TÖRTÉNELEM ANGOL NYELVENdload.oktatas.educatio.hu/erettsegi/feladatok2011osz/...írásbeli vizsga, I. összetevő 6 / 20 2011. október 19. 0812 Történelem angol nyelven — emelt

Történelem angol nyelven emelt szint — írásbeli vizsga 0812 I. összetevő

Azonosító jel:

TÖRTÉNELEM ANGOL NYELVEN

EMELT SZINTŰ

ÍRÁSBELI VIZSGA

2011. október 19. 8:00

I.

Időtartam: 90 perc

Pótlapok száma

Tisztázati Piszkozati

NEMZETI ERŐFORRÁS MINISZTÉRIUM

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írásbeli vizsga, I. összetevő 2 / 20 2011. október 19. 0812

Történelem angol nyelven — emelt szint Azonosító jel:

Important information

You must give unambiguous answers; indicate or correct your answers in an unambiguous

way.

In your answers concentrate on the main idea; do not exceed the given space.

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.)

Your answers must be written in blue ink.

Suggested approach:

• Read the tasks very carefully. • Follow the instructions with care. • Study all the sources that accompany the questions (pictures, diagrams, extracts,

maps). • Write your answers after thorough consideration, if possible without corrections. • The names of persons, topographical data and concepts will only be evaluated if

they are spelled correctly.

Good luck!



I SHORT ANSWER TASKS

1. This task is about Ancient Greek history. a) The following chart illustrates the structure of the Spartan state. Your task is to write the letter of the appropriate concept from the list on the dotted line next to the numbered section of the chart. (Score: 0.5 points for each correct item.)

election election

b) Which number marks Sparta on the map and which number marks Athens? (0.5 points for each correct item)

Sparta:………… Athens:………………….

3 points

Perioikoi and their families

Families of citizens

Citizens

1) ……………………

2)…………………

Public Assembly (apella) Consent

3)….……………

Actually in charge 5 people

2 kings

At the head of the army and religious

life

4) …………….. Submits matters

28+2 people

A) Archons B) Subjugated natives

(helots) and their families

C) foreigners (metoikoi) and their families

D) Council of the Elders (gerousia)

E) from among people aged over 30

F) supervisors (ephors) G) Popular Tribunals

(helaia) H) from among people

aged between 20 and 30



2. This task is about Western-European religious orders in the Medieval Ages. Below you will find a set of definitions and a list of religious orders. Write the number of the appropriate religious order on the dotted line under the definition. More than one definition can belong to a single order. (Score: 0.5 points for each correct item) a) The consummation of Scholasticism can be linked to the outstanding members of this order. …………… b) This order was founded at Monte Cassino, in the 6th century. ……………. c) This order was founded at Assisi in Italy, in the 13th century. ..................... d) The order also played a role in the suppression of heretical movements: the pope entrusted them with the supervision of the Inquisition. …………… e) This order was reformed in the 10th century, as a result of the Cluniac movement. …………… f) ‘Pray and work!’ – a sentence from the Rule of this order summarises the essence of this monastic movement. …………….. Religious orders:

1. Benedictine 2. Franciscan 3. Dominican

3 points

3. This task is about the foreign policy of Sigismund of Luxemburg. Answer the questions using the source and your own knowledge.

‘Thus King Sigismund set out with the multitude of his army, and crossed the Danube. […] On hearing that the king was raiding the country with great military force […] the Turkish emperor […] who was called Bayezid, likewise called the entire military force of his country to arms. […] The terrible battle was still raging between the two opponents when the Hungarians caught sight of the bridled horses of the Franks running in chaos towards the king’s camp. […] They thought the enemy had destroyed them completely. Order broke down at once, and amid great a stampede



they left the camp, the ballista inside; they scattered all over the field, the enemy ruthlessly following, forcing them to flee. A great massacre began. Of the Hungarians, many fell and many were captured.’ (Chronicle of Hungarians by János Thuróczy) „Zsigmond király tehát elindult seregének hatalmas sokaságával, átkelt a Dunán.[…] A török császár pedig, akit [...] Bajazidnak hívtak [...], hallván, hogy a király nagy hadikészültséggel betört az országba, hasonlóképpen népe egész haderejét fegyverbe szólította. [...] A két ellenfél közt javában tombolt még a rettentő ütközet, amikor a magyarok megpillantották a frankok rendetlen futásban a király tábora felé száguldó felkantározott lovait. […] Azt hitték, hogy az ellenség teljesen elpusztította őket. Egyszerre felbomlott a rend, és nagy tolongás közepette otthagyták a tábort, és benne az ostromgépeket; a mezőn mindenfelé szétszéledtek, az ellenség kíméletlenül a nyomukban van, és futásra kényszeríti őket. Óriási öldöklés vette kezdetét. A magyarok közül sokan elestek, sokan fogságba jutottak.” (Thuróczy János: A magyarok krónikája) a) When and where did the battle described in the source take place? (0.5 points for each correct item.) Location: ……………………………………

Year:………………………………………...

b) Mention a decree brought by Sigismund through which he attempted to strengthen the defences against the Turks. (1 point) ……………………………………………….………………………………………………. c) Sigismund attempted to settle two important European conflicts at the council of Constance. Name these two problems. (0.5 points for each correct item.) ……………………………………………..

…………………………………………….

4. This task is about the period of Reformation and Catholic revival. a) Name the religious order or denomination that can be linked to the following sources. (1 point for each correct item.) 1. ‘Whoever desires to fight in our society, which we intend to name after Jesus, under the sacred banner of the Cross, and to serve only God and the Roman pontiff, His vicar on earth, after a solemn vow of perpetual chastity, let him keep in mind that he is part of a society, instituted for the purpose of […] the propagation of the faith through public preaching […] and confirming [Christians] in their faith.’

„Bárki, aki társaságunkban, melyet Jézusról kívánunk elnevezni, a kereszt lobogója alatt Isten harcosa kíván lenni, és csak az Urat és annak földi helytartóját, a pápát akarja szolgálni, az ünnepélyes szüzességi fogadalom után lélekben legyen

3 points



felkészülve arra, hogy olyan társaság tagja lesz, melynek célja […] a hit terjesztése nyilvános prédikációk útján, […] illetve a keresztények hitben való megerősítése.” Name of order: …………………………………………………………… 2. ‘Whoever pries into predestination penetrates the innermost secret of divine wisdom. […] It is not right […] that man should examine unpunished what God wishes to hide in himself. In His Word he declared those secrets of His intentions which He thought He must share with us, and He only wished to declare as much as He considered important and useful for us. […] We must not feel ashamed if in these matters we are ignorant, for here ignorance is somehow wisdom.’

„Akik az eleve elrendelést fürkészik, az isteni bölcsesség legbelső rejtekébe hatolnak. […] Nem […] illő dolog, hogy az ember büntetlenül vizsgálhassa azt, amit az Isten önmagában akar elrejteni. Igéjében kijelentette akaratának azokat a titkait, amelyekről azt tartotta, hogy velünk közölni kell, s csak annyit tartott közlendőnek, amennyiről látta, hogy számunkra fontos, és nekünk használ. […] Ne is szégyelljük, ha ebben a dologban valamit nem tudunk, itt a tudatlanság is valahogyan bölcsesség.” Name of denomination: …………………………………………………… 3. ‘Any truly repentant Christian has a right to full remission of penalty and guilt, even without letters of indulgence. Any true Christian, whether living or dead, participates in all the blessings of Christ and the church; and this is granted him by God, even without indulgences. [...] Because love grows by works of love, man thereby becomes better. Man does not, however, become better by means of indulgences but is merely freed from penalties.’

„Minden igaz, bűnbánó keresztyén elnyeri a büntetéstől és a bűntől való teljes feloldozást, s ebből ő a bűnbocsátó cédulák nélkül is részesül. Minden igaz keresztyén – akár él, akár már halott – részese Krisztus és az egyház minden lelki javának melyeket Isten ugyancsak bűnbocsátó-cédulák nélkül adott. […] Ugyanis a szeretet gyakorlása által növekszik a szeretet, s az ember jobbá lesz; míg a búcsú csak a büntetés alól menti fel, s nem teszi jobbá az embert.” Name of denomination: …………………………………………………… b) Define in one sentence what is meant by ‘predestination’. (0.5 points)

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

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

c) In which year did the Reformation emerge (when Luther posted his theses)? (0.5

points)

Year: ................................................

4 points



5. This task is about 18th century Hungarian history. Answer the questions using the sources and your own knowledge. (1 point for each correct item.)

Density of the population in Hungary in 1720 (per km2)

Year Population of Hungary

(million people) 1720 4.3 1790 9.9

a) Why was the population unevenly distributed? Give two reasons.

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

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

b) The population had increased significantly by the end of the century. Give two reasons for this. .......................................................................................................................................................

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

c) Name the king who reigned in Hungary in 1720. Name:...............................................................

5 points

inhabitants



6. This task is about the French Revolution. Answer the questions on the basis of the source and your own knowledge. (0.5 points for each correct item.)

’There is no question of a trial. Louis is not an accused person; you [the National Convention] are not judges; you are only, you can be only, statesmen, and the representatives of the nation. You have no sentence to render for or against a man; but a measure of public safety to take, an act of national providence to perform. [...] Indeed, if Louis can still be the object of a trial, Louis can be absolved; he can be innocent. [...] But if Louis is absolved, if Louis can be presumed to be innocent, what does the Revolution become? If Louis is innocent, all the defenders of liberty become calumniators. The constitution is being used to argue in favour of the king. As far as I’m concerned, I would feel embarrassed to take these constitutional word-twistings seriously. They should be pondered upon at universities of law and in courts in London, Vienna and Berlin.’ (Robespierre)

„Itt nincs szó semmiféle perről. Lajos nem vádlott; Önök [a Nemzeti Konvent] nem bírák; Önök nem lehetnek mások, mint államférfiak és a nemzet képviselői. Önöknek nem elmarasztaló vagy felmentő ítéletet kell hozniuk egy ember ügyében, hanem a közüdvöt érintő intézkedést […] Ha Lajos vádlottja lehet egy pernek, akkor fel is lehet menteni.[…] De ha Lajost felmentik, mivé lesz a forradalom? Ha Lajos ártatlan, akkor a szabadság minden védelmezője rágalmazóvá válik. Az alkotmányra hivatkozva érvelnek a király mellett. Ami engem illet, pirulnék komolyan venni ezeket az alkotmányos szócsavarásokat. Rágódjanak rajtuk a jogi egyetemeken, meg a londoni, bécsi és berlini udvarokban.” (Robespierre) a) The leader of which political gathering was the author of the above excerpt? ...................................................................................................................................... b) He is arguing in favour of taking a certain measure. What is this? ........................................................................................................................................... c) The representatives of which branch of government is he addressing? .......................................................................................................................................... d) In which year did the revolution mentioned in the text begin? .......................................................................................................................................... e) Below you will find two expressions from the text. Which 19th century political ideologies were based on them? nation: ......................................................................................

liberty:.......................................................................................

3 points



7. This task is about the economic situation under the Austro-Hungarian dual monarchy. Answer the questions using the sources and your own knowledge. (0.5 points for each correct item) a) Choose the concept from the list below that is most appropriate for each quotation. Concepts: inflation, urbanisation, economic boom, stock market, assimilation, overproduction, globalisation 1.’How the factories, mills are being built, and chimneys reaching to the sky, new, proud lines of houses; How many companies are rising – the brave one takes it all, Money does not seep, it flows, The circulation of blood is alive, fresh, quick, Whoever sees it will feel uplifted, Bank, company, society – they grow so fast Foreign capital is brought into circulation […]’ (László Arany)

„Hogy épül gyár, malom egetverő Kémények, új, büszke házsorok; Hány vállalat kél, hogy nyer a merő, A pénz nem is cseppen, hanem csorog, A vérkeringés élő, friss, sebes, Hogy aki látja, lelke is repes, Bank, társaság, egylet nő, mint a gomba, Külföldi tőkék jőnek forgalomba […]” (Arany László)

Concept:…………………………………….. 2. ‘The market has its ups and downs. Sometimes the air is filled with electricity, the sheep are frisking in the field, at other times, however, they all hang their heads down and do not want to bite the nice green grass. Sometimes, bleating, they ask their shepherds to shear off their heavy fleece. On some days they put their heads together, turn their hindquarters outwards, and heed to no encouragement. And once or twice, without any apparent reason, the bell-wether starts off, and off they all go after him […]’ (Mór Jókai)

„Vannak a börzének derült napjai és borult napjai. Néha teli van villannyal a levegő, birkák fickándoznak a mezőn; másszor meg lehajtja valamennyi a fejét a földre, s nem akar hozzáharapni a szép zöld mezőhöz. Néha bégetve kéri a juhászát, hogy nyírja már meg, nagyon nehéz a gyapja. Máskor meg összedugja a fejét, kifelé fordítja hátulját, s nem hallgat semmi biztatásra. Egyszer-egyszer meg anélkül, hogy tudná valaki, miért, nekiiramodik a vezérürü, s uccu, utána valamennyi […]!” (Jókai Mór)

Concept:……………………………………..



b) Underline the expression or name which fits into the sentence.

1. By the turn of the century, Hungary had become a/an ……………………… country.

industrial / developed / agrarian / underdeveloped / agrarian-industrial

2. The well-planned railway policy was associated with the activities of ……………..…….. , first as secretary of state, then as minister. Kálmán Tisza / József Eötvös / Gábor Baross / Sándor Wekerle / Ferenc Deák

3. Average crop sizes were increasing rapidly. Three-field rotation was gradually replaced by ...................................... , the area sown with wheat, corn, potatoes and sugar cane increased.

crop rotation (vetésforgó) / four-field rotation (négynyomásos gazdálkodás) / two-field rotation (kétnyomásos gazdálkodás) / rotation grazing (legelőváltó gazdálkodás)

4. Of the branches of Hungarian economy, the situation of (the) ....................................., and within that the milling industry, was the most favourable. Mills not only met Hungarian needs, but also produced for export.

light industry / textile industry / food industry / heavy industry / chemical industry

c) Write the first and final years of the period of the dual monarchy on the dotted line. ...................................................................................................................................................

4 points

8. This task is about European dictatorships between the two World Wars Answer the questions using the pictures and your own knowledge. (To help you, we have supplied the name of the person depicted in one of the photos.) (0.5 points for each correct item)

Alexander I, first king of Yugoslavia∗

1. 2. 3. ∗ In the case of Alexander I, the introduction of royal dictatorship and his coronation should be considered as the date of his taking power.

a) Using the numbers of the pictures, put the people depicted in order according to the dates of their accession to power.

………………………………………..



b) Put an ‘x’ into the column which can be associated with the definition.

c) Give the appropriate technical term for the following definition.

A system of establishments created under the orders of the state, in which the workers (their representatives), leaders and owners of each branch of industry are obliged to cooperate with each other and with the state.

Technical term: ……………………………………………………

3 points

9. This task is about the Trianon peace treaty and its social consequences. Do the tasks using the sources and your own knowledge. (0.5 points for each correct item) a) Put the number of the geographical regions into the appropriate boxes in the map. 1. Upper Hungary (Felvidék) 2. Southern Hungarian regions (Délvidék) 3. Sub-Carpathia / Ruthenia

Definition Pic. 1.

Pic. 2.

Pic. 3.

He ruled through decrees, although officially the role of parliament was taken over by the Grand Council of Fascism.

He attempted to put an end to manifestations of nationalism which threatened to tear the country apart; he was assassinated in 1934.

On the ‘Night of Long Knives’ his followers attacked the leadership of the party’s semi-military organisation, and massacred several hundred of them.

He overcame the peasants’ occupation of land and the workers’ occupation of factories by threats, violence and murders.



b) Below you will find a set of sources. Choose the person and concept which can be linked to each of them. People: Károly Peyer, Miklós Horthy, Mihály Károlyi, István Bethlen, Kunó Klebelsberg, Béla Kun, Concepts: numerus clausus, cultural superiority, dictatorship of the proletariat, consolidation, revision, Anti-Semitism,

1. ‘I would like to make this generally known: as a result of the Trianon peace the ministry of education is actually the defence ministry in the disarmed Hungary. It is the ministry of defence in the sense that now we must primarily use the weapons of spirit and education to defend our country, and we must prove to the nations of the world […] with these weapons that Hungarians […] are viable, strong, and it is a great historical injustice to injure them.’

„Szeretném a köztudatba bevinni, hogy a trianoni béke következtében lefegyverzett Magyarországon a kultusztárca tulajdonképpen honvédelmi tárca is. Honvédelmi tárca olyan értelemben, hogy most elsősorban a szellem, a művelődés fegyvereivel kell védeni hazánkat, s ezekkel az eszközökkel kell […] bebizonyítanunk a világ nemzetei előtt, hogy a magyar […] életképes, erős, és hogy bántani nagy történelmi igazságtalanság.” Person: ………………………………………………… Concept: ………………………………………………. 2. ‘In 1924 [...] I signed a protocol together with the leaders of the neighbouring countries which would have been apt to create a normal atmosphere between Hungary and her neighbours. [...] So far so good, but it is said that this is made impossible by the Hungarian irredentist [...] movement. [...] But are all patriotic movements irredentist? [...] We have not lost provinces. We have been cut to pieces. [...] We cannot give up one third of our race for good. We cannot except this as justice [...]. If somebody buttons his waistcoat wrongly, he can only set the garment to rights if he unbuttons it and then buttons it up properly. An eternal peace cannot be built on such borders. [...]’

„1924-ben […] egy protokollumot [jegyzőkönyvet] írtam alá a szomszéd államok vezetőivel együtt, amely alkalmas lett volna arra, hogy Magyarország és szomszédai között normális atmoszférát teremtsen. […] Igen ám, de azt mondják, hogy ezt lehetetlenné teszi a magyar irredenta […] mozgalom. […] Irredenta-e minden hazafias megmozdulás? […] Mi nem tartományokat vesztettünk el. Bennünket földaraboltak. […] Mi fajunk egyharmadáról örök időkre le nem mondhatunk. Ezt igazságul elfogadni nem tudjuk […]. Ha valaki a mellényét rosszul gombolja be, az öltözékét csak úgy hozhatja rendbe, ha kigombolja, és azután jól gombolja be. Ezekre a határokra egy végleges békét felépíteni nem lehet.[…] ”

Person:…………………………………..

Concept:…………………………………..



3. ‘I appointed Count Pál Teleki Prime Minister. [...] Maimed Hungary was beginning to restart its vital functions in its crippled body, as far as this was possible. It took a long long time for negligence to disappear and for a will to work to awaken [...] it seemed we had already started on the right path.’ „Teleki Pál grófot neveztem ki miniszterelnökké. […] Csonkamagyarország úgy, ahogyan lehetett, hozzáfogott, hogy megnyomorított testében az életműködést megindítsa. Lassan, igen lassan szűnt csak meg a nemtörődömség, és ébredt a munkakedv […], úgy látszott, hogy ráléptünk már a helyes útra.” Person: ………………………………………………… Concept: ………………………………………………. c) Name the contemporary social problem illustrated in the picture.

Wagon-dwellers in a railway station in Budapest

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

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

5 points



10. This task is about the most notable economic events in Hungary between 1945 and 1956. Answer the questions on the basis of the sources and your own knowledge. (1 point for each correct item) a) Name the event illustrated by the picture below.

New owner, holding the deed of property

Event: …………………………………………………………………….

b) What measure was taken to solve the problem illustrated by the picture below?

Measure: ………………………………………………………………………………..

c) Give the appropriate technical term for the phenomenon described in the following extract.

‘The damage caused to the Soviet Union, Czechoslovakia and Yugoslavia by military operations and the occupation of the states by Hungary will be paid for to the Soviet Union, Czechoslovakia and Yugoslavia by Hungary […], namely in the sum of 300 million United States Dollars […].’ (extract from the peace treaty with Hungary)

Százmillió milpengő A hundred million million pengő Magyar Nemzeti Bank Hungarian National Bank 1948 évi Június hó 3-án on June 3rd 1948



„A Szovjetuniónak, Csehszlovákiának és Jugoszláviának katonai műveletek és az államok területeinek Magyarország által való megszállása folytán okozott veszteségeket Magyarország a Szovjetuniónak, Csehszlovákiának és Jugoszláviának megtéríti […], nevezetesen 300 millió Egyesült Államokbeli dollár összegben […].” (részlet a Magyarországgal kötött békeszerződésből)

Technical term: ……………………………………………….

d) In which town was the decision quoted in question c) brought?

…………………………………………………………

e) Name the economic measure referred to by the poster shown below.

Measure:…………………………………………………………………………………………

5 points

We have put in our share!

We can take the pig to the free market. We will get a free slaughter permit



11. This task is about global demographic conditions after 1945. Answer the questions using the sources and your own knowledge.

Population (million) Annual increase (%)∗ Distribution (%) Year R P World R P World R P World 1900 563 1071 1634 - - - 34.5 65.5 100 1920 654 1203 1857 0.7 0.6 0.6 35.2 64.8 100 1930 727 1309 2036 1.1 0.8 0.9 35.7 64.3 100 1940 794 1473 2267 0.9 1.2 1.1 35.0 65.0 100 1950 832 1683 2515 0.5 1.3 1.0 33.1 66.9 100 1960 954 2074 3019 1.3 2.1 1.8 31.3 68.7 100 1970 1049 2648 3698 1.0 2.4 2.0 28.4 71.6 100 1980 1136 3313 4450 0.8 2.2 1.9 25.5 74.4 100 1990 1206 4086 5292 0.6 2.1 1.7 22.8 77.2 100 Population of the world, rich (R) countries (Europe, North-America, Australia, New-Zealand,

Japan) and poor (P) countries between 1900 and 1990. ∗ Compared to the previous date. ‘In the poorer part of the world mortality remained high until quite recently. Life expectancy at birth in poor countries, for example, was under 40 even in 1950. In the middle of the century, however, knowledge which had so slowly accumulated in rich countries, reached poor countries very fast. Mortality rates then began to fall with dramatic speed while fertility, which is largely dependent on slowly changing cultural factors, either did not follow the trend of mortality or did so only very slowly. Thus the two indicators reached very different levels.’ (Historian Massimo Livi-Bacci) „A szegény világban a halandóság egészen a legutóbbi időkig magas maradt. A születéskor várható élettartam például a szegény országokban 1950-ben még mindig 40 év alatt volt. A század közepén azonban a gazdag országokban oly lassan felhalmozódott tudás viharos sebességgel jutott el a szegény országokba, és ekkor a halandóság drámai gyorsasággal kezdett zuhanni. A termékenység viszont, amely jórészt a lassan változó kulturális tényezők függvénye, vagy egyáltalán nem, vagy csak igen lassan követte a halandóság trendjét, és a két mutató jelentősen eltérő szintet ért el.” (Massimo Livi-Bacci; történész) a) Between which years did the growth rate of poor countries first decrease? (0.5 points) ………………………………………………………………………

b) How did the ratio of people living in rich countries change compared to the total population of the world between 1950 and 1990? (0.5 points) ………………………………………………………………………

c) Name the two most populous countries of the world. (0.5 points for each country) ………………………………………………………..

………………………………………………………..



d) Underline the two factors in the following list which contribute to the rise in population. (0.5 points for each correct item) availability of birth control / decrease in infant mortality / extending the educational system / spreading of scientific achievements / the institution of marriage losing its importance / women entering the labour market later /

12. This task is about the Hungarian constitutional system after the change of system. Answer the questions using the source and your own knowledge. (0.5 points for each correct item.)

‘Chapter I Competence of the Constitutional Court

Article 1 The competence of the Constitutional Court shall comprise the following: a. the preliminary examination of the unconstitutionality of Acts of Parliament, enacted but not yet promulgated, of the Standing Order of Parliament and of international treaties; b. the ex-post examination of the unconstitutionality of laws as well as other legal means of State control. […] Article 2 The Constitutional Court shall draw up its own budget and shall submit it, as part of the State Budget, for approval to Parliament.

Chapter II

Organisation of the Constitutional Court Article 3 The seat of the Constitutional Court shall be in Esztergom. Article 4 […] 2. From among its Members, the Constitutional Court shall elect its President and the Vice-President for three years; they may be re-elected to that office. A re-election shall not affect the term of mandate as a Member of the Constitutional Court. Article 5 1. Any Hungarian citizen with a law degree who has no prior conviction, and is over 45 may be elected as a Member of the Constitutional Court. 2. The Members of the Constitutional Court shall be elected by Parliament from among outstanding theoretical legal experts, university professors, or Doctors of Political Sciences and Laws, or lawyers with at least twenty years of practice in the field. Practice in the field shall be in a field which requires a degree in Political Sciences and Laws. Article 8 […] 3. The Members of the Constitutional Court shall be elected for nine years. Any Member of the Constitutional Court may be re-elected once. […] Article 9 (1) The mandate of the Member of the Constitutional Court shall be incompatible with any other occupation at state or local government organs or with other social, political, economic

3 points



commission. Except for scientific, educational, literary or artistic activity, members of the Constitutional Court shall not pursue any gainful occupation.’ (Extract from Act No. XXXII of 1989 on the Constitutional Court)

„I. fejezet

Az Alkotmánybíróság hatásköre 1. § Az Alkotmánybíróság hatáskörébe tartozik: a) a már elfogadott, de még ki nem hirdetett törvény, az Országgyűlés ügyrendje és a nemzetközi szerződés egyes rendelkezései alkotmányellenességének előzetes vizsgálata; b) a jogszabály, valamint az állami irányítás egyéb jogi eszköze alkotmányellenességének utólagos vizsgálata. […] 2. § Az Alkotmánybíróság megállapítja saját költségvetését, amelyet az állami költségvetés részeként jóváhagyás céljából előterjeszt az Országgyűlésnek.

II. fejezet Az Alkotmánybíróság szervezete

3. § Az Alkotmánybíróság székhelye Esztergom. 4. § […] (2) Az Alkotmánybíróság a tagjai közül három évre megválasztja az elnökét és helyettes elnökét, akik e tisztségre újraválaszthatók. Az újraválasztás nem érinti az Alkotmánybíróság tagjának megbízatási idejét. 5. § (1) Az Alkotmánybíróság tagjává minden olyan jogi végzettségű, büntetlen előéletű magyar állampolgár megválasztható, aki 45. életévét betöltötte. (2) Az Országgyűlés az Alkotmánybíróság tagjait kiemelkedő tudású elméleti jogászok (egyetemi tanárok, illetőleg az állam- és jogtudomány doktorai), vagy legalább húsz évi szakmai gyakorlattal rendelkező jogászok közül választja. A szakmai gyakorlatot olyan munkakörben kell letölteni, amelynek ellátásához az állam- és jogtudományi végzettség szükséges. [...] 8. § […] (3) Az Alkotmánybíróság tagja kilenc évre kerül megválasztásra. Az Alkotmánybíróság tagja egyszer újraválasztható. […] 9. § (1) Az alkotmánybírói megbízatással összeegyeztethetetlen minden más állami, önkormányzati, társadalmi és politikai vagy gazdasági tisztség, illetve megbízatás. Az alkotmánybíró a tudományos és oktatói, a művészeti, a szerzői jogi védelemben részesülő, valamint a lektori és a szerkesztői tevékenységen kívül más kereső foglalkozást nem folytathat.” (Részlet az Alkotmánybíróságról szóló 1989. évi XXXII. törvényből) a) According to the law quoted above, what is the maximum number of years someone can be a member of the Constitutional Court? ............................................................ b) Who ensures the financial resources necessary for the operation of the court? .............................................................



c) Can the Constitutional Court conduct a preliminary examination of the uncontitutionality of a law which is in force? Explain your answer.

Answer:........................................

Explanation:..................................................................................................................................

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d) Can a constitutional judge receive an income for giving lectures in her/his professional field? .................................................................................................................................... e) Name who / which body elects the members of the Constitutional Court. ....................................................................................................................................

3 points



I Short answer tasks Max. score

Candidate’s score

1 Ancient Greece 3 2 Religious orders 3 3 Sigismund of Luxemburg 3 4 Reformation and Catholic revival 4 5 Hungary in the 18th century 5 6 French Revolution 3 7 Economic conditions under the dual monarchy 4 8 Dictatorships between the World Wars 3 9 The Trianon peace treaty 5 10 Hungarian economy between 1945-1956 5 11 Demography after 1945 3 12 Constitutional Court 3

Total 44

correcting teacher Date: ………………………… ___________________________________________________________________________

Achieved points, rounded up / Elért

pontszám egész számra kerekítve

Points (rounded up) to write in the software

/ Programba beírt egész pontszám

I Short answer tasks / Egyszerű, rövid feladatok

correcting teacher / javító tanár administrator / jegyző

Date / Dátum: …….……………… Date / Dátum: ……………………. Note: 1. If the examinee has started working on Part II of the written exam, this table and the place for the signatures must remain blank. 2. If the exam stops during Part I; or Part II remains intact for any reason, the table must be filled in and the exam paper signed here. Megjegyzések: 1. Ha a vizsgázó a II. írásbeli összetevő megoldását elkezdte, akkor ez a táblázat és az aláírási rész üresen marad! 2. Ha a vizsga az I. összetevő teljesítése közben megszakad, illetve nem folytatódik a II. összetevővel, akkor ez a táblázat és az aláírási rész kitöltendő!

Történelem angol nyelven emelt szint — írásbeli vizsga 0812 II. összetevő

Azonosító jel:

TÖRTÉNELEM ANGOL NYELVEN

EMELT SZINTŰ

ÍRÁSBELI VIZSGA

2011. október 19. 8:00

II.

Időtartam: 150 perc

Pótlapok száma Tisztázati Piszkozati

NEMZETI ERŐFORRÁS MINISZTÉRIUM

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írásbeli vizsga, II. összetevő 2 / 28 2011. október 19. 0812


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.

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 texts, but not their sometimes 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. The names of persons, topographical data and concepts will only be evaluated if they are spelled correctly.

• 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 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!



Read these instructions carefully! You must complete four of the following tasks. Choose according to the following principles: You are expected to work on:

two short and two long tasks; all of them must refer to different historical periods and at least two must refer to Hungarian history.

Study the tasks with special care.

Number Historical periods and topics Type

World history

13 Christianity and the Roman Empire short 14 Medieval universities long 15 Napoleonic wars short 16 The European Union long

Hungarian history

17 The economic policy of Charles Robert short 18 The principality of Gábor Bethlen long 19 Agriculture under the Dual Monarchy short 20 The relationship between Austria and Hungary in

1848 long

21 The disintegration of the Monarchy short 22 Present day Hungarian society long

After studying the tasks circle the numbers of the ones you have chosen. Check your choices by filling in the following chart.

Criteria of choice Yes Have you chosen four tasks? Are there at least two topics from Hungarian history among them? Is there at least one world history topic among your choices? Have you chosen two short and two long tasks? Does every task concern a different historical period? (In the chart historical periods are separated by a double line)

Have you indicated your choice of tasks clearly? Write ONLY about the four topics you have chosen; leave the remaining pages empty.

You are allowed to prepare rough copies for your essays.



13. This task is about ancient Roman history. (short) Describe how the relationship between Christianity and the Roman Empire changed during the 4th century and explain why this change took place, using the sources and your own knowledge. ‘Next day [24th February, 303] an imperial decree was posted, according to which followers of the Christian faith are to lose all their citizens’ rights and offices. They are to be tortured, irrespective of their rank and position. […] Somebody, although foolishly but with great courage, threw the decree down and ripped it to pieces, […] he was immediately carried off, and not only was he tortured but literally fried too. This he bore with admirable patience.’ (The Latin writer Lactancius)

„A következő napon [303. február 24.] császári rendeletet függesztettek ki, amely szerint a keresztény hitet valló emberek elveszítik minden polgári jogukat és tisztségüket. Kínzásoknak kell őket alávetni, bármilyen rendűek és állásúak is az illetők. […] Valaki a rendeletet, bár nem helyesen, de nagy bátorsággal leszakította és darabokra tépte, […] rögtön elhurcolták, és nemcsak megkínozták, hanem szabályszerűen meg is sütötték. A megégettetést csodálatos türelemmel viselte el.” (Lactantius latin író)

‘When I, Constantinus […] was considering everything that pertained the public welfare and security, […] those regulations pertaining to the reverence of the Divinity ought certainly to be made first so that we might grant to the Christians and others full rights to observe that religion which each preferred.’ (Decree on tolerance)

„Most, miután én, Constantinus [...] a közjóléttel és közbiztonsággal kapcsolatosan mindent megtárgyaltunk, [...] elsősorban azt rendeltük el, amiben az istenségnek kijáró tisztelet megnyilatkozik, hogy ti. a keresztényeknek is, és mindenkinek megengedjük, hogy szabadon azt a vallást kövessék, amelyiket akarják.” (Türelmi rendelet) …………………………………………………………………………………………………

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Criteria Maximum Achieved

points Understanding of task 4 Location: era and place 4 Use of special vocabulary 4 Use of sources 6 Describing the reasons behind an event 8 Structure, clear language 2 Total 28 Divided by 4 Exam points 7

14. This task is about the history of the Medieval world. (long) Using the sources and your own knowledge, describe university education in the Middle Ages (emergence, function, other characteristics). Use the secondary school historical atlas. ‘Everybody must be aware that we act on the authority of His Holiness the Pope to successfully implement reforms intended to improve the University of Paris. […] We have brought the following orders: nobody must lecture on sciences in Paris under the age of twenty-one, and whoever does must have studied his science for at least six years […]; they must be morally impeccable, and everybody who wishes to lecture must be examined in such a way as was fixed in the document issued by the archbishop of Paris, which contains the agreement reached between the chancellor and the students, and which was reinforced and supported by the legate of His Holiness the Pope.’ (Robert Courcon, Papal Legate; 1215) „Mindenki tudja meg, hogy a Pápa őszentsége rendkívüli megbízatásában járunk, hogy a párizsi egyetem javító reformjára eredményesen munkálkodjunk. [...] A következőképpen rendelkezünk: senki se adjon elő Párizsban a tudományokról életének huszonegyedik éve előtt, és legalább hat évet hallgassa tudományát mielőtt előadni kezdene [...]; erkölcsi feddhetetlenek legyenek, és mindazokat, akik elő akarnak adni, olyan módon vessék alá vizsgának, ahogyan az rögzítve van a Párizs érseke által kiadott iratban, amely azt a megegyezést tartalmazza, amely a kancellár és a diákok között jött létre, s melyet megerősített és támogatott a Pápa őszentségének megbízottja.” (Robert Courcon pápai követ; 1215)



Teacher and students ‘ [...] Now as the sacred science is based on the radiance of faith, likewise philosophy is based on the natural radiance of reason; thus it is impossible for those statements which belong to philosophy to contradict dogmas. [...] And should we find one among the statements of philosophers which contradicts faith, then it is not philosophy, but the misuse of philosophy resulting from the lack of reason.’ (Saint Thomas Aquinus) „[…] Ahogyan mármost a szent tudomány a hit világosságán alapul, úgy a filozófia az ész természetes világosságán; ezért lehetetlen, hogy azok az állítások, amelyek a filozófiához tartoznak, ellentétesek legyenek a hittételekkel. [...] Ha pedig a filozófusok állításai között olyat találunk, ami ellentétes a hittel, az nem filozófia, hanem a filozófiának az ész hiányosságából fakadó hibás használata.” (Aquinói Szent Tamás) …………………………………………………………………………………………………

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Criteria Maximum Achievedpoints

Understanding of task 8 Location: era and place 4 Use of special vocabulary 6 Use of sources 10 Describing the reasons behind an event 12 Structure, clear language 8 Total 48 DIVIDED BY 3 Vizsgapont/Exam points 16

15. This task is about the Napoleonic wars. (short) Using the sources and your own knowledge, explain why the Russian campaign represented a turning point in diplomatic and military affairs during the course of the Napoleonic wars. Use the secondary school historical atlas. ‘There are four great powers in Europe. The first one is France, stronger than any one of the other three; what is more, she is able to resist all of them. Two of the three counties which exert influence on Europe alongside France are her rivals and natural enemies. The third one, which is separated from her by vast expanses of land, is not at all her direct enemy. It is, however, an indirect one, as she is the natural enemy of France’s oldest allies. It is necessary that from now on Austria should not share a border with France or the states established by France, and that in return for the Venetian state, the Tyrol and the Swabian estates we should give her Wallachia, Bessarabia and the northernmost part of Bulgaria. Thus the Russians shall become Austria’s natural rivals and enemies, but of course Austria shall find a natural ally in France.’ (Talleyrand’s letter to Napoleon, 1805) „Európában négy nagyhatalom van. Élen Franciaország áll, erősebb, mint bármelyik a három közül, sőt képes mindannyiuknak ellenállni. Az európai befolyást vele megosztó három közül kettő vetélytársa és természetes ellensége. A harmadik,



melyet hatalmas térségek választanak el tőle, közvetlenül egyáltalán nem ellensége, de közvetve igen, mint Franciaország legrégibb szövetségeseinek természetes ellensége. Szükséges, hogy ezentúl Ausztria ne közvetlenül Franciaországgal és a franciák alapította államokkal legyen határos, és hogy a velencei államért, Tirolért, svábföldi birtokaiért cserébe Havasalföldet, Besszarábiát és Bulgária legészakibb részét adjuk neki. Az oroszok így Ausztria természetes vetélytársává és ellenségévé válnak, de az természetes szövetségesre talál Franciaországban.” (Talleyrand levele Napóleonhoz, 1805)

‘Following the bloody, but for us victorious fight on August 26 we had to desert our positions in Borodino. After the battle the troops were in the greatest state of disorganisation. We were approaching Moscow in such a state, fighting daily battles with the enemy’s advance guard. Those forces, with which we hoped to unite, could not arrive yet, and the enemy was attempting to attack us from behind, from the direction of Moscow; as a result I could not bring myself to fight a battle, which would not only have resulted in the destruction of the army, but also Moscow itself would have fallen victim of the bloodiest destruction and conflagration. In this miserable situation I came to the conclusion that I must let the enemy enter Moscow. The enemy’s occupation of Moscow does not yet mean the conquest of Russia. On the contrary, it enables me to cover our supply lines. […] Now I will cut the entire route of the enemy, which extends from Smolensk to Moscow, preventing any possibility of supplies reaching the enemy army from the hinterland, and by directing the enemy’s attention to myself I hope to force him to leave Moscow.’ (Kutuzov’s report to Alexander I on the reasons concerning the evacuation of Moscow, September 16, 1812) „Az augusztus 26-i olyannyira véres, bár részünkről győzedelmes csata után el kellett hagynunk a borogyinói állásokat. Az ütközet után a hadsereg a legnagyobb ziláltság állapotába került. Ilyen állapotban közeledtünk Moszkvához, napról napra csatározásokat folytatva az ellenséges előhaddal. Azok a csapatok, amelyekkel egyesülni reménykedtünk, nem tudtak még megérkezni – az ellenség pedig azon igyekezett, hogy Moszkva felől hátba támadjon; miért is semmiképp sem szánhattam rá magam az ütközetre, amely nem csak azzal a következménnyel járt volna, hogy a hadsereget szétverik, de maga Moszkva is a legvéresebb pusztulás és tűzvész áldozatává vált volna. Ebben a kétségbeejtő helyzetben arra az elhatározásra kellett jutnom, hogy az ellenséget beengedem Moszkvába. Az ellenségnek Moszkvába való bevonulása még nem jelenti Oroszország meghódítását. Ellenkezőleg, ez abba a helyzetbe juttat engem, hogy fedezzem az utánpótlásunkat. [...] Most csapataimmal el fogom vágni az ellenség egész vonalát, amely Szmolenszktől Moszkváig terjed, és ilyen módon megakadályozva minden utánpótlást, amit az ellenséges hadsereg a hátországból kaphatna, és magamra irányítva az ellenség figyelmét azt remélem, hogy kényszeríthetem őt arra, hogy Moszkvát elhagyja.” (Kutuzov jelentése I. Sándornak Moszkva kiürítésének okairól, 1812. szeptember 16.) …………………………………………………………………………………………………

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Criteria Maximum Achieved points

Understanding of task 4 Location: era and place 4 Use of special vocabulary 4 Use of sources 6 Describing the reasons behind an event 8 Structure, clear language 2 Total 28

DIVIDED BY 4 Exam points 7

16. This task is about world history after 1945. (long) Using the sources and your own knowledge, present the main reasons for the emergence of the European Union and the contradictions and problems which are inherent in the functioning of integrated Europe. Use the secondary school historical atlas.

’If Europe were once united in the sharing of its common inheritance, there would be no limit to the happiness, to the prosperity and glory which its three or four hundred million people would enjoy. [...] What is this sovereign remedy? It is to re-create the European Family, or as much of it as we can, and provide it with a structure under which it can dwell in peace, in safety and in freedom. We must build a kind of United States of Europe. [...] This is why I tell you: Resurrect, Europe!’ (W. Churchill; 1946)



„Ha Európa egyszer eggyé válna közös örökségének birtoklásában, a területén élő három- vagy négyszázmillió ember olyan jólétet, boldogságot és dicsőséget ismerhetne meg, amelyet nem korlátozna semmiféle határ. [...] Mi a legfőbb orvosság? Az európai család újra teremtése olyan struktúrában, amely biztosítja megmaradását békében, biztonságban és szabadságban. Egyfajta Európai Egyesült Államokat kell felépítenünk. [...] Ezért mondom Önöknek: Támadj fel, Európa!” (W. Churchill; 1946) ’Europe will not be made all at once, or according to a single plan. It will be built through concrete achievements which first create a de facto solidarity. The coming together of the nations of Europe requires the elimination of the age-old opposition of France and Germany. [...] With this aim in view, the French Government proposes that action be taken immediately on one limited but decisive point. It proposes that Franco-German production of coal and steel as a whole be placed under a common High Authority, within the framework of an organization open to the participation of the other countries of Europe. [...] The solidarity in production thus established will make it plain that any war between France and Germany becomes not merely unthinkable, but materially impossible.’ (French foreign minister R. Schuman; 1950)

„Európát nem lehet egyszerre vagy összességében megalakítani. Akkor válik valóra, ha először konkrét tettekkel gyakorlati összefogás születik. Az európai nemzetek összefogásának feltétele, hogy megszűnjön a Franciaország és Németország között fennálló évszázados ellentét. […] A francia kormány e célból azt javasolja, hogy a teljes francia és német szén- és acéltermelést egy Európa más országai számára is nyitott szervezet keretében vonjuk közös hatóság felügyelete alá. [...] Az így születő gazdasági összefogás biztosítja majd, hogy Franciaország és Németország között nemcsak elképzelhetetlen, de gyakorlatilag is lehetetlen legyen bármilyen háború.” (R. Schuman francia külügyminiszter; 1950)

Cartoons about the European Union

‘Europe is taking a pioneering role in the integration of national states – at first economically, which reaches over nations, then politically. By doing this it is marking out the path towards larger, post-national-state forms of organisation, which point beyond the narrow-visioned view and destructive impulses of the era of nationalism. [...] In numerous European countries we can observe a crisis of self-confidence, the loss of creative force, and a kind of inward concentration, which leads to isolation and [...] alienation. Is is unclear whether the majority of Europeans wish Europe to become a great power, nor is it clear whether they are prepared to do what it takes to

YESTERDAY

TODAY

TOMORROW ?



achieve this. [...] In the past, there were three main factors behind the political aspirations towards European unification: the memory of two destructive world wars, the desire for an economic boom, and a sense of insecurity originating in the Russian threat. By the mid 90’s, however, these were no longer so significant.’ (Z. Brzezinski; 1997)

„Azzal, hogy Európa úttörő szerepet vállal a nemzetállamok közös, nemzetek feletti gazdasági és végül politikai integrációjában, kijelöli az utat a nemzetállamok utáni nagyobb szervezeti formák felé, amelyek túlmutatnak a nacionalizmus korának szűk látásmódján és pusztító indulatain. [...] Számos európai országban megfigyelhető az önbizalom válsága, az alkotóerő elvesztése, valamint egyfajta befelé figyelés, amely elszigetelődéshez és […] elforduláshoz vezet. Nem világos, vajon az európaiak többsége akarja-e, hogy Európa nagyhatalom legyen, és az sem, vajon készek-e ennek érdekében megtenni, amit kell. [...] A múltban az Európa egyesítése irányába ható politikai törekvések mögött három fő tényező állt: a két pusztító világháború emléke, a gazdasági fellendülés vágya, valamint a szovjet fenyegetésből fakadó bizonytalanságérzet. A kilencvenes évek közepére azonban ezek a tényezők háttérbe szorultak.” (Z. Brzezinski; 1997) …………………………………………………………………………………………………

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17. This task is about Medieval Hungarian history. (short) Using the sources and your own knowledge, describe the reforms of Charles Robert connected to mining and money minting. Use the secondary school historical atlas. ‘In 1327-1328 Charles Robert founded the town of Körmöcbánya with [German] settlers he invited from Kuttenburg in Bohemia, and according to Kuttenburg law. These Bohemian settlers were the first minters of Garas [silver money], and it is possible that at first this coin was also struck in other mints under the supervision of bailiffs of chambers, who had immigrated from Bohemia.’ (Historian Bálint Hóman)

„Károly Róbert 1327–1328-ban a csehországi Kuttenbergből behívott [német] telepesekkel alapította meg kuttenbergi jog szerint Körmöcbánya városát. E csehországi telepesek voltak a garasok [ezüstpénzek] első verői, s úgy lehet kezdetben a többi pénzverő kamarákban is Csehországból bevándorolt kamaraispánok vezetése alatt verték a garasokat.” (Hóman Bálint, történész)

Mines in the 14th century

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18. This task is about Hungarian history in the early Modern Age. (long) Using the sources and your own knowledge, describe the basic features of Gábor Bethlen’s Transylvanian principality. In your answer, include economic and cultural aspects, as well as features of domestic and foreign policy. Use the secondary school historical atlas.

’Immediately, as his treasury started growing [...] at his seat of residence, in Fehérvár, [...] he had great, new, magnificently built houses erected, and he had made diligent efforts to restore every inside and outside building necessary for the border fortresses and to repair what was falling down. [...] He diligently tried to establish schools in our country, and have Latin studies taught there [...] it was one of his main considerations to embellish the country with knowlegeable Reformed Christian scholars, learned professors. [...] To satisfy the needs of the college, he filled the library with good and beautiful books belonging to the sciences, each better than the last. The acquisition of all these must have cost him many thousand thalers.’ (János Szalárdi; 1662)

„Azonnal, hogy tárháza valamit gyarapodni kezde, [...] székes helyén Fehérvárott, [...] nagy, friss, fejedelmi pompás építésű házakat építtetett vala, a végházaknak minden külső-belső szükséges épületjüket, fogyatkozásukat nagy szorgalmatossággal dicséretesen igyekezvén helyreállítani, megorvosolni. [...] Nagy szorgalmatossággal igyekezte az hazában scholákat [iskolákat] építtetni, azokban deák széptudományokat taníttatni [...]; a hazát református tudós keresztyén tanítókkal, tudós professzorokkal megékíteni fő gondja volt. [...] Bibliothecát, különb-



különb tudományokhoz tartozó gyönyörűséges jó könyvekkel rakottat, olyat szerzett vala azon kollégium szükségére, amelyeknek is megszerzése sok ezer tallérba kerülhetett.” (Szalárdi János; 1662)

’Had I but had myself crowned, no greater fool, no prince more miserable would have existed, because the Turks would immediately have demanded the border castles of the country from me, and should I have disobeyed they would have threatened to join the Germans against me.’ (Gábor Bethlen on refusing the royal title)

„Ha én magamat megkoronáztattam volna, soha énnálam bolondabb, nyomorultabb fejedelem nem lött volna, mert a török mindjárt az országnak végházait [végvárait] én tőlem megadatni kívánta volna, melyet ha nem cselekedém, azontúl avval fenyegetne, hogy ellenem támad az német mellé.” (Bethlen Gábor a királyi cím visszautasításáról)

‘Next day, as we were marching by a settlement called Palánk, we met Gábor Bethlen’s army of 30,000 men and the Turkish army of 50,000 men, which, together with our troops, seemed to mount up to 100,000 men. On hearing this, the emperor was really scared, then, after many secret negotiations, he signed a two-year peace treaty with Bethlen and the Turks, giving them what they demanded.’ (An English mercenary on Gábor Bethlen’s campaign in 1626)

„A következő napon egy Palánk nevű helységig meneteltünk, itt találkoztunk Bethlen Gábor 30 000 főnyi seregével és az 50 000 főnyi török sereggel, amely a miénkkel együtt, úgy tűnt, 100 000 főt tesz ki. Amikor a császár ezt meghallotta, megrémült, majd sok titkos tárgyalás után két évre békét kötött a törökkel és Bethlen Gáborral, megadva nekik, amit kértek.” (Egy angol zsoldos Bethlen Gábor 1626. évi hadjáratáról)

‘My wish and my advice to my country is the following: until some other possibility opens up, the treaty with the Turks must be maintained, even if it means losses; they must not separate themselves from the Turks but try to please them in every possible way.’ (Extract from Gábor Bethlen’s last will and testament)

„Az én tetszésem és tanácsom az én hazámhoz ez: hogy valamíg egyéb nem lehet benne, a török nemzettel való egyezséget szenvedhető károkkal is megtartsák, tőle el ne szakadjanak, hanem minden úton-módon kedvét keressék.”(Bethlen Gábor végrendeletéből)

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19. This task is about the Hungarian economy under the Austro-Hungarian Dual Monarchy. (short) Using the sources and your own knowledge, describe the development of agriculture under the Dual Monarchy. Use the secondary school historical atlas.

Yield of major crops grown on arable land in Hungary (yearly avarages, in a thousands

of hectolitres) Plant 1869-1870 1871-1875 1876-1880 1881-1885 1886-1890 1891-1895

wheat 20,498 16,863 25,988 37,311 44,133 52,665

corn 19,752 15,639 27,273 33,556 31,425 42,912

rye 13,685 10,761 12,249 15,844 15,358 16,859

potato 13,437 12,453 22,584 37,596 34,569 40,579

oat 11,887 12,732 16,880 19,594 19,025 23,629

barley 9,795 10,590 13,429 16,768 15,938 19,506

Contemporary map of the regulation of the Tisza (shaded

areas represent territories protected against flooding



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points Understanding of task 4 Location: era and place 4 Use of special vocabulary 4 Use of sources 6 Describing the reasons behind an event 8 Structure, clear language 2 Total 28


20. This task is about 19th century Hungarian history. (long) Using the sources and your own knowledge, describe how the political and constitutional relationship between Austria and the reorganised Hungarian state changed during 1848. Use your secondary school historical atlas.

‘It is my deep conviction that the future of our dynasty lies in the voluntary union of the various peoples of the empire. This association can only be achieved by respecting our nationalities and be welded by means of constitutionality, which creates a sentiment of familiarity. […] It is necessary to find an equitable balance with the Austrian provinces, for which we are happy to lend a helping hand, as long



as our independent national rights are respected and our interests are considered.’(From Kossuth’s submission on March 3rd, 1848)

„Erős meggyőződésem, hogy dinasztiánk jövendője a birodalom különféle népeinek egy szívben-lélekben egyesüléséhez van csatolva, ezen egyesülést nemzetiségeink respektálása [tiszteletben tartása] mellett csak az alkotmányosság érzelem rokonító forrasztéka teremtheti meg. [...] Az ausztriai tartományokkali érdektalálkozás kiegyenlítésének szüksége forog fenn, mire nemzeti önálló jogaink s érdekeink megóvása mellett örömest nyújtunk segédkezet.” (Kossuth felirati javaslatából; 1848. március 3.)

’I am going to list briefly the three ways which I consider to be the only possibilities to achieve anything in Hungary. The first: we evacuate all troops from the country. [...] The second would be to make a deal with Count Batthyányi [...] to save as much as is still possible in order to find out what is there to be done. [...] The third way would be: to dismiss the palatine, to send the royal commissioner [...] to Pozsony with great military assistance, to dissolve the diet, then force our way into Pest, and to keep the nation under the iron fist of the army for as long as it seems necessary.’ (From the letter written by Archduke Stephen to Ferdinand V; March 24, 1848)

„Röviden felsorolom azt a három módozatot, melyet egyedül tartok lehetségesnek arra, hogy Magyarországon még valamit elérhessünk. Az első: minden csapatot kivonni az országból. […] A második mód az lenne, hogy gróf Batthyányval […] paktáljunk [egyezkedjünk], mentsük, ami még menthető, hogy tudjuk, mi legyen a teendő. […] A harmadik mód lenne: a nádort meneszteni, királyi biztost […] nagy katonai segítséggel Pozsonyba küldeni, az országgyűlést szétoszlatni, aztán Pestre nyomulni, és amíg szükségesnek látszik: a nemzetet a katonaság vasöklének nyomása alatt tartani.” (István főherceg V. Ferdinándhoz írt leveléből; 1848. március 24.)

’They demanded [...] not the reconciling of the real Hungarian-Croatian conflicts, not the fulfillment of the true Croatian requests, but the elimination of some Hungarian ministries, and especially [...] they demanded that the Hungarian defense ministry be integrated into the Austrian.’ (Batthyányi on the negotiations with Jellasics)

„[...] nem az igazi magyar-horvát ellentétek kiegyenlítését, nem az igazi horvát kívánságok teljesítését, hanem némely magyar minisztérium elejtését, és különösen [...] azt követelték, hogy a magyar hadügyminisztérium az osztrákba olvadjon.” (Batthyány a Jellasiccsal folytatott tárgyalásokról)

’The National Defence Committee, the members of which have been delegated by both houses, is entrusted with the government of the country by the house of representatives with such powers as are needed by the the omnipotent government of a country, until such time as the conditions in the country stabilize enough to elect a legally recognised government. The National Defence Committee is unanimously declared to be the omnipotent Government and Lajos Kossuth, patriot and member of parliament, to be president of this body. He shall also be invested with the authority to organise the National Defence Committee established to govern the country at his own discretion, and to outline the responsibilities of each member.’ (Parliamentary declaration, October 8th, 1848)



„A képviselőház az ország kormányzatát mind a két ház részéről kiküldött Honvédelmi Bizottmány kezébe mindazon hatalommal, mellyel egy ország teljhatalmú kormányának bírnia kell, letevén, a Honvédelmi Bizottmányt mindaddig, míg az ország normális állapotba jövén, törvényes elismert kormánya nem lesz. Az ország teljhatalmú kormányának, Kossuth Lajos honpolgárt és képviselőt, pedig egyetemes felállássali kijelentéssel e kormány elnökének nyilvánítja, kire egyszersmind azon hatóságot is ruházza, hogy az ország kormányzatára megalkotott Honvédelmi Bizottmányt önbelátása szerint rendezze s egyes tagjainak teendőit jelölje ki.” (Országgyűlési határozat, 1848. október 8.) …………………………………………………………………………………………………

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21. This task is about 20th century history. (short) Using the sources and your own knowledge, describe the main underlying factors and the immediate causes of the disintegration of the Austro-Hungarian Dual Monarchy. Use the secondary school historical atlas.

Southern Slav cartoon

(We don’t want the old beggar Austria…We’d rather have the young, rich Yugoslavia) ‘The future of Austro-Hungary is of course largely dependent on the military situation at the end of the war. If the emerging situation shall enable the allied powers to decide about the future of Austro-Hungary, there is little doubt that according to the concept which complies with the wishes of nationalities the Monarchy […] must disintegrate, as it can be taken for granted that every one of its non-German nations will opt for separation.’ (From the recommendation of the British Foreign Ministry; August 1916)

„Ausztria-Magyarország jövője természetesen nagyon nagy mértékig a háború végén fennálló katonai helyzettől fog függni. Ha a helyzet lehetővé teszi a szövetségeseknek, hogy döntsenek Ausztria-Magyarország jövője felől, kevéssé kétséges, hogy a nemzetiségeknek szabad teret adó elképzelésnek megfelelően a Monarchiának […] fel kell bomlania, mivel kétségtelen, hogy minden nem német nemzete az elszakadás mellett fog dönteni.” (A brit külügyminisztérium javaslatából; 1916. augusztus)

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22. This task is about Hungary after the change of regime. (long) Using the sources and your own knowledge, present the two outstanding issues of post-change-of-regime Hungary: the problems of demography and unemployment.

Number of live births (in thousands) between 1970 and 2005

Proportion of people over 60 within the total population



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Changes in the size of population of the European Union and Hungary (2003 and 2004) EU-15 Hungary Size of population (thousand people) on Jan. 1, 2003 379,483 10,142 Live births per one thousand people 10.6 9.3 Deaths per one thousand people 9.8 13.4 Natural increase per one thousand people 0.8 -4.1 Net gain from migration per one thousand people 2.6 1.5 Actual increase per one thousand people 3.4 -2.5 Size of population (thousand people) on Jan. 1, 2004 380,759 10,117

Proportion (%) of unemployed people compared to the economically active population between 1989 and 1997



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points Understanding of task 8 Location: era and place 4 Use of special vocabulary 6 Use of sources 10 Describing the reasons behind an event 12 Structure, clear language 8 Total 48




Max. score

Candidate’s score

I Short answer tasks 44 II Long answer tasks 13 Christianity and the Roman Empire 7 14. Medieval universities 16 15. Napoleonic wars 7 16. The European Union 16 17. Economic policy of Charles Robert 7 18. Principality of Gábor Bethlen 16 19. Agriculture under the Dual Monarchy 7 20. The relationship btw Austria and Hungary in 1848 16 21. The disintegration of the Monarchy 7 22. Present day Hungarian society 16 II Long answer tasks 46

Total of I + IITotal score of the written exam 90

correcting teacher

Date:………………..

Achieved points rounded up /

Elért pontszám egész

számra kerekítve

Points (rounded up) to write in the

software / Programba beírt egész pontszám

I Short answer tasks/ I. Egyszerű, rövid feladatok

II Long answer tasks/ II. Szöveges kifejtendő feladatok

correcting teacher / javító tanár administrator / jegyző

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

Documents

TÖRTÉNELEM ANGOL NYELVENdload.oktatas.educatio.hu/erettsegi/feladatok2011osz/...írásbeli vizsga, I. összetevő 6 / 20 2011. október 19. 0812 Történelem angol nyelven — emelt