TÖRTÉNELEM ANGOL NYELVEN - oktatas.hu...írásbeli vizsga 1013 5 / 36 2012. május 9. Történelem angol nyelven — középszint Név: osztály:..... ‘We graciously decree that

Történelem angol nyelven középszint — írásbeli vizsga 1013

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

TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ

ÍRÁSBELI VIZSGA

2012. május 9. 8:00

Az írásbeli vizsga időtartama: 180 perc

Pótlapok száma Tisztázati Piszkozati

NEMZETI ERŐFORRÁS MINISZTÉRIUM

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írásbeli vizsga 1013 2 / 36 2012. május 9.

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

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

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

Only write the number of words or items specified in the task. (If you write more, your answers will be evaluated in the order they appear.)

Please write in blue ink.

When working on the exam tasks consider the following. • Read the instructions carefully. • Do exactly what the instructions tell you. • Study the sources provided (pictures, diagrams, texts, maps). Please keep in mind

that the English texts will be only rough translations which render the meaning of the original text, but not their archaic style.

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

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

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

1. Identify the place and time of the given event or problem. 2. Use the given sources and the atlas [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. 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 world religions. Do the tasks using the source and your knowledge. (Score: 1 point for each correct item

a) Which religion can be connected to the picture? …………………………………………………………. b) Name the person in the centre of the picture. ………………………………………………………… c) What do we call the people positioned around the central figure? …………………………………………………………

2. This task is about the military system of the Ottoman Empire. Write the correct technical terms on the dotted lines. Choose the technical terms from the list below. There are two extra terms. (1 point for each correct item) Technical terms: janissaries, caliph, palatine, spahis, sultan, “castle people” [várnépek] ‘The Turkish tribes of Asia Minor were organised into a military state by Ottoman

Vizier. The economy of the empire was founded on the exploitation of conquered

territories. Privileges of birth were not recognised; all land became the property of

3 points



the a) …………….. , who also acquired the highest ecclesiastical office, with the title

of b) …………….. . The most important part of the state apparatus was the army,

which was divided into two important branches. The cavalry troopers, or c)

……………………………., were given land for their services, but this could not be

inherited. The sultan could reclaim it at any time. The d) ……………….. were

mercenary infantrymen, who were either recruited or more often brought up to be

soldiers, the propagators of Islam from childhood.’ (Course book text)

3. This task is about the economic policy of Charles Robert. Answer the questions using the sources and your own knowledge.

Mining and foreign trade in Hungary in the 14th century

Ércbánya Metal mine Kősóbánya Rock salt mine Hadmozdulatok Military manoeuvres Kereskedelem Trade Prága Prague Krakkó Crakow Cseh bányászok Bohemian miners Arany Gold Bor Wine Marha Cattle

Réz Copper Fegyver Weapons Szövet Textile Fémáru Metal goods Horvátország Croatia Adriai tenger Adriatic Sea Nápoly Naples Házassági szerződés Marriage contract Havasalföld Wallachia Erdély Transylvania

4 points



‘We graciously decree 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 one third of the king’s royal revenue, which is due according to the traditions of miners, from the income of the mines forever.’ (Charles Robert’s Charter, 1327)

„Elrendeljük, hogy ha az egyházak vagy nemesek bármelyikének földjén arany-, illetve ezüstbányát fognak találni, s amennyiben nem tagadják le azok létezését és nem tagadják meg a feltárásukat, akkor ugyanők örökre élvezzék 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.” (Károly Róbert rendelete, 1327) a) On the basis of the map, name two exported articles which played a significant role in Hungarian foreign trade towards the West. (0.5 points for each correct item) ………………………………….. …………………………………… b) Name two measures taken by Charles Robert which promoted the development of gold mining. (0.5 points for each correct item) …………………………………………………………………………………………………

…………………………………………………………………………………………………

c) After the introduction of a stable currency Charles Robert did not devalue money any more in order to increase his income. What new reform did he introduce to make up for the loss in revenues? (1 point) …………………………………………………………………………………………………

4. This task is about the Enlightenment. Match the sources with the concepts in the table. Write the letter of the appropriate source (diagram or quotation) into the table. There is one extra source. (1 point for each correct item) A)

3 points

Execution

Legislation

Jurisdiction

Society



B) ‘[…] its aim is to collect all the knowledge scattered over the face of the earth, to present its general outlines and structure to the men with whom we live, and to transmit this to those who will come after us, so that the work of past centuries may be useful to the following centuries, that our grandchildren, by becoming more educated, may at the same time become more virtuous and happier, and that we may not die without having deserved well of the human race.’ (Diderot) B) „[…] az a célja, hogy összegyűjtse a föld színén szétszórt ismereteket, feltárja ez ismeretek általános rendszerét azoknak az embereknek, akikkel egy korban élünk s átadja őket azoknak, akik majd miutánunk jönnek; az elmúlt századok munkái ily módon nem lesznek fölöslegesek az eljövendő századoknak; unokáink nemcsak műveltebbek, hanem erényesebbek és boldogabbak is lesznek; s mi magunk se halunk meg anélkül, hogy ne használnánk az emberiségnek.” (Diderot) C) ‘The first man who, having enclosed a piece of ground, bethought himself of saying "This is mine," and found people simple enough to believe him, was the real founder of civil society. Humanity would have been spared infinite crimes, wars, homicides, misery and attrocities, if only someone had ripped up the fences or filled in the ditches and said, "Do not listen to this pretender! You are eternally lost if you do not remember that the fruits of the earth are everyone's property and that the land is no-one's property!’ (Rousseau) C) „Az első ember, aki bekerített egy földdarabot és azt találta mondani: ez az enyém, s oly együgyű emberekre akadt, akik ezt el is hitték neki, ez az ember teremtette meg a polgári társadalmat. Mennyi bűntől, háborútól, gyilkosságtól, nyomorúságtól és szörnyűségtől menekült volna meg az emberi nem, ha valaki kiszakítja a jelzőkarókat vagy betemeti az árkot, és így kiált társaihoz: Ne hallgassatok erre a csalóra! Elvesztetek, ha megfeledkeztek róla, hogy a termés mindenkié, a föld pedig senkié!” (Rousseau) D) ‘A principle of governing put into practice from the 1760’s and 70’s in countries which were falling behind the centre of development in Europe. It intended to catch up with or at least reduce the gap from this centre, and it was based on certain philosophical works, often employing the direct help of the very same philosophers.’ (Lexicon entry)

D) „Az 1760-70-es évektől kezdődően az európai fejlődési centrumtól leszakadóban lévő országokban megvalósított kormányzati elv, amely a felzárkózást, vagy legaláb-bis a lemaradás mérséklését igyekezett megvalósítani, egy-egy filozófiai munkára építve – és gyakran ugyanezen filozófusok közvetlen segítségével.” (Lexikon szócikk) E)’Each of us puts in common his person and his whole power under the supreme direction of the general will, and in return we receive every member as an indivisible part of the whole.’ (Rousseau)

E) „Minden személy, valamennyi képességével együtt, az általános akarat legfőbb irányítása alatt egyesül, és mindenkit testületileg az összesség elkülöníthetetlen részévé fogadunk.” (Rousseau)



Concepts Letter of source

a) Enlightened Absolutism b) Social Contract c) French Encyclopedia d) Division of Powers

5. This task is about the turning points of the Rákóczi freedom fight. Each source below can be linked to an event listed in the table. Write the letter of the appropriate source into the table, next to the event. (1 point for each correct item) A) ‘They finally came to an agreement by which, in accordance with the spirit of the language of the country, the title of the leader should refer to a prince who commands, or to be more specific to a prince who commands the alliance of estates, which is Dux in Latin. I agreed with this plan.’ (From the Memoirs of Ferenc Rákóczi II) A) „Végül megegyeztek abban, hogy a vezér címe az ország nyelvének szellemében olyan fejedelmet jelöljön, aki vezérel, jobban mondva a szövetkezett rendek vezérlő fejedelmét amit a latin Dux szóval jelöl. Ezt a tervet helyeseltem.” (II. Rákóczi Ferenc emlékirataiból)

B) ‘I cannot now remember precisely if it was me or Bercsényi who recommended that we should declare invalid any claims made by the House of Austria with regard to this nation. This move was greeted with clapping, signed and later printed.’ (From the Memoirs of Ferenc Rákóczi II) B) „Már nem emlékszem rá pontosan, én ajánlottam-e, vagy Bercsényi, hogy nyilvánítsunk érvénytelennek minden igényt, melyet az Ausztriai Ház a nemzettel szemben fenntart. Ezt az indítványt tapssal fogadták, aláírták, és később kinyomták.” (II. Rákóczi Ferenc emlékirataiból)

C) ‘I was galloping at full tilt, as they say, over the ditches, and as I was approaching I saw that the front of this regiment was also about to set off. I was in a haste to hold them back, and I did not really pay attention to the ground, […] the horse took off badly for the jump, tripped, tumbled and collapsed, and died. […] I was badly bruised over my left eye and I fainted. They hoisted me on a horse and carried me away from the battlefield into a nearby forest, where I learned that all was lost….’ (From the Memoirs of Ferenc Rákóczi II)

C) „Oda igyekeztem, ahogy mondják lóhalálában vágtatva, az árkokon keresztül, és mikor közeledtem láttam, hogy ennek az ezrednek az eleje is indulni készül. Siettem, hogy visszatartsam őket, és nem nagyon ügyeltem a talajra, […] a ló rosszul lendült ugrásba, megbotlott, bukfencet vetve összerogyott, és kiadta páráját. […] bal szemem fölött nagy zúzódás keletkezett, és eszméletemet elvesztettem. Lóra ültettek és

4 points



elvezettek a csatatérről egy közeli erdőbe, ahol megtudtam, hogy minden elveszett…” (II. Rákóczi Ferenc emlékirataiból)

D) ‘They told me about the misery of the people, about the despair which forces them to arm themselves, should I take pity on them and offer them any help. […] we decided we had to make use of the burning spirits, and we should send them a few flags and military insignia accompanied by open letters with our emissaries.’ (From the Memoirs of Ferenc Rákóczi II)

D) „Előadták nekem a nép végső nyomorát, a kétségbeesést, amely arra kényszeríti őket hogy fegyvert fogjanak, ha állapotukat megszánom és bármiféle segítséget ígérek nekik. […] úgy döntöttünk hogy ki kell használnunk a lelkek hevülését, és néhány zászlót és hadi jelvényt kell nekik megbízottainkkal elküldeni nyílt levelek kíséretében.” (II. Rákóczi Ferenc emlékirataiból)

Event Letter of

source a) The diet of Ónod declared the

dethronement of Joseph I.

b) The delegates of the rebels of Tiszahát met Ferenc Rákóczi II in the castle of Brezan.

c) The Kurucz forces suffered a defeat at Trencsén.

d) The diet of Szécsény brought a decision about the political government of Hungary.

6. This task is about the inventions of the first industrial revolution. Match the pictures with the descriptions of the inventions and their names. Write the correct letters and numbers into the table. There is an extra invention. (0.5 points for each correct item)

4 points

a) b)



A) ’A machine perfected by the English technician James Watt […] with the help of valves steam is directed on the piston from above and then from below alternately, thus […] actual work is done by steam. Its advantage lies in the fact that the slave cylinder does not need constant cooling and heating, so in this way energy does not get wasted.’ (Lexicon entry)

A) „James Watt angol technikus által tökéletesített gép […] a gőzt szelepek segítségével hol felülről, hol alulról eresztette rá a dugattyúra, így [...] a gőz végzi a tényleges munkát. Előnye, hogy a munkahengert nem kell folyton lehűteni és felmelegíteni, és ezzel nem vész el energia.” (Lexikon szócikk) B) ’A machine created and perfected by Hargreaves between 1764 and 1770 [...] which could spin first eight, then sixteen spindles. [With this device] the amount of flax that could be processed increased by twenty-five times compared to what could be processed on a traditional spinning wheel.’ (Lexicon entry)

B) „Hargreaves által 1764-70 között kialakított és tökéletesített gép […], mely nyolc, majd tizenhat orsót tudott hajtani egyszerre.[Ezzel a szerkezettel] huszonötször annyi lent lehetett feldolgozni, mint a hagyományos rokkával.” (Lexikon szócikk) C) ‘When they gave the signal, the machine started with its great row of wagons. […] After 65 minutes the machine arrived in Darlington. The construction of George Stephenson proved to be the fastest.’ (Contemporary report; 1825)

C) „Miután megadták a jelet, a gép roppant kocsisorával együtt megindult. […] A gép 65 perc elteltével megérkezett Darlingtonba. George Stephenson konstrukciója bizonyult a leggyorsabbnak.” (Korabeli beszámoló; 1825)

c)

d)



D) ‘[…] it proved to convey information at a speed which greatly exceeded the performance of engines in this field. […] His machine now enables the most precise, perfectly safe conveyance of our thoughts […].’ (Contemporary report; 1844)

D) „[…] alkalmasnak bizonyult a hírek olyan sebességgel történő továbbítására, ami ezen a területen a mozdonyok teljesítőképességét messze túlszárnyalta. […] készüléke már lehetővé teszi gondolataink legpontosabb, tökéletesen biztos közlését […].” (Korabeli beszámoló; 1844)

1. steam locomotive 2. steam engine 3. electric telegraph 4. lathe 5. spinning jenny

Letter of picture

Letter of description

Number of invention

a) b) c) d)

7. This task is about industry under the Austro-Hungarian Dual Monarchy. The following table contains information about different branches of industry. Write the names of the appropriate branches next to the statements. After each branch name an industrial centre using the map supplied. (0.5 points for each correct item)

Branch 1898 1913 Number of

workers (head)

Production value (1000

korona)

Number of workers (head)

Production value (1000

korona)

HE

AV

Y Mining 69 881 98 045 84 191 179 742

Iron and metallurgy 44 545 184 125 62 081 503 087 Machine industry 33 008 132 011 47 638 229 991 Electric energy generation 3003 35 095 12 768 75 023 Building material industry 31 589 51 309 65 850 136 581 Chemical industry 12 145 83 831 25 548 241 993

LIG

HT

Timber industry 28 227 96 726 69 653 225 075 Leather industry 4722 30 928 9 412 91 245 Textile industry 13 742 53 473 46 380 208 629 Clothing industry 3539 20 407 10 962 33 393 Paper industry 5469 15 955 9 395 52 520 Food industry 46119 645 978 77 167 1 287 707 Printing industry 6078 17 079 11 124 50 489 Total 302 067 1 464 962 532 169 3 314 479

The structure of the branches of manufacturing industry at the end of the 19th century and at the beginning of the 20th century

4 points



Hungarian industry in 1913

Dohánygyár tobacco factory Vasgyártás iron production Gépgyártás machine production Vegyipari (szappan, gyertya, chemical (soap, candle, petróleum, műtrágya etc.) gyár petroleum, fertiliser etc.) factory textilgyár textile factory bőr-, cipőgyár leather, shoe factory papírgyár paper factory fűrésztelep sawmill porcelán-, kőedény- üveggyár porcelain, stoneware, glass factory malomipar milling industry szesz-, sör-, pezsgő-konyakgyár alcohol, beer, champagne, cognac factory cukorgyár sugar factory növényikonzerv-gyár tinned vegetable factory

Statement Branch Industrial centre (town)

a) A branch of heavy industry which employed the second highest number of workers at the end of the 19th century.

b) It was the most outstanding branch of light industry considering its production value before World War I. It had been developing dynamically from as early as the 1850’s.

c) The most dynamically developing branch of light industry. At first the market was dominated by the Austrians; development was detectable from the turn of the century.



d) A modern branch of heavy industry in which the number of people employed approximately doubled between 1898 and 1913, while the production value approximately tripled.

4 points

8. This task is about the changes in the role of women which took place in the first half of the 20th century. Decide whether the following statements are true or false, using the sources and your own knowledge. Mark your choice with an X. (1 point for each correct item)

Statement True False a) In the one and the half decades following the outbreak of the World War I the proportion of women working in agriculture rose sharply in Hungary.

b) The proportion of women pursuing intellectual careers increased in Hungary in the 1910’s and 20’s.

c) Fashion also followed the changes: ladies’ fashions became more comfortable, thus enabling women to move more freely.

d) Most women in Hungary in 1930 were employed as factory workers.

4 points

Distribution of active female earners according to social class (1910-1930) (as percentages of the female

population) Social class, layer 1910 (%) 1930 (%) Free-lance intellectuals 3.9 8.1 Independent small-scale artisans, retailers

7.9 7.5

Workers 9.3 16.0 Household employees 20.1 16.1 Day labourers 4.0 2.0 Agricultural labourers, estate servants

17.4 13.4

(Changes in social mobility in Hungary by Rudolf Andorka)

Ladies’ fashions in the 1920’s



9. This task is about the history of Hungarian Jews in the 20th century. Match the events listed below with the appropriate periods. Write the letter of events into the table. Only one letter can appear in each line. Put an X next to the one period which does not have a matching event. (1 point for each correct item) A) organisation and beginning of deportations B) enactment of the ‘numerus clausus’ law C) introduction and enactment of the Third Anti-Jewish Law

Period Letter of event a) early period of the consolidation of the counter-revolutionary regime

b) period of the Great Depression

c) the months following Hungary’s entry into World War II

d) the months following the German occupation of Hungary

10. This task is about the industrialisation of Hungary in the first half of the 1950’s. Do the tasks using the sources and your own knowledge.

egyéb other munkás worker hivatalnok civil servant paraszt peasant kisiparos artisan értelmiségi intellectual

4 points

Building the Sztálinváros Ironworks

Eco

nom

ical

ly a

ctiv

e po

pula

tion

1930

– 1

960

(%)



‘[…] at the heart of our five-year plan is the development of our iron and steel production at a pace that is unprecedented in the history of Hungarian industry.’ (Ernő Gerő, 1950)

„[…] ötéves tervünk alapkérdése a vas- és acéltermelésünk fejlesztése olyan ütem-ben, amelyre nincs példa a magyar ipar történetében.” (Gerő Ernő; 1950)

a) Following the example of which country’s economic model was industrialisation launched? (1 point) .................................................

b) On the basis of the sources name two changes which ensured that the increased labour force requirements of industry were satisfied. (0.5 points for each correct item.) …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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

c) Circle the letter of the sentence which is true about the industrialisation of the period. (1 point) A) In the process of industrialisation it was primarily Hungary’s geographical features that

were taken into consideration. B) In the course of industrialisation emphasis was put on heavy industry. C) Industrialisation led to a general rise in living standards.

3 points

11. This task is about the characteristic features of mass culture in the 20th century. Answer the questions using the source and your own knowledge. (1 point for each correct item) ‘By the 20th century arts were also characterised by new distinctions which had been partly unknown in earlier periods. The world of today’s culture can be described less and less as the model of coexistence between folk and elite culture, which was gradually being replaced by the dualism of the so-called high (or artistic) and mass cultures. […] Mass culture was preceded by popular culture (almanacs, pulp fiction, romance, dance music). […] Mass culture is the ‘folklore’ of urban people. It is a form of education which accommodates itself to the conditions set by urbanisation, industrialisation, popularisation, cultural goods production, technical reproduction, telecommunications, and the information industry. Today modern mass culture, this culture-producing sector organised on a large-scale industrial basis, produces tales, sensual images and alluring sounds for hundreds of millions of people. Its products can be transmitted practically anywhere via the network of computers and satellites.’ (Moving image culture and media studies by László Hartai and Klára Muhi)



„A művészeteket a XX. századra új, a korábbi korszakok számára részben ismeretlen megosztottság is jellemzi. A kultúra mai világa egyre kevésbé írható le a népi és az elitkultúra együttélésének modelljében, azt fokozatosan az ún. magas (vagy artisztikus) illetve a tömegkultúra kettőssége váltja fel. […] A tömegkultúra előzménye a népszerű (vagy populáris) kultúra (kalendárium, ponyvairodalom, románc, tánczene) […]. A tömegkultúra a városi ember "folklórja". A városiasodás, iparosodás, eltömegesedés, a kulturális árutermelés, a technikai reprodukció, a telekommunikáció és az információipar feltételeihez alkalmazkodó művelődési mód. A modern tömegkultúra, a nagyipari módon szervezett kultúragyártó ágazat ma emberek százmilliói számára termel meséket, érzéki képeket és csábító hangzásvilágot. Termékei a hálózatba kapcsolódó számítógépek és a műholdak hatósugarának függvényében szinte bárhová eljuttathatóak.” (Hartai László–Muhi Klára: Mozgóképkultúra és médiaismeret) a) Which of the following is considered by the source as the opposite of 20th century mass culture? Circle the letter of the correct answer. A) high culture B) folk culture C) popular culture b) Name the change which affected the structure of society and contributed to the spread of mass culture. …………………………………………………………. c) Why is the development of telecommunications important from the point of view of the spread of mass culture? …………………………………………………………………………………………………

…………………………………………………………………………………………………

12. This task is about present-day Hungarian society. Answer the questions concerning the law on national and ethnic minority rights, using the source and your own knowledge. Put an X into the appropriate column of the table. Write the number of the article which has helped you to answer the question in the fourth column of the table. (Each line can only contain one number.) (0.5 points for each correct item) ‘Article 1 For the purposes of the present Act a national or ethnic minority (hereinafter 'minority') is any ethnic group with a history of at least one century of living in the Republic of Hungary, which represents a numerical minority among the citizens of the state, the members of which are Hungarian citizens, and are distinguished from

3 points



the rest of the citizens by their own language, culture and traditions, and at the same time demonstrate a sense of belonging together, which is aimed at the preservation of all these, and the expression and protection of the interests of their communities, which have been formed in the course of history. Article 4 The Republic of Hungary prohibits any policy that - aims at, or leads to, the assimilation of a minority into the majority nation; - aims to alter the national or ethnic conditions of territories inhabited by minorities to the disadvantage of the minorities; Article 5 In the Republic of Hungary minorities have a constitutional right to establish local and national self-governments. Article 7 The acknowledgement and admission of the fact that one belongs to a national or ethnic group or minority (hereinafter 'minority') is the exclusive and inalienable right of the individual. No-one is obliged to make a statement concerning the issue of which minority one belongs to. Article 10 Participation in public life by a person belonging to a minority must not be restricted. Members of minorities may establish organisations [...] to express and protect their interests - in accordance with the regulations of the Constitution. Article 18 Minority communities have the right to: [...] establish a national educational, training, cultural and scientific institutional network of their own within the boundaries of existing laws. Article 20 The National Assembly shall elect an Ombudsman for National and Ethnic Minority Rights. Before the President of the Republic puts forward a proposal for the position of Ombudsman for National and Ethnic Minority Rights, s/he shall seek the opinion of national minority self-governments, or in the absence of such a council, the view of the registered national board representing the interests of the given minority.' (Excerpts from Act LXXVII of 1993)

„1. § E törvény értelmében nemzeti és etnikai kisebbség (a továbbiakban: kisebbség) minden olyan, a Magyar Köztársaság területén legalább egy évszázada honos népcsoport, amely az állam lakossága körében számszerű kisebbségben van, tagjai magyar állampolgárok és a lakosság többi részétől saját nyelve és kultúrája, hagyományai különböztetik meg, egyben olyan összetartozás-tudatról tesz bizonyságot, amely mindezek megőrzésére, történelmileg kialakult közösségeik érdekeinek kifejezésére és védelmére irányul. 4. § A Magyar Köztársaság tilalmaz minden olyan politikát, amely: – a kisebbségnek a többségi nemzetbe való beolvasztását célozza vagy ezt eredményezi; – a kisebbségek által lakott területek nemzeti vagy etnikai viszonyainak a kisebbség szempontjából hátrányos megváltoztatására irányul; 5. § A Magyar Köztársaságban a kisebbségek alkotmányos joga helyi és országos önkormányzatok létesítése.



7. § Valamely nemzeti, etnikai csoporthoz, kisebbséghez (a továbbiakban: kisebbséghez) való tartozás vállalása és kinyilvánítása az egyén kizárólagos és elidegeníthetetlen joga. A kisebbségi csoporthoz való tartozás kérdésében nyilatkozatra senki sem kötelezhető. 10. § A kisebbséghez tartozóknak a közéletben való részvétele nem korlátozható. Érdekeik kifejezésére, védelmére – az alkotmányos szabályozás szerint – […] szervezeteket hozhatnak létre. 18. § A kisebbségi közösségeknek joguk van: […] a törvények keretei között saját országos nevelési, oktatási, kulturális, tudományos intézményhálózat kialakítására. 20. § Az Országgyűlés megválasztja a nemzeti és etnikai kisebbségi jogok országgyűlési biztosát. A köztársasági elnök a nemzeti és etnikai kisebbségi jogok országgyűlési biztosának személyére vonatkozó javaslatának megtétele előtt kikéri az országos kisebbségi önkormányzatok – ha valamely kisebbség ilyen önkormányzattal nem rendelkezik, az adott kisebbség nyilvántartásba vett országos érdekképviseleti szervének – véleményét.” (Részletek az 1993. évi LXXVII. törvényből)

Question yes no Number of article:

a) Does the law permit the foundation of a party for a nationality?

b) Are immigrants granted minority rights?

c) Are people obliged to answer questions concerning their national status at the national census?

d) Does the law consider forced assimilation acceptable in certain cases?

e) Do nationalities have any influence over the choice of the ombudsman who safeguards their interest?

5 points



II. LONGER, ESSAY-TYPE QUESTIONS

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

Number Periods and subjects Task type

World history

13. French Absolutism short

14. Nazi ideology short

Hungarian history

15. The population of Hungary in the 18th century short

16. Consequences of the Tartar invasion long

17. Széchenyi in the Reform period short 18. Budapest at the turn of the century long

19. Hungarian foreign policy between the World Wars short

20. The 1956 revolution and freedom fight long Below you will find a table with all the possible combinations of the tasks that you can choose. Mark one of the columns by circling the corresponding letter.

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

Short 13 13 13 13 13 13 14 14 14 14 14 14

Short 15 15 17 17 19 19 15 15 17 17 19 19

Long 18 20 16 20 16 18 18 20 16 20 16 18

Only tasks which have been selected according to the rules above will be marked. You will find the evaluation criteria after each task. The scores will be entered by the examiners.

Only do the three tasks you have selected, and leave the rest of them blank.

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

You can make drafts while working on the answers.



13. This task is about French Absolutism. (short) Describe how absolutist government was put into practice during the reign of Louis XIV in France, using the source and your own knowledge. ‘Gentlemen, I have had you assembled to tell you that until now I have been well pleased to leave my affairs to be governed by the late cardinal Mazarin. It is time that I should govern them myself. You will aid me with your counsels when I ask for them. I command you, Mr Chancellor, to put the seal of authority to nothing without my orders. And for You, secretaries of state, I warn you not to sign anything, even a passport, without my command.’ (Louis XIV’s speech to the ministers the day after Mazarin’s death; 1661) „Uraim, azért hívattam önöket, hogy elmondjam: eddig az államügyeket saját akara-tomból a néhai Mazarin bíboros úr irányította. Most elérkezett az ideje, hogy magam kormányozzak. Önök segíteni fognak a tanácsaikkal, amikor én kérem Önöktől. Elrendelem, kancellár úr, hogy semmit se pecsételjen le az én parancsom nélkül, és Önök, Államtitkár urak, a rendelkezésem nélkül semmit sem írhatnak alá, még egy útlevelet sem.” (XIV. Lajos beszéde a miniszterekhez Mazarin halálának másnapján; 1661) ……………………………………………………………………..…………………………….

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Criteria Maximum Achievedpoints

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

14. This task is about Nazi ideology. (short) Using the source and your own knowledge, describe the characteristic features of Nazi ideology.

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‘Down with all the enemies of Great Germany!’ (Propaganda poster; 1940)



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15. This task is about Hungary in the 18th century. (short) Describe how the population changed in the course of the 18th century, using the sources and your own knowledge. In your answer, include the reasons for these changes. Use your secondary school historical atlas.

Population of Hungary (including Croatia) Beginning of 18th century (estimate) End of 18th century (census) 4 million people 9.5 million people

Ethnic distribution of the population in Hungary at the end of the 18th century

other: 1.3% Ruthenian: 3.7% Serbian and Croatian: 5.5% German: 10.7% Slovakian: 13.9% Romanian: 18.8% Hungarian: 46.1%



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16. This task is about the Tartar invasion. (long) Describe the consequences of the Tartar invasion and the policies of Béla IV following the invasion, using the sources and your own knowledge. Use your secondary school historical atlas. ‘[…] we looked around the country devastated by the Tartars […]. The towers of churches marked our way from one place to another, and these marked out a terrible journey […]. We arrived in the town of Gyulafehérvár, where we found nothing but the bones and skulls of murdered ones, destroyed and undermined walls of basilicas and palaces. […] And at the tenth milestone […] there was a wonderfully high mountain [...] great numbers of men and women took refuge here, and now Welcomed us in tears. [...] Finally they gave us black bread, which they made from flour and ground oak bark. ’ (Lamentations by Rogerius)



„[…] szemügyre vettük a tatároktól elpusztított vidéket […]. Az egyházak tornyai voltak útmutató jeleink egyik helységből a másikba, és ezek is borzalmas utat jelöltek […]. Gyulafehérvár városába érkeztünk, ahol semmit sem találtunk, csak megöltek csontjait és koponyáit, a bazilikák és paloták szétrombolt és aláásott falait. [...] És a tizedik mérföldkőnél [...] volt egy csodálatosan magas hegy [...] embereknek és asszonyoknak nagy sokasága menekült ide, és most könnyek között fogadtak. [...] Végül fekete kenyeret adtak nekünk, amelyet lisztből és összemorzsolt tölgyfakéregből sütöttek.” (Rogerius: Siralmas ének) ’As formerly a substantial part of the population of the country was either killed or dragged off by the Tartars, and the country, previously full of people, turned into wilderness in many places, by royal decree we wished to collect soldiers as well as farmers from all parts of the world in order to populate the devastated lands which have been deserted by their inhabitants.’ (Béla IV’s charter of 1268) „Miután a tatárok egykor az ország lakosainak nagy részét megölték, vagy elhurcol-ták, s az ország, amely azelőtt telve volt néppel, sok helyütt pusztasággá vált, királyi rendelettel igyekeztünk a világ minden részéről mind katonákat, mind földmű-veseket gyűjteni, az elpusztított és lakosaiktól elhagyott földek benépesítésére.” (IV. Béla 1268. évi oklevele)

'We, [Béla IV], king of Hungary by God’s grace […] wish to inform everyone who reads our present letter that all the nobles of Hungary, who are called royal servients, came to us and asked us in a humble and respectful manner to allow them to keep their granted freedom […]. And as we have found that their requests and demands are just and lawful, upon consultation with the barons and with their full consent we found that these requests are to be granted […]. We have also ordered that every year on the holiday of the saintly king one of us shall travel to Fehérvár, while two or three of the nobles shall also come at the same time from each of the counties, so that we could remedy any damage and injustice in their presence, whoever caused or did it, and make all petitioners amends.' (From the lawbook of 1267).

„Mi [IV. Béla] Isten kegyelméből Magyarország királya [...] tudtára adjuk mindazoknak, akik jelen levelünket megtekintik, hogy Magyarország összes nemesei, akiket királyi servienseknek mondanak, hozzánk járulván, tőlünk alázatosan azt kérték, hogy őket […] elnyert szabadságukban megtartani kegyeskedjünk […] Mivel úgy találtuk , hogy kéréseik és követeléseik jogosak és törvényesek, tanácsot tartván báróinkkal s az ő hozzájárulásukkal azokat teljesítendőnek véltük […]. Úgyszintén elrendeltük, hogy minden évben a szent király ünnepén, közülünk valaki tartozzék Fehérvárra jönni, és minden megyéből két vagy három nemes tartozzék megjelenni, hogy azoknak jelenlétében minden kártevésről és jogtalanságról, bárki okozta és követte el azokat, minden panaszosnak elégtételt szolgáltassunk.” (Az 1267. évi törvényből)



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

17. This task is about Hungarian history in the Reform period. (short) Describe the proposals that Count István Széchenyi formulated in order to transform the Hungarian economy, using the source and your own knowledge. ‘7. The expenses of the treasury and the Diet should be levied on the nobility as well, according to income. Upon the introduction of these new laws the entire nation shall be revitalised, and as mobility will increase, it necessarily follows that: 8. The regulation of waters, the building and careful maintenance of roads, inland duties – to be paid equally by everybody - are to fall under the competence of the Diet, as in such matters harmony and close conformity are essential. But in spite of all this hard work [alone] cannot make great progress, thus we have to abolish for ever as harmful barriers: 9. Monopolies, guilds and limitations [the regulation of prices by the authorities] should be abolished for ever.’ (Stadium ; 1833) „7-szer: a házi pénztár s országgyűlési költségek a nemestül is idomzat szerint [a birtok arányában] viseltessenek. Ezen törvények következésében új életre ébredend a hon, s nagyobb lévén a mozgás, szükségkép foly, hogy 8-szor: a vizek elrendezése, utak készítése s jó karban tartása, valamint a belvámok – mindenkitül egyenlőn fizetve – országgyűlési tárgyak legyenek; mert ilyesekben harmónia és szoros egybehangzás kell. De mind emellett a szorgalom hatalmasan nem léphet elő; s így félre kell vetni mint káros akadályt, 9-szer: a monopóliumokat, céheket, limitatiókat [a hatósági árszabásokat] s egyéb ilyes intézeteket örökre. ” (Stádium; 1833) …………………………………………………………..……………………………………….

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18. This task is about the period of the Austro-Hungarian Dual Monarchy. (long) Describe Budapest’s economic role, its development and the transformation of its society at the turn of the 19th and 20th centuries, using the sources and your own knowledge. Use your secondary school historical atlas.

’ §1. In order to be able to regulate the river Danube along Buda-Pest as required by the national interests of shipping and commerce and to ensure that the capital, as the centre of industry and trade, enjoys all the benefits of unhindered transportation which are the necessary preconditions for the development of industry and trade; the ministry is authorised to issue drawn bonds to the extent of twenty-four million Austrian Forints, in order to cover the expenses of these investments required by the national interests.’ (Article X, 1870) „1. §. Hogy a Duna-folyam Buda-Pest mellett aképpen szabályoztathassék, a mint a hajó-zás és kereskedés országos érdekei igénylik s a főváros, mint az ipar és kereskedelem központja, oly állásba emeltessék, mely számára a szabad közlekedés mindazon elő-nyeit biztosítsa a melyek az ipar és kereskedés fejlődésének nélkülözhetlen feltételei: felhatalmaztatik a ministerium, hogy ezen országos célból szükséges beruházásokra huszonnégy millió osztrák értékű forint erejéig sorsolási kölcsönt köthessen.” (1870. X. törvénycikk)

Number of registered companies in Budapest according to the nature of the enterprise

private companies state-owned share companies cooperatives



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Primary production

Industry

Trade, credit

Public service, free-lance

Day-labourers

Living on income from capital

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Military

Transport



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19. This task is about Hungarian history between the World Wars. (short) Describe the role played by the question of territorial revision in Hungarian foreign policy in the 1920’s, using the source and your own knowledge. Use your secondary school historical atlas. ’We have not lost provinces. We have been dismembered. [...] we cannot give up one third of our race for eternity. We cannot accept this as truth. [...] If someone buttons his vest wrong he can only get his garment on properly if he unbuttons it, and does it up again correctly. Perpetual peace cannot be built on these borders. A prison can be constructed on these borders, in which we are the prisoners and the winners are the guards. [...] we need different borders.’ (from István Bethlen’s speech; 1928)

„Mi nem tartományokat vesztettünk el. Bennünket feldaraboltak. [...] mi fajunk egyharmadáról örök időkre le nem mondhatunk. Ezt igazságul elfogadni nem tudjuk. [...] Ha valaki a mellényét rosszul gombolta be, öltözékét csak úgy hozhatja rendbe, ha kigombolja, és azután jól gombolja be. Ezekre a határokra egy végleges békét felépíteni nem lehet. Ezekre a határokra fel lehet építeni egy börtönt, amelyben mi vagyunk az őrzöttek és a győzők az őrzők. [...] nekünk más határokra van szükségünk.”(Bethlen István beszédéből; 1928)



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20. This task is about the 1956 Hungarian revolution and freedom fight. (long) Describe the reasons for the outbreak of the revolution, using your own knowledge and the sources. Outline the main events that took place on the day the revolution broke out. ‘5. We demand universal, equal and secret elections, with the participation of several parties […]. 7. We demand the reorganisation of economic life in Hungary […] Hungarian economic life based on the planned economy should be re-examined […] in the light of conditions in Hungary. 9. We demand the complete revision of norms for all industrial workers, and an immediate and radical adjustment of salaries in accordance with the just



requirements of workers and intellectuals. We demand a minimum living wage for workers. 10. We demand the system of compulsory delivery be reorganised on new basis […]. We demand equal support for individual farms. 11. We demand reviews by independent tribunals of all political and economic trials as well as the release and rehabilitation of the innocent. 12. We demand complete recognition of freedom of opinion and expression, of freedom of the press and radio […] 13. We demand that the statue of Stalin […] be removed […] 14. We demand […] the restoration of the old Hungarian Kossuth coat of arms, […] that March 15th be declared a national holiday and October 6th a day of national mourning.’ (Extracts from the 16 points of Hungarian university students) „5. Általános, egyenlő és titkos választásokat követelünk az országban, több párt részvételével […] 7. Követeljük az egész magyar gazdasági élet átszervezését […] Vizsgálják felül a tervgazdaságon alapuló egész gazdasági rendszerünket a hazai adottságoknak […] szem előtt tartásával. 9. Követeljük az iparban alkalmazott normák teljes revízióját, munkások és értelmiségiek bérköveteléseinek sürgős és alapvető rendezését. Kérjük a munkások létminimumának megállapítását. 10. Követeljük a beszolgáltatási rendszer új alapokra való fektetését […] az egyénileg dolgozó parasztok egyenrangú támogatását. 11. Követeljük az összes politikai és gazdasági pereknek független bíróságon való felülvizsgálását, az ártatlanul elítéltek szabadon bocsátását és rehabilitálását. 12. Teljes vélemény- és szólás- és sajtószabadságot, szabad rádiót […] 13. Követeljük, hogy […] a Sztálin-szobrot […] bontsák le […] 14. […] kívánjuk a régi magyar Kossuth-címer visszaállítását, […] március 15-e nemzeti ünnep, […] október 6-a pedig nemzeti gyászünnep […] legyen. ”(Részletek a magyar egyetemi ifjúság 16 pontjából)

The statue of Stalin on the evening of October 23



‘The main aim of the enemies of our nation today is to attempt to shake the power of the working class, to loosen the alliance of workers and peasants, to undermine the leading role of the working class in our country, to unsettle the faith invested by our people into their party, the Hungarian Workers’ Party, to attempt to loosen the close-knit friendly relationships between our country, the Hungarian People’s Republic and the other countries engaged in constructing Socialism, especially between our country and the Socialist Soviet Union. […] They claim we are not equal trading partners of the Soviet Union, that our relationship, so they say, is not a relationship based on equality, and that apparently our independence must be defended not against the Imperialists, but against the Soviet Union. This is all utterly untrue […].’ (Extract from a radio speech by Ernő Gerő) „Népünk ellenségeinek legfőbb törekvése ma az, hogy megkíséreljék megingatni a munkásosztály hatalmát, lazítani a munkás–paraszt szövetséget, aláásni a munkásosztály vezető szerepét országunkban, megrendíteni népünk hitét pártjában, a Magyar Dolgozók Pártjában, megkíséreljék lazítani a szoros baráti kapcsolatokat országunk, a Magyar Népköztársaság és a többi szocializmust építő ország között, különösen pedig országunk és a Szocialista Szovjetunió között. […] Azt állítják, hogy a Szovjetunióval nem egyenrangú kereskedelmet folytatunk, hogy a Szovjetunióhoz való viszonyunk állítólag nem az egyenlőség viszonya, és hogy függetlenségünket állítólag nem az imperialisták ellen, hanem a Szovjetunióval szemben kell megvédeni. Mindez szemenszedett valótlanság […].” (Részlet Gerő Ernő rádióbeszédéből)

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Maximum

points Achieved

points

I Short answer tasks

1. World religions 3 2. Ottoman Empire 4 3. Charles Robert’s economic policy 3 4. Enlightenment 4 5. The Rákóczi freedom fight 4 6. Industrial revolution 4 7. Industry under the Dual Monarchy 4 8. Emancipation of women 4 9. Hungarian Jews 4

10. Industry in the 1950’s 3 11. Mass culture, advertisement 3 12. Modern Hungarian society 5 Total I 45

II Longer, essay-type questions

13. French Absolutism 12 14. Nazi ideology 12 15. Hungarian population in the 18th century 12 16. Consequences of the Tartar invasion 21 17. Széchényi in the Reform Period 12 18. Budapest at the turn of the century 21 19. Hungarian foreign policy between the World

Wars 12

20. The 1956 revolution and freedom fight 21 Total II 45

Total score for the written exam 90 Correcting teacher

Date:…………………………………………………………... __________________________________________________________________________

Achieved points rounded up

/ Elért pontszám egész számra

kerekítve

Points (rounded up) to write in the software /

Programba beírt egész pontszám

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

Correcting teacher / Javító tanár

administrator / jegyző

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

TÖRTÉNELEM ANGOL NYELVEN - oktatas.hu...írásbeli vizsga 1013 5 / 36 2012. május 9. Történelem angol nyelven — középszint Név: osztály:..... ‘We graciously decree that

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