Professional Documents
Culture Documents
jel:
TÖRTÉNELEM
ANGOL NYELVEN
EMELT SZINTŰ
ÍRÁSBELI VIZSGA
2019. május 8. 8:00
I.
Időtartam: 125 perc
Pótlapok száma
Tisztázati
Piszkozati
Important information
Good luck!
“When there was no republican army left after the deaths of Brutus and Cassius, […]
the confiscation of all of Lepidus’ property and Anthony’s suicide and the Julius-party
had only Caesar [Augustus] left as a leader; he resigned from his position as a
Triumvir as if [1.] he had been acting in the capacity of the consul and had been
satisfied with the rights of a tribune. After appeasing the military with gifts, the people
with cereals and the whole state with the sweets of peace, he slowly started moving
higher: [2.] he took control of the Senate, the magistrates and the law, and nobody
offered any resistance as the best people had died […] in the wars and as for the rest
of the aristocrats, the more they were inclined for servility, the more wealth and
honour they could expect to receive, and as they were drawing a profit from the
situation, they chose what was certain and available over what was old and risky. The
provinces didn’t reject these conditions either as due to the rivalries between powerful
men and the greed of the officials they were suspicious of [3.] the power of the Senate
and the people, as the laws, which could be interfered with by violence, the solicitation
of favours and money, didn’t provide effective help.” (Ancient Roman historian Tacitus)
„Amikor Brutus és Cassius pusztulása után már nem volt köztársasági haderő, […] és
Lepidus kiforgatása, Antonius öngyilkossága után a Julius-pártnak is csak Caesar
[Augustus] maradt vezérül, s lemondott triumviri címéről, mintha [1.] consulként
járna el és a nép védelmére beérné a tribunusi joggal. Miután a katonaságot
ajándékokkal, a népet gabonával, az egész államot a béke édességével lekenyerezte,
lassanként magasabbra tört: [2.] magához ragadta a senatus, a magistratusok, a
törvények jogkörét, s ennek senki sem szegült ellene, hiszen a legderekabbak a
háborúkban […] elhullottak, a többi előkelő pedig, minél jobban hajlott a szolgaságra,
annál nagyobb gazdagsághoz és kitüntetésekhez juthatott, és az új helyzetből hasznot
húzva inkább a biztosat és meglevőt, semmint a régit és kockázatosat választotta. Ezt
az állapotot a tartományok sem utasították el, a hatalmasok vetélkedései és a
tisztviselők kapzsisága miatt gyanús szemmel nézvén a [3.] senatus s a nép uralmát,
mivel nem nyújtottak hathatós segítséget a törvények, melyeket erőszakkal,
megkörnyékezéssel, végül pénzzel meg lehetett kavarni.” (Tacitus ókori római
történetíró)
a) Where and when was the battle fought after which Anthony committed suicide? (Score:
0.5 points for each correct item.)
Year: …………………………………
b) Name the form of government which underlined text part number 3 makes an allusion
to. (0.5 points)
…………………………………………………
c) Name the way of exercising power which Augustus introduced and which underlined
text parts numbers 1 and 2 refer to. (0.5 points)
…………………………………………………
d) Using underlined text parts numbers 1 and 2, describe in your own words the
characteristics of the way of exercising power which Augustus introduced. (1 point)
………………………………………………………………………………………………….
3 points
A) “As I was wanting every day of my life, wandering here and there trying to find a
way to support myself without any luck. Finally, I turned to you, My Lord, beseeching
you […] to grant me a plot of land to work on; Your Lordship granted my request and
enabled me to begin working […]. For this reason, […] I promise to work for your
profit and I will render my services to You in return for the protection that I receive. I
also promise to deliver the tithes [taxes] either in money […] or produce.” (A sample
charter, 7th century)
B) “We wish that this contract that we make with the people this side of the River
Rhine [those who are from the western side of the Rhine] called the Dutch be known
to all. These people have visited Our Royal Highness making a fervent plea that the
uncultivated […] territories in our bishopric be handed over so it can bear its produce.
[…]
We have made a contract according to the terms of which they will pay 1 denarius for
each [plot] of this land. […] They have finally agreed to our wish and will give us one
tenth of the produce of this land, […]; they can redeem this with a [further] 1 denarius.
[…] We have also allowed them to build churches where this seems necessary. We
have given up a tenth of the tithe […] that is our due for the use of the priests of these
parishes.” (A charter issued by Archbishop Frederic of Hamburg, 12th century)
a) What social process is the content of source A) connected to? Circle the number of the
correct answer. (0.5 points)
b) What may have motivated certain individuals to undertake the obligations described
in source A)? Give two brief explanations on the basis of the source text. (Score: 0.5 points
for each correct item.)
1. ………………………………………………………………………………………………..
2. ………………………………………………………………………………………………..
c) What social process is the content of source B) connected to? Circle the number of the
correct answer. (0.5 points)
d) Why did the charter marked with the letter B) oblige those concerned to deliver two
types of taxes? (1 point)
……………………………………………………………………………………………….......
e) What similarity is there between sources A) and B) regarding the method of rendering
taxes? (1 point)
…………………………………………………………………………………………………
4 points
a)
URALIC LANGUAGES
↓ ↓
a) SAMOYEDIC LANGUAGES
↓ ↓
Finno-Permic languages Ugric languages
↓ ↓ ↓ ↓
Finno- Permic Ob-Ugric Proto-
Volgaic languages languages Hungarian
languages language
– Finnish – Komi – Mansi – Hungarian
– Estonian – Udmurt – Khanty
– Mordvinian
– Mari
The name of the language family marked with the letter a) in the illustration:
………………………………………………………
b)
b)
Glossary:
Törzs: Tribe
Nagycsalád: Greater family
The name of the social unit (group) marked with the letter b) in the illustration:
………………………………………………………
c) “The Hungarians are a Turkish people. Their chief marches together with 20,000
people. Their chief is called K.n.d.h. [kende or kundu]. This is a distinctive name for
their king, because the name of the person who rules them as a king is: J.l.h. [jula or
gyula]. All the Hungarians follow the orders of their chief called J.l.h in matters of war,
defence or any other affairs.” (Jayhani, an Arab scholar)
………………………………………………………
d)
The term for the office / role of the central figure in the picture:
……………………………………………… 4 points
“As Charles II, king of Spain of the most glorious memory has died recently without
leaving any offspring, His Imperial Majesty has asserted that succession to the throne
after the dead king […] rightfully belongs to his glorious House. In his attempt to win
the succession to the same throne for his grandchild […], the most Christian king
argued that the prince’s right originates in some testament of the dead king. [The most
Christian king] […] won possession of the whole inheritance, that is the Spanish
monarchy and the Spanish-Belgian provinces, and he occupied the Principality of
Milan by force, […] he sent several ships to the Indies which were under Spanish rule.
[…] It has become quite evident that His Imperial Majesty should abandon all hope of
his demand ever being fulfilled, and the Holy Roman Empire would lose its right to
its vassal provinces in Italy and Spanish-Belgium, free navigation and trade by the
English and Dutch allied powers in the Mediterranean, to the Indies and other
destinations would become impossible; the Dutch Republic would lose the security
that it has had up until the present day […] thanks to […] the Spanish-Belgian
provinces. […] For the aforementioned reasons, His Imperial Highness, His Royal
Highness of Great Britain and the mighty estates of the Dutch Republic […] consider
it imperative to establish a close relationship and alliance between their countries in
order to prevent the great common peril that threatens them.”(A treaty of alliance, 1701)
„Minthogy a legdicsőbb emlékezetű II. Károly, Spanyolország királya nemrégiben
gyermekek hátrahagyása nélkül halt meg, ő császári felsége kijelentette, hogy az
elhunyt király utáni trónöröklés […] saját dicső uralkodóházát illeti meg.
A legkeresztényibb király pedig ugyanazon trónöröklést unokája […] számára
igyekezvén megszerezni, azzal az érvvel hozakodott elő, hogy a hercegnek ehhez való
joga az elhalálozott királynak valamiféle végrendeletéből származik.
[A legkeresztényibb király] […] meg is kaparintotta az egész örökség, vagyis a spanyol
monarchia birtoklását, a spanyol-belga tartományokat, a milánói hercegséget pedig
fegyverrel foglalta el, […] több hadihajót a spanyol fennhatóság alá tartozó Indiákra
küldött. […] Máris eléggé nyilvánvalóvá lett az, hogy ő császári felségének fel kellene
hagynia minden reménnyel igényének bármikori teljesüléséről, a Szent Római
Birodalom pedig elveszítené az itáliai és a spanyol-belgiumi hűbéres tartományokhoz
való jogát, az angol és a holland szövetséges hatalmaknak a földközi-tengeri, valamint
az Indiákra és másfelé irányuló szabad hajózása és kereskedelme végképp semmivé
válnék; Hollandia elveszítené azt a biztonságát, ami eddig megvolt neki a […] spanyol-
belga […] tartományok által. […] Mindezektől az okoktól indíttatva, ő szent császári
felsége és Nagy-Britannia szent királyi felsége, valamint Hollandia nagyhatalmú
rendjei […] a közös nagy veszedelem megakadályozása céljából szükségesnek vélték
az egymás közti szoros kapcsolatot és szövetséget.” (Szövetségi szerződés, 1701)
Name the countries, territories, royal houses or monarchs mentioned in the text. (Score:
0.5 points for each correct item.)
The peace treaty that concluded the war gave Gibraltar to Great Britain and the southern
part of the Low Countries to the emperor. Explain the reason for each of the two
territorial changes on the basis of the source. (Score: 1 point for each correct item.)
e) Gibraltar: …………………………………………………………………………………..
………………………………………………………………………………………………..
f) Southern part of the Low Countries: ……………………………………………………….
………………………………………………………………………………………………...
4 points
“He appointed […] good caretakers and housekeepers […] for the management of the
[treasury’s] property and had expert masters brought in from afar and at great expense
to manage the exploitation […] of the salt-pits and gold, silver, [mercury], and copper
mines. […] He had all kinds of craftsmen brought in from foreign lands at great
expense, […] he had masons brought in, and almost two hundred craftsmen of
different trades from among the new Christians from Moravia [the Kingdom of
Bohemia].” (From the chronicles of János Szalárdi, 1662)
Complete the table with the missing sources of revenue of the prince’s court. Write the
appropriate terms into the table. Select from the terms listed below. Write only one term in
each box. There are four extra terms that you will not need. (Score: 0.5 points for each correct
item.)
Terms: mining tax, gate tax, landlord’s tax/kilenced, monopolies, taxes on nobles, corvée, taxes
paid by the Saxons, tithe.
Type of revenue of the prince’s court Source of revenue of the prince’s court
Revenues from private (landlords’) lands a)
duties
minting
Royal revenues
b)
c)
d)
Revenues sanctioned by the diet taxes of the royal free towns
military tax
e) How did Bethlen take advantage of the counter-Reformation, which was supported by
the Habsburgs, to develop the economy of Transylvania? (1 point)
………………………………………………………………………………………………….
3 points
A) “In 1700, representatives of the English wool industry were able to have a law
passed which prohibited, under pain of punishment, the import of raw cotton, the
production of threads from cotton fibres, the use of cotton threads on weaving looms
and the wearing of items of clothing made from cotton. The end of the prohibition,
which remained in effect for sixty years, was a result of a simple exigency. […] In the
18th century alone, the population of the countries of Europe grew from a 113 million
to 188 million. […] In addition to this, in England itself, the light and patterned cotton
fabrics had gained greater popularity. […] [The characteristics of the cotton fibres]
made processing cotton significantly easier and, as a consequence, it was cheaper than
processing wool.” (Author Hermann Heinz Wille)
„Az angliai gyapjúipar képviselőinek sikerült 1700-ban olyan törvény kibocsátását
elérniük, amely büntetés terhe mellett megtiltotta, hogy nyersgyapotot importáljanak
[hozzanak be], gyapotrostokból fonalakat készítsenek, gyapotfonalakat szövőszékre
tegyenek, és gyapotból készült ruhadarabokat hordjanak. A hat évtizeden át érvényes
tilalom feloldása egyszerű kényszer következménye volt. […] Az európai országok
népessége csupán a 18. században 113 millióról 188 millióra növekedett. […] Ezen
kívül magában Angliában is egyre nagyobb népszerűségnek örvendtek a vékony,
könnyű, tarka mintázatú gyapotkelmék. […] [A gyapotrostok tulajdonságai] a gyapot
feldolgozását jelentősen megkönnyítették, és így olcsóbbá tették a gyapjú
feldolgozásához képest.” (Hermann Heinz Wille író)
B)
The number of people employed in the British textile industry
Year Manual weavers Factory weavers
1810 160 000 80 000
1820 190 000 100 000
1830 210 000 150 000
1840 100 000 230 000
C)
The proportion of cotton and wool fabrics in the total value of British exports (%)
Year Cotton Wool Total
1700 0.5 68.7 69.2
1750 1.0 46.7 47.7
1801 39.6 16.5 56.1
1831 50.8 12.7 63.5
a) Against the textile industry of which Asian country in particular was the measure
underlined in source A) brought? (1 point)
…………………………….
b) Use source B) to explain why the number of manual weavers changed from 1830
onwards? (1 point)
…………………………………………………………………………………………………..
c) On the basis of a comparison of sources A) and C), explain the change in the proportion
of cotton exports up to 1750.
…………………………………………………………………………………………………..
d) On the basis of a comparison of sources A) and C), list two causes of the changes in
cotton exports after 1750. (Score: 0.5 points for each correct item.)
Cause 1: ……………………………………………….
Cause 2: ……………………………………………….
4 points
Some characteristics of the land-owning groups of Hungarian society under the Dual
Monarchy
Name of the social group The proportion The proportion of The proportion
of the group the land owned by of Hungarians
within the whole the group within within the
of society (%) the total area of group (%)
land (%)
Great landowners 0.03 32.3 91.08
Decide whether the data in the above table confirm the following statements as being true
or false. Put an X in the appropriate column of the table below. Put only one X in each row.
(Score: 0.5 points for each correct item.)
Answer the questions about the text source. (Score: 1 point for each correct item.)
“We wish for […] such an extension of the right to vote that, on the one hand, will
guarantee a leading role for Hungarians and, on the other hand, will respect in this
crucial issue the legitimate needs of the Hungarian landowners and ensure that these
will not be violated.” (An election pamphlet of the National Economic Association of
Hungary, 1910)
„Kívánjuk […] a választási jognak olyan kiterjesztését, mely míg egyrészt a magyarság
vezető szerepét biztosítja, másrészt kellő tekintettel van arra, hogy a magyar
gazdaosztály jogos igényei ez alapvető kérdésnél csorbát semmi tekintetben ne
szenvedjenek.” (Az Országos Magyar Gazdasági Egyesület választási röpirata, 1910)
e) What type of elective franchise was in use at the time the source text was created? Use
the appropriate terminology.
……………………………………………………………..
f) Why could a more radical change in the electoral system have endangered the “leading
role for Hungarians”? Explain briefly.
………………………………………………………………………………………………..
4 points
Select the correct explanation in connection with the illustrations. Circle the number of
the correct sentence. (Score: 0.5 points for each correct item.)
a)
A dam on the Columbia River (United States)
1. The construction of hydroelectric power plants was intended to replace crude oil, the price
of which was increasing, to relieve the lack of energy.
2. Large-scale government investments of this type were stopped due to the significant decrease
in national tax revenues.
3. As an incentive to increase demand, the state embarked on some large-scale infrastructural
investments.
b)
A street in New York
c)
A train in Canada
1. Masses of European immigrants arrived in North America, which was less affected by the
crisis.
2. The unemployed wanted to reach the regions where there were more work opportunities.
3. People unable to pay were moved out of their homes and housed in railway carriages.
d)
Gardens outside Youngstown (United States)
1. The state provided unemployed people with small gardens and seeds for planting, so they
wouldn’t starve.
2. Farmers tried to increase production because of the crisis and, as part of this, they started
gardens outside the cities as well.
3. Because of the crisis, they started large-scale mechanisation in agriculture.
e) Before the onset of the crisis, a so-called stock exchange “bubble” evolved: stock prices rose
and more and more people wanted to buy stocks. Explain the self-propelling nature of the
process. (1 point)
…………………………………………………………………………………………………..
f) Countries introduced protective tariffs to protect their own production. Explain why this
made the crisis even worse on a global level. (1 point)
…………………………………………………………………………………………………...
4 points
9. This task is about the revision of the Trianon peace treaty. (complex question)
Use the sources and your own knowledge to answer the questions.
Match the following text sources to the appropriate dates. Write the letters of the sources
into the correct boxes in the table. Write only one letter in each box. There is one extra letter
that you will not need. (Score: 0.5 points for each correct item.)
A) “After the lunch offered by the German foreign minister and the reception that the
capital city of Austria gave, we made our way back to Budapest. At each station from
the border, thousands of people were cheering the special train of the ministers, who
had made a significant accomplishment. […] Although most of the cheering was for
his sake, [Prime Minister] Pál Teleki locked himself in his compartment and never
made an appearance.” (The memoirs of András Hory, a Hungarian diplomat)
B) “I was filled with apprehension when I went to the Foreign Office [the British
foreign ministry], fearing that the steps we have taken will be viewed as an advance
similar to the German aggression. On this occasion, the tardy English mind
comprehended the real situation relatively quickly and a little later, Sir Alex Cadogan
[a British diplomat] told me with great satisfaction that anyhow, it was still better that
we, Hungarians, were in Kárpátalja and not the Germans.” (The memoirs of György
Barcza, Hungarian ambassador in London)
C) “Most of the Hungarian army, as it is […] not needed in the remaining military
operations, must stop along the line of the Drava and Danube rivers. […] Possibly as
early as today, we can consider the collapse of the [hostile] state to be an
incontrovertible fact. I believe that this is the best possible Easter gift for all of us.”
(Hitler’s letter to Regent Miklós Horthy)
„A magyar hadsereg zöme – mivel a […] további hadművelethez már nincs rá szükség
– megállítandó a Dráva–Duna általános vonalon. […] A[z ellenséges] állam
összeomlása talán már a mai napon befejezett ténynek tekinthető. Úgy gondolom, ez
mindannyiunk számára a legjobb húsvéti ajándék.” (Hitler levele Horthy Miklós
kormányzóhoz)
D) “The outcome of the referendum was a cause for great jubilation in the city. By the
decree of the municipal command of the Entente, any kind of gathering, grouping or
procession was prohibited after 4pm, and still, a huge crowd was moving in waves in
the streets.” (A report by the Hungarian News Agency MTI)
F) “All were looking at the magnified map with the new borders with great interest.
Nobody was surprised, except perhaps the [Czecho]Slovaks […]. Since there was no
right to appeal, both sides were silent.” (The memoirs of Foreign Ministry secretary Elemér
Újpétery)
Territorial
gains as a
result of the
revisions
(1938-1941)
Glossary:
A második bécsi döntés által visszacsatolt területek: The territories annexed after the Second Vienna Award
A párizsi békerendszer által rögzített határok: The borders defined by the Paris peace treaties
Az első döntés által visszacsatolt területek: The territories annexed after the First Vienna Award
Bécs: Vienna
Belgrád: Belgrade
Csehszlovákia felbomlásakor birtokba vet területek: The territories occupied after the disintegration of
Czechoslovakia
Horvátország: Croatia
Jugoszlávai német lerohanásakor megszállt területek: The territories occupied after the German blitz against
Yugoslavia
Németország: Germany
Pozsony: Bratislava
Románia: Romania
Szerbia: Serbia
Szlovákia: Slovakia
Zágráb: Zagreb
Select the correct option for the following questions. Circle the number of the correct
answer. (Score: 0.5 points for each correct item.)
e) What type of decision-making does the underlined part of source F) refer to?
f) Which of the following statements below explains Pál Teleki’s behaviour as described
in source A)?
1. Teleki lost the regent’s trust as a result of the event described in the source.
2. Teleki was concerned about a possible attack by the Soviet Union, which supported the
neighbouring country that suffered losses.
3. Teleki was concerned about the consequences of the country’s commitment that the
territorial gains entailed.
g) In what way did the American ambassador consider the measures taken by Hungary,
and underlined in the following source, useful?
“Subsequent events fully justified the usefulness and significance of the step taken by
Hungary when, following the German attack against Poland, the country didn’t allow
German troops to cross this strategically important territory and opened […] the
border to more than a hundred thousand Polish troops.” (The memoirs of US
Ambassador Montgomery in Budapest)
„A magyar lépésnek hasznosságát és jelentőségét teljes mértékben igazolták a későbbi
események, amikor a Lengyelország elleni német támadást követően Magyarország
nem engedte meg, hogy német csapatok átvonuljanak ezen a stratégiailag fontos
területen és megnyitották a […] határt több mint százezer lengyel katona előtt.”
(Montgomery budapesti amerikai nagykövet visszaemlékezése)
h) The memoirs quoted in the previous part of the task make reference to a territory that was
reannexed by Hungary as part of an independently executed military campaign. Name this
region / territorial unit. (1 point)
………………………………………….
i) Name the region / territorial unit that Hungary reannexed as part of a military
campaign that was executed in alliance with Germany. (1 point)
………………………………………….
Through a comparison of the maps in this task, match the proportion of the Hungarian
population in the regions / territorial units reannexed between 1938 and 1940 to the date
of the territorial gain. Write the proportion of the Hungarian population in the
appropriate box in the table. Make your selection from among the listed ratios. There is one
extra figure that you will not need. (Score: 0.5 points for each correct item.)
The ethnic distribution of historical Hungary between the two world wars
Glossary:
Horvátok: Croats
Magyarok: Hungarians
Németek: Germans
Románok: Romanians
Rutének: Ruthenians
Szerbek: Serbs
Szlovákok: Slovaks
Szlovének: Slovenes
The proportion of the Hungarian population in the regions / territorial units reannexed:
9.2% 51.8% 84.4% 100%
8 points
a) Match the following descriptions and dates to the correct maps. Write the letters of the
descriptions and the dates into the appropriate boxes in the table. Select from the dates
listed below. There is one extra description and one extra date that you will not need. (Score:
0.5 points for each correct item.)
1. 2. 3.
Glossary:
Arab államok által megszállt palesztin területek: Palestinian territories occupied by Arab states
Egyiptom: Egypt
Izrael által ideiglenesen megszállt terület: Territories under temporary occupation by Israel
Izrael által tartósan megszállt terület: Territories under long-term occupation by Israel
Izrael: Israel
Jeruzsálem (kettéosztva): Jerusalem (divided)
Jeruzsálem: Jerusalem
Jordánia: Jordan
Libanon: Lebanon
Palesztina mandátumterület: Mandatory Palestine
Szíria: Syria
Transzjordánia: Transjordan
A) The Suez Canal was nationalised by Egypt as part of a unilateral operation. In response to
this, Israel, together with its British and French allies, attacked and defeated Egypt. The victory
couldn’t be fully exploited due to open pressure from the superpowers.
B) Because of the imminent disintegration of the Ottoman Empire, the British Foreign Minister
made a statement according to which the British government “took a favourable view to the
creation of the Jewish home state in Palestine”. Following this, the settlement of Jews in the
region accelerated.
C) In the so-called Six-Day War, Israel defeated the Arab states that had made an alliance
against it and occupied significant territories in neighbouring countries.
D) Immediately after its formation, Israel was attacked by neighbouring Arab states, but it
increased its territories after defeating them (for example, by occupying West-Jerusalem), while
the territories with a Palestinian majority came under the control of the neighbouring states.
b) What event occurred in Hungary at the same time as the events described in source
A)? (1 point)
………………………………………………
4 points
a) Match the numbers of the locations in the map with the sources connected to them.
Write the correct numbers on the dotted lines after the sources. You may use a number
more than once. There are three extra numbers that you will not need. (Score: 0.5 points for
each correct item.)
Glossary:
Amerikai nagykövetség: US Embassy
Bem szobor: Bem statue
Budai vár: Buda Castle
Corvin mozi: Corvin cinema
ELTE Bölcsészkar: ELTE University, Faculty of Humanities
Írószövetség: Writers’ Union
Jugoszláv nagykövetség: Yugoslav Embassy
Keleti pályaudvar: Eastern Railway Station
Kilián laktanya: Kilián military barracks
Magyar Rádió: Hungarian Radio
Műszaki egyetem: Technical University
Nemzeti Múzeum: National Museum
Nemzeti Színház: National Theatre
Országház: Parliament
Pártközpont: Party headquarters
Petőfi szobor: Petőfi statue
Szabad Nép szerkesztősége: The editorial office of Szabad Nép
Szépművészeti Múzeum: Museum of Fine Arts
Új ÁVH székház: New headquarters of the State Protection Authority
A) “We, who were barely a few hundred metres from the location of the events, could
hear the bursts of gunfire. When we heard, totally shocked, that peaceful
demonstrators had been shot at from the roof of the Ministry of Agriculture, we
demanded an inquiry. I have no knowledge of whether this was ever conducted.”
(Reminiscences) ……….
„Mi, ott, akik a tett színhelyétől alig pár száz méterre voltunk, hallottuk a
sorozatlövéseket. Mikor döbbenten megtudtuk, hogy békés tüntetőkre lőttek a
Földművelésügyi Minisztérium tetejéről, vizsgálatot követeltünk. Nincs tudomásom
arról, hogy ez később megtörtént-e.” (Visszaemlékezés)
B) “Comrades! [whistling] […] My friends! You have called me here to say a few words.
You have called me here to give you my opinion. […] Before long, the renewal of our
political life will become a fact, and the democratic reforms that the events demand in
the interest of our developing socialist country. […] Let’s hope that in this respect, in
discipline and order, we will set an example worthy of being Communists and
Hungarian patriots. […] Listen to me, dear friends, when I call upon you to remain
well-disciplined. Now go calmly and trusting in the future. Until next time.” (Excerpts
from a speech) ……….
„Elvtársak! [füttyszó] […] Barátaim! Idehívtatok azért, hogy mondjak egypár szót,
idehívtatok azért, hogy mondjam meg a véleményemet. […] Nem kell soká várni, amíg
politikai életünk megújhodása ténnyé válik, s napirendre kerülnek azok a
demokratikus reformok, amelyeket épülő szocialista hazánk érdekében
megkövetelnek az események. […] Bízzunk abban, hogy e téren is, a fegyelem, a rend
terén példát mutatunk kommunistákhoz, magyar hazafiakhoz méltóan! […]
Hallgassatok szavamra, amellyel benneteket, kedves barátaim, fegyelmezettségre
hívlak fel. Nyugodtan bízva a jövőben, távozzatok. A legközelebbi viszontlátásig!”
(Beszédrészlet)
C) “We can still take a tram across Margithíd to the Buda side. The atmosphere is
already a lot more ebullient [here] and a bigger crowd awaits than previously at the
Petőfi statue. […] The noise and the crowd are huge and still growing. […] Another
big crowd is arriving – university students with lots of Hungarian flags. […] Suddenly
[…] there is a big round of applause and cheering – a large Kossuth coat-of-arms is
taken to the statue on a long pole and it’s lifted high. Then somebody climbs up next
to the statue with it, while somebody else sticks the Hungarian national flag by the
sword of the [statue] and a third person does the same with the Polish flag.”
(Reminiscences) ……….
„A Margit hídon Budára még villamoson megyünk. [Itt] már sokkal forróbb a
hangulat, és nagyobb tömeg fogad, mint előbb a Petőfi-szobornál. […] A zsibongás, a
tömeg óriási, és egyre nő. […] Új tömeg érkezik, egyetemisták sok magyar zászlóval.
[…] Hirtelen […] nagy taps és éljenzés: hosszú póznán nagy alakú Kossuth-címert
visznek a szoborhoz, ahol magasra emelik. Aztán egyvalaki fölmászik vele a szobor
mellé, egy másik valaki a magyar nemzeti zászlót dugja be [a szobor] kardja mellé, egy
harmadik a lengyel zászlót.” (Visszaemlékezés)
D) “Soon, a […] little girl came and said, crying, that her brother […] had entered as
part of a 10-member mission […] to read the 16 points and there was no news of them.
There were at least a dozen of us by then. We entered the porter’s booth, but the inside
door was locked.” (Reminiscences) ……….
„Nemsokára jött egy […] kislány, s sírva mondta, hogy a bátyja […] bement egy tíztagú
küldöttséggel, […] hogy beolvassák a 16 pontot, s semmi hír felőlük. Voltunk akkor
már tucatnyian. Bementünk a portásfülkébe, de a belső ajtó zárva volt.”
(Visszaemlékezés)
E) “By then, the steel cables had already been attached to it, and they were trying to
tear it down with a lorry, but it didn’t fall. I remember that then they brought some
oxy-acetylene torches and started cutting it at the boots.” (Reminiscences) ……….
F) “We are soldiers of the people’s army, and it was our primary obligation to defend
the barracks by all the means that were available to us. […] We resisted as best we
could, or we would have been traitors. […] [The colonel] struck a deal with the civilian
leadership that they would not shoot at each other, only at the Soviet units, until they
left.” (Reminiscences) ……….
b) Name the colonel in source F), who later became defence minister. Put the person’s first
name as well. (1 point)
…………………………………. 4 points
Give the specific term for each type of tax that appears in the sources.
“In accordance with this Act the following transactions shall be subject to tax […] the
supply of goods and services for consideration within the domestic territory; the
acquisition […] of goods for consideration.” (Act CXXVII of 2007)
„E törvény alapján adót kell fizetni: az adóalany által […] belföldön és ellenérték
fejében teljesített termékértékesítése, szolgáltatásnyújtása, terméknek ellenérték […]
fejében teljesített beszerzése […] után.” (2007. évi CXXVII. törvény)
a) ………………………………………………
“In Hungary private individuals shall fulfil their constitutional duty to contribute to
public revenues from their income in accordance with the provisions of this Act, with
due consideration of the provisions of the Act on the Rules of Taxation” (Act CXVII of
1995)
b) ………………………………………………
Two major subsystems of the national budget are financed by the social security tax
deducted from employees’ salary. Which are these subsystems?
c) ………………………………………………
d) ………………………………………………
4 points
References for the sources (images, data and maps) in the test:
3. László Gyula: 50 rajz a honfoglalókról. Móra Ferenc Könyvkiadó, Budapest, 1982.
6. D. J. Noordam: Nyugat-európai gazdaság- és társadalomtörténet. Osiris Kiadó, Budapest, 1995.
7. Száray Miklós: Történelem III. (Forrásközpontú történelem)
Romsics Ignác: Magyarország története a XX. században. Osiris Kiadó, Budapest, 1999.
8. http://docs.fdrlibrary.marist.edu/images/photodb/27-0903a.gif,
https://kpbs.media.clients.ellingtoncms.com/img/croppedphotos/2012/04/19/AECrash29_t800.jpg?90232451fbcadccc64a17d
e7521d859a8f88077d,
https://upload.wikimedia.org/wikipedia/commons/d/da/UnemployedMenHopTrain.jpg,
https://sidewalksprouts.files.wordpress.com/2008/04/youngstown-depression-gardens-1.jpg
9. A térképek és adatok (j–l) forrása: Zeidler Miklós: A revíziós gondolat. Kalligram Könyvkiadó, Pozsony, 2009.
10. http://socks-studio.com/2012/01/30/cartographic-regression/
11. Hegedűs András http://www.nemzetihirhalo.hu/index.php?lap=cikkuzi&iro=eva&cikk=15.10.25.18.45
Nagy Imre https://mult-kor.hu/cikk.php?id=20903
Zimándi Pius http://mek.oszk.hu/01900/01937/html/szerviz/dokument/zimandi.htm
Csap Lajos http://www.egipatrona.hu/mvsz/index.php/2012-07-30-20-33-02/2012-07-30-20-39-52/2014-04-10-10-54-
49/mtf-15?id=988
Sebestyén Mária http://mek.oszk.hu/15200/15249/15249.pdf
Eörsi László http://www.rev.hu/ords/f?p=600:2:::::P2_PAGE_URI:tanulmanyok/1956/corvin
térkép: Romsics Ignác: Magyarország története a XX. században. Osiris Kiadó, Budapest, 1999.
score
maximum achieved
1. Ancient Rome 3
2. Mediaeval society 4
3. Early Hungarian history 4
4. War of the Spanish Succession 4
5. Gábor Bethlen 3
6. The first industrial revolution 4
I. Simple short 7. Hungarian society under the Dual Monarchy 4
answer tasks 8. World economic crisis 4
9. Revision 8
10. Israel 4
11. The 1956 revolution 4
12. Tax system 4
Total 50
I. Achieved points, rounded up
__________________________________________________________________________
pontszáma egész
számra kerekítve
programba
elért
beírt
I. Egyszerű, rövid választ igénylő feladatok
dátum dátum
Megjegyzések:
1. Ha a vizsgázó a II. írásbeli összetevő megoldását elkezdte, akkor ez a táblázat és az aláírási rész
üresen marad!
2. Ha a vizsga az I. összetevő teljesítése közben megszakad, illetve nem folytatódik a II. összetevővel,
akkor ez a táblázat és az aláírási rész kitöltendő!
TÖRTÉNELEM
ANGOL NYELVEN
EMELT SZINTŰ
ÍRÁSBELI VIZSGA
2019. május 8. 8:00
II.
Időtartam: 175 perc
Pótlapok száma
Tisztázati
Piszkozati
Important information
Try to be concise when giving your answers, and do not use more space than is provided
by the dotted lines.
Please write in blue ink.
We advise you to follow these steps when dealing with 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. Identify the events leading up to the given situation, its causes and its results.
6. Include in your answer your knowledge of the era as well as your own opinions and
personal perspective of it.
7. Make drafts or outlines before writing your answers if necessary.
8. Make sure that your sentences are clearly structured, and that your ideas are easy to
follow.
9. Your whole answer should have a clear structure. Check your grammar and spelling.
Good luck!
Historical
Number Topic Type
period
Up to
13 Ottoman Empire short
World 1849
history After
14 Colonisation short
1849
Up to Habsburg system in 16th-century
15 long
Hungarian 1849 Hungary
history After The population of Hungary in the
16 long
1849 second half of the 20th century
Legal relations between Hungary covering
– 17
and the Habsburg Empire several periods
Complex
– 18 Reformation and Catholic renewal comparative
After studying the tasks circle the numbers of the ones you have chosen.
You can find the four options in the following table. Mark your choice by putting an X in
the appropriate row. Mark only one of the options.
Write only about the three topics you have chosen. Write your answers on the dotted
lines after the appropriate type of task.
You are allowed to prepare rough copies for your essays.
You can find the evaluation criteria at the end of each task. The assessor will enter the
achieved scores.
13. This task is about the history of the Ottoman Empire. (short)
Use the sources and your own knowledge to present the revenues of the sultan and the
problems connected to them in the 15th and 16th centuries. In connection with this,
mention the effect of the great geographical discoveries.
“Fight those who do not believe in God, nor in the Last Day, nor forbid what God and
His Messenger have forbidden, nor abide by the religion of truth—from among those
who received the Scripture [the Bible]— until they pay the cizye [poll tax], willingly
or unwillingly.” (Quran)
„Harcoljatok azokkal, akik nem hisznek Allahban és az utolsó napban, és nem teszik
tiltottá azt, amit Allah és a küldötte megtiltott, és nem ismerik el az igaz vallást, az
iszlámot, azok közül, akiknek a Könyv [értsd: a Biblia] adatott, amíg készségesen meg
nem fizetik a dzsizjét [fejadót], megadva magukat.“ (Korán)
“On some of the people we found commands with falsified tughras [the sultan’s
calligraphic signature with the function of a stamp] which granted, contrary to the
sultan’s decrees, lands for service […] and raised income. When we asked the
supervisor of the scribes of the sultan’s council, he examined them and was very
surprised. “We never issued such documents. But the tughra is authentic. […] How
can this be?” We reprimanded him in the strictest terms, saying, “This must have an
explanation. It must be investigated thoroughly.” Excellent padishah [a form of
addressing the sultan], we found a scribe who had information in connection with this
affair so, in exchange for some favours, we interrogated him. He confessed that “This
has been going on for over fifteen years.”” (Grand Vizier Sinan’s petition submitted to the
sultan, 1590)
14. This task is about colonisation at the end of the 19th century. (short)
Use the sources and your own knowledge to present what factors helped or stimulated
European colonisation at the end of the 19th century.
Main emigration routes at the turn of the 19th and 20th centuries
(The thickness of the arrows is proportionate with the number of emigrants.)
The All Red Line: the main lines of the British system of telegraphs (a map by George
Johnson, 1903)
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Maximum Achieved
Criteria
points
Understanding of the task 2
15. This task is about the administrative system of the Kingdom of Hungary in the 16th
century. (long)
Use the sources and your own knowledge to present the Habsburg administrative system
in Hungary and the organisation of anti-Turkish defence in the Kingdom of Hungary in
the 16th century. In your answer, mention the political role of the question of religion. Do
not give a sequence of historical events.
“First and foremost, the prelates, barons, nobles and other estates who have gathered
for this diet of Hungary express their eternal gratitude to His Holy Royal Highness,
their merciful king and lord, for His benevolence and fatherly kindness:
Par. 1 First, that similarly to other previous occasions, at the Imperial Diet in
Regensburg of last winter, through great effort he obtained significant assistance for
the preservation and liberation of Hungary, and also the same backing from his
subjects in Bohemia and other provinces.” (From the laws passed at the diet of Pozsony in
1557)
„Magyarországnak a jelen országgyűlésre egybesereglett főpapjai, bárói, nemesei és
a többi rendei, mindenek előtt örökös hálaköszönetet mondanak a királyi szent
felségnek, legkegyelmesebb uruknak és királyuknak az irántuk való kegyességéért és
atyai jóságáért:
1.§ Először is, hogy miképpen ezelőtt több ízben, úgy a legközelebbi télen is, a
Regensburgban tartott birodalmi gyűlésen, végre annyi sok fáradozás után,
Magyarországnak a megtartására és felszabadítására nem megvetendő segítséget
szerzett, és ugyanazt a csehországi és más tartománybeli híveitől is kieszközölte.” (Az
1557-es pozsonyi országgyűlés törvényeiből)
“The estates of the country have resolved that in order to strengthen the border castles
[…] all the lords, nobles and landlords will […] deliver and send their serfs for six days
of unpaid labour (only excluding the periods of harvest and grape-picking) and they
will work those days continually according to the resolution made at the last diet.”
(From a law passed at the diet of Pozsony in 1557)
“Regarding the palatine […] if he were to pass away unexpectedly (which is a natural
part of the human existence), His or Her Royal Highness shall, in order to elect a new
palatine, [unlike in previous decades] call a meeting of the diet within one year.” (From
a law passed at the diet of Pozsony in 1608)
„Ami pedig a nádort illeti […] aki ha váratlanul hamarább elhaláloznék (ami emberi
dolog), a helyébe másiknak a megválasztására nézve, méltóztassék a királyi felség azt
a módot követni [az eddig eltelt évtizedek gyakorlatától eltérően], hogy egy évnek a
leforgásán belül az új nádornak a megválasztása céljából az országban külön
közönséges országgyűlést hirdessen és tegyen közzé.” (Az 1608-as pozsonyi országgyűlés
törvényéből)
16. This task is about Hungary in the second half of the 20th century. (long)
Use the sources and your own knowledge to present the changes in the Hungarian
population between the period of World War II and the regime change and the causes of
these changes.
Migrations after World War II (The size of the circles is proportionate with that of the migrating
population.)
Glossary:
Németország: Germany
Glossary:
Egy nőre jutó élveszületett gyermek: Live births per woman
“Working women are entitled to childcare benefit from the end of the maternity leave
and until the child reaches three years of age. […] In case of several children after
whom there is a valid entitlement to the benefit, it will be paid after each child. […]
The period of unpaid leave which is taken in employment for the purpose of childcare
[that is, the mother is receiving childcare benefit], must be taken into account when
calculating the overall period of employment.” (A government decree, 1967)
The number of the chosen long task about the history of Hungary: ……
Your answer:
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Maximum Achieved
Criteria points
Understanding of the task 2
L2 2
C1 2
Communication and use of
special vocabulary C2 2
C3 2
S1 3
Acquisition of information and
use of sources 3
S2
S3 3
S4 3
E1 3
Describing the reasons behind an
event; critical and problem- E2 3
centred approach
E3 3
E4 3
Total 36
Divided by 2
Exam points 18
17. This task is about the legal relations between Hungary and the Habsburg Empire.
(complex – covering several periods)
Use the sources and your own knowledge to present the changes in legal relations between
Hungary and the Habsburg Empire and the most significant laws passed between 1687
and 1790. In your answer mention the following points:
• legal relations between Hungary and the Habsburg Empire after the expulsion of the
Turks,
• the changes in legal relations that occurred during the Rákóczi freedom fight,
• legal issues concerning Maria Theresa’s ascension to the throne,
• issues that characterised Joseph II’s reign, as well as issues that emerged as a result of
his reign and had an effect on legal relations.
M a g y a r K i r á l y s á g
The countries of the Hungarian crown after the expulsion of the Turks in the 18th century
Glossary:
Ausztria: Austria
Erdély: Transylvania
Galícia: Galicia
Havasalföldi Fejedelemség: Principality of Wallachia
Horvátország: Croatia
Karintia: Carinthia
Katonai határőrvidék: Military border region
Krajna: Carniola
Magyar Királyság: Kingdom of Hungary
Moldvai Fejedelemség: Principality of Moldavia
Oszmán Birodalom: Ottoman Empire
Stájerország: Styria
Szerbia: Serbia
Szlavónia: Slavonia
“While we vow and declare to preserve the rights and privileges of Hungary and
Transylvania, we shall not, under any conditions, allow for any pretence to be created
for new rivalries and squabbling in spite of our grace.” (The Treaty of Szatmár)
“His Holiest Imperial and Royal Majesty’s faithful estates of Hungary and its annexed
parts […] shall transfer the right of succession by inheritance […] [to the Emperor’s
descendants] in order to rule and govern them, superseding previous legislation in
Germany, […] including His other countries and provinces which are to be reigned
indivisibly, jointly and mutually with Hungary.” (Pragmatica Sanctio)
“When the management of the other provinces and his other duties there allow him,
he will continue to reside in this country, never omitting to do anything that will need
to be accomplished to return his eternal Hungarian kingdom to its former blossoming
and happiness. […] Hungary and its annexed parts […] will not be governed like other
provinces […].” (Law of 1741)
18. This task is about religious renewal in the 16th century. (complex – comparative)
Use the sources and your own knowledge to compare Luther’s reformation and the
Counter-reformation. In your answer mention the following points:
• questions of faith (indulgences, sacraments)
• church organisation
• the question of preaching in the language of the faithful
• the importance of education
• church architecture
“The pope has neither the will nor the “The synod desires that […] moderation
power to remit any penalties beyond be observed; lest, by excessive facility,
those imposed either at his own ecclesiastical discipline be enervated.
discretion or by canon law. […] Hence And being desirous that the abuses
those who preach indulgences are in which have crept therein, and by
error when they say that a man is occasion of which this honourable name
absolved and saved from every penalty of Indulgences is blasphemed by
by the pope’s indulgences. […] heretics, be amended and corrected. It
Christians should be taught that one ordains generally by this decree, that all
who gives to the poor, or lends to the evil gains for the obtaining thereof be
needy, does a better action than if he wholly abolished.” (A synod’s decree)
purchases indulgences.” (From Luther’s
95 theses) „A zsinat […] azt kívánja, hogy a búcsúk
engedélyezésében mérsékletet tanúsítsa-
„A pápa nem […] engedhet el semmiféle nak, nehogy a túlzott engedékenység
büntetéseket, mint amiket ő saját gyengítse az egyházi fegyelmet. Azt
belátása szerint, vagy az egyházi kívánja, hogy a visszaéléseket, amelyek a
szabályok értelmében kirótt. […] búcsúk terén beszüremkedtek, és
Tévednek tehát mindazok a búcsú- amelyek alkalmat adtak arra, hogy az
hirdetők, akik azt állítják, hogy a pápai eretnekek káromolják a búcsú
búcsú folytán az ember minden bünte- elnevezést, javítsák ki és szüntessék meg,
téstől megszabadul […]. Fel kell ezért a jelen határozattal általánosan
világosítani a keresztényeket, hogy jobb elrendeli, hogy minden gonosz
dolgot művel az, aki a szegényeknek nyerészkedést azok elnyerése fejében
alamizsnát ad vagy a nyomorgót segíti, teljesen meg kell szüntetni.” (Zsinati
mint az, aki búcsút vásárol.” (Luther 95 határozat)
pontjából)
“Christ says, “All is possible for the “If someone says that the sacraments of
believer.” Because, as we shall see, the the New Testament were not all
sacraments are no more than signs that instituted by Jesus Christ, our Lord; or,
serve and inspire faith and they serve no that they are more, or less, than seven,
purpose without this faith.” (Luther’s […] or even that any one of these seven is
sermon) not truly and properly a sacrament; let
him be anathema.” (A synod’s decree)
„Krisztus azt mondja: »Minden lehetsé-
ges annak aki hisz.« Mert a szentségek „Ha valaki azt állítaná, hogy az
nem egyebek, mint a hitet szolgáló és Újszövetség szentségeit nem mind a mi
arra ösztönző jelek, amint látni fogjuk, és Urunk Jézus Krisztus alapította, avagy
e hit nélkül nem használnak semmit.” több vagy kevesebb volna mint hét, […]
(Luther prédikációja) vagy hogy a hét közül bármelyik is nem
volna valódi és sajátos értelemben vett
szentség: legyen kiközösítve.” (Zsinati
határozat)
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S5 3 Describing the E1 4
reasons behind
E1 3 an event; E2 4
Describing the critical and
reasons behind E2 3 problem-centred E3 4
an event; critical approach
and problem- E3 3 E4 4
centred Total 44
E4 3
approach Divided by 2
E5 3 Exam points 22
Total 44
Divided by 2
Exam points 22
The references for the sources (text, illustration, table, diagram) in the exam booklet:
14. https://en.wikipedia.org/wiki/All_Red_Line#/media/File:All_Red_Line.jpg
16. map: http://www.tankonyvtar.hu/en/tartalom/tamop425/2011_0001_527_eu_regionalis_foldrajz_2/ch06.html
grafikon: http://mek.oszk.hu/02100/02185/html/img/2_5_06g.jpg
17. http://atlasz.ofi.hu/
18.https://pixabay.com/hu/barokk-templom-439488/
https://upload.wikimedia.org/wikipedia/commons/e/eb/De%C3%A1k_t%C3%A9ri_Evang%C3%A9likus_templom%2C_me
gt%C3%B6rt_s%C3%ADk%C3%BA_kazettamennyezet%2C_2016_Budapest.jpg
score
maximum achieved
I. Simple short Total 50
answer tasks I. Achieved points, rounded up
13. Ottoman Empire 10
14. Colonisation 10
th
15. Habsburg system in 16 -century Hungary 18
II. Longer
(essay-type) 16. The population of Hungary in the second 18
tasks half of the 20th century
17. Legal relations between Hungary and the 22
Habsburg Empire
18. Reformation and Catholic renewal 22
Total 50
II. Achieved points rounded up
I. + II. Score of the written exam 100
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pontszáma egész
számra kerekítve
programba
elért
beírt
I. Egyszerű, rövid feladatok
II. Szöveges kifejtendő feladatok
dátum dátum