TÖRTÉNELEM ANGOL NYELVEN - oktatas.hu · 4 This task is about the reign of Louis XIV. Use the...

Történelem angol nyelven középszint — írásbeli vizsga 0912

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

TÖRTÉNELEM ANGOL NYELVEN

KÖZÉPSZINTŰ

ÍRÁSBELI VIZSGA

2009. október 21. 8:00

Az írásbeli vizsga időtartama: 180 perc

Pótlapok száma Tisztázati Piszkozati

OKTATÁSI ÉS KULTURÁLIS MINISZTÉRIUM

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írásbeli vizsga 0912 2 / 36 2009. október 21.

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 as many answers as required by the task. (If you write more, they will be evaluated in the order in which 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 most of the English texts will be only rough translations which render the meaning of the original text, but not their sometimes archaic style.

• Use the permitted resources, the secondary school historical atlas and the bilingual dictionary, in preparing for each of your answers. Personal names, geographical data and concepts from these resources will be considered as part of your answer only if they are 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 secondary school historical atlas to understand the task.

You may use a bilingual dictionary. 3. Collect the general concepts (for example: development, change, production) and the

time-specific concepts (for example: serf, guild, personality cult) that can be used to describe the given event or problem.

4. Include the information contained in the sources, or the conclusions that can be drawn from them, in your answers.

5. Make drafts or outlines before writing your answers if necessary. 6. Identify the events leading up to the given situation, its causes and its results. 7. Describe assumptions about, and explanations of, events. 8. Include your own knowledge of the era (names and dates) as well as your own opinions

and personal perspective of it. 9. Make sure that your sentences are clearly structured, and that your ideas are easy to

follow. 10. Your whole answer should have a clear structure. Check your grammar and spelling.

For your information: The following will be considered when your essays are evaluated: • understanding of the task, • satisfying requirements (competencies, contents), • logical overall structure and accurate language. Good Luck!



I. SHORT ANSWER TASKS 1 This task is about the religions and culture of the ancient East. Identify the illustrations connected to the different territories and civilisations. Write the letters of the illustrations into the appropriate boxes in the table below. There is one extra box where you should not write anything. (Score 1 point for each correct item.)

a)

b)

c)

d)

territory/civilisation illustrationIndia China Palestine/Israel-Judea Egypt Mesopotamia

4 points



2 This task is about the history of medieval economy. Identify the principal regions of medieval trade. Write the numbers in the map into the appropriate boxes in the table below. There are two extra boxes where you should not write anything. Use the secondary school historical atlas. (0.5 points for each correct item)

route, region, city number a) Champagne b) Florence c) Constantinople d) The Swiss mountain passes e) Rome f) The Levantine trade routes g) Flanders h) Venice i) The Hanseatic trade routes j) The Silk Road

4 points

3 This task is about the medieval history of Hungary. Use the text of the Golden Bull to decide whether the statements below are true or false. Put an X in the appropriate boxes in the table below. (If any part of a statement is false, the statement as a whole is also false.) (1 point for each correct item)

“3 No taxes or “free dinars” will be collected after the lands of the royal servants. Neither will taxes be collected from the people of the churches. 4 If a royal servant dies without a male heir, a quarter of his estate will be inherited by his daughter and he will be free to decide about the remainder. And if he should



not be able to decide due to his sudden death, his estate will be inherited by his relatives. And if he has no relatives, the king will take possession of it. 7 And if the king should intend to lead a military campaign abroad, the royal servants will not be obliged to follow him except at his expense. However, if an enemy army attacks the country, they must all go. 16 No counties or titles will be given as hereditary grants. 19 The liberties of the castle serfs will be preserved as ordered by our Holy King. 20 No one shall be obliged to redeem the tithe in money; it will be paid according to the produce of the earth. 23 Our new money will remain in use for a year, from Easter to Easter. And the dinars will be like they were at the time of King Béla.” (The Golden Bull)

„3. Semmiféle adót, sem „szabad dénárokat” nem fogunk szedetni a serviensek birtokai után. Az egyházak népeitől sem fogunk semmiféle adót szedetni. 4. Ha valamely serviens fiú nélkül hal meg, birtoka negyed részét leánya örökölje, a többiről úgy intézkedjék, ahogy akar. És ha váratlan halál folytán intézkedni nem tud, rokonai örököljék. És ha egyáltalán semmi nemzetsége sincs, a király fogja azokat birtokba venni. 7. Ha pedig a király az országon kívül akar hadat vezetni, a serviensek ne tartozzanak vele menni, csak az ő pénzén. Ha azonban az ellenség részéről jön sereg az országra, mindnyájan menni tartoznak. 16. Egész megyéket vagy bármiféle méltóságot örök tulajdonul vagy birtokképpen nem adományozunk. 19. A várjobbágyokat a Szent Királytól rendelt szabadságban kell megtartani. 20. A tizedet senki ne tartozzék pénzben megváltani, hanem ahogy a föld hozza, úgy kell fizetni. 23. Új pénzünk egy évig maradjon használatban, húsvéttól húsvétig. És a dénárok olyanok legyenek, amilyenek Béla király idejében voltak.” (Aranybulla)

Statement true false a) The Golden Bull was issued by Béla IV in 1222 under pressure by a movement of conservative barons, royal servants, and castle-serfs.

b) The Golden Bull reinforced the liberties of the castle-serfs, for example, the exemption from taxes and the right to a last will and testament as well as their obligation to provide military service.

c) The issue of the Golden Bull was preceded by a large-scale programme of land grants.

d) Earlier, the king had tried to raise royal revenues by debasing the currency in order to increase the income of the treasury.

4 points



4 This task is about the reign of Louis XIV. Use the sources and your own knowledge to answer the questions. a) Put the descriptions of various periods of Louis XIV’s reign into chronological order. Start with the earliest text. (1 point for the correct order) A) He pursued the unrealistic aim of turning the country into a great power and gave up religious tolerance by revoking the Edict of Nantes; that is, he banned the practice of the Calvinist faith. The state was seriously in debt due to the wars, and lack of funds forced the king to commit a breach of the most important privilege of the nobility: exemption from taxes. He imposed the poll-tax on everybody and then the tithe as well. In the war for the throne of Spain his attempts at French hegemony in Europe failed. B) Cardinal Mazarin served the king as his first minister. The Thirty Years’ War and the development of the state organisation required more and more income. The rising taxes led to social discontent, similarly to the system of intendants and the unusually great power wielded by the first minister. However, the uprisings failed and so the last open revolt against the absolute monarchy ended. C) Louis did not appoint a first minister, but dealt with government himself. His chief financial supervisor was Colbert, whose economic policy primarily served to increase state revenues. He created the foundations of a modern state budget by ensuring a balance of revenues and expenses for almost twenty years. The army of several hundred thousand men army gave France superiority over its neighbours.

Order: b) Use the source to name two measures taken by Colbert, the finance minister of Louis XIV, to support the development of the industry. Also give the aims of the measures. (1 point for each correct line) “You must go and inspect the wool manufactory of the late Monsieur Lallemand, now owned by his son and son-in-law. Their contracts must be examined, especially the last one, according to which I gave them 40,000 livres when they got married. I lent this sum to their late father on condition that they install 120 machines, which, of course, would work in two shifts. It must also be considered, together with intendants Derier and Gelet, how the River Scarpe could be made navigable, how river transport could be established between Douai and Lille and the roads be made suitable to facilitate transport.” (Colbert’s instructions, 1667)

„El kell mennie felülvizsgálni a boldogult Lallemand úr által alapított, gyapjúanyagokat készítő manufaktúrát, amely jelenleg fia és veje kezén van; meg kell vizsgálni a velük kötött szerződéseket, s különösen a legutóbbit, melynek értelmében 40 000 livres-t adtam nekik, amikor megnősültek; ezt az összeget azzal a feltétellel adtam kölcsön boldogult apjuknak, hogy 120 gépet állít be, melyek természetesen két műszakban dolgoznak. Fontolóra kell venni Derier és Gelet intendáns urakkal együtt azt is, hogyan lehetne könnyen hajózhatóvá tenni a Scarpe



folyót, megteremteni a hajózást Douai-tól Lille-ig, s alkalmassá tenni a kocsiutakat a szállítás megkönnyítésére” (Colbert utasítása; 1667)

measure the aim of the measure

c) What is Colbert’s principle of economic policy called? (1 point) ……………………………………...............................................................................................

4 points

5 This task is about the turning points of the Rákóczi freedom fight. Match the turning points of the freedom fight to the location of each event and the sources that belong to them. Write the name of the location and the letter of the source into the appropriate box in the table. There is one extra location which you should not use. (0.5 points for each correct item)

The locations of the events: Trencsén; Ónod; Majtény; Transdanubia; Szécsény

event location number of the source

successful kuruc military campaign

the diet declares the dethronement of the House of Habsburg

kuruc defeat in battle

laying down of arms (more precisely: laying down of flags)

Sources: 1.) “The main body of the German army approached the right wing, took care to avoid the infantry and fell on the newly recruited cavalry of the commanders’ troops. Already in the first assault they confused them disgracefully and pushed them back. At this point [the prince] fell off his horse, which had bolted in the clash [...] and the whole army was seized by such fear that they broke ranks and each man turned to flee.”

„A német sereg fő része a katonaság jobb szárnyát közelítve, óvatosan elkerülte a gyalogságot, a vezéri törzs újonc lovasságát lerohanva, azokat első rohamra csúfosan összezavarta, s visszaszorította. [A fejedelem] ekkor azonban az összecsapásban megbokrosodott lováról lebukott […] és az egész seregen oly félelem lett úrrá, hogy a rend felbomlott, és ki-ki futásnak eredt.” 2.) “After crossing the Danube with good fortune by the grace of Holy God I strengthened Földvár as a good crossing and I captured Simontornya, Pápa, Kapuvár and Kőszög, which had all been under German control, as well as the Castle of Borostyán [...] Thanks to God this land is all peaceful and has agreed to be faithful to



our Graceful Lord. The troops are also in good discipline: there is no sign of unrest, and they never call me John the Vandal, but rather John the Benefactor.”

„Isten ő Szent Felsége általhozván szerencséssen az Dunán, Földvárát jó passusnak kedvéért megépíttettem, Simontornyát, Pápát, Kapuvárat, Kőszögöt, - kikben német praesidium volt – úgy szintén Borostyán-várát is szerencséssen megvettem. […] Itten, hálá Istennek, szép csendességben vagyon ez az darab föld, és mind Kegyelmes Urunk hűségére hajlott; az katonaság is jó disciplinában tartatik, semmi húzást s vonyást nem követ el, az mint is engemet nem kártévő: hanem jótévő Jánosnak hívnak.” 3.) “By the force of this article, which is our common will and has been confirmed as such, we declare ourselves to be free and liberated from all obedience and regard for Emperor Joseph I and the whole House of Austria and its claim to our Crown of Hungary, our country and its administration now and in the future...”

„Minekokáért ezen Mi mindnyájunk közönséges akarattyával végezett, s megerősíttetett articulusunkkal, magunkat említett Első Joseph Császár, és ő általa az egész Austriai Ház, rajtunk követett királyi engedelmességétől ’s tiszteletitől, és minden magának tulajdoníttatni kívántt jussától ’a Magyar Coronánkhoz, Országunkhoz, annak igazgatásához, most vagy jövendőben, akár mimódon-való ragaszkodásától fel-szabadúltaknak, és meg menekedetteknek lenni végezvén...” 4.)

4 points



6 This task is about the evolution of a unified Germany. Give the missing information connected to the stages of the evolution of a unified Germany. Write the years of the events and the appropriate names into the table. (0.5 points for each correct item)

event year person name “the Spring of the Nations”

a) the then failed Chancellor of Austria:

e)

the Battle of Königgrätz

b) the defeated monarch: f)

the Battle of Sedan c) the defeated monarch: g) the declaration of the German Empire

d) the then Chancellor of Germany:

h)

4 points

7 This task is about the economic compromise. Use the sources and your own knowledge to answer the questions. (0.5 points for each correct item) “Par. 53 As for state debts, Hungary by its constitutional status will not be legally bound by the debts which were created without the official consent of the country. Par. 55 But the country is ready to assume responsibility for part of the state debt and enter negotiations with His Majesty’s other countries to this effect. Art. XIV On the proportion in which the countries of the Hungarian crown contribute to the finances of the state affairs which were designated as common in the pragmatic sanction. Par. 1 The proportion is established as 30% for the countries of the Hungarian crown and 70% for His Majesty’s other countries. Par. 2 This proportion of contribution will be valid for a period of ten years. Art. XVI On the customs and trade alliance between the countries of the Hungarian crown and His Majesty’s other countries. Par. 1 The territories of both states constitute a single customs and trade area surrounded by a common customs frontier for the period of this agreement and as specified in the terms of this alliance. Par. 12 The currency of Austria will remain in common use until legally replaced. Par. 13 Both parties express their readiness […] to attempt to establish a unified system of weights and measures. Par. 18 Postal and telegram services will be organised and administered separately in the two states, but by the same principles if the service requires. Par. 22 This customs and trade alliance will remain in effect for a period of ten years.” (From the laws of 1867)

„53.§. Az államadósságokat illetőleg Magyarországot, alkotmányos állásánál fogva, oly adósságok, melyek az ország törvényszerű beleegyezése nélkül tétettek, szorosan jogilag nem terhelik.



55.§. De kész az ország az államadósság terhének egy részét elvállalni, s az iránt Őfelségének többi országaival egyezkedésbe bocsátkozni. XIV. tc. Azon arányról, mely szerint a magyar korona országai a pragmatica sanctio folytán közösnek ismert államügyek terheit ezentúl viselik. 1.§. Az arány a magyar korona országaira nézve 30 s Őfelsége többi országaira nézve 70%-ban állapíttatik meg. 2.§. Ezen hozzájárulási arány 10 évig marad érvényben. XVI. tc. A magyar korona országai és Őfelsége többi országai közt kötött vám- és kereskedelemi szövetségről. 1.§. Mindkét fél államterülete a szövetség idejére és annak értelmében egy vám- és kereskedelmi területet képez, melyet közös vámhatár vesz körül. 12.§. Az ausztriai pénz, míg törvényesen meg nem változtatik, közös marad. 13.§. Mindkét fél késznek nyilatkozik [...] lehetőleg egyforma mérték- és súlyrendszert hozni létre a két állam területén. 18.§. A posta- és távirdaügy a két állam területén külön, de amennyiben a forgalom érdeke kívánja, egyforma elvek szerint fog rendeztetni és igazgattatni. 22.§. E vám- és kereskedelmi szövetség 10 évi időre lép érvénybe.” (Az 1867. évi törvényekből)

a) What areas are financed jointly by the two states? 1. ……………………………………………………………

2. ……………………………………………………………

b) What economic measures ensure that the empire constitutes a unified and common market?

1. ……………………………………….................................

2. ……………………………………….................................

3. ............................................................................................. c) In what areas can the two states act independently even if they harmonize the steps they take?

………………………………………………………………………………..

3 points



8 This task is about the formation and the characteristics of the Soviet Bloc. Use the map and your own knowledge to identify the countries in question. (1 point for each correct item)

The coloured version of this map can be found in the secondary school historical atlas Glossary: Európa 1949-ben: Europe in 1949 A berlini fal (1961-1989): The Berlin Wall (1961-1989) Albánia: Albania Amerikai övezet: American zone Amerikai: American Angol: British Ausztria: Austria Belgium: Belgium Bulgária: Bulgaria Csehszlovákia: Czechoslovakia Dánia: Denmark Észtország: Estonia Finnország: Finland Francia övezet: French zone Francia: French Franciaország: France Görögország: Greece Hollandia: The Netherlands Jugoszlávia: Yugoslavia Kommunista hatalomátvétel: Communist takeover Külön ellenőrzés alatt álló területek: Territories under special control Különleges státusú város: City with a special status

Lengyelország: Poland Lettország: Latvia Litvánia: Lithuania Magyarország: Hungary Megszállási övezetek: Occupation zones Megszűnt 1939-es határ: Dissolved borders of 1939 Nagy-Britannia: Great Britain Német Demoktratikus Köztársaság: German Democratic Republic Német Szövetségi Köztársaság: Federal Republic of Germany Németország határa (1945-1949): The borders of Germany (1945-1949) Norvégia: Norway Nyugat-Berlin: West Berlin Olaszország: Italy Országhatár 1949-ben: National frontier in 1949 Övezethatár 1949-ig: Zone borders until 1949 Portugália: Portugal Románia: Romania Ruhr-vidék: Ruhr region Saar-vidék: Saarland Spanyolország: Spain Svájc: Switzerland



Svédország: Sweden Szovjet övezet (1949-1990 az NDK fővárosa): Soviet zone (capital of the GDR 1949-1990) Szovjet: Soviet

Szovjetunió: Soviet Union Törökország: Turkey Városhatár 1945-ben: City borders in 1945

Using the names that they had at the time, name the following states on the map: State a) The state which was established in the Eastern part of a country which had been divided into occupation zones:

b) The state whose borders were shifted approximately 200 km to the west (several million Germans were expatriated from its territories which had formerly belonged to Germany) and where a workers’ uprising broke out against the Communist system in the summer of 1956:

c) The state from which a large German population was expatriated and where twenty years after the Communist takeover internal reforms were halted after the military intervention of the states of the Warsaw Treaty:

d) The state whose Communist leadership pursued policies independently from Moscow and managed to break away from the Soviet Bloc:

4 points



9 This task is about the social classes of Hungary in the 1920s and 1930s. Use the sources and your own knowledge to answer the questions.

Social class Number (thousand

people)

Proportion (%) Per capita income (pengő)

Income expressed as percentage of the average

(534 pengő = 100%)

Great landowners and the upper middle class

52 0.6 17800 3333

Middle class 1582 18.3 1050 197Peasants (with between 10 and 100 kat. hold)

748 8.6 432 81

Miners and metalworkers

112 1.3 427 80

Urban (industrial and transport) workers

1903 22 376 70

Independent craftsmen

468 5.4 320 60

Industrial day-labourers

224 2.6 250 47

Peasants (with between 1 and 10 kat. hold)

1750 20.2 227 43

Agricultural servants 560 6.5 205 38Agricultural day-labourers

1250 14.5 183 34

Total 8649 100.0 534 “In Hungary the average life expectancy was 40 years before World War I, 50 years in 1930 and 57 years in 1941. This was the result of the general improvement of living conditions and health services. The death rate, which had reached 20 per thousand before the war, went down to 17 by the beginning of the 1930s and 14 by the beginning of the 1940s. Despite this fall in the death rate the pace of natural increase slowed down. Before the war it was over 1%, but it went down to 0.7% between 1931 and 1941. This decrease was the result of a decline in the number of births. It was around 30 per thousand at the beginning of the 1920s, but only around 20 per thousand at the beginning of the 1940s.” (Historian Ignác Romsics)

„A születéskor várható átlagos élettartam Magyarországon az első világháború előtt 40, 1930-ban 50 és 1941-ben 57 év volt. Ezt az életkörülmények és az egészségügyi ellátás általános javulása eredményezte. A halálozási ráta, amely a háború előtt még elérte a 20 ezreléket, az 1930-as évek elejére 17, az 1940-es évek elejére pedig 14 ezrelékre mérséklődött. A halálozási ráta csökkenése ellenére a természetes szaporodás üteme mérséklődött. A háború előtt ez még meghaladta az 1%-ot, 1931 és 1941 között viszont már csak 0,7%-ot tett ki. A csökkenést a születések számának



visszaesése okozta. Az 1920-as évek elején ez még 30 ezrelék körül mozgott, az 1940-es évek elején azonban már csak 20 ezrelék körül járt.” (Romsics Ignác történész) a) What percentage of the population was directly involved in agricultural activities? Underline as appropriate. (0.5 points)

ca. 35% ca. 50% ca. 65%

b) Name two social classes which had an income above the national average. (0.5 points for each correct item)

………………..……………….. ……….…………………………. c) Complete the sentences by underlining the correct figure. The average income of the great landowners and the upper middle class was (0.5 points) 3.3 times 33 times ca. 100 times that of the national average. d) What factors contributed to the increase in the population of Hungary in the given period? Underline as appropriate. (0.5 points for each correct item) improving health services increasing average life expectancy rising birth rate increasing territory of Hungary falling death rate natural increase

4 points

10 This task is about the period of the regime change. Use the sources and your own knowledge to complete the tasks. “3 We want freedom of speech, freedom of the press, freedom of conscience and freedom of education. The state monopoly of telecommunications must end. The State Office for Religious Affairs must be dissolved. 4 We want the right to strike. The freedom of representation, the freedom to call for accountability and the freedom of solidarity must not be curtailed [...] 9 We want a neutral and independent Hungary. [...] November 7th must be removed from the calendar of Hungarian holidays. [...] 12 We want justice for 1956 and honour for the martyrs of the revolution. October 23rd must be made into a national holiday.” (The demands were read out as the joint 12 points of the opposition by György Cserhalmi at the building of the Hungarian Television on March 15, 1989)

„3. Szólás-, sajtó-, lelkiismereti és oktatási szabadságot. Számolják fel a hírközlés állami monopóliumát. Oszlassák fel az Állami Egyházügyi Hivatalt. 4. Jogot a sztrájkra. Ne korlátozzák az érdekvédelem, a követelés és szolidaritás szabadságát […] 9. Semleges, független Magyarországot. […] Töröljék a magyar ünnepek sorából november 7-ét. […]



12. Igazságot '56-nak, tisztességet a forradalom mártírjainak. Nyilvánítsák nemzeti ünneppé október 23-át.” (A követeléseket az ellenzék közös 12 pontjaként Cserhalmi György olvasta fel 1989. március 15-én a Magyar Televíziónál.) “Thinking about that year [1989], perhaps June 16th, the reburial of Imre Nagy, could be regarded symbolically as the principal date of the year, but we cannot be sure about that either. [...] Party leaders decided to attach something different to October 23rd, this important date in the history of Hungary, which was also rather awkward for those in power at the time. They hoped that October 23rd would remind people of the declaration of the republic rather than the outbreak of the revolution. Just as August 20th had not been Saint Stephen’s day or that of the foundation of the state, but the holiday of the constitution until 1989. Dates gave people in power a lot of trouble anyway. When it became clear that once we had October 23rd we could not keep April 4th as a national holiday, party historians came up with the idea that they had come to the conclusion after reviewing the archives that fighting did not stop in Hungary on April 4th [1945]. Perhaps Nemesmedves was not the last village to be liberated, after all, as there were still SS units within the borders of Hungary on April 11th or even April 13th. Consequently, the reason why April 4th was unacceptable was not that the whole system was unacceptable. [...] The last commander of the Youth Guard, the former paramilitary organisation of KISZ [Communist Youth Organisation], came up with the compromise that December 21st, the anniversary of the formation of the interim government, should be a national holiday. That had been a coalition government, and this might come in handy on the eve of the inevitable introduction of a multiparty system. It was almost accepted, but then somebody remembered that it would not be a good idea if the HSWP proposed on the eve of the regime change that December 21st, Stalin’s birthday, should be made into a national holiday in Hungary.” (Historian István Rév)

„Az évről [1989] gondolkodva, talán június 16., Nagy Imre újratemetésének napja tekinthető szimbolikusan a legfontosabb dátumnak, ám ebben sem lehetünk egyáltalán biztosak. […] A párt vezetői úgy döntöttek: a magyar történelem szempontjából fontos, de az akkor még hatalmon lévők számára iszonyúan kínos dátumot, október 23-át lefedik valami mással. Hátha az embereknek október 23-áról nem a forradalom kitörése, hanem a köztársaság kikiáltása jut eszébe. Amiképpen augusztus 20-a nem Szent István, az államalapítás, hanem az alkotmány ünnepe volt 1989-ig. A dátumokkal amúgy is nagy bajban volt a hatalom. Amikor nyilvánvalóvá vált, hogy október 23. mellett április 4. nem tartható nemzeti ünnepként, akkor azzal álltak elő a párttörténészek, hogy az archívumok újbóli átnézése után arra a következtetésre jutottak, [1945] április 4-ét követően még voltak harcok Magyarországon. Talán mégsem Nemesmedves volt az utolsó felszabadult falu, mivel még április 11-én, talán még 13-án is voltak az ország határain belül SS-egységek. Nem azért nem tartható tehát április 4., mert az egész rendszer nem tartható. […] Az Ifjú Gárda, a KISZ egykori paramilitáris szervezetének utolsó főparancsnoka azzal az áthidaló javaslattal állt elő, hogy legyen a debreceni ideiglenes kormány megalakulásának évfordulója, december 21. a nemzet ünnepe. Az mégiscsak egy koalíciós kormány volt, jól jöhet ez a többpártrendszer kényszerű bevezetésének küszöbén. Ezt majdnem elfogadták, de aztán valakinek az eszébe



jutott, hogy rosszul venné ki magát, ha a rendszerváltás előestéjén az MSZMP azt proponálná, hogy december 21., Sztálin születésnapja legyen a magyar nemzet ünnepe.” (Rév István történész) a) The dates listed below are connected to important events in the history of Hungary. Use the sources and your own knowledge to write the dates into the appropriate boxes in the table. There are two extra dates, and an example has been given for you. (0.5 points for each correct item) dates: March 15, April 4, June 16, August 20, October 23, November 7, December 21 always (an) official holiday(s) in the last 50 years March 15 only (an) official holiday(s) up to the regime change (an) official holiday(s) since 1989 b) Identify one of the demands made by the opposition in the spring of 1989 that reformulates the demands of the 1848 revolution. (1 point)

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4 points

11 This task is about the nationality problems of Central Europe. Select the expressions which are correct in the context in the following text about the Yugoslav ethnic conflicts. Underline the correct word or phrase in each pair of expressions. (0.5 points for each correct item) In 1991 the member republics of Yugoslavia, a) Slovenia/Slovakia, Croatia, Bosnia-Herzegovina and Macedonia, declared their b) neutrality/independence. The peoples of Yugoslavia, which was mixed in its c) form of government/ethnicity, mutually strived to form states with d) homogeneous/mixed populations. As the local e) Serbs/Yugoslavs could not accept the prospect of becoming a minority in the new states, they revolted in Croatia and Bosnia-Herzegovina with the support of the Yugoslav People’s Army and Serbia. Tens of thousands of people were killed or driven from their homeland in the escalating struggle. On January 15, 1992 the European Union f) accepted as members/recognised the republics which had just declared their independence, thus confirming the disintegration of Yugoslavia.

3 points



12 This task is about the present-day problems of the Roma people. a) Make a flow-chart on the basis of the text. Read the text and identify the cause-and-effect relations between the problems. Write the numbers of the problems into the appropriate boxes in the table. There is one extra box in the table which should remain empty. (0.5 points for each correct item)

“Among the Roma poverty is still widespread. This is one of the reasons for their difficulties in integrating, a grave problem in today’s Hungarian society. We can observe a migration of the poor Roma and non-Roma population to small villages, primarily as a result of the low price of real estate there. According to surveys, the state of health and life expectancy of the population with a low income are significantly lower than those of the better educated and primarily urban population with a higher income. Naturally, the main cause of poverty is unemployment and its permanence. We can mainly attribute this to the lack of qualifications, but the places where these people live (poor and isolated small villages) or their unsuitability for health reasons may constitute further difficulties.” (Sociographer Ágnes Diósi)

„A cigányság körében ma is tömeges a szegénység. Ez az egyik oka a mai magyar társadalom égető problémáját jelentő beilleszkedési zavaraiknak. Megfigyelhető továbbá a szegény cigány és nem cigány népesség beáramlása a kistelepülésekre, elsősorban az itteni alacsony ingatlanárak következtében. A felmérések szerint az alacsony jövedelmű népesség egészségi állapota és várható élettartama számottevően elmarad a jobban iskolázott, magasabb jövedelmű, jellemzően nagyvárosi népességétől. A szegénység legfontosabb oka természetesen a munkanélküliség, illetve annak állandósulása. Ez jórészt a képzettség hiányára vezethető vissza, de további nehézséget jelenthet a lakóhely (elszegényedő, a forgalomból kieső kistelepülések), illetve az egészségügyi alkalmatlanság.” (Diósi Ágnes szociográfus)

5. ↓ ↑ 1. Low level of education

→ 2. → 3. → 6.

↑ ↓ 4.

concepts/phenomena number high rate of unemployment poor state of health self-government difficulties in integrating poverty migration to small villages

b) Which of the following expressions do we use to refer to the practice of treating a person or people differently in an unfair way. Underline the correct expression. assimilation discrimination civil rights

3 points



II LONGER, ESSAY-TYPE QUESTIONS

Please read the following information carefully. You must do three of the following tasks. You must make your selection according to 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. The evolution of Christianity short

14. The issue of slavery in the US short

Hungarian history

15. Mátyás’s reign short 16. János Hunyadi’s military campaigns long

17. The Declaration of Independence short 18. Society under the Dual Monarchy long

19. The Kádár era short 20. The Trianon Peace Treaty long

Below you will find a table with all the possible combinations of the tasks that you can choose. Mark the column representing your choice of topics 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 selected according to the rules given above can be evaluated. Tasks are followed by the criteria for evaluation; marks will be given by the correcting teacher.

Do ONLY 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 evolution of Christianity. (short) Use the sources and your own knowledge to show how Jesus’ teachings related to the Jewish faith. In what ways were his teachings similar to Jewish ones, and in what ways were they different? “Do not think that I have come to abolish the Law or the teachings of the prophets. I have come, not to abolish them, but to fulfil them.” (the Gospel according to Matthew) „Ne gondoljátok, hogy azért jöttem, hogy érvénytelenné a törvényt vagy a próféták tanítását. Nem azért jöttem, hogy érvénytelenné tegyem, hanem, hogy betöltsem azokat.” (Máté evangéliuma) “Ye have heard that it hath been said, An eye for an eye, and a tooth for a tooth: But I say unto you, That ye resist not evil: but whosoever shall smite thee on thy right cheek, turn to him the other also. And if any man will sue thee at the law, and take away thy coat, let him have thy cloak also. And whosoever shall compel thee to go a mile, go with him twain. […] Ye have heard that it hath been said, Thou shalt love thy neighbour, and hate thine enemy. But I say unto you, Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you; That ye may be the children of your Father which is in heaven: for he maketh his sun to rise on the evil and on the good, and sendeth rain on the just and on the unjust. For if ye love them which love you, what reward have ye?” (The Sermon on the Mount, the Gospel according to Matthew)

„Hallottátok, hogy megmondatott: Szemet szemért és fogat fogért. Én pedig azt mondom néktek: Ne álljatok ellene a gonosznak, hanem ki arcul üt téged jobb felől, fordítsd felé a másik orcádat is. És ki törvénykezni akar veled és elvenni a te alsó ruhádat, engedd oda neki a felsőt is. És ki téged egy mérföld útra kényszerít, menj el vele kettőre […]. Hallottátok, hogy megmondatott: Szeresd felebarátodat és gyűlöld ellenségedet. Én pedig azt mondom nektek: Szeressétek ellenségeiteket, áldjátok azokat, akik titeket átkoznak, jót tegyetek azokkal, akik titeket gyűlölnek, és imádkozzatok azokért, akik háborgatnak és kergetnek titeket. Hogy legyetek a ti Mennyei Atyátok fiai, aki felhozza az ő napját mind a gonoszakra, mind a jókra, és esőt ád mind az igazaknak, mind a hamisaknak. Mert ha azokat szeretitek, akik titeket szeretnek, micsoda jutalmát veszitek?” (Hegyi beszéd, Máté evangéliuma)

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Criteria Maximum Achievedpoints

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 history of the United States. (short) Use the sources and your own knowledge to present how slavery and the issue of the liberation of slaves influenced the outbreak and the outcome of the American Civil War.

“That in all that territory ceded by France to the United States, under the name of Louisiana, which lies north of thirty-six degrees and thirty minutes north latitude, not included within the limits of the state, contemplated by this act, slavery [...] shall be, and is hereby, forever prohibited: Provided always, That any person escaping into the same, from whom labour or service is lawfully claimed, in any state or territory of the United States, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labour or service as aforesaid.” (The Missouri Compromise; 1820)

„Hogy a Franciaország által az Egyesült Államoknak Louisiana néven átengedett minden területen, amely a 36˚30` szélességi körtől északra fekszik és nem tartozik az ezen törvényben kialakított állam határain belülre, a rabszolgaság […] mostantól fogva mindörökre tiltva lesz; továbbá, hogy ha bármilyen személy, akinek munkájára vagy szolgálatára törvényes jogalap van, a nevezett helyre menekül az Egyesült Államok bármely államából vagy territóriumából, az ilyen szökevény törvényesen visszakövetelhető és vissza kell szállítani annak a személynek, aki a szökevény



személy munkájára vagy szolgálatára, mint az előbbiekben ez lefektetett, jogot formálhat.” (A missouri-kompromisszum; 1820)

“Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, in the year of our Lord one thousand eight hundred and sixty-three […] order and declare that all persons held as slaves within (the rebel) States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.” (From the Emancipation Proclamation; 1863)

„Én, Abraham Lincoln, az Egyesült Államok elnöke, azon hatalmamnál fogva, melyet az Egyesült Államok hadseregének és hadiflottájának főparancsnokaként gyakorlok az Egyesült Államok tekintélye és kormánya elleni fegyveres lázadás idején, e lázadás leverése érdekében hozott megfelelő és szükséges háborús rendszabály érdekében, ami Urunk 1863. esztendejének január első napján […] ezennel elrendelem és kinyilvánítom, hogy a (lázadásban lévő) államokban és államrészekben rabszolgaként tartott személyek valamennyien szabadok, és mostantól fogva szabadok is maradnak; az Egyesült Államok végrehajtó hatalma, katonai és tengerészeti hatóságait is beleértve, elismeri és megvédelmezi a szóban forgó személyek szabadságát.” (A felszabadítási nyilatkozatból; 1863)

Abolitionism: The movement that aimed at ending slavery in the United States. The Republican Party, founded in 1854, became the leader of this movement.

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15 This task is about the reign of Mátyás. (short) Use the sources and your own knowledge to show how state expenditure was altered by the changes in military organisation that were introduced during the reign of Mátyás.

royal revenues annual sum

serfs’ taxes 300,000 forints towns’ taxes 47,000 forints

customs duties 50,000 forints mines’ duties 166,000 forints

revenues from royal estates 50,000 forints total 613,000 forints

[At the time of László V royal revenues were approximately 250,000 forints per year.]

“Our army is divided into three orders: the first one is the heavy cavalry. They want 15 golden pieces each quarter. The second one is the light cavalry, whom we call the hussars; they want 10 golden pieces per quarter. The third order is the infantry, which requires 8 golden pieces per person each quarter of the year.” (Mátyás’ letter to his father-in-law, King Ferdinand of Naples; 1481)

„A katonaság nálunk három rendre oszlik: ezek közül az első rendet a nehézlovasok képezik, ezek minden negyed évre 15 aranyat kívánnak. A másik rend a könnyűlovasság, kiket huszároknak nevezünk, ezek negyedévenként 10 aranyat akarnak. A harmadik rendet a gyalogság képezi, mely évnegyedenkint egy személyre 8 aranyat kíván.” (Mátyás levele apósának, Ferdinánd nápolyi királynak; 1481)

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16 This task is about János Hunyadi’s military campaigns. (long) Use the sources and your own knowledge to present the successes and failures of János Hunyadi’s anti-Turkish offensive campaigns. In your answer briefly outline the principal events of the anti-Turkish campaigns. Use the secondary school historical atlas.

“When the Turkish cavalry had faltered and turned to flee and only the imperial camp with its innumerable infantrymen was still standing gripped by great fear, King Wladyslaw, seeing that the enemy cavalry were fleeing and that Sultan Murad and his camp were shaking with fear, sent the troops who were deployed for his personal protection into combat and while the voivod and the others were still engaged in fierce battle, he stormed the emperor’s camp intent on its total destruction. As he reached the dense units of infantry their great multitude attacked him and crushed him together with his troops. He fell. This gave an unexpected victory to the well-nigh defeated and beaten enemy forces, which had already lost all hope of coming out as victors from the fight.” (A description of the Battle of Varna from The Chronicle of the Hungarians by János Thuróczy)

„Mikor a törökök lovassága is megingott és futásnak eredt, s csupán a császári tábor állt nagy félelmek közepette a maga helyén, megszámlálhatatlan gyalogos csapattal:



Ulászló király, látva, hogy az ellenséges lovasság fut, s hogy Murád császár és tábora reszket a félelemtől, a személyének védelmére rendelt csapatot harcba indította, és miközben a vajda úr és a többiek vad küzdelemben csatáztak, megrohanta a császár táborát, teljesen meg akarta semmisíteni. A gyalogosok sűrű csapatai közé ért, azoknak a nagy sokasága rárohant, elnyomta őt csapataival együtt: elesett. És ez nem remélt győzelemhez juttatta a már legyőzött és levert ellenséget, amely már egyáltalán nem reménykedett a győzelemben.” (A várnai csata leírása Thuróczy János „A magyarok krónikája” című művéből)

“But we did not give up [victory] because we had lost courage, but because we did not have enough weapons. However, they won it by their sheer numbers.” (János Hunyadi’s report on the Battle of Rigómező) „De nem azért engedtük át [a győzelmet] mert bátorságunk hagyott cserben, hanem mert fegyverrel nem győztük. Ők viszont sokaságukkal szerezték meg azt.” (Hunyadi jelentése a rigómezei csatáról)

János Hunyadi’s estates

“The enemy can only be kept away from the borders of the country if their forces are occupied within their own territory and their attacks are instantly countered. However, he also had some long-term aims when initiating an offensive campaign. His intention was, as he acknowledged in his subsequent letters, to attempt to drive

János Hunyadi’s coat-of-arms from 1453. The lion bearing the crown

represents the governor serving the royal crown



the Turks out of the whole of Europe. [...] His offensive strategy was a novelty at the time, as were as the deployment of his troops on the battlefield and his method of moving them around. The use of units in close formation, which could alter their combat positions, and the planned and synchronised movement of the different corps were the tactics that Hunyadi adopted from the more advanced western approach to warfare and used to his advantage.” (Historian Zsuzsa Teke) „Az ellenséget csak úgy lehet távol tartani az országtól, ha saját erőit saját területén kötik le, kibontakozó támadásait csírában fojtják el. A támadó hadjárat megindításával azonban távolabbi céljai is voltak. Az volt a szándéka – későbbi leveleiben vall erről –, hogy megkísérli a törököt kiűzni egész Európából. […] A támadásra alapozott stratégia merőben újszerű volt akkor, s új volt a haderő felállításának, az egyes részek mozgatásának módja is. Az állásukat, harci rendjüket változtatni tudó zárt alakulatok szerepeltetése, a különböző fegyvernemek tervszerű, összehangolt működtetése – ez volt az a taktika, amelyet Hunyadi a fejlettebb európai hadviseléstől vett át, és sikerrel alkalmazott.” (Teke Zsuzsa történész)

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A battle between Turkish and Hungarian cavalrymen. The light spahi horsemen could not hold their ground against the disciplined charge of the Hungarian armoured cavalry. It was usually the janissary infantry who won battles for the Turks



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Criteria Maximum AchievedPoints

Understanding of task 8 Location: place and era 4 Use of specific vocabulary 4 Use of sources 8 Describing reasons behind events 10 Structure, clear language 8 Total 42 DIVIDED BY 2 Exam points 21



17 This task is about the American and Hungarian Declarations of Independence. (short) Use the sources and your own knowledge to present the similarities and differences between the two documents with regard to the reasons that they give for declaring independence. “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.” (From the American Declaration of Independence)

„Magától értetődőnek tartjuk azokat az igazságokat, hogy minden ember egyenlőnek teremtetett, az embert teremtője olyan elidegeníthetetlen jogokkal ruházta fel, amelyekről le nem mondhat, s ezek közé a jogok közé tartozik a jog az élethez és a szabadsághoz, valamint a jog a boldogságra törekvésre. Ezeknek a jogoknak a biztosítására az emberek kormányzatokat létesítenek, amelyeknek törvényes hatalma a kormányzottak beleegyezésén nyugszik. Ha bármikor, bármely kormányforma alkalmatlanná válik e célok megvalósítására, a nép joga, hogy az ilyen kormányzatot megváltoztassa, vagy eltörölje és új kormányzatot létesítsen, olyan elvekre alapítva és hatalmát olyan módon szervezve, amely jobban védi biztonságát és jobban elősegíti boldogulását.” (Az amerikai Függetlenségi Nyilatkozat részlete) “For its treason against the Hungarian nation, its treachery and armed attack, as well as for having had the audacity to dare use foreign military power to divide the country taking Transylvania, Croatia, Slavonia and Fiume away from Hungary and to murder our nation, thus tearing up the Pragmatic Sanction and the relationship in general that had been there between it and Hungary by mutual ties, this traitor, the House of Habsburg and later House of Habsburg-Lotharingia is hereby excluded and barred from reigning over Hungary and Transylvania as its unified part and all other parts and provinces belonging to it in the name of the nation – it is divested of all titles pertaining to the Hungarian crown, banished from the territory of the country and stripped from all civil rights. By this, it is declared dethroned, exiled and banished in the name of the nation.” (From the Hungarian Declaration of Independence)

„A Habsburg-Lotharingiai ház a magyar nemzet elleni árulása, hitszegése és fegyverfogása által, nemkülönben azon merény által, miszerint az ország területi épségének feldarabolását, Erdélynek, Horvátországnak, Slavoniának, Fiuménak és területének, Magyarországtóli elszakítását s az evégett idegen hatalom fegyveres erejét is a nemzet legyilkolására használni nem iszonyodott, saját kezeivel szaggatván szét úgy a Pragmatica Sanctiót, mint általában azon kapcsolatot, mely kétoldalú kötések alapján közötte s Magyarország között fennállott, ezen hitszegő Habsburgi s utóbb Habsburg-Lotharingiai-ház Magyarország, s vele egyesült Erdély és hozzá tartozó minden részek és tartományok feletti uralkodásból ezennel a nemzet



nevében örökre kizáratik, kirekeszttetik, a magyar koronához tartozó minden címnek használatától megfoszttatik, s az ország területéről s minden polgári jogok élvezetétől számkivettetik. Aminthogy ezennel trónvesztettnek, kirekesztettnek és száműzöttnek a nemzet nevében nyilváníttatik.” (A magyar Függetlenségi Nyilatkozat részlete) …………………………………………………………………………………………………

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18 This task is about the history of Hungary under the Dual Monarchy. (long) Use the sources and your own knowledge to present the social structure of Hungary under the Dual Monarchy and describe the principal classes of society. traditional classes modern sections great landowners upper

middle-class

genteel middle-class middle-class

lower middle-class lower middle-class

landed peasantry skilled workers

landless agricultural labourers the urban poor A schematic view of Hungarian society under the Dual Monarchy

“On one occasion I supped with him at his palace. I remember his two beautiful libraries; the smaller Hungarian one and the larger for world literature. He had only one painting: Rippl-Rónai’s Self-portrait in the guest room. He was a well-built man who dressed elegantly. He was our last Maecenas, he had taken over from the Esterházys. When he was near me his un-aristocratic ways disturbed me – but I respected him from a distance.” (Károly Tolnay’s memoirs on Lajos Hatvany Deutsch) [Baron Lajos Hatvany (1880-1961), descendant of an upper middle class family, literary historian, patron of the arts]

„Nála vacsoráztam egyszer a palotájában. Gyönyörű két könyvtártermére emlékszem, a kisebbik a magyar, a nagy a világirodalom. Képe csak egy volt: Rippl-Rónai Önarcképe a vendégszobában. Nagytermetű, elegánsan öltözött ember volt. Utolsó mecénás volt nálunk, átvette az Esterházyak szerepét. Ha közelemben volt, előkelőtlensége zavart – távolról azonban tiszteltem.” (Tolnay Károly visszaemlékezése Hatvany Deutsch Lajosról) [Hatvany Lajos báró (1880-1961), nagypolgári család sarja, irodalomtörténész, mecénás.] “The flat was framed by a corridor with iron railings and a wooden floor, as they then said: the gang. One could enter my father’s flat through a hall. A spacious dining room opened from the hall, which then led on to an even more spacious drawing room – or as we called it then: the reception room. The living room opened from the dining room and then came the bedroom and the children’s room. The kitchen was accessible from the gang. The pantry opened from the kitchen. There was no servant’s room or bathroom. The cook and the maid slept in the kitchen.” (Family and Service by Dávid Antal) [Description of a middle-class family residence] „A lakást vasrácsos, fapadozatú folyosó keretezte, ahogy akkor mondták: gang. Apámék lakásába előszobán keresztül lehetett bejutni. Az előszobából tágas ebédlőbe lépett az ember, az ebédlőből egy még tágasabb szalonba, akkor úgy mondták



vizitszobába. Az ebédlőből nyílott a nappali szoba, onnan pedig a hálószoba, majd tovább a gyerekszoba. A konyhába a gangon keresztül jártak be. Az élelmiszerkamra a konyhából nyílott. Cselédszoba, fürdőszoba nem volt. A szakácsnő és a szobalány a konyhában aludt.” (Antal Dávid: Család és szolgálat) [Egy középosztálybeli család lakásának leírása]

„[...] social contact within the home was only possible between members of the same class – people who belonged to the same world. A lady of the minor gentry could only invite another lady of the minor gentry to take tea with her; the wife of one civil servant could only invite the wife of another, and the wealthy Jew only another wealthy Jew. Otherwise God alone knew what would have become of that world of gentle-folk, so complicated in its structure, so exquisite in its arrangements! (Albert Gyergyai) ”[…] a bensőbb társas érintkezés csak egyenrangúak, egy világból valók között volt lehetséges, s a dzsentriné csak a dzsentrinét, a hivatalnokné csak a hivatalnoknét, a gazdag zsidó csak a gazdag zsidót fogadhatta otthoni uzsonnára, különben mi lenne, Úristen!, ebből a bonyolult szerkezetű, ebből a kacsalábon forgó úrivilágból?” (Gyergyai Albert) …………………………………………………………………………………………………

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19 This task is about the Kádár era. (short) Use the sources and your own knowledge to present the international economic connections and circumstances under which Kádár’s policy on living-standards brought the country into debt.

Foreign debt (million dollars) year gross net ∗

1975 4 199 2 0001977 6 253 3 5801978 9 468 6 1411984 10 983 6 5491985 13 955 8 0461987 19 584 13 683* net debt: with Hungarian loans to other countries deducted from the gross national debt Chronology: 1972 – suspension of the 1968 reform in Hungary 1973 – explosion of the price of oil on the world market 1979 – the second “oil crisis”

Price changes on the world market (taking 1972 prices as 100%)

1974 1975 1978 1980 crude oil 455 532 532 1336 cereals 262 222 224 311 sugar 406 278 108 386



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20 This task is about the Trianon Peace Treaty. (long) Use the sources and your own knowledge to present the principal resolutions of the Trianon Peace Treaty. Present and evaluate the viewpoints and ambitions of the great powers and the nationalities as well. Use the secondary school historical atlas. “Art. 103 Obligatory military service must be abolished in Hungary. In the future the military forces of Hungary may only be set up and expanded on a basis of voluntary enrolment. Art. 104 The total of the military forces of Hungary must not exceed 35,000 including officers and reservists. Art. 119 Neither must armoured vehicles, tanks or other machines with possible military use be produced in or imported into Hungary.” (The Peace Treaty of Trianon)



„103. cikk. Az általános hadkötelezettséget Magyarországon meg kell szüntetni. A magyar hadsereget a jövőben csak önkéntes belépés alapján lehet felállítani és kiegészíteni. 104. cikk. A magyar hadsereg katonai erőinek összessége nem haladhatja meg a 35.000 főt, beleértve a tiszteket és a pótkeret csapatait. 119. cikk. Hasonlóképpen tilos páncélos járműveket, tankokat vagy hadicélokra felhasználható más hasonló gépeket Magyarországon gyártani és Magyarországra behozni.” (A trianoni békeszerződés)

Share taken by successor states of the territory and population of pre-World War I Hungary

Country Area (km²) Population (persons)

Including Hungarians (%)

Czechoslovakia 61 633 3 517 568 30.3Romania 103 093 5 257 467 31.6Kingdom of SCS 20 551 1 509 295 30.3Austria 4 020 291 618 8.9Italy 21 49 806 13.0Poland 589 23 662 1.0Total loss 189 907 10 649 416 30.2Post-Trianon Hungary 92 963 7 615 117 88.3Pre-World War I Hungary (without Croatia)

282 870 18 264 533 54.4

Proportion of the total population represented by the state-creating nationality

Pre-World War I

Hungary

Post-Trianon Hungary

Czechoslovakia Romania Kingdom of Serbs, Croats

and Slovenes

Austria Poland

54.5% 88.3% 46% (Czechs)

76% 46% (Serbs)

95.3% 69.1%

“We must not forget that it is the future of France in the east that depends on these decisions. If we satisfy the Romanians’ justified demands and fulfil our obligations, we will have a real French colony with a population of 15 million in Romania, where we can expand our commerce and industry and where we can feel at home.” (A telegram from the head of the French mission in Bucharest, January 1919)

„Nem szabad megfeledkezni arról, hogy a meghozandó döntésektől függ Franciaország jövője keleten. Ha kielégítjük a románok jogos követeléseit, és betartjuk kötelezettségeinket, Romániában több mint 15 millió lakossal rendelkező igazi francia gyarmatunk lesz, ahol fejleszthetjük kereskedelmünket és iparunkat, és ahol úgy érezhetjük magunkat, akárcsak otthon.” (A bukaresti francia misszió vezetőjének 1919. januári távirata)



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maximális

pontszám elért

pontszám

I. Short answer tasks

1. The religions of the ancient East 4 2. Medieval trade 4 3. The Golden Bull 4 4. The reign of Louis XIV 4 5. The Rákóczi freedom fight 4 6. The unification of Germany 4 7. The economic compromise 3 8. The formation of the Soviet Bloc 4 9. Hungary between the two world wars 4 10. The regime change 4 11. The disintegration of Yugoslavia 3 12. The problems of the Roma 3

Total I 45

II. Longer, essay-type questions

13. The evolution of Christianity 12 14. The issue of slavery in the US 12 15. The reign of Mátyás 12 16. János Hunyadi’s military campaigns 21 17. The Declaration of Independence 12 18. Society under the Dual Monarchy 21 19. The Kádár era 12 20. The Trianon Peace Treaty 21

Total II 45 Points achieved in the written exam : 90

Examiner

Date: ......................................... __________________________________________________________________________

Achieved points /

Elért pontszám

Points to write in the software /

Programba beírt pontszám

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

Examiner / Javító tanár

Registrar of the Board of Examiners / jegyző

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

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