Beruflich Dokumente
Kultur Dokumente
TÖRTÉNELEM
ANGOL NYELVEN
KÖZÉPSZINTŰ
ÍRÁSBELI VIZSGA
2018. május 9. 8:00
Pótlapok száma
Tisztázati
Piszkozati
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!
A) B)
C) D)
In the table below, you will find descriptions of three settlements. Write the names of the
settlements into the table. Match the descriptions with the appropriate pictures. Write the
letter of the picture into the correct box of the table. There is an extra picture. (0.5 points
for each correct item.)
1. 2. 3.
4 points
Technical terms:
a)
Mediaeval illustration
d) ’Then came Palm Sunday, the holiday blessed by God, when they must give their
landlord his due in sheep. For Easter, they [...] must do corvée. After this they have to
go to the blacksmith’s to have horses shod because it is time to go to the forest to fetch
wood.’ (Mediaeval Chronicle)
Letter of excerpt a) b) c) d)
Number of technical
term
4 points
Mines and chambers in Hungary in the first half of the 14th century
a) Name the ruler whose measures encouraged the opening of the mines indicated on the
map.
............................................
b) Name the mineral to which the following description refers. Choose from the minerals
which appear on the map.
A mineral considered valuable in the Middle Ages, which in Hungary was typically mined in
Transylvania. The king enjoyed sole monopoly over its mining. Chambers were established
specifically so that offices operating in the seats of chambers could supervise the mining
process.
...............................................
c) In the sketch map above, arrow 1 indicates a trade route. Which of the groups of goods
listed below typically followed that route? Circle the letter of the correct group.
d) In the sketch map above, arrow 2 indicates a trade route. Which of the groups of goods
listed below typically followed that route? Circle the letter of the correct group.
A) corn, wax
B) cloth, weapons
C) precious metal, luxury items
4 points
Glossary
3 points
„Őseink, miként minden más dologban, akként ebben is bölcs előrelátással úgy
intézkedtek, hogy a nevelésről való legfelsőbb gondoskodást és a nemes tudományok
igazgatását hazai törvényeink rendelkezéseiből a fenntartott királyi felségjogok közé
iktatták; magát e nagy feladatnak végrehajtását pedig az ország politikai hatóságaira
bízták.”
„Kívánatos volna ugyan, hogy a falusi fiatalság nyári és téli időben egyaránt
mindaddig köteleztessék az oktatásban való részvételre, míg a mezei munkák
végzésére alkalmas kort el nem érte, ezt azonban csak nagyon kevesektől lehet
elvárni.”
(Részletek a Ratio Educationis című oktatási rendeletből)
……………………………………………………………………….
b) The decree displays the characteristic features of a governmental system. Which is this
system? Circle the number of the correct answer.
1. constitutional monarchy
2. enlightened absolutism
3. estate monarchy
c) Of the main social classes, name the one that excerpt B) refers to.
………………………………………………………………………….
d) On the basis of excerpt B), decide if the following statement is true or false. Underline
the correct answer.
Ratio Educationis introduced obligatory school attendance.
true / false
4 points
Ideologies:
1. social democracy 2. liberalism 3. communism 4. Christian socialism
A) ’The bourgeoisie keeps more and more doing away with the scattered state of the
population, of the means of production, and of property. It has [concentrated the
population], agglomerated production, and has concentrated property in a few hands.
[…] They openly declare that their ends can be attained only by the forcible overthrow
of all existing social conditions. Let the ruling classes tremble at a Communistic
revolution. The proletarians have nothing to lose but their chains. They have a world
to win.’ (Marx and Engels, 1848)
……..
……..
C) ’The achievement of democracy, the formation of democratic political and social
organisations, is the indispensable preliminary condition for the realisation of
socialism. […] The liberal organisations of modern society […] are flexible, and capable
of change and development. They do not need to be destroyed, but only to be further
developed.’ (Bernstein, 1899)
b) The authors of the extracts strove to improve the situation of a social class. Name this
class.
.........................................................................................
c) Using your own words, explain what the authors of extracts A) and B) considered to
be the cause of social conflicts.
..................................................................................................................................................
5 points
……………………………………………………………………………………….
b) Food supplies and medical care improved, with the result that …
……………………………………………………………………………………….
……………………………………………………………………………………….
d) At the turn of the century, many people from the poor peasantry were left without jobs
following the fall in the number of major public building programmes in the capital and in the
provinces. As a result, …
……………………………………………………………………………………….
4 points
Europe in 1914
4 points
9. This task is about the history of Hungary during the Second World War. (complex task)
Do the tasks using the sources and your own knowledge. (1 point for each correct item)
A) ’The new government that has been formed under my leadership […] will ardently
cultivate the good relations between Hungary and Germany […] in foreign policy. […]
By mutual agreement […] the German troops that have [recently] arrived in
Hungarian territory […] will help in our common struggle against Bolshevism.’ (Prime
Minister Döme Sztójay’s circular telegram to Hungarian embassies)
B) ’Following my inquiry over the telephone, I have just been informed by Sztójay that
the Governor, no doubt in agreement with the Hungarian government, stopped the
actions concerning the Jews from proceeding.’ (Letter by Edmund Veesenmayer, Hitler’s
plenipotentiary, to foreign minister Ribbentrop)
year: ..................................................
b) Using the historical terminology, name the specific measure which source B) refers to
as ʽactions concerning Jews’.
...............................................................
...............................................................
Statements A) B) C)
d) The Hungarian leadership attempted to loosen its ties of
dependency with Germany.
e) For the first time during the war, Hungarian territory was
occupied by foreign military forces.
f) Hungary became a theatre of war.
6 points
A) ‘The gist of the matter is that over the next 3-4 years Europe will need far more
foreign – mostly American – foodstuffs and basic commodities than it is able to pay
for right now, so they require further aid.’ (The US Secretary of State)
„A dolog lényege az, hogy Európa szükségletei a következő 3-4 évben sokkal
nagyobbak a külföldi – főleg amerikai – élelmiszerek és alapvető termékek iránt, mint
amiért jelenleg fizetni képes, ezért további segítségre van szükségük.” (Az Egyesült
Államok külügyminisztere)
B) ’Now we have achieved what we hoped for in vain between the two World Wars:
the United States of America declares that there will be neither peace nor security for
America while Europe is in danger.’ (The French Minister of Foreign Affairs)
„Most elértük azt, amit a két világháború között hiába reméltünk: az Amerikai
Egyesült Államok kinyilvánítja, hogy Amerika számára sem a béke, sem a biztonság
nem jön el addig, amíg Európa veszélyben lesz.” (A francia külügyminiszter)
C) ’Behind this line lie all the capitals of Central and Eastern Europe’s old states –
Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia. All these
famous cities and the populations of their countries are in the Soviet sphere.’ (A British
politician)
a) From which period do all three sources date? Circle the number of the correct period.
1. 1945-50 2. 1955-60 3. 1961-65
...............................................................
c) What aim was the United States pursuing when it provided the aid mentioned in
source A? Circle the numbers of the two correct statements
2. Europe, after the restoration of its economy, could become an important long-term market
for American products.
3. The United States wanted to prevent the economic difficulties from facilitating the spread of
communist ideas and a Soviet takeover in Europe.
4. The United States was forced to compete with the Soviet Union, and offer the same amount
of aid to the countries in its sphere of interest as the Soviet Union offered to those which
belonged to the Soviet sphere.
5. The United States wanted to stop the mass immigration of Europeans to the American
continent.
4 points
4 points
„A romákon belül közel kétszeres (36,8 százalék) a 15 év alattiak aránya, mint a teljes
népességben (16,8 százalék). A 60 évnél idősebbek aránya még jelentősebb eltérést
mutat. A romákon belül 3,9 százalék tartozik ebbe a korcsoportba, a teljes népességen
belül több mint ötször ennyien (20,2 százalék).
A tizennégy évesnél idősebb roma nőkön belül az egy főre jutó élveszületések
számában jelentős különbségek vannak iskolai végzettség szerint. A legfeljebb nyolc
általános iskolai osztályt végzettek átlagosan 2,7 gyereket szülnek, a szakiskolát
végzettek 1,68-at, az érettségizettek 1,61-et. […] Noha a szociális ellátások jelentik a
mélyszegénységben élő, munkanélküli családok legbiztosabb jövedelemforrását,
költségeiket egyáltalán nem fedezik. A gyerekek növekvő számát ráadásul nem követi
az ellátások hasonló mértékű növekedése; minél több gyerek van egy háztartásban,
annál kevésbé fedezik a jóléti transzferek [állami juttatások] a velük kapcsolatos
költségeket. […] Ha valóban tudatos családtervezés jellemezné a sokgyerekes,
mélyszegény háztartásokat, akkor a fenti körülmények ismeretében minél kevesebb
gyereket vállalnának.
A Marketing Centrum 2004-es felmérése szerint a rendszeres alkoholfogyasztás
kevésbé jellemző a romákra, mint a teljes népességre, 12 százalékuk iszik szeszes italt
naponta vagy hetente többször. Ezzel szemben a dohányzás súlyos problémát jelent.
A romák 75 százaléka dohányzott, közülük 65 százalék most is rendszeresen rágyújt.”
(A romák helyzete Magyarországon, a Policy Solutions elemzése, 2012)
……………………………………………………………………………
b) Why is the ratio of live births higher among the Roma population than among the total
population? Circle the number of the two correct answers, which are supported by the
excerpt.
1. Because with the increase in the number of children, the state benefit per child increases.
4. Because women with less education give birth earlier and to more children.
c) Why is smoking an especially severe problem among the Roma? Give a short answer
by comparing the two underlined pieces of data in the extract.
………………………………………………………………………………………………...
4 points
After studying the tasks, circle the numbers of the tasks that you have chosen.
In the table below we have indicated the two possible options. Mark your choice by putting
an X into the appropriate row. Mark only one of the options.
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 will find the evaluation criteria after each task. The scores will be decided by the
correcting teacher.
’We believe in Allah, and in what has been revealed to us and what was revealed to
Abraham, Isma'il, Isaac, Jacob, and the Tribes, and in what was given to Moses, Jesus,
and the prophets, from their Lord: We make no distinction between one and another
among them, and to Allah do we bow our will.’ (Quran)
14. This task is about the social policy of Nazi Germany. (short)
Using the source and your own knowledge, describe the means used to control society in
Nazi Germany and the characteristics of Nazi propaganda.
Hitler inspecting the Hitlerjugend (the youth organisation of the Nazi party for people
between the ages of 14 and 18)
Your answer:
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
Maximum Achieved
Criteria
points
Understanding of task 2
Acquisition of information, S 3
use of sources
„Midőn serege közepén vértes lovasságtól övezve György [cseh király, Mátyás apósa]
elléptetett s a közelben megpillantotta [Mátyás] királyt, így szólt:
– Hát így bánsz velem, fiam? Ellenségesen támadsz atyádra? Az igaz hit ürügyén el
akarod rabolni tőlem királyságomat? Nem a hit, hanem a nagyratörés, nem isteni
szeretet, hanem uralomvágy hajszol ily őrjöngésbe. […]
Mindezekre Mátyás:
– Térj észre, térj észre, apám! Azon légy, hogy helyesen vélekedjél a szentséges hitről.
Nem nagyravágyás szülte ezt a háborút ellened; szent ez és törvényes, mert te a
kereszténység ellensége vagy.” (Bonfini: Mátyás király)
‘Because the emperor wanted the kingdom for himself […]. It greatly annoyed
Frederick that he was rejected at the assembly convened to elect the Hungarian king
because of a young boy. […] When peace was concluded after this, Matthias asked him
via envoys and secret emissaries to dissolve the forced obligation which, by binding
the words of the Pannonian lords, secures the inheritance of the throne for the
emperor. He should not treat Pannonia so offensively and in such a degrading way.
[…] Then he found it difficult to accept that point in the treaty according to which
should he not have any legitimate sons, although he had a fine and clever son born
outside marriage, still the emperor stood to inherit the throne.’ (King Matthias by
Bonfini)
16. This task is about the history of Hungary between the two World Wars. (long)
Using the sources and your own knowledge, describe the consolidation of home affairs
and the economy during the premiership of István Bethlen.
‘The meeting agrees that […] the government restores the right to political assembly
ensuring equal treatment for all parties. […] In the decree to be issued the holding of
such political meetings is subject to permission. Permits are only to be granted for
assemblies held in enclosed or fenced off venues; considering present conditions street
demonstrations, or meetings under the open sky are not allowed, for the time being.’ (Minutes
of the discussion between the government and the representatives of the Social Democrats in
1921, known as “the Bethlen-Peyer pact”)
Your answer:
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
..………………………………………………………………………………………………….
Maximum Achieved
Criteria
points
Understanding of task 2
Location in place and time L1 2
L2 2
Communication, use of special C1 2
vocabulary C2 2
C3 2
Acquisition of information, S1 3
use of sources S2 3
S3 3
Describing reasons behind an event, E1 3
critical and problem-centred thinking E2 3
E3 3
E4 3
Total/Exam points 33
points
maximum achieved
1. Ancient Greek culture 4
2. Mediaeval society 4
3. Mediaeval Hungarian economy 4
4. English constitutional monarchy 3
5. Ratio Educationis 4
6. Ideas of the 19th century 5
I Short answer 7. Society under the Dual Monarchy 4
tasks 8. World War I 4
9. Hungary in World War II 6
10. Cold War 4
11. Hungarian market economy 4
12. Hungarian Roma 4
Total 50
I. Achieved points rounded up
13. Roots of Islam 17
14. National Socialism 17
II Longer, essay- 15. Foreign policy of Matthias Hunyadi 33
type questions 16. The Bethlen consolidation 33
Total 50
II. Achieved points rounded up
I. + II.
Total score for the written exam 100
__________________________________________________________________________
pontszáma egész
számra kerekítve
programba
elért
beírt
I. Egyszerű, rövid választ igénylő feladatok
II. Szöveges (kifejtendő) feladatok
dátum dátum