E Tortang 15maj FL

Azonosító
jel:
ÉRETTSÉGI VIZSGA ● 2015. május 6.
TÖRTÉNELEM
ANGOL NYELVEN
EMELT SZINTŰ
ÍRÁSBELI VIZSGA
2015. május 6. 8:00
I.
Időtartam: 90 perc
Pótlapok száma
Tisztázati
Piszkozati
EMBERI ERŐFORRÁSOK
MINISZTÉRIUMA
Történelem angol nyelven emelt szint — írásbeli vizsga 1411

I. összetevő
Történelem angol nyelven — emelt szint Azonosító
jel:
Important information
You must give unambiguous answers; indicate or correct your answers in an

unambiguous way.
In your answers concentrate on the main idea; do not exceed the given space.
Only write the number of words or items specified in the task. (If you write more,
your answers will be evaluated in the order in which they appear.)
Your answers must be written in blue ink.
Suggested approach:
• Read the tasks very carefully.

• Follow the instructions with care.
• Study all the sources that accompany the questions (pictures, diagrams, extracts, maps).
• Write your answers after thorough consideration, if possible without corrections.
• The names of persons, topographical data and concepts will only be evaluated if they are
spelled correctly.
Good luck!
írásbeli vizsga, I. összetevő 2 / 20 2015. május 6.

1411
jel:
I SHORT ANSWER TASKS
1 This task is about the process of the evolution of democracy in ancient Greece.
Use the sources and your own knowledge to complete the tasks.
A) Name the politicians of Athens who introduced the measures that you can read about
in the sources. (Score: 1 point for each correct item.)
a) “He made a first class of those who had an annual income of not less than five
hundred medimni of dry or liquid produce; these he called Pentakosiomedimni. The
next class were the knights, consisting of those who were able to keep a horse, or
who had an income of three hundred medimni. The third class were the Zeugitae,
whose property qualification was two hundred medimni of dry or liquid produce.
The last class were the Thetes.” (Plutarch)
„Az első osztályba azokat sorolta, akiknek évi termése száraz vagy cseppfolyós
terményben ötszáz mérő, ezeket nevezte ötszáz mérősöknek. A második osztályba
azok kerültek, akik lovat tartanak és termésük háromszáz mérő, ezeket hívta
lovagoknak. Ökörfogatúaknak nevezte azokat akiknek kétszáz mérő a termésük;
ezek kerültek a harmadik osztályba. Minden többi polgárt napszámosnak neveztek.”
(Plutarkhosz)
The name of the politician: ……………………………………..
b) “Each person took a piece of earthenware, wrote on it the name of the citizen he
wished to be banished and took it to a part of the agora [the marketplace that also
served as the venue of assemblies] which was cordoned off with a fence.” (Plutarch)
„Minden egyes ember fogott egy cserépdarabot, és ráírta, hogy kit akar eltávolítani a
polgárok közül, majd odavitte az agora [a népgyűlések helyszínéül is szolgáló
piactér] egy bizonyos helyére, amely korláttal volt körülkerítve.”(Plutarkhosz)
The name of the politician: ……………………………………..
B) Decide which of the measures described in the sources each statement is true for. Put
an X into the appropriate column. You may put only one X in each line. (Score 0.5 points for
each correct item.)
measures measures neither
Statements described in described in
source a) source b)
c) His aim was to prevent the
evolution of tyranny.
d) He introduced a system of public
administration on a territorial basis.
e) He increased the role of the Council
of the Four Hundred in political life.
f) He worked to prevent political
offices from being filled on the basis
of descent.
4 points

1411
jel:
2 This task is about the birth of Islam and the Arab expansion.
Write the appropriate place names and the numbers that show their locations on the
map next to the correct descriptions. There are four extra numbers. (Score: 0.5 points for
each correct item.)
Statement Place name The

number of
the place
a) An ancient place of pilgrimage for Arabs
and the birthplace of Islam.
b) The decisive battle in which the Franks
stopped the Arab expansion in Europe was
fought here in 732.
c) It was the capital of the Arab empire from
the second half of the 8th century and a
blossoming commercial and cultural centre. It
was famous for its fabulous riches in
contemporary Europe.
d) It was the centre of the Arab state in Europe
that existed between the 8th and the 11th
centuries. It was recaptured by the Christian
forces as part of the reconquista in the 13th
century.
4 points

1411
jel:
3 This task is about the history of Hungarian society in the Middle Ages.
“Szeged is a big and open town and it consists of a single street of a mile in length. Its
surroundings are rich in cereals and its fields are fertile. […] The emperor granted
Szeged to some bishop. I have seen this prelate, who seemed to me to be a man of
loose conscience. […]
In Pest I crossed the Danube and arrived in Buda. My journey from Belgrade to Buda
took me seven days. Buda, the capital of Hungary, stands on a long-stretched hill.
The Danube flows to the east of it and a large palace rises in the south and overhangs
the gate. It was the emperor who started building it, and it came to be strong and
magnificent. […]
The ......c)...... control justice, trade and industry. One can see many a French-
speaking Jew, some of whom were expelled from France.” (From the travel log about
Hungary of Bertrandon de la Brocquière, a French knight, 1457)
„Szeged nyílt, nagy város és egyetlen, mintegy egy mérföldnyi hosszú utcából áll.
Környéke mindennemű gabonával megáldott, termékeny szántóföld. […] A császár
Szegedet valamely püspöknek ajándékozta. Láttam e főpapot, ki igen tág
lelkiismeretű embernek tűnt előttem. […]
Pestnél átkeltem a Dunán és Budára érkeztem. Belgrádtól Budáig hét napig utaztam.
Buda, Magyarország fővárosa, hosszasan elnyúló hegyen áll. Kelet felé a Duna
folyik, nyugati oldalán a völgy terül el, délen nagy palota emelkedik, mely a kapu
felett uralkodik, e palotát a császár kezdte építtetni, mely befejezése után nagyszerű
és erős leend. […]
A városban a ……c)……… mind az igazságszolgáltatás, mind a kereskedelem és ipar
terén uralkodnak. Sok franciául beszélő zsidót is láthatni, kik közül sokat
Franciaországból űztek ki.” (Bertrandon de la Brocquière francia lovag útleírása
Magyarországról, 1457)
a) Szeged was a market town in the period. What evidence is there in the source to support
this? Give two items of evidence / characteristics. (Score 0.5 points for each correct item.)
- …………………………………………………………………………………………………
- …………………………………………………………………………………………………
b) Name the emperor that the text refers to. (1 point)
…………………………………………………..
c) The name of what ethnic group was left out in the final paragraph of the text? (1
point)
…………………………….
3 points

1411
jel:
4 This task is about the Enlightenment.

Use the sources and your own knowledge to complete the tasks. (Score: 1 point for each
correct item.)
“As every individual, therefore, endeavours as much as he can […] to direct that
industry that its produce may be of the greatest value; every individual necessarily
labours to render the annual revenue of the society as great as he can. He generally,
indeed, neither intends to promote the public interest, nor knows how much he is
promoting it. […] He is in this, as in many other cases, led by an invisible hand to
promote an end which was no part of his intention. Nor is it always the worse for the
society that it was no part of it. By pursuing his own interest he frequently promotes
that of the society more effectually than when he really intends to promote it. […]
What is the species of domestic industry which his capital can employ, and of which
the produce is likely to be of the greatest value, every individual, it is evident, can, in
his local situation, judge much better than any statesman or lawgiver can do for
him.” (An Inquiry Into the Nature and Causes of the Wealth of Nations by Adam Smith,
1776)
„Azzal tehát, hogy minden egyén tőle telhetően igyekszik […] tevékenységet úgy
irányítani, hogy termelése a lehető legnagyobb értékű legyen, szükségszerűen azon
dolgozik, hogy a társadalom évi jövedelme a lehető legnagyobb legyen, bár általában
nem a közösség érdekét akarja előmozdítani és nem is tudja, mennyire mozdítja azt
elő. […] Ebben is, mint sok más esetben, láthatatlan kéz vezeti őt egy cél felé, melyet
ő nem is keresett. A társadalomnak pedig nem is éppen baj, hogy ő ezt a célt nem
ismeri. Azzal, hogy ő saját érdekét követi, gyakran a társadalomét eredményesebben
mozdítja elő, mint ha annak előmozdítása lett volna valóságos célja. […]
Hogy melyik a hazai tevékenységnek az a fajtája, melyben tőkéjét elhelyezheti és
melynek eredménye lesz valószínűleg a legnagyobb értékű, ezt mindenki saját
helyzetét ismerve sokkal jobban megítélheti, mint bármely államférfi vagy
törvényhozó helyette tehetné.” (Adam Smith: A nemzetek gazdagsága, 1776)
a) Say in your own words how the working of the “invisible hand” is manifested in the
following fictitious situation.
A weaver produces more cloth by installing a better loom, and consequently, he sells his
product at a lower price.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
b) Say in your own words what Adam Smith is making the case for in the second
paragraph?
…………………………………………………………………………………………………
“It’s a dark night; I’m wandering in a great forest and I can’t find my way. Only my
flickering light is helping me to find it. A stranger steps up to me and says, “Blow out
your light, my friend, and you’ll find your way more easily.” This stranger is a
theologian.” (A fable by Diderot, an atheist philosopher)

1411
jel:
„Sötét éjszaka van; utat tévesztve bolyongok egy hatalmas erdő mélyén. Csupán
pislákoló lámpásom fénye vezérel. Egy ismeretlen toppan elém és megszólít: «Fújd el
a mécsesed, barátom, úgy jobban megtalálod az utat.» Ez az ismeretlen egy
teológus.” (Diderot, ateista filozófus tanmeséje)
c) What does the traveller’s light in the fable represent? Define it in a single word.
…………………………….
d) How can one find his or her way according to the theologian? Define it in a single
word.
…………………………
4 points
5 This task is about the reign of Gábor Bethlen.

Use the sources and your own knowledge to complete the tasks. (Score: 1 point for each
correct item.)
“How Hungary prospered for as long as it had the capacity to elect a prince from its
own nation […]. However, when they took a loathing to the election within the
nation and threw themselves at the feet of foreign princes, what good came of it? No
other than two schisms, […] For as long as they held out in the alliance with the Turkish
nation and did not break it, did they suffer any harm? […] But as soon as they stood with
the German nation, what reward did they receive? We can still taste its flavour in our
mouths. Because the reward was something they had been wishing and plotting for a
long time; to let our nation waste and die without mercy, to flatten and destroy our
land, and if God in his mercy hadn’t of late brought the Turkish nation back to our
side […] (in which I had my own part to play; let The Almighty bear witness to it),
who in our nation would dare say that they would not have filled Transylvania with
people from foreign lands? Where would be our devotion to God? Where would be
the Hungarian nation? And where would be its freedom?” (From the final testament of
Gábor Bethlen, 1629)
„Mely szép virágjában maradott légyen Magyarország is mind addig, valamíg a

maga nemzetéből választhatott fejedelmet […]. De mihelyt derekasan a magok
nemzetekből való electiót [választást] megutálák, megveték, idegen fejedelmek alá
veték s adák magukat, micsoda haszon következék belőle? Nem egyéb kétfelé
szakadásnál, […] Valamíg a török nemzettel való frigy mellett megmaradtak, mellőle el nem
állottak, volt-e valakitől valami bántások? […] De mihelyt a német nemzet mellé állának,
micsoda jutalommal fizete, szájunkban az íze; azzal tudniillik, mellyel régen kívánta
és mesterkedett benne, hogy nemzetünket elfogyathassa, kegyetlen halálnak nemével
megölhesse, országunkat a földdel egyenessé tégye, vagy éppen elpusztíthassa, és ha
a Felséges Úristen csudálatos képpen a török nemzetet újabban hozzánk nem
gerjeszti s kapcsolja vala […] (mely dologban mennyit szolgáltam légyen, tégyen az
Úristen bizonyságot róla), ki meri azt mondani nemzetünk közül, hogy Erdély
országát idegen nemzettel meg nem töltették volna? Hol volna az Isteni tisztelet? Hol
volna a magyar nemzet? És hol volna szabadsága?” (Bethlen Gábor végrendeletéből,
1629)

1411
jel:
a) Say in your own words what Bethlen believed was at the root of the problems of the
age?
…………………………………………………………………………………………………
b) Say in your own words what Bethlen considered to be his main objective and success
in foreign policy?
…………………………………………………………………………………………………
c) Explain why Bethlen’s statement printed in italics is debatable.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
3 points
6 This task is about the rise of the United States to the status of a great power.
Northern states Southern states

The share of northern and southern states in some important resources in 1861
Gyapottermesztés: Cotton production

Gyári termékek értéke: The value of manufactured goods
18-60 éves szabad férfiak: Free men between the ages of 18 and 60
Össznépesség: Total population
a) Briefly explain the main reason for the difference between diagrams C and D. (1
point)
…………………………………………………………………………………………………
…………………………………………………………………………………………………

1411
jel:
b) Name the event that started in 1861 and which gave special significance to the data in
diagram C. (1 point)
………………………………………………………………..
c) Use diagram A to explain why the southern states found themselves in a difficult
situation when they lost their connection with the European states which were their
principal trade partners. (0.5 points)
……………………………………………………….…………………………………………
………………………………………………………………………………………………….
d) Use diagram B to explain why the southern states found themselves in a difficult
situation when they lost their connection with the European states which were their
principal trade partners. (0.5 points)
………………………………………………………….………………………………………
………………………………………………………………………………………………….
e) Give the appropriate term (one word) for the economic unit (type of large land
property) that can be linked to diagram A. (1 point)
……………………………………………………………….. 4 points
7 This task is about the history of Hungary in the reform period.

Use the source and your knowledge to decide whether the statements are true or false.
Put an X into the appropriate column of the table. (Score 0.5 points for each correct item.)
“It is painful and we cannot deny that many of our magnates [members of the high
nobility] are full of prejudice against the nobility [lesser nobility] and that they look
upon them with disdain. But let us examine where exactly is the high shelf from
which some magnates believe they can look down upon the nobility. Do they have a
right to their long-time estates, their liberties and prerogatives through their status of
being counts or barons? No, in fact, they don’t. They rule their estates, they are
exempt from taxes and other burdens because they are nobles and it is for the same
reason that their person, possessions and land are inviolable and not because they
are barons, counts or dukes. […]
Likewise, the nobles have their own numerous prejudices against the magnates. […]
How many tobacco-cured old nobles there are who consider themselves to be better
patriots than the most patriotic magnate just because they cannot speak a word of
German or French and they don’t wear French-style trousers. […]
And nothing proves better how dangerous the aversion and rivalry born from this
prejudice is than our more or less recent diet sessions. As their legal civil status is
equal, their interests are also the same; […] They have one common goal, and there is
only one way to achieve it. The goal is to foster our culture and make it thrive, to
maintain and reinforce the civil constitution, and this will be done only through
sanity and zeal as we go along in agreement.” (About Prejudices by Baron Miklós
Wesselényi)

1411
jel:
„Hogy sok mágnás [főnemes] teli van előítélettel a nemesi [köznemesi] rend ellen, s
hogy arra megvetéssel tekint, azt, fájdalom! - nem tagadhatni. De tekintsük meg
közelebbről, melyik az a magas polc, melyről némely mágnás oly nagyon lenézhetni
gondolja a nemesi rendet; ősi jószágait mint gróf vagy báró úgy bírja-e, ezen négy
betű adja-e jussait, szabadságát, praerogativáit [előjogait]? Éppen nem: csak mint
nemes ember ura a jószágainak, ment adótól s más terhektől, s csak mivel nemes
ember, sérthetetlen személye, jószága, birtoka, nem pedig azért, hogy báró, gróf vagy
herceg. […]
A nemesi rendnek a mágnásság ellen nemkülönben számtalan előítéletei vagynak.
[…] Hány öreg, dohányfüstön szíjasodott, minden újat gyűlölő [köznemes] van, ki
sokkal jobb hazafinak tartja magát a leghazafibb mágnásnál is, csak azért, hogy ő az
ilyen-amolyan német és francia nyelven – úgy segéljen – nem tud szólani s pantalont-
bugyogót [francia divatot követő nadrágot] nem visel. […]
Hogy a mágnás és nem-mágnás nemesek közt előítélet s balvélemény szülte
idegenkedés s viszálykodás mily veszedelmes, bizonyítják régibb s újabb
történeteink s országgyűléseink. Törvényszabta polgári helyzetök egyenlő lévén,
érdekeik is egyenlők; […] Egy cél van előttök, s arra út is csak egy vezet. A
nemzetiség [nemzeti kultúra] mívelése s gyarapítása, a polgári alkotmány
fenntartása s erősítése, ez a cél: erre pedig egyedül józan s buzgó törekedés vezethet
az egyetértés útján.” (Wesselényi Miklós báró: Balítéletekről)
Statement True False

a) In the source Wesselényi alludes to the principle of
“one and the selfsame noble liberty”.
b) Wesselényi considered the disdain of the higher
nobility for the lesser nobility to be well founded.
c) At the time the lesser nobility tended to adhere to
national traditions more than the higher nobility.
d) According to Wesselényi the higher and lesser nobility
must work together to reinforce their privileges.
e) The effect of the idea of liberal nationalism is
detectable in Wesselényi’s work.
f) Wesselényi came from a family of the lesser nobility
from Hungary.
3 points
8 This task is about the closing of World War I.

“Do not insist on a general confirmation of the principle of sovereignty, [as] this
would logically mean that we must hand Gibraltar back to the Spanish, Malta to the
Maltese, Cyprus to the Greeks, Egypt to the Egyptians, Aden to the Arabs or
Somalians, India to chaos […].” (The words of a military officer to a diplomat of his
country)

1411
jel:
„Ne ragaszkodjon ahhoz, hogy általános megerősítést nyerjen az önrendelkezés elve,

[mert] ez logikusan vezetne odáig, hogy Gibraltárt visszaadjuk a spanyoloknak,
Máltát a máltaiaknak, Ciprust a görögöknek, Egyiptomot az egyiptomiaknak, Adent
az araboknak vagy a szomáliaiaknak, Indiát a káosznak […].” (Egy katonatiszt szavai
hazája egy diplomatájához)
a) What country did the author of the source come from? (0.5 points)
………………………………………………………….
b) Use your own words to briefly explain why the author of the source opposed the
consistent application of the principle mentioned in the source. (1 point)
………………………………………………………………………………………………….
………………………………………………………………………………………………….
c) Name the politician who can be linked to the formulation of the principle mentioned
in the source. (0.5 points)
…………………………………………………
“Beyond a shadow of a doubt it is in our interest to help come into being a

Czechoslovakia which is not just viable but which will be one of the greatest
obstacles to .....d)..... expansion at the expense of [France]. For this reason it should be
no surprise that we have ended up accepting all the Czech demands.” (A report by a
French diplomat)
„Nem kétséges, hogy a mi érdekünk nem egyszerűen egy életképes, hanem egy
olyan erős Csehszlovákia létrehozása, hogy az a [Franciaország] felé irányuló
……d)..… expanzió [terjeszkedés] leghatalmasabb akadályainak egyike legyen. Ezért
nem szabad csodálkozni, hogy végül oda jutottunk, hogy nagyjából minden cseh
követelést elfogadtunk.” (Egy francia diplomata jelentése)
d) The name of which nation has been replaced with a dotted line in the source? (1 point)
………………………………………………………….
e) France, partly for the reasons treated in the source, supported the creation of another
“strong” state apart from Czechoslovakia. Similarly to Czechoslovakia, this state also gained
territories where ethnic minorities (e.g. Ukrainian and German) were the majority. Name this
state. (1 point)
…………………………………………………………
4 points

1411
jel:
9 This task is about the history of Hungary during World War II.
“[…] had no intention to attack the Czechoslovak Republic or to regain the territories
that had been formerly taken from it by war. It was only in defence of our own
people that we marched into Bácska after the collapse of the Yugoslav government of
the time. As regards the territories that were taken from us by Romania in 1918, we
also accepted the peaceful resolution that it had requested from the axis powers. […]
I am saddened when I have to say that the German Reich broke its loyalty to
us as an ally already a long time ago. Against my wish and will, it has been
deploying more and more of our Hungarian troops abroad for a considerable period.
In connection with my endeavours to bring home the Hungarian forces, in March
this year the commander of the German Reich invited me for talks in Klessheim and
informed me that Hungary would be occupied by German forces. He set this in
action despite my protests while they detained me abroad. At the same time the
German political police also entered the country and arrested several Hungarian
citizens, among them a number of members of parliament, the interior minister of
my government at the time, and even the prime minister could avoid arrest only by
fleeing to a neutral embassy.
[…] Under the protection of German occupation and by employing the same
methods that it had elsewhere, the Gestapo took measures to deal with the Jewish
question in a way that is by now both generally known and contrary to the
exigencies of humanity.” (Miklós Horthy’s manifesto about the armistice)
„[…] A Csehszlovák Köztársasággal szemben sem voltak támadó szándékai, és nem

háború útján kívánta a tőle előzőleg elvett területek egy részét visszaszerezni. A
bácskai területre is csak az akkori jugoszláv kormányzat bekövetkezett összeomlása
után vonultunk be saját véreink védelmére. A Románia részéről tőlünk 1918-ban
elvett területekre nézve is az általa a tengelyhatalmaktól kért békés döntést fogadtuk
el. […]
Szomorúan kell megállapítanom, hogy a Német Birodalom a szövetségi
hűséget a maga részéről velünk szemben már régen megszegte. Már hosszabb idő
óta a magyar haderőnek egyre újabb és újabb részeit kívánságom és akaratom
ellenére az ország határain túl vetette harcba. Ez év március havában pedig a Német
Birodalom vezére, éppen a magyar haderő visszahozatalára irányuló sürgetéseim
folytán, tárgyalásra hívott meg Klessheimbe, és ott közölte velem, hogy
Magyarországot német csapatok szállják meg, és tiltakozásom dacára ezt
foganatosította azalatt, míg engem odakint visszatartottak. Egyidejűleg az országba
benyomult a német politikai rendőrség is, és letartóztatott számos magyar
állampolgárt, közöttük a törvényhozó testület több tagját, valamint akkori
kormányom belügyminiszterét, és a miniszterelnök is csupán úgy tudta a
letartóztatást elkerülni, hogy egy semleges követségre menekült.
[…] A német megszállás védelme alatt a Gestapo az általa e téren másutt is
követett módszerek alkalmazásával kezébe vette a zsidókérdésnek az emberiesség
követelményeivel ellenkező, ismert módon való intézését.” (Horthy Miklós kiáltványa a
fegyverszünetről)

1411
jel:
a) Put the events mentioned in the first paragraph into chronological order. Put the
names of the three countries in the order that Hungary regained territories from them.
(1 point)
1.
2.
3.
b) Where was Horthy on 19 March 1944? Circle the number of the correct answer. (0.5
points)
1. in Ukraine, on the eastern front 2. on a train in Austria
3. he was having talks with ambassadors in Gödöllő
c) Name the prime minister mentioned at the end of the second paragraph. (first name,
surname; 0.5 points)
…………………………………………………………….
d) Mention two of the measures “to deal with the Jewish question in a way that is […]
generally known”. (0.5 points each)
- …………………………………………………………….
- …………………………………………………………….
e) Say in your own words why Horthy considered the German occupation to be unjust.
(1 point)
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4 points

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10 This task is about the Rákosi era.

Use the caricature and your own knowledge to complete the tasks.
Caricature, 1949
Caption:
‘You’ll get a lot for this, won’t you, Master Grease?’
‘What? For this wheat?’
‘No. For what you have kept hidden at home.’
Képaláírás:
– Nem lesz az sok, Zsíros uram, amit kapni fog?
– Ezért a búzáért?
– Nem. Azért, amit otthon eldugott!
a) Name the social group that the caricature was aimed at. (1 point)
………………………………………………………….
b) Give the special term for the obligation that the characters in the picture are about to
fulfil. (1 point)
………………………………………………………….
c) Say briefly in your own words of what the caricature accused the social group that it
was aimed at. (1 point)
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jel:
d) Name the politician whose government put an end to the political propaganda that is
also the message of the caricature. Give the year when this government took office.
(Score 0.5 points for each correct item.)
Name (First name, Surname): ……………………………………………

Year: ..................................
4 points
11 This task is about the economic aspects of European integration.

Use the sources and your own knowledge to complete the tasks. (Score: 0.5 points for each
correct item.)
“Article 26
The Union shall adopt measures with the aim of establishing or ensuring the
functioning of the internal market, in accordance with the relevant provisions of the
Treaties.
The internal market shall comprise an area without internal frontiers in which the
free movement of goods, persons, services and capital is ensured in accordance with
the provisions of the Treaties.” (Consolidated version of the Treaty on the Functioning of
the European Union)
„26. cikk
Az Unió a Szerződések vonatkozó rendelkezéseinek megfelelően meghozza a belső
piac létrehozásához, illetve működésének biztosításához szükséges intézkedéseket.
A belső piac egy olyan, belső határok nélküli térség, amelyben a Szerződések
rendelkezéseivel összhangban biztosított az áruk, a személyek, a szolgáltatások és a
tőke szabad mozgása.” (Az Európai Unió működéséről szóló szerződés egységes szerkezetbe
foglalt változata)
What positive and negative effects may the free movement of goods have on internal
producers or internal consumers? In your answer always mention the cause or reason of
the positive or negative effect. An example has been provided for you.
a) On internal producers
positive effect: e.g. thanks to duty-free export their turnover and income may rise
negative effect:…………………………………………………………………………
b) On internal consumers
positive effect:…………………………………………………………………………
What positive and negative effects may the free movement of persons have on internal
employers or internal employees?
c) On internal employers
positive effect:…………………………………………………………………………
negative effect:…………………………………………………………………………

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d) On internal employees
positive effect:…………………………………………………………………………
negative effect:…………………………………………………………………………
What positive and negative effects may the free movement of capital have?
e) positive effect:………………………………………………………………………
negative effect:…………………………………………………………………………
4 points
12 This task is about population changes in Hungary after World War II.
Use the data in the table and your own knowledge to complete the tasks. (Score: 1 point
for each correct item.)
Contributing factors of population change in Hungary, 1960-1999
Period Live births Deaths Natural Difference Real
population resulting population
growth / from growth /
decline migration decline
1960-1969 1 410 476 1 058 514 351 962 -28 962 323 000
1970-1979 1 683 979 1 283 702 400 277 -35 277 365 000
1980-1989 1 309583 1 451 823 -142 240 -192 400 -334 640
1990-1999 1 222 922 1 595 784 -372 862 196 354 -176 508
a) Which of the factors listed below may have typically contributed to the relatively
more favourable demographic data of the 1970s? Circle the number of the correct
answer. Circle only one number!
1. a total ban on abortions and the taxation of childless people

2. the rise in childcare assistance [gyermekellátási segély] and family allowance
[családi pótlék] and the widening of the circle of those who were entitled
3. the mass employment of women and the rise in the age at marriage
4. the spread of a healthy lifestyle and the fall in the number of suicides
b) Briefly explain in what sense the 1980s brought a change in the history of population
growth in Hungary after World War II.
…………………………………………………………………………………………………
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c) After the regime change natural and real population decline were changing in the
opposite direction as compared to the decade before. Using the data in the table, briefly
explain the principal cause of this difference.
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3 points

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candidate’s
max. score
score
1. The evolution of Athenian democracy 4
2. Islam and the Arab expansion 4
3. Mediaeval Hungarian society 3
4. Enlightenment 4
5. The reign of Gábor Bethlen 3
6. The rise of the United States to the
status of a great power 4
I. Short 7. The society of Hungary in the reform
answer tasks period 3
8. The closing of World War I 4
9. Hungary between 1938 and 1945 4
10. The Rákosi era 4
11. European integration 4
12. The demography of Hungary 3
Total 44
I. Achieved points, rounded up
correcting teacher
Date: .........................................
__________________________________________________________________________________________________________________________________________________________________________________
Points
Achieved
(rounded up)
points, rounded
to write in the
up / Elért
software /
pontszám egész
programba
számra
beírt egész
kerekítve
pontszám
I Short answer tasks /
Egyszerű, rövid feladatok
correcting teacher / javító tanár administrator / jegyző
Date/Dátum: .................................... Date/Dátum: ..................................

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!

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ÉRETTSÉGI VIZSGA ● 2015. május 6.
TÖRTÉNELEM
ANGOL NYELVEN
EMELT SZINTŰ
ÍRÁSBELI VIZSGA
2015. május 6. 8:00
II.
Időtartam: 150 perc
Pótlapok száma
Tisztázati
Piszkozati
EMBERI ERŐFORRÁSOK
MINISZTÉRIUMA
Történelem angol nyelven emelt szint — írásbeli vizsga 1411

II. összetevő
Azonosító
Történelem angol nyelven — emelt szint
jel:
Important information
Give clear answers and make all your work unambiguous – even if you need to make
corrections in your text.
Try to be concise and keep to the point. Do not use more space than is provided.
Please write in blue ink.
When working on the exam tasks consider the following.

• Read the instructions carefully.
• Do exactly what the instructions tell you.
• Study the sources provided (pictures, diagrams, texts, maps). Please keep in mind
that the English texts will be only rough translations which render the meaning of the
original texts, but not their sometimes archaic style.
• Use the resources that you are allowed to use for each task: the maps of the
secondary school Historical Atlas [középiskolai történelmi atlasz] and the bilingual
dictionaries. The names of persons, topographical data and concepts will only be
evaluated if they are spelled correctly.
• Consider your answers carefully before writing them down so that you do not have to
correct them later.
We advise you to follow these steps when dealing with the shorter or longer essay-type
questions:
1. Identify the place and time of the given event or problem.
2. Use the given sources and the secondary school Historical Atlas to understand the task.
3. Collect the general concepts (for example: development, change, production) and the
time-specific concepts (for example: serf, guild, personality cult) that can be used to
describe the given event or problem.
4. Include the information contained in the sources, or the conclusions that can be drawn
from them, in your answers.
5. Make drafts or outlines before writing your answers if necessary.
6. Identify the events leading up to the given situation, its causes and its results.
7. Describe assumptions about, and explanations of, events.
8. Include your own knowledge of the era (names and dates) as well as your own opinions
and personal perspective of it.
9. Make sure that your sentences are clearly structured, and that your ideas are easy to
follow.
10. Your whole answer should have a clear structure. Check your grammar and spelling.
For your information:
The following will be considered when your essays are evaluated:
• understanding of the task
• proper and relevant content
• logical overall structure, accurate language and spelling.
Good Luck!
írásbeli vizsga, II. összetevő 2 / 28 2015. május 6.

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Read these instructions carefully!

You must complete four of the following tasks.
Choose according to the following principles:

You are expected to work on:
two short and two long tasks; all of them must refer to different historical periods
and at least two must refer to Hungarian history.
Study the tasks with special care.

Number Historical periods and topics Type
13 The Benedictine and Franciscan orders short
14 The beginnings of the capitalist economy long
World
history 15 The Great Depression short
16 The fall of Napoleon long
17 Matthias Hunyadi’s renaissance court short
18 The Turkish expansion in Hungary long
19 The development of civil society in
short
Hungary
Hungarian
history 20 The aspirations of the nationalities in the
long
1840s
21 The situation of Hungary’s Germans after
short
1945
22 The Bethlen consolidation long
After studying the tasks circle the numbers of the ones you have chosen.
Check your choices by filling in the following chart.
Criteria of choice Yes

Have you chosen four tasks?
Are there at least two topics from Hungarian history among them?
Is there at least one world history topic among your choices?
Have you chosen two short and two long tasks?
Does every task concern a different historical period?
(In the chart historical periods are separated by a double-line)
Have you indicated your choice of tasks clearly?
Write ONLY about the four topics you have chosen; leave the remaining pages empty.
You are allowed to prepare rough copies for your essays.

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Azonosító
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13 This task is about the mediaeval history of Europe. (short)

Use the sources and your own knowledge to present the principal features of the
Benedictine and the Franciscan orders. In your answer mention the general
characteristics of both orders and also the differences between them.
A Benedictine monastery in the Apennines A Franciscan monastery in Padova
“The seventh degree of humility is “With the help of God, Saint Francis, a wise
that [the monk] consider himself man, based his life and house, that is, his
lower and of less account than order, on a mighty rock from the moment of
anyone else, and this not only in his conversion […]. The profoundest
verbal protestation but also with the humility: for which at the foundation of the
most heartfelt inner conviction.” (The order when the brothers began to number
Rule of Benedict) more and more, he wished brothers to live in
the hospitals of the lepers and to serve
them.” (The Perugia legend of Saint Francis of
Assisi)
„Az alázatosság hetedik foka, ha [a „Szent Ferenc megtérésének kezdetétől, az

szerzetes] magát nemcsak szájával Úr segítségével, mint bölcs ember, életét és
vallja mindenkinél alábbvalónak és házát, vagyis rendjét erős sziklára alapozta
értéktelenebbnek, hanem szíve […]. A mélységes alázatra: amiért is a rend
legmélyén is hiszi azt.” (Szent Benedek kezdetekor, miután a testvérek kezdtek
Regulája) megsokasodni, azt akarta, hogy a testvérek a
leprások kórházaiban éljenek és szolgáljanak
nekik.” (Assisi Szent Ferenc perugiai legendája)
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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, accuracy 2
Total 28
DIVIDED BY 4
Exam points 7
14 This task is about the history of England in the modern age. (long)
Use the sources and your own knowledge to present the development of the capitalist
economy in England in the early modern period.
“The petitioners beg to be allowed to present the following to the House: under the
pretence of improving the fields of the afore-named village, the tenants and others
who have the right to use the land that is to be enclosed are being robbed of the
inestimable privilege that they now enjoy, that is the right to drive an agreed number
of their cows, calves and sheep onto the these fields. This privilege does not only
allow them to maintain themselves and their families at wintertime when they could
not buy even the smallest amount of milk or whey from farmers of other lands for
this purpose, […]; furthermore, they believe that the enclosure will be most harmful
because their village will empty, although it now has so many brave and hardy
tenants, whom their necessities and the lack of work will drive in their masses to the
manufacturing towns where by the loom and the blacksmith’s workshop even the
method of work will consume their strength.” (From a parliamentary petition of a
village)
„A kérelmezők engedélyért esedeznek, hogy a következőket tárhassák a Ház elé:
azzal az ürüggyel, hogy a nevezett község földjeit megjavítják, a telepesek és más
személyek, akiknek joguk van a bekeríteni szándékozott közös föld használatára,

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Azonosító
jel:
megfoszttatnak attól a felbecsülhetetlen kiváltságtól, amit most élveznek, vagyis

hogy újra és újra kihajthatják meghatározott számú tehenüket, borjukat és juhukat az
említett földekre; ez a kiváltság nemcsak azt jelenti számunkra, hogy eltartják
magukat és családjukat télvíz idején, amikor még pénzükért sem tudnák más földek
művelőitől a legcsekélyebb tejet vagy savót megszerezni erre a szükséges célra, [...];
úgy vélik továbbá, hogy a bekerítés legkárosabb hatása az lesz, hogy csaknem
teljesen elnéptelenedik községünk, amelyben oly sok most a bátor és merész
kisgazda, akiket nagy tömegben a szükség s a munka hiánya a kézműves városokba
űz, ahol a szövőszék vagy a kovácsműhely mellett már a foglalkoztatás módja is
hamarosan felemészti erejüket.” (Egy a parlamenthez forduló község kérelméből)
“I. By the authority of this parliament we pass this law so that fitting measures are
taken against vagrants and idle hands […] At their quarterly sessions the courts of
this kingdom and the counties and towns of Wales […] shall provide for the
establishment of one or more workhouses in their counties and towns […].” (From a
law by Elizabeth I, 1597)
„I. Ezen parlament tekintélyével törvénybe tesszük, hogy csavargók és

munkakerülők ellen megfelelő intézkedések lépjenek életbe [...] Ezen királyság és
Wales grófságaiban és városaiban a bíróságok negyedévi üléseiken [...] grófságaik és
városaik területén egy vagy több dologház létesítéséről hozzanak határozatot [...].”
(I. Erzsébet 1597-es rendeletéből)
English tobacco advertisement, 18th century (The

text reads: Wm GRIBBLE’S Best Virginia
Tobacco BARNSTAPLE)
“This county [Sussex] is full of mines of iron ore and smelters […]. However, the iron
that is produced here is not always of the same quality and usually breaks more
easily than Spanish iron, and this either follows from its physical nature or its
components and the degree to which it has been tempered. In any case, the mine
owners make a great profit making cannons and other products […]. There are also
glassworks in the county, but the glass, whether due to the material or the method of
production, is not very clear and transparent, so only the not so well-to-do use it
[…]” (William Camden’s description from the beginning of the 17th century)
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Azonosító
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„Ez a megye [Sussex] tele van vasbányákkal és kohókkal […]. A vas azonban,
amelyet itt állítanak elő, nem mindenütt egyforma jó minőségű, és általában
törékenyebb, mint a spanyol, ami vagy természetéből következik, vagy összetételéből
és edzettségi fokából. Mindenesetre a bányatulajdonosok ágyúk és más egyebek
öntésével nagy hasznot húznak belőle […]. Üveghuták sem hiányoznak ebből a
megyéből, az üveg azonban – nem tudni, hogy az anyag vagy a készítésmód miatt –
nem valami tiszta és átlátszó, így csak kevésbé tehetős emberek használják [...]”
(William Camden XVII. század eleji leírása)
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Maximum Achieved
Criteria
points
Use of sources 10
Total 48
DIVIDED BY 3
Exam points 16
15 This task is about the economic history of the period between the two world wars.
(short)
Use the sources and your own knowledge to explain the role of state expenditure in
recovering from the Great Depression. In your answer mention specific examples from a
country of your choice and the theoretical debate in connection with this topic.
“[…] if the government takes out a loan on the financial markets, it will by doing so
become a competitor of the industry and it locks down resources that otherwise the
private economy would have used, thus driving up interest rates and making it more
expensive to take out a loan for everyone that is in need of one.” (W. Churchill, 1929)
„[…] ha a kormány hitelt vesz fel a pénzpiacokon, akkor ezzel az ipar versenytársává
válik, és olyan erőforrásokat köt le, melyeket különben a magángazdaság használt
volna fel, ezáltal felhajtja a kamatokat, és mindenki számára megdrágítja a
hitelfelvételt, akinek szüksége lenne rá.” (W. Churchill, 1929)

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Azonosító
jel:
“If the treasury filled old flasks up with banknotes and had them buried at an
appropriate depth in some disused mines, which would then filled up with
communal waste, and then by the time-tested principle of free competition it would
appoint private entrepreneurs to dig the banknotes up again, […] there would be no
unemployment and as a washback effect both the real income and the capital of
society would be considerably larger.” (J.M. Keynes, 1936)
„Ha a kincstár ócska palackokat megtöltene bankjegyekkel, megfelelő mélységben
elásatná őket feladott szénbányákban, amiket azután színültig töltene városi
szeméttel, s azután a szabad verseny jól kipróbált elve alapján a magánvállalkozókra
bízná, hogy újból kiássa a bankjegyeket, [...] nem lenne munkanélküliség, és a
visszahatások révén a társadalom reális jövedelme és tőkevagyona is valószínűleg
jelentősen nagyobb lenne.” (J. M. Keynes, 1936)
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Azonosító
jel:
Maximum Achieved
Criteria
points
Use of sources 6
Total 28
DIVIDED BY 4
Exam points 7
16 This task is about the Napoleonic wars. (long)

Use the sources and your own knowledge to present the fall of Napoleon in
1813-15. In your answer include foreign policy-related and military reasons for the fall.
Use the secondary school historical atlas.
Military losses (1792-1815) (rounded estimates)

France All other warring sides
1,400,000 people 1,600,000 people
“Rise! Germans! Rise! German people! You, who were once a people worthy of
respect, courageous, and highly regarded! Rise! Let the great and long-forgotten
feeling of fraternity pervade you! Feel the sacred and binding ties of our common
blood, our common tongue and existence, because it is these and nothing else that
the foreigners wanted to tear to shreds… […] there is no evil that could defeat you.”
(German poet Ernst Moritz Arndt, 1813)
„Talpra! Németek! Talpra! Német nép! Te, egykor oly tiszteletre méltó, bátor és
nagyra becsült nép! Talpra! Hasson át benneteket a nagy s olyan régen elfeledett
testvériség! Érezzétek az azonos vér szent és eltéphetetlen kötelékeit, az azonos
nyelvét és életmódét, hiszen éppen ezeket akarták ronggyá tépni az idegenek... […]
nincs az az ördög, aki legyőzhetne benneteket.” (Ernst Moritz Arndt, német költő, 1813)
The Bonaparte family
Carlo Buonaparte ∞ Letizia Ramolino
Joseph Napoleon I Lucien Elisa Louis Pauline Caroline Jérôme
King of Emperor of Prince of Grand- King of Duchess ∞ King of

Naples, the French Canino and Duchess Holland of Westphalia
Musignano of Guastalla Joachim
then ∞ Tuscany ∞ Murat
King of Marie Hortense de King of

Spain Louise of Beauharnais Naples
Austria
Napoleon Napoleon III

II
Emperor of the
King of French
Rome

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Azonosító
jel:
Napoleon in Russia (contemporary Russian sketch)
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Maximum Achieved
Criteria
points
Use of sources 10
Total 48
DIVIDED BY 3
Exam points 16
17 This task is about the reign of Matthias Hunyadi. (short)

Use the sources and your own knowledge to present the appearance of renaissance
culture in Matthias’ court. In your answer highlight how this was connected to the
king’s interests in maintaining his power.
“People say that something funny and memorable happened once in this place.
While the king’s courtiers were accompanying a Turkish envoy from the town to the
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palace as it was the custom at the time so that he could present his mandate, and he
stopped for a moment at the gate from where one had a good view of this hanging
courtyard, he saw this luxurious and dazzling place and the great number of royal
dignitaries in the lower courtyard as well as the upper one, where the king sat, aglow
in their clothes laced with silk, silver and gold, and many of them (according to our
custom) bejewelled with silver-plated belts and swords and gold chains, suddenly
such wonder and astonishment took possession of him that he forgot about his
assignment altogether and upon reaching the top of the stairs seeing the king such
great fear took possession of him that his large bloodshot eyes frightened whoever
saw him, and after a long period of silence all he could say was, “The Emperor sends
his greeting, the Emperor sends his greeting.” (Hungary by Miklós Oláh)
„Mesélik, hogy történt egyszer egy nevetni való és emlékezetes eset ezen a helyen.
Miközben egy török követet a királyi udvaroncok a szokásnak megfelelően a
városból a palotába vezettek, hogy követi megbízatását előadja, és az a kapuban,
honnan egyenesen erre a függőudvarra lehet látni, kissé megállt s körülnézve
megpillantotta ezt a pompázatos, ragyogó helyet és az udvari méltóságoknak
részben a lenti, részben a király tartózkodási helyéül szolgáló fenti udvaron
elhelyezkedő mérhetetlen tömegét, amint selyemmel, ezüsttel, arannyal áttört
ruhákban tündököltek és nem kis részben (a mi szokásunk szerint) ezüstözött
övekkel és kardokkal meg aranyláncokkal voltak ékesítve, hirtelen akkora csodálat és
bámulat döbbentette meg, hogy elfelejtette egész követi megbízatását, s míg a
lépcsőkön a király színe elé feljutott, annak tekintete miatt, mely nagy s mintegy
vérrel befutott szemeivel rémületet keltett a ránézőben, a benne már azelőtt fogant
félelem mind jobban és jobban elhatalmasodott rajta, olyannyira, hogy hosszú
hallgatás után csak ennyit tudott kinyögni: a császár üdvözöl, a császár üdvözöl.”
(Oláh Miklós: Hungária)
King Matthias (15th-century German etching)

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Maximum Achieved
Criteria
points
Use of sources 6
Total 28
DIVIDED BY 4
Exam points 7
18 This task is about the Turkish occupation of Hungary. (long)

Use the sources and your own knowledge to present Turkish expansion in Hungary
between 1541 and 1568. Besides military events, in your answer mention aspects of the
history of diplomacy and the system of border castles.
“[…] just as I have begged Your Majesty in all my previous correspondences to settle
your relationship with Queen Isabel and His Highness your son Sigismund, I now
beg you again, with even more humility if possible, that I can serve Your Majesty
more freely. […] That is, I cannot abandon Her Majesty the Queen here in obvious
danger, but I must take her to a safe place. However, if Her Majesty the Queen leaves

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the country without first settling her relationship with Your Majesty, I am afraid that
the whole country will change sides and join the Turks […]” (György Fráter’s letter to
Ferdinand I, 1543)
„[…] ahogyan csaknem minden eddigi levelemben könyörögtem Felségednek, hogy

tisztességgel rendezze Izabella királynéval és fenséges fiával János Zsigmonddal való
kapcsolatát, éppúgy – ha lehet, még alázatosabban – most is azért esedezem, hogy én
is szabadabban szolgálhassak Felségednek. […]. A királyné őfelségét tehát nem
hagyhatom itt a nyilvánvaló veszedelemben, hanem valamely biztos helyre kell
vinnem. Ha viszont a királyné őfelsége úgy távozik el az országból, hogy Felségeddel
még nem rendezte el jól ügyét, akkor nagyon félek attól, hogy az egész ország
átpártol a törökhöz […]” (Fráter György levele I. Ferdinándnak, 1543)
“Item Twenty-five: The period of the peace treaty has been specified as eight years,
commencing on the date of this peace treaty and agreement. For as long as this
present agreement holds strong between the two parties […] through our emissaries
we shall visit our ally, his highness the emperor of the Turks, and present him with a
respectful gift of 30,000 golden ducats towards the end of the year as in the past.”
(The Treaty of Edirne, 1568)
„Huszonötödször: A béke tartamát nyolc esztendőben szabtuk meg s az jelen

békeszerződés és egyezség keltével kezdődik. És mindaddig, amíg csak ugyanezen
béke a felek között erős, [...] mi a törökök ugyanazon legfelségesebb császárát, a mi
szövetségesünket évente 30 000 arany dukát tiszteletteljes ajándékkal fogjuk
felkeresni külön megbízottaink útján, ugyanúgy, ahogyan azelőtt is tettük, minden
esztendő vége felé.” (A drinápolyi béke, 1568)
“According to the estimates of the royal treasury, the total amount of military
expenses for the year of 1578 amounted to 1,422,606 forints, […]. The royal treasury
intended to cover these expenses in the following way: 600,000 forints from German
imperial aid, 596,000 from the taxes of the Austrian-Czech provinces, probably
including the income from the gate-tax [serfs’ state tax paid for each plot] from the
area of the treasury of Pozsony, 80,000 forints from the gate-tax, other revenues of the
treasury of Szepes and the mines, 60,000 forints from the revenues of the castle lands
collected in kind including the ecclesiastic tithe, and finally 50,000 forints can be
deducted from the soldiers’ pay if it is paid in time as poor soldiers have usually
renounced a month’s pay in their happiness seat seeing some money at last and the
royal treasury wisely put this down as an income. The grand total is 1,386,492 forints,
the deficit is 36,111 forints, […]” (Historian Gyula Szekfű)
„Az udvari kamara költségvetése szerint az összes hadikiadások az 1578. évre
1 422 606 forintot tettek ki, […]. Ezen teljes kiadás födözetét az udvari kamara
következőképen képzelte el: 600 000 forint a német birodalmi segélyből, 596 000 az
osztrák-cseh tartományok adójából, ideszámítva valószínűleg a magyar portális adó
[a jobbágyok telkenként fizetett állami adója] hozadékát a pozsonyi kamara
területéről, 80 000 forint a szepesi kamara portális adójából, egyéb jövedelmeiből és a
bányákból, 60 000 forint a vártartományok természetbeli bevételeiből, a papi
tizedekkel együtt, s végül 50 000 forint leszámítható a katonaság zsoldjából, azon

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esetre, ha idejében fizetik ki – ilyenkor ugyanis a szegény katonák örömükben, hogy

végre pénzt láthatnak, lemondtak egyhavi fizetésükről, s ezt az udvari kamara
bölcsen beállította a bevételek közé. Mindez összesen: 1 386 492 forintot tesz ki, a
deficit 36 111 forint, […].” (Szekfű Gyula, történész)
A reconstruction of the castle of Nógrád (16th century)
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Maximum Achieved
Criteria
points
Use of sources 10
Total 48
DIVIDED BY 3
Exam points 16

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19 This task is about the history of Hungary under the Dual Monarchy. (short)
Use the sources and your own knowledge to explain how the most important reforms of
the dualist period contributed to the development of the bourgeois state. In your answer
mention the education and highlight the characteristic features of the bourgeois state.
Legend: Privileged regions and the Határőrvidék [Border Region] at the time of the signing of the Compromise
The public administration map of Hungary

“Considering the proportion of the followers of different religions, the freedom of
religion, and the unfaltering public opinion in the great question of the equality of
the churches in our country, the only viable solution is to make the institution of
marriage subject to unified state laws irrespective of denomination. The obligatory
mode of the civil marriage is a harmonious complement to the unified national
marriage law and exclusive state arbitration in matrimonial cases. […] This is the
mode of contracting marriage that will unquestionably enable us to separate the state
from religious ethics.” (A speech by István Teleszky, State Secretary for Justice, in the
parliament), 1894)
„Nálunk, tekintettel a különböző vallást követők számarányára s a vallási
szabadságnak, az egyházak egyenjogúságának nagy kérdésében meghátrálásra nem
hajlandó nemzeti közérzületre, a megoldásnak csak az a módozata lehetséges, mely
a házasság jogintézményét felekezeti tekintetektől ment egységes állami törvények
uralma alá helyezi. A házasságkötés kötelező polgári formája összhangzatos
kiegészítése az állami egységes házasságjognak és a házassági ügyekben kizárólag
érvényesülő állami bíráskodásnak. […] A házasságkötésnek ez a módozata az,
amely teljesen és biztosan keresztülvihetővé teszi az állami intézménynek a
valláserkölcsi intézménytől való függetlenítését.” (Teleszky István, igazságügyi
államtitkár felszólalása a képviselőházban, 1894)

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Maximum Achieved
Criteria
points
Use of sources 6
Total 28
DIVIDED BY 4
Exam points 7
20 This task is about the nationality groups of Hungary in the 19th century. (long)
Use the sources and your own knowledge to present the attitude of the nationalities
towards the Hungarian efforts to form a nation state in the 1840s.
“I shall never forget the pale Croat who stood motionless in his place for an hour and
a half amid a stormy session and clamorous protests and continued his speech in
Latin whenever there was a brief pause.” (Imre Fest’s reminiscences about the parliament
of 1843-44)
„Sohasem fogom elfelejteni a sápadt horvátot, aki egy viharos ülésen, ordítozó
tiltakozások közt másfél órán keresztül mozdulatlanul állt a helyén, és a rövid

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szünetekben mindig tovább folytatta latin beszédét.” (Fest Imre visszaemlékezése az

1843-44-es országgyűlésre)
“The Slovaks, together with the Hungarians and other nationalities of Hungary, have
been shedding their blood for the crown of Hungary for a thousand years, Slovaks
have made the greatest sacrifices for the education of our country and Slovak men
have shone during history like the greatest stars. Therefore, the Slovaks must also
have rights in Hungary! Our country does not belong only to the conquerors, but to
the Slovaks too: we are not slaves and serfs but the sons of the nation and free
citizens! Our country is not our surrogate parent but our own mother and we must
turn to her as her faithful sons. The Lord did not create freedom for one man only
but for all men! So if there is to be equality, let the Slovaks, the Ruthenians, the
Croats, the Rumanians, the Germans and all our countrymen also share in what they
are entitled to. And this must be granted to them, because we are all free!” (A leading
article from Slovenskje Národňje Noviny, a Slovakian newspaper, April 1848)
„A szlovák a magyarokkal és az egyéb magyarországi nemzetekkel együtt ezer éve

ontja vérét a magyar koronáért, a szlovák hozta a legtöbb áldozatot hazánk
művelődéséért, a szlovák férfiak Magyarország története során úgy tündökölnek,
mint a legnagyobb csillagok: a szlováknak is van hát joga Magyarországon! Hazánk
nemcsak a honfoglalóké, hanem a szlovákoké is: mi nem zsellérek és jobbágyok
vagyunk, hanem a haza fiai és szabad polgárok! Hazánk nem mostohánk, hanem
édesanyánk, és, mint hű fiainak, kell hozzá fordulnunk. Az Úristen a szabadságot
nemcsak egy embernek, hanem minden emberfiának teremtette! Ha tehát
egyenlőségnek kell lennie, akkor adassék meg a szlováknak, a ruszinnak, a
horvátnak, a románnak, a németnek és minden hazánkfiának is az, ami megilleti. És
ezt meg kell nekik adni, mert hiszen szabadok vagyunk!” (A „Slovenskje Národňje
Noviny” című szlovák lap vezércikke, 1848. április)
“The strengthened Serbian army was charged with occupying Szabadka and then
continuing on its way to Szeged, where it was to join the imperial army. However,
neither of the armies could fulfil this objective: the Serbs were prevented from doing
so because those of Sajkásszentiván [the soldiers of the frontier regiment of
Sajkásszentiván] were unexpectedly attacked and forced to retreat by the enemy’s
numerous cavalry. This defeat occurred on the road to Szabadka by the Krivaja fens
at the inn of Kaponya on 11 March 1849. The defeat of those from Sajkásszentiván
and the volunteers would have had serious consequences if those of Pétervárad [the
soldiers of the frontier regiment of Pétervárad] had not been there as a reserve on the
right bank of the Krivaja and held up the enemy as it was chasing our men.” (The
reminiscences of a Serbian soldier)
„A felerősített szerb seregnek az volt a feladata, hogy elfoglalja Szabadkát, majd

folytassa útját Szeged felé, ahol csatlakoznia kellett volna a császári seregekhez. Ezt a
szándékát azonban egyik sereg sem valósíthatta meg - a szerbek pedig azért nem,
mert a sajkásszentivániakat [a sajkásszentiváni határőrezred katonáit] az erősebb
ellenség váratlanul megtámadta és nagyszámú lovasságával visszavonulásra
kényszerítette. Ez a vereség 1849. március 11-én történt a szabadkai úton, a krivajai
láposnál - a kaponyai csárdánál. A sajkásszentivániak és az önkéntesek veresége

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súlyos következményekkel járt volna, ha a Krivaja jobb partján nem álltak volna
tartalékban a péterváradiak [a péterváradi határőrezred katonái], akik feltartották a
mieinket üldöző ellenséget.” (Egy szerb katona visszaemlékezése)
“Firstly, we should gain our freedom together and consider our partial liberation
after that. […] I believe that all those who love freedom must take the Hungarians’
side because this is the only armed nation and because they are fighting the Russians’
allies, the tyrants.” (Nicolae Bălcescu, a Rumanian politician from Wallachia on the
Hungarian-Rumanian negotiations of the summer of 1849)
„Előbb közösen kellene kivívnunk felszabadulásunkat s csak azután foglalkoznunk a

magunk részleges felszabadításával. [...] Úgy érzem, hogy mindazoknak, akik
szeretik a szabadságot, támogatniuk kell a magyarokat, ez az egyetlen felfegyverzett
nép, és ugyanakkor Oroszország szövetségesei, a zsarnokok ellen harcol.” (Nicolae
Bălcescu, havasalföldi román politikus az 1849 nyarán zajló magyar–román tárgyalásokról)
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Maximum Achieved
Criteria
points
Use of sources 10
Total 48
DIVIDED BY 3
Exam points 16
21 This task is about the population of Hungary after World War II. (short)
Use the sources and your own knowledge to present how the changing political and legal
environment affected the situation of Germans in Hungary from 1945 until the present
day.
“The Swabians of Bácska lived in houses with marble columns and bathrooms. Once,
they were penniless migrants, but the Habsburgs gave them the most fertile lands. In
their self-importance and wealth they looked down upon the Hungarians and took
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no possessions, only their readiness to work and faith in a better world. The fertile
lands of Bácska bore its produce for the Swabians. Theirs was the wheat, the maize,
the best of the livestock.” (Excerpts from a newsreel, 1947)
„Márványoszlopos, fürdőszobás házakban laktak a bácskai svábok. Valamikor

nincstelen jövevények voltak, de a Habsburgok nekik juttatták a legzsírosabb
földeket. Pöffeszkedő jólétükben lenézték a magyart, és Hitler hatalomra jutásakor
azonnal melléálltak. A magyar parasztnak nem volt igásállata, nem volt semmije,
csak töretlen munkavágya és hite a jobb világban. Ez a zsíros bácskai föld a
sváboknak termett. Övék volt a búza, a tengeri, a legszebb jószág.” (Filmhíradó részlet,
1947)
The changes in the German population in Hungary (1980-2001)

Year Method of estimation Population
1980 estimate (classification by the council) 65 969
1980 census 31 231
1990 census 30 824
2001 census 62 233
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Maximum Achieved
Criteria
points
Use of sources 6
Total 28
DIVIDED BY 4
Exam points 7
22 This task is about the history of Hungary between the two world wars. (long)
Present the consolidation of the political system during István Bethlen’s premiership. In
your answer focus on the functioning of the parliamentary system.
The changes in the minimum conditions of the right to vote in Hungary (1920-22)
1920 1922
age 24 years 30 years
literacy completion of six
women
education years of
elementary school
age 24 years 24 years
- completion of four
men
education years of
elementary school
The election results of the leading governing party and the principal opposition
party in 1922 and 1926
1922 1926
Name of party Proportion of Proportion of Proportion Proportion of
votes (%) mandates (%) of votes (%) mandates (%)
Egységes Párt
[Unity Party]
38.18 57.38 50.68 69.38
Magyarországi
Szociáldemokrata
Párt [Social 17.00 10.25 11.09 5.71
Democratic Party
of Hungary]

1411
Azonosító
jel:
FOR THE HUNGARIAN

RESURRECTION!
UNITY PARTY
ISTVÁN BETHLEN’S PARTY
PARTY LIST LEADERS IN THE SOUTH
BÉLA USETTY – HUGÓ PAYR
Election poster, 1931
“The house of representatives of the parliament, lawfully convened for the 21st day of
June 1910, declared itself dissolved by a resolution it brought on the 16th day of
November 1918, and at its session held on the same day the house of lords formally
noted this and closed its debates […]. Article [1 of 1920] declared legislative power to
belong to the sphere of authority of the national assembly. In the ancient spirit of
constitutionality the national assembly reinstates the ancient bicameral system of the
parliament and […] in accordance with the provisions of this law and to complement
the house of representatives of the parliament it creates an upper house.” (Excerpts
from Article 22 of 1926)
„Az 1910. évi június hó 21. napjára törvényszerűen összehívott országgyűlésnek

képviselőháza az 1918. évi november 16. napján hozott határozatával önmagát
feloszlottnak nyilvánította, főrendiháza pedig ugyanazon napon tartott ülésében e
határozatot tudomásul vette és tanácskozásait berekesztette […]. [Az 1920. évi I.]
törvénycikk a törvényhozó hatalom gyakorlását a nemzetgyűlés jogkörébe
tartozónak mondotta ki. A nemzetgyűlés most már az ősi alkotmányosság
szellemében felújítja az országgyűlés ősi kéttáblás rendszerét és […] az országgyűlés
képviselőháza mellé a jelen törvény rendelkezései szerint felsőházat szervez.”
(Részlet az 1926. évi XXII. törvénycikkből)
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1411
Azonosító
jel:
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1411
Azonosító
jel:
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Maximum Achieved
Criteria
points
Use of sources 10
Total 48
DIVIDED BY 3
Exam points 16

1411
Azonosító
jel:
Candidate’s
Max. score
score
I Short Total 44
answer tasks I. Achieved points, rounded up
13. The Benedictine and Franciscan orders 7
14. The beginnings of the capitalist economy 16
15. The Great Depression 7
16. The fall of Napoleon 16
17. Matthias Hunyadi’s renaissance court 7
II Long 18. The Turkish expansion in Hungary 16
answer tasks 7
19. The development of civil society in Hungary
20. The aspirations of the nationalities in the 1840s 16
21. The situation of Hungary’s Germans after 1945 7
22. The Bethlen consolidation 16
Total 46
II. Achieved points, rounded up
Total for I + II
90
Score of the written exam
correcting teacher
Date: .........................................
__________________________________________________________________________
points
achieved points
(rounded up)
rounded up /
to write in the
elért
software /
pontszám egész
programba
számra
beírt egész
kerekítve
pontszám
I. Short answer tasks/
I. Egyszerű, rövid feladatok
II. Long answer tasks/
II. Szöveges kifejtendő feladatok
correcting teacher / javító tanár administrator / jegyző
Date/Dátum: ..................................... Date/Dátum: ..................................

1411

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Azonosító

ÉRETTSÉGI VIZSGA ● 2015. május 6.

Történelem angol nyelven emelt szint — írásbeli vizsga 1411

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

• Read the tasks very carefully.

írásbeli vizsga, I. összetevő 2 / 20 2015. május 6.

I SHORT ANSWER TASKS

írásbeli vizsga, I. összetevő 3 / 20 2015. május 6.

Statement Place name The

írásbeli vizsga, I. összetevő 4 / 20 2015. május 6.

írásbeli vizsga, I. összetevő 5 / 20 2015. május 6.

4 This task is about the Enlightenment.

írásbeli vizsga, I. összetevő 6 / 20 2015. május 6.

5 This task is about the reign of Gábor Bethlen.

„Mely szép virágjában maradott légyen Magyarország is mind addig, valamíg a

írásbeli vizsga, I. összetevő 7 / 20 2015. május 6.

Northern states Southern states

Gyapottermesztés: Cotton production

írásbeli vizsga, I. összetevő 8 / 20 2015. május 6.

7 This task is about the history of Hungary in the reform period.

írásbeli vizsga, I. összetevő 9 / 20 2015. május 6.

Statement True False

8 This task is about the closing of World War I.

írásbeli vizsga, I. összetevő 10 / 20 2015. május 6.

„Ne ragaszkodjon ahhoz, hogy általános megerősítést nyerjen az önrendelkezés elve,

“Beyond a shadow of a doubt it is in our interest to help come into being a

írásbeli vizsga, I. összetevő 11 / 20 2015. május 6.

„[…] A Csehszlovák Köztársasággal szemben sem voltak támadó szándékai, és nem

írásbeli vizsga, I. összetevő 12 / 20 2015. május 6.

1. in Ukraine, on the eastern front 2. on a train in Austria

3. he was having talks with ambassadors in Gödöllő

írásbeli vizsga, I. összetevő 13 / 20 2015. május 6.

10 This task is about the Rákosi era.

írásbeli vizsga, I. összetevő 14 / 20 2015. május 6.

Name (First name, Surname): ……………………………………………

11 This task is about the economic aspects of European integration.

írásbeli vizsga, I. összetevő 15 / 20 2015. május 6.

1. a total ban on abortions and the taxation of childless people

írásbeli vizsga, I. összetevő 16 / 20 2015. május 6.

írásbeli vizsga, I. összetevő 17 / 20 2015. május 6.

írásbeli vizsga, I. összetevő 18 / 20 2015. május 6.

írásbeli vizsga, I. összetevő 19 / 20 2015. május 6.

correcting teacher / javító tanár administrator / jegyző

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

írásbeli vizsga, I. összetevő 20 / 20 2015. május 6.

ÉRETTSÉGI VIZSGA ● 2015. május 6.

Történelem angol nyelven emelt szint — írásbeli vizsga 1411

When working on the exam tasks consider the following.

írásbeli vizsga, II. összetevő 2 / 28 2015. május 6.

Read these instructions carefully!

Choose according to the following principles:

Study the tasks with special care.

Check your choices by filling in the following chart.

Criteria of choice Yes

You are allowed to prepare rough copies for your essays.

írásbeli vizsga, II. összetevő 3 / 28 2015. május 6.

13 This task is about the mediaeval history of Europe. (short)

A Benedictine monastery in the Apennines A Franciscan monastery in Padova

„Az alázatosság hetedik foka, ha [a „Szent Ferenc megtérésének kezdetétől, az

írásbeli vizsga, II. összetevő 4 / 28 2015. május 6.

írásbeli vizsga, II. összetevő 5 / 28 2015. május 6.

megfoszttatnak attól a felbecsülhetetlen kiváltságtól, amit most élveznek, vagyis

„I. Ezen parlament tekintélyével törvénybe tesszük, hogy csavargók és