TÖRTÉNELEM ANGOL NYELVEN...Történelem angol nyelven középszint 1711 írásbeli vizsga 2 / 28 2017. október 18. Név: ..... osztály:..... Important information Give clear answers

Történelem angol nyelven középszint — írásbeli vizsga 1711

EMBERI ERŐFORRÁSOK MINISZTÉRIUMA

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TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ ÍRÁSBELI VIZSGA

2017. október 18. 8:00

Időtartam: 225 perc

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Történelem angol nyelven középszint

1711 írásbeli vizsga 2 / 28 2017. október 18.

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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 Christian religion. Do the tasks using your own knowledge and the sources. (Score: 1 point for each correct item.)

A) ’In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters. […] Hear, O Israel: The Lord our God, the Lord is one. Love the Lord your God with all your heart and with all your soul and with all your strength. […] God also said to Moses, ’I am the Lord. I appeared to Abraham, to Isaac and to Jacob as God Almighty […].’ (Excerpts from the Old Testament) A) „Kezdetkor teremtette Isten az eget és a földet. A föld puszta volt és üres, sötétség borította a mélységeket, és Isten lelke lebegett a vizek fölött. […] Halld, Izrael! Az Úr, a mi Istenünk az egyetlen Úr! Szeresd Uradat, Istenedet szíved, lelked mélyéből, minden erőddel! […] Az Úr szózatot intézett Mózeshez és ezt mondta neki: Én vagyok Jahve, Ábrahámnak, Izsáknak és Jákobnak Mindenható Isten néven jelentem meg […].” (Részletek az Ószövetségből) B) ’I believe in God, the Father Almighty, creator of heaven and earth. I believe in Jesus Christ, his only Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered under Pontius Pilate, was crucified, died, and was buried.’ (The Apostles’ Creed) B) „Hiszek egy Istenben, mindenható Atyában, mennynek és földnek Teremtőjében. És Jézus Krisztusban, az Ő egyszülött Fiában, a mi Urunkban, aki fogantatott Szentlélektől, született Szűz Máriától, szenvedett Poncius Pilátus alatt; megfeszítették, meghalt és eltemették.” (Az apostoli hitvallás) a) On the basis of sources A) and B), name a basic characteristic of the Christian image of God which is identical with the Jewish religion’s image of God. .................................................................................................................... b) On the basis of sources A) and B), name one basic characteristic of the Christian image of God which is different from the Jewish religion’s image of God. .................................................................................................................... C) ʽTwo other men, both criminals, were also led out with him to be executed. When they came to the place called the Skull, they crucified him there, along with the criminals—one on his right, the other on his left . […] One of the criminals who hung there hurled insults at him: ’Aren’t you the Messiah? Save yourself and us!’ But the other criminal rebuked him. ’Don’t you fear God,’ he said, ’since you are under the same sentence? We are punished justly, for we are getting what our deeds deserve. But this man has done nothing wrong.’ Then he said, ’Jesus, remember me when you come



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into your kingdom. ’ Jesus answered him, ’Truly I tell you, today you will be with me in paradise.’ (Gospel according to Luke) C) „Két kivégzésre ítélt gonosztevőt is vittek vele. Amikor odaértek arra a helyre, amelyet Koponya-helynek hívtak, ott fölfeszítették, s a gonosztevőket is vele, egyiküket jobbról, másikukat balról. […] Az egyik fölfeszített gonosztevő káromolta: »Nem te vagy a Krisztus? Szabadítsd meg hát magad és minket is.« A másik rászólt: »Nem félsz az Istentől? Hisz te is ugyanazt a büntetést szenveded. Mi tetteink méltó jutalmát kapjuk. De ő nem csinált semmi rosszat.« Aztán hozzá fordult: »Jézus, emlékezzél meg rólam országodban.« Ezt válaszolta neki: »Bizony mondom neked, még ma velem leszel a paradicsomban.«” (Lukács evangéliuma) c) Source C) also refers to fundamental teachings of the Christian religion concerning the destiny of the human soul. Name two of these teachings. ...................................................... ......................................................

4 points



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2. This task is about mediaeval manors. Each statement below is connected to one element of the illustration. Using your own knowledge and the source, match the statements with the elements. Write the number of the relevant elements in the boxes next to the statements. One number can only appear in one place, there are two extra numbers. (1 point for each correct item.)

Mediaeval manor (11th-13th centuries) a) It was cultivated by serfs with their own tools and animals; however, its produce belonged to the landlord. b) The manure of animals grazing here helped to make the soil fertile again. c) Serfs inherited the right to use it; in return they owed the landlord produce and labour. d) In the early Middle Ages, those dwelling on the manor could use it relatively freely; however, later on this use was restricted, since its territory was reduced as the population grew.

4 points

manor

Glossary tavaszi vetés spring planting ugar fallow udvarház manor house templom church falu village őszi vetés autumn planting legelő pasture kaszáló meadow malom mill

serfs’ plots

falu



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3. This task is about the reign of Matthias Hunyadi. Do the tasks using the sources and your own knowledge. (1 point for each correct item) A) ‘Thus gathered […] all the bishops and nobles from the ecclesiastical and lay orders, the whole nobility of Hungary, to crown, with the diadem freshly reclaimed, the king who had been born to carry out the most brilliant deeds, as was fitting. […] Dénes Szécsi, [bishop] of Esztergom, adorned Corvinus [Matthias] with the regal insignia according to custom. [Matthias, on the occasion of the coronation,] granted to John Vitéz, bishop of Várad, who won merit both with his father and him, […] the wide and prosperous county [of Bihar] for eternity.’ (Historian Antonio Bonfini)

A) „Összegyűlt tehát […] az egyházi és világi rendből valamennyi főember, püspök, Magyarország egész nemessége, hogy a szent fejékkel, amelyet éppen most szerzett vissza, annak rendje-módja szerint megkoronázza a legragyogóbb tettekre született királyt. […] Szécsi Dénes esztergomi [érsek] a királyi jelvényekkel szokás szerint fölékesítette Corvinust [Mátyást]. [Mátyás a koronázás alkalmával] Vitéz János váradi püspököt, aki apjával és vele szemben is érdemeket szerzett, mindörökre megadományozta […] a széles és dúsgazdag [Bihar] megyével.” (Antonio Bonfini történetíró) B) ‘The majority of the […] lords and prelates of Hungary came together [against Matthias]. […] The leaders of the conspirators were the two Johns [John Vitéz bishop of Esztergom and Janus Pannonius, bishop of Pécs]. […] And to explain why the initiators of the conspiracy were fraternal friends a few reasons are brought up. […] Because the king, having gained control, started making himself independent of the directions of the barons.’ (Historian Antonio Bonfini)

B) „Magyarország főurai és főpapjai […] nagyobb részükben összeálltak [Mátyás ellen]. […] A szövetkezők feje a két János [Vitéz János esztergomi érsek és Janus Pannonius pécsi püspök] volt. […] Hogy pedig az összeesküvés kezdeményezői miért éppen az atyai barátok voltak, arra néhány okot hoznak fel. […] Ugyanis a király a maga urává válván, kezdte magát függetleníteni a főurak útmutatásaitól.” (Antonio Bonfini történetíró) C) ‘Thus almost all the nobility of Hungary […], the council of the country’s prelates, nobles and barons, came to the unified decision […] that Count Matthias should rule Hungary invested with royal dignity. […] And as they deemed that the childish shoulders of Count Matthias […] were not yet able to carry the burdens of such a great country, […] his uncle [Mihály Szilágyi] was made the governor of the country and the elected king.’ (Historian János Thúróczy)

C) „Szinte Magyarország minden nemesi sokasága […], az ország főpapjainak, előkelőinek és főurainak tanácsa tehát arra az egységes elhatározásra jutott, […] hogy Mátyás gróf a királyi méltósággal felruházva uralkodjék Magyarországon. […] És mivel úgy gondolták, hogy Mátyás gróf gyermeki válla ily roppant nagy ország terheinek hordozására […] még nem képes, […] nagybátyját [Szilágyi Mihályt] megtették az ország és a megválasztott király kormányzójának.” (Thuróczy János történetíró)



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a) Put the sources in chronological order, based on the events described in them. Write the letter of the sources into the table. Start with the earliest.

1. 2. 3.

b) Which source refers to the fact that Matthias deliberately reduced the political influence of the barons and prelates? Letter of source: …………………… c) Name the political institution to which the underlined part of source C) refers. ……………………………………………………………… 4. This task is about the English constitutional (parliamentary) monarchy. (complex task) Do the tasks using the sources and your own knowledge. (1 point for each correct item) System of the constitutional monarchy in England, in the 18th century

3 points

responsible

election by constituencies

king

(head of the Anglican church)

prime minister

upper house

(personal participationbased on hereditary

right and royal appointment)

opens and closes parliamentary sessions, can

dissolve parliament, sanctions (gives assent to) laws

population without right to vote

government

independent judiciary

executive branch

(army, navy)

lower house

(representatives)

supervises

population with right to vote (census)

appoints



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a) Decide which excerpts express ideas that are in harmony with the system of the English constitutional monarchy. Circle the letters of three excerpts. A) ’And because it may be too great a temptation to humane frailty apt to grasp at Power, for the same Persons who have the Power of making Laws, to have also in their hands the power to execute them […]: Therefore in well order'd Commonwealths, […] the Legislative Power is put into the hands of divers Persons.’ (Locke)

A) „Mivel a hatalom kihasználására amúgy is hajlamos emberi gyarlóság túl nagy kísértésnek van kitéve, ha ugyanazok az emberek tartják kezükben a törvényhozó hatalmat, mint a törvények végrehajtásának hatalmát, megfelelően [be]rendezett államokban […] a törvényhozó hatalom külön személyek kezébe van letéve.” (Locke)

B) „Sok uralkodó az állam vagyonát és alattvalóit is úgy tekinti, mint szoros értelemben vett magántulajdonát, s azt hiszi, hogy a Gondviselés az embermilliókat neki teremtette.” (II. József)

B) Many rulers consider the wealth and subjects of the state as strictly speaking their private property, and believe that Providence has created the millions of people for them.’ (Joseph II)

C) „Az államban mindig vannak olyanok, akik születésüknél, gazdagságuknál vagy rangjuknál fogva kiválnak a többiek közül. […] A törvényhozásban őket megillető résznek tehát arányban kell állnia azokkal az egyéb előnyökkel, amelyekkel az államban rendelkeznek. Ez akkor fog bekövetkezni, ha olyan testületet alkotnak, amelynek joga van a nép kezdeményezéseit megállítani.” (Montesquieu)

C) ‘In such a state there are always persons distinguished by their birth, riches, or honors; […] The share they have, therefore, in the legislature ought to be proportioned to their other advantages in the state; which happens only when they form a body that has a right to check the licentiousness of the people.’ (Montesquieu) D) ‘The people should transact by their representatives what they cannot transact by themselves.’ (Montesquieu)

D) „A népnek a maga képviselői útján kell megtennie mindazt, amit maga nem tud megtenni.” (Montesquieu) E) ‘And the laws being solely the authentic acts of the general will, the Sovereign cannot act save when the people are assembled. […] There must be fixed periodical assemblies, […] so that on the proper day the people are legitimately called together by law.’ (Rousseau)

E) „Minthogy a törvény a közakarat hiteles megnyilvánulása, a főhatalom csak akkor cselekedhet, ha a nép összegyűl. […] Szükséges, hogy […] a nép meghatározott napokon a törvény értelmében összegyűl[jön].” (Rousseau) F) ‘First of all, royal authority is sacred; second, it is paternal; third, it is absolute.’ (Bousset)

F) „A királyi hatalom először szent, másodszor atyai, harmadszor korlátlan.” (Bossuet)



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b) Name the branch of power which is not mentioned in source A). ........................................................... c) Name the institution which represented the executive branch of power in England in the 18th century. ........................................................... Using your own words, describe the two authors’ different views on the process of legislation, with the help of sources D) and E). a) According to Montesquieu: ............................................................................................ b) According to Rousseau: .................................................................................................. f) Of the following excerpts from the Bill of Rights, circle the number of the one which most strongly contradicts the content of source F). 1. ’That the pretended power of suspending the laws or the execution of laws by regal authority without consent of Parliament is illegal.’

1. „Hogy a bitorolt hatalom, ti. [tudniillik] a törvényeknek ideiglenesen hatályon kívül helyezése vagy a törvények végrehajtásának megakadályozása, csupán királyi tekintély alapján, a parlament hozzájárulása nélkül, törvénytelen.”

2. ’That all grants and promises of fines and forfeitures of particular persons before conviction are illegal and void.’ 2. „Hogy minden pénzbírság törvénytelen és érvénytelen, mielőtt a vádlottra a bűnt rá nem bizonyították.”

3. ’That election of members of Parliament ought to be free.’ (Bill of Rights) 3. „Hogy a parlamenti választások szabadok.” (Jognyilatkozat)

8 points



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5) This task is about the struggles against Turks. Do the tasks using the sources and your knowledge. (1 point for each correct item)

’With Temesvár they took numerous border houses and provinces, They put to flight those from beyond the Tisza, And shook the army from Transylvania.’ (Excerpt from the Summary of Eger’s history by Sebestyén Tinódi Lantos, 1553) „Az Temesvárral sok végházakat Ők elbírtanak tartományokat, Elfutamtatták Tiszántúl valókat, Megrettentötték erdéli hadakat.” (Tinódi Lantos Sebestyén: Egri históriának summája, 1553, részlet)

Turkish campaigns in Hungary, 1552-1566 a) What does the expression ʽborder house’ mean in the poem? In your answer, give the historical terminology. ........................................................................... b) Which two Hungarian fortresses, already held by the Turks, were the starting points of the campaigns in 1552? ....................................................... ........................................................ c) Circle the number of the statement which describes the aim of the Turkish campaign in 1552. 1. To capture Vienna

2. To abolish the independence of Transylvania

3. To separate Transylvania and the Hungarian kingdom

4 points

Glossary Török hódítások Turkish conquests Királyi Magyarország Royal Hungary



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6. This task is about the political ideas of the 19th century. Below you will find a list of political ideas. Using the sources and your own knowledge, decide which two of these political ideas are reflected in each of the excerpts, and write the numbers of these ideas on the dotted lines under the excerpt. In each extract two ideas appears. There is one extra idea. (0.5 points for each correct item) 1. Conservatism, 2. Liberalism, 3. Nationalism, 4. Socialism a) ‘Young Italy is a brotherhood of Italians who […] join this association with the firm intention of consecrating both thought and action to the great aim of reconstituting Italy as one independent sovereign nation of free men and equals.’ (Young Italy by Mazzini, 1832) a) „Olaszok testvérisége, akik szövetkezésben egyesülten gondolataikat és tevékenységüket a nagy célnak szenteleik, hogy felélesszék Itáliát, mint szabad és egyenlő emberek nemzetét, amely egységes, független és államilag önálló.” (Mazzini: Az Ifjú Itália elvei, 1832)

…. …. b) ’And instead of it becoming clearly evident in what haste the government acted […]; instead of the Hungarians showing […] that they can live wisely […] with freedom of the press, the greatest treasure of humanity, […] – instead what becomes apparent? That maybe the government’s fears were not quite so baseless, when it wished to forestall some seething tides [revolutionary ideas].’ (People of the East by István Széchenyi, 1841) b) „Аhelyett végre, hogy diadalosan kiviláglanék, mennyire hirtelenkedett a kormány […]; ahelyett, hogy megmutatná a magyar […], miképp a sajtószabadsággal, az emberiség ezen lehető legnagyobb kincsével […] bölcsen tudna élni, […] – ahelyett mi világlik ki? Hogy a kormány féltékenysége [félelme] nem volt tán oly igen ok nélküli, midőn bizonyos felhevülési árnak [értsd: forradalmi gondolatoknak] gátat vetni óhajtott.” (Széchenyi István: A Kelet népe, 1841)

…. ….

c) ’I am neither a reactionary nor an absolutist, […] but I abide by our written constitutions, […] for me these are enough, but they contain nothing of this parliamentarism, of which the person before me spoke. […] Who still breaches [the peace] will experience that the fiery love of the mother country, which in 1813 called to the flag the whole population of the then small, helpless and weakened Prussia, is now the treasure of the whole German nation.’ (From Bismarck’s speeches, 1881 and 1888) c) „Nem vagyok sem reakciós, sem abszolutista, […] de az írott alkotmányainkhoz tartom magamat, […] ezek nekem elegendőek, de ezekben semmi nincs afféle parlamentarizmusról, amiről az előttem szóló beszélt. […]



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Aki mégis megszegi [a békét], az meggyőződhet róla, hogy az a harcias hazaszeretet, ami 1813-ban az akkoriban kicsi, gyenge és erejétől megfosztott Poroszország egész lakosságát a zászlók alá szólította, ma már az egész német nemzet kincse.” (Bismarck beszédeiből, 1881 és 1888)

…. …. 7. This task is about the April Laws of 1848. Using the sources and your own knowledge, decide which excerpts best correspond to the aims listed below. Write the letters of the appropriate excerpts into the boxes. One letter appears twice, and there is one extra letter. (1 point for each correct item) A) His Majesty, and in his absence the Palatine and his royal Governor, shall, according to the letter of law, exercise executive power through the independent Hungarian Ministerium [government], their orders, commands, resolutions and appointments will come into force only if one of the ministers situated in Buda-Pest signs them.’ A) „Ő Felsége, s az Ő távollétében a nádor s királyi helytartó a végrehajtó hatalmat a törvények értelmében független magyar ministerium [kormány] által gyakorolják, s bármely rendeleteik, parancsolataik, határozataik, kinevezéseik csak úgy érvényesek, ha a Buda-Pesten székelő miniszterek egyike által is aláíratnak.” B) ‘It shall be the [government’s] obligation to use all available lawful methods [to contact] […] the diet to assemble […] in Transylvania; and by all means in such a way [as to] take the necessary steps towards fully implementing unification.’ B) „[A kormánynak] kötelességévé tétetik, hogy minden kitelhető törvényes eszközöket felhasználva […] az Erdélyben […] összegyűlendő országgyűléssel [érintkezésbe lépjen]; mindenesetre pedig úgy, [hogy] az egyesülés teljes végrehajtására szükséges lépéseket megtegye.” C) ‘All Hungarians and citizens of adjoining provinces shall share the burdens of taxation equally and in proportion to their income.’ C) „Magyarország s a kapcsolt részek minden lakosai, minden közterheket különbség nélkül egyenlően és aránylagosan viselik.” D) ‘Services (socage work), tithe and payments in cash, in practice up to now based on socage and agreements made in its place, shall be abolished eternally from the time this law comes into force. (Extracts from the April Laws, 1848) D) „Az úrbér és azt pótló szerződések alapján eddig gyakorlatban volt szolgálatok (robot), dézsma és pénzbeli fizetések, e törvény kihirdetésétől fogva örökösen megszüntetnek.” (Részletek az áprilisi törvényekből, 1848)

3 points



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a) founding a bourgeois society: b) establishing a bourgeois constitutional system: c) introducing compulsory redemption/fee simple:

8. This task is about the history of Nazism. On the basis of the sources and your own knowledge, choose which statement explains the phenomenon illustrated in each picure. Circle the number of the appropriate statement. (1 point for each correct item)

a) Members of the German Labour Front 1) Political opponents and Jews were conscripted into labour service as punishment. 2) The Communist and Social Democratic Party made an alliance against the Nazis, and brought the Labour Front into being. 3) The Labour Front was established in order to overcome unemployment and to provide military training.

4 points



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b) Hitlerjugend activity 1. The Hitlerjugend was one of the voluntary organisations for children interested in technical sciences. 2. As the mandatory youth organisation of the Nazi dictatorship, the Hitlerjugend also organised popular programs. 3. The Hitlerjugend was an elitist organisation which offered luxury programmes to the children of the Nazi party leadership.

c) Nazi activist with a placard saying ’Germans, don’t buy from Jews’ 1) Refusing to buy goods from Jewish merchants was one of the first steps in the process which resulted in the Jews’ losing all their rights. 2) The activities of the Nazi activists were obstructed by the police up to 1939. 3) The primary aim of the boycott against Jews was to protect German workplaces.



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d) The holiday resort of Prora on the shores of the Baltic sea. 1) The Nazis confiscated the holiday houses, some of which belonged to the Jewish elite, and distributed them among the members of the party leadership. 2) The Nazis built holiday complexes in order to provide mass holidays for the working class. 3) The Nazis intended the conquered Crimean peninsula to become a new holiday paradise.

9. This task is about the state of the Hungarian economy after World War I. Do the tasks using the data on Hungary’s foreign trade and your own knowledge. (1 point for each correct item)

The value of different types of goods exported from Hungary as a percentage of the total value of exports in 1913 and in 1925

Types of goods 1913 1925 foodstuffs 65.64 86.45 raw materials 28.13 3.39 means of production 1.27 8.57 consumer goods 4.96 1.59

a) In the turnover of which type of goods did the greatest increase take place between 1913 and 1925? Choose one of the types of goods listed in the table above. ................................................................................................... b) What was the main economic reason for the change in the proportions of raw materials exported? Give a brief explanation. ...................................................................................................

4 points



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c) One of the following statements is true and its consequence is illustrated in the table. Circle the number of the only correct answer.

1. As a result of the shortage of raw materials, production came to a halt in the majority of machine factories.

2. As a result of the crisis, the purchase of consumer durables fell at the beginning of the 1920s.

3. As a result of the changes in territorial conditions, the agrarian part of the Hungarian economy had strengthened by the beginning of the 1920s.

4. As a result of the structural changes in the economy, the importance of services increased.

d) Why had it become more difficult to export Hungarian goods by the beginning of the 1920s? Mention one reason which is connected to the Trianon peace treaty. ...............................................................................................................

10. This task is about the problems related to environmental pollution. Do the tasks using the source and your own knowledge. (1 point for each correct item)

’It was certainly a mistake for Geoff [the English protagonist of the parable, an ordinary man] to choose the English tomato instead of the Spanish one: the carbon-dioxide emissions caused by the tomato being transported from Spain to England by land are counterbalanced many times over by the fact that Spain is a sunny country, while growing tomatoes in England needs heated greenhouses. […] Geoff was mightily satisfied with himself when he left for the supermarket with his own plastic bag, but the carbon footprint of the plastic bag is only a fraction of that of the food we put into it. And this can barely counterbalance the error he made when he went to the shop by car, which over a mile can result in more than 150 grams of emissions […]. And then we might even have underestimated this figure, because we were assuming that he did not get stuck in any traffic jam, […] in which case, by slowing down other cars, he would cause more emissions than he emits himself directly.’ (Parable by economist Tim Harford)

„Bizonyosan elhibázott lépés volt, amikor Geoff [a példázat angol főszereplője, egy átlagember] spanyol paradicsom helyett angolt választott: a szén-dioxid-kibocsátást, amit az okozott, hogy a paradicsomot közúton szállították Spanyolországból Angliába, többször ellensúlyozza az a tény, hogy Spanyolország napos ország, míg Angliában a paradicsomtermesztéshez fűtött üvegházakra van szükség. […] Geoff igen elégedett volt magával, amikor saját műanyag szatyrával indult a szupermarketbe, de a szatyor szén-dioxid-kibocsátása csak egy ezreléke annak az ételnek, amit beleteszünk. Márpedig ez aligha ellentételezi azt a kilengést, hogy autóval ment a boltba, ami egy mérföldön több mint 150 gramm kibocsátást is eredményezhet […]. És akkor lehet, hogy még alá is becsültük ezt a számot, mert azt feltételeztük, hogy az úton nem akadt el semmilyen dugóban, […] márpedig ebben az esetben […] azzal, hogy más autókat lelassít, több kibocsátást fog okozni, mint amennyit közvetlenül maga bocsát ki.” (Tim Harford közgazdász példázata)

4 points



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a) Name a global environmental problem caused by the kind of air pollution (carbon dioxide emissions) mentioned in the text. ………………………………………………………………………….

b) During which human activities is carbon dioxide emitted? Name two, on the basis of the text. ……………………………….. ……………………………………..

c) Which statement best matches the content of the parable’s first paragraph? Circle the number of the appropriate statement.

1. Carbon emissions caused by haulage and transport are very high, so it is worth buying foodstuffs produced locally. 2. Growing crops which are not very well suited to the local climate may increase carbon-dioxide emissions. 3. The carbon-dioxide emissions of heated greenhouses are counterbalanced many times over by the emissions from road transport. d) What determines the amount of carbon dioxide emitted by the same car on the same stretch of road? Describe one factor using your own words, based on the text. …………………………………………………………………………………………………

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11. This task is about the process of population exchange. Do the tasks using the source and your own knowledge. (1 point for each correct item.) ‘In well-justified cases the Czechoslovakian government is entitled to oppose the resettlement of persons described in the previous paragraph. […] The Special Committee, its members and staff shall have the right to travel freely within the territory of Hungary, and contact persons of Slovakian and Czech nationalities. […] Such persons of Hungarian nationality who are residents in Czechoslovakia, and who according to the decree of the President of the Republic of Czechoslovakia, issued on 2nd August, 1945, on the subject of settling the Czechoslovakian citizenship of persons of German and Hungarian nationalities, lost their Czechoslovakian citizenship, shall be transferred to Hungary, in equal numbers to Slovaks and Czech to be transferred from Hungary to Czechoslovakia.’ (Excerpts from the agreement on the Hungarian-Czechoslovakian exchange of population, February 1946) „A csehszlovák kormánynak indokolt esetekben jogában áll, hogy az előző bekezdésben megjelölt személyek áttelepülését ellenezze. […] a Különbizottságnak, tagjainak és személyzetének jogában fog állani, hogy Magyarország területén szabadon közlekedjék, a szlovák és cseh nemzetiségűnek tekinthető személyekkel érintkezzék […]

5 points



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A Magyarországból Csehszlovákiába áttelepítendő szlovákokkal és csehekkel egyenlő számban olyan Csehszlovákiában állandó lakóhellyel bíró magyar nemzetiségű személyek telepíttetnek át Magyarországra, akik a Csehszlovák Köztársaság Elnökének a német és magyar nemzetiségű személyek csehszlovák állampolgárságának rendezése tárgyában kiadott, 1945. augusztus 2-án kelt rendelete értelmében csehszlovák állampolgárságukat elvesztették.” (Részletek a magyar–csehszlovák lakosságcsere-egyezményből, 1946. február) On the basis of the source, answer the questions by filling out the table. In each row, put an X in the appropriate box of the table. You can only put one X in each row.

Question Czechoslovakian Hungarian both neither a) The citizens of which state were affected by the exchange of population?

b) Which party was entitled to act freely in connection with the exchange of population in the territory of the other country?

c) Which party had the right to oppose the transfer of certain individuals?

d) Germans and Hungarians living in Czechoslovakia were deprived of their citizenship in 1945 with reference to a certain principle. What was this principle? …………………………………………………………………………………………………

4 points



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12. This task is about the financial affairs of households. Do the tasks using the diagram. (1 point for each correct item)

Monthly instalment to be paid to banks as a proportion of the total income of the household, in five income groups, among people with bank loans in 2010 and 2015. (Data source: Tárki)

The first income group includes households with the lowest income, the fifth one includes households with the highest income. a) Circle the number of the one statement which contains data included in the diagram. 1. In 2015 about 15% of the total population had taken out bank loans. 2. Compared to 2010, by 2015 the average income of households had dropped. 3. In 2015, the proportion of households with bank loans in the highest income group was approximately twice as high as the proportion in the lowest income group. 4. In 2010, households with bank loans spent on average more than one fifth of their income on paying instalments. b) Of the two expressions printed in bold italics, divided by a slash, choose the one with which the statement is true. Underline the correct expression. Typically, the lower the income of the household was, the smaller / greater proportion of the income was spent on loan repayment. c) Which of the following statements describes the reason for the change depicted in the diagram? Circle the number of the correct statement. 1. Households were able to spend an increasing proportion of their income on purchasing basic necessities. 2. Thanks to more favourable conditions, more and more people took out bank loans. 3. In 2015 the majority of debtors were already paying instalments on foreign currency-based or foreign currency loans at a fixed rate. 4. The population was becoming increasingly indebted.

3 points

1st fifth whole sample 5th fifth 4th fifth 3rd fifth 2nd fifth



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II LONGER, ESSAY-TYPE QUESTIONS

Please read the following instructions carefully. You must do two of the following tasks. You must make your selection 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 Task Task type

World history

Up to 1849

13 The First Industrial Revolution short

After 1849

14 Stalinist terror short

Hungarian

history

Up to 1849

15 The population of Hungary (18th century) long

After 1849

16 The Hungarian Holocaust 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. Only mark one of the options.

Numbers of the selected tasks

Your choice marked with an X

13 and 16 14 and 15

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

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



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13. This task is about the First Industrial Revolution. (short) Using the source and your own knowledge, outline how and why the textile industry became the driving force of the First Industrial Revolution. In your answer, briefly include how the methods of energy consumption changed.

The most important inventions of the textile industry in chronological order of their appearance

Spinning Weaving The flying shuttle (John Kay) made it

possible to weave wider pieces of fabric. The spinning jenny (James Hargreaves) moves several spindles at the same time, thus increasing the speed of spinning eight-fold.

The spinning frame (Richard Arkwright) moves only one spindle, but faster.

The spinning mule (Samuel Crompton) combines the previous two: it moves numerous spindles even faster.

The power loom (Edmund Cartwright) makes faster weaving possible.

Next to the inventions, the names of the inventors are indicated in brackets 14. This task is about the history of the Soviet Union between the World Wars. (short) Using the source and your own knowledge, describe how terror worked in the Stalinist system.

‘As was proved by the court hearings, this human trash [the party members who were charged], together with the enemies of the people – Trotsky, Zinoviev, Kamenev [the former leaders of the party], had been conspiring against Lenin and the Soviet state since the very first days of the October Socialist Revolution. […] The court hearings revealed that the Trotskyite […] monsters, executing the will of their masters, the foreign bourgeois spy agencies, strove to destroy the party and the Soviet state. […] These miserable lackeys of the Fascists forgot that the Soviet people only have to move a finger to erase even their trace.’ (Excerpt from The History of the Communist Party of the Soviet Union, 1938) „A bírósági tárgyalások beigazolták, hogy az emberiségnek ezek a szemetei [a vád alá helyezett párttagok] a nép ellenségeivel – Trockijjal, Zinovjevvel, Kamenyevvel [a párt korábbi vezetőivel] – együtt már az októberi szocialista forradalom első napjaitól kezdve összeesküvést szerveztek Lenin ellen, a szovjet állam ellen. […] A bírósági tárgyalások kiderítették, hogy a trockista […] szörnyetegek, végrehajtva gazdáik, a külföldi burzsoá kémirodák akaratát, azt tűzték ki céljukul, hogy a pártot és a szovjetállamot tönkre tegyék. […] A fasisztáknak ezek a hitvány lakájai elfelejtették, hogy a szovjet népnek csak az ujját kell mozdítani ahhoz, hogy nyomuk se maradjon.” (Részlet A Szovjetunió Kommunista Pártjának története című műből, 1938)



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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



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15. This task is about Hungary in the 18th century. (long) Using the sources and your own knowledge, describe the demographic changes that took place in Hungary in the 18th century. Use the secondary school history atlas.

’With all due respect, I intend the following as an answer to your aforementioned lordships’ kind letter sent me on October 30, […] in the subject of my [Slovakian] settlers. These are the dwellers who, having made an agreement with me, and in accordance with Art. 101 of 1715, that is the article on settlers, exercised their right to move freely and enjoy the status of free settlers. […] Thus for them I fully ensured the possibility of moving freely, as many of them had already moved to the honorable county of Békés.’ (Letter by landlord János Podmaniczky to the foremen of Heves-Külső-Szolnok county, 1735) „Minden illő tisztelettel a következőket szánom válaszul említett uraságtok október hó 30-ik napján küldött nekem szóló kegyes levelére […] [szlovák] telepeseim ügyében […]. Ezek a lakosok, akik velem megegyezvén az 1715-ös 101-ik, vagyis a telepesekről szóló törvénycikkellyel összhangban az ugyanott leírt szabad költözési joggal és a szabad telepesi jogviszonnyal éltek. […] Számukra tehát teljesen biztosítottam a szabad költözés lehetőségét, hiszen már sokan át is költöztek a tekintetes Békés megyébe.” (Podmaniczky János birtokos levele Heves-Külső-Szolnok vármegye elöljáróihoz, 1735) ‘Otherwise it is a commonplace and well-known to everyone that what constitutes the wealth and dignity of a country is primarily a greater population, and in connection with this the institution of public trade, furthermore that all efforts of the public administration should be directed to the daily increase of the size of the population and with this the strength of the state and the happiness of its peoples as well, and in

Hungary’s density of population

around 1720

The darker the shade on the map, the denser the population of the given area

Nincs adat: no data



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order to be able to determine what special means must be employed to achieve this aim, the first thing we must find out with as much certainty as possible is what the number of the total population is.’ (From Joseph II’s decree, 1784) „Egyébiránt közönséges és mindenki előtt ismeretes dolog, hogy az állam gazdagságát és méltóságát legfőképpen a nagyobb népességszám és az ezzel összefüggő közkereskedelem intézménye teszi, továbbá hogy a közigazgatásnak minden törekvését oda kell irányoznia, hogy a lakosok száma s ezzel együtt az állam ereje, s magának a népnek a boldogsága is, napról napra növekedjék, márpedig annak a meghatározásához, hogy milyen különös eszközöket kell alkalmazni ennek a célnak az eléréséhez, mindenekelőtt azt kell tudni minél bizonyosabban, mennyi a száma az egész népnek.”(II. József rendeletéből, 1784) 16. This task is about the Hungarian Holocaust. (long) Using the sources and your own knowledge, outline the changes in the fate of the Hungarian Jews in 1944 and 1945. In your answer, include the role the Hungarian state and society played as well. ’It happened in the second half of April 1944 […] From one day to the next, our accounts were blocked, banks were closed, our shops, estates and companies were taken away. Then the radio was confiscated, our milk, butter and food rations were reduced, and the most prominent figures of the Jewish community were arrested by the hundred every day.’ (Extracts from a memoir) „1944 áprilisának második felében jártunk […] Egyik napról a másikra zárolták vagyonukat, bezártak bankokat, elvették üzleteiket, birtokaikat, vállalataikat. Azután a rádiót kobozták el, a tej-, vaj- és élelmiszeradagjaikat csökkentették, és minden nap százával tartóztatták le a zsidóság kiemelkedőbb alakjait.” (Részletek egy vissza-emlékezésből) ‘When the gendarmes took us to the wagons, they beat us up, chased us and they stepped on whoever fell. There were 70 people in a wagon. We got a bucket of water, a bucket for a chamber pot and 4 loaves of bread for 70 people. We travelled for 3 days. The children were begging for water, but there wasn’t any. The train was heading for Kassa, but at Királyhágó we already saw that we were not going to Hortobágy. At that point, we lost all hope. At Kassa, they opened the wagons and there the Hungarians handed us over to the Germans.’ (Extracts from the testimony of a Jew who was transported to Auschwitz) „Amikor a csendőrök a vagonba vittek, ütöttek-vertek, kergettek minket és aki elesett, arra ráléptek. 70 ember volt egy vagonban. Kaptunk egy vödör vizet, egy WC-vödröt és a 70 személy részére 4 kenyeret. Volt olyan vagon, ahova még WC-vödröt sem adtak. 3 napig utaztunk. A gyerekek könyörögtek vízért, de nem volt. A szerelvény Kassa felé ment, de mi már Királyhágón láttuk, hogy nem a Hortobágyra megyünk. Ekkor elvesztettük minden reményünket. Kassán kinyitották a vagont és ott adtak át a magyarok a németeknek.” (Részlet egy Auschwitzba szállított zsidó vallomásából)



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People qualifying as Jews in Hungary

Date Total (thousand people)

Of these, the proportion of Jews living in the provinces

1941 (after the Vienna awards)

825 70%

1945, spring 216 33%

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

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

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Criteria Maximum Achieved

points

Understanding of task 2

Location in place and time L1 2

L2 2

Communication, use of special vocabulary

C1 2

C2 2

C3 2

Acquisition of information, use of sources

S1 3

S2 3

S3 3

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

E1 3

E2 3

E3 3

E4 3

Total/Exam points 33 Sources (texts, pictures, tables, graphs) appearing in the test booklet: Task 8: www. Horrordvds.com, www.jugend1918-45.de, www.dasjuedischehamburg.de, www.sehnsuchtsort.de Task 12: http.//www.tarki.hu Márton Medgyesi: A háztartások viselkedése a válság közben és után [Behaviour in households during and after the Depression] Task 16: László Sebők: A magyarországi zsidók a számok tükrében. [Hungarian Jews as reflected in numbers] http://www.rubicon.hu



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points

maximum achieved

I Short answer tasks

1. Christianity 4 2. Mediaeval manors 4 3. Matthias Hunyadi 3 4. The English constitutional monarchy 8 5. Struggles against the Turks 4 6. Political ideas in the 19th century 3 7. April Laws 4 8. Nazism 4 9. Hungarian economy in the 1920s 4 10. Environmental pollution 5 11. Czechoslovakian-Hungarian population exchange 4 12. Financial affairs of households 3

Total 50 I. Achieved points rounded up

II Longer, essay-type questions

13. The First Industrial Revolution 17 14. Stalinist terror 17 15. Population of Hungary (18th c.) 33 16. Hungarian Holocaust. 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

dátum dátum

javító tanár jegyző

Documents

TÖRTÉNELEM ANGOL NYELVEN...Történelem angol nyelven középszint 1711 írásbeli vizsga 2 / 28 2017. október 18. Név: ..... osztály:..... Important information Give clear answers