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E Tortang 13maj FL
E Tortang 13maj FL
E Tortang 13maj FL
jel:
TÖRTÉNELEM
ANGOL NYELVEN
EMELT SZINTŰ
ÍRÁSBELI VIZSGA
2013. május 8. 8:00
I.
Időtartam: 90 perc
Pótlapok száma
Tisztázati
Piszkozati
EMBERI ERŐFORRÁSOK
MINISZTÉRIUMA
Important information
Suggested approach:
Good luck!
“[…] I have never accepted any positions against the customs of our ancestors. All
that the Senate put me in charge of, I accomplished in my capacity of tribune. It is in
this capacity that I have asked the Senate for a partner in this office five times in all,
which I have always been granted.”(The autobiography of Augustus)
„[…] én egy olyan tisztséget sem fogadtam el, amelyet őseink szokása ellenére
ruháztak rám. Azt, aminek végrehajtására a senatus megkért, tribunusi
felhatalmazásom birtokában hajtottam végre. Ebben a hatáskörben magam kértem öt
ízben a senatustól hivatali társat, és meg is kaptam.” (Augustus önéletrajza)
“None stood up to him, since the more head-strong either died on the battlefield or
were sentenced to death and the rest of the nobility only gained in wealth and
standing as they bowed their heads in servitude […]. In other words, the state went
through a great transformation and not even a trace of the old unspoilt public spirit
remained; all and every one were eager to follow the commands of the princeps
[…].” (Annales by Tacitus)
„Útját nem állta senki sem, mert a nyakasabbak elhullottak a harcmezőn vagy a
halálos ítéletek következtében, a nemesség többi tagja pedig minél jobban hajlott a
szolgaságra, annál jobban gyarapodott vagyonban és méltóságban […]. Az állam
tehát nagy változáson esett át, s nyoma sem maradt a régi, érintetlen közéleti
szellemnek: feladva az egyenlőséget, minden ember a princeps parancsait leste […].”
(Tacitus: Annales)
a) Use the two sources to define the fundamentally dual nature of the system of the
principate. (1 point)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………..................................
b) Where and when was the decisive battle following which Augustus was left without a
rival in politics? (Score 0.5 points for each correct item.)
Year: …………………
The town in the vicinity of which the battle was fought: ………………………………
c) What special rights did Augustus have in his position which is mentioned in the first
source? List two of them. (Score 0.5 points for each correct item.)
……………………………………………………………………………………...
……………………………………………………………………………………...
d) Mention an official position which you cannot find in the sources and Augustus held
during his reign. (1 point)
…………………………………………………..
4 points
A)
Glossary:
Kopasz Károly: Charles the Bald
Lothar: Lothair
Német Lajos: Louis the German
Hűbéresterület: Fiefdom
a) Where and when was the agreement concluded, the result of which is illustrated by
the above map? (Score 0.5 points for each correct item.)
b) Name the dynasty which the parties of the agreement belonged to. (1 point)
……………………………………………………………..
B)
Name the monarch from the map who is described in each of the statements below.
(Score 0.5 points for each correct item.)
c) The town where Charles Martel stopped the Arabs was taken under his control.
……………………………………………..
d) He acted as a guardian of the Papal State.
……………………………………………..
e) A later monarch on his throne was crowned emperor in 962.
……………………………………………..
f) Later occupants of his throne strove to turn Hungary into a vassal state in the 10th-11th
centuries.
……………………………………………..
4 points
1 “He believed that following the occupation of Pannonia, he could conquer the rest
of the Christian lands in no time.”
2 “He still remembered the horrible defeat […] which he had previously suffered at
the hand of János Corvinus at Görögfejérvár.”
3 “As soon as he had made an agreement with Miklós [Újlaki] and his other
supporters, he commanded his captain to attack Upper-Pannonia in the hope of
conquering all of Pannonia. According to this command, Szombathely and its
vicinity was first brought under attack.”
4 “He ordered [his commander] to cross the Sava and attack Pannonia and destroy
all by fire and sword. First, he was to attack the Szerém region when the Sava had
ebbed.”
5 “He found out that Pope Paul had ousted him [from his royal seat] for his heresy
and he suspected that a war would soon be started against him [so] […] he
assembled a strong and well-equipped army hoping to defend himself, his faith and
position by arms.”
5. „Megtudta, hogy a hamis hitben való megátalkodottsága miatt Pál pápa [az
uralkodói] méltóságból kiebrudalta őt, és sejtette, hogy mihamar háború indul ellene,
[ezért] […] erős, jól felszerelt hadsereget állított, és remélte, hogy magát, hitét és
rangját fegyverrel megvédi.”
6 “The crown, which had been in his possession […] for 24 years, was decorated with
ribbons and taken to Sopron with great pomp and festive merriment as if it had
descended from the sky.”
7 “He was riding past in the midst of the army surrounded by armoured cavalry
when he caught sight of King [Matthias]. “How are you treating me?” he cried out.
“You pursue your parent like an enemy, and you want to chase me from my country
on the pretext of the true faith?”
8 “As he was preparing for a campaign in the east and having accomplished great
deeds on land and water […] he died in the camp, possibly poisoned, to the surprise
of all.”
(The Decades of Hungarian History by Bonfini)
4 points
4 points
5 This task is about the relations between the Hungarian estates and the Viennese court
in the 18th century.
Use the sources and your own knowledge to answer the questions.
“Experience shows that diets are always to the monarch’s disadvantage, and
consequently the estates are not to be called to assembly. […].
The bills passed by the diet and the local laws must not be altered or acted against.
The fact that it is our intention to limit the full tax exemption of the nobility is
certainly not to be made known. […]
Our primary goal must be to achieve a more favourable situation for the serfs in
Hungary so that they can pay their taxes. For this, all abuses against the serfs on the
part of the nobility must be stopped or restrained. By doing so we can win the people
over to the court.” (A proposal made by Kaunitz, the State Chancellor of the Habsburg
Empire, 1761)
a) Name the monarch of Hungary who Kaunitz’s advice was intended for. (1 point)
…………………………………………………………………..
b) When and where was the compromise between the court and the Hungarian estates,
as referred to in the first sentence of the second paragraph, first reached in the 18th
century?
(Score 0.5 points for each correct item.)
c) The first two paragraphs of the source allude to the violation of two of the estates’
rights. Name these rights. (Score 0.5 points for each correct item.)
………………………………………………………………………………….
………………………………………………………………………………….
d) On the basis of the proposal made in the final paragraph, the monarch issued a
decree in the same decade as the proposal was made. Name this decree.
…………………………………………………………………….
4 points
35
30 births
25
20 deaths
15
10
0
1700 1750 1800 1850 1900 1950 2000
2 points
“My father’s ideas about social issues bore great resemblance to mediaeval and
ancient thought, which was common among the Hungarian nobility at the time. The
only occupation that he considered decent was that of the landlord, who holds no
office and is dependent upon nobody; that is the true gentleman. He made no
distinction between smaller and larger estates, only perhaps the ancestry of the
family mattered. Even that was only relevant when it came to family connections and
not so much on social occasions, because the feeling of equality permeated all the
landed aristocracy, the so-called county justices, who avoided the magnates’
company on the grounds that they were dependent on the court whether by the
golden key [the ornamental symbol of the court chamberlains] or by family relations.
They considered themselves to be above the rest of the nobility anyway and formed a
caste of their own, calling one another by their first names and supporting one
another despite the fact that the law says that neither the highest lords have more,
nor the lesser nobility less freedom.
The government officials also counted as gentlemen, but the officials of the chamber,
even with higher salaries, were less respected because there were many foreigners
and commoners among them. By the way, those who worked in government offices
were no longer considered to be good patriots; only county […] positions were
compatible with patriotism.
Lawyers and doctors were also accepted into the company of the gentlemen, since
they were at least intellectuals [honorácior], if not noblemen, and they were privy to
the most intimate family secrets. They were still not quite equal, because they were
dependent, if not on any individual, then at least on the community. Those who
attended the county diets, and were often called county judges, were held in the
highest esteem.” (My Life and My Age by Ferenc Pulszky)
a) The views of which social group are reflected in the text above? Circle the correct
number.
1. high nobility 2. high bourgeoisie 3. lesser nobility 4. petit bourgeoisie
b) Which social group is designated as magnates in the text? Circle the correct number.
1. high nobility 2. high bourgeoisie 3. lesser nobility 4. petit bourgeoisie
c) Which monarch issued the law which is quoted in the text?
………………………………………………………………………………………......
d) Why were county officials considered to be better patriots than those who held
government positions?
………………………………………………………………………………………......
e) Name a central government institution where it was possible to hold a position?
………………………………………………………………………………………......
f) Explain in your own words the term honorácior.
………………………………………………………………………………………......
3 points
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……………………………………..
c) Which economic system is identified by these symbols? (0.5 points)
£$ …………………………………..
d) What kind of connection did Nazism claim to exist between the three germs? (0.5
points)
…………………………………………………………………………………………………
B) C)
The caption of the cartoon: Behind The translation of the original caption in German:
all enemy powers is the Jew “Ma’am, today I have brought you something
(Propaganda poster from 1945) exquisite. You can use this cloth to make a dress
that will make you look like a queen!”
e) Explain in your own words what cartoon B) accuses Jewish people of. (1 point)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
f) Explain in your own words what cartoon C) accuses Jewish people of. (1 point)
…………………………………………………………………………………………………
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4 points
could not keep the pace were bound to die. They walked for days without food or
drink in minus 40 degrees. And behind us, actually within range, followed the
Russian tanks and infantry. All formations broke up and there was no discipline any
more. Here, 120 kilometres from the enemy, soldiers are still arriving in pairs or
threes, without any food and wearing deficient clothing.” (From the diary of military
doctor Lajos Somorjai)
a) event: ……………………………………………………………………………
B) “1 The border drawn into the attached map is to be designated as the final border
between Romania and Hungary. The more accurate tracing of the border on location
will be the task of the Romanian-Hungarian committee.
2 The formerly Romanian territory, which is now to become part of Hungary will be
vacated by Romanian troops with a 14-day deadline.” (Excerpts from an official
protocol)
c) event: ……………………………………………………………………………
C) “No resistance is possible with the troops stationed in Budapest and western
Hungary. We do not have a single battalion in the region which is ready to fight.
Furthermore, since the military evacuation of Budapest is under way, troops are
scattered around in villages and towns around Budapest, and they have no
equipment and munitions […]. We do have two active corps, but one of them is in
the northern Carpathians and the other in Transylvania, and moving them to the
western border would take weeks.” (From the memoirs of Colonel General Ferenc
Szombathelyi)
e) event: ……………………………………………………………………………
D) „néhány perccel egy óra után három repülőgép, amelyek egy ideig a város felett
keringtek, 27 bombát dobott […]; mind a postahivatal – egy szép modern,
csehszlovákok által létesített épület – közelébe esett. Húsz ember meghalt és azóta
még két ember belehalt a sérüléseibe. Kilenc további épületet, főként lakóházakat,
találat ért. […] Jelentették, hogy a három gép sárga sávot (a semlegesség jelét) viselt a
törzsén és megtévesztésül magyar felségjelzéssel voltak ellátva. Egyet sem lőttek le a
teljes meglepetés és a még azóta is kétséges nemzetiség miatt.” (R. C. Partridge
amerikai őrnagy jelentése)
g) event: ……………………………………………………………………………
4 points
“For a long time I was under the impression that the evil document which stated that
we were to get ourselves off to the designated place to live arrived on 16th June 1951.
This did not only have the moral benefit that the enemy of the people, that is me (by
the way, the paper was addressed to me, but my parents acted as if they had not
noticed this), was taught a lesson, but also a practical one, that a comfortable flat
became vacant, more specifically, vacant for the people to use, or even more
specifically, for Comrade P.E., the devil take him. In other words, this was to the
benefit of everyone, as we achieved a state of moral balance, and the people, etc. […]
Already on the second day it was possible to sign up as an unskilled hand at the
church construction. How interesting that this was sanctioned, the construction. The
parish priest was already waiting for my father, he received him separately and
while offering him some liquor tried to dissuade him from the lowly task of mixing
mortar.” (Harmonia Caelestis by Péter Esterházy)
„Sokáig úgy tudtam, hogy 1951. június 16-án érkezett a gonosz papír, hogy lennénk
ha szívesek huszonnégy órán belül a számunkra kijelölt kényszerlakhelyre elhordani
az irhánkat, ami nemcsak avval a morális haszonnal járt, hogy a nép ellensége, ez
voltam lényegében én (egyébként véletlenül az én nevemre lett a papír kiállítva, de
apámék úgy tettek, mintha nem vették volna észre), móresra lett tanítva, hanem
avval a gyakorlatival is, hogy egy kellemes lakás üressé vált, konkrétan a nép
számára vált üressé, még konkrétabban P. E. elvtárs számára, hogy vinné el őt a
fekete fene. Vagyis mindenki jól járt, mi erkölcsi balanszba kerültünk, a nép meg stb.
[…]
Már másnap lehetett jelentkezni segédmunkásnak a templomépítéshez. Érdekes,
hogy ezt akkor engedélyezték, az építést. A plébános úr már várta apámat, külön
fogadta, megkínálta likőrrel, és igyekezett őt lebeszélni az alantasnak mondható
malterkeverésről.” (Esterházy Péter: Harmonia Caelestis)
a) Give the technical term for the method of punishment described in the text.
…………………………………………………
b) Why was the family described in the text considered to be an “enemy of the people”
in the eyes of the authorities of the time?
…………………………………………………………………………………………
…………………………………………………………………………………………
4 points
a) The issue of the ethnic minorities has serious internal political implications in Ukraine.
Formulate one of these important implications on the basis of the connection between
the first two sources. (1 point)
…………………………………………………………………………………………..………
………………………………………………………………………………….........................
b) The issue of the ethnic minorities also has a significant effect on Ukraine’s foreign
relations. Explain on the basis of one of the sources why Ukraine and Russia can exert
economic pressure on each other. (1 point)
…………………………………………………………………………………………..………
………………………………………………………………………………….........................
c) Both of the above problems appeared after 1991. What event in 1991 made it possible for
these conflicts to come to the surface? (1 point)
…………………………………………………………………………………………………
d) What minority speaking a non-Slavic language lives in Ukraine in the region marked
with an X in map A)? (0.5 points)
…………………………………………
e) What is the historical (commonly used) name of this region? (0.5 points)
……………………………………….
4 points
12 This task is about the Hungarian economy after the regime change.
Use the sources and your own knowledge to decide whether the following statements are
true or false. Mark the appropriate box in the table with an “X”. (Score 0.5 points for each
correct item.)
A)
Changes in the GDP and industrial and agricultural production between 1989 and 1996
(1989 = 100%)
Glossary: Ipari termelés: Industrial production
Mezőgazdasági termelés: Agricultural production
B)
The rate of inflation between 1987 and 1997
C)
Changes in the real value of the earnings of employed people and pensions between 1989 and
1997 (1989 = 100%)
Glossary:
Foglalkoztatottak reálkeresete: the real value of the earnings of employed people
Egy főre jutó nyugdíj reálértéke: the real value of per capita pensions
D)
The proportion of unemployed people as compared with the economically active population,
1989-1997
3 points
candidate’s
max. score
score
1. The Principate of Augustus 4
2. The Frankish Empire 4
3. Matthias Hunyadi 4
4. The economy of Europe in the 16th century 4
5. The Hungarian estates and the Habsburgs 4
6. Demographic changes in England 2
I. Short 7. The society of the reform period 3
answer tasks 8. Nazi ideology 4
9. Hungary and World War II 4
10. The Rákosi dictatorship 4
11. The ethnic minorities of the Ukraine 4
12. The economy of Hungary 3
Total 44
I. Achieved points, rounded up
correcting teacher
Date: .........................................
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Points (rounded
Achieved points, up) to write in the
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pontszám egész programba
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I Short answer tasks /
I. Egyszerű, rövid feladatok
Notes:
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 SZINTŰ
ÍRÁSBELI VIZSGA
2013. május 8. 8:00
II.
Időtartam: 150 perc
Pótlapok száma
Tisztázati
Piszkozati
EMBERI ERŐFORRÁSOK
MINISZTÉRIUMA
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.
After studying the tasks circle the numbers of the ones you have chosen.
Write ONLY about the four topics you have chosen; leave the remaining pages empty.
“It was a custom among the pagans to celebrate the day of the birth of the Sun on the
twenty-fifth of December, putting up lights to mark the holiday. The Christians also
participated in these festivities and feasts. As the church fathers recognised the
Christians’ inclination for this holiday, they held a council and decided to celebrate
the true Birth on that day.” (Syrian bishop Jacob Bar-Salibi)
“The righteous are demolishing the building stone by stone in the name of our Lord:
they break down the columns and pull down the walls. They remove the gold, the
cloths and the valuable marble from the godless stones, which have been permeated
by the devil. […] The temple, its priests and all the unrepentant sinners have
vanished and are burning in the flames of hell as the vain superstition of paganism
disappeared and the ancient demon, Serapis, was destroyed.” (Ecclesiastical History;
report on the destruction of the temple of Serapis in Alexandria by Tyrannius Rufinus)
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írásbeli vizsga, II. összetevő 4 / 28 2013. május 8.
1312
Azonosító
Történelem angol nyelven — emelt szint
jel:
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Maximum Achieved
Criteria
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 Ottoman Empire. (long)
Use the sources and your own knowledge to present the structure and the expansion of
the Ottoman Empire from the 14th century to the middle of the 15th century. In your
answer mention both the Ottoman state and military structure. Use the Secondary School
Historical Atlas.
“A few years later [the Turks] led an attack against the land of the Serbs, where it
grew into a great war in which a great many of them [the Serbs], innumerable troops,
were killed in the bloodshed […]. Bayazid took over his father Murad’s sultanate and
subjugated the land of the Serbs too. He made them pay taxes, send him troops and
to march with him [in case of war]. He placed the despot Stefan on his father’s throne
to rule the Serbs.” (An entry in anonymous Bulgarian annals about the Battle of Kosovo
Field)
„Néhány év múlva ezután [a törökök] felkerekedtek a szerb föld ellen, s ott háború
kerekedett, amelyben roppant nagy sokaság – megszámlálhatatlan hadsereg –
pusztult el belőlük [a szerbekből], és vérontás támadt […]. Bajazid vette át atyja,
Murad szultánságát, hatalma alá hajtotta a szerb földet is, rákényszerítette őket, hogy
adót fizessenek, hadsereget küldjenek neki, s [háborúban] vele együtt vonuljanak ki,
és Stefan despotát helyezte atyja trónusára, hogy uralkodjék a szerbek felett.”
(Névtelen bolgár évkönyv bejegyzése a rigómezei csatáról)
“When the emperor [sultan] appeared, surrounded by shouting soldiers all around
and led the mighty army of the pagans against the king’s camp, the Frankish
[French] were seized by an uncontrollable urge to fight, and even before the whole of
the royal army stood in military order to start the battle, they became involved in a
separate battle of their own, running out of the camp towards the troops standing
opposite, dismounted as usual and fighting on the ground. The two opposing armies
were still fighting fiercely when the Hungarians caught sight of the harnessed horses
of the Franks racing towards the king’s camp in a disorderly fashion […] and they
were led to believe that the enemy had vanquished them completely. The ranks
disintegrated and they abandoned the camp with a lot of pushing and shoving,
leaving behind the ballistas. They dispersed in all directions in the field with the
enemy right behind them giving chase.” (The description of the Battle of Nicopolis in
János Thuróczy’s Chronicle of the Hungarians)
“On the third day after the fall of the city the sultan celebrated his victory with great
festivities. He issued a proclamation to the people: let all citizens, whatever their age
may be, who managed to avoid being caught, leave their hiding place wherever they
may be in the city. Let them walk free and they would not be harassed with any
questions. The sultan also proclaimed that all houses and real estate would be
restored to their former owners who had left the city before the siege if they
returned. They would be treated in accordance with rank and religion as if nothing
had changed.” (The Fall of the Byzantine Empire by Georgios Sphrantzes)
„A város bukása utáni harmadik napon a szultán nagy, örömteli diadallal ünnepelte
meg győzelmét. Kiáltványt intézett a néphez: minden polgár, legyen bármilyen
életkorú is, akinek eddig sikerült elkerülnie, hogy elfogják, hagyja el a búvóhelyét,
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Maximum Achieved
Criteria
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
DIVIDED BY 3
Exam points 16
Contemporary poster [If there is money, victory is possible! Subscribe to a war loan!]
“Wherever people sympathise with the dynasty, the Austrian and Hungarian
workers’ movements are a source of serious preoccupation. Although it was possible
to temporarily appease their leaders with promises here and there, what this is really
worth is best proven by the fact that the masses do not listen to their leaders in
Budapest and some of the workers are still on strike. A single spark would be
enough to set the passion of the people alight, which could have dire consequences.”
(A letter by former interior minister József Kristóffy to Lord Chamberlain Count Leopold
Berchtold; January 1918)
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Maximum Achieved
Criteria
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 economic history between the two World Wars. (long)
Present the principal characteristics of the economy of the United States between 1918
and 1928 and its role in the world economy.
1100
1000
Jövedelem (1929-es dollár)
900
800
700
600
500
400
1921 1922 1923 1924 1925 1926 1927 1928 1929 1930
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Maximum Achieved
Criteria
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
DIVIDED BY 3
Exam points 16
17 This task is about the history of Hungary in the 17th century. (short)
Use the sources and your own knowledge to present the two peace treaties which
concluded the Bocskai uprising and the 15 Years’ War.
“For this reason, in the glorious and eternal memory of their excellence and with the
consent of the Hungarian estates gathered for the diet of Korpona on the tenth day of
November 1605, we have decided that by the power of this certificate we must raise
our haiduk soldiers, the brave saviours […] of our ancient liberty, all nine thousand
two hundred and fifty-four of them […] both together and individually from their
peasant and common state in which they were born and lived, to the society of our
true nobility in our countries of Hungary and Transylvania […] and also consider
their offspring and successors of either gender to be true and born nobles
unequivocally.” (A certificate issued by István Bocskai)
„Ezért figyelembe véve ilyen és annyira dicső, örök emlékezetre méltó érdemeiket,
hajdú vitézeinket összességükben és egyenként mint régi szabadságunk bátor
megmentőit [...] az 1605. évi november hó 10. napjára Korponára kitűzött
országgyűlésen összegyűlt, magyarországi karok és rendek közös állásfoglalása és
helyeslése alapján, úgy döntöttünk, hogy valamennyiüket külön-külön és
kifejezetten, nevezetesen pedig jelen levelünkkel szám szerint kilencezer-
kétszázötvennégyüket [...] a paraszti és nem nemes állapotból és helyzetből,
amelyben születtek és eddig voltak, kegyesen ki kell emelnünk és Magyar- és
Erdélyországunk igaz nemeseinek társaságába és sorába kell számolnunk, sorolnunk
[...] mindkét nembeli összes örököseiket és leszármazottaikat igaz, született és
kétségtelen nemesnek kell tartani és tekinteni.” (Bocskai István oklevele)
“The equality of the emperor and sultan as laid down in an agreement established
the framework for a regulated coexistence, which was hitherto unknown on a
political and diplomatic level. It was here that the leaders of the Ottoman Empire
were forced to accept the formalities of protocol, which were forced on them by the
westerners and which bore such great significance for the Turks. The details of the
treaty were not discussed in Istanbul, but in a town on the Danube, where the
preliminary concord was signed by seven envoys of the Habsburgs and four of the
Turkish party with the help of interpreters. […] As a further important advance in
protocol and to lay emphasis on the equality of the rulers of the two empires, Article
2 of the treaty stipulates that they must mutually address each other as emperors in
all formal correspondence. Previously, the Habsburg emperor was addressed as Beç
kralı, or the king of Vienna in official certificates, and from this point onwards it
would be Avustruya İmparatoru, or Emperor of Austria.” (Historian Mónika F.
Molnár)
„A császár és a szultán szerződésben lefektetett egyenrangúsága, mely keretet
biztosított a további szabályozott egymás mellett élésnek, diplomáciai és politikai
szinten eddig teljesen ismeretlen volt. Az Oszmán Birodalom vezetői itt voltak
kénytelenek először elfogadni a nyugatiak által diktált, s a törökök számára oly nagy
szimbolikus fontossággal bíró protokolláris formalitásokat: nem Isztambulban
vitatták meg a békepontokat, hanem egy Duna menti helységben, ahol Habsburg
részről hét, török részről négy megbízott írta alá az előzetes megállapodást, melyet a
tolmácsok egyeztetésével készítettek el. […] A békepontok 2. cikkelye további fontos
protokolláris előrelépésként, a két birodalom uralkodójának egyenrangúságát
kiemelendő kiköti, hogy minden hivatalos levélben császárnak kell egymást
szólítani. A Habsburg uralkodót ugyanis eddig Beç kralınak, vagyis Bécs királyának
titulálták a hivatalos oklevelek elkabjában, azaz megszólításában, ettől fogva
megszólítása Avusturya İmparatoru, vagyis Ausztria császára lesz.” (F. Molnár
Mónika, történész)
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Maximum Achieved
Criteria
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
“Since only believers and those faithful to the Catholic church may attain the honour
of royal rank, we place the holy faith first and foremost in our commands. If you
wish to honour the royal crown, I advise you and suggest, my dear son, that you
should guard the apostolic faith with such fervour and vigilance that you set an
example to all your subjects by God’s command and that all ecclesiastics may call
you a man of true Christianity.” (Saint Stephen’s Admonishments to Prince Emeric)
“The bishop shall receive the tenth part of all in the following manner: the summoner
of the bishop shall ask the owner of the produce or the animals how much they are
worth. And if he should believe the answer, he shall collect the tithe accordingly. If
he should not believe him, he shall make the owner swear an oath and collect the
tithe after that.” (From the law book of Saint Ladislaus)
“If someone should fail to attend mass in their parish church on Sundays and the
bigger holidays, they shall be corrected by beating.” (From the law book of Saint
Ladislaus)
“[…] no one shall keep any of the pagan customs; those who persist will do the
strictest penitence for forty days if they are from the elderly, or for seven days with
beatings if they are from the younger.” (From the law book of Coloman the Book-lover)
„[…] senki se tartson meg semmit a pogány szokásokból; aki pedig ezt teszi ha az
öregebbek közül való, negyven napig szigorúan vezekeljen, ha pedig a fiatalabbak
közül, hét napon át [vezekeljen] verésekkel.” (Könyves Kálmán törvénykönyvéből)
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írásbeli vizsga, II. összetevő 16 / 28 2013. május 8.
1312
Azonosító
Történelem angol nyelven — emelt szint
jel:
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Maximum Achieved
Criteria
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
DIVIDED BY 3
Exam points 16
“[…] for me to return to a Hungary which has politically merged with the Austrian
Empire and allowed interference with the management of its currency and
subordinated decisions about spending its money and the military to an Austrian
imperial ministry; for me to return under these circumstances […] would not be
simply pointless, but also morally impossible.” (A letter by Lajos Kossuth to the people of
Vác, whom he represented in the diet, August 1867)
“Some say that the country is unhappy with this compromise and does not like it.
[…] Let’s put the question this way: does the country wish to return to the state
where it was before the compromise? I can hardly imagine that many would answer
with an honest “yes” after careful consideration.” (A speech by Ferenc Deák in the diet,
December 1867)
„Azt mondják némelyek, hogy az ország nem örül ezen kiegyenlítésnek, s azt nem
szereti. […] Állítsuk úgy a kérdést, hogy óhajt-e az ország inkább visszamenni ismét
azon állapotra, melyben a kiegyenlítés előtt volt? S alig hiszem, hogy sokan legyenek,
kik komoly megfontolás után, őszintén igennel felelnének.” (Deák Ferenc országgyűlési
beszéde, 1867. december)
írásbeli vizsga, II. összetevő 18 / 28 2013. május 8.
1312
Azonosító
Történelem angol nyelven — emelt szint
jel:
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Maximum Achieved
Criteria
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
20 This task is about society in Hungary in the period of the Dual Monarchy. (long)
Use the sources and your own knowledge to present the internal stratification of the
peasantry and the characteristic features of its lifestyle and living conditions.
“We lay down, covered ourselves with our blankets and went to sleep wherever
night fell on us. We crossed the whole country with our wheelbarrow. It would be
hard to find a paved road in the country which no labourer from Endrőd had worked
on. We had no remedy but to go and find work for ourselves. […] A wheelbarrow, an
axe, a spade and a shovel – that’s what we needed; those were our tools. A loaf of
bread, bacon, potatoes, onions, pasta, egg barley, a cauldron, and the blanket. I had a
fur coat and I always wore it. My poor father […] left me the wheelbarrow – an
inordinately huge barrow from Szentes. Because if the wheelbarrow was small, a
plank had to be nailed to it, so it could hold more. Because everyone had to share in
the labour and it made a huge difference whether one moved fifty kilos in one turn
or seventy.” (The memoirs of a day-labourer)
“Par. 1 All parents and legal guardians, including those who have children as
apprentices or servants in their houses must ensure […] that their children or those
entrusted to their guardianship attend public elementary school from age 6 to 12 and
15. […]
Par. 48 Public elementary education comprises two courses of study:
1. 6 years of daily teaching and
2. 3 years of revision.”
(Act 38 of 1868 on public elementary education)
„1. § Minden szülő vagy gyám, ide értve azokat is, kiknek házában gyermekek mint
mestertanítványok vagy házi szolgák tartatnak, kötelesek gyermekeiket vagy
gyámoltjaikat […] nyilvános iskolába járatni, életidejök 6-ik évének betöltésétől
egész a 12-ik, illetőleg 15-ik év betöltéséig. […]
48. § Az elemi népiskolai oktatás két tanfolyamot foglal magában, ugymint:
1. a 6 évig tartó mindennapi, és
2. a 3 évre terjedő ismétlő iskolai tanítást.”
(1868. évi XXXVIII. törvénycikk a népiskolai közoktatás tárgyában)
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Maximum Achieved
Criteria
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
DIVIDED BY 3
Exam points 16
21 This task is about the history of Hungary between the two World Wars. (short)
Use the sources and your own knowledge to present the financial consolidation of
Hungary in the 1920s.
“Par. 1 If the National Bank of Hungary is established within one month of the date
that this present law takes effect in full compliance with this law and its
complementary regulations and commences its financial activities within an
additional period of one month, the state invests the Bank with its exclusive right to
issue money from the date it commences its activities until December 31, 1943.” (Art.
5 of 1924 on the establishment and licence of the National Bank of Hungary)
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Maximum Achieved
Criteria
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
“János Kádár and J.F. Kennedy are in a meeting. Kádár inquires politely:
‘Mr. President, how are people faring in your country, how much do they earn
and what do they spend their money on?’
‘Well, an average person gets one thousand dollars a month. A hundred and
fifty is deducted in taxes, a hundred dollars are spent on food and the same amount
on clothes,’ and here Kennedy stops with his list.
‘All right,’ says Kádár, ‘but what does he spend the rest of his money on?’
Kennedy gestures with his arms to show he has no idea.
‘I don’t know. And we are not interested. We don’t even want to find out.’
And now it’s Kennedy’s turn to ask Kádár.
‘How are people faring in your country?’
‘An average person makes one thousand forints. He spends seven hundred on
food, four hundred on clothes and saves another four hundred for his new car,’ and
here Kádár stops with his list.
‘All right,’ says Kennedy, ‘but where does he get the rest of this money?’ Now
it’s Kádár’s turn to gesture to show he has no idea.
‘I don’t know. And we are not interested. We don’t even want to find out.’
(Contemporary joke)
“The number of higher education institutions rose from 43 to 92 between 1960 and
1965. This was primarily due to the fact that many of the former training institutions
for primary school and nursery teachers and secondary comprehensive schools were
reclassified as higher education institutions. […] Apart from the four old universities
and the Technical University of Budapest, the Agricultural University of Gödöllő,
founded in 1945, the Karl Marx University of Economics, which received
independent status in 1948, the Technical University for Heavy Industry of Miskolc,
founded in 1949, and the medical universities, which received independent status in
1951, all grew into prestigious institutions with a large student population.”
(Historian Ignác Romsics)
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Maximum Achieved
Criteria
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
DIVIDED BY 3
Exam points 16
Candidate’s
Max. score
score
I Short answer Total 44
tasks I. Achieved points rounded up
13. Christianity in the 4th century 7
14. The Ottoman Empire 16
15. The hinterland in World War I 7
16. The economy of the US between 1918 and 1928 16
17. Peace treaties at the beginning of the 17th
century 7
18. The church policies of our mediaeval
II Long answer monarchs 16
tasks
19. Kossuth and Deák about the compromise 7
20. The peasantry in the period of the Dual
Monarchy 16
21. Financial consolidation 7
22. The Kádár era 16
Total 46
II. Achieved points rounded up
I. + II.
90
Total score of the written exam
correcting teacher
Date: ..............................................
_________________________________________________________________________________
achieved points
points (rounded up)
rounded up / to write in the
elért software /
pontszám programba
egész számra beírt egész
kerekítve pontszám
I. Short answer tasks /
I. Egyszerű, rövid feladatok
II. Long answer tasks /
II. Szöveges kifejtendő feladatok