Történelem angol nyelven középszint

Javítási-értékelési útmutató 2213

ÉRETTSÉGI VIZSGA • 2022. október 19.

TÖRTÉNELEM
ANGOL NYELVEN

KÖZÉPSZINTŰ
ÍRÁSBELI VIZSGA
minden vizsgázó számára

JAVÍTÁSI-ÉRTÉKELÉSI
ÚTMUTATÓ

OKTATÁSI HIVATAL
Történelem angol nyelven — középszint Javítási-értékelési útmutató

Guide to the evaluation of written tasks

The paper should be corrected using the following symbols, with a red pen.
1. Correct answer 
2. Missing part √
3. Not connected to the topic, exceeds volume [ ]
4. Mistake in the content (underlined with a single line)
5. Meaningless, unclear text, logical problems, inaccurate use of English (underlined with a
wavy line) ∼∼∼∼∼∼
6. Grave spelling or punctuation mistake (underlined with a double line)

The sub-points given for the sub-tasks should also be written on the test paper(s).

I. Correcting and evaluating short-answer tasks

The basis for evaluation is that the answers provided in the key must always be accepted.
Where the key at a specific task mentions that the answer can be accepted in other wording as
well, all solutions which have the same content as the answer in the key must be accepted.
Where at a specific task the key mentions that other correct answers can also be accepted,
every historically correct answer must be accepted.

In the case of tasks where a candidate has to choose the correct answer from among several
options, no points can be given to a candidate who has underlined or marked all of the answers.
If a specific number of elements are required in one answer and the candidate marks more than
this number of elements (but not all of them), then they must be evaluated in the order in which
they are written.

The names of persons, topographical data and concepts which are in the frame curricula can
only be evaluated if they are spelled correctly.
Extra points cannot be given.
Points cannot be subtracted for incorrect or missing answers.
The key must be followed in all circumstances, except in very special cases, the reason for
which must be explained in writing by the correcting teacher.

Scoring
Correct answer/ or part of an answer: 0.5 or 1 point (according to the key)
Incorrect answer: 0 points
Missing answer: 0 points

0.5 points can only be given where the key specifically allows for it.
Points allocated to individual parts of a task cannot be further subdivided.
When adding up the sub-points for a specific task, points must not be rounded up or down, e.g.
3.5 must be left as 3.5 and not 4 points.

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The maximum number of points can be found in the left-side of the boxes under the tasks, while
the points achieved by the candidate must be entered into the right side.

The total points achieved in the short-answer tasks must be written in the appropriate
boxes of the summary table on the last page of the test booklet.
If the total of the scores achieved in the short-answer tasks is a round number, it must be
left unchanged, if the total is not a round number, it must be rounded up according to the
mathematical rules (e.g. 23.5 points should be rounded to 24 points).

II. Correcting and evaluating longer, essay-type questions

1. Choosing the right tasks
Altogether two tasks can be evaluated:
one short essay about world history,
one long essay about Hungarian history.
The two essays must be about two different periods.

Evaluating the paper when the essay questions were not chosen correctly:
- if the candidate has answered two essay-type tasks but his/her choice of the right essay
length or period is incorrect, the answer must be evaluated in a way that would give the highest
score; that is, both answers must be corrected and the one that scored higher should be
considered;
- if a candidate started working on more than two essay-type tasks, but his or her choice
of tasks was indicated unambiguously in the table printed before the tasks, the answers to the
indicated tasks must be corrected and their scores considered.
- if the candidate has completed more than two essay-type tasks, but s/he has not
indicated the choices unambiguously in the table printed before the tasks, then starting from the
completed task of the lowest number, the correctly chosen tasks must be evaluated in increasing
numerical order, which means that if the candidate has answered all questions, task 13 and 16
must be corrected and their points must be considered.
Every task that has been started will be considered as having been answered, unless the
candidate unambiguously indicates otherwise.
2. Evaluating the tasks, scoring
The essay-type questions must be evaluated using the key, which contains specific guidelines
about the criteria for evaluation and the content belonging to these. The scores achieved
according to each criterion must be written into the table under the dotted lines on the answer
sheet, and the exam points (which at intermediate level are the same as the total) must be
calculated.

a) Understanding of the task

2 points can be given if the candidate scored at least 50% of the maximum points for
the criteria of Description of factors influencing events…and Acquisition of
information, use of sources.
1 point can be given if the candidate scored less than 50% of the maximum points for
the criteria of Description of factors influencing events…and Acquisition of
information, use of sources, but was awarded at least 1 point for one of these criteria.

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0 points can be given if the candidate did not score any points for the criteria of
Description of factors influencing events…and Acquisition of information, use of
sources.
If the score for understanding of task is 0, the total points for the task can only be 0.
b) Location in space and time
In the key the description of what is required in terms of content for this criterion is marked
with the letter ‘L’.
In the short essay-task, the elements belonging to space and time (L) must be evaluated together,
while in the long essay-task they should be evaluated separately (L1 and L2). If the key lists
examples, points should be awarded for the required number of examples mentioned in the
answer or elements which are different but correct.

2 points can be given if the candidate includes the required number of correct elements in
his or her essay
1 point can be given if at least one of the required elements is missing, but at least one is
given.
0 points can be given if there are no elements of space and time, or they are incorrect.

In the case of short essay-tasks, elements of time and space can be awarded 1-1 point, for long
essays 2-2 points.
The correcting teacher indicates clearly at the relevant part of the essay the correct (Ltime,
or Lspace), or the incorrect element (underlining).

c) Communication, use of special vocabulary

In the key the description of what is required in terms of content for this criterion is marked
with the letter ‘C’.
In the case of the short essay task 0, 1 or 2 points can be awarded for general and topic-
specific historical concepts (C1). The key requires the correct historical use of four concepts.
The concepts given are only to be considered as examples.

2 points can be given if at least three historically correct concepts are used in the
candidate’s essay.
1 point can be given if one or two historically correct concepts are used in the candidate’s
essay.
0 points can be given if there aren’t any historically correct concepts in the candidate’s
essay.

The correcting teacher clearly indicates in the relevant part of the essay the correct (), or the
incorrect (underlining) use of concept.
In the case of the long essay task the general (C1) and topic-specific (C2) historical
concepts must be evaluated separately. 0, 1 and 2 points can be awarded according to the
principles outlined for the short essay task, and the candidate’s essay must be corrected using
the same symbols.

For quality of discourse structure and accuracy 0, 1 or 2 points can be given both in case of
short (C2) and long (C3) essay tasks.

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2 points can be given if the text is structured and well-built of clear sentences, and includes
not more than one grave spelling or grammar mistake.
1 point can be given if the text is poorly structured, lacks the right proportions, is incomplete,
or if it contains several grammar and spelling mistakes.
0 points can be given if the text is merely an outline, an incoherent set of sentences, or if the
text contains many grave grammar and spelling mistakes.

d) Acquisition of information, use of sources, description of factors influencing events,

critical and problem-centred thinking

The evaluation of Acquisition of information, use of sources (marked ‘S’ in the key) and of
Description of factors influencing events, critical and problem-centred thinking (marked ‘E’ in
the key) is done according to the same principles. The content elements of the answer consist
of two parts: the reference to some fact and a statement in connection with it (any cause and
effect or other relationships relevant to the mentioned fact). Examples in brackets listed among
the content elements (content elements starting with ‘e.g.’) indicate that any of the listed
elements or different, but correct ones are also acceptable. This means that it is enough to
write down one of the examples to score maximum points. Referring to one correct element
scores 1 point, the correct relevant statement scores 2 points (statements can also be given 1
point, if the candidate’s statement is too schematic, is not focussed or inaccurate) as follows:

3 points can be given if the candidate referred to a fact correctly, and made a relevant
statement in connection with it.
2 points can be given if the candidate did not refer to a fact correctly, but made a correct
statement, or if s/he referred to a fact correctly, but his/her statement is too schematic, not
focussed, inaccurate.
1 point can be given if the candidate referred to a fact correctly, but did not make a
statement, or if s/he did not refer to the fact correctly, and his/her statement is too
schematic, not focussed, inaccurate.
0 points can be given if the candidate did not refer to any fact correctly, and made no
correct statement either.

In the key, examples of pieces of information or relationships may appear in several places, but
points can only be given for each element under one evaluation criterion.
The correcting teacher indicates clearly in the relevant part of the essay (e.g. S1 if one element
is to be found in the given section of the text; S1 if both elements are there in the given
section of the text; S1 and S1 marked separately, if the reference and the statement are not
immediately next to each other, but in two different parts of the essay) the correct, or – by
underlining- the incorrect source analyses.
Sub-points given for description of factors influencing events must be marked the same way
(e.g. E1 ).

3. The length of compositions

The ability to express ideas within the constraints of a set number of lines is an important writing
skill. However, in well-justified cases paragraphs may exceed the dotted lines by 2-3 lines (in
the case of short tasks) or 4-5 lines (longer tasks), and be evaluated. Elements written on further
lines cannot be evaluated.

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4. Totalling the points of essay-type tasks

After completing the detailed correction, the exam points received for each task must be written
into the table on the last page of the test booklet, and added up there.

III. How to calculate the final score of the exam paper

Add up the scores of parts I and II.

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I. SHORT ANSWER TASKS

1. Birth of Christianity (1 point for each correct item, total: 4 points)

a) 3
b) Jerusalem
c) Jewish (religion) / Judaism
d) 1

2. Church architecture (1 point for each correct item, total: 4 points)

Statements Number
a) Thanks to a structural innovation in church architecture, it 3.
became possible to build windows with pointed arches reaching
to the full height of the wall.
b) In Romanesque churches the weight of the arches and vaults 2.
could only be borne by thick columns and walls.
c) A typical feature of the decoration of Gothic churches are the 3.
complex ribbed vaults (with net-like patterns created by the ribs
of the vault), and the altar decorated with a triptych with folding
side panels.
d) The most characteristic feature of the church is the huge dome; 1.
Western architecture could not create anything similar until the
late Middle Ages.

3. Conquest of the Carpathian Basin (1 point for each correct item, total: 4 points)
Statements Source A) Source B) Both Neither

a) In the period when the X

Hungarians moved into the
Carpathian Basin, they were
attacked.
b) The Transdanubian X
territories were under Frankish
rule.
c) The Hungarians first X
occupied those territories of the
Carpathian Basin which lay east
of the Danube.
d) Many empires shared the territory of the Carpathian Basin. / It was the border territory of
the neighbouring empires. / It was not the centre of power for any empires. (The answer can be
accepted in other wording too)

4. Capitalist economy (1 point for each correct item, total: 4 points)

a) manufactory
b) dividing the work process into different stages / division of labour
c) (using) wage labour / (employing) paid labour / unskilled (labour force)
d) mass production / large quantities of products / massive / great (quantities of products)
(Answers b), c), and d) can be accepted in other wording as well.)

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5. The Rákóczi Freedom Fight (1 point for each correct item, total: 4 points)
a) 3
b) 2
c) dethroning / dethroning of the Habsburg dynasty/ deposing
d) 2

6. Systems of Alliance (1 point for each correct item, total: 4 points)

a) (Triple) Entente
Statements Name of the country
b) The postcard indicates that this country is the best Germany / The German Empire
prepared for war.
c) The postcard indicates that this small country counts Serbia / The Kingdom of Serbia
on Russia for assistance.
d) (It indicates) that these states were still neutral at the outbreak of the war. (The answer can
be accepted in other wording too)

7) The question of ethnic groups under the Austro-Hungarian Dual Monarchy

(1 point for each correct item, total: 6 points)
Statements A) B) C) All None of
three them
a) In this source a nation is mentioned which according to X
the compromise made with the Hungarians had territorial
autonomy.
b) In this source the goal of assimilation appears. X
c) According to this source, in response to ethnic-group X
demands, the government offered the transformation of
Hungary into a federal state.
d) This source testifies to nationalist ideas. X
e) It is clear from this source that in the period ethnic X
groups aspired to secede from Hungary.
f) 2

8. Nazi Germany (1 point for each correct item, total: 4 points)

Statements A) B) Both Neither
a) It was passed in the year of X
Hitler’s appointment as head of
state.
b) It violated basic human X
rights.
c) It contradicted the principle X
of the separation of powers.
d) The measures served total X
dictatorship.

9. The Horthy period (1 point for each correct item, total: 4 points)
a) 2, 4
b) Developing the network of schools / reducing illiteracy opens up the possibility of
introducing general franchise / secret ballot / (political) democracy. (The answer can be
accepted in other wording too)
c) István Bethlen

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10. The Cold War (1 point for each correct item, total: 4 points)
a) NATO / The North Atlantic Treaty Organisation
b) The Warsaw Pact
c) 2
d) 2

11. The Kádár period (1 point for each correct item, total: 4 points)
a) 3
b) 3
c) 1
d) This is how he strove to consolidate / make people accept his regime. / He wanted to avoid
another revolution. (The answer can be accepted in other wording too)

12. Household financial affairs (1 point for each correct item, total: 4 points)
a) 2
b) 1
c) 3
d) 3

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II. LONGER, ESSAY-TYPE QESTIONS

13. Reformation (short)

Criteria Skills and content Points
Understanding The candidate basically describes the main reasons why
of task Protestant denominations spread through Europe. Using the
0–2
source material the candidate refers to essential connections in
his/her answer.
Location in L S/he refers to a chronological aspect of the topic (e.g. Luther’s
place and time appearance / the beginning of the Reformation: 1517, the Peace
of Augsburg: 1555, the Edict of Torda: 1568).
S/he names a territory where the Reformation spread (e.g. 0–2
Switzerland, the Holy Roman Empire, Scandinavia, England,
the Netherlands, Scotland, Transylvania) or mentions that John
Calvin’s most important activities took place in the city of
Geneva.
Communication, C1 The candidate uses the following general and topic-specific
0–2
use of special historical terminology correctly: e.g. Reformation, Protestant,
vocabulary Calvinist, Lutheran (Evangelical).
C2 The exposition consists of sentences and the text is logically
0–2
constructed and coherent. The answer has no grave errors of
accuracy or spelling.
Acquisition of S The candidate mentions an essential element of the source
information, (e.g. Calvin condemned tyranny; the people have the right to
Use of sources curb royal power), and makes a relevant statement in connection
with this (e.g. Protestant communities were organised from
below; Calvin’s ideas were also used in the Age of
Enlightenment; he referred to the separation of powers, Calvin
revised / articulated the theory of tyrannicide; when he led 0–3
Geneva, Calvin’s behaviour resembled that of an absolutist
ruler; Calvinism became a popular denomination among the
middle class; the self-awareness of the middle class was
reinforced by the teachings of the faith; the spread of
Protestantism intertwined with the movements of the estates /
the aspirations of the middle class; the ecclesiastical equivalent
of this theory was presbyterianism).
Describing E1 The candidate mentions a political reason for the spread of
reasons behind the Reformation (e.g. Luther received protection / support from
events, critical the prince-electors; the spread of new denominations was
and problem- motivated by growing independence from imperial / papal
centred thinking authority as well), and makes a relevant statement in connection
with this (e.g. the people had to follow the religion of their 0–3
prince-electors / landlords; the opportunity to practice Protestant
denominations was achieved through religious wars / civil wars;
the spread of new denominations brought about the
secularisation of ecclesiastical wealth; religious tolerance
emerged; the spread of Protestantism intertwined with estate
movements / aspirations of the middle class).

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E2 The candidate mentions a cultural /spiritual reason for the

spread of Protestantism (e.g. the appearance of book printing;
the secularisation of the Catholic church; the strengthening of
Renaissance / humanist views), and makes a relevant statement
in connection with this (e.g. the spread of new denominations 0–3
was promoted by preaching in the mother tongue / Bible
translations; Puritanism / hard work became values to
appreciate; thanks to the preachers educated at universities the
Reformation spread quickly; there was a social need for the new
kind of religious life).
The same answer cannot be awarded points for two different content elements (use of sources,
factors influencing events).
TOTAL FOR THIS TASK/ EXAM SCORE 17

14. The home front in World War I (short)

Criteria Skills and content Points
The candidate basically describes the war economy during
Understanding
World War I. Using the source material the candidate refers to 0–2
of task
essential connections in his/her answer.
L The candidate mentions that World War I took place between
Location in place
1914 and 1918, and his /her statements refer to the belligerent 0–2
and time
parties.
C1 The candidate uses the following general and topic-specific
historical terminology correctly: e.g. home front / front, 0–2
Communication, military economy, requisition / forced delivery, (shortage of)
use of special labour force.
vocabulary C2 The exposition consists of sentences and the text is logically
0–2
constructed and coherent. The answer has no grave errors of
accuracy or spelling.
S S/he refers to an essential fact from the source (e.g. the
Ministry of Defence also interfered in the management of
agriculture on the home front; there was a shortage of labour
and of draught animals on the home front; they tried to use
Acquisition of
prisoners to replace the missing labour force), and makes a
information, 0–3
relevant statement in connection with this (e.g. there was a
use of sources
shortage of food; there was inflation; supplying the civilian
population was of secondary importance; prices were
regulated; rationing was introduced; the protracted war was the
reason for this measure.)
E1 S/he mentions an important fact in connection with
industrial production (e.g. the army supervised the factories;
arms production was increased; strikes were banned; wartime
economy was introduced), and makes a relevant statement in
Describing
connection with this (e.g. supplying the civilian population was
reasons behind 0–3
of secondary importance; during conscription the economy’s
events
labour needs were taken into consideration / more people were
conscripted from among the peasantry; rationing was
introduced on the home front; the fundamental liberties of
civilians were curbed).

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E2 S/he mentions that women entered employment en masse,

and makes a relevant statement in connection with this (e.g. this
way the labour shortage was eased; as a result, in several 0–3
countries women were later given the vote; this favoured
emancipation; childcare was often difficult).
The same answer cannot be awarded points for two different content elements (use of sources,
factors influencing events).
TOTAL FOR THIS TASK / EXAM SCORE 17

15. Maria Theresa (long)

Criteria Skills and content Points
The candidate describes Maria Theresa’s economic and social
Understanding
political decrees and their aims. Using the source material the 0–2
of task
candidate refers to essential connections in his/her answer.
L1 S/he mentions that Maria Theresa reigned between 1740 0–2
Location in place and 1780.
and time L1 S/he mentions that in the period Hungary was part of the 0–2
Habsburg Empire.
C1 The candidate uses the following general historical
terminology correctly: e.g. king, serf, noble, diet / law/ 0–2
decree/regulation.
C2 S/he uses the following topic-specific historical
Communication,
terminology correctly: e.g. regulations on 0–2
use of special
socage/urbarium, Ratio Educationis, tariff decree,
vocabulary
enlightenment, enlightened absolutism.
C3 The exposition consists of sentences and the text is logically
0–2
constructed and coherent. The answer has no grave errors of
accuracy or spelling.
S1 S/he mentions an essential element of the text (e.g. the
institutions of the Hungarian state were based on the estates;
the Hungarian nobility was exempt from taxation) and makes
an important statement in connection with this (e.g. Maria
Theresa, in the second half of her reign, strove to rule in the 0–3
spirit of enlightened absolutism; the tariff decree was – also -
intended to tap into the income of the Hungarian nobility; she
Acquisition of wanted to tax the Hungarian nobles; the nobility’s exemption
information, from taxation was an impediment to economic development).
use of sources S2 S/he mentions one of the essential elements of the text (e.g.
the aim of the court was to preserve the taxability of the serfs;
the court wanted to favour the serfs over the nobility), and
makes an important statement in connection with this (e.g. the
0–3
serf regulation thus limited the burden on serfs; the nobility
increased the size of the manor / the amount of socage required;
the decree was intended to reduce the political influence of the
nobility).

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S3 S/he mentions an essential element of the text (e.g. Maria

Theresa considered the question of education a royal
prerogative; Maria Theresa considered education essential in
order to maintain political order / for economic development)
0–3
and makes an important statement in connection with this (e.g.
this was the reason why she brought church schools under state
supervision; the task of schools was to teach Christian morals /
loyalty to the ruler).
E1 S/he mentions an essential content element of the tariff
decree (e.g. she established a double tariff border; on the outer
border heavy tariffs were levied on imports of manufactured
products / exports of raw materials; on the outer border low
tariffs were levied on exports of manufactured products /
imports of raw materials; the inner tariff border separated
Hungary from the Western provinces / separated the countries
of the Hungarian crown from each other), and makes an
0–3
important statement in connection with this (e.g. the outer tariff
border had Mercantilist characteristics / served the
development of the empire’s industry / strove to exclude
industrial competition from Silesia; the inner tariff border was
intended to tap into the income of the Hungarian nobility /
imposed heavy tariffs mainly on Hungarian food exports;
ensured a safe market for Hungarian agriculture; reinforced the
division of labour within the empire).
E2 S/he mentions an essential content element of the regulation
on socage/urbarium (e.g. each village was ordered to draft a
Describing local urbarium; borders of plots were fixed; the regulation
reasons behind limited the amount of socage / the ninth); and makes an
events important statement in connection with this (e.g. socage 0–3
regulations were brought under state supervision; this was
triggered by the peasant movement in Transdanubia; it hindered
the further expansion of the size of manors; it led to protests
from the nobles).
E3 S/he mentions an essential content element of the Ratio
Educationis – not mentioned in the source (e.g. it regulated the
types of schools; it regulated the qualification / salary of
teachers; it prescribed the subjects to be taught; it established
local education authorities; it encouraged elementary school
education), and makes a relevant statement in connection with
0–3
this (e.g. it encouraged the completion of elementary school; it
was intended to promote economic development / to ensure the
supply of qualified civil servants / to promote loyalty to the
court / to spread Christian morals; the curriculum was outlined
according to social classes; this measure was brought in the
spirit of enlightenment).
E4 Using his/her own knowledge and correct conclusions the
0–3
candidate completes and supports his/her exposition.
The same answer cannot be awarded points for two different content elements (use of sources,
factors influencing events).
TOTAL FOR THIS TASK / EXAM SCORE 33

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16. Hungary in World War II (long)

Criteria Skills and content Points
The candidate basically describes the circumstances under
Understanding which Hungary entered the War and its participation in the
0–2
of task fighting against the Soviet Union. Using the source material the
candidate refers to essential connections in his/her answer.
L1 S/he mentions that Hungary entered World War II in June
1941, and points out that the battle on the Don Bend took place 0–2
in 1943.
L2 S/he mentions two important geographical elements in
Location in place connection with Hungary’s entry into the War, and its
and time participation in the War (e.g. Kassa was bombed; a train
0–2
running in Ruthenia was attacked by the Soviets; in 1941 the
Hungarian units advanced as far as the Dnieper; the Hungarian
army served as the occupying force in Ukraine; the Hungarian
forces suffered a defeat on the Don Bend).
C1 The candidate uses the following general historical 0–2
terminology correctly: e.g. war, occupation, army, government.
C2 S/he uses the following topic-specific historical
Communication, 0–2
terminology correctly: e.g. Axis Powers, revision, armed
use of special
neutrality, partisan.
vocabulary
C3 The exposition consists of sentences and the text is logically
0–2
constructed and coherent. The answer has no grave errors of
accuracy or spelling.
S1 S/he refers to an essential element based on the source (e.g.
the prime minister did not consider Hungarian participation
necessary in a possible Soviet-German war; the prime minister
did not consider the news about the Soviet-German war well
founded), and makes an important statement in connection with
this (e.g. he sensed that Hungary would have no direct interest
0–3
in a possible war against the Soviet Union; he intended to
follow the policy of neutrality advocated by Pál Teleki; the
German High Command only informed the Hungarian army
about its aims; the German High Command made no official
Acquisition of
request to Hungary; Bárdossy’s policy changed shortly
information,
afterwards).
use of sources
S2 S/he mentions a fact on the basis of the picture (e.g. people
were sent to the Eastern front in labour battalions; in general,
people in labour battalions did auxiliary work), and makes an
important statement in connection with this (e.g. Jews / people
labelled as politically unreliable were sent to labour battalions;
0–3
in the wake of the attack on the Soviet Union, labour battalion
service was made mandatory for all Jewish men of conscription
age; labour battalion service was used as a means of humiliation
/ punishment; many people died serving in labour battalions,
too.)

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Történelem angol nyelven — középszint Javítási-értékelési útmutató

S3 On the basis of the source, s/he refers to the fact that

Hungary set up a line of fortifications on its Eastern borders /
established the Árpád Line, and makes an important statement
in connection with this (e.g. the main task of the line of
fortifications was to hold off a possible Soviet attack; they
0–3
made use of the topographical barriers of the Carpathians in
designing the fortifications; it was mainly the valleys running
across the Carpathians that they blocked; after the reversal on
the Eastern front it became clear that it was necessary to prepare
for a prolonged defensive campaign).
E1 S/he mentions an argument in favour of entering the war
(e.g. by taking this step they expected to keep the goodwill of
the Germans; they took German victory for granted), and makes
an important statement in connection with this (e.g. the
Hungarian High Command urged entry into the war; they
0–3
hoped this decision would bring more revisionist territorial
gains; they were afraid that staying out of the war would mean
losing Northern Transylvania; the Romanian / Slovakian
participation left the Hungarian leadership with very limited
options).
E2 S/he mentions that the specific reason for entering the war
was the bombing of Kassa and makes an important statement
in connection with this (e.g. prior to the bombing, Hungary had
not joined the German offensive; in the tense atmosphere an
Describing incident like that was enough to trigger the decision to go to
0–3
reasons behind war; the attack left dozens of people dead and several hundred
events wounded; at the time the attack was definitely attributed to the
Soviets; in fact, the identity of the attacking aeroplanes is still
unclear; the unexploded bombs were Soviet-made; Horthy took
the decision to declare a state of war).
E3 S/he mentions that the Hungarian army suffered a defeat on
the Don, and makes a relevant statement in connection with this
(e.g. the Soviets significantly outnumbered the Hungarians; the
Hungarian army was far less well equipped than the German,
the Hungarian government strove to do everything to improve 0–3
supplies to the army; losses amounted to several tens of
thousands; in a broader sense the campaign was connected to
the Stalingrad offensive; after the defeat, a decision was
brought in Hungary to prepare to withdraw from the War).
E4 Using his/her own knowledge and correct conclusions the
0–3
candidate completes and supports his/her exposition.
The same answer cannot be awarded points for two different content elements (use of sources,
factors influencing events).
TOTAL FOR THIS TASK / EXAM SCORE 33

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Történelem angol nyelven — középszint Javítási-értékelési útmutató

Sources (texts, pictures, tables, graphs) appearing in the test booklet:

A feladatlapon szereplő források (kép, ábra, térkép, adatsor) forrásai:

1. https://szentiras.hu/RUF
2. Wellner István: Kalauz Európa vallási műemlékeinek megtekintéséhez. Budapest, 1990.
3. Boronkai–Gianone–Kormos–Kovács–Rubovszkyné–Tamásiné: Történelem 9. MKPK Budapest, 2021.
4. Száray Miklós: Történelem 10. NT-17242
5. https://www.nkp.hu/tankonyv/tortenelem_10_nat2020/lecke_04_012
https://www.arcanum.com/hu/online-kiadvanyok/MagyarTortenetiEletrajzok-magyar-torteneti-eletrajzok-
BE5D/ii-rakoczi-ferencz-16761735-760E/masodik-kotet-7A03/otodik-konyv-a-fuggetlenseg-es-europa-7A06/iii-
a-fuggetlensegi-nyilatkozat-1707-junius-13-ikan-7A32/
7. Bánffy: idézi: Szarka László: Soknyelvű ország - egynyelvű álom és emlék(mű)
https://ujszo.com/panorama/soknyelvu-orszag-egynyelvu-alom-es-
emlekmu?fbclid=IwAR2dKWdbmCiBhDA0vYCWrNzdrXKn3AdUEe9nckW0Nf-
LyU__KB_CyIVPqXQ&utm_source=mandiner&utm_medium=link&utm_campaign=mandiner_202203
Matica Slovenska: idézi: Vesztróczy Zsolt: Történetírás és magyarságkép
http://epa.oszk.hu/01500/01500/00011/pdf/EPA01500_lymbus_2014_289-318.pdf
Polónyi Nóra: A Liga Culturala és az erdélyi román nemzetiségi törekvések.
https://adatbank.ro/html/cim_pdf2259.pdf
8. https://oh01.nkp.hu/tankonyv/tortenelem_11/lecke_04_033
9. Klebelsberg Kuno: Az elképesztő legreakciósabb kormány. Nemzeti Újság, 1928. március 25.
https://mek.oszk.hu/09800/09852/09852.htm#27
10. https://tudasbazis.sulinet.hu/hu/tarsadalomtudomanyok/tortenelem/az-i-vilaghaborutol-a-ketpolusu-vilag-
felbomlasaig
11. Brenner György, 1974.
https://ujkor.hu/wp-content/uploads/2017/09/fgy_tort_erettsegi_11_mjkII_v1_2005-2016.pdf
Jegyzőköny Kádár János és Mihail Gorbacsov moszkvai találkozójáról, 1985
Történelmi szemle, 1992 (34. évfolyam) https://tti.abtk.hu/images/kiadvanyok/folyoiratok/tsz/tsz1992_1-
2/kadar-gorbacsov.pdf
12. Boronkai–Gianone–Kormos–Kovács–Simonkay–Tamásiné: Történelem 10. IT-142
https://mek.oszk.hu/06500/06559/06559.pdf
13. https://digitori.blog.hu/2020/08/24/forrasok_reformacio_es_ellenreformacio_10_1
14. Az Est, 1916. március 5. Arcanum
16. Bárdossy - Diplomáciai Iratok Magyarország Külpolitikájához 1936-1945. 5. kötet. 840. szám
KÉPSZÁM: 200845 FOTÓ ADOMÁNYOZÓ: Fortepan
http://vilaghaboru2.blogspot.com/2013/11/arpad-vonal.html

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