TÖRTÉNELEM ANGOL NYELVEN - …Történelem angol nyelven középszint — írásbeli vizsga 1412 Név: ..... osztály:.....dload.oktatas.educatio.hu/erettsegi/feladatok_2016tavasz_kozep/k... ·

Történelem angol nyelven középszint — írásbeli vizsga 1412

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

TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ ÍRÁSBELI VIZSGA

2016. május 4. 8:00

Az írásbeli vizsga időtartama: 180 perc

Pótlapok száma Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK

MINISZTÉRIUMA

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TS

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írásbeli vizsga 1412 2 / 36 2016. május 4.

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

Important information Give clear answers and make all your work unambiguous – even if you need to make corrections in your text. Try to be concise and keep to the point. Do not use more space than is provided. Only write 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.

• Study the sources provided (pictures, diagrams, texts, maps). Please keep in mind that the English texts will be only rough translations which render the meaning of the original text, but not their archaic style.

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

• 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 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. 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 (e.g. 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 that satisfies requirements • logical overall structure and accurate language.

Good Luck!



I. SHORT ANSWER TASKS

1. This task is about the decline of the Western Roman Empire. Each source describes the result of a development that contributed to the decline of the Western Roman Empire. Under each excerpt write the number of the appropriate development. Choose from the list. There is one extra number. (Score: 1 point for each correct item.)

Developments: 1. The decline of commodity production resulted in inflation. 2. Increasing the size of the army resulted in an increase in the tax burden. 3. With the decline of commodity production the circulation of money lost its importance. 4. With the cessation of the wars of conquest the supply of slaves dried up. 5. With the decline of towns industrial production fell back. a) ’In the affairs of collegia [bodies of craftsmen] and the repatriation of people belonging to a collegium, the competent magistrates must make sure that people who have been away from their town for a longer period of time are sent back with all their belongings so that the lack of their property does not hinder their staying in their domicile.’ (Constantine’s decree) a) „A collegiumok [kézművesek testülete] ügyeiben, illetve a collegiumhoz tartozó személyek visszatoloncolásában illetékes bírák gondoskodjanak arról, hogy a hosszabb ideje távollévőket városukba összes javaikkal együtt toloncolják vissza, nehogy vagyontárgyaik hiánya akadályozza illetőségi helyükön való maradásukat.” (Constantinus rendelete) Number of process: .....................................

b) ‛Whoever [...] has or will have tenancies, will be obliged to deliver the [appropriate] proportion of whatever grain or grapes they produce according to [the letter of law] completely: one third of the wheat from the barn; one third of barley from the barn; one quarter of the beans from the barn; one third of the wine from under the press; one third of the whole production of oil.’ (Trajan’s decree) b) „Akiknek […] bérleményük van vagy lesz, kötelesek lesznek az illető telek tulajdonosainak […] bárminemű gabona- és szőlőtermésük [megfelelő] hányadát a [törvény] előírásai szerint hiánytalanul beszolgáltatni: búzából a szérűről az egyharmadát; árpából a szérűről az egyharmadát; babból a szérűről az egynegyedét; borból a prés alól az egyharmadát; az összegyűjtött olajtermésből az egyharmadát.” (Traianus rendelete) Number of process: ..................................... c) ‛On the basis of what has been listed above, as demanded by benovelence, we have decided by right and with justification to set, not the prices of goods, since that could not be done properly, as in some provinces the harvest was plentiful, and these can boast of desirably low prices and special plenty, but the upper limit of prices. Therefore should prices rise somewhere, may the gods save us from such a disaster,



then this increase in prices, which in the almost boundless territories could not be arrested, will now be stopped and legally mastered by our order.’ (Diocletian’s decree) c) „A fentebbiekben felsoroltak alapján, mivel már maga az emberiesség követelte, joggal és méltán határoztunk úgy, hogy megszabjuk, nem az árucikkek árát – mert azt nem is lehetne helyesen megállapítani, hiszen egyes tartományokban bő volt a termés, és ezek boldogan dicsekedhetnek a kívánatos olcsósággal és a kivételes bőséggel, hanem az árak felső határát, hogyha történetesen drágaság ütné fel a fejét valahol – mentsenek meg az istenek ilyen csapástól! – akkor az árdrágítást, amelyet a szinte határtalan térségeken nem lehetett megfékezni, most rendeletünk megállítsa és törvényes intézkedéssel megzabolázza.” (Diocletianus rendelete) Number of process: ..................................... d) ’In estates far away, where the owner does not often visit, all kinds of land yield greater profits when managed by free tenants than by slave under-stewards, especially land which yields wheat, which the tenant cannot destroy as easily as for example vineyards and vine arbours.’ (On Agriculture by Columella) d) „Távol eső birtokon, ahová a tulajdonos nem látogat ki gyakran, egyáltalán mindenféle föld több hasznot hajt szabad bérlők kezén, mintha rabszolga tiszttartók gondozzák, kiváltképpen azonban a gabonatermő föld, amelyet a bérlő a legkevésbé sem tud úgy tönkretenni, mint például a szőlőket vagy a szőlőlugasokat.” (Columella: A mezőgazdaságról) Number of process: .................................... 2. This task is about the role that world religions play in shaping civilisation. Name the world religions from whose sacred texts the following excerpts are taken. The names of gods are missing from the excerpts. (1 point for each correct item.) a) ‘He […] created the individual castes from the parts of his own body. In order to maintain world order he assigned different professions to those who were made from his head, arms, waist and legs.’ a) „[…] saját testrészeiből teremtette az egyes kasztokat. A világrend fenntartása érdekében azok számára, akik fejéből, kezéből, derekából és lábából kerültek elő, külön-külön hivatást állapított meg.” The name of the religion: ………………………………………………. b) ‘And I tell you to love thy enemy and pray for your prosecutors, so that you may be sons of [...]; for He causes His sun to rise on the good and the evil and sends rain on the righteous and the unrighteous. ’

4 points



b) „Én pedig azt mondom nektek, szeressétek ellenségeiteket, és imádkozzatok üldözőitekért! Így lesztek fiai […], aki fölkelti napját jókra is, gonoszokra is, esőt ad igazaknak is, bűnösöknek is.” The name of the religion: ………………………………………………. c) ‘Fight […] on the path against those who fight with you; but do not transgress the prescription by starting the fight first; you can see: […] does not like transgressors. And kill them wherever you find them, and chase them away from where they chased you away.’ c) „Harcoljatok […] ösvényén azzal, aki harcol veletek; csak ne lépjétek túl az előírást úgy, hogy ti kezditek elsőnek a harcot; láthatjátok: […] nem szereti a túllépőket. És öljétek őket, ahol csak rájuk találtok, és űzzétek őket onnan, ahonnan ők elűznek benneteket.” The name of the religion: ………………………………………………. d) ‘And this is the noble truth of suffering: the reason is Thirst [desire]: the craving which causes rebirth, is accompanied by passionate pleasure, and takes delight in this and that object, namely sensuous craving, craving for existence and craving for possessions. This, is the noble truth of the cessation of suffering: the complete cessation, giving up, abandonment of that craving, complete release from that craving and complete detachment from it.’ d) „És ez a szenvedés okának nemes igazsága, szerzetesek: az ok a Szomj [vágy], amely újjászületéshez vezet, élvezet és szenvedély kíséri, örömet talál különböző dolgokban. Ez [a szomj] a következő: gyönyörök szomja, lét szomja, birtok szomja. És ez a szenvedés megszüntetésének nemes igazsága, szerzetesek: a szomjnak teljes vágytalanság révén történő megszüntetése, elvetése, feladása, elhagyása, elutasítása.” The name of the religion: ………………………………………………. 4 points



3. This task is about pre-Conquest Hungarian history. Do the task using the sources and your own knowledge. (1 point for each correct item)

Migration of the Hungarian peoples (Numbered arrows on the sketch map indicate the migration of Hungarians)

Fekete tenger Black Sea Magyarok Hungarians Kaszpi tenger Caspian Sea Duna Danube Aral tó Aral Sea Besenyők Pechenegs Bizánci Birodalom Byzantine Empire Úzok Oguzes Abbászida Birodalom Abbasid Caliphate Kabarok Kabars Kazár Birodalom Khazar Empire Arab támadás Arab attack Szavárd magyarok Savard Hungarians

‘In the olden days, the Turkish people [i.e. Hungarians] acquired a settlement for themselves close to the Khazar Empire [a]. When war broke out between the Turks and the Pechenegs, who were at that time called Kangars, the army of the Turks suffered a defeat and split into two. One part […] settled in Persian lands [b], […] while the other part went Westwards with their voivod and leader, Levedi, to settle there [c].’ (Constantine Porphyrogenitus, Byzantine Emperor, middle of the 10th century)

„A türkök [értsd: magyarok] népe régen Kazáriához közel szerzett magának lakóhelyet [a]. Amikor a türkök és az akkor kangarnak nevezett besenyők közt háború ütött ki, a türkök serege vereséget szenvedett és két részre szakadt. Az egyik rész […] Perzsia vidékén telepedett le [b], […] a másik rész pedig vajdájukkal és vezérükkel, Levedivel nyugatra ment lakni [c].” (Bíborbanszületett Konstantin bizánci császár, X. század közepe)

3.

1.

2. 4.

5.

Hungarians Steppe Forest steppe Deciduous and mixed forest

Desert



Which arrows on the map indicate the events which are underlined and marked with a letter in the text? Write the number of the appropriate arrow next to the letter.

a) ………………

b) ………………..

c) ………………..

4. This task is about English history in the 17th century. Do the tasks on the basis of the source and your own knowledge. ’Whereas the Lords Spiritual and Temporal and Commons assembled […] made a certain declaration in writing […] in the words following, viz.: 1. That the pretended power of suspending the laws or the execution of laws by regal authority without consent of Parliament is illegal. […] 4. That levying money for or to the use of the Crown […] without grant of Parliament, […] is illegal. 5. That it is the right of the subjects to petition the king, and all commitments and prosecutions for such petitioning are illegal. 6. That the raising or keeping a standing army within the kingdom in time of peace, unless it be with consent of Parliament, is against law. […] 9. That the freedom of speech and debates or proceedings in Parliament ought not to be impeached or questioned in any court or place out of Parliament. […] 13. And that […] for the amending, strengthening and preserving of the laws, Parliaments ought to be held frequently. ’(Bill of Rights) „A felső- és alsóháznak […] összegyülekezett tagjai […] egy írásbeli nyilatkozatot adtak ki […], amint az itt következik: 1. Hogy a bitorolt hatalom, ti. a törvények ideiglenes hatályon kívül helyezése vagy a törvények végrehajtásának megakadályozása, csupán királyi tekintély alapján, a parlament hozzájárulása nélkül, törvénytelen. […] 4. Hogy a korona céljaira való pénzfelvétel […] a parlament hozzájárulása nélkül […] érvénytelen. 5. Hogy az alattvalóknak joguk van a királyhoz folyamodni, és az ilyen kérelmezések miatt való minden elfogatás és üldözés törvénytelen. 6. Hogy az országban béke idején, a parlament hozzájárulása nélkül állandó hadsereg felállítása és tartása, törvénytelen. […] 9. Hogy a szólás, vitatkozás és tárgyalás szabadságát, a parlamenten kívül semminemű hatóság, semmiféle helyen kérdés tárgyává nem teheti. […] 13. És, hogy […] a törvények kijavítására, megerősítésére és megtartására a parlamentet össze kell hívni.” (Jognyilatkozat) a) Name the form of government (form of state) whose foundations were laid by this document. (1 point) ...................................................................................................................

3 points



b) On the basis of the source material, briefly write down that basic characteristic of this form of government which differentiates it from Absolutism. (1 point) ................................................................................................................... c) Which points of the source are intended to ensure that the king does not have access to the resources necessary for starting a new civil war? Write down the numbers of these two points. (0.5 points for each element) ........ ....... d) Which points of the excerpt describe the rights of individual English citizens? Write down the numbers of these two points. (0.5 points for each element) ....... ....... 5. This task is about Hungary in the 18th century. On the basis of the sketch map and your own knowledge, decide which territories are described. Write the number of the appropriate territories into the squares. Choose from the list. You can choose one territory only once; there are three extra territories. (1 point for each correct item)

Immigration into Hungary at the end of the 17th century and in the 18th century

Territories: 1. Transylvania; 2; Felvidék (Upper Hungary); 3. Határőrvidék (Military Border) 4. Croatia; 5. Ottoman Hungary; 6. Sub-Carpathia; 7. Banat of Temesvar (Banat).

4 points

Poles

Ruthenians

Romanians

Romanians Serbs

Germans (Swabians)



a) Of the three parts of 16th – 17th century Hungary this is the one where the loss of population was the highest. Swabians were typically settled here in the 18th century.

b) A territory with its own government, where different ethnic groups had lived since medieval times. By the mid 18th century Romanians outnumbered Hungarians and Saxons.

c) Territory governed directly by the Court, stretching from the Adriatic Sea to Transylvania. Here lived the majority of Serbians, who were granted land in return for their military services.

d) The last area to be re-conquered from the Turks, only after the Rákóczi freedom fight, where the loss of population was especially severe. The court settled Swabians here, but Hungarians, Serbians and Romanians also moved in.

6. This task is about the United States of America becoming a great political power. Answer the questions using the pictures.

Political poster from the mid 19th century.

a) According to the poster, on which question did the two parties disagree? (1 point) ...................................................................................................................

4 points



b) From which year to which year did the armed conflict, one of the causes of which was the disagreement illustrated in the poster, take place? (0.5 points for each correct item) Beginning (year): ……………………….. End (year): ………………………………

Map from the turn of the century

c) Which new feature of American foreign policy does the map show? (1 point) ……………………………………………………………………………………………

Cartoon from the turn of the century, entitled: Bosses of the Senate (The words on the fat

giants’ stomachs refer to various industrial monopolies: steel, oil, iron, sugar, copper, coal etc.)



d) To which problem of contemporary American domestic policy does the poster draw attention? (1 point) …………………………………………………………………………………………… 7. This task is about the situation of ethnic groups in Hungary under the Austro-Hungarian Dual Monarchy. Answer the questions using the source and your own knowledge. (1 point for each correct item)

The Insatiable

a) Name the ethnic group which is represented by the child in the cartoon.

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

b) In which year did Hungary conclude a treaty with this ethnic group ensuring their territorial autonomy? .......................

c) Who was the Hungarian politician who introduced the bill on ethnic groups? Underline the name. József Eötvös Kálmán Tisza Oszkár Jászi

3 points

4 points

Cartoon from the satirical magazine Borsszem Jankó, 1881. In the cartoon the female figure representing Hungary slaps the hand of the child representing one of the ethnic groups, who is reaching greedily for the apple with the inscription ‘Fiume’, having already filled his pockets with buns and rolls.



8. This task is about economic history between the two World Wars. Name the state to which each description refers, using the sources and your own knowledge. Choose from the states mentioned in the sources. (1 point for each correct item)

Changes in the industrial production of the Great Powers between 1929 and 1933 (1929=100%) The relative distribution of the world’s industrial production between 1913 and 1938 (%)

Country 1913 1928 1938 The United States 32.0 39.3 31.4 Great Britain 13.6 9.9 10.7 Germany 14.8 11.6 12.7 France 6.1 6.0 4.4 Russia/The Soviet Union 8.2 5.3 9.0 Italy 2.4 2.7 2.8 The other countries 22.9 25.2 29 a) Following the First World War, this country acquired industrial regions. In spite of this, it could not increase its share of the world’s industrial production between the two World Wars. ………………………………………………………

b) As a result of the Great Depression, this country’s industrial production was almost halved. In the 1930’s, it managed to increase its share of the world’s industrial production, which was largely due to re-gaining some industrial regions and to investment in the munitions industry. ………………………………………………………

c) The Great Depression did not significantly affect this country’s industrial production, which, compared to that of other countries, increased at a much quicker pace in the 1930’s. …………………………………………

d) It was one of the victorious countries of the First World War. As a result of the Great Depression, its industrial production fell by less than one fifth. However, its share of the world’s industrial production between the two World Wars did not return to its pre-First World War level. ……………………………………………………….. 4 points

Termelési index index number of production Nagy-Britannia Great Britain Franciaország France Egyesült Államok United States of America Németország Germany



9. This task is about the history of Hungary between the two World Wars. Do the tasks using the source and your own knowledge.

‘1. § (1) Every man who is over 24 years old, has been a Hungarian citizen for 10 years, has been living or has had a home in the same settlement for two years, has successfully completed the fourth grade of elementary general school, or can produce a certificate of any education equivalent to this, is entitled to the right to elect parliamentary representatives. (2) The required minimum age of 24 does not apply to people with a university or college degree. […]’ 2. § (1) Every woman who is over 30 years old, has been a Hungarian citizen for 10 years, has been living or has had a home in the same settlement for two years and has successfully completed the sixth grade of elementary general school, or has successfully completed the equivalent class (grade) in any other educational institution, or can produce a certificate of any education equivalent to this, is entitled to the right to elect parliamentary representatives. (2). If proofs of other necessary items are produced, franchise is granted to those women who have successfully completed the fourth class of elementary general school, or can produce a certificate of any education equivalent to this, if: 1. they have born three or more legitimate children, and at least three of these children are alive; children who as soldiers gave their lives to their country shall be considered alive for the purposes of this decree; or 2. they make their independent living from the income of their property or from their own earnings and manage an independent household. […] (4) Those women who have university or college degrees are entitled to vote irrespective of their age.’ (Electoral law, 1925)

„1. § (1) Országgyűlési képviselőválasztó joga van minden férfinak, aki életének 24. évét betöltötte, tíz év óta magyar állampolgár, két év óta ugyanabban a községben lakik vagy van lakása és az elemi népiskola negyedik osztályát sikeresen elvégezte, vagy ezzel egyenlő értékű műveltség megszerzését igazolta. (2) A 24. életév betöltése nem kívántatik meg attól, aki igazolja, hogy egyetemet vagy más főiskolát végzett. […] 2. § (1) Országgyűlési képviselőválasztó joga van minden nőnek, aki életének 30. évét betöltötte, tíz év óta magyar állampolgár, két év óta ugyanabban a községben lakik vagy van lakása és az elemi népiskola hatodik osztályát vagy más tanintézetnek ezzel tanértékre nézve egyenrangú osztályát (évfolyamát) sikeresen elvégezte, vagy ezzel egyenlő értékű műveltség megszerzését igazolta. (2) Az egyéb kellékek igazolása mellett választójoga van annak a nőnek is, aki az elemi népiskola negyedik osztályának sikeres elvégzését vagy ezzel egyenlő értékű műveltség megszerzését igazolja, ha: 1. három vagy több törvényes gyermeknek adott életet és legalább három gyermeke életben van; - a háborúban hősi halált halt gyermekeket e rendelkezés szempontjából életben levőknek kell tekinteni; vagy 2. saját vagyonának jövedelméből vagy saját keresetéből tartja el magát és önálló háztartást vezet. […]



(4) Annak a nőnek, aki egyetemet vagy más főiskolát végzett, életkorára való tekintet nélkül van választójoga.” (Választójogi törvény, 1925) a) On the basis of the source material list two basic conditions through which the law restricts general franchise. (1 point for each correct item)

- ……………………………………………………………………..

- ……………………………………………………………………..

b) Decide which of these two imaginary people could not have had franchise in 1925. Underline the appropriate name. (1 point) János Brassay, born in 1902, Hungarian citizen, resident at the family’s Ráckeve mansion since birth. Did not attend elementary general school, was educated by private tutors, took his school-leaving exams as a private student. He received his degree from the Faculty of Law in the spring. Mrs Ödön Matzner, neé Janka Leszner, born in 1894, Hungarian citizen. Her family moved to Budapest in 1906, and she has lived there since. As a result of a childhood lung disease, she only completed five grades of elementary general school. She got married at eighteen, and bore four children in the six following years, two of whom died in 1917. János Brassay Mrs Ödön Matzner c) Explain with your own words why this person could not have had franchise. (1 point) …………………………………………………………………………………………….

4 points

10. This task is about the post-World War II history of Hungarians living on the far side of the Trianon borders. Do the tasks using the source and your own knowledge. (1 point for each correct item) ‘Based on experience gathered since the end of the war, Hungary finds the situation of Hungarians especially worrying in Romania on the one hand, where more than [a)] Hungarians live, and in Czechoslovakia on the other hand, where even according to Czechoslovakian statistics the number of Hungarians exceeds 650,000. We thought we were be able to understand the intentions of the victorious powers from the Romanian armistice treaty. According to section 19 of this treaty Transylvania, or its larger part, is Romania’s due. Taking this text into consideration, we have only made modest requests. Of the 103,000 km ² Transylvanian territory which belonged to Hungary prior to World War I, we only requested the return of 22,000 km ². […] Thus roughly the same number of Hungarians would remain within the borders of Romania as Romanians would be living in Hungarian territories. This would mean that both countries would be equally interested in finding a satisfactory solution for the problem of nationalities, as a result of which wide-scale territorial autonomy could also be ensured for minorities on both sides of the border.’ (Speech given by János Gyöngyössy, Hungarian foreign minister at the meeting preparing for the Paris peace treaty, 1946)



„A háború befejezése óta szerzett tapasztalatok alapján Magyarország különösen aggasztónak látja a magyarság helyzetét egyrészt Romániában, ahol több mint [a)] magyar él, másrészt Csehszlovákiában, ahol a csehszlovák statisztika szerint is több mint 650 000 a magyarok száma. A győztes hatalmak intencióit [szándékait] a román fegyverszüneti szerződés szövegéből véltük kiolvashatni. Ezen szerződés 19. szakasza szerint Erdély, illetve annak nagyobb része Romániát illeti meg. Ezt a szöveget véve alapul, csak szerény igényekkel léptünk fel. Az első világháborút megelőzően Magyarországhoz tartozott 103 000 km2 erdélyi területből, csupán 22 000 km2 visszaadását kértük. […] Így Románia határain belül körülbelül ugyanannyi magyar maradna, amennyi román magyar területre kerülne. Ezáltal mindkét országnak azonos érdekei fűződnének a nemzetiségi probléma kielégítő megoldásához, aminek eredményeképpen a határon innen és túl élő kisebbségek számára széles körű területi autonómiát is lehetne biztosítani.” (Gyöngyösi János, magyar külügyminiszter beszéde a párizsi béke-előkészítő értekezleten, 1946) a) Which number is missing from the part of the text marked a)? Circle the number of the correct answer. 1. a hundred thousand 2. half a million 3. one and a half million b) Why was it impossible to raise the issue of the restoration of pre-Trianon borders at the peace conference? Answer on the basis of the source material. Use your own words. …………………………………………………………………………………………………

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

c) Decide on the basis of the source material which of the following statements is true. Circle the number of the correct answer. Circle only one number.

1. János Gyöngyössy demanded that the Hungarian-Romanian border be drawn along ethnic border lines.

2. János Gyöngyössy considered it important to preserve the territorial integrity of historical Transylvania.

3. János Gyöngyössy voiced his hope that nationalities might receive collective rights. d) Name the state which had a decisive word in the question of drawing the Hungarian-Romanian border after the Second World War. ………………………………………………………

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11. This task is about the problems of the Third World. Do the tasks using the sources and your own knowledge. (1 point for each correct item.) ’We, the Ministers and the Plenipotentiaries representing 159 states and the European Economic Community [12 European states] declare our determination to eliminate hunger and to reduce all forms of malnutrition. Hunger and malnutrition are unacceptable in a world that has both the knowledge and the resources to end this human catastrophe.’ (Declaration of the WHO [World Health Organization], 1992) „Mi, 159 állam és az Európai Gazdasági Közösség [12 európai állam] miniszterei és meghatalmazott képviselői kinyilatkoztatjuk azon elhatározásunkat, hogy véget vessünk az éhezésnek és csökkentsük az alultápláltság minden formáját. Az éhezés és az alultápláltság elfogadhatatlanok egy olyan világban, ahol a tudás és az erőforrások egyaránt rendelkezésre állnak ahhoz, hogy véget vessünk ennek az emberiséget sújtó katasztrófának.” (A WHO [Egészségügyi Világszervezet] nyilatkozata, 1992) ’Food production has trebled since World War II, the amount of food per head has increased by more than 40 percent. From the point of view of demand, more than half of the world’s population is either overfed or undernourished […]. The latter cannot rise above this situation because they do not have the means to purchase or produce adequate foodstuff. It is scandalous that all this is happening in a world where there is enough food for everybody.’ (José Graziano da Silva, Director General of FAO [Food and Agriculture Organization] 2013) „Az élelmiszertermelés a második világháború óta háromszorosára nőtt, az egy főre jutó élelmiszer mennyisége pedig több mint 40 százalékkal emelkedett. A kereslet szempontjából nézve, a világ népességének több mint fele túltáplált vagy alultáplált […]. Utóbbiak azért nem tudnak kitörni ebből a helyzetből, mert nem rendelkeznek a kellő mennyiségű élelmiszer megvásárlásához vagy megtermeléséhez szükséges eszközökkel. Botrányos, hogy mindez egy olyan világban történik, ahol mindenki számára elegendő élelmiszer áll rendelkezésre.” (José Graziano da Silva, a FAO [Élelmezési és Mezőgazdasági Szervezet] főigazgatója, 2013) a) Name the international organisation whose institutions (specialised organisations) are the publishers of the above sources.

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d) The picture refers to a typical reason for the problem discussed in the written sources. Explain.

Agriculture in Ethiopia ………………………………………………………………….. 12. This task is about human rights. These pictures highlight the importance of certain human rights. Which are these human rights? Choose from the list. Write the number of human rights to the appropriate picture. There are two extra human rights. (1 point for each correct item) Human rights: 1. right of assembly 2. free choice of religion 3. right to own private property 4. freedom of the press 5. free choice of domicile

a) number of human right: …

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number of human right: ….

c) number of human right: …

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II LONGER, ESSAY-TYPE QUESTIONS

Please read the following instructions carefully.

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

Number Periods and subjects Task type

World history

13. Roman peasantry short 14. First industrial revolution short

Hungarian history

15. Religious conditions in Transylvania short 16. Consequences of Mohács long 17. The Batthyány government short 18. István Széchenyi’s program long 19. Goods supply in the Kádár period short 20. Military operations in Hungary long

Below you will find a table with all the possible combinations of the tasks that you can choose. Mark one of the columns by circling the corresponding letter.

Task type A B C D E F G H I J K L

short 13 13 13 13 13 13 14 14 14 14 14 14

short 15 15 17 17 19 19 15 15 17 17 19 19

long 18 20 16 20 16 18 18 20 16 20 16 18

Only tasks which have been selected according to the rules above will be marked. You will find the evaluation criteria after each task. The scores will be entered by the examiners. Only do the three tasks you have selected, and leave the rest of them blank.

Before doing the tasks please study the Important Information on page 2 of this booklet.

You can make drafts while working on the answers.



13. This task is about the history of the Roman Empire. (short) Describe how the wars of conquest in the Republican Period affected the situation of Roman peasants, using the source and your own knowledge. ‘They purchased slaves for cultivating the land and herding their animals, as they were afraid that free people would be conscripted from the land for military service. And besides, the great number of the slaves’ children brought them great profit as well, because, as they were exempt from military service, slaves could breed rapidly. Thus the elite became extremely rich, and the number of slaves increased greatly indeed in the countryside.’ (History of Rome by Appian) „A földművelésre és állataik őrzésére rabszolgát vásároltak, mert attól tartottak, hogy a szabad embereket elvonja majd a katonai szolgálat a földműveléstől. De meg máskülönben nagy nyereséget is hozott nekik a szolgák gyermekeinek nagy száma, a rabszolgák ugyanis hadmentességük miatt nagyon elszaporodhattak. Ennek következtében az előkelők rendkívüli módon meggazdagodtak, a rabszolgák száma a vidéken nagyon is gyarapodott.” (Appianosz: Róma története)

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Criteria Maximum Achieved

points Understanding of task 4 Location: place and era 4 Use of special vocabulary 4 Use of sources 4 Describing reasons behind an event 6 Structure, clear language 2 Total 24 Divided by 2 Exam points 12

14. This task is about the age of the first industrial revolution. (short) Describe how making use of steam promoted the unfolding of the industrial revolution.

Textile production in England in the first half of the 18th century and in the first half of the

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15. This task is about the history of Transylvania. (short) What was unique about the way the situation of religion and religious issues were managed in Transylvania? Explain using the source and your own knowledge.

’As in the question of religion, especially on the administration of Holy Communion, there have been endless arguments, quarrels, disagreements and opinions between the Hungarian church of Kolozsvár [Calvinist] and the Saxon [Lutheran] church of Szeben [...], in order to put an end to such disruptions and to pacify the conscience of both parties, for the equanimity of the country’s people the following has been decided: from now on, in the future, both parties are at liberty to follow the teaching and religion of either the church of Kolozsvár or that of Szeben. If, on the other hand, the pastor of a certain town, borough or village wishes to preach the religion and follow the concepts of the church of Kolozsvár and intends to force this on his people, he cannot do this, but whatever religion the town, borough or village wishes to pursue, they are allowed to, and they may keep a preacher of that persuasion, and the other can be dismissed. The same must be asserted in the diocese of Szeben as well.’ (Decree of the diet of Torda, 1564)



„Mivel a vallás ügyében, különösen az úrvacsora osztásáról állandóan különféle viták, perlekedések, civódások, vélemények voltak a kolozsvári magyar nemzetiségű [kálvinista] és a szebeni szász nemzetiségű [lutheránus] egyház […] között, az ilyen egyenetlenségek megszüntetésére mindkét fél lelkiismeretének megbékítésére és az ország lakóinak nyugalmáért úgy döntöttek: mostantól kezdve a jövőben mindkét félnek szabadságában áll, hogy akár a kolozsvári, akár a szebeni egyház vallását és felfogását kövesse. Úgy azonban, hogy ha valamely város, mezőváros vagy falu lelkésze a kolozsvári egyház vallását és felfogását akarja hirdetni és a népet erre erővel kényszeríteni, nem teheti, hanem amilyen vallást maga a város, mezőváros vagy falu követni akar, olyan felfogású lelkészt tarthat, az ellenkezőt pedig eltávolíthatja. Ugyanezt a szebeni egyházmegyében is érvényesíteni kell.” (Az 1564-es tordai országgyűlés határozata) ..………………………………………………………………………………………………….

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16. This task is about the history of Hungary under Turkish occupation. (long) Describe the military and political consequences of the battle of Mohács up to the treaty of Várad, using the sources and your own knowledge. Use your secondary school historical atlas.

The siege of Vienna, 1529. 16th century Turkish miniature

‘[…] and I strove to defend this weak town against such a cruel and powerful enemy, the Sultan of the Turks and his might, with which he personally invested this town. I did not do this because I thought I could hold out against his forces, but in order to delay him for a time while your Highness together with the most Holy Emperor of the Romans […] can meet the Turks face to face and resist them with the help of the best and greatest God.’ (Letter by Miklós Jurisics to Ferdinand I, 1532) „[…] én pedig megkíséreltem, hogy ezt a gyenge várost megvédjem az olyan kegyetlen és hatalmas ellenségtől, a törökök császárától és az ő erejétől, amellyel a várost személyesen körülzárta. Nem azért tettem, mert úgy gondoltam, hogy hatalmával szemben tartani tudom magam, hanem hogy őt itt egy darabig késleltessem, amíg Felséged a rómaiak legkeresztényibb császárával […] együtt a törökökkel szembetalálkozhatik és annak a legjobb és legnagyobb Isten segítségével ellenállhat.” (Jurisics Miklós levele I. Ferdinándhoz, 1532) ‘As his highness King János has now neither a wife nor children, if God were to call him to depart from this life, even if he should by then have a son, for the benefit of the country and the Christian world, a benefit we expect this peace and alliance will bring about with the help of God, and that with this all the trouble this country has had to suffer in the recent years and earlier will be brought to an end, with the intention of subjecting his and his heirs’ glory to the good of the public, has agreed that after his death, even if he has a son born, the whole of the Hungarian kingdom with all its countries, its provinces and dependencies and with all royal rights shall



descend on and stay with us; or, should we die in the meantime, to our son, who the country will be obliged to elect king with common agreement, […]’ (Excerpt from the treaty of Várad, 1538) „Minthogy pedig felséges János királynak most sem felesége, sem gyermekei nincsenek, ha Isten kiszólítaná ez árnyékvilágból, még ha volna is akkor fia, az ország és a keresztény világ üdvére való tekintetből, amelyet ebből a békéből és szövetségből Isten segítségével bizton remélünk, és hogy ezáltal végre már vége legyen annak a sok bajnak, amelyet ez az ország az elmúlt évek alatt s már régebben is szenvedett, a saját családja és utódai dicsőségét a közjó érdekének alárendelni akarván, beleegyezett abba, hogy halála után, még ha volna is fia, az egész magyar birodalom összes országaival, tartományaival s alávetett részeivel s a királyi jog egész teljességével mi reánk, vagy ha mi időközben meghalnánk, fiunkra szálljon és maradjon, akit az ország köteles lesz közös megegyezéssel királlyá választani, […]” (Részlet a váradi egyezményből, 1538) ..………………………………………………………………………………………………….

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points Understanding of task 8 Location: place and era 4 Use of special vocabulary 4 Use of sources 8 Describing the reasons behind an event 10 Structure, clear language 8 Total 42 Divided by 2 Exam points 21

17. This task is about the 1848 Hungarian revolution. (short) Explain the significance of the formation of the Batthány government, using the source and your own knowledge. In your answer, highlight the changes this event brought about in the governmental system of Hungary.

‘§ 3. His Majesty, and in his absence, the palatine […] shall exercise the executive power through the legally independent Hungarian Ministry; their orders, commands, resolutions and appointments will come into force only if one of the Ministers situated in Buda-Pest approves. […] § 19. On those subjects which so far have belonged under the H[ungarian] R[oyal] Chancellery, the R[oyal] Council of Governor-General, and the R[oyal] Treasury, […] His Highness shall exercise the executive power only through the Hungarian Ministry from now on.’ (Except from the April Laws)

„3. § Ő Felsége, s az ő távollétében a nádor […] a végrehajtó hatalmat a törvények értelmében független magyar minisztérium által gyakorolják, s bármely rendeleteik, parancsolataik, határozataik, kinevezéseik csak úgy érvényesek, ha a Buda-Pesten székelő miniszterek egyike által is aláíratik. […] 19. § Mindazon tárgyakra, melyek eddig a m[agyar] k[irályi] udvari kancelláriának, k[irályi] helytartótanácsnak, s a k[irályi] kincstárnak […] köréhez tartoztak, […] Ő Felsége a végrehajtó hatalmat ezentúl csak a magyar minisztérium által fogja gyakorolni.” (Részletek az áprilisi törvényekből)



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18. This task is about the history of Hungary in the Reform period. (long) Outline the most important elements of István Széchenyi’s programme, using the sources and your own knowledge. In your answer, include some elements of Széchenyi’s practical activities as well. ‘Many people blame all our backwardness on the government. […] We estate holders must promote estates and trade, let us expound the subject better and better; let us educate, enlighten each other, let many of us get together […]! Let us confer, strive and act, but let us not want the government to plough, sow and gather our harvest into our barns as well. Let us not even consider finding an obstacle to our progress, as our ruler does not wish anything else but our general well being, and if some of us fall short of this, is it our lord’s fault – or our own?’ (Credit by Széchenyi)



„Sokan pedig minden hátramaradásunkat a kormánynak tulajdonítják. […] Mi, birtokosak a gazdaságot, kereskedést mozdítsuk elő; fejtsük ki a tárgyat jobban s jobban; oktassuk, világosítsuk fel egymást, álljunk sokan össze […]! Tanácskozzunk, fáradjunk s cselekedjünk, s csak ne kívánjuk még azt is, hogy a kormány érettünk szántson, vessen s csűreinkbe takarítson is. Csak eszünkbe se jusson, hogy gátot fogunk találni előmenetelünkben, mert uralkodónk se kíván egyebet közboldogságunknál, s ha némelyek közülünk nem részesek abban, urunk tehet-e arrúl? – vagy mi magunk?” (Széchenyi: Hitel)

‘Socage […] deserves even more attention and the damage that originates from it is as difficult to deny as the fact that 2 × 2 = 4. In a year, with twenty thousand days of paid labour as much work could easily be achieved as with sixty thousand days of socage. And whoever has used both socage and paid labourers must know […] that the work done in 52 days by a serf owning a complete plot with his bad plough, fragile cart and weak oxen, or in 104 days by a clumsy servant or under-aged children […] could be done in one third of that time by his own paid labourers, with good tools and strong oxen. ’ (Credit by Széchenyi)

„A robot […] még nagyobb figyelmet érdemel és azon kárt, mely belőle háramlik, éppen oly bajosan tagadhatni, mint azt, hogy 2 x 2 = 4. Hatvanezer robot egy esztendőben szint azon munkát viszi végbe, melyet húszezer napszámmal könnyen el lehetne végezni. És ki nem tapasztalta, ki robotban is, és béresek által […] dolgozott, hogy azon munkát, melyet egy egész helyes [telkes] jobbágy rossz ekéjével, filigrán szekerével, gyenge marhájával 52 nap, vagy ügyetlen cselédje és gyenge korú gyermekei által 104 nap tud végezni, maga béreseivel, jó szerszámokkal és erős marhával […] a mondott idő egy harmad része alatt nem vihette végbe!” (Széchenyi: Hitel)

‘The idea of ‘launching a steamer on the Balaton’ is not originally mine. I am only an indirect advocate of it, and here I speak as such. […]’ Steamers began plying other European lakes because of the greater and more numerous towns and the necessity of more thriving transportation among these; while there are barely any large places located on the shores of Balaton, there is barely any commercial movement; thus these would be brought into being by steamers going up and down, bringing new life, if […] we find in ourselves only a small portion of the vitality to which the federation of America owes its unprecedented flourishing[…]. It would be difficult to give a complete list predicting everything that establishing a steamer on Balaton would bring about […]. For example: first of all, it will encourage the trade in coal.’ (Széchényi on steamboats operating on Lake Balaton)

„Az eszme ’Balatonra gőzöst állítni’ közvetlen nem enyim. Én annak csak egyik közvetett ügyvivője vagyok, és mint illyes szólalok itt fel. […] Az európai egyéb tavakra a partjaikon fekvő nagyobb és számosb városok s az ezek közti élénkebb közlekedési szükség idézték elé a rajtuk evező gőzösöket; míg a Balaton partjain alig fekszik nagyobb hely, alig van kereskedési mozgalom, s így ezek létét viszont a gőzösök nagyobb élénkséget szülő fel- s alájárása fogná



előteremteni, ha […] csak kis része találkozik bennünk azon életerőnek, mellynek szövetséges Amerika köszöni olly példátlan felvirágzását […]. Nehéz volna annak jóslatát itt kimerítőleg elősorolni, mi mindent fogna egy balatoni gőzösnek életbe léptetése maga után vonni […]. Így például: legelsőben is kőszén-szerzésre fog indítni!” (Széchenyi a balatoni gőzhajózásról) ..………………………………………………………………………………………………….

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19. This task is about everyday life in the Kádár period. (short) Using the source and your own knowledge, outline the contradictions in goods supply and living standards in the Kádár period.

– You know, in this quarter they only make the holes. ...

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20. This task is about Hungary’s participation in the Second World War. (long) Describe military operations in Hungary, using your own knowledge and the sources. In your answer, include the attempt to disengage from the war, but do not write about the Arrow Cross regime. Use your secondary school historical map.

‘As defence against the predictable enemy offensive from the Balkans defence can only be based on the impassably high mountain range of the Southern Carpathians. […] our troops will set off and, with German assistance, occupy the Southern Carpathians and construct there the best possible defensive line to defend Hungary.’ (Lajos Vörös, Hungarian Chief of Staff, September 4, 1944) „A Balkán irányából várható ellenséges támadás ellen ugyanis csak a Déli-Kárpátok járhatatlan magas hegysége támaszthatja alá a védelmet. […] csapataink megindulnak, hogy német segítséggel megszállják és a Déli-Kárpátokban felépítsék a Magyarország megvédésére legelőnyösebb adottságokkal rendelkezésre álló védelmi vonalat.” (Vörös Lajos magyar vezérkari főnök, 1944. szeptember 4.)



Losses in the tank battle in the Alföld, October 1944 Personnel Armour Aircraft numbers As

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numbers As proportion

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German approx. 15,000

5,8% about 250 44% 148 24%

Soviet approx. 84,000

12,0% about 525 63% about 260 21%

Plan of the German military operation ’Spring Awakening’, March 1945 (HR.Gr.SÜD= Army Group South Hr.Gr.E = Army Group E 6.Pz.A. = 6th Panzer Corps 2.Pz.A. = 2nd Panzer Corps Frühlingserwachen = Spring Awakening Eisbrecher = Icebreaker Waldteufel = Forest Devil 2.Ukr.Front = 2nd Ukranian Front 3. Ukr.Front = 3rd Ukranian Front Donau = Danube Drau = Drava)

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Maximum points

Achieved points

I. Short answer tasks

1. Decline of the Western-Roman Empire 4 2. World religions 4 3. Pre-Conquest Hungarian history 3 4. England in the 17th century 4 5. Hungary in the 18th century 4 6. USA becoming a Great Power 4 7. Nationalities under the Dual Monarchy 3 8. World economy between the World Wars 4 9. Franchise in Hungary 4 10. Hungarians beyond the borders 4 11. Third World 4 12. Human rights 3

Total 45 I. Achieved points rounded up

II. Longer, essay-type questions

13. Roman peasantry 12 14. First industrial revolution 12 15. Ethnic conditions in Transylvania 12 16. Consequences of Mohács 21 17. The Batthány government 12 18. Programme of István Széchenyi 21 19. Supply of goods in the Kádár period 12 20. Military operations in Hungary 21

Total 45

II. Achieved points rounded up

I. + II.

Total score for the written exam 90

Date:………………………… Correcting teacher ___________________________________________________________________________

Achieved points rounded

up/Elért pontszám egész számra

kerekítve

Points (rounded up) to write in the software/Program

ba beírt egész pontszám

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

Correcting teacher / Javító tanár administrator / jegyző Date/Dátum :……………………. Date/Dátum:…………………......

Documents

TÖRTÉNELEM ANGOL NYELVEN - …Történelem angol nyelven középszint — írásbeli vizsga 1412 Név: ..... osztály:.....dload.oktatas.educatio.hu/erettsegi/feladatok_2016tavasz_kozep/k... ·