgyekre Németországnak nincs szüksége.” (Rendőrségi jegyzőkönyv; 1944. május 9.) a) What is the probable aim of the measures underlined in the text? (1 point) …………………………………………………………………………………………………

……………………………………………………………………………………………

b) According to the source, which organisations took part in the operation? Mention

two. (0.5 points for each correct item) ………………………………………………………………………………………………

c) Write the name of the correct concept under the definition. (0.5 points for each correct

item)

1. The forcibly assigned residence of a disadvantaged section of the population segregated on an ethnic basis.

Concept: ……………………………………………………………………………………

2. The transportation of people or groups declared dangerous for reasons of state security into reception camps.

Concept: ……………………………………………………………………………………

3 points



10. This task is about the Kádár era. Using your own knowledge, analyse the data in the tables from the given points of view.

Consumption of important foodstuffs per head (kg) Foodstuffs 1950 1960 1970 1980 1990 Total meat 34.9 49.1 60.4 73.9 75.8 Total fats 18.7 23.5 27.7 30.5 38.6 Milk, dairy products 99.0 114.0 109.6 166.2 169.9 Eggs (units) 85.0 160.0 247.0 317.0 389.0 Vegetables, fruit 100.0 139.4 155.7 154.6 155.6 Flour and rice 142.1 136.2 129.2 115.2 110.4 Potatoes 108.7 97.6 75.1 61.2 61.0 Sugar 16.3 26.6 33.5 37.9 38.2

Consumption of alcoholic beverages per head

(litres)

Year Wine Beer Hard

liquor

1950 33.0 8.3 1.5

1960 29.9 36.8 2.8

1970 37.7 59.4 5.4

1980 34.8 86.0 9.3

1985 24.8 92.4 10.9

1990 27.7 105.3 8.5

The number of important durable consumer goods per 100

households 1960 1970 1980 1983

Refrigerators 1 35 87 97

Washing machines 19 70 91 95

Vacuum cleaners 4 38 76 82

Motor cars 0 6 26 32

Televisions 5 66 99 105

Tape recorders 2 9 37 47



a) Give the first and last years of the Kádár era.

………………………………………………………….. (0.5 points for each correct item)

b) Using concrete examples, list the two major tendencies in changes in food

consumption.

……………………………………………………………………………… (1 point)

……………………………………………………………………………… (1 point)

c) How were the everyday lives of women affected by the change in the number of durable consumer goods? (0.5 points) ………………………………………………………………………………………..

d) Define the tendency in the changes in alcohol consumption, then mention an important social reason which explains it.

Tendency: ………………………………………………………………… (0.5 points)

Reason:…………………………………………………………………………………

...……………………………………………………………………………… (1 point) 11. This task is about the global problems of the world. Answer the questions using the table, the cartoon and your own knowledge. Percentage of world population

1950 2000Western Europe 12.1 6.2 Eastern Europe 4.3 2.4 Soviet Union / ex-Soviet Union 8.0 5.1 Japan, Korea, Hong Kong, Taiwan 4.7 3.4 North America 6.8 4.7 Australia 0.4 0.4 Latin America 6.8 9.9 North Africa 5.0 5.8 Other parts of Africa 6.4 10.6 South Asia 18.8 23.5 South-East Asia 5.9 8.0 China, Vietnam, Cambodia, Laos 20.8 20.0 Total world population

100

100

5 points



a) Identify the region whose percentage of the world population increased the most between 1950 and 2000. (0.5 points) ……………………………………………………………………………………………… b) Say which catastrophe the cartoonist compares overpopulation with. (0.5 points) ……………………………………………………………………………………………. c) Say what the effect of overpopulation outside Europe is on Europe. (1 point) ………………………………………………………………………………………….. d) List two problems which overpopulated countries have to face. (0.5 points for each correct item) ……………………………………………………………………………………………

…………………………………………………………………………………………….

e) Write down one economic and one social solution to their problems.

(1 point for each correct item)

………………………………………………………………………………………………

………………………………………………………………………………………………

5 points



12. This task is about present-day Hungary. a) Using your own knowledge, choose the political system from the list below which

can best be associated with the diagram. Underline your choice. (1 point) Political system: parliamentary monarchy, limited parliamentary system, dictatorship of

the proletariat, authoritarian system, parliamentary democracy, presidential governmental system

Glossary: Állampolgári alapjogok Fundamental rights of citizens Köztársasági elnök President of the Republic Legfőbb ügyészség Prosecutor’s Office Legfőbb ügyész Chief Prosecutor (Attorney General) Legfelsőbb bíróság Supreme Court Legfelsőbb bíróság elnöke President of the Supreme Court Alkotmánybíróság Constitutional Court Alkotmánybírák Justices of the Constitutional Court Minisztériumok Ministries Miniszterek Ministers Miniszterelnök Prime Minister Ász State Audit Office Állami Számvevőszék elnöke President of the State Audit Office Ombudsmanok Ombudsmen Választás Election Határozat Decree Választópolgárok Electors



b) Justify your choice with three typical features that can be deduced from the diagram.

(1 point for each correct item)

Typical features:

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

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

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

4 points



II LONGER, ESSAY-TYPE QUESTIONS

Please read the following information carefully. You must do three of the following tasks. You must make your selection using the following rules: You must do: one task on world history and two tasks on Hungarian history, one of which must be short while the other task must be long. They must also be about different periods of Hungarian history. Study the tasks carefully.

Number Periods and subjects Task type

13. Early colonisation short World history 14. Consequences of the first industrial revolution short

15. The foreign and domestic policy of Duke Géza short 16. The financial reforms of Charles Robert long

17. The organisation of the Hungarian Army in 1848-1849 short

18. The situation of the Hungarian language in the 18th-19th centuries long

19. Reprisals after the revolution of 1956 short

Hungarian history

20. The Bethlen consolidation long Below you will find a table with all the possible combinations of the tasks that you can choose. Mark one of the columns by circling the corresponding letter.

Task type A B C D E F G H I J K L

short 13 13 13 13 13 13 14 14 14 14 14 14

short 15 15 17 17 19 19 15 15 17 17 19 19

long 18 20 16 20 16 18 18 20 16 20 16 18

Do ONLY the three tasks you have selected, and leave the rest of them blank.

Before doing the tasks please study the Important information on page 2 of this booklet.

You can make drafts while working on the answers.



13. This task is about early colonisation. (short) Describe the characteristics of the early phase of colonisation. Using the sources and your own knowledge say how the European explorers saw the yet-unknown people, and how colonisation affected the societies involved. Use the Historical Atlas.

Decrease in the Indian population in Mexico. The African slave trade (1500-1810) (in millions of people)

‘[…] I have satisfied myself that they are such people as would be converted to our Holy Faith rather by good words than by force, I have given some of them presents of red caps and strings of glass beads, which they put around their necks, and I have given them many other items of small value, in which they took great pleasure, and with which we have won their friendship. […] I think they are very poor. They walk about stark naked, even the women, […] they are very shapely, they have fine bodies and their faces are handsome; they have strong hair, […] some paint themselves dark, some red, while others use any colours they can find; they paint their faces, some their whole body, there are some who only paint their eyes, or only their noses. They bear no arms, they do not even know them, for when I showed them swords, they touched the blades, and hurt themselves in their ignorance. They have no possessions made of iron: their spears are sticks without iron fittings, some with fish teeth in their points, some with something else. [..] I am certain they could be good servants and that they are bright, for as far as I can see they pronounce everything I say to them very fast; I guess they would become Christians easily, for it seems they have no religion whatever.’ (Christopher Columbus’ account of his first meeting with the natives; 1492)

„[…] megbizonyosodtam, hogy oly emberek, kik inkább jó szóval, mintsem erőszakkal térnének Szent hitünkre, néhányuknak vörös sipkákat és üveggyöngy füzéreket ajándékoztam, amit a nyakukba vettek, és sok más csekély értékű holmit adtam nekik, amiben nagy gyönyörűségüket lelték, s amivel megnyertük barátságukat. […] én úgy láttam, hogy nagyon szegények. Anyaszült mezítelen járnak, még az asszonyok is, […] igen formásak, szép testűek, arcuk tetszetős; hajuk



erős szálú, […] némelyek sötétre festik magukat, néhányan meg vörösre, mások épp olyan színűre, amilyet találnak; megfestik arcukat, néhányan egész testüket: van, aki csak a szemét, van, aki csak az orrát. Fegyvert nem viselnek, nem is ismerik, mert amikor kardokat mutattam nekik, az élét fogták meg, s tudatlanságukban megsebezték magukat. Vas holmijuk nincsen: dárdáik vasalatlan pálcák, némelyik hegyében halfog, másokén valami egyéb. […] Bizonyára jó szolgák lehetnek és jó eszűek, mert úgy látom, hogy igen gyorsan kimondanak mindent, amit mondtam nekik; azt hiszem, hogy könnyűszerrel kereszténnyé lennének, mert úgy tetszik, semmiféle vallásuk nincsen.” (Kolumbusz beszámolója az őslakosokkal történt első találkozásáról; 1492) …………………………………………………………………………………………………

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Maximum AchievedCriteria points

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



14. This task is about the period of the first industrial revolution. (short) Using the sources and your own knowledge, describe the ecological effects of the first industrial revolution on both the natural and the man-made environments.

European city in 1440

European city in 1840

‘It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed, but as matters stood, it was a town of unnatural red and black like the painted face of a savage. It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled. It had a black canal in it, and a river that ran purple with ill-smelling dye, and vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness.’ (Extract from Hard Times by Charles Dickens, describing an early 19th century English town) „A város csupa vörös téglából épült, vörös is lett volna, a füst és a korom megengedi; de így csak lehetetlenül vörös és fekete volt a város, mint valami vadember bemázolt képe. Igazi gépváros, tele magas kéményekkel, amelyekből végeláthatatlan füstkígyók gomolyogtak fölfelé szakadatlanul. Fekete csatorna szelte keresztül, s egy büdös festéktől pirosló folyó. Az ablakokkal tömött, óriás épületek belseje naphosszat rengett és zakatolt, a gőzgépek dugattyúja egyhangúan mozgott fel és alá, mint egy mélakóros elefánt feje.” (Részlet Dickens Nehéz idők című regényéből, egy XIX. század eleji angol városról)



Changes in the population and number of factories in Manchester Year Population (heads) Number of factories 1773 22 000 0 1786 50 000 1 1801 95 000 50

Coal mine in Central England in the last years of the 18th century

Primitive mechanized open-cast mining, England, 18th century

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

DIVIDED BY 2 Exam points 12

15. This task is about the age of the Hungarian conquest and the foundation of the state. (short) Describe the most important characteristics of Duke Géza’s domestic and foreign policy, using your own knowledge and the sources. Use your Historical Atlas. ‘He is extremely cruel, in his hot temper he kills many. He treated his people with a strong hand and despotism [..] and those whom he found to differ he subjugated with threats and terror. […] He sacrificed to Almighty God and to other gods out of mockery. When his prelate scolded him for this he answered that he was rich and powerful enough to do so.’ (Thietmar, bishop of Merseburg)

„Roppant kegyetlen, hirtelen haragjában sokakat megöl. Keményen és hatalmaskodva bánt népével […] akiket pedig eltérő úton talált, fenyegetéssel és megfélemlítéssel igázta le. […] A mindenható Istennek és különféle isteneknek gúnyból áldozott. Amikor főpapja ezért szemrehányást tett neki, azt felelte: elég gazdag és hatalmas ahhoz, hogy megtegye.” (Thietmár merseburgi püspök)



‘There was then a duke called Géza, who, although he sank into pagan ways, at the approach of the light of spiritual grace started negotiating attentively with all the surrounding provinces about peace, which he previously disliked, and empowered the priests and monks to come to him, listened to them with enjoyment, taking pleasure in the germination of the seed of true faith sown in the garden of his bosom. […] … he and his household had faith and were baptised, and he pledged himself to put all his subjects in the service of the Christian faith.’ (From the Greater Legend of King Stephen) „Volt akkor egy Géza nevű fejedelem, aki ámbár belesüppedt a pogány életmódba, mégis a lelki kegyelem fényének közeledtére figyelmesen kezdett tárgyalni a körös-körül fekvő valamennyi szomszédos tartománnyal a békéről, amelyet korábban sohasem kedvelt; felhatalmazta a papokat és a szerzeteseket, hogy elébe járuljanak, szíves örömest hallgatta meg őket, kedvet lelvén abban, hogy az igaz hitnek keble kertjébe vetett magja kicsírázik. […] …háza népével együtt hitt és megkeresztelkedett, megfogadván, hogy minden uralma alá vetett alattvalóját a keresztény hit szolgálatába állítja.” (István király nagyobbik legendájából)

Hungarian society in the 10th century Glossary: Fejedelem grand duke Hét törzs seven tribes Harcosok warriors Urak Lords Gyula Gyula Harka Harka Törzsfők Chieftains Szabad köznép free commoners (rab)szolgák slaves fejedelmi szolgáltató népek people in the grand duke’s service szántóvető ploughman lovász groom halász fisherman solymász falconer méztermelő beekeeper



kovács blacksmith ötvös goldsmith ács carpenter szűcs furrier fazekas potter szakács cook

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16. This task is about the reign of Charles Robert. (long) Using your own knowledge and the sources describe the economic basis of Charles Robert’s financial policy and the king’s reforms. Use your Historical atlas. 'We, Charles, king of Hungary by God’s grace [...] In agreement with the advice of our country’s prelates and barons, we graciously decree for ever that if there is a gold or silver mine found on any of the prelates’, friars’, 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 the one third of the king’s royal revenue from the income of the mines forever.' (Charles Robert’s charter) „Mi, Károly, Isten kegyelméből Magyarország királya […] Országunk főpapjainak és báróinak alapos megfontolt tanácsával egyetértően kegyesen elrendeljük örökre szólóan, hogy ha a főpapok, szerzetesek, világi papok vagy a nemesek bármelyikének földjein és birtokain 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.” (Károly Róbert okleveléből) ’We [send] our greetings jointly and individually to the merchants crossing our kingdom. With the contents of this letter we declare to you that [...] having paid the required tax [...] you can freely and safely travel with your goods and products while crossing our entire kingdom.’ (From Charles Robert’s charter)

„[…] a királyságunkon áthaladó kereskedőknek egyetemlegesen és egyenként üdvözletünket [küldjük]. Ezen levelünk tartalmával kijelentjük nektek, hogy királyságunk egészén átmenve javaitokkal és áruitokkal a […] kötelező vámot megfizetvén […] szabadon és biztonságosan közlekedhettek.” (Károly Róbert okleveléből)



Royal revenues at the time of the Anjou kings

‘[…] Let it be known that the prelates, barons and nobles of our country, having discussed the matter thoroughly and explicitly, came humbly in front of us to ask us, as the people of the country are gravely affected by the worthless money of our chamber, to mint new and good money of lasting value which could be circulated in the whole country for the public benefit and to restore the past welfare of the country. And in order for us to consent, the same prelates, barons and nobles have agreed that their serfs living in this country and their other people shall pay to our hand […] half a fertó [18-20 Denars] in silver or in coin after each plot.’ (From Charles Robert’s charter) „[…] Tudjátok meg, hogy országunk főpapjai, bárói és nemesei, egymás közt beható és egyértelmű megbeszélést folytatván, elénk járulva alázatosan azt kérték tőlünk, hogy mivel kamaránk silány pénze országunk lakosságát igen sújtja, országunk egykori jólétének helyreállítására s a közérdek javára maradandó értékű és egész országunkban mindenütt forgó új, jó pénzt veressünk. S hogy ebbe beleegyezzünk, országunk ugyanezen főpapjai, bárói és nemesei elvállalták, hogy az országunkban lévő jobbágyaik és másféle népeik egy-egy telek után […] egyenként fél fertót, [kb. 18-20 dénárt] ezüstben vagy pénzben […] tartozzanak […] kezünkhöz fizetni.” (Károly Róbert okleveléből) …………………………………………………………………………………………………

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Taxes

Royal

Revenues Royal estates

(20% of all lands)

ROYAL INCOME

money

money

Farm Produce

Partly money

Gate tax / Toll

Taxes on towns

Mine revenues

Noble ore monopoly

One thirtieth tariff



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Maximum AchievedCriteria points Understanding the task 8 Location: time and era 4 Use of special vocabulary 4 Use of sources 8 Describing reasons behind events 10 Structure, clear language 8 Total 42




17. This task is about the history of the 1848-49 revolution and freedom fight. (short) Describe the most important tasks involved in organising the Hungarian army, using the sources and your own knowledge.

The occupation of generals and field officers٭ before the freedom fight (people)

Regular or retired imperial and royal officer 508 County, town, state official or private clerk 121

Intellectual free–lance work 25 Artisan, merchant 7

Other 12 Total 673

*major, lieutenant colonel, colonel

The nationality of generals and field officers Nationality People Hungarian 571 German and Austrian 129 Polish 35 Serbian, Croatian 31 Italian 6 Other 12 Military family* 24 Unknown 22

* The family had been in the service of the imperial army for several generations, and can be linked more to that than to any particular nation. ‘The victory of our case will not be exclusively decided by its sanctity and justice, but by the power of cannons and weapons. Thus weapons and cannons must be raised, at all costs and the more the better […] we have as many soldiers as the number of weapons we can supply.’ (Kossuth; December 1848) „Ügyünk diadalát nem kirekesztőleg annak szentsége és igazságossága dönti el, hanem az ágyú és a fegyverek hatalma. Ezért fegyvert és ágyúkat kell teremteni minden áron és minél többet […] annyi katonánk van, amennyi fegyvert adni tudunk.”(Kossuth; 1848. december) ‘ […] as there is not enough regular brown broad-cloth: it is ordered that the attila [braided coats] and other garments of the soldiers are to be made out of broad-cloth of other colours too.’ (From the order of the National Defence Committee, November 1848) „[…] nem lévén elegendő szabályszerű barna posztó: a honvédek attilái és egyéb ruha nemei más színű posztóból is rendeltetnek készíttetni.” (Az Országos Honvédelmi Bizottmány rendeletéből; 1848. november)



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18. This task is about the history of the Hungarian Reform era. (long) Give an outline of the situation and role of the Hungarian language from the end of the 18th century to the 1840’s, using your own knowledge and the sources. Include the changes that could be observed in the use of the Hungarian language in political science, education and culture. ‘I have written in Hungarian for Hungarian children, not in a foreign language, which they do not understand. What is more, if only Hungarian schools were to be set up in our nation, in which the necessary things were taught in the Hungarian language above all to our children! This way neither their time, nor the money of their parents would be lost for nothing.’ (István Losoncy’s schoolbook, 1771)



„Magyar gyermekeknek magyarul írtam, nem idegen nyelven, melyet nem értenek. Sőt vallyha már valaha felállíttatnának a mi nemzetünkben is a magyar oskolák, amellyekben a szükséges dolgokra magyar nyelven taníttatnának elsőben gyermekeink! Úgy sem ezek idejeket, sem a szülék költségeket haszontalanul el nem vesztenék.” (Losonczi István tankönyve; 1771)

‘So it is not that millions should change their language and speak another one, but that those who wish to dedicate themselves to public affairs should use the German language instead of Latin, and that the youth should learn the former instead of the latter… My decree wishes the best for the Hungarian nation and people and it is not at all my intention to suppress the mother tongue. […] Furthermore, from November 1, 1784 no youngster can be enrolled into secondary school who cannot prove that he can read and write in German.’ (The language decree of Joseph II, 1784) „Tehát nem arról van szó, hogy milliók megváltoztassák nyelvüket és más nyelven beszéljenek, hanem arról, hogy azok, akik a közügyeknek akarják magukat szentelni, a latin helyett a német nyelvet használják s az ifjúság ahelyett ezt tanulja… Rendeletem a magyar nemzetnek és a köznek a legjobbat akarja és egyáltalán nincs szándékomban az anyanyelv kiirtása. […] Továbbá 1784. nov. l-től fogva egy ifjút sem lehet felvenni a középiskolába, aki nem képes kimutatni, hogy németül olvasni és írni tud.” (II. József nyelvrendelete; 1784) ‘It is said that the nation has been bound to the Roman language [Latin] for eight centuries, thus they are entwined by several interests, and before this is eradicated or changed it is very necessary first to examine extensively both the origin and extent of the wish, and the possibility of its realisation and its compatibility with the interests mentioned above. This is decent, Honorary Estates! From this aspect I know no other interest but the one that derives from the fact that we are Hungarians and a free, independent nation, at least we wish to be. It follows from this interest, and follows naturally, that we wish to live in our own language. What is the origin of this desire? Only that we are Hungarians.’ (From Kölcsey’s speech on the question of language, 1833) „Azt mondják, nyolc század óta van öszvekötve a nemzettel a római nyelv [latin]; s annál fogva ez több érdekekkel van öszvekapcsolva, és eltörlésére vagy megváltoztatására felette szükséges előbb mind a kívánság eredetét s kiterjedését, mind pedig a teljesedés lehetőségét és az említett érdekekkel való megegyeztethetését bővebb vizsgálat alá vétetni. Rendes dolog Tekintetes Rendek! Én ezen oldalról más érdekeket nem ismerek, mint azt, mely abból foly, hogy mi magyarok és független, önállású nemzet vagyunk, legalább akarunk lenni. — Ezen érdekből következik, és természetesen következik, hogy mi a magunk tulajdon nyelvével élni kívánjunk. Mi ezen kívánság eredete? Csak az, mert magyarok vagyunk.” (Kölcseynek a nyelvkérdésben elmondott beszédéből; 1833)



‘[…] If someone can speak Hungarian, does it follow that for this reason he should have turned into a Hungarian? For if it was so, we might as well spend our last penny on language teachers without hesitation, what is more, let us all become one, let the world be able to chat in Hungarian, and thus our species will be saved and glorified.’ (From Széchenyi’s speech to the Academy, 1842) „[…] ha valaki magyarul tud beszélni, innen következik-e, miképp neki ezért már magyarrá is kellett volna átalakulnia? Mert ha így, ám akkor fordítsuk legutolsó fillérünket minden tétova nélkül nyelvmesterekre, sőt legyünk rögtön magunk is mind azzá, hadd tudjon csevegni magyarul az egész világ, s meg lesz mentve s feldicsőítve fajtánk.”( Széchenyi akadémiai beszédéből; 1842) ‘ 1. § Every gracious royal ordinance, address, answer and provision sent to the diet shall from now on be issued only in the Hungarian language. 2. § The articles are to be drafted and confirmed only in Hungarian already at the present diet, thus from now on they shall be drafted as well as confirmed with gracious royal consent only in the Hungarian language. 3. § The language of the diet shall from now on be exclusively Hungarian, it shall be allowed only to the delegates of the Attached Parts, should they not be familiar with the Hungarian language, to declare their votes in Latin also at the diets held in the course of the next 6 years. 5. § In every negotiation and record kept of official affairs of the royal Governor’s Council, furthermore in every proposal to be presented to His Highness, and in every order to every institution within the boundaries of the country, the Hungarian language shall be used, excluding the communications conducted between the Royal Governor’s Council and the principal military court of justice, the civil law courts in His Highness’ Hereditary Provinces, and foreign authorities. 9. § His Highness has already also graciously made provision for the Hungarian language to become the language of public education in the schools within the country’s boundaries.’ (From Article II of 1844) „1. §. Az országgyűléshez bocsátandó minden kegyelmes királyi leiratok, előadások, válaszok és intézmények ezentúl egyedül magyar nyelven adassanak ki. 2. §. A törvénycikkek valamint már a jelen országgyűlésen is egyedül magyar nyelven alkottattak és erősítettek meg: úgy ezentúl is mind alkottatni, mind királyi kegyelmes jóváhagyással megerősíttetni egyedül magyar nyelven fognak. 3. §. Országgyűlési nyelv ezentúl kirekesztőleg a magyar leszen, egyedül a kapcsolt Részek követeinek engedtetvén meg: hogy azon esetben, ha a magyar nyelvben jártasok nem lennének, a közelebbi 6 évek alatt tartandó országgyűléseken szavazataikat latin nyelven is kijelenthessék. 5. §. A királyi Helytartótanács mindennemű tárgyalásaiban, hivatalos foglalkozásairól viendő jegyzőkönyveiben, valamint Ő felsége eleibe terjesztendő felírásaiban és az ország határain belül minden hatóságokhoz bocsátandó minden intézményeiben a magyar nyelvet használja, azon levelezések, melyeket a királyi Helytartótanács a hadi fő-, és az Ő felsége örökös tartományaibeli polgári törvényszékekkel s külországi törvényhatóságokkal folytatand, ide nem értvén.



9. §. Ő felsége méltóztatott kegyelmesen rendeléseket tenni már aziránt is, hogy az ország határain belőli iskolákban közoktatási nyelv a magyar legyen.” (Az 1844. évi II. törvénycikkből) …………………………………………………………………………………………………

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Maximum AchievedCriteria Points Understanding of task 8 Location: place and era 4 Use of specific vocabulary 4 Use of sources 8 Describing reasons behind events 10 Structure, clear language 8 Total 42 DIVIDED BY 2 Exam points 21

19. This task is about the period after the defeat of the 1956 revolution and freedom fight. Describe the reprisals that followed the defeat of the 1956 revolution and freedom fight, using your own knowledge and the sources. (short) ‘I also repeatedly and unambiguously declare that we will observe, and we will make everybody observe, the ceremonial promise which our government made in its appeal on November 4, according to which no harm can come to any worker for participating in the mass movements which started on October 23.’ (Extract from speech by Prime Minister János Kádár, November 26)

„Ismételten félreérthetetlenül kijelentem azt is, hogy kormányunk november negyediki felhívásában tett ünnepélyes ígéretét, mely szerint egyetlen dolgozónak sem lehet bántódása amiatt, mert az október 23-án kezdődött tömegmegmoz-dulásokban részt vett, betartjuk és mindenkivel betartatjuk.” (Kádár János miniszterelnök november 26-i rádióbeszédének részlete)

Crimes according to indictment

Glossary: gyilkosság murder rablás robbery följelentési kötelezettség elmulasztása neglect of duty of denunciation ismeretlen unknown egyéb other fegyverrejtegetés concealing weapons



Distribution of convicted prisoners according to age

Glossary: ismeretlen unknown év year alatt under felett above

Sentences passed

Glossary: 10 év 10 years 10 év alatt less than 10 years felmentve acquitted ismeretlen unknown életfogytiglan life sentence kegyelemből 15 év reduced to 15 years halál death



Distribution of convicted prisoners according to profession

Glossary: betanított munkás semi-skilled labourer földműves agricultural labourer foglalkozás nélküli unemployed sorállományú katona enlisted soldier tanuló student hallgató university student hivatásos katona professional soldier ismeretlen unknown alkalmazott employee szakmunkás skilled labourer bányász miner

Imre Nagy making his final statement at his trial

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20. The task is about Hungarian history between the World Wars. (long) Describe the most important steps taken by the counter-revolutionary regime towards its political and economic consolidation in the 1920’s, using your own knowledge and your sources. Chronology 1922 Hungary is admitted into the League of Nations. 1924 Hungary receives a 250 million Golden Crown loan from the League of Nations. The Hungarian National Bank is founded.

’ 2. § As the more correct division of land is of public interest, by individual legal title nobody has the right to demand to receive land. However, if the aims of the law allow it and there is also enough land available for the purpose, land, if possible, can be distributed in the following order and quantity to deserving people:





1. War invalids, war-widows and adult war orphans, if they have neither a house, nor any real estate suitable for building a house, […] a building plot and yard covering no more than 2142 square meters (600 négyszögöl) per family;

2. landless, legally independent workers engaged in agricultural activity and earning their own income, a small plot per family covering at most the area mentioned in Point 1;

3. legally independent owners of dwarf holdings [plots too small to make a living on] or smallholders engaged in agricultural activity, earning their own income, in order to complete their smallholdings […]a maximum of fifteen kat. hold […]’ (Law on land distribution; 1920)

„2. § A földbirtok helyesebb megoszlása közérdek lévén, egyéni jogcímen senkinek sincs követelési joga arra, hogy neki földet juttassanak. Amennyiben azonban a törvény célja megengedi s evégből elegendő terület is áll rendelkezésre, föld az erre érdemeseknek lehetőleg a következő sorrendben és nagyságban juttatható:

4. hadirokkantaknak, hadiözvegyeknek és felnőtt hadiárváknak, ha sem házuk, sem házépítésre alkalmas ingatlanuk nincs, [...] családonként 600 négyszögölnél nem nagyobb házhely és belsőség;

5. mezőgazdasággal foglalkozó, föld nélküli, önállóan kereső, önjogú munkásoknak családonként legfeljebb az 1. pontban említett nagyságú törpebirtok;

6. mezőgazdasággal foglalkozó, önállóan kereső, önjogú törpe- vagy kisbirtokosoknak gazdaságaik kiegészítése végett […] legfeljebb tizenöt kataszteri hold […]” (A földosztásról szóló törvény; 1920)

‘[…] it is necessary that the unjust treatment of the social democratic workers by the executive power should be stopped, that the policy of retaliation should be replaced by a policy of forgiveness and reconciliation, and steps should be taken to guarantee, as far as possible, public liberties which have been curtailed due to extraordinary circumstances. […] The meeting agrees […] that the right of assembly will be restored by the government on an equal footing for all parties. In the decree to be issued the organisation of such political assemblies shall be subject to permission. […] they agree that trade unions shall also belong to the category of associations and shall not under any circumstances be involved in politics. They are allowed to carry on the activities described in their approved statutes without hindrance. Of the dissolved or suspended trade unions, the unions of state employees, railwaymen and postmen cannot be reinstated. The Social Democratic party […] will refrain from all propaganda which damages Hungary’s interests, what is more, it will exert active propaganda for Hungary’s benefit among foreign Social Democratic party leaderships and governments…’ (Extracts from the 1921 Bethlen-Peyer pact)



„[...] szükséges, hogy a közhatalomnak a szociáldemokrata munkásságra nézve sérelmes kezelése megszűnjék, a megtorlás politikája helyébe a megbocsátás és kiengesztelődés politikája lépjen, és olyan intézkedések történjenek, melyek a kivételes állapotok révén megszorított közszabadságokat a lehetőségig biztosítják. […] Az értekezlet megállapodik abban […] hogy a gyülekezési jogot valamennyi pártra nézve egyenlő elbánás mellett a kormány visszaállítja. [...] A kibocsátandó rendeletben e politikai gyűlések tartása engedélyhez köttetik. […] megállapodik abban, hogy a szakszervezetek is az egyesületek fogalma alá tartoznak és politikával semmi körülmények között nem foglalkozhatnak. Jóváhagyott alapszabályaikban körülírt működésüket akadálytalanul folytathatják. A feloszlatott vagy felfüggesztett szakszervezetek közül a közalkalmazottak, vasutasok és postások szakszervezetei vissza nem állíthatók. A szociáldemokrata párt […] tartózkodik minden propagandától, amely Magyarország érdekeit sérti, hanem ellenkezőleg, aktív propagandát fejt ki Magyarország javára egyfelől a külföldi szociáldemokrata pártvezetőségeknél, kormányoknál ….” (Részletek az 1921-ben kötött Bethlen–Peyer–paktumból)

Contemporary poster about the introduction of the Pengő (1927)

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Maximum AchievedCriteria Points

Understanding of task 8 Location: place and era 4 Use of specific vocabulary 4 Use of sources 8 Describing reasons behind events 10 Structure, clear language 8 Total 42 DIVIDED BY 2 Exam points 21





Maximum points

Achievedpoints

1. Ancient Greek history 3 2. 15th-17th century art 5 3. Hungary in the 15th century 3 4. The Enlightenment 3 5. The question of serfdom 4 6. The first industrial revolution 3 7. The Reform era 4 8. World War II 3 9. Hungarian holocaust 3

10. The Kádár era 5 11. Global problems 5 12. The present-day Hungarian political system 4

I Short-answer tasks

Total I 45 13. Early colonisation 12 14. The first industrial revolution 12 15. Duke Géza 12 16. The financial reforms of Charles Robert 21 17. The Hungarian army in 1848-49 12 18. The question of the Hungarian language in the 18th-19th centuries 21 19. Reprisals following the 1956 revolution 12 20. The Bethlen consolidation 21

II Longer, essay-type questions

Total II 45 Total I + Total II 90

Examiner

Date: ...........................................

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Achieved points /

Elért pontszám

Points to write in the software / Programba beírt

pontszám I Short, simple tasks / I. Egyszerű, rövid feladatok II Longer, essay-type questions / II. Szöveges, kifejtendő feladatok

Examiner / Javító tanár

Registrar of the Board of Examiners / Jegyző

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

TÖRTÉNELEM ANGOL NYELVEN - oktatas.hu...írásbeli vizsga 0712 2 / 44 2007. október 26. Történelem angol nyelven — középszint Név: osztály: ..... Important information Give

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