TÖRTÉNELEM ANGOL NYELVENdload.oktatas.educatio.hu/erettsegi/feladatok_2019...„Egy szó mint száz: a római egyház, ha szabad így szólnom, mindig szomjazta az aranyat; minél

Történelem angol nyelven középszint — írásbeli vizsga 1911

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

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TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ ÍRÁSBELI VIZSGA

2019. október 16. 8:00

Időtartam: 225 perc

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Történelem angol nyelven középszint

1911 írásbeli vizsga 2 / 28 2019. október 16.

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

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

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

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

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

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

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

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

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

5. Identify the events leading up to the given situation, its causes and its results. 6. Include your own knowledge as well as your own opinions and personal perspective. 7. Make drafts or outlines before writing your answers if necessary. 8. Make sure that your sentences are clearly structured, and that your ideas are easy to follow.

9. Your whole answer should have a clear structure. Check your grammar and spelling. For your information:

The following will be considered when your essays are evaluated: • understanding of the task • proper and relevant content that satisfies requirements • logical overall structure and accurate language.

Good Luck!



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I. SHORT ANSWER TASKS 1. This task is about the history of ancient Rome. Do the tasks about Julius Caesar using the excerpt and your own knowledge. (1 point for each correct item.)

‘[Caesar’s] statues on the Capitolium were all decked with royal diadems […], so two of the tribunes […], went up to them and pulled the diadems off each of them. […] Moreover, the people followed the tribunes with applause and called them Brutuses, because Brutus was the man who [several centuries earlier] chased the kings out of Rome, and put power in the hands of the […a)…] and people instead of a sole ruler.

Under these circumstances the multitude turned their thoughts towards [Senator] Marcus Brutus, who was known to be a descendant of the first Brutus on his father's side […].Those, however, who were eager for the change, fixed their eyes on Brutus alone, as if he was the only one who could bring it about. […]

When Caesar entered, the senate stood up to show their respect for him, and some of Brutus's confederates came round his chair and stood behind it; others stood in front of him […]. Tillius, [one of the senators] laying hold of his robe with both his hands, pulled it down from his neck, which was the signal […].’ (Plutarch, ancient historian)

„[Caesar] szobrait a Capitoliumon mind feldíszítették […], de a két néptribunus […] felment a dombra és mindegyikről letépte a királyi koszorút. […] A nép hangos helyesléssel járt a két [nép]tribunus nyomában, és Brutusoknak szólította őket; Brutus volt ugyanis, aki [több évszázaddal korábban] elűzte a királyokat Rómából, s a […a)…] és a nép kezébe adta a hatalmat, melyet addig egy ember birtokolt.

Ezért fordult most a nép Marcus Brutus [senator] felé. Tudták róla, hogy apai ágról az első Brutus leszármazottja […]. Akik változást kívántak, Brutusban bíztak, mintha egyedül tőle remélhetnék a fordulatot. […]

Mikor Caesar bement a terembe, a senatorok tisztelettudóan felkeltek helyükről. Brutus összeesküvő csoportjának tagjai Caesar karosszéke mögött helyezkedtek el; mások szemközt álltak meg vele […]. Tillius [az egyik senator] mindkét kezével belekapaszkodott Caesar tógájába, s lerántotta nyakáról. Ez volt a jeladás.” (Plutarkhosz ókori történetíró) a) Which institution/body’s name is missing from the part of the excerpt marked a)? ................................................................. b) According to the author of the excerpt, what was the ʽchange’ that some people were ‘eager for’? Circle the number of the correct answer.

1. The expansion of Rome’s rule over the Mediterranean Basin.

2. The consolidation of autocracy.

3. The restoration of the republic.



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c) To which event did the ʽsignal’ mentioned in the excerpt refer? ................................................................................................................. d) In which century did the events described in the excerpt take place? In your answer, indicate whether the events happened before or after the birth of Christ. .......................................................................... 2. This task is about medieval architectural styles. Next to each description in the table below, write the name of the style to which the description refers, and the letter of the appropriate picture. Match only one letter to each description. There are two extra letters. (1 point for each correct item.) A) B)

Basilica of Saint John Lateran in Rome C)

The Cathedral of Rheims, France D)

Church in Catania, Italy

Church in Schwarzach, Germany

4 points



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Description Name of style Letter of picture a) The churches, often resembling fortresses, are not decorated; their massive walls are pierced by small windows.

b) Among the main characteristics of the churches are tall towers, pointed arches, rose windows and walls consisting of a network of stone.

4 points 3. This task is about the reign of Matthias Hunyadi. Do the tasks about royal income, using the data in the table and your own knowledge. (1 point for each correct item.)

Sources of royal income under Sigismund of Luxemburg and Matthias Hunyadi, in golden Florins and expressed as percentages of the total income (estimated data)*

Income 1427 1475 gate tax / extraordinary military tax and smoke tax

88,000 (28%) 385,000 (61%)

taxes on towns and Jews 21,000 (7%) 26,000 (4%) tax on groups with special legal status (mainly the Transylvanian Saxons)

25,000 (8%) 27,000 (4%)

mining and minting 60,000 (19%) 60,000 (10%) monopoly on salt 100,000 (32%) 80,000 (13%) customs duties 20,000 (6%) 50,000 (8%) Total 314,000 (100%) 628,000 (100%)

*Excluding income from royal estates

a) The burdens on which social group increased to the greatest extent during Matthias’ reign? .....................................................

b) In the law quoted below, Matthias ordered the introduction of a new source of income. Name this new income. Choose one of the historical terms from the table.

‘In order to defend Hungary from the Turks, one golden Florin must be paid after each gate across the whole country.’ (Law, 1474)

„Magyarországnak a törökök ellen való megvédelmezése céljából minden egyes kapu után országszerte egy aranyforintot kell fizetni.”(Törvény, 1474) ..............................................................

c) Below you will find certain measures, only one of which is connected to Matthias. However, this measure increased his income. Which one was it? Circle the number of the correct answer.

1. He settled the Saxons in Transylvania. 2. He motivated landlords to open new mines. 3. He cancelled the exemptions from paying the thirtieth tariff that had been granted

earlier.



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d) It is estimated that Hungary had a population of about 2.5-3 million during the reign of Sigismund of Luxemburg, while under Matthias it was probably between 3.5 and 4 million. Considering this, decide which statement is true about the increase in royal income in the period indicated in the table. Circle the number of the correct statement.

1. The increase in income was directly proportionate to the increase in population. 2. The increase in population contributed to the increase in royal income. 3. The increase in population did not affect the changes in royal income.

4. This task is about the Reformation. Do the tasks about Luther’s reformation using the excerpts and your own knowledge. (1 point for each correct item.) A) ’What is this new mercy of God and the pope that for a payment of money they permit a man who is impious and evil to buy out of purgatory the pious soul of a friend of God and do not rather, because of the need of that pious and beloved soul, free it for pure love's sake?’ (Excerpt from Luther’s 95 points, 1517)

„Miféle újfajta kegyelme Istennek és a pápának az, hogy megengedik, hogy egy istentelen és gonosz ember pénzért kiváltson egy kegyes és istenszerető lelket, viszont azt a kegyes és kedves lelket nem váltják ki ingyen szeretetből, saját rászorultsága miatt?” (Részlet Luther 95 pontjából, 1517) B) ’All in all, the Roman Church, if I may say so, has always been thirsty for gold; the more it swallows, the thirstier it gets.’ (Luther’s letter, 1518)

„Egy szó mint száz: a római egyház, ha szabad így szólnom, mindig szomjazta az aranyat; minél többet elnyel, csak annál szomjasabb.” (Luther levele, 1518) C) ’I am not so foolhardy as to deny so many and such clear proofs of the Holy Scriptures because of a single unclear and mistaken decree issued by a pope and man: just the opposite, it is my conviction that the word of the Holy Bible […] must by all means be placed above all kinds of human word.’ (Luther’s letter, 1518)

„Nem vagyok olyan esztelenül vakmerő, hogy egy pápának és embernek egyetlen zavaros és téves dekrétuma [határozata] miatt megtagadjam a Szentírásnak annyi s olyan világos bizonyítékait: ellenkezőleg, szent meggyőződésem, hogy a Szentírás igéje […] feltétlenül fölébe helyezendő mindenféle emberi szónak.” (Luther levele, 1518) D) ’How many people, do you think, would have taken the vow if they had known that by taking it they would receive neither truth nor salvation? […] Almost without exception […] [they take the vow] in the hope that their vow will win God’s favour for them, winning truth and salvation from him. Otherwise, – they say – what would I be doing in a cloister? […] This is why I feel justified in annulling all vows.’ (Luther’s letter, 1521)

4 points



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„Mit gondolsz, hányan tettek volna fogadalmat, ha tudták volna, hogy ezzel sem igazságban, sem üdvösségben nem lesz részük? […] Szinte kivétel nélkül […] annak reményében [tesznek fogadalmat], hogy fogadalmuk Istent irányukban jóindulatra hangolja, s igazságot és üdvösséget nyernek tőle. Mert különben mit keresnék – mondják – a kolostorban? […] Ezért érzem magam igazolva abban, hogy minden fogadalmat érvénytelenítsek.”(Luther levele, 1521) E) ’No sin is committed by those who do not pray to saints, but cleave to our only mediator, Jesus Christ, as such are surely walking safe paths, and this is certain. So why do you want to turn away from what is certain and assured, and engage with what is against need and commandment?’ (Luther’s letter, 1521)

„Nem követ el semmilyen bűnt, aki nem fohászkodik a szentekhez, hanem csak a mi egyetlen közbenjárónkhoz, Jézus Krisztushoz ragaszkodik. Hiszen az ilyen biztos úton jár, és ez bizonyos. Miért akartok hát a biztostól és bizonyostól elfordulni és azzal törődni, ami a szükség és a parancsolat ellen van?” (Luther levele, 1521) Which excerpt directly supports the following statements? Write the letter of the appropriate excerpt next to the statement, on the dotted line. One letter belongs to one statement, there are two extra letters. a) Luther considered the Bible as the basis of faith. .... b) He rejected monasticism. .... c) He criticised the purchase of pardons (by indulgences). ....

d) Today, what do we call the denomination/church to which followers of Luther (Lutherans) belong?

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

4 points



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

Immigration and internal migration in 18th-century Hungary

magyar Hungarians szlovákok Slovakians ukránok Ukrainians románok Romanians németek Germans horvátok Croatians görögök Greeks szerbek Serbians örmények Armenians cigányok Gypsies

a) Name the ethnic group to which the following excerpt refers. Choose from among the ethnic groups indicated on the map.

’Both for my own good and for that of the public, I strive hard and with all my might to populate the empty land with [people] who as a result of their present situation are forced to leave their homes behind and make their living in another country, […] and at the same time take care of public duties and obligations, and what is most important: to foster the growth of the [Roman] Catholic faith.’ (Sándor Károlyi’s petition to the Aulic War Council, 1712)

„A magam java, de a közjó érdekében is szorgalmasan és minden erővel azon fáradozom, hogy [olyan emberekkel], akik a jelenlegi helyzetük következtében otthonukat elhagyni és betevő falatjukat más vidéken [értsd: másik országban], […] keresni kénytelenek, az üres helységeket népessé tegyem, […] egyúttal pedig a közterhek és kötelezettségek ellátásáról gondoskodjam, és ami a legfőbb dolog, a [római] katolikus vallás is inkább gyarapodhassék.” (Károlyi Sándor folyamodványa az Udvari Haditanácshoz, 1712)

………………………………………………

b) Which territory does the following description refer to? Circle the number of the correct answer. The court mainly settled Germans in this territory, which had become almost deserted during the wars fought to re-conquer the country from the Turks. However, Hungarians, Slovakians, Romanians and Serbians also migrated here. As a result, the population of the country became ethnically very mixed.



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1. Banat

2. Transdanubia (Dunántúl)

3. Transylvania

4. Subcarpathia c) Circle the number of the two statements which are true of the migrations that took place in 18th-century Hungary. 1. Of the ethnic groups migrating into the country, Slovakians were the most numerous.

2. The direction of internal migration was typically from mountainous areas towards the plains.

3. The majority of Romanians arriving in the country settled in the territory of ex-Ottoman

Hungary.

4. Most of the voluntary settlers belonged to one of the Protestant denominations.

5. At the end of the 18th century, territories with majority Hungarian populations were mainly

located in the central parts of the country.

4 points

6. This task is about the political ideas of the 19th and 20th centuries. (complex task) Do the tasks using the sources about the two branches of Socialism and your own knowledge. (1 point for each correct item)

A) ‘The first step in the revolution by the working class is to raise the proletariat to the position of ruling class to win the battle of democracy. The proletariat will use its political supremacy to wrest, by degrees, all capital from the bourgeoisie […] Of course, in the beginning, this cannot be effected except by means of despotic inroads on the rights of property, and on the conditions of bourgeois production. […] If the proletariat […] makes itself into the ruling class, and, as such, sweeps away by force the old conditions of production, then it will, along with these conditions, have swept away the conditions for the existence of class antagonisms and of classes generally, and will thereby have abolished its own supremacy as a class.’ (Communist Manifesto, 1848)

„A munkásforradalom első lépése a proletariátus uralkodó osztállyá emelése, a demokrácia kivívása. A proletariátus arra használja majd fel politikai uralmát, hogy a burzsoáziától fokról fokra elragadjon minden tőkét […]. Ez eleinte természetesen csak a tulajdonjogba és a polgári termelési viszonyokba való zsarnoki beavatkozás útján történhet. […] Ha mint uralkodó osztály a régi termelési viszonyokat erőszakkal megszünteti, akkor a termelési viszonyokkal együtt megszünteti az osztályellentéteket, egyáltalában az osztályoknak a létfeltételét, és ezzel saját magának mint osztálynak az uralmát is.” (Kommunista kiáltvány, 1848)



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B) ‘In a democracy, in a republic, where there is general suffrage, the state is not a strong, impregnable fortress for the Proletariat. The Proletariat has started to infiltrate this fortress. […] We have every right to hope that […] with the means of organisation, education and propaganda it will penetrate so completely, deeply and decisively, that in time with the help of concentrated efforts a proletariat and socialist state will take the place of the oligarchic and bourgeois state. […] It is possible that our entry to the new socialist state will happen unnoticeably, just like mariners sail from one hemisphere into the other.’ (Speech by French politician Jaurès, 1903)

„A demokráciában, a köztársaságban, ahol általános választójog van, az állam a proletariátus számára nem valami erős, bevehetetlen erődítmény. A proletariátus már megkezdte a behatolást ebbe az erődítménybe. […] Teljes joggal remélhetjük […], hogy szervezés, nevelés és propaganda útján annyira teljesen, mélyen és döntően fog behatolni, hogy idővel összpontosított erőfeszítések segítségével a proletár és szocialista állam lép az oligarchikus és burzsoá állam helyébe. [..] Lehetséges, hogy az új szocialista államba való belépésünk épp oly észrevétlenül fog végbe menni, mint ahogy a tengerészek áthajózása az egyik féltekéről a másikra.” (Jaurès francia politikus beszéde, 1903) a) Name one of the authors of source A). ……………………. b) Name the branch of socialism which represented the programme described in source B). ………………………. Decide which excerpt(s) the statements refer to. Write an X into the appropriate box in the table. In one row, write only one X.

Statements Only A) Only B) Both Neither c) The political aim must be achieved through revolution.

d) The obstacles to free competition must be abolished.

e) The political aim is for the Proletariat to take state power.

f) Abolishing restrictions on franchise will give workers greater influence in political life.

6 points



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7. This task is about Hungary under the Austro-Hungarian Dual Monarchy. Using the diagram and your own knowledge, choose that political office in the Austro-Hungarian Dual Monarchy whose holder might have said the imaginary quotes below. Choose from among the political offices listed. Write one office next to one quote. There are three extra offices. (1 point for each correct item)

State structure of the Austro-Hungarian Monarchy

Ausztria Austria császár emperor birodalmi gyűlés Imperial Council urak háza Upper House képviselőház House of Deputies felelős kormány responsible government miniszterek ministers tárcák portfolios rendelet kormányzás option of rule by decree lehetősége közös ügyek common affairs közös uralkodó shared ruler hadügy War Ministry külügy foreign affairs a közös ügyek fedezetét financial matters related szolgáló pénzügyek to common expenditures irányítás control vezénylet command császári és királyi imperial and royal hadsereg armed forces

Magyarország Hungary király king országgyűlés national parliament felsőház Upper House képviselőház House of Deputies belügy home affairs művelődésügy cultural affairs honvédelem defence pénzügy finance többi tárca other portfolios honvédség Hungarian national armed forces előszentesítés joga right of advance sanctioning delegációk delegations

honv

édel

em



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Offices: ruler, minister for war, Hungarian prime minister, Hungarian minister of domestic affairs, common minister of finances, Hungarian minister of finances, Hungarian minister of defence Imaginary quotes:

a) ‘Today I will spend the whole day preparing for tomorrow’s cabinet meeting, because I have to fine-tune next year’s budget proposal. I have just received the requests of my fellow ministers about supporting educational and cultural institutions, as well as law enforcement agencies. What is more, the head of the government is also keeping a close eye on the drafting of the budget.’

„Ma egész nap a holnapi kormányülésre fogok készülni, mert a jövő évi költségvetési javaslaton még az utolsó finomításokat végre kell hajtanom. Most kaptam meg miniszter kollégáim kéréseit az oktatási, kulturális intézmények, valamint rendészeti szervek támogatását illetően. Ráadásul a kormányfő is kiemelt figyelemmel követi a költségvetés összeállítását.” ..................................................................

b) ‘Tomorrow I will receive Conrad von Hötzendorf, the chief of the general staff. He will give me an account of the activities of the general staff last year, furthermore I will give him the necessary instructions. Then I will receive the minister of foreign affairs’ proposals concerning the new envoys.’

„Holnap Conrad von Hötzendorfot, a hadsereg vezérkari főnökét fogadom. Beszámol a vezérkar elmúlt évi munkájáról, továbbá megadom neki a szükséges utasításokat. Utána a külügyminiszter javaslatait fogom megkapni az új követek személyére vonatkozóan.” ................................................................

c) ‘I am preparing for the most important task I have received since my appointment. Next week the delegations are meeting. Until then, it would be important to talk with the members of both delegations to try to persuade them to accept my budget proposal concerning the anticipated development of military forces and the opening of new embassies abroad.’

„Kinevezésem óta a legfontosabb feladatomra készülök. Jövő héten üléseznek a delegációk. Addig még fontos volna beszélnem mindkét delegáció tagjaival, hogy meggyőzzem őket, fogadják el a remélt haderőfejlesztést és az új nagykövetségek megnyitását is fedező költségvetési javaslatomat.” ...............................................................

d) ‘Yesterday the manoeuvres by the Hungarian national armed forces took place. As the minister of the Hungarian government responsible for such affairs, I had to be there. I was very satisfied with what I had seen.’

„Tegnap volt a honvédség hadgyakorlata. Mint a magyar kormány e területért felelős minisztere, hivatalból is ott kellett lennem. Nagyon elégedett voltam a látottakkal.” ..............................................................

4 points



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8. This task is about the events leading up to the Second World War. Do the tasks using the cartoon and your own knowledge. (1 point for each correct item.)

Cartoon depicting the Munich Conference in 1938. The seated figures in the picture from left to right:

Hitler, British prime minister Chamberlain, French prime minister Daladier, Mussolini. The standing figure is Stalin

a) The cartoon depicts a conference of great powers where the division of a state was agreed. Which state was this? ………………………………………………. b) Name the participating politician whose territorial demands were satisfied. ……………………………………………… c) What do the clothes of the people depicted in the picture refer to? Circle the number of the correct statement. 1. They refer to the system of alliances that existed later, in World War II: the representatives of the Axis powers wear light clothes, while the Allied politicians wear dark ones. 2. They refer to the political organisation of the given countries: leaders of democratic countries wear civilian clothes, while leaders of dictatorships wear military uniforms. 3. They refer to the state organisations of the given countries: prime ministers representing kingdoms wear military uniforms, while politicians heading republics wear civilian clothes.



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d) What was the Soviet Union’s attitude to the agreement reached at the end of the meeting depicted in the cartoon? Circle the number of the correct statement.

1. It disapproved, as according to the agreement Poland, considered an enemy of the Soviet Union, received significant territories. 2. It was neutral, as the agreement did not directly affect the Soviet Union. 3. On hearing about the agreement, it re-evaluated its policy of alliances, considering that the Western powers had left their former ally, now in conflict with Germany, on its own. 9. This task is about Hungarian anti-Semitism. Do the tasks using the sources and your own knowledge. (1 point for each correct item) A) ’Even the Jews are not as humiliated by this proposal as the sons of the Christian middle class are injured by it, as it supposes that they expect to be able to make their daily bread by disenfranchisement, humiliating over-protection, forced employment – completely disregarding the sacred principle of the equal rights of citizens. And it supposes that they are morally perverse, that they seek to succeed and prosper by stigmatising some of our fellow citizens because of their religion and by completely depriving them of their civil rights.’ (Declaration by Hungarian intellectuals) „Ez a javaslat még a zsidóságot sem alázza meg annyira, mint amennyire megsérti a keresztény középosztály fiait, amikor azt teszi fel róluk, hogy – az állampolgári jogegyenlőség megszentelt elvének semmibevételével – jogfosztástól, megszégyenítő gyámkodástól, kényszeralkalmazástól várják megélhetésük biztosítását. S felteszi róluk azt az erkölcsi eltévelyedést, hogy polgártársaik egy részének vallása miatt való megbélyegzése, polgári jogai teljességéből való kiforgatása árán akarnak érvényesülni és boldogulni.” (Magyar értelmiségiek kiáltványa) B) ’According to [the newspaper] Függetlenség the proposal is not cruel; it does not mean the suppression of Jews, as Jewish people, who represent 5% of the population, receive a 20% share in public life. [The newspaper] Pesti Napló, on the other hand, claims that the measures of the new proposal mean a complete break with the basic constitutional laws of the Hungarian legal code drawn up in 1867 and 1895 which up to now have not shamed [Hungarian law].’ (The newspaper Brassói Lapok) „A Függetlenség [című újság] véleménye szerint a javaslat nem kíméletlen, s nem jelenti a zsidóság elnyomását, mert a zsidó lakosság 5 százalékos lélekszáma mellett 20 százalékos részt kap a közéletben. A Pesti Napló [című újság] viszont úgy tartja, hogy az új javaslat intézkedései gyökeres szakítást jelentenek a magyar törvénykönyv 1867. és 1895. évből származó olyan alkotmányos alaptörvényeivel, amelyek eddig aligha válhattak szégyenére a [magyar törvényeknek].” (Brassói Lapok)

4 points



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

a) Both excerpts are about the same law. Which law is this? Circle the number of the correct answer. 1. numerus clausus 2. law on nationalities 3. the first Jewish law b) What was the attitude of the authors of excerpt A) to the law which was soon to be introduced? Circle the number of the correct answer. 1. They agreed with it. 2. They reported on it objectively. 3. They condemned the law. c) What was the attitude of the author of excerpt B) to the law which was soon to be introduced? Circle the number of the correct answer. 1. He agreed with it. 2. He reported on it objectively. 3. He condemned the law. d) Excerpt B) mentions ‘basic constitutional laws’. What did these ensure for Jews? ……………………………………………………. 10. This task is about the European Union. Using the sources and your own knowledge, decide which second parts are the correct continuation of sentences a), b), c) and d). Circle the number of the correct second part. (1 point for each correct item.) ‘Qualified majority is the most widely used voting method in the Council. […] A qualified majority is reached if two conditions are met:

• [At least] 55% of member states vote in favour - in practice this means 16 out of 28

• the proposal is supported by member states representing at least 65% of the total EU population. […]

The blocking minority must include at least four Council members representing more than 35% of the EU population.’ (The official website of the European Council) „A minősített többségi szavazás a Tanácsban leggyakrabban alkalmazott szavazási mód. […] Akkor beszélünk minősített többségről, ha az alábbi két feltétel teljesül: • a tagállamok [legalább] 55%-a (vagyis a gyakorlatban a 28 tagállamból 16)

a javaslat mellett szavaz • a javaslatot támogató tagállamok az EU teljes népességének legalább 65%-át

képviselik. […] A blokkoló kisebbségnek legalább a Tanács négy, az Unió népességének több mint 35%-át képviselő tagállamából kell állnia.” (Az Európai Tanács hivatalos honlapja)

4 points



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

Population of the member states of the European Union (founding members in italics )

Member state

Population number Proportion of total European

population (%)

Austria 8,772,865 1.7 Belgium 11,351,727 2.2 Bulgaria 7,101,859 1.4 Croatia 4,154,213 0.8 Cyprus 854,802 0.2 Czech Republic 10,578,820 2.1 Denmark 5,748,769 1.1 Estonia 1,315,635 0.3 Finland 5,503,297 1.1 France 66,989,083 13.1 Germany 82,521,653 16.1 Greece 10,768,193 2.1 Hungary 9,797,561 1.9 Ireland 4,784,383 0.9 Italy 60,589,445 11.9 Latvia 1,950,116 0.4 Lithuania 2,847,904 0.6 Luxemburg 590,667 0.1 Malta 460,297 0.1 Poland 37,972,964 7.4 Portugal 10,309,573 2.0 Romania 19,644,350 3.8 Slovakia 5,453,343 1.1 Slovenia 2,065,895 0.4 Spain 46,528,024 9.1 Sweden 9,995,153 1.9 The Netherlands 17,081.507 3.3 The United Kingdom 65,808.573 12.9 Total 511,522,671 100.0

a) The Council is unable to reach a decision with a qualified majority vote if … 1. Germany, Hungary, Slovakia and Croatia oppose it.

2. Germany, France, Italy and Spain oppose it.

3. any 5 member states oppose it.

b) The Council can adopt a draft resolution with a qualified majority if … 1. at least 65% of the 751 representatives of the European Parliament, who represent 55% of

the member states, vote for it.

2. At least 55% of the 28 heads of states or governments, who represent at least 65% of the

population, vote for it.

3. at least 10 members of the European Committee, 35% of the 28 people, do not reject it.



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

c) The decision-making procedure of the Council … 1. is primarily inter-governmental, since small and large member states carry equal weight.

2. is primarily supra-national, as the decisions have to be supported by the majority of the

population.

3. expresses the dual nature of the European Union, as in itself neither the majority of member

states, nor the majority of the population is enough to make decisions.

d) For the qualified majority vote of the Council … 1. it is enough if all the 1992 founding members vote in favour.

2. it is enough if all states that have joined since 1992 vote in favour.

3. the votes of members who joined both before and after 1992 are needed.

11. This task is about the Kádár period. Do the task using the sources and your own knowledge. (1 point for each correct item.) ‘In spite of all attempts at enhancing performance, the socialist economy was notoriously incapable of connecting performance to results, and thus of motivating people to make greater efforts. However, with the appearance of the second economy, an area opened for millions of people where there was an obvious, tangible connection between invested thought, work and perseverance on the one hand, and results on the other, as manifested in a fridge, a family house, a car or a garden. And this connection made millions of people forget that they lived in servitude, and presented them with the – possibly fake, but still very important – experience of joy of living and human dignity. [...]’ (Elemér Hankiss: State and public interest, 1996)

„A szocialista gazdaság hírhedten képtelen volt – minden teljesítményfokozó kísérlet ellenére – a teljesítményeket eredményekkel összekapcsolni, és ezzel az embereket nagyobb erőfeszítésekre ösztönözni. De a második gazdaság megjelenésével milliók számára nyílt meg olyan terület, ahol nyilvánvaló, kézzelfogható, hűtőszekrényben, családi házban, autóban, kertben megtestesülő összefüggés volt egyfelől a befektetett gondolat, munka, kitartás és másfelől az eredmény között. S ez az összefüggés emberek millióival feledtette el, hogy szolgaságban élnek, s ajándékozta meg az életöröm és az emberi méltóság – lehet, hogy talmi [hamis], de akkor is fontos – élményével.” (Hankiss Elemér: Állam és közérdek, 1996)

4 points



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

“More eggs, more poultry – more income from the household plots.” Contemporary poster

Circle the number of the correct second part of the sentences. a) We use the term ‘second economy’ for the ... 1. trade emerging as a result of supply and demand. 2. activity done outside the state/cooperative sector, in the private sector. 3. trading that involved secretly selling goods that were in short supply. b) The political leadership allowed the second economy to exist, because ... 1. in this way they could ease social tensions and improved living standards. 2. it offered a faster path to Communism which would bring about the complete abolition of private property. 3. in this way they could increase the performance of workers at their official workplaces. c) It was characteristic of farming on household plots that... 1. after the delivery of quotas more income was left with the peasants. 2. agricultural producers disposed freely of the goods they had produced. 3. here peasants produced exclusively for their own need. d) In your own words, explain what the underlined part of the text source refers to. ................................................................................................................

4 points



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

12. This task is about human rights. Below you will find excerpts from the Universal Declaration of Human Rights. Decide which generation of human rights each of them belongs to. Write the correct number on the dotted lines after the excerpts. Write one number into one place. You can use one number more than once. (1 point for each correct item.) Generations of human rights: 1. First generation: laws drawn up in the age of enlightenment which restricted the power of the state and which can be enforced in court. 2. Second generation: aims expressed in the 20th century, presuming state involvement, difficult to enforce. 3. Third generation: aims expressed only in general terms, supposing cooperation among states, cannot be enforced. a) ‘Everyone has the right to own property alone as well as in association with others.’

„Minden személynek, mind egyénileg, mind másokkal együttesen joga van a tulajdonhoz.” ….. b) ‘Everyone has the right to […] food, clothing, housing.’

„Minden személynek joga van […] élelemhez, ruházathoz, lakáshoz.” ….. c) ‘Everyone has the right to freedom of thought, conscience and religion.’ ...

„Minden személynek joga van a gondolat, a lelkiismeret és a vallás szabadságához.” d) ‘Everyone is entitled to […] an international order in which the rights and freedoms […] can be fully realized.’

„Minden személynek joga van ahhoz, hogy […] a nemzetközi viszonyok tekintetében olyan rendszer uralkodjék, amelyben a […] jogok és szabadságok […] érvényesülhessenek.” ….. (Declaration adopted by the United Nations, 1948) (Az ENSZ által elfogadott nyilatkozat, 1948)

4 points



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

II LONGER, ESSAY-TYPE QUESTIONS

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

Period Number Tasks Task type

World history

Up to 1849 13 Medieval guilds short

After 1849 14 United Nations short

Hungarian

history

Up to 1849 15 Maria Theresa’s reforms long

After 1849 16 Economic policy of the Rákosi period long

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

Numbers of the selected tasks

Your choice marked with an X

13 and 16 14 and 15

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

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



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

13. This task is about medieval guilds and town life. (short) Using the source and your own knowledge, describe the main features of the functioning of medieval guilds. ’Any time an apprentice of the profession of wool weaving has completed his apprenticeship by the date agreed upon, after that let him go on working in the aforementioned profession freely wherever he wishes to. […] [Should the master for any reason] give up the practice of the profession of wool weaving completely, then he may pass on and find a new place for the above mentioned apprentice with a suitable person so that the apprentice may learn the profession from him. This new master, however, should be knowledgeable enough to be able to teach this apprentice appropriately.’ (Regulation of the cloth-makers of Champagne, 13th century) „Valahányszor egy tanulófiú a gyapjúszövő mesterségben teljes tanulóidejét letölti a megállapodásban szereplő határnapig, utána az említett mesterségben ott legyen szabad neki tovább dolgoznia, ahol éppen akar. […] [Ha valamilyen okból a mester] a gyapjúszövés mesterségének gyakorlását teljességgel abbahagyná, akkor az említett tanulófiút átadhatja és elhelyezheti e célra alkalmas személynél, hogy annál tanulja ki az említett mesterséget, ám olyan tudású legyen ez a személy, hogy a nevezett tanulófiút e mesterségben megfelelő módon képes is legyen oktatni. (A champagne-i posztósok szabályzata, 13. század) 14. This task is about how the United Nations functions. (short) Using the source and your own knowledge, describe the aims for which the UN Security Council was established and how it functions. Do not write about the specific event mentioned in the source. ’The Security Council Considering that a grave situation has been created by the use of Soviet military forces to suppress the efforts of the Hungarian people to reassert their rights, Taking into account that because of the lack of unanimity among its permanent members [meaning: the veto of the Soviet Union] the Security Council has been unable to exercise its primary responsibility, […] decides to call an emergency special session of the General Assembly.’ (Resolution 120 of the United Nations Security Council, Nov. 4, 1956) „A Biztonsági Tanács figyelembe véve, hogy súlyos helyzet alakult ki, miután a szovjet csapatok elnyomják a magyar nép törekvéseit jogainak visszaszerzésére, továbbá tekintettel arra, hogy az állandó tagok közötti egyhangúság hiányában [értsd: a Szovjetunió ellenszavazata miatt] a Biztonsági Tanács képtelen ellátni elsődleges feladatát, […] úgy döntött, hogy összehívja a Közgyűlés rendkívüli ülését.” (Az ENSZ BT 120. számú határozata, 1956. november 4.)



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

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

Your answer: ..………………………………………………………………………………………………….

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Criteria Maximum Achieved

points

Understanding of task 2

Location in place and time L 2

Communication, use of special vocabulary C1 2

C2 2

Acquisition of information, use of sources S 3

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

E1 3

E2 3

Total/Exam points 17



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

15. This task is about 18th-century Hungarian history. (long) Using the sources and your own knowledge, describe the most important reforms of Maria Theresa. In your answer, analyse the factors which motivated the ruler to take these measures.

Hungary’s foreign trade around the time the tariff decree was issued (1754)

Szilézia Silesia Cseh Királyság Bohemia Német tartományok German provinces Itália Italy Ausztria Austria Lengyel Királyság Kingdom of Poland Oszmán Birodalom Ottoman Empire Magyarországról leválasztott Territories detached területek from Hungary ország country terület territory élelmiszer foodstuffs iparcikk manufactured products nyersanyag raw materials összforgalom total turnover kivitel export behozatal import külső vámhatár external tariff boundaries belső vámhatár internal tariff boundaries adózó nemesség tax-paying nobility Örökös Tartományok Hereditary Provinces Magyar Királyság Kingdom of Hungary



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

‘In copies of the urbarium both the size of the plot, and whether the socage performed with draft animals should be carried out with two or four draft animals, must be specifically and definitely set down, as well as whether the ninth is to be paid in kind or in what equivalent value […] According to the urbarium, every serf holding a full-size plot shall be obliged to do one day of socage with four draft animals per week for his lord.’ (Maria Theresa’s Regulations on Socage, 1767) „Az úrbérszabályozási példányokba kifejezetten és határozottan írassék be mind a telki állomány, mind pedig az, hogy az igásrobotot két vagy négy igával [igavonó állattal] kell-e teljesíteni, és az, hogy a kilencedet természetben vagy milyen egyen-értékben kell leróni […]. Minden egésztelkes jobbágy köteles lesz az úrbérszabályozás értelmében hetenként egy napi négyigás robotot teljesíteni az úrnak.” (Mária Terézia úrbéri rendelete, 1767) ‘Nobody will deny that studying history is very useful for the public good, […] and can by no means be discarded […]. The period spanning almost eight centuries, during which the crown has gone through so many misfortunes of destiny, the succession of forty-nine kings, who have up to now ruled the empire, will surely open a huge field of events to us, the memory of which will plant love towards his king, family and country into his young soul, arousing the loyalty necessary to fulfil his duty and to cultivate public interest and laying an unshakeable foundation for all virtues of a citizen.’ (Ratio Educationis, 1777) „Senki sem fogja tagadni, hogy a történelem tanulmányozása a közérdek szempontjából rendkívül hasznos, [...] semmi esetre sem nélkülözhető [...]. A csaknem nyolc századra terjedő időköz, amelyben a korona a sors különféle viszontagságain általment, az egymásra következő negyvenkilenc király sorozata, akik a jelen korig a birodalom kormányát kezeikben tartották, bizonyára az események óriási mezejét nyitja meg előttünk, melyeknek emléke a zsenge lelkébe szeretet olt a király, családja s a haza iránt, a kötelességteljesítéshez nélkülözhetetlen hűségre, a közérdek ápolására serkent s szilárd alapot vet az összes polgári erények számára.” (Ratio Educationis, 1777)



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

16. This task is about the Rákosi period. (long) Using the sources and your own knowledge, describe the economic policy of the Rákosi period.

Display of individual planned and actual production in a factory in the 1950s

Műszerész mechanic Esztergályos lathe operator Marós milling machine operator Köszörűs grinding operator

Propaganda poster in the 1950s

Changes in the structure of employment in Hungary (1948-1960)

Year Agriculture Industry Services Total Proportion of population in employment*

(%) thousand people

1948 2,198 884 1,003 4,085 65.7 1960 1,830 1,618 1,312 4,760 72.8

*Proportion of population in employment: proportion of people in employment compared to the total population of employable age

The caption reads: Deliver your milk quota every day. Written on the calendar: “This week, I have delivered more than my milk quota every day.”



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

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

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

Criteria Maximum Achieved points Understanding of task 2 Location in place and time L1 2

L2 2 Communication, use of special vocabulary C1 2

C2 2 C3 2

Acquisition of information, use of sources S1 3 S2 3 S3 3

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

E1 3 E2 3 E3 3 E4 3

Total/Exam points 33 Sources (texts, pictures, tables, graphs) appearing in the test booklet: 3. Gyöngyössy Márton: A magyar pénzverés kezdetei http://gepeskonyv.btk.elte.hu/adatok/Tortenelem/83K%E1lnoki/GY%D6NGY%D6SSY%20K%D6NYV/10%20GYONGYOSSY.pdf 7. Száray Miklós: Történelem III. a középiskolák számára. Budapest, NTK, 2012. 8. Low, David Evening Standard 1938. 09. 30. 15. Történelem középszintű írásbeli vizsga 2005. október 26. 16. Magyarország a XX. században, Budapest, 1986, 356. o. Sipos Gyula, Budapesti Szikra Nyomda, 1953. Faragó Tamás: Bevezetés a történeti demográfiába. Budapesti Corvinus Egyetem. Elektronikus tananyag https://www.tankonyvtar.hu/hu/tartalom/tamop425/0010_2A_09_Farago_Tamas_Bevezetes_a_torteneti_demografiaba/ch09s04.html



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

points

maximum achieved

I Short answer tasks

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

Total 50 I. Achieved points rounded up

II Longer, essay-type questions

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

Total 50 II. Achieved points rounded up

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

Date Correcting teacher __________________________________________________________________________

pontszáma egész számra kerekítve

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

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TÖRTÉNELEM ANGOL NYELVENdload.oktatas.educatio.hu/erettsegi/feladatok_2019...„Egy szó mint száz: a római egyház, ha szabad így szólnom, mindig szomjazta az aranyat; minél