TÖRTÉNELEM ANGOL NYELVEN - oktatas.hu...írásbeli vizsga 0801 2 / 40 2008. május 7. Történelem angol nyelven — középszint Név: osztály:..... Important information Give

Történelem angol nyelven középszint — írásbeli vizsga 0801

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

TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ

ÍRÁSBELI VIZSGA 2008. május 7. 8:00

Az írásbeli vizsga időtartama: 180 perc

Pótlapok száma Tisztázati Piszkozati

OKTATÁSI ÉS KULTURÁLIS MINISZTÉRIUM

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írásbeli vizsga 0801 2 / 40 2008. május 7.

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

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

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

Only write as many elements as required by the task. (If you write more, then they will be evaluated in the order in which they are written.)

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 and the bilingual dictionaries.

• 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 maps of the secondary school historical atlas 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 the culture of the ancient East. Decide which ancient state can be connected to each picture. Fill in the table, giving the names of the ancient states and saying what the pictures depict. Use your secondary school historical atlas. (Score: 0.5 points for each correct item.)

(a) (b)

(c)

Name of the ancient state Name of cultural relics

a)

b)

c)

3 points



2. This task is about the society of medieval towns and their cultural history. Answer the questions using the diagram and the texts. (Score: 0.5 points for each correct item.) '[…] Citizenship could only be held by those people who owned property in the city. […] More than three quarters of the population of Florence […] textile workers, day labourers, servants, carriers, who did not have their own houses in the city […] had no say in the management of city affairs […]'' (The History of the Middle Ages by László Katus) „[…] Polgárjoggal csak az rendelkezett, aki saját ingatlannal bírt a városban. […] Firenze […] lakosságának több mint háromnegyede, textilipari munkások, nap-számosok, szolgák, fuvarosok –, akiknek nem volt a városban saját házuk […] nekik semmi szavuk nem volt a város ügyeinek intézésében […] ” (Katus László: A középkor története) ' The Renaissance […] is gaining ground […] in Florence […] a few young artists got together and created the new architecture. […] Their leader was Filippo Brunelleschi (1377-1446). The city commissioned him to complete the cathedral. The building of the cathedral of Florence had been started in the Gothic style. […] The Florentines wanted to complete their cathedral with a dome at all costs, but up to that time nobody had managed to design a structure which could span the huge space. Brunelleschi solved the problem. […]' (The History of Art by E. H. Gombrich) „A reneszánsz […] tért hódít […] Firenzében […] néhány fiatal művész összefogott […] és megteremtik az új építészetet. […] Vezetőjük Filippo Brunelleschi volt (1377–1446). A város őt bízta meg a dómépület befejezésével. A firenzei dómot gótikus stílusban kezdték építeni. […] A firenzeiek mindenáron kupolával akarták betetőzni székesegyházukat, de addig egyetlen építésznek se sikerült olyan szerkezetet kitalálni, amellyel áthidalhatta volna a hatalmas teret. Brunelleschi megoldotta a feladatot […]” (E. H. Gombrich: A művészet története)

TOWN COMMUNITY

CITIZENS TOWN LEADERSHIP

PATRICIANS, MERCHANTS

ARTISANS (GUILD-

MASTERS)

MAYOR OR JUDGE

GREATER COUNCIL

SENATE (SMALLER COUNCIL)

TOWNSPEOPLE (PLEBS)



a) Name the social group which did not participate in the government of the city.

…………………………………………………………………………………………….

b) On the basis of the text determine the condition for citizenship in medieval cities.

……………………………………………………………………………………………..

c) Of the people with rights of citizenship in a medieval city, who

1. could become a judge?............................................................................................

2. could be members of the greater council?.............................................................

3. made up the senate?.................................................................................................

d) In order of their appearance list the architectural styles which determined the appearance of Italian towns in the 12th – 14th centuries.

1………………………………………………………………………………………………

2……………………………………………………………………………………………….

e) Name the architectural element that was first used in the Medieval Ages in the construction of the cathedral in Florence. Use your secondary school historical atlas. …………………………………………………………………………………………………

4 points

3. This task is about 14th century Hungarian history.

Using the source, circle the number of the correct statement. (In each group of answers there is only one correct statement. (Score: 1 point for each correct item.)

'[Máté Csák] started to attack the king's supporters and followers against our orders, thus trying to divert them from their fidelity towards the king. And whenever he attacked those who rebelled against the king, whether in secret or openly, burning and plundering and greedily pillaging their lands and goods, he gave none of what he had taken to the king, not even the just part, in recognition of his supremacy. Neither did he besiege the fortresses of the rebels, although he promised to do so, and what is more those ones which he took violently from the king's followers he attached to his own dominions, keeping them as his property. The king, trusting him, handed over the royal castle by Buda to him (i.e. Visegrád) for a certain period, when he, in a villainous way, made it his own property and held on to it in spite of the king's will, and strengthened it for his and his heirs' ownership in order to plunder that land and divert it from royal supremacy, causing much trouble to Buda and its inhabitants, who respected the aforementioned and carried him on their shoulders like sons filled with pure adoration […] He cripples and terrorises in a variety of ways the noble churches of Esztergom, Vác, Nyitra, and partly those of Eger and Veszprém and other ones and many



monasteries, and also their liberties, glorious rights and innumerable properties, which were graciously granted to them for the honour of God by Christian kings; often he levies taxes and places other heavy impositions on the people and their vassals, causing them other injustice and serious damage, […] the other day, having collected his army he did not refrain from marching offensively up to the gates of Buda, plundering and destroying everything. Where the king personally resided with his wife, the queen.' (Extract from the charter excommunicating Máté Csák, by Cardinal Gentilis, Papal legate, 1311) „[Csák Máté] parancsunk ellenére kezdte a király híveit és követőit megtámadni, hogy így őket a király iránti hűségüktől eltántorítsa. Ha pedig a király ellen láza-dókat, akárhányszor nyíltan vagy titokban megtámadta, földjeiket és javaikat a tűz martalékául vetve, mohó zsákmányolással kifosztotta, azokból semmit, még a méltá-nyos részt sem juttatta a király kezébe főhatalma jeléül. A lázadók várait sem ostro-molta, pedig megígérte; sőt azokat is, amelyeket a király híveitől erőszakosan elra-gadott, sajátjaként birtokolva tartományuraságához kapcsolta. A Buda melletti kirá-lyi várat [értsd: Visegrádot] az uralkodó megbízván benne, meghatározott időre át-engedte neki, mire ő semmirekellő módon – tulajdonává téve és a király tetszése ellenére megtartva – ő és örökösei birtoklására megerősítette, hogy Budának és lakosainak – akik mint tiszta hódolattal teli fiai az előbb mondott királyt a vállukon hordták és tisztelték –, valamint a királynak sokféle zaklatást okozva, azon földet felforgassa és a királyi fennhatóság alól eltántorítsa […] A nemes esztergomi és váci, nyitrai, továbbá részben az egri és veszprémi, valamint más egyházakat és sok monostort, valamint azok szabadságait, dicső jogait és megszámlálhatatlan javait, amelyet Isten tiszteletére kegyes adományul a keresz-tény királyok juttattak, sokoldalúan megnyomorítja és zaklatja; az emberekre és azok hűbéreseire gyakran adókat és súlyos kivetéseket ró ki, más jogtalanságokat és súlyos károkat okozva nekik, […] a minap összegyűjtvén hadseregét nem átallott egészen Buda kapujáig ellenségesen előrehatolni, fosztogatva és megsemmisítve mindent. Ahol a király feleségével, a királynéval együtt személyesen tartózkodott.” (Részlet Gentilis bíboros, pápai követ Csák Mátét kiközösítő okleveléből, 1311) a) 1. Máté Csák honestly and faithfully supported his king, Charles Robert. 2. For a certain period Máté Csák pretended to support Charles Robert, but in reality he always attempted to weaken his power. 3. Máté Csák never even pretended to support Charles Robert; he was the king's ardent enemy from the beginning. b) 1. Máté Csák acted against royal orders. 2. Máté Csák acted against papal orders. 3. Máté Csák acted as he had previously agreed with the papal legate. c) 1. Máté Csák plundered both ecclesiastical and lay estates, and he did not even respect the king himself, as he led an attack against his castle in Buda. 2. Máté Csák only attacked and plundered the estates of lay lords, he left the ecclesiastical ones in peace. 3. Máté Csák never attacked the residence of the king.



d) 1. Máté Csák only besieged castles, he left the village people in peace. 2. Máté respected the inhabitants of towns, he never harassed them. 3. Besides besieging castles, Máté Csák plundered and burned villages too. e) 1. In the struggle between the king and the oligarchs the Catholic church supported Charles Robert, thus greatly strengthening the group which supported the Anjou king. 2. Town citizens (for example those of Buda ) did not support the king as they felt that the king did not offer protection against the attacks of the oligarchs. 3. By 1310 all landed nobles supported royal authority except for Máté Csák.

5 points

4. This task is about 18th century forms of government.

Do the tasks. a) Name the forms of government represented by the diagrams. 1. ------------------------------------------------------------------------------------------------------------ 2.

1. ...............................................................................(1 point) 2. ...............................................................................(1 point)

ARMY GOVERNMENT COURTS

POPULATION

KING

PARLIAMENT GOVERNMENT COURTS

ELECTORS CITIZENS/POPULATION WITHOUT SUFFRAGE

KING



b) Write next to each statement the number of the diagram which the statement refers to. (Score: 0.5 points for each correct item.) Statement Number

1. The branches of government are separate. 2. The king governs by decree. 3. The king only has limited rights. 4. Part of the population of the country supervises the executive

power through its representatives.

4 points

5. This task is about Hungarian Baroque.

Fill in the missing parts of the text using the map. (Score: 1 point for each correct item.)

Baroque architectural monuments in Hungary

Glossary Jelentős építészeti emlék a XVIII. századból Significant architectural monuments from the 18th century egyházi épület Ecclesiastical building palota, kastély palace, mansion városi emlék town monument Pázmány Péter által alapított jezsuita egyetem (1635) Jesuit university founded by Péter Pázmány barokk stílusban épült jezsuita templom Jesuit church built in Baroque style (építésének kezdete) (beginning of construction)



Baroque culture and style, originating in Italy, appeared in the ....................................th

(a) century in royal Hungary. The new style was introduced in Nagyszombat by the

…………….(b) order. This is where Péter Pázmány founded a

.......................................(c) with a faculty of theology and arts.

After the expulsion of the Turks the spreading of Baroque churches signified Catholic

revival, or the spread of the .............................(d) as it was otherwise known.

The strengthening of Catholicism was also promoted by the fact that after the

resettlements the majority of the buildings in the country were rebuilt in Baroque

style. In the territory of ……………………(e) this style was not so wide-spread, which

also proves that the Reformation remained strong in that area. (Coursebook text)

5 points

6. This task is about the social consequences of the industrial revolution.

Answer the questions using the sources. (Score: 1 point for each correct item) 'No child shall be employed in any description of work for the spinning of cotton wool into yarn, or in any previous preparation of such wool, until he or she shall have attained the age of 9 years. […] No person, being under the age of 16 years, shall be employed for more than 12 hours in any one day for the spinning of cotton wool into yarn, or in any previous preparation of such wool, or for the cleaning of any mills, manufactories and buildings or the cleaning and repairing of any equipment and machinery, exclusive of the necessary time for meals, such 12 hours to be between the hours of 5 o'clock in the morning and 9 o'clock in the evening. […] There shall be allowed to every such person not less than half an hour to breakfast, and not less than one full hour for dinner […] […] The ceiling and interior walls of all such mills, manufactories and buildings shall be lime-washed twice a year.' (Law on the restriction of child labour in England, 1819) „Egyetlen gyermeket sem lehet foglalkoztatni semminemű munkában nyerspamut-nak fonallá való fonására, vagy ilyen gyapjúanyag bármely előzetes elkészítésére, amíg kilenc esztendős korát el nem érte. […] Naponta tizenkét órán túl egyetlen tizenhat éven aluli személyt sem lehet foglalkoztatni semminemű munkában nyerspamutnak fonallá való fonásában, vagy ilyen gyapjúanyag előzetes előkészítésében, vagy bármely fonoda, gyár vagy épület, vagy az azokban lévő gyári vagy gépi berendezés takarítására vagy javítására, leszámítva az étkezésekhez szükséges időt; ez a tizenkét óra reggeli öt és este kilenc óra közé kell essen. […] minden ilyen személynek mindennap folyamán reggelihez félóránál nem kevesebb, és ebédnél teljes egy óránál nem kevesebb időt kell engedélyezni […]



[…] minden ilyen fonoda, gyár vagy épület mennyezetét és belső falait évente két-szer oltatlan mésszel és vízzel le kell mosni.” (Törvény a gyermekmunka korlátozásáról Angliában, 1819) a) Which of the following could not be employed in a cotton-mill owner's factory after 1819? Underline the correct answer. an 8-year-old boy an 11-year-old girl a 15-year-old boy a 9-year-old girl b) How many hours a day could a 10-year-old boy legally be made to work in 1820?

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

c) Explain in one sentence why a law restricting child labour was passed in England in 1819. …………………………………………………………………………………………………

…………………………………………………………………………………………………

3 points

7. This task is about the events preceding the Compromise. Decide whether the following statements are true or false. Mark your choice with an X. (Score: 1 point for each correct item.)

Statement True False a) Passive resistance meant resistance against the freedom fight. b) Passive resistance increased the economic power of the landed

nobility.

c) During the Bach regime the Habsburgs reinforced by decree the 1848 liberation of the serfs.

d) The Hungarian side accepted the Compromise for purely political reasons.

4 points

8. This task is about events preceding World War I.

Do the exercises using your secondary school historical atlas and your own knowledge. (Score: 0.5 points for each correct item.)

a) Which great power controlled Alsace-Lorraine in 1865?

………………………………………………………………………………………………



b) Circle the number of the two great powers who were in conflict over Alsace-Lorraine before the First World War. 1. Austro-Hungarian Monarchy - Russia 2. England – France 3. France – Germany c) Complete the sentences. In the second half of the 19th century the significance of Alsace-Lorraine was upgraded from the economical point of view in the eyes of the great powers. As a result of the innovations of the ………………………………………..(1) (e.g. the Bessemer method) the importance of the steel-industry grew, and thus it was worth mining the …………. (2) in Lorraine, which was of inferior quality.

2 points 9. This task is about Hungarian foreign policy between 1938 and 1941.

Match the given geographical areas with the following texts. Use your secondary school historical atlas. (Score: 1 point for each correct item.)

1. Hungary overran this area, which was mainly populated by non-Hungarian

nationalities, in the course of an independent military campaign.

2. An area mainly populated by Hungarians, given to Hungary as a result of the first Viennese Award, which was negotiated with the participation of the Axis Powers.

3. After the collapse of Yugoslavia Hungary invaded this area in a joint military

operation with Germany.

4. Hungary received this area following the second Viennese Award made by the Axis Powers.

Geographical areas Number of the text describing the

process of re-acquisition a) The Southern part of Upper

Hungary (Felvidék)

b) Northern Transylvania c) Sub-Carpathia/Ruthenia d) Voivodina (Délvidék)

4 points



10. This task is about Hungarian revisionist politics. Complete the following text using your own knowledge. (Score: 1 point for each correct item.)

There were international reservations about the legality of the Second Vienna Award: both the

United States and Great Britain regarded it as a dictate that had been forced on Romania and

thus questioned its validity. But beyond this, the price that .......................(a) demanded from

Hungary was steep. The National Socialist Volksbund was declared as the sole legal

representative organisation for Hungary's German ethnic minority; after the previous two,

preparations were under way for the introduction of a Third .....................................(b) [...]

..deliveries of ........................................... (c) to Germany were stepped up. Overshadowing

all these developments, however, was the fact that on 20 November 1940 Hungary joined the

German-Italian-Japanese ........................................ (d), and thus breached the principle of

.............................. (e).

5 points



11. This task is about the characteristics of European ex-Socialist countries after the change of regimes.

On the basis of the map and statistical data decide whether the statements are true or false. (Score: 0.5 points for each correct items.)

Countries within the European Union and countries waiting to join (2005) Glossary EU-tagállamok EU members 2004-ben csatlakozott államok States which joined in 2004 2007-ben csatlakozó országok Countries joining in 2007 tárgyalás alatt under negotiation Északi-tenger North Sea Atlanti-óceán Atlantic Ocean Földközi-tenger Mediterranean Sea Fekete-tenger Black Sea



Some characteristic statistics for the region in 1997-98

Countries Unemployed percentage of the population of working age

GDP per head (in dollars)

Albania 13.7 670 Bulgaria 14.0 1190 Czech Republic 5.2 4710 Estonia 9.7 3210 Croatia 17.6 4610 Yugoslavia 25.6 1138 Poland 10.5 3503 Latvia 7.0 2200 Lithuania 6.7 2587 Macedonia 41.2 1090 Hungary 9.3 4415 Romania 8.8 1780 Slovakia 12.5 3480 Slovenia 14.8 9161 Gross domestic product (GDP) refers to the sum of the values of services and total goods produced in a given country.

Statement True False a) In 1997 unemployment was lower in all the countries which joined the European Union in 2004 than in countries joining in 2007.

b) Among the ex-socialist countries the GDP is highest in those where unemployment is lowest.

c) Among the countries which joined in 2004 one Yugoslavian successor state came close to the level of development of the European Union in 1997.

d) To avoid conflicts between nationalities the European Union only allows those countries to join which were already independent before 1990.

2 points

12. This task is about national and ethnic minorities living in Hungary. Answer the questions using the sources and your own knowledge.

' 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 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.' (Act LXXVII of 1993 on the Rights of National and Ethnic Minorities, Chapter 1, Article 1, Paragraph 2)



'Article 68.

(1) The national and ethnic minorities living in the Republic of Hungary participate in the sovereign power of the people: they represent a constituent part of the State. (2) The Republic of Hungary shall provide for the protection of national and ethnic minorities and ensure their collective participation in public affairs, the fostering of their cultures, the use of their native languages, education in their native languages and the use of names in their native languages. (3) The laws of the Republic of Hungary shall ensure representation for the national and ethnic minorities living within the country. (4) National and ethnic minorities shall have the right to form local and national bodies for self-government. ' (Extract from the Constitution of the Hungarian Republic)

„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, ha-gyományai különböztetik meg, egyben olyan összetartozás-tudatról tesz bizonysá-got, amely mindezek megőrzésére, történelmileg kialakult közösségeik érdekeinek kifejezésére és védelmére irányul.” (1993. évi LXXVII. törvény a nemzeti és etnikai kisebbségek jogairól, I. Fejezet 1. § (2) bekezdés)

„68. § (1) A Magyar Köztársaságban élő nemzeti és etnikai kisebbségek részesei a nép hatalmának: államalkotó tényezők. (2) A Magyar Köztársaság védelemben részesíti a nemzeti és etnikai kisebbségeket. Biztosítja kollektív részvételüket a közéletben, saját kultúrájuk ápolását, anyanyelvük használatát, az anyanyelvű oktatást, a saját nyelven való névhasználat jogát. (3) A Magyar Köztársaság törvényei az ország területén élő nemzeti és etnikai kisebbségek képviseletét biztosítják. (4) A nemzeti és etnikai kisebbségek helyi és országos önkormányzatokat hozhatnak létre.” (Részlet a Magyar Köztársaság alkotmányából) a) What time limit is set by the law for ethnic groups to become ethnic minorities? (Score: 1 point.) ....................................................................................................................................................... b) List two rights which are ensured by the constitution for national and ethnic minorities. (Score: 0.5 points for each correct item.) ....................................................................................................................................................... c) Can the collective representatives of national and ethnic minorities get into Parliament preferentially? (1 point) .......................................................................................................................................................



d) At which levels can national and ethnic minorities living in Hungary set up their own bodies for self-government? (Score: 0.5 points for each item.) ....................................................................................................................................................... 4 points



II LONGER, ESSAY-TYPE QUESTIONS Please read the following information carefully.

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

Number Periods and subjects Task type

13. The Lutheran Reformation short World history 14. The series of peace treaties which ended

WWI short

15. Changes in the structure of Hungarian society at the beginning of the 13th century short

16. The tripartite division of the country long

17. The programme and activities of István Széchenyi short

18. Demographic and ethnic conditions in 18th-century Hungary long

19. Agriculture in the Kádár era short

Hungarian history

20. The premiership of István Bethlen 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 the Lutheran Reformation. (short) Using the sources and your own knowledge present the principal demands and some of the characteristics of the Lutheran Reformation.

Martin Luther Glossary: Új egyház (luteri vagy evangélikus): New church (Lutheran or Evangelical) Nincs szükség pápára, püspökre, szerzetesekre: No need for a pope, bishops and monks or nuns Nincs szükség szentekre: No need for saints A bűnt cask Isten bocsáthatja meg: Sins can only be pardoned by God "Csak a hit által!" (Sola fide!): "Only by faith!" Két szentség (keresztség és úrvacsora): Two sacraments (Baptism and Holy Communion)

"Csak a Szentírás (Biblia) által!" (Sola scriptura!): "Only by the Holy Scripture (Bible)!" Bibliafordítás: Translation of the Bible Iskolák: Schools Könyvnyomtatás: Printing of books Anyanyelvi igehirdetés: Preaching in the mother tongue/vernacular Laikus gyülekezet és lelkész: Lay congregation and minister Új liturgia: New liturgy



"The pope cannot revoke any sort of punishment unless he imposed it himself or it was imposed according to the provisions of the canons (church regulations). The pope cannot pardon any sins, only declare and confirm God's pardon. Those who say that the soul is released from purgatory as soon as the penny clinks in the chest preach human doctrines. All Christians who sincerely repent will have their punishments revoked and their sins pardoned without indulgences too." (Excerpts from the 95 Theses by Luther) „A pápa nem engedhet el semmiféle büntetést, csak azt, amit vagy a maga vagy a kánonok (egyházi előírások) rendelkezése alapján szabott ki. A pápa nem bocsáthat meg egy vétket sem, legfeljebb kihirdeti és megerősíti Isten bocsánatát. Emberi tanokat prédikálnak azok, akik azt állítják: mihelyt megcsörren a ládába dobott fillér, a lélek kiszabadul a tisztítótűzből. Minden keresztény – ha őszinte bánata van – búcsúlevél nélkül is elnyeri büntetései és bűnei elengedését.” (Luther: Részletek a 95 pontból) …………………………………………………………………………………………………...

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

DIVIDED BY 2 Exam points 12



14. This task is about the series of peace treaties which ended World War I. (short) Using the sources, your own knowledge and the relevant maps of your secondary school historical atlas explore where, in the process of settling European territorial questions, Wilson's principles were applied and where they were not. Give reasons for your answer.

Territories promised to different states during the war in secret treaties by the Entente Glossary államhatárok 1914-ben state borders in 1914 Olaszországnak ígért promised to Italy Romániának igért promised to Romania Oroszországnak ígért promised to Russia Görögországnak igért promised to Greece Németország Germany Oroszország Russia Ausztria-Magyarország Austria-Hungary Szerbia Serbia Bulgária Bulgaria Törökország Turkey Olaszország Italy Albánia Albania Románia Romania Görögország Greece Dél-Tirol South Tyrol Erdély Transylvania Fekete-tenger Black Sea Prága Prague Krakkó Krakow Szófia Sofia Belgrád Belgrade Bécs Vienna Zágráb Zagreb Róma Rome 'VII. [...] Belgium must be evacuated and restored [...] VIII. [...] the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine [...] should be righted [...]



IX. A readjustment of the frontiers of Italy should be effected along clearly recognisable lines of nationality. X. The peoples of Austro-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous development. XI. Rumania, Serbia and Montenegro should be evacuated [...] Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by [...] historically established lines of allegiance and nationality [...] XII. The Turkish portion of the Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development. [...] XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations [...]' (Extracts from Wilson's "14 Points", 18th January 1918.) „VII. [...] Belgiumot ki kell üríteni, és helyre kell állítani [...] VIII. [...]Azt az igazságtalanságot, amelyet Poroszország 1871-ben Elzász-Lotaringia tekintetében Franciaországnak okozott [...] jóvá kell tenni [...] IX. Az olasz határokat a világosan felismerhető nemzetiségi vonalak szerint kell kiigazítani. X. Ausztria–Magyarország népei részére, amelyeknek helyét a nemzetek között oltalmazni és biztosítani kívánjuk, meg kell adni az önálló fejlődés legszabadabb lehetőségét. XI. Romániát, Szerbiát és Montenegrót ki kell üríteni [...] Szerbiának szabad és biztosított kijáratot kell adni a tengerhez; a különböző balkáni államok egymás közötti kapcsolatait [...] az állami és nemzetiségi hovatartozás történelmileg kialakult vonalai szerint kell meghatározni [...] XII. A jelenlegi Ottomán (Oszmán) Birodalom török részeinek teljes szuverenitást kell biztosítani, de a többi nemzetiség részére, amelyek most török uralom alatt élnek, biztosítani kell létük feltétlen biztonságát, önálló fejlődésük teljes és zavartalan lehetőségét. [...] XIII. Független lengyel államot kell létesíteni, amely magában kell, hogy foglalja a vitathatatlanul lengyel lakosság lakta területeket [...]” (Részletek az ún. wilsoni pon-tokból, 1918. január 18.) .......................................................................................................................................................

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15. This task is about changes in the structure of Hungarian society at the beginning of the 13th century. (short)

Using the source and your own knowledge, analyse how the situation of secular leaders had changed by the beginning of the 13th century.

'2. We also wish that neither we nor our heirs shall arrest members of the serviens regis, unless […] they have been summoned and found guilty by a court of law. 3. We will not collect […] any taxes after their lands either […] 4. If the son of a serviens dies without an heir, his daughter shall inherit a quarter of his estate and he shall be free to decide about the remainder. […] 7. If the king intends to wage war beyond our borders, the serviens will not be bound to follow him unless he pays them, and they shall not be made to pay a military duty upon his return. […] 8. The palatine shall pass judgements in the case of every person of this country without distinction. But in lawsuits concerning nobles, where their heads and estates are at stake, he shall not pass judgements without the knowledge of the King. 10. If one of the serf-lords (i.e. barons) who held a rank should die in a battle, it is right to donate a proper title to his son or relative. And if a free man should die, the king shall present him with whatever he wishes. 16. Whole counties (i.e. the total volume of estates in a county held by the king) or ranks of dignity shall never be given away in property or ownership in perpetuity.



26. Lands may not be given to foreign [people] as a gift. If any such lands have been given away or sold, our own people must be allowed to buy them back. 31. We also decree that if we, or any of our successors at any one time wish to do anything contrary to decrees, by way of and upon the sanctity of this document all the bishops, and all the other serfs (i.e. the barons) and the nobility of the country either together or separately, either now or any time in the future and for ever shall be free to oppose us and contradict us and any of our successors.' (Extract from the Golden Bull) „2. Azt is akarjuk, hogy sem mi, sem a mi utódaink valamely hatalmas kedvéért servienseket soha el ne fogassanak, […], hacsak előbb meg nem idézték, és bírói úton el nem ítélték őket. 3. Úgyszintén semmiféle adót […] nem fogunk szedetni a serviensek birtokai után, […] 4. Ha valamely serviens fiú utód nélkül hal meg, birtoka negyedrészét leánya örökölje, a többiről úgy intézkedjék, ahogy akar. […] 7. Ha pedig a király az országon kívül akar hadat vezetni, a serviensek ne tartozzanak vele menni, csak az ő pénzén, és visszatérése után rajtuk hadbírságot ne szedjen. […] 8. A nádorispán minden ember dolgában, ki országunkbeli, különbség nélkül ítél-jen. De nemesek perét, ha fejök vesztébe vagy birtokuk veszedelmébe jár, a király híre nélkül el ne végezhesse. [...] 10. Ha valamely jobbágyúrnak (értsd: főúrnak), akinek tiszte vagyon, hadban tör-ténik halála, annak fiát vagy atyjafiát illendő tiszttel méltó megajándékozni. És ha szabad ember halna meg, úgy ajándékozza meg fiát a király, amint neki tetszik. 16. Egész vármegyét (értsd: a vármegyének a királyi kézen lévő teljes birtokállomá-nya) vagy bármiféle méltóságot örök tulajdonul vagy birtokul nem adományozunk. [...] 26. Birtokokat nem szabad az országon kívüli [személyeknek] adományozni. Ha ilyeneket adományoztak vagy eladtak, meg kell engedni az ország lakóinak, hogy azokat visszaváltsák. 31. Elrendeljük, hogy mi vagy valamelyik utódunk valaha is ezzel a rendelkezéssel szembehelyezkedni akarna, ezen oklevelünk alapján a hűtlenség minden vétke nélkül országunknak mind püspökei, mind más jobbágyai (értsd: az ország főurai), valamint nemesei valamennyien és egyenként a jelenlegiek és utódaik nekünk és utódainknak mindörökre ellenállhassanak és ellentmondhassanak.” (Részlet az Aranybullából) .......................................................................................................................................................

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


16. This task is about the period after Mohács. (long)

Using the sources and your own knowledge describe the process of the tripartite division of the country, and refer to the consequences.

The Turkish campaigns and external connections after the battle of Mohács

Glossary Lengyel Királyság Polish Kingdom Török Birodalom Turkish Empire Ferdinánd zsoldosai Ferdinand's mercenaries Váradi béke The Várad peace treaty Sztambuli szerződés The treaty of Istanbul Bécs Vienna



'In this minute we caught sight of a huge hostile army.[...] Then they put the helmet on the king's head and his majesty's face went deadly pale, as if he felt the oncoming disaster.' (István Brodarics, contemporary chronicler, about 29 August 1526) „Ebben a percben óriási ellenséges csapatot pillantottunk meg […] Ekkor aztán a király fejére tették a sisakot, s a felség arcát halálos sápadtság borította el, mintha a következő szerencsétlenséget előre megérezte volna.” (Brodarics István kortárs krónikaíró 1526. augusztus 29-ről)

Ferdinand Habsburg (1526-1564)

'In our letters and everywhere else we shall write and call his majesty King John our brother and the king of Hungary, Dalmatia, Croatia. (Ferdinand in the peace treaty of Várad, 1538)

„Leveleinkben és mindenütt másutt felséges János királyt testvérünknek és Magyarország, Dalmácia, Horvátország királyának fogjuk írni és nevezni.” (Ferdinánd a váradi békében, 1538) János Szapolyai (1526-1540)

King János, having put his faith in Frater György, entrusted him with the matters of his child. (Gábor Mindszenti, 1540)

János király „fő bizodalmát pedig György barát uramba vetvén, reá bízá gyermeke dolgát”. (Mindszenti Gábor, 1540) Suleiman (1520-1566)

'[...] they forced their way into the city, taking over all the watch-posts, [...] the marketplace was full of them, the streets packed, they held her majesty the Queen's son in the tent, along with other nobles, and only let him go home when the emperor's (i.e. sultan's) emissaries came back and reported that Buda had been taken without resistance, in accordance with the will of the emperor.' (Emissary of Queen Isabella, 1541)

„[...] csapatonként nyomultak be a városba, megszállták az összes őrhelyeket [...] tele volt velük a piactér, zsúfolásig tömve az utcák; a királyné őfelsége fiát visszatartották a többi úrral együtt a sátorban, s nem is engedték korábban haza csak már akkor, amikor a császár [értsd: szultán] megbízott emberei visszajöttek és jelentették: Budát a császár akarata szerint, ellenállás nélkül bevették.” (Izabella királyné megbízottja, 1541)



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


17. This task is about the activities and programs of István Széchenyi. (short)

Using the sources and your own knowledge say what Széchenyi considered to be the barriers to the modernisation of the Hungarian economy. Describe how he planned to solve these problems.

'It is just as difficult to deny socage and all the harm that originates from it as the fact that 2 times 2 equals 4. […] And whoever has not experienced […] that the labour which a serf owning a complete plot can do with his inadequate plough […] in 52 days […], he can do with his labourers and good tools […] in a third of the mentioned time. […] The real greatness of a nation lies in the quantity of its educated minds […] Common strength is not created by lowlands, mountains, minerals, climate and so on, but by reason, which can use them sensibly […] We cannot control the past, but we are masters of the future […] Many people think Hungary was, I wish to believe that she will be.' (Extracts from Credit, by István Széchenyi, 1830)

„A robot [...] és azon kárt, mely belőle háramlik, éppen oly bajosan tagadhatni, mint azt, hogy 2x2=4. [...] És ki nem tapasztalta [...] hogy azon munkát, melyet egy egész helyes (értsd: telkes) jobbágy rossz ekéjével [...] 52 nap [...] tud elvégezni, maga béreseivel, jó szerszámokkal [...] a mondott idő egyharmad része alatt [elvégzi] [...] a kiművelt emberfők mennyisége a nemzet igaz hatalma [...] Nem termékeny lapály, hegyek, ásványok, éghajlat stb. teszik a közerőt, hanem az ész, mely azokat józanul használni tudja [...] A múlt elesett hatalmunkból, a jövendőnek urai vagyunk [...] Sokan azt gondolják, Magyarország volt, én azt szeretném hinni: lesz!” (Részletek Széchenyi István Hitel című művéből, 1830) '1st Credit […] 2nd Aviticitas (entailment) abolished. […] 4th Jus Proprietatis (right to own land) 5th Equality before law.' (Stadium, by István Széchenyi, 1833)

„1-szer A Hitel [...] 2-szer eltörölve az Aviticitas (ősiség). [...] 4-szer a Jus Proprietatis (birtokbírhatás joga). 5-szer törvény előtti egyformaság.”

(Széchenyi István: Stádium, 1833)



Laying the foundation stone of the Chain Bridge, by Miklós Barabás

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




18. This task is about demographic and ethnic conditions in 18th-century Hungary. (long) Using the sources below and your own knowledge, analyse the reasons leading to the changes in the size and ethnic composition of the Hungarian population in the course of the 18th century, and refer to the consequences of these changes. For your answer use the appropriate maps in your secondary school historical atlas, too.

'Hungary, or at least the greater part of that country, should be 'Germanised', so that the Hungarian blood, which is apt to rebellion and revolution, will be diluted with the German, and tamed to love and be loyal to their lord, ruler and perpetual king .' (Extract from Count Lipót Kollonich's 1689 draft) „Magyarország, vagy annak nagy része germanizáltassék, s a forradalmakra és nyugtalanságra hajló magyar vér a némettel szelidíttessék természetes ura és örökös királya hűségére és szeretetére.” (Részlet gróf Kollonich Lipót 1689. évi tervezetéből) ' The predecessors of the Slovaks living in Hungary moved down from the northern, overpopulated counties of historical Hungary in the 18th century to more southern, scarcely populated areas which promised more land and better means of making a living. With their migration the serfs could gain the right to move freely and in their new homes they were allowed to practice their religion freely.' (Coursebook text) „A magyarországi szlovákok egykori elődei a XVIII. században a történelmi Magyar-ország északi, túlnépesedett vármegyéiből húzódtak le a délebbi, elnéptelenedett, több földet és jobb megélhetést ígérő területekre. A jobbágyok elvándorlásukkal megszabadulhattak a röghöz kötöttségtől, s új otthonukban biztosították szabad vallásgyakorlásukat is.” (Tankönyvi szöveg) 'His holiest Majesty […] will allow for any free man to be invited into the country, under conditions of six years of tax exemption, and that this liberty shall be proclaimed throughout the country. 1st paragraph […] our written order to this effect shall be proclaimed in the countries and provinces of the Holy Roman Empire […]' (Article CIII of 1723) „Ő legszentségesebb Felsége [...] meg fogja engedni, hogy bármely szabad embert, hat éven keresztül, minden közadó fizetéstől való mentesség feltétele mellett, az országba hívhassanak, és hogy e szabadságot országszerte kihirdethessék. 1. § [...] ez iránt a nyíltparancsokat a római szent birodalom országaiban és tarto-mányaiban is kihirdethessék [...]”(1723. évi CIII. törvénycikk) 'His holiest Majesty will graciously arrange for different craftsmen to be invited into the country, ensuring them fifteen years of complete exemption from any taxation. 3rd paragraph […] such craftsmen coming from abroad should not leave once their period of exemption has expired but must continue dwelling here.' (Article CXVII of 1723) „Ő legszentségesebb felsége kegyelmesen rendelkezni fog, hogy különféle kézműveseket hívjanak az országba, a közterhektől való, tizenöt éven át tartó teljes mentesség biztosításával.



3. § [...] az ily külföldről bejött kézművesek, az említett mentesség kitöltött évei után el ne távozzanak, hanem az állandó itt lakást folytassák.”(1723. évi CXVII. törvénycikk)

Immigration and internal migration in 18th century Hungary Glossary németek Germans magyarok Hungarians szlovákok Slovakians románok Romanians görögök Greeks örmények Armenians cigányok Gypsies szerbek Serbians ukránok Ukrainians horvátok Croatians .................................................................................................................................................................................. ......

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




19. This task is about agriculture in the Kádár era. (short) Describe the changes in the structure of agriculture in the 1960's and 70's, using the sources below and your own knowledge.

The distribution of the gross production value of

agriculture among sectors in 1981 Changes in the number of

cooperatives Definition % 1961 4600

Cooperative farms 50.8 1978 1600 Small-scale producers, including: 32.8 household plots 18.2 complementary farm plots 14.6 State-owned farms 16.4 'The reasons for this spurt in the agricultural sector were partly the same as before: concerted effort to improve yields through mechanisation and rational soil management. However, in addition for these reasons for improved output there were several factors that stemmed directly from provision contained within the New Economic Mechanism. Most of the constraints, including limits on the size of workforce, under which those farming household plots or private smallholdings had previously been obliged to operate were now withdrawn. Thus a family with several generations living together might easily accumulate as much as 3-4 holds of land to farm on its own account. The introduction and spread of industrial approaches to husbandry on the larger farms, which were also linked to moves by cooperatives to turn themselves into more professionally managed modern large-scale operations, proved particulalry important. Taking advantage of the opportunities offered by the New Mechanism, the American technology for closed-system maize cultivation was purchased in 1969 and adapted to domestic conditions. It could only be successfully applied by large farm units with relatively extensive land and capacity for investment. Parallel with the process of merging, the management of the cooperatives changed radically. The more successful farmers who had been made presidents in the period when cooperatives were being organised, died or retired. Young experts, who graduated from agrarian colleges and the Agricultural University of Gödöllő in the meantime, stepped into their places: they took the opportunities offered by the 1968 reform for granted, and used them with great flexibility. It is characteristic of the scale of the change in management that between 1970 and 1974 the percentage of presidents with college and university degrees jumped from 18% to 43%. At the same time, the ratio of chief agronomists with university degrees increased to 90%.’ (Ignác Romsics, 20th century historian) „A felgyorsult ütemű növekedés okai részben ugyanazok voltak, mint korábban: a hozamnövelő tényezők, a motorizáció és az okszerű talajerő-gazdálkodás komolyan vétele. A mezőgazdaság gyors fejlődésének a fentiek mellett volt néhány olyan oka is, amely közvetlenül összefüggött az új mechanizmus rendelkezéseivel. Ilyennek tartható a kisüzemi, illetve családi állattartás minden addigi létszám- és egyéb korlátozásának a feloldása. Egy-egy többgenerációs nagycsalád kezén így akár 3-4 hold föld is felhalmozódhatott.



A nagyüzemi gazdálkodás terén az iparszerű termelési rendszerek bevezetése és elterjedése, valamint a téeszek részben ezzel is összefüggő modern és szakszerűen irányított nagyüzemekké alakulása bizonyult fontosnak. Az új mechanizmus kínálta lehetőséggel élve 1969-ben ezért megvásárolták, és a hazai viszonyokra adaptálták a zárt rendszerű amerikai kukoricatermesztés technológiáját. Sikeres alkalmazása viszonylag nagy területekkel és beruházási kapacitásokkal rendelkező üzemeket feltételezett.

Az összeolvadási folyamattal párhuzamosan radikálisan átalakult a téeszek ve-zetőgárdája. A téeszszervezés fázisában elnökké tett jobb gazdák az évek során meghaltak, nyugdíjba vonultak. Helyükbe az agrárfőiskolákról és a Gödöllői Agrár-tudományi Egyetemről időközben kikerült fiatal szakemberek léptek, akik a 68-as reform által kínált lehetőségeket magától értetődően és nagy rugalmassággal használták ki. A vezetőcsere méreteire jellemző, hogy 1970 és 1974 között a felső-fokú végzettséggel rendelkező elnökök aránya 18%-róI 43%-ra ugrott. A főagro-nómusok körében ugyanerre az időre 90%-ra emelkedett az egyetemi diplomával rendelkezők számaránya.” (Romsics Ignác XX. századi történész) ……………………………………………………………………………………………………

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20. This task is about the premiership of István Bethlen. (long)

Using the sources and your own knowledge, describe the steps taken to promote political and economic consolidation. Show how these steps contributed to the consolidation of the system.

'What neighbouring states and the great powers expect from the Hungarian government is peace above all in foreign policy, and order in domestic politics.' (Extract from the report of the French emissary in Hungary in March 1922) „Amit a szomszédos államok és nagyhatalmak várnak a magyar kormánytól, kül-politikailag mindenekelőtt béke, belpolitikában pedig a rend.” (Részlet a magyarorszá-gi francia követ 1922. márciusi jelentéséből)

'§ 2 […] every […] law, which stated or regulated the right of succession to the throne of the House of Austria […] is invalidated, and thus the privilege of the election of the king is returned to the nation. '(Extract from Article XLVII of 1921) „ 2. §. […] minden […] jogszabály, amely az Ausztriai Ház […] trónörökösödési jogát megállapította vagy szabályozta, hatályát vesztette, és ezzel a királyválasztás előjoga a nemzetre visszaszállt.” (Részlet az 1921. évi XLVII. törvényből) '[…] The right of assembly shall be reinstituted; however, meetings can only be held in a confined place. […] The union of state employees, railway workers and postmen cannot be reinstituted. […] The government […] shall find an appropriate way of regulating salaries […] […] the Social-democratic party shall refrain from all propaganda which may interfere with the interests of Hungary […] It will refrain from political strikes […]' (Summary government report on the "Bethlen-Peyer" pact, 1921) „[…]A gyülekezési jog visszaállíttatik, gyűlések azonban csak zárt helyen tarthatók […] A közalkalmazottak, vasutasok és postások szakszervezete […] vissza nem állít-ható. […] A kormány […] a munkabérek szabályozására is kellő formát keres […]



[…] a szociáldemokrata párt tartózkodik minden propagandától, amely Magyaror-szág érdekeit sérti […] Politikai sztrájkoktól tartózkodik […]” (Összefoglaló kormány-zati jelentés az ún. Bethlen–Peyer-paktumról, 1921) '[…] Election […] in the capital Budapest and […] other municipal boroughs […] shall happen in secret, in other constituencies […] it shall happen in public.' (Extract from Decree no. 2200 on electoral rights, 1922) „[…] A szavazás […] Budapest székesfővárosban és […] a többi törvényhatósági vá-rosban […] titkosan, más választókerületekben pedig […] nyilvánosan történik.” (Részlet az 1922. évi 2200. M. E. számú, a választójogról szóló rendeletből) 'In the spirit of ancient constitutionality the national congregation shall now revive the ancient two-house system of parliament.[…] § 2 Members of the Upper House are entitled to membership on the basis of 1. rank or office 2. election or 3. nomination.' (Extracts from Article XXII of the Law on the Upper House of Parliament, 1926) „A nemzetgyűlés most már az ősi alkotmányosság szellemében felújítja az ország-gyűlés ősi kéttáblás rendszerét. […] 2. §. A felsőház tagjait a tagság joga 1. méltóság vagy hivatal alapján, továbbá 2. választás vagy 3. kinevezés alapján illeti meg.” (Részlet az 1926. évi XXII., az országgyűlés felsőházáról szóló törvény-ből)

After taking a loan from the League of Nations, it was decided as early as 1925 to introduce the Pengő instead of the Korona, but the new currency only appeared on January 1st, 1927. (1 Pengő was equivalent to 1200 Koronas)

Sample 50 pengő note ( March 1st, 1926)



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The contribution of the main branches of the economy to the national income (%)

Branch 1913 1928-29 Agriculture 44 39.7 Mining, metallurgy 1.8 Industry

25

29.3

Transportation, trade 6.3 Other

31 22.9

Branches of industry, as % of total production

1913 1929* Iron and metallurgy

15.5 11.3

Machine production

13.8 10.2

Production of electrical energy

1.5 4.2

Other 12.1 12.2 Heavy industry altogether

42.9 37.9

Textile industry 4.8 14.2 Paper industry 0.6 1.2 Other 9.3 11 Light industry altogether

14.7 26.4

Food industry 42.4 35.7 *By 1929 industrial production was 12% higher than in the last year of peace before the war.



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








Date: ......................................... Date: .................................... ______________________________________________________________________________________________________________________________________________________

Achieved

points / Elért pontszám

Points to write in the software /

Programba beírt pontszám

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

Examiner / Javító tanár

Registrar of the Board of Examiners / jegyző

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

Maximum

points Achieved

points

1. Culture of the ancient East 3 2. The medieval city 4 3. 14th century Hungarian history 5 4. 18th century forms of government 4 5. Hungarian Baroque 5 6. Consequences of the Industrial rev. 3 7. Events preceding the Compromise 4 8. Events preceding WWI. 2 9. Hung. foreign policy 1938-41. 4

10. Hungarian revisionist politics 5 11. Characteristics of the ex-socialist

countries 2 12. Minorities living in Hungary 4

I Short answer tasks

Total I 45 13. Lutheran Reformation 12 14. Peace treaties at the end of WWI 12 15. Hungarian social changes in the early

13th century 12 16. The period after the battle of Mohács 21 17. Activities of István Széchenyi 12 18. Demographic conditions in Hungary

in the 18th century 21 19. Agriculture in the Kádár era 12 20. The premiership of István Bethlen 21

II Longer, essay-type questions

Total II 45 Total I + Total II 90

Examiner

Documents

TÖRTÉNELEM ANGOL NYELVEN - oktatas.hu...írásbeli vizsga 0801 2 / 40 2008. május 7. Történelem angol nyelven — középszint Név: osztály:..... Important information Give