1 Fgy Tort Erettsegi Kozepszint Angol 2005-2019 Egyetemes Teljes

Érettségi feladatok gyűjteménye angol nyelven
Rövid választ igénylő feladatok

Egyetemes történelem
Középszint
2005–2019
Érettségi feladatok gyűjteménye angol nyelven – Egyetemes történelem – Középszint – 2
Az eredeti feladatsorok és javítási útmutatók lelőhelye:

https://www.oktatas.hu/kozneveles/erettsegi/feladatsorok
Szerkesztette: Tóth Judit és Fekete Bálint
Összeállította: Tóth Judit
Verziószám: 2020_v1
A megjelenést az Újkor.hu – A velünk élő történelem tette lehetővé 2020-ban.
www.uj kor.hu
Újkor.hu – A velünk élő történelem – www.ujkor.hu

1. This task is about Cultural Hellenism. (K/4)

Identify the pictures by matching them with the correct information. Write the letters of the
pictures into the boxes by the texts. (Score: 1 point for each correct item.)
a) Having defeated the Macedonian king in 305 B.C. the people of Rhodes, to express their
gratitude, erected a votive offering to their god Helios, at the entrance of the harbour. The
statue, some 35 metres tall, became known as the 'Colossus of Rhodes' in history.
b) This group of statues depicts a mythical scene: the story of Laocoon. The mobility of the
Hellenistic Era can be clearly seen in this work of art.
c) The lighthouse of Alexandria was one of the seven wonders of the ancient world. It was
erected on the island of Pharos in the 3rd century BC, and only collapsed in the 14th century AD.

2. This task is about the crisis of the Roman Republic. (K/3)

Decide which of the following sources refers primarily to the crisis in (a) politics, (b) economics
and (c) the army. Put ONE item only in each box. (Score: 1 point for each correct item)
1. ‘Every one of the brutes breeding in Italy has got his own cave, shelter and hiding place, whereas
those who are fighting and dying for Italy have got nothing but air and light. Lacking a home or
permanent residence they lie in hiding with their wives and children. It is lies that the commanders tell,
when in the battle they incite the soldiers to defend their tombs and temples from the enemy.’
(Tiberius Gracchus, by Plutarch)
1. „Az Itáliában tenyésző fenevadak mindegyikének megvan a maga barlangja, odúja és búvóhelye,
holott azoknak, akik Itáliáért küzdenek és meghalnak, egyebük sincs a levegőnél, a világosságnál. Lakás,
állandó tartózkodási hely híján bujdosnak ezek feleségestül, gyermekestül. Hazudnak a vezérek, midőn
a csatákon bíztatják a katonákat, hogy védjék meg sírjaikat, templomaikat az ellenségtől.” (Plutarkhosz:
Tiberius Gracchus)
2. ‘[…] For it was the rich who got hold of the undivided lands […] What is more, if there was a poor
man with a small estate in the vicinity, they seized it partly with force, and thus instead of their former
lands they were farming on a huge estate […] the mighty became richer and richer, the slaves were
filling the whole country.’ (Emphylia, by Appianus)
2. „[…] Ennek a megműveletlen földnek a nagy részét ugyanis a gazdagok szerezték meg […] Sőt a
szegényeknek környékükön lévő kisbirtokait is részben erőszakkal elrabolták, s így eddigi birtokaik
helyett immár hatalmas földeket műveltek meg […] a hatalmasok egyre gazdagodtak, a rabszolganép
betöltötte az egész országot.” (Appianosz: Emphylia)
3. Part of the plebs turned into an urban mob who could be won over for any political cause by daily
favours, it would even sell its vote. [Panem et circenses! = Bread and circus games!] (Coursebook text)
3. A plebs egy része ingyenélő tömeggé vált, mely napi engedményekkel minden politikai cél érdekében
megnyerhető volt, akár szavazatát is áruba bocsátotta. [Panem et circenses! = Kenyeret és cirkuszi
játékokat!] (Tankönyvi szöveg)
Source number:
a) political crisis
b) economic crisis
c) crisis of the army

3. This task is about the history of Aquincum in the Roman period. (K/3)
Match the photos to the appropriate definitions. Write the letters of the photos into the chart
following the texts. (There is one extra photo which you will not have to use.) (1 point for each correct
item.)
a) The rather inconstant weather pattern of the region contributed to the design of a special heating
system. This heating by hot air, which was installed as floor heating or sometimes wall heating, could
be found in most public buildings and private residences. In the case of floor heating, the floor was
supported by close-packed stone pillars which were approximately 60 centimetres high and around
which the hot air circulated.
b) The ruins of a larger amphitheatre, which is one of the most important Roman monuments in the
northern provinces of the empire, were found on the southern perimeter of the garrison town. It could
hold 13,000 spectators. Its concrete walls were covered with slabs of stone. It is not perfectly elliptical
but slightly almond-shaped and it had gates along its shorter axis as well as the longer one.
c) One of the more significant constructions of Aquincum is the aqueduct, which stretched from Római-
fürdő [Roman baths] to the amphitheatre of the garrison town. Similar to the great Roman aqueducts,
this simple row of arches which rests on solid pillars carried water from the source at Római-fürdő to
the private and public baths of the civilian settlement and the garrison town.
text photo
a)
b)
c)

4. This task is about the great migrations. (K/2)

Do the task using the source and the Historical Atlas. (Score: 0.5 points for each correct item)
a) Identify the peoples marked by numbers on the map.
1. ________________________________________ 2. ________________________________________
The great migrations (5th-6th centuries)

Glossary:
Angolok: Angles
Szászok: Saxons
Frankok: Franks
b) Name the province of the Roman Empire in the Carpathian basin (4th century A.D.)
_____________________________________________________________________________________________________________________
c) Name the people (peoples) who arrived in the Carpathian basin from the East in the course of
the 6th-10th centuries.
_____________________________________________________________________________________________________________________

5. This task is about ancient Greek history. (K/3)

Of the possible answers listed below, write the correct ones on the dotted lines below the
glossary. (There is one answer you do not need.) (Score: 0.5 points for each correct item)
popular assembly – ostracism – senate – Athens – slaves – strategoi – chosen by drawing lots
Athenian society and state at the time of Pericles

Glossary:
Lakosai population of …
Metoikoszok és családjuk metoikoi and their families
Polgárok családja citizens’ families
Polgárok citizens
20 év felettiek people aged over 20
sorsolás drawing lots
választás election
6000 szavazat 6000 votes
száműzetés 10 évre exile for 10 years
bíróság courts
6000 fő felváltva 6000 people taking turns
Ötszázas tanács Council of five hundred
Napidíj a részvételért daily allowance for participation
Arkhon Archon
Areioszpagosz Areopagus
Kr.e. 461-tól korlátozva restricted from 461 BC
a) __________________________________________; b) __________________________________________
c) __________________________________________; d) __________________________________________
e) __________________________________________; f) __________________________________________

6. This task is about the culture of the ancient East. (K/3)

Decide which ancient state can be connected to each picture. Fill in the table, giving the names
of the ancient states and saying what the pictures depict. Use your secondary school historical atlas.
(Score: 0.5 points for each correct item.)
Name of the ancient state Name of cultural relics

a)
b)
c)

7. This task is about the major world religions. (K/2)

Divide the listed religions into two groups and put them into the chart. (Score: 0.5 points for each
correct item)
Brahmanism, Buddhism, Christianity, Islam
Polytheism Monotheism
8. This task is about the fall of the Roman Empire. (K/2)

Answer the following questions on the basis of the source and your own knowledge. Use your
secondary school historical atlas also. (Score: 0.5 points for each correct item)
‘In 376 the Goths took possession of the banks of the Danube in Thrace, and sending envoys to Valens,
with humble entreaty begged to be received to the territory of the empire, promising that they would
not only lead a peaceful life but would also furnish auxiliaries, if circumstances required. While this
was happening in foreign parts, terrifying rumours spread abroad that the peoples of the north were
stirring up new and uncommonly great commotions and experienced flatterers immoderately praised
the good fortune of the prince, which unexpectedly brought him so many young recruits from the ends
of the earth. […] And diligent care was taken that no future destroyer of the Roman state should be left
behind, even if he were smitten by a fatal disease. Accordingly, having by the emperor's permission
obtained the privilege of crossing the Danube and settling in parts of Thrace, they were ferried over for
some nights and days embarked by companies in boats, on rafts, and in hollowed tree-trunks. During
this time, when the barriers of our frontier were unlocked, the realm of savagery was spreading far and
wide columns of armed men like glowing ashes from Aetna. With such stormy eagerness on the part of
insistent men who did not see clearly was the ruin of the Roman world brought in.’
(Ammianus Marcellinus, Roman writer; 4th century A.D.)
„A gótok 376-ban Trákiában megszállták a Duna partjait, majd követeket küldtek Valens császárhoz, és
alázatosan kérték befogadásukat a birodalom területére. Megígérték, hogy békében fognak élni, és ha a
helyzet követeli, csapatokat is állítanak. A határokon túlról, az északi népek mozgolódásáról érkező
ijesztő híreszteléseket hallva a hízelgés szakértői még nagyobbnak tüntették fel a császár szerencséjét,
amely íme a világ végéről annyi újoncot hoz és kínál fel neki váratlanul. […] És valóban azon
szorgoskodtak, hogy a Római Birodalom jövendő felforgatói közül senki se maradjon odaát, még a
halálos beteg se. Amikor tehát a császár engedélyezte, hogy átkeljenek a Dunán és Trákia bizonyos
részeit lakhassák, megkezdődött az átszállítás éjjel és nappal: csapatonként rakták hajókra, tutajokra
és kivájt fatörzsekre az embereket. Ez idő tájt, amikor határsorompóink felnyíltak, a barbár föld úgy
öntötte magából a fegyveres csapatokat, mint az Etna a tüzes szikrákat. A tisztán nem látó illetékesek
ügybuzgalma így készítette elő a római világ pusztulását.”
(Ammianus Marcellinus római író; Kr. u. IV. sz.)
a) Say what the author regards as the reason for the fall of the Roman Empire.
_________________________________________________________________________________________________________________
b) When was the empire divided into two parts?

________________________________________ (year)
c) Write down what became the name of each part.

1. ____________________________________________________________
2. ____________________________________________________________

9. This task is about the religions and culture of the ancient East. (K/4)
Identify the illustrations connected to the different territories and civilisations. Write the letters
of the illustrations into the appropriate boxes in the table below. There is one extra box where you should
not write anything. (Score 1 point for each correct item.)
territory/civilization illustration
India
China
Palestine/Israel-Judea
Egypt
Mesopotamia

10. This task is about great ancient civilisations. (K/4)

Fill in the chart using the pictures and the information. (Score: 0.5 points for each correct item)
Information: Coliseum, Acropolis, Buddha, Great Wall
Picture Who or what does it depict? Civilisation

a)
b)
c)
d)

11. This task is about the principal teachings of Christianity. (K/3)

The names of some Biblical personages have been left out of the following quotations. Write the
names into the table and indicate whether the quotation is from the Old or the New Testament.
a) ‘________still breathing threats and murder against the disciples of the Lord, went to the high priest
and asked him for letters to the synagogues at Damascus, so that if he found any belonging to the Way,
men or women, he might bring them bound to Jerusalem. Now as he went on his way, he approached
Damascus, and suddenly a light from heaven flashed around him.’
„________ még mindig lihegett a dühtől, és halállal fenyegette az Úr tanítványait. Elment a főpaphoz, s
arra kérte, adjon neki ajánlólevelet a damaszkuszi zsinagógához, hogy ha talál ott embereket, férfiakat
vagy nőket, akik ezt a tanítást követik, megkötözve Jeruzsálembe hurcolhassa őket. Már Damaszkusz
közelében járt, amikor az égből egyszerre nagy fényesség vette körül.”
b) ‘________. answered, "I am the way and the truth and the life. No one comes to the Father except
through me. If you really knew me, you would know my Father as well. From now on, you do know him
and have seen him.’
„Én vagyok az út, az igazság és az élet – válaszolta ________. - Senki sem juthat el az Atyához, csak általam.
Ha engem ismernétek, Atyámat is ismernétek, de mostantól fogva ismeritek és láttátok.”
c) ‘You come to me with a sword and with a spear and with a javelin, but I come to you in the name of
the LORD of hosts, the God of the armies of Israel, whom you have defied. […]" And ________. put his
hand in his bag and took out a stone and slung it and struck the Philistine on his forehead. The stone
sank into his forehead, and he fell on his face to the ground.’
„Te karddal, lándzsával és dárdával jössz ellenem, de én a seregek Urának, Izráel csapatai Istenének a
nevében megyek ellened, akit te kicsúfoltál. […] Belenyúlt ________ a tarisznyájába, kivett belőle egy
követ, a parittyájával elröpítette, és úgy homlokon találta a filiszteust, hogy a kő belefúródott a
homlokába, és arccal a földre zuhant.”
Name Old Testament or New Testament

a)
b)
c)
12. This task is about the great world religions. (K/2)

Name two more world religions which suit the definition of monotheism. Write the religions
into the table in the order of their appearance. (Score: 1 point for each correct item)
Religion
Jewish religion

13. This task is about the institutions of Athenian democracy. (K/4)

Write the missing data referring to political institutions in Athens in the 5 th century B.C. in the
table below. The table should contain four concepts from the diagram, and for each of these concepts the
letters of two statements which refer to them. (One item in each line has been supplied). (Score: 0.5 points
for each correct line)
‘[…] what with festival-grants and jurors’ wages and other fees and largesse, [Pericles] bribed the
whole of the multitude, and used them in opposition to the Council of the Areopagus. Of this body he
himself was not a member, since the lot had not made him Archon. [...] For this reason Pericles, strong
in the affections of the people, succeeded in overcoming the power of the Council of the Areopagus [...].
Cimon too was charged with being a lover of Sparta and a hater of the people, and was ostracised.’
(Parallel lives by Plutarch: Pericles)
„[Periklész] a színházi pénzekkel, a törvényszéki napidíjakkal, s a más címeken fizetett összegekkel és

közsegélyekkel megnyerte magának a népet, és felhasználta az Areioszpagosz tanácsa ellen, amelynek
ő maga nem volt tagja, mivel sorsolással soha nem választották meg arkhónná. […] Periklész, mihelyt
biztonsággal támaszkodhatott a népre, letörte a tanács hatalmát […]. Ezenfelül Kimónt mint Spárta
barátját és a nép ellenségét, osztrakiszmosszal száműzette […].” (Plutarkhosz: Párhuzamos életrajzok.
Periklész.)
Statements:
A) Applied originally when suspicion arose that somebody was trying to become a tyrant.
B) Officer leading a military unit set up according to residential districts.
C) Its members received daily wages and took an oath to ensure fair jurisdiction.
D) Pericles held this office for altogether more than ten years.
E) Every male Athenian citizen with full rights over the age of 20 was a member of this.
F) In the golden age of democracy this body exercised supreme power.
G) After the Areopagos was pushed into the background, its importance in jurisdiction increased.
H) In the 5th century B.C. this was often abused and used to get rid of political opponents.

concept: letters of two statements:

a) A,
b) Public assembly
c) B,
d) C,
14. This task is about world religions. (K/3)

Do the tasks using the source and your knowledge. (Score: 1 point for each correct item)
a) Which religion can be connected to the picture?

___________________________________________
b) Name the person in the centre of the picture.
___________________________________________
c) What do we call the people positioned around the central figure?
___________________________________________

15. This task is about the history of the Ancient East. (K/5)
The following list contains personalities from the cultural history of the ancient East. Next to
each picture below, write the name of a (real or mythical) person from the list who can be
connected to it. (Score: 1 point for each correct item.)
People: Hammurabi, Moses, Solomon, Xerxes, Confucius, Buddha,

Darius I, Jesus, Cheops, David, Noah, Adam
The ruler who had the

highest building built:
_____________
The ruler who issued

the text:
_____________
The figure depicted on

the left side of the
picture:
_____________

The sitting figure:

_____________
The person who

transmitted the text to
his people:
_____________
16. This task is about the crisis of the Roman republic. (K/3)
In the following sources you can read about the dissatisfaction of certain people. Which social
class or group did they belong to? Choose from the list. Write the number of the appropriate social
layer or group on the line under each source. You must write one number to every source. (Score: 1 point
for each correct item.)
Social layers, groups: 1. colonus; 2. equestrians; 3. patricians; 4. impoverished small-holder peasants;

5. slaves; 6. inhabitants of the provinces; 7. Italian peoples allied with Rome; 8. members of the
senatorial order.
a) ‘Generals lie to their soldiers when they encourage them in battles to fight the enemy for the graves
and temples of their ancestors, as none of these Romans has either a family altar or an ancient burial
place, they fight and die for the luxury and wealth of complete strangers; [...].’ (Tiberius Gracchus by
Plutarch)
a) „A hadvezérek hazudnak a katonáiknak, amikor a csatákban arra bíztatják őket, hogy őseik sírjáért
és templomaiért harcoljanak az ellenséggel, hiszen ezek közül a rómaiak közül nincs egynek sem
családi oltára, nincs ősi temetkezőhelye, vadidegenek fényűzéséért és vagyonáért harcolnak és halnak
meg; […].” (Plutarkhosz: Tiberius Gracchus)
Number: _________
b) ‘[the rebels] sent envoys to Rome, who complained that although they had helped Rome to conquer
her empire, they were not considered worthy of citizenship by those citizens they had helped. The
Senate gave then a harsh answer: if they had regretted their previous deeds, they should send a
delegation, but otherwise not. They, then, having lost all their good hopes, started the war.’ (Appian)

b) „[A felkelők] követeket küldtek Rómába, akik panaszt emeltek azért, hogy őket, bár Rómának
segítettek birodalma meghódításában, az általuk megsegített polgárok nem méltatják polgárjogra. A
senatus kemény választ adott nekik: ha megbánták eddig elkövetett tetteiket, küldjenek követséget,
ellenkező esetben azonban ne. Ők tehát minden jó reményüket elvesztvén, megindították a háborút.”
(Appianosz)
Number: _________
c) ‘Of the circus gladiators kept in Capua [...] he managed to persuade some 70 of his mates to face any
danger for freedom rather than be a spectacle at performances. They chased away their guards with
violence and fled.’ (Appian)
c) „Az itáliai Capuában tartott cirkuszi gladiátorok közül […] mintegy hetven társát arra beszélte rá,
hogy inkább vállaljanak minden veszélyt a szabadságért, semhogy az előadásokon látványként
szolgáljanak. Őreiket erőszakkal elűzték és elmenekültek.” (Appianosz)
Number: _________
17. This task is about ancient Greek art. (K/4)

Answer the questions using the pictures and your own knowledge. (Score: 1 point for each correct
item.)
a) In the picture below, you can see the reconstruction of a statue of a god. The original statue was
made of gold and ivory, and was considered one of the wonders of the ancient world. Which Greek
god is depicted??
__________________________________________
b) At the location of the original statue, a unique panhellenic religious event took place at regular
intervals to honour the above-mentioned god. What is the name of the location?
__________________________________________
c) The maker of the original statue was the most famous sculptor of the Classical Age; and he lived in
the 5th century B. C. His most important works include statues of Pallas Athene. Who was he?
__________________________________________

d) Two statues of Athene by the above-mentioned sculptor were part of the building complex shown in
the reconstruction below. In which city did this building complex stand?
__________________________________________
18. This task is about ancient Eastern civilisations. (K/4)

Identify the types of writing and people depicted in the pictures, then name the ancient Eastern
country, empire or historical geographical unit which can be linked to the type of writing or
person that you have identified. (Score: 1 point for each correct line)

TYPE OF WRITING OR PERSON COUNTRY, EMPIRE OR GEOGRAPHICAL UNIT

a)
b)
c)
d)
19. This task is about the religions which emerged in the ancient world. (K/3)
To which people can the following quotations be linked? Choose from the list. Write the name of
the appropriate person under the quotations. There are two extra names. (Score: 1 point for each correct
item.)
People: Moses, David, Buddha, Jesus Christ, Noah
a) ‘And when he had fasted forty days and forty nights, he was afterward hungry. And when the
tempter came to him, he said, If you are the Son of God, command that these stones be made bread. But
he answered and said, It is written, Man shall not live by bread alone, but by every word that proceeds
out of the mouth of God.’
„Miután negyven nap és negyven éjjel böjtölt, végül megéhezett. Odajött hozzá a kísértő és ezt mondta
neki: »Ha Isten Fia vagy, mondd, hogy ezek a kövek legyenek kenyérré«. De ő ezt válaszolta: »Írva van:
Nem csak kenyérrel él az ember, hanem minden igével, amely az Isten szájából származik«.”
__________________________________________
b) ‘At the beginning of my manhood, despite the will of my crying and lamenting parents, having cut
my hair and beard, putting on a yellow garmnent, I exchanged my home for homelessness. I became a
hermit, and in search of real salvation, [...] seeking for the unique paths of tranquility of the highest
rank, I wandered from one place to the other [...]. Surpassing happiness and suffering, having
eliminated the one-time joy and grief, I reached the indifferent and pure remembrance free of suffering
and happiness.’
„Férfikorom elején, síró és jajveszékelő szüleim akarata ellenére, hajamat és szakállamat lenyírva,
sárga ruhát öltve, otthonomból az otthontalanságba távoztam. Remete lettem, s az igaz üdvöt keresve,
[…] a páratlan, legmagasabb rendű nyugalom ösvényét kutatva, egyik helyről a másikra vándoroltam
[…]. A boldogságon és a szenvedésen túllépve, az egykori vidámság és bánat megsemmisítése után
elértem a szenvedés nélküli, boldogság nélküli, egykedvű és tiszta emlékezést.”
__________________________________________
c) ‘Now [...] he led the flock to the far side of the desert, and came to the mountain of God, to Horeb.
And the angel of the LORD appeared unto him in a flame of fire out of the midst of a bush: and he
looked, and, behold, the bush burned with fire, and the bush was not consumed. [...] And God called
unto him out of the midst of the bush, and said, [...] I am the God of thy father, the God of Abraham, the
God of Isaac, and the God of Jacob.’
„Hajtá a juhokat a pusztán túl és juta az Isten hegyéhez, Hórebhez. És megjelenék néki az Úr angyala
tűznek lángjában egy csipkebokor közepéből, és látá, hogy ímé a csipkebokor ég vala; de a csipkebokor
meg nem emésztetik vala, […] és szólítá őt Isten a csipkebokorból, mondván: […] Én vagyok a te
atyádnak Istene, Ábrahámnak Istene, Izsáknak Istene és Jákóbnak Istene.”
__________________________________________

20. This task is about the cultural relics of Antiquity. (K/3)

Write the letter of the appropriate picture next to the statements in the table. Each statement
belongs to one picture and there is one extra picture. (Score: 1 point for each correct item.)
Statement Letter of the picture

a) The harbour, belonging to the town which was founded by Alexander the
Great and considered the cultural centre of the Hellenistic world, prided itself
on this structure.
b) This work of art, which is connected to the Trojan cycle, depicts dramatic
emotions.
c) This work, considered to be one of the Seven Wonders of the World, depicts
the Sun God.

21. This task is about the political consequences of Rome‘s wars of conquest. (K/4)
Decide which Roman politicians the following passages refer to. Write the name of the appropriate
politician under each passage. Choose from the names listed. There is one extra name. (Score: 1 point for
each correct item.)
Politicians: Caesar, Caius Gracchus, Scipio, Marius, Sulla
a) ‘Whichever way he turned he saw the points of swords aimed at his eyes; his attackers hounded him
like a beast wounded by deadly blows, until all of them had stabbed him. [...] And it is said [...] that
although at first he defended himself and tried to avoid the blades, shouting for help, when he saw that
Brutus had drawn his sword, he pulled his toga down over his head and sank to the ground.’ (Plutarch)
a) „Mindenütt az arcába, szemébe sújtó kardok érchegyét látta, merénylői úgy hajszolták, akár egy
halálos csapásokkal megsebzett vadat, míg mindegyik belé nem döfte a kardját. […] eleinte védekezett,
igyekezett elkerülni a döféseket, és segítségért kiáltozott, de mikor látta, hogy Brutus is belemártja
kardját, fejére húzta tógáját, és lerogyott a földre.” (Plutarkhosz)
____________________
b) ‘Having [...] gained the consulate, he enrolled soldiers, not from the wealthy classes in the manner of
our forefathers, but allowing anyone to volunteer, many of them without any property at all.’ (Sallust)
b) „Miután […] mégis elnyerte a consulságot, katonákat toborzott, de nem az ősi szokás szerint a
vagyonos osztályból, hanem mindenkit felvett, akinek kedve volt, sok teljesen vagyontalant is.”
(Sallustius)
____________________
c) ‘Having said this, he read out the list of about four hundred senators and sixteen hundred equites
whom he destined for death. He was the first to publish the list of people condemned to death, to put a
price on their heads and to promise a reward for those who sought out and denounced them, and he
punished those who harboured them.’ (Plutarch)
c) „Így szólván felolvasta körülbelül négyszáz senatornak és ezerhatszáz lovagnak a névsorát, kiket
halálra szánt. Ő volt az első, aki a halálraítéltek névsorát nyilvánosságra hozta, aki díjat tűzött ki azok
számára, kik ezeket megölik, jutalmat azok részére, akik felkutatják és elárulják, büntette azokat, akik
elbújtatják őket.” (Plutarkhosz)
____________________
d) ‘His laws referring to the allies vested the inhabitants of Italy with rights equal to those of Roman
citizens. The corn law ensured cheap bread to the poor. [...] He chose three hundred equites besides the
three hundred senatoral magistrates.’ (Varro)
d) „A szövetségesekre vonatkozó törvénye Itália lakóit a római polgárokkal egyenlő jogokkal ruházta
fel. A gabonatörvény olcsó kenyeret biztosított a szegények részére. […] háromszáz lovagot választott a
háromszáz senatori bíró mellé.” (Varro)
____________________

22. This task is about the decline of the Western Roman Empire. (K/4)
Each source describes the result of a development that contributed to the decline of the
Western Roman Empire. Under each excerpt write the number of the appropriate development.
Choose from the list. There is one extra number. (Score: 1 point for each correct item.)
Developments:
1. The decline of commodity production resulted in inflation.
2. Increasing the size of the army resulted in an increase in the tax burden.
3. With the decline of commodity production the circulation of money lost its importance.
4. With the cessation of the wars of conquest the supply of slaves dried up.
5. With the decline of towns industrial production fell back.
a) ‘In the affairs of collegia [bodies of craftsmen] and the repatriation of people belonging to a
collegium, the competent magistrates must make sure that people who have been away from their
town for a longer period of time are sent back with all their belongings so that the lack of their
property does not hinder their staying in their domicile.’ (Constantine’s decree)
a) „A collegiumok [kézművesek testülete] ügyeiben, illetve a collegiumhoz tartozó személyek

visszatoloncolásában illetékes bírák gondoskodjanak arról, hogy a hosszabb ideje távollévőket
városukba összes javaikkal együtt toloncolják vissza, nehogy vagyontárgyaik hiánya akadályozza
illetőségi helyükön való maradásukat.” (Constantinus rendelete)
Number of process: ____________________
b) ‘Whoever [...] has or will have tenancies, will be obliged to deliver the [appropriate] proportion of
whatever grain or grapes they produce according to [the letter of law] completely: one third of the
wheat from the barn; one third of barley from the barn; one quarter of the beans from the barn; one
third of the wine from under the press; one third of the whole production of oil.’ (Trajan’s decree)
b) „Akiknek […] bérleményük van vagy lesz, kötelesek lesznek az illető telek tulajdonosainak […]
bárminemű gabona- és szőlőtermésük [megfelelő] hányadát a [törvény] előírásai szerint hiánytalanul
beszolgáltatni: búzából a szérűről az egyharmadát; árpából a szérűről az egyharmadát; babból a
szérűről az egynegyedét; borból a prés alól az egyharmadát; az összegyűjtött olajtermésből az
egyharmadát.” (Traianus rendelete)
c) ‘On the basis of what has been listed above, as demanded by benovelence, we have decided by right
and with justification to set, not the prices of goods, since that could not be done properly, as in some
provinces the harvest was plentiful, and these can boast of desirably low prices and special plenty, but
the upper limit of prices. Therefore should prices rise somewhere, may the gods save us from such a
disaster, then this increase in prices, which in the almost boundless territories could not be arrested,
will now be stopped and legally mastered by our order.’ (Diocletian’s decree)
c) „A fentebbiekben felsoroltak alapján, mivel már maga az emberiesség követelte, joggal és méltán
határoztunk úgy, hogy megszabjuk, nem az árucikkek árát – mert azt nem is lehetne helyesen
megállapítani, hiszen egyes tartományokban bő volt a termés, és ezek boldogan dicsekedhetnek a
kívánatos olcsósággal és a kivételes bőséggel, hanem az árak felső határát, hogyha történetesen
drágaság ütné fel a fejét valahol – mentsenek meg az istenek ilyen csapástól! – akkor az árdrágítást,
amelyet a szinte határtalan térségeken nem lehetett megfékezni, most rendeletünk megállítsa és
törvényes intézkedéssel megzabolázza.” (Diocletianus rendelete)

d) ‘In estates far away, where the owner does not often visit, all kinds of land yield greater profits when
managed by free tenants than by slave under-stewards, especially land which yields wheat, which the
tenant cannot destroy as easily as for example vineyards and vine arbours.’ (On Agriculture by
Columella)
d) „Távol eső birtokon, ahová a tulajdonos nem látogat ki gyakran, egyáltalán mindenféle föld több
hasznot hajt szabad bérlők kezén, mintha rabszolga tiszttartók gondozzák, kiváltképpen azonban a
gabonatermő föld, amelyet a bérlő a legkevésbé sem tud úgy tönkretenni, mint például a szőlőket vagy
a szőlőlugasokat.” (Columella: A mezőgazdaságról)
23. This task is about the period of the Roman Republic. (K/4)
On the basis of the source on the equestrians (the order of knights) and your own knowledge,
decide if the following statements are true or false. Write an X in the appropriate boxes. (Score: 1
point for each correct item.)
‘Trade, if it is on a small scale, is to be considered vulgar; but if wholesale and on a large scale,
importing large quantities from all parts of the world and distributing to many without
misrepresentation, it is not to be greatly disparaged. Nay, it even seems to deserve the highest respect,
if those who are engaged in it, satiated, or rather, I should say, satisfied with the fortunes they have
made, make their way from the port to a country estate, as they have often made it from the sea into
port. But of all the occupations by which gain is secured, none is better than agriculture, none more
profitable, none more delightful, none more becoming to a freeman.’ (On Duties by Cicero)
„A kereskedelmet hitványnak kell tartanunk, de a nagy árubőséggel rendelkező nagykereskedelem nem

éppen megvetendő, mivel mindenhonnan sokféle cikket szállít, és rengeteg vevőt lát el, anélkül hogy
bárkit is rászedne. Sőt úgy látszik, hogy a kereskedőt teljes joggal megilleti a dicséret, ha nyereségével
eltelve vagy inkább megelégedve visszavonul földjeire és birtokaira, ugyanúgy, ahogy annak idején
gyakran futott be a tengerről a kikötőbe. Ám a hasznot hajtó dolgok közül semmi se jobb,
gyümölcsözőbb, kellemesebb és méltóbb egy szabad emberhez, mint a földművelés.” (Cicero: A
kötelességekről)
Statements True False

a) Cicero condems the profession and lifestyle of the equestrians.
b) Equestrians were primarily commercial entrepreneurs and tax farmer.
c) According to Cicero, the proper goal in the life of the equestrians (towards the
end of their career) would be to adopt the senatorial way of life.
d) As a result of the wars of conquest, the equestrian order became even
wealthier.

24. This task is about ancient Greek culture. (K/4)

Of the sculptures and buildings/building complexes illustrated in the pictures below, decide
which two can be linked to Classical culture, and which two to Hellenistic culture Write the
letter of the pictures into the appropriate boxes. There are two extra pictures which are not linked to
either of the periods. (Score: 1 point for each correct item.)
Classical period
Hellenistic period

25. This task is about the Christian religion. (K/4)

Do the tasks using your own knowledge and the sources. (Score: 1 point for each correct item.)
A) ‘In the beginning God created the heavens and the earth. Now the earth was formless and empty,
darkness was over the surface of the deep, and the Spirit of God was hovering over the waters. […] Hear,
O Israel: The Lord our God, the Lord is one. Love the Lord your God with all your heart and with all
your soul and with all your strength. […] God also said to Moses, ’I am the Lord. I appeared to Abraham,
to Isaac and to Jacob as God Almighty […].’ (Excerpts from the Old Testament)
A) „Kezdetkor teremtette Isten az eget és a földet. A föld puszta volt és üres, sötétség borította a
mélységeket, és Isten lelke lebegett a vizek fölött. […] Halld, Izrael! Az Úr, a mi Istenünk az egyetlen Úr!
Szeresd Uradat, Istenedet szíved, lelked mélyéből, minden erőddel! […] Az Úr szózatot intézett
Mózeshez és ezt mondta neki: Én vagyok Jahve, Ábrahámnak, Izsáknak és Jákobnak Mindenható Isten
néven jelentem meg […].” (Részletek az Ószövetségből)
B) ‘I believe in God, the Father Almighty, creator of heaven and earth. I believe in Jesus Christ, his only
Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered under Pontius
Pilate, was crucified, died, and was buried.’ (The Apostles’ Creed)
B) „Hiszek egy Istenben, mindenható Atyában, mennynek és földnek Teremtőjében. És Jézus

Krisztusban, az Ő egyszülött Fiában, a mi Urunkban, aki fogantatott Szentlélektől, született Szűz
Máriától, szenvedett Poncius Pilátus alatt; megfeszítették, meghalt és eltemették.” (Az apostoli hitvallás)
a) On the basis of sources A) and B), name a basic characteristic of the Christian image of God
which is identical with the Jewish religion’s image of God.
_______________________________________________________________________________________
b) On the basis of sources A) and B), name one basic characteristic of the Christian image of
God which is different from the Jewish religion’s image of God.
_______________________________________________________________________________________
C) ʽTwo other men, both criminals, were also led out with him to be executed. When they came to the
place called the Skull, they crucified him there, along with the criminals—one on his right, the other on
his left . […] One of the criminals who hung there hurled insults at him: ’Aren’t you the Messiah? Save
yourself and us!’ But the other criminal rebuked him. ’Don’t you fear God,’ he said, ’since you are under
the same sentence? We are punished justly, for we are getting what our deeds deserve. But this man
has done nothing wrong.’ Then he said, ’Jesus, remember me when you come into your kingdom. ’ Jesus
answered him, ’Truly I tell you, today you will be with me in paradise.’ (Gospel according to Luke)
C) „Két kivégzésre ítélt gonosztevőt is vittek vele. Amikor odaértek arra a helyre, amelyet Koponya-
helynek hívtak, ott fölfeszítették, s a gonosztevőket is vele, egyiküket jobbról, másikukat balról. […] Az
egyik fölfeszített gonosztevő káromolta: »Nem te vagy a Krisztus? Szabadítsd meg hát magad és minket
is.« A másik rászólt: »Nem félsz az Istentől? Hisz te is ugyanazt a büntetést szenveded. Mi tetteink
méltó jutalmát kapjuk. De ő nem csinált semmi rosszat.« Aztán hozzá fordult: »Jézus, emlékezzél meg
rólam országodban.« Ezt válaszolta neki: »Bizony mondom neked, még ma velem leszel a
paradicsomban.«” (Lukács evangéliuma)
c) Source C) also refers to fundamental teachings of the Christian religion concerning the destiny of
the human soul. Name two of these teachings.
____________________________________
____________________________________

26. This task is about ancient Greek culture. (K/4)

Do the tasks using the reconstructed images and your own knowledge.
In the table below, you will find descriptions of three settlements. Write the names of the
settlements into the table. Match the descriptions with the appropriate pictures. Write the
letter of the picture into the correct box of the table. There is an extra picture. (0.5 points for each
correct item.)
Name of Letter of
Description
settlement picture
a) In its heyday it was the centre of the Greek world and classical Greek
culture. In the centre of the city there rose a steep rock with a flat top, on
which construction works were carried out after the victorious war
against the Persians. The most significant works were the temple erected
in honour of the goddess who was the city’s protector, and the statue of
the goddess.
b) This city, founded by Alexander the Great, was the cultural centre of the
Hellenistic period. It was constructed according to precise engineering
plans, and transportation was made easier by broad roads. It attracted
masses of merchants and tourists; its famous lighthouse made it possible
for ships to sail even after dark.
c) Its centre was the Sacred Grove, bordered by a colonnade, stone walls
and the treasuries of city-states. Here stood the temple of Zeus, and it was
here that statues of the winners of the games which were regularly
organised in honour of the principal god were erected. The year of the first
recorded games was considered the beginning of Greek chronology.

d) Put the descriptions appearing in the previous sub-task in chronological order, according to
the sentences underlined. Write the letters of the descriptions into the table below. Start with the
earliest. (1 point)
1. 2. 3.
27. This task is about the records and monuments of ancient Greek culture. (K/3)
Match the texts referring to ancient urban settlements with the appropriate pictures, and name
the settlements. Write the number of the picture and the name of the settlement into the
correct box in the table. There is an extra number. (0.5 points for each correct item.)
A) ‘These images have inscriptions [in verse] on them. The first of the inscriptions is intended to make
it clear that [...] a victory is to be won, not by money, but by swiftness of foot and strength of body.
Another inscription [...] declares that the image stands to the glory of the deities who uphold the laws,
and to be a terror to law-breaking athletes.’ (Pausanias)
A) „A szobrokra [versben] írt feliratok kerültek. Az első felirat arról szól, hogy […] nem pénzzel, hanem
a láb gyorsaságával, s a test erejével kell győzelmet szerezni. Egy másik felirat a törvényeken őrködő
istenek dicsőségét […] magasztalja, minden törvénysértő atléta megfélemlítésére.” (Pauszaniasz)
B) ‘For his part, Pericles would instruct the people that they owed no account of their moneys to the
allies, since they waged the war on behalf of the allies and kept the Barbarians away. [...] And it is only
just that the city, when once she is sufficiently equipped with all that is necessary for prosecuting the
war, should apply her abundance to such works as, by their completion, will bring her everlasting glory.
So then the works arose, towering in their grandeur and inimitable in the grace of their outlines [...].’
(Plutarch)
B) „Periklész felvilágosította a népet, hogy ezekkel a pénzekkel nem kell elszámolniuk a

szövetségeseknek, hiszen ők harcolnak helyettük, és ők tartják távol a barbárokat. […] Minthogy pedig
a város bőven el van látva a hadviseléshez szükséges dolgokkal, a felesleget olyasmire kell fordítani,
amiből a városra örök dicsőség származik. Így emelkedtek a nagyszerű, utánozhatatlan szépségű
épületek […].” (Plutarkhosz)
C) ‘The city is large, its position excellent, it abounds in goods of all kinds and is rich in foodstuffs. This
is because it consumes three types of fish, which no other province has: river fish, lake fish and sea fish.
One finds numerous kinds of perfumes as well as Barbarian goods in this town [...]. In the summer
season the river Nile irrigates the whole land, and prepares it for sowing seeds [...].’ (Unknown ancient
author)
C) „Igen nagy város, kitűnő fekvésű, bővelkedik mindenféle javakban és gazdag élelmiszerekben.
Ugyanis háromféle halat fogyaszt, amivel más tartomány nem rendelkezik: folyami, tavi és tengeri halat.
Bőségesen van e városban mindenféle fajtája akár az illatszereknek, akár sokféle barbár áruknak […]. A
Nílus folyó nyár évadján szétáradva megöntözi az egész földet és előkészíti a magvetésre […].”
(Ismeretlen ókori szerző)

Letter of source Number of picture Name of settlement

A)
B)
C)
28. This task is about Julius Caesar’s attempt at tyranny. (K/4)

Do the tasks using the excerpts from the works of Suetonius.
a) Match the excerpts with the concepts that suit them best. Write the number of the correct
concept on the dotted line after each excerpt. There is an extra concept. (Score: 1 point for each
correct item.)
Concepts: 1. province 2. popular tribune 3. triumvirate 4. dictator
A) ‘Caesar also patched up a peace between Pompey and Marcus Crassus, who had been enemies since
their consulship, which had been one of constant wrangling. Then he made a pact with both of them,
that no step should be taken in Rome in public affairs which did not suit any one of the three.’
„Caesar kibékítette Pompeiusszal Marcus Crassust is, aki pedig nagy viszálykodásban viselt közös
consulságuk óta régi ellensége volt; szövetkezett mind a kettővel, hogy Rómában semmi ne
történhessék, amit hármuk közül akár egy is nem akarna.”
Number: _________

B) ‘Yet after all, his other actions and words so turn the scale, that we can declare that he abused his
power and was justly slain. For not only did he accept excessive honours, such as an uninterrupted
consulship, the dictatorship for […] life, […] there were no honours which he did not receive or confer
at pleasure.’
„Egyéb cselekedetei és mondásai épp eleget nyomnak a latban, hogy kimondjuk: visszaélt hatalmával,
és nem ok nélkül gyilkolták meg. Mert nem elég, hogy mértéktelenül sok tisztséget elfogadott – örökös
consulságot, élete végéig tartó […] hatalmat, […]; minden tisztséget kényére-kedvére adott s kapott.”
Number: _________
C) ‘[He conquered] all that part of Gaul which is bounded by the Pyrenees, the Alps and the Cévennes,
and by the Rhine and Rhone rivers, a circuit of some three million seven hundred thousand Roman feet,
[…] and imposed upon it a yearly tribute of 40,000,000 sesterces. […] He adorned the principal cities of
Asia and Greece with magnificent public works, as well as those of the provinces of Gaul and Spain. […]
He crossed to Gaul, and after holding all the assizes, halted at Ravenna.’
„Egész Galliát – az erdős Pyrenaeusok, az Alpok és a Gebenna hegység, valamint a Rhenus és Rhodanus
határolta hárommillió-hétszázezer római lépésnyi területet [meghódította, s] nagyvenmillió sestertius
évi adót vetett ki rá. […] A két Gallia s a két Hispania, de még Asia és Görögország legnagyobb városait
is remek épületekkel ékesítette. […] Galliába ment; ott igazságszolgáltatási körútjának befejezése után
megállapodott Ravennában.”
Number: _________
b) Put the excerpts in order according to the chronology of the events described by them. Write
the letters of the excerpts into the table. Start with the earliest. (1 point)
1. 2. 3.
29. This task is about the history of ancient Rome. (K/4)

Do the tasks about Julius Caesar using the excerpt and your own knowledge. (1 point for each
correct item.)
‘[Caesar’s] statues on the Capitolium were all decked with royal diadems […], so two of the tribunes
[…], went up to them and pulled the diadems off each of them. […] Moreover, the people followed the
tribunes with applause and called them Brutuses, because Brutus was the man who [several centuries
earlier] chased the kings out of Rome, and put power in the hands of the [ a)…] and people instead of a
sole ruler.
Under these circumstances the multitude turned their thoughts towards [Senator] Marcus Brutus, who
was known to be a descendant of the first Brutus on his father's side […].Those, however, who were
eager for the change, fixed their eyes on Brutus alone, as if he was the only one who could bring it
about. […]
When Caesar entered, the senate stood up to show their respect for him, and some of Brutus's
confederates came round his chair and stood behind it; others stood in front of him […]. Tillius, [one of
the senators] laying hold of his robe with both his hands, pulled it down from his neck, which was the
signal […].’ (Plutarch, ancient historian)
„[Caesar] szobrait a Capitoliumon mind feldíszítették […], de a két néptribunus […] felment a dombra
és mindegyikről letépte a királyi koszorút. […] A nép hangos helyesléssel járt a két [nép]tribunus
nyomában, és Brutusoknak szólította őket; Brutus volt ugyanis, aki [több évszázaddal korábban] elűzte
a királyokat Rómából, s a […a)…] és a nép kezébe adta a hatalmat, melyet addig egy ember birtokolt.

Ezért fordult most a nép Marcus Brutus [senator] felé. Tudták róla, hogy apai ágról az első Brutus
leszármazottja […]. Akik változást kívántak, Brutusban bíztak, mintha egyedül tőle remélhetnék a
fordulatot. […]
Mikor Caesar bement a terembe, a senatorok tisztelettudóan felkeltek helyükről. Brutus összeesküvő
csoportjának tagjai Caesar karosszéke mögött helyezkedtek el; mások szemközt álltak meg vele […].
Tillius [az egyik senator] mindkét kezével belekapaszkodott Caesar tógájába, s lerántotta nyakáról. Ez
volt a jeladás.” (Plutarkhosz ókori történetíró)
a) Which institution/body’s name is missing from the part of the excerpt marked a)?
____________________________________________________________________
b) According to the author of the excerpt, what was the ʽchange’ that some people were ‘eager
for’? Circle the number of the correct answer.
1. The expansion of Rome’s rule over the Mediterranean Basin.
2. The consolidation of autocracy.
3. The restoration of the republic
c) To which event did the ʽsignal’ mentioned in the excerpt refer?

____________________________________________________________________
d) In which century did the events described in the excerpt take place? In your answer, indicate
whether the events happened before or after the birth of Christ.
____________________________________________________________________
30. This task is about the teachings of major religions. (K/4)

Decide which extract goes with which religion. Write the number of each source into the right place
in the table. (Score: 1 point for each correct item.)
1. ‘Your god is the only god. There is no other god but him, the merciful and clement. In the creation of
the skies and earth, in the changes of night and day, in ships which move swiftly on the sea (carrying)
what is useful for people, in the way Allah sends water from the sky.'
2. ‘There are two extremes a pathfinder must avoid. Which two are these? One is the path of
pleasures[...]. The other is the path of self-torture [...]. So, avoiding these two extremes there is a Middle
Path. [...] This takes us [...] to resignation, comprehension, release, leading to Nirvana.'
3. ‘Yahweh, on your arrival from Seir, as you were walking over the fields of Edom, the earth moved, the
sky was dripping, water was dripping from the clouds too, mountains shook in front of Yahweh, in
front of Yahweh, god of Israel.'
4. ‘Love the Lord thy God with all thy heart, all thy soul, all thy mind. This is the first and greatest
commandment. The second is similar to this: Love thy neighbour as thyself. All the laws and
prophecies depend upon these two commandments.'
1. „A ti istenetek egyedüli isten. Nincs isten, csak ő, a könyörületes, az irgalmas. Az egek és a föld
megteremtésében; az éjszaka és a nappal változásában; a hajókban, amelyek sietve haladnak a

tengeren, (szállítva) azt, ami hasznos az embereknek; abban, ahogy Allah vizet bocsát le az égből.”
2. „Két végletet kell egy útkeresőnek elkerülnie. Melyik ez a kettő? Az egyik az élvezetek útja […]. A
másik az önkínzás útja […]. Nos, ezt a két végletet elkerülve, létezik egy Középút. […] Ez visz el a […]
megnyugváshoz, belátáshoz, kioldódáshoz s nirvánához vezet.”
3. „Jahve, Seirből jöttöd idején, Edóm mezői felől mikor lépkedtél, a föld megrendült, az ég is csepegett,
a felhőkből is víz csepegett, a hegyek meginogtak Jahve előtt, Jahve, Izrael istene előtt.„
4. „Szeresd az Urat, a te istenedet teljes szívedből, teljes lelkedből és teljes elmédből. Ez az első és nagy
parancsolat. A második hasonló ehhez: Szeresd felebarátodat, mint önmagadat. E két parancsolattól
függ az egész törvény és próféciák.”
Religions Number
a) Christianity
b) Jewish or Israelite religion
c) Buddhism
d) Islam
31. This task is about world religions. (K/4)

Decide to which world religions the following extracts belong. Write the name of the religion
next to the letter of each extract in the table. (Score: 1 point for each correct item)
a) ‘Fight on Allah's path with whoever would fight with you, only do not transgress the law by starting
the fight first; as you can see Allah does not like transgressors.'
a) „Harcoljatok Allah ösvényén azzal, aki harcol veletek; csak ne lépjétek túl az előírást úgy, hogy ti
kezditek elsőnek a harcot; láthatjátok: Allah nem szereti a túllépőket.”
b) ‘On certain days before sunrise they would gather together and sing in two choirs taking turns,
worshipping Christ, whom they believe to be God; and they take oaths, not committing themselves to
some sort of wrong-doing, but promising that they will not steal or rob, will not commit adultery, and
will not break their oaths.'
b) „Bizonyos meghatározott napokon hajnal hasadta előtt össze szoktak gyülekezni, és váltakozva két
karban énekelnek az Istennek hitt Krisztus tiszteletére, és esküvel kötelezik magukat, nem ám valami
gaztettre, hanem arra hogy nem lopnak, nem rabolnak, nem követnek el házasságtörést, nem szegik
meg esküjüket.”
c) ‘Studying and teaching the Vedas, offering sacrifices for themselves and for others, accepting and
distributing charitable donations were made the tasks of Brahmans […] To the Sudras the Lord
assigned only one duty: to serve these castes with submission.'
c) „A Védák tanulmányozását és oktatását, áldozatok bemutatását, önmagukért és másokért, a jótékony

adományok elfogadását és szétosztását a brahmanák feladatává tette. […] A súdra számára az Úr csak
egyetlen kötelességet jelölt ki: azt, hogy ezeket a kasztokat megadással szolgálja.”
d) ‘Hear Israel! The Lord, our God, is the only Lord. Love the Lord thy God, from the depths of your
heart and soul, with all your might. These orders, which today I set you, keep in your heart, burn them
into the memory of your children, talk about them when you lie down and rise. Yes, bind them to your
hand as signs, let them be on your forehead. Write them on the doorjamb and gate of your house.'

d) „Halld, Izrael! Az Úr, a mi Istenünk az egyetlen Úr! Szeresd Uradat istenedet, szíved, lelked mélyéből,
minden erőddel! Ezeket a parancsokat, amelyeket ma szabok neked, őrizd meg szívedben, és vésd
gyermekeidnek is az eszébe, beszélj róluk, amikor lefekszel s amikor fölkelsz. Igen, jelként kösd őket a
kezedre, legyenek a homlokodon. Írd fel őket házad ajtófejfájára és kapujára!”
Source Religions
a)
b)
c)
d)
1. This task is about the two great architectural styles of the Middle Ages. (K/4)
Use the photos and the drawings to complete the task. (Not all the empty circles can be filled.) (0.5
points for each correct item.)
a) Name the architectural styles in the photos below.

A: _________________________ B: _________________________
b) Write the numbers of the appropriate drawings in the circles below the photos.

2. The next task is about the period of the Renaissance. (K/4)

Do the task using this coursebook text and your own knowledge.
‘In the Renaissance period fine arts were one of the most important means of investigating and getting
to know Nature. Artists aspired to present reality truthfully. They closely investigated the structure of
the human body, the spatial characteristics of objects, and above all space itself. They worked out the
precise method of recording spatial relationships: the rules of constructing perspective. The order-
seeking spirit of the Renaissance required space to be contained within a well-defined unit, to be
perfectly balanced, and for the whole of it to be clearly arranged from one viewpoint. This criterion
was best met by a central arrangement. Thus the most characteristic spatial formation of the
Renaissance is the simple or expanded central space. Artists followed ancient Roman patterns.'
(Coursebook text)
„A képzőművészet a reneszánsz korában a természet kutatásának és megismerésének egyik

legfontosabb eszköze. A művészek a valóság hiteles bemutatására törekednek. Behatóan
tanulmányozzák az emberi test felépítését, a dolgok térbeli tulajdonságait, s mindenekelőtt magát a
teret. Kidolgozzák a térbeli kapcsolatok rögzítésének pontos módszerét, a perspektíva szerkesztési
szabályait. A reneszánsz rendkereső szelleme azt kívánta, hogy a tér határozott egységgé záruljon,
hogy tökéletessé kiegyensúlyozott s egy nézőpontból egyszerre teljes egészében áttekinthető legyen.
Ennek a követelménynek elsősorban a központos elrendezés felelt meg. A reneszánsz legjellegzetesebb
térformája tehát az egyszerű vagy bővített centrális tér. A művészek antik római mintákat követnek.”
(Tankönyvi szöveg)
a) Which works of art are in Renaissance style? (0.5 points for each correct item)

The numbers of the pictures of Renaissance works: ________________________________________________
b) Name the concept of the world that is closely linked to the Renaissance. (1 point)
__________________________________________________________________________________________________________________
c) Choose the best description of this concept. (1 point)
1) A school of philosophy, a method of thinking of the 11th-13th centuries, which is characterised by the
creation of powerful cause and effect relationships between phenomena, and by sets of ideas which are
based on one another. This method of thought and proof was taught in schools and at universities,
hence its name.
2) It reflects the strengthening Italian bourgeoisie's new, self-confident secular ideas about life. Instead
of religious themes, Man and Nature are placed in the focus of works of art. Apart from the focus on
humans it also meant classical education, which made the copying and imitation of Graeco-Roman
culture almost compulsory.
3) The ideology, philosophy and aesthetics of the bourgeois estate formed in the period prior to the
bourgeois revolution. Its name refers to the belief that humanity must be led from the darkness of
ignorance to the empire of reason and light.
Number of the selected description: ________________________________________________
d) Put the periods of Hungarian art history into chronological order. (1 point if the order is
correct)
Period/style Number
Baroque
Gothic
Renaissance
Romanesque

3. This task is about the history of art in Europe in the 15th-17th centuries. (K/5)
The works of art depicted in the following pictures can be grouped according to two major
styles. Name these two styles, then write the letters of the pictures in the correct places. To help
you, we have given the artists’ names and the titles of the works in the chronological order of
the artists. (0.5 points for each correct item)
Giovanni Bernini: The Ecstasy of St Theresa

Sandro Botticelli: The Birth of Venus
Michelangelo Buonarotti: David
Albrecht Dürer: Self-Portrait
André Le Notre: Versailles, royal palace and park
Gian Cristoforo Romano: King Matthias
Pieter Pauwel Rubens: The Rape of the Daughters of Leucippus
Leonardo da Vinci: The Virgin and Child with St Anne
Name of style: _____________________________________________________________________________

Letters of works of art: _____________________________________________________________________________
Name of style: _____________________________________________________________________________

Letters of works of art: _____________________________________________________________________________
4. This task is about the society of medieval towns and their cultural history. (K/4)
Answer the questions using the diagram and the texts. (Score: 0.5 points for each correct item.)
‘[…] Citizenship could only be held by those people who owned property in the city. […] More than
three quarters of the population of Florence […] textile workers, day labourers, servants, carriers, who
did not have their own houses in the city […] had no say in the management of city affairs […]' (The
History of the Middle Ages by László Katus)
„[…] Polgárjoggal csak az rendelkezett, aki saját ingatlannal bírt a városban. […] Firenze […]
lakosságának több mint háromnegyede, textilipari munkások, napszámosok, szolgák, fuvarosok –,
akiknek nem volt a városban saját házuk […] nekik semmi szavuk nem volt a város ügyeinek
intézésében […].” (Katus László: A középkor története)
‘The Renaissance […] is gaining ground […] in Florence […] a few young artists got together and
created the new architecture. […] Their leader was Filippo Brunelleschi (1377-1446). The city
commissioned him to complete the cathedral. The building of the cathedral of Florence had been
started in the Gothic style. […] The Florentines wanted to complete their cathedral with a dome at all
costs, but up to that time nobody had managed to design a structure which could span the huge space.
Brunelleschi solved the problem. […]' (The History of Art by E. H. Gombrich)
„A reneszánsz […] tért hódít […] Firenzében […] néhány fiatal művész összefogott […] és megteremtik
az új építészetet. […] Vezetőjük Filippo Brunelleschi volt (1377–1446). A város őt bízta meg a
dómépület befejezésével. A firenzei dómot gótikus stílusban kezdték építeni. […] A firenzeiek
mindenáron kupolával akarták betetőzni székesegyházukat, de addig egyetlen építésznek se sikerült
olyan szerkezetet kitalálni, amellyel áthidalhatta volna a hatalmas teret. Brunelleschi megoldotta a
feladatot […].” (E. H. Gombrich: A művészet története)
a) Name the social group which did not participate in the government of the city.
_____________________________________________________________________________________________________________________
b) On the basis of the text determine the condition for citizenship in medieval cities.
_____________________________________________________________________________________________________________________

c) Of the people with rights of citizenship in a medieval city, who

1. could become a judge? ________________________________________________
2. could be members of the greater council? ________________________________________________
3. made up the senate? ________________________________________________
d) In order of their appearance list the architectural styles which determined the appearance of
Italian towns in the 12th–14th centuries.
1.___________________________________________________________________________________________________________________
2.___________________________________________________________________________________________________________________
e) Name the architectural element that was first used in the Medieval Ages in the construction
of the cathedral in Florence. Use your secondary school historical atlas.
_____________________________________________________________________________________________________________________
5. This task is about Medieval culture. (K/4)

We have provided a brief description of one of the artistic styles of the Middle Ages, together
with some pictures. Name this style and recognise it in the pictures.
‘This style was born in France. Its master builders introduced many technical innovations. The most
important was the weight-bearing structure: the weight of the vaults was not carried by the walls, it
was borne, starting from the boss via the ribs and clustered pillars, by buttresses built against the
outside of the edifice. Horizontal pressure is transmitted by flying buttresses to the strong supporting
pillars surrounding the building. The exterior and interior spaces of churches built in this way are
characterised by pointed gates and windows, pillars reaching to the skies.’ (Lexicon of Art)
A. The façade of Notre Dame in Paris

B. The cathedral of Chartres
C. The nave of Lincoln cathedral in England
D. The Benedictine abbey of Maria Laach in Germany
E. The nave of San Miniato al Monte in Florence

C D E
a) The name of the style: ________________________________________________ (1 point)
b) Choose those buildings in the pictures which exhibit the distinctive features of the style
named above. (1 point for each correct item)
Letters of the selected buildings: ________________________________________________
6. This task is about Medieval heretical movements. (K/4)

Write after each excerpt which heretical movement it refers to. (1 point for each correct item)
Bogomils Albigensians Waldensians
a) ‘It was in the years of Tsar Peter that a priest by the name of Bogomil, who was actually not beloved
by God, appeared in Bulgarian territory, who first started preaching in Bulgarian lands the heresy we
shall later speak of. In appearance heretics are like sheep: they are gentle, humble, quiet and pale, as if
from hypocritical fasting, they utter no useless word, they do not laugh loud, they do not show off, they
hide from the lewd look, apparently they do everything in such a way that it is impossible to tell them
apart from faithful Christians, however, inside they are wolves.
Heretics split up crosses and make them into tools […] heretics do not adore icons voluntarily, but call
them idols. Heretics make fun of the bones of saints, and laugh at us, who respect them.’ (Presbyter
Kozma, 10th century)
a) „Péter cár éveiben bukkant fel bolgár földön egy Bogomil nevű – valójában azonban Isten előtt nem
kedves – pap, aki elsőnek kezdte el hirdetni bolgár földön azt az eretnekséget, amelyről később szólunk.
Külszínre az eretnekek olyanok, mint a juhok: szelídek, alázatosak, hallgatagok és sápadtak, mintegy a
képmutató böjtöléstől; haszontalan szót nem ejtenek, hangosan nem nevetnek, nem hivalkodnak,
elrejtőznek a szemérmetlen tekintet elől, és külszínre mindent úgy csinálnak, hogy nem lehet
megkülönböztetni őket az igazhitű keresztényektől, belül azonban farkasok.
Az eretnekek széthasogatják a kereszteket és szerszámokat készítenek belőlük [...] az eretnekek nem
imádják önként az ikonokat, hanem bálványoknak nevezik azokat. Az eretnekek gúnyt űznek a szentek
csontjaiból, és kinevetnek bennünket, akik tiszteljük azokat.” (Kozma presbiter; X. század)
________________________________________________
b) ‘In conformity with Manicheism, they take on two first principles: one good and one evil god, that is
the devil, who, according to them, created every body, while the good god created every soul. They
deny the resurrection of the body; laugh at the good deeds the living do for the dead, consider going to
church or praying in church useless… They reject baptism, and curse the sanctity of Christ’s body and
soul. […]’ (Dialogus Miraculorum by Cesar of Heisterbach, 13th century)
b) „A manicheizmussal egybehangzóan két őselemet vesznek fel: Egy jó és egy gonosz Istent, vagyis az

ördögöt, aki szerintük megteremtett minden testet, míg a jó isten minden lelket... Tagadják azt, hogy a
testek feltámadnak; nevetnek azokon jótéteményeken, melyeket az élők a holtaknak megadnak,
haszontalan dolognak tartják templomba járást vagy az imádkozást a templomban... Elvetik a
keresztelést, s káromolják Krisztus testének és vérének szentségét [...].” (Heisterbachi Cézár: Dialogus
Miraculorum; XIII. sz.)
________________________________________________
c) ‘They originate from a certain burgher of Lyon, Valdesius or Valdensus, who was rich in wealth, but
leaving everything behind decided to live from then on in poverty, and strive for evangelical perfection,
following the example set by the apostles. He had the gospel and one or two other books of the Bible
translated into French for himself, as well as some important sayings by Saint Augustus, Jerome,
Ambrose and Gregory, in order according to key words, which he and his followers called maxims.’
(From the reports of Inquisitor Bernard, beginning of 14th century)
c) „Egy bizonyos lyoni polgártól, Valdesiustól vagy Valdensustól erednek, aki javakban bővelkedett, de
mindenét otthagyva elhatározta, hogy ezentúl szegénységben él, és az evangéliumi tökéletességre fog
törekedni, miként erre példát adtak az apostolok. A maga számára lefordíttatta francia nyelvre az
evangéliumot és a Bibliának egyik-másik könyvét, valamint Szent Ágostonnak, Jeromosnak, Ambrusnak
és Gergelynek egynéhány jelentős mondását, címszavak szerint rendben, amelyeket ő és követei
szentenciáknak neveztek.” (Bernát inkvizítor jelentéséből; XIV. század eleje)
________________________________________________
d) Answer using the following excerpt. How did the Church relate to heretics?
‘§ 2. But those who are only suspected, due consideration being given to the nature of the suspicion
and the character of the person, unless they prove their innocence by the proper defence, let them be
anathematised and avoided by all, until they have made suitable satisfaction; but if they have been
under excommunication for one year, then let them be condemned as heretics.’ (From the canons of the
4th Lateran Council, 13th century)
„2. §. Azokat pedig, akiket az eretnekségnek csak gyanújával is meg lehet bélyegezni, abban az esetben,
ha a gyanú jellege és személyük minősége szerint saját ártatlanságukat kellő tisztázással be nem
tudnák bizonyítani, az egyházi átok kardjával kell sújtani, s mindaddig, míg kellő elégtételt nem
szolgáltatnak, kerülje el mindenki; és ha egy éven át megmaradnak kiközösített állapotukban, akkor
eretnekekként kell ítélkezni felettük.” (A IV. lateráni zsinat határozatából; XIII. sz.)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

7. This task is about the history of medieval economy. (K/4)

Identify the principal regions of medieval trade. Write the numbers in the map into the appropriate
boxes in the table below. There are two extra boxes where you should not write anything. Use the
secondary school historical atlas. (0.5 points for each correct item)
route, region, city number

a) Champagne
b) Florence
c) Constantinople
d) The Swiss mountain passes
e) Rome
f) The Levantine trade routes
g) Flanders
h) Venice
i) The Hanseatic trade routes
j) The Silk Road
8. This task is about the Islamic religion. (K/3)

Answer the questions using the sources and your own knowledge.
a) Complete the following sentences. (Score: 0.5 points for each correct item)
The principal duty of the people of the Islamic faith: faith in Allah and his prophet________________________.
(person)
For people of the Islamic faith it is obligatory to pray________________________ times a day. (number)

The Koran prescribes almsgiving and charity for the________________________. (group)
‘Believers! Fasting was prescribed for you, as it had been prescribed for those who lived before you.
Maybe you will become pious. [Fast] for a certain number of days. If any of you is ill or is on the road,
then he has to [fast] [for the same] number of days. […]
[The time of fasting] is the month of Ramadan, when the Koran as guidance was [first] sent down to
the people. […] Those of you who are present in the time of this month, should fast all the way through
it. […]
Do the pilgrimage and the umra [small pilgrimage] for Allah. If you are prevented, then [by way of
appeasement you must offer] a sacrificial animal which you can easily procure! […] Whichever of you is
ill, or has a headache, owes compensation: in the form of fasting or almsgiving or sacrificial animal.’
(Koran)
„Ti hívők! Előíratott nektek a böjtölés, amiként előíratott azoknak, akik előttetek éltek. Talán istenfélők
lesztek.
[Böjtöljetek] bizonyos számú napig! Ha valaki közületek beteg vagy úton van, akkor [azonos] számú
napig [kell böjtölnie]! […]
[A böjt ideje] a ramadan hónap, amikor a Korán mint útmutatás [első ízben] küldetett le az emberek
számára. […] Aki közületek e hónap idején jelen van, az böjtölje végig! […]
Végezzétek el a zarándoklatot és az umrát [kis zarándoklat] Allahnak! Ha akadályozva lennétek, akkor
[engesztelésképpen ajánljanak föl] áldozati állatot, ami könnyen előteremthető nektek! […] Aki beteg
közületek, vagy fájlalja a fejét, az kárpótlással tartozik: böjt vagy alamizsna vagy áldozati állat
formájában.” (Korán)
b) To which month does the regulation about fasting refer? Give the name of the month. (0.5
points)
___________________________________________________________________________________________________________________
c) Which city is the destination of the pilgrimage? (1 point)

___________________________________________________________________________________________________________________
9. This task is about the history of mediaeval towns. (K/4)

The following chart shows the society and principal institutions and officials of mediaeval
towns. Write the letters of the appropriate terms into the empty boxes in the chart. There is one
extra term in the list. (Score: 1 point for each correct item.)
a) merchants b) parish priest c) journeymen, apprentices

d) city council e) serfs

10. This task is about medieval culture. (K/4)

a) Below we provide a short description of one of the artistic styles of the Middle Ages
accompanied by some pictures. Name the style. (Score: 1 point)
‘The main artistic medium of the period was architecture; the most important architectural project was
the church. The building (church) was characterised by heavy enclosed effect. The forms are block-like,
the proportions are heavy, the structure is clearly segmented. The effect of the building is emphasised
by semicircular arches, which appear on both the outside and inside of the building, e.g. the arches of
the ribbed elements, of the windows and the doors, the gallery functioning as decoration.’ (Lexicon of
Art)
„A korszak vezető műfaja az építészet, a legfontosabb építészeti feladat pedig a templom volt. Az
épületet (templomot) súlyos zártság jellemzi. A formák tömbszerűek, az arányok vaskosak, a szerkezet
világosan tagolt. Az épületek hatását a félkörív is hangsúlyozza, amely az épület külsején és belsején
egyaránt jelentkezik, pl. mint boltozati elem, ablak, ajtó íve, díszítő szerepű galéria.” (Művészeti Lexikon)
The name of the style: ________________________________________________
b) From the following buildings select those which reflect the characteristics of the style named.
(Score: 1 point for each correct item)
The letters of the selected buildings: ________________________________________________

11. This task is about the development of agricultural technology in the 10th-11th centuries.
(K/3)
Answer the questions referring to the development of agricultural technology in the 10 th-11th
centuries, using the sources and your own knowledge. (1 point for each correct item)

‘The asymmetric heavy plough, which was often fitted with wheels, and whose archaeological traces
are known from the 10th-11th centuries, not only ensured that the seeds to be sown got into the soil but
also led to a richer harvest because it turned the deeper layers of the soil. The heavy plough required
more investment and greater traction.’ (Historian Balázs Nagy)
„A gyakran kerékkel ellátott aszimmetrikus nehézeke, melynek régészeti nyomai már a IX–X. századból
ismeretesek, nemcsak az elvetendő mag földbe juttatását biztosította, hanem a föld mélyebb rétegeit is
megforgatva elősegítette a sikeresebb termést. A nehézeke nagyobb befektetést, több igaerőt igényelt.”
(Nagy Balázs, történész)
a) Explain briefly how the introduction of the breast-strap harness was connected to the spread
of the heavy plough.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
b) Explain briefly why part of the land was left fallow in crop rotation.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
c) Which phenomenon was both the most important driving force and, at the same time, a
consequence of the development of agricultural technology in the 10th- 11th centuries? Underline
the correct answer.
- the increase in the population

- the emergence of guilds
- the development of long-distance trade
12. This task is about the military system of the Ottoman Empire. (K/4)
Write the correct technical terms on the dotted lines. Choose the technical terms from the list below.
There are two extra terms. (1 point for each correct item)
Technical terms: janissaries, caliph, palatine, spahis, sultan, “castle people” [várnépek]
‘The Turkish tribes of Asia Minor were organised into a military state by Ottoman Vizier. The economy
of the empire was founded on the exploitation of conquered territories. Privileges of birth were not
recognised; all land became the property of the a) _______________ , who also acquired the highest
ecclesiastical office, with the title of b) _______________. The most important part of the state apparatus
was the army, which was divided into two important branches. The cavalry troopers, or c)
_______________, were given land for their services, but this could not be inherited. The sultan could
reclaim it at any time. The d) _______________ were mercenary infantrymen, who were either recruited or
more often brought up to be soldiers, the propagators of Islam from childhood.’ (Course book text)
13. This task is about the history of the medieval church. (K/4)
Using the source, decide if the following statements are true or false. Put an X into the
appropriate column of the table. (1 point for each correct item.)
‘When the preparations were all completed in the Cathedral of Cologne, the Bohemian king led squire
William to the archbishop after the Holy Mass. The archbishop then said the following to the squire: ‘It
is appropriate for all who wish to engage themselves in knighthood to be generous, decent,
magnanimous, impeccable and honest. Before you take the oath, you must listen to the regulations. The
rules of knighthood are as follows: you must hear mass every day, risk your life for the Catholic faith,
deliver the holy church from all its persecutors, defend widows and orphans, avoid unjust wars, refuse
dishonourable services, fight duels for the liberation of all the innocent, you must enjoy tournaments
only for the sake of military practice, in lay affairs you must obey the Roman emperor. [...] Do you, in

the name of God, wish to receive humbly the honour of knighthood and observe its rules?’ The squire
answered: ‘I do!’ [...]
At this the Bohemian king struck the neck of the squire once and said: - ‘For the glory of Almighty God I
knight you. Bear in mind that the Saviour of the world was slapped in the face and mocked, he was clad
in a royal cloak and was made fun of, he was crucified naked and covered in injuries in full view of the
world. I warn you to think of his shame, I advise you to take on yourself his cross, I encourage you to
the avenge his death.’ (The oath of knighthood of the Dutch count William)
„Miután a kölni dómban mindent előkészítettek, a szentmise után Vilmos fegyvernököt a cseh király a
bíboros elé vezette. A bíboros pedig e szavakat intézte a fegyvernökhöz: – Úgy illik, hogy mindenki, aki
a lovagi pályára akar lépni, nagylelkű, tisztességes, bőkezű, kifogástalan és becsületes legyen. Mielőtt
fogadalmadat leteszed, hallgasd meg a szabályokat. A lovagság szabályai a következők: hallgasson
naponként misét, kockáztassa életét a katolikus hitért, szabadítsa meg a szentegyházat minden
zaklatójától, védje az özvegyeket, árvákat, kerülje az igazságtalan háborúkat, tagadja meg a
tisztességtelen szolgálatot, párbajozzon minden ártatlan megszabadításáért, a lovagi tornákat csak a
hadi gyakorlat kedvéért szeresse, engedelmeskedjen világi dolgokban a római császárnak. […] Akarod-
e Isten nevében alázatosan megkapni a lovagi méltóságot és megtartani a szabályokat? – A fegyvernök
válaszolt: – Akarom! […]
Erre a cseh király egyet ütött a fegyvernök nyakára és így szólt: – A mindenható isten dicsőségére
lovaggá avatlak. Emlékezz arra, hogy a világ Megváltóját arcul ütötték, és kigúnyolták, királyi palástot
adtak rá és kicsúfolták, az egész világ szeme láttára meztelenül és sebekkel borítva keresztre
feszítették. Arra intelek: gondolj az ő szégyenére, azt tanácsolom neked: vedd magadra az ő keresztjét,
arra buzdítalak: bosszuld meg halálát!” (Vilmos holland gróf lovagi esküje)
Statement True False

a) The medieval church restrained the warlike tendencies of the knightly
lifestyle on moral grounds.
b) The authority of the medieval church extended exclusively to spiritual
affairs; it did not interfere with social and legal questions.
c) The Roman emperor mentioned in the text was the Eastern Roman or
Byzantine ruler.
d) During the ceremony the knight-to-be was compared to Christian martyrs.
14. This task is about the economy of medieval Europe. (K/3)

Using the sources and your own knowledge, do the tasks about long-distance trade. (1 point for
each correct item.)
a) ‘The Venetians are not obliged to pay any kind of duties, which could be demanded of them by long-
established custom or for any other reasons, either when they arrive, stay here, sell, buy or settle down,
nor when they leave, only when they arrive or leave on ships carrying pilgrims, for then according to
the royal customary law they are obliged to give the king one third.’ (Diploma of the king of Jerusalem,
1124)
a) „A velenceiek semmiféle illetéket sem tartoznak fizetni, amit szokás folytán vagy más okból tőlük
megkövetelhetnének, sem akkor, mikor megérkeznek, itt tartózkodnak, eladnak, vesznek, letelepednek,
sem amikor eltávoznak, csakis akkor, ha zarándokokat szállító hajókon érkeznek vagy távoznak, akkor
ugyanis a király szokásjoga szerint harmadrészt tartoznak a királynak adni.” (Jeruzsálem királyának
oklevele, 1124)
The diploma cited above contributed to the notable increase of trade along one particular

medieval network of maritime routes. Name this network of routes.

________________________________________________
b) ‘We, the consuls and people of the town of Bremen, wish to express our greatest gratitude to the
consuls of seaside and other towns, furthermore to all merchants who belong to the German [league]
of the Holy Roman Empire for taking us into their grace and giving us a share of the above mentioned
merchants’ liberties and privileges [...].’ (Letter of the town of Bremen)
b) „Mi, Bréma város konzuljai és közönsége a tengeri városok, s más városok konzuljainak, valamint a
Római Szent Birodalom német [szövetségéhez] tartozó valamennyi kereskedőnek mérhetetlen nagy
hálánkat fejezzük ki, amiért kegyelmükbe fogadtak, és a mondott kalmárok szabadságaiból és
kiváltságaiból nekünk is részt engedtek […].” (Bréma városának levele)
Name the trade league to which the town of Bremen addressed the letter.
_____________________________________________________________________________________________________________________
c) ‘The English king closed off all sea straits, not allowing anything to come [from the territory allied
with France], nor arrive there, especially wool and fleecy lamb skin. [The whole population of the
territory allied with France] was exasperated, as making broad-linen was their main profession. [...] It
was true that a lot of grain came for them from France, but how should they buy it, how should they
pay for it when they have no income?’ (Chronicle from the 14th century)
c) „Az angol király lezárta az összes tengerszorosokat, semmit sem engedve jönni [a Franciaországgal
szövetséges területről], sem érkezni oda, legkevésbé pedig gyapjút és gyapjas báránybőrt. [A
Franciaországgal szövetséges terület egész lakossága] megdöbbent, hiszen a posztókészítés a legfőbb
mesterség […]. Igaz ugyan, hogy sok gabona jön részükre Franciaországból, de miből vegyék meg,
miből fizessék, ha nincs kereset.”(XIV. századi krónika)
The source describes the limitations of trade imposed on which territory? Circle the number
of the correct answer.
1. Champagne 2. Dalmatia 3. Flanders 4. Silesia
15. This task is about the Islamic religion. (K/4)

Do the task using the sources and your own knowledge. (1 point for each correct item.)
a) On the basis of the following text, from which two religions does Islam draw?
‘We believe in Allah and what has been sent down towards us as revelation and what was sent down to
Abraham and Ismail and Isaac and Jacob and to the Tribes of Israel and what was given to Moses and
Jesus and what was given to the rest of the prophets from their Lord; we do not differentiate between
any of them and we have submitted ourselves to Allah.’ (Quran, 2nd surah)
„Hiszünk Allahban és abban, ami kinyilatkoztatás gyanánt leküldetett hozzánk és Ábrahámhoz,

Izmáelhez, Izsákhoz, Jákobhoz és Izrael törzseihez és hiszünk abban, amit Mózes, Jézus és a próféták
kaptak az Uruktól. Nem teszünk különbséget egyikük javára sem közülük. Mi Allahnak vetjük alá
magunkat.” (Korán, 2. szúra)
_____________________________________________________________________________________________________________________
b) Complete the following text with the name that is appropriate – from the Islamic point of
view.
‘And remember when Jesus son of Mary said, ‘O children of Israel, I am Allah’s Messenger to you,

confirming the previous book, the Torah, before me and conveying the glad news of the Messenger who
will come after me, whose name is ________________________ .’ (Quran, 61st surah)
„És emlékezz arra, amikor Jézus, Mária fia, azt mondta: Izrael fiai! Allah küldött engem hozzátok,
bizonyságául annak, ami a Tórából előttem volt, és hogy örömhírt hozzak egy küldöttről, aki én utánam
jön el, s akinek ________________________ a neve.” (Korán, 61. szúra)
c) Which Christian article of faith (dogma for Catholics) does the following source condemn?
‘Do not praise me like [people of different religion] praise Mary’s son, for I am a mere servant. Thus call
me Allah’s servant and messenger.’ (The Prophet’s Sayings by Sahih al-Bukhari)
„Ne dicsőítsetek engem, ahogyan [a más vallásúak] dicsőítik Mária fiát, mert én csak egy szolga vagyok.
Tehát hívjatok engem Allah szolgájának és küldöttének.” (Sahih al-Bukhari: A Próféta mondásai)
_____________________________________________________________________________________________________________________
16. This task is about the feudal economic and social order in the Middle Ages. (K/5)
Do the task using the source and your own knowledge. (Score: 1 point for each correct item)
One version of the three-course rotation which evolved in the Middle Ages
a) Underline the period in which the system evolved and became generally used in Western
Europe.
4th-5th centuries 6th-7th centuries 11th-12th centuries 15th-16th centuries
b) Choose the group of concepts which refer to letters E, H and J. (Mark your choice in the table
with an X.)
forest, pasture, reeds
manor, serf’s plot, crop rotation
autumn crop, spring crop, fallow

c) Explain the meaning of these symbols.
d) What do the small letters (a-h) represent?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
17. This task is about the Ottoman conquest. (K/4)

The numbers in the sketch map indicate important cities and territories of the Ottoman Empire.
Match these with the description of the city or territory. Write the appropriate number next to
the descriptions. There are two extra numbers. (1 point for each correct item.)
Description of territory or city Number of territory

or city in the map
a) The Ottoman ruler was able to assume the title of the main Muslim
religious leader after the conquest of this city.
b) This city is the third sacred place of Islam, but at the same time it has
fundamental significance for Christianity and Judaism as well.
c) With the conquest of this city the Eastern Roman Empire ceased to exist.
d) The Romanian satellite state of the Ottoman Empire, which was
previously a Hungarian and Polish vassal state as well.

18. This task is about medieval trade. (K/3)

Using the sketch map and your own knowledge, decide if the following statements are true for
the Levantine or the Hanseatic trade. Put an X into the appropriate column of the table. You can only
put one X into each row. (0.5 points for each correct item.)
Economy of medieval Europe

Glossary
Atlanti-óceán Atlantic Ocean Nápoly Naples
Földközi-tenger Mediterranian Sea Róma Rome
Fekete-tenger Black Sea Genova Geneva
Kijevi Fejedelemség Principality of Kiev Velence Venice
Lengyel Királyság Kingdom of Poland Iparcikk manufactured goods
Latin Császárság Latin Empire Nyersanyag raw materials
Nikai Császárság Empire of Nicea Fűszer spices
Magyar Királyság Kingdom of Hungary Luxusáru luxury items
Német-Római Birodalom Holy Roman Empire Arany gold
Angol Királyság Kingdom of England Fa wood
Francia Királyság Kingdom of France Textília textiles
Szt. Gotthard-hágó St Gotthard Pass Rabszolga slaves
Karavánutak caravan routes
Fegyver weapons
Bársony velvet

Levantine Hanseatic
Statement
trade trade
a) The Crusades played an important role in its expansion.
b) It supplied the populous towns of Flanders with food and raw materials.
c) Significant quantities of precious metals were taken out of Europe via

this route.
d) Its products mostly satisfied the needs of the richest sections of the
European nobility.
e) The German trading towns secured the trade-routes by allying with each
other.
f) The great voyages of exploration contributed to its decline.
19. This task is about the medieval manorial farming system. (K/5)
Do the tasks using the source and your own knowledge. (1 point for each correct item.)
‘We, Frederick, archbishop of the church of Hamburg by the grace of God, send our eternal blessing to
all present and future Christian believers. We wish this contract, which we have made with the people
on this side of the Rhine known as the Dutch, to be known to everybody. These people came to our
Highness, asking strongly to be allowed to have the so-far uncultivated, swampy land which is of no use
to the dwellers of the country, located on the territory of our bishopric, in order to make it fertile. [...]
We made an agreement according to which they pay us 1 denar annually for every mansus of the
above-mentioned land. Here we find it necessary to put down the extent of the mansus so that there
shall be no future arguments among the inhabitants: thus it is 720 royal wands in length and 30 wands
in width; and we include the river which runs through the land, the use of which we hand over to them
in the same way. Finally, in accordance with our will they agreed to give us one tenth of the fruits of the
land.’ (12th century charter)
„Frigyes, Isten kegyelméből a hamburgi egyház érseke, minden keresztény hívőnek a jelenben és a
jövendőben, örökös áldásomat küldöm. Azt akarjuk, hogy mindenki számára legyen ismert ez a
szerződés, amelyet mi a Rajnán inneni emberekkel, akiket hollandoknak neveznek, kötöttünk. Ezek az
emberek felkeresték felségünket, igen erősen kérve a püspökségünk területén fekvő eddig műveletlen,
mocsaras, az ország lakói számára haszontalan földek átengedését, hogy azt termővé tegyék. […]
Egyezséget kötöttünk, amelynek értelmében a fent nevezett földbirtok minden mansusáért évenként 1
dénárt fizetnek nekünk. Szükségesnek tartjuk lejegyezni itt a mansus kiterjedését, azért, hogy a
jövőben ne legyen semmi viszály a lakosság között: tehát 720 királyi vessző hosszúságú és 30
szélességű, a földön áthaladó folyóval együtt, melynek használatát hasonló módon átengedjük nekik.
Végül akaratunknak megfelelően elfogadták, hogy a föld gyümölcsének tizedét nekünk adják.” (XII.
századi oklevél)
a) According to the above excerpt from the charter, what did the settlers owe to the bishop?
Circle the number of the correct answer.
1. Payment in cash and kind.
2. Payment in cash and socage.
3. Payment exclusively in cash.

b) Which Latin term is the correct name for the settlers referred to in the source? Circle the
number of the correct answer.
1. familiaris
2. hospes
3. serviens
c) What is the English / Hungarian equivalent of the word ‘mansus’ used in the source? Circle the
1. fief / hűbérbirtok
2. serf’s plot / jobbágytelek
3. manor / majorság
d) Which (economic) circumstance most often forced the peasants to leave the areas where they
were born?
________________________________________________________________________
e) The charter ensured relatively favourable conditions for the settlers. Explain the reason for
this on the basis of the source.
______________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
20. This task is about the role that world religions play in shaping civilisation. (K/4)
Name the world religions from whose sacred texts the following excerpts are taken. The names of
gods are missing from the excerpts. (1 point for each correct item.)
a) ‘He […] created the individual castes from the parts of his own body. In order to maintain world
order he assigned different professions to those who were made from his head, arms, waist and legs.’
a) „Az emberek kötelessége […] a Házhoz történő zarándoklat, de csak annak, aki módot talál rá. Ám
aki tagadja, az maga látja kárát.”
The name of the religion: ________________________________
b) ‘And I tell you to love thy enemy and pray for your prosecutors, so that you may be sons of [...]; for
He causes His sun to rise on the good and the evil and sends rain on the righteous and the
unrighteous. ’
b) „Saját testrészeiből teremtette az egyes kasztokat. Fejéből a papokat, kezéből a harcosokat,

derekából a pásztorokat, lábából a szolgákat.”
c) ‘Fight […] on the path against those who fight with you; but do not transgress the prescription by
starting the fight first; you can see: […] does not like transgressors. And kill them wherever you
find them, and chase them away from where they chased you away.’
c) „Amikor imádkozott, megnyílt az ég, és a Szentlélek galamb alakjában leszállt rá. Szózat is hallatszott
az égből: Te vagy az én szeretett Fiam, benned telik kedvem.”

d) ‘And this is the noble truth of suffering: the reason is Thirst [desire]: the craving which causes
rebirth, is accompanied by passionate pleasure, and takes delight in this and that object, namely
sensuous craving, craving for existence and craving for possessions. This, is the noble truth of the
cessation of suffering: the complete cessation, giving up, abandonment of that craving, complete
release from that craving and complete detachment from it.’
d) „Bizony Mi látjuk orcád fordulását az ég felé, ezért megváltoztatjuk neked az imairányt úgy, hogy
azzal elégedett leszel. Fordítsd hát orcádat a Tilalmas Mecset felé, és bárhol is vagytok, fordítsátok
orcátokat arra!”
21. This task is about the Mediaeval church. (K/4)

The pictures and excerpts refer to the political role of the mediaeval church. Match the pictures
with the appropriate excerpts. Write the number of the appropriate text below the pictures. There is
one extra excerpt. (1 point for each correct item.)
a) ___________ b) ___________
c) ___________ d) ___________

1. ‘All who die by the way, whether by land or by sea, or in battle against the pagans, shall have
immediate remission of sins. This I grant them through the power of God with which I am invested.’
(Pope Urban II’s address at the Council of Clermont, 1095)
1. „Mindazok pedig, akik oda elmennek és akár szárazföldi, akár tengeri útjukban, akár a pogányok
ellen harcolva életüket vesztik, bűneik bocsánatát elnyerik: Istentől ekkora hatalommal felruházva, ezt
engedélyezem az útra készülőknek.”(II. Orbán pápa felhívása a clermonti zsinaton, 1095)
2. ‘This was when he was vested with the titles of imperator and augustus, which, at the beginning,
repelled him so much as to make him declare if he had known the pope’s intention in advance, he
would not have set foot in the church that day.’ (Life of Charlemagne by Einhard, 9th century)
2. „Ekkor volt, hogy megkapta az imperator és augustus címeket, amitől eleinte annyira idegenkedett,
hogy kijelentette, hogy nem tette volna aznap a lábát a templomba, ha előre látta volna a pápa
szándékát.” (Einhard: Nagy Károly élete, IX. század)
3. ‘Here, in the presence of the prince, Pierre de la Forest, Archbishop of Rouen and Chancellor of
France, informed the three estates of the story of the king’s capture.’ (Great Chronicle of France, 1375)
3. „Itt a herceg jelenlétében, Pierre de La Forest, Rouen érseke és Franciaország kancellárja, ismertette
a három renddel a király foglyul ejtésének történetét.” (Franciaország Nagy Krónikája, 1375)
4. ‘If in one year God gave someone ten, he should give the tenth part to God.’ (Saint Stephen’s second
lawbook, 11th century)
4. „Ha valakinek az Isten tízet adott egy évben, a tízedik részt adja Istennek” (Szent István II.
törvénykönyve, XI. század)
5. ‘And those […] condemned must at all times be handed over to the main representatives of the
secular authorities or their deputies for due punishment, with the appropriate warning.’ (The
constitutions of the Fourth Lateran Council, 1215)
5. „Az […] elmarasztaltakat pedig a mindenkori világi hatalmak legfőbb képviselőinek vagy azok
megbízott ügyvivőinek kell megbüntetés céljából átadni, a kellő figyelmeztetéssel.” (A IV. lateráni zsinat
határozatai, 1215)
22. This task is about mediaeval towns. (K/3)

Match each of the following statements on mediaeval towns with the source that supports that
statement. Write the letter of the source into the appropriate row of the table. There are two
extra sources. (1 point for each correct item.)
A) ‘We also allow and promise that […] they can carry all their goods and travel through our entire
domain and principality without paying any duties or custom fees to us, now and forever […].’
(Founding charter of the city of Krakow, 1257)
A) „Szintén megengedjük és megígérjük, hogy […] szabadon, minden illetékünk és vámunk nélkül
örökösen keresztülvihetik minden árujukat és keresztülutazhatnak egész hatalmunkon és
hercegségünkön […].” (Krakkó város alapítóleveléből, 1257)
B) ‘As [...] all foreign merchants had to unload each and every item of their merchandise to sell or to
exchange, both on their way down and on their way up, among the citizens of Buda, and whatever they
unloaded they had to sell and exchange there [...].’ (Sigismund’s laws on towns, 1405)

B) „Tudniillik […] mind a külföldi kereskedőnek, az ő összes és bármilyen árucikkeit, eladásra és

elcserélésre szánt holmiját, mind lefelé jövén, mind felfelé menvén, a budai polgárok körében kellett
leraknia, és a lerakottakat ott eladnia és elcserélnie […].” (Zsigmond városi törvényei, 1405)
C) ‘If a man or a woman in the town of Bremen [...] has spent a year and a day undisturbed, whoever
should try to take away their liberty must be ordered to keep silent.’ (Frederic I’s charter to Bremen,
1164)
C) „Ha egy férfi vagy nő Bréma városában […] egy évet és egy napot háborítatlanul eltöltött, annak, aki
ezután szabadságát el akarná venni, hallgatást parancsoljanak.” (I. Frigyes kiváltságlevele Bréma részére,
1164)
D) ‘[…] if the villainous perpetrator can be caught within the town’s territory – he must be punished
for his crime according to the judgement of the magistrate and the councillors.’ (Philip Augustus’
charter, 1182)
D) „[…] ha a gonosz elkövető elfogható lesz a város területén – az elöljáró és a tanácsbeliek ítélete
szerint toroltassék meg tette.” (Fülöp Ágost kiváltságlevele, 1182)
E) ‘We see many privileged towns, where the poor and the commoners have no part whatever in the
governing of the town, since this is completely controlled by the rich.’ (Philippe de Beaumanoir’s
collection of customary law, 13th century)
E) „Sok kiváltságos várost látunk, ahol a szegényeknek és a közrendűeknek a város kormányzásában

semmi részük sincs. Ez ugyanis teljesen a gazdagok kezében van.” (Philippe de Beaumanoir
jogszokásgyűjteményéből, XIII. sz.)
Statements Letter of source

a) Merchants passing through the town were obliged to sell their goods in the
town.
b) The air of the town sets people free; those who settle there escape from the
jurisdiction of the landlord.
c) The citizens enjoyed personal freedom; the town court had jurisdiction over
them at first instance.

23. This task is about mediaeval manors. (K/4)

Each statement below is connected to one element of the illustration. Using your own
knowledge and the source, match the statements with the elements. Write the number of the
relevant elements in the boxes next to the statements. One number can only appear in one place, there are
two extra numbers. (1 point for each correct item.)
Mediaeval manor (11th-13th centuries)
a) It was cultivated by serfs with their own tools and animals; however, its produce
belonged to the landlord.
b) The manure of animals grazing here helped to make the soil fertile again.
c) Serfs inherited the right to use it; in return they owed the landlord produce and labour.
d) In the early Middle Ages, those dwelling on the manor could use it relatively freely;
however, later on this use was restricted, since its territory was reduced as the population
grew.

24. This task is about the society of Mediaeval Europe. (K/4)

Match the excerpts with the appropriate technical terms. Write the numbers of the appropriate
technical terms into the table, under the letters of the excerpts. There are two extra technical terms.
(1 point for each correct item.)
Technical terms:
1. heretic 2. serf 3. knight 4. patrician 5. plebeian 6. monk
b) ‘The Roman Church is not a Church, but a

congregation of odious people. [...] Mass
celebrated in the church is not a divine service, so
nobody is obliged to go to church.’ (Text from the
13th century)
„A római egyház nem egyház, hanem utálatosak

csoportosulása. […] A templomban folytatott mise
nem isteni szolgálat, és ezért senki sem köteles
templomba járni.” (XIII. századi irat)
c) ‘Let him hear Mass with pious rapture, let him risk his life bravely for the Catholic faith, let him rid
the Church of all of its persecutors, let him defend the widows and orphans in their troubles, let him
avoid unjust wars.’ (Mediaeval Chronicle)
„Hallgasson naponta jámbor elmélyedéssel misét, kockáztassa életét merészen a katolikus hitért,
szabadítsa meg a szentegyházat minden zaklatójától, védje meg szorongattatásukban az özvegyeket,
árvákat, kerülje az igazságtalan háborúkat.” (Középkori krónika)
d) ‘Then came Palm Sunday, the holiday blessed by God, when they must give their landlord his due in
sheep. For Easter, they [...] must do corvée. After this they have to go to the blacksmith’s to have horses
shod because it is time to go to the forest to fetch wood.’ (Mediaeval Chronicle)
„Azután jön a virágvasárnap, az Isten által megáldott ünnep, amikor a földesúr számára
juhjárandóságot kell adni. Húsvétra […] robottal tartoznak. Ezután a kovácsműhelybe kell menniük
lovat patkoltatni, mert itt az ideje, hogy fáért menjenek az erdőre.” (Középkori krónika)
Letter of excerpt a) b) c) d)
Number of technical term

25. This task is about the Islamic faith. (K/4)

The following excerpts come from the Bible and the Quran. Match the statements with the
number of the appropriate excerpt from the Quran. Write one number into each box. There are four
extra numbers. (1 point for each correct item.)
1. ‘Pilgrimage to the House is a duty owed [...] by all who can afford a way to it. But whoever refuses
will suffer for it.’
1. „Az emberek kötelessége […] a Házhoz történő zarándoklat, de csak annak, aki módot talál rá. Ám aki
tagadja, az maga látja kárát.”
2. ‘When he was praying, the heavens were opened, and the Holy Spirit descended upon Him in bodily
form like a dove, and a voice came out of heaven, "You are My beloved Son, in You I am well-pleased." ’
2. „Amikor imádkozott, megnyílt az ég, és a Szentlélek galamb alakjában leszállt rá. Szózat is hallatszott
az égből: Te vagy az én szeretett Fiam, benned telik kedvem.”
3. ‘We have seen thee turning thy face towards the heavens; now We will surely turn thee to the
direction for prayer that shall satisfy thee. Turn thy face towards the Holy Mosque; and wherever you
are, turn your faces towards it.’
3. „Bizony Mi látjuk orcád fordulását az ég felé, ezért megváltoztatjuk neked az imairányt úgy, hogy
azzal elégedett leszel. Fordítsd hát orcádat a Tilalmas Mecset felé, és bárhol is vagytok, fordítsátok
orcátokat arra!”
4. ‘All praise is due to [God], who begets no offspring, unto Him belongs all that is in the heavens and all
that is on earth.’
4. „Magasztaltassék [Isten]! Nincs szüksége gyermekre, amikor Övé mindaz, ami az egekben és a földön
van.”
5. ‘He is not here; He has risen, just as He said! Come, see the place where He lay. Then go quickly and
tell His disciples, ‘He has risen from the dead and is going ahead of you into Galilee. There you will see
Him.’ See, I have told you.’
5. „Nincs itt. Feltámadt, ahogy előre megmondta. Gyertek, nézzétek meg a helyet, ahol nyugodott! Aztán
siessetek, vigyétek hírül tanítványainak: Feltámadt a halálból, előttetek megy Galileába. Ott
viszontlátjátok. Íme tudtotokra adtam.”
6. ‘Fight [...] those who fight you but do not transgress. Indeed. Do not fight the unarmed.’
6. „Harcoljatok […] azok ellen, akik harcolnak ellenetek! Ám ne szegjétek meg a törvényt, ne
harcoljatok a fegyvertelenek ellen!”
7. ‘When you fast, do not look sombre as the hypocrites do, for they disfigure their faces to show others
they are fasting. Truly I tell you, they have received their reward
in full. But when you fast, put oil on your head and wash your face, so that it will not be obvious to
others that you are fasting, but only to your Father, who is unseen; and your Father, who sees what is
done in secret, will reward you.’
7. „Amikor pedig böjtöltök, ne nézzetek komoran, mint a képmutatók, akik eltorzítják arcukat, hogy
lássák az emberek böjtölésüket. Bizony, mondom néktek: megkapták jutalmukat. Amikor pedig te
böjtölsz, kend meg a fejedet, és mosd meg az arcodat, hogy böjtölésedet ne az emberek lássák, hanem
Atyád, aki látja, ami titokban történik, megfizet neked.”

8. ‘It was [during the fasting] that the path was [first] revealed as guidance for mankind [...]. So any one
of you who is present that month should fast, and anyone who is ill or on a journey should make up for
the lost days by fasting on other days later. [...]. And eat and drink until the white thread of dawn
becomes distinct to you from the black thread [of night]. Then complete the fast until sunset.’
8. „[A böjt ideje] [...] amikor [...] útmutatás [első ízben] küldetett le az emberek számára [...]. Aki
közületek e hónap idején [a maga helyén] jelen van, az böjtölje végig! Ha pedig valaki beteg, vagy úton
van, akkor [azonos] számú másik napig [kell böjtölnie]! […] Egyetek és igyatok addig, amíg a
hajnalhasadáskor meg nem különböztetitek a fehér szálat a feketétől! Aztán tartsátok be szigorúan a
böjtöt a sötétség beálltáig!”
Statement Number
a) Islam prescribes that all its followers must visit the holy places of
Mecca – if they can afford it.
b) Islam does not recognise Jesus as God.
c) Fasting must be done in a given period of the year, recalling the
time when the Quran was revealed.
d) The regular prayers must be recited while turning towards Mecca.
26. This task is about the economy and society of Mediaeval Europe. (K/4)
Using the picture and your own knowledge, decide which one of the italicised and numbered
expressions fits each sentence. Circle the number of the appropriate expression. (1 point for each
correct item.)

a) In the picture, the arrows indicate the services done for the landlord by
1. vassals 2. serfs 3. burgesses.
b) The produce that was delivered was stored in the centre of the manor
1. at the landlord’s dwelling place 2. on the fief 3. in the town.
c) In the picture, the letter ‘M’ indicates

1. the manor 2. uncultivated land 3. corvée.
d) In the picture, the number of fields indicates

1. guild farming 2. rotation farming 3. self-sufficient farming.
27. This task is about medieval architectural styles. (K/4)

Next to each description in the table below, write the name of the style to which the description
refers, and the letter of the appropriate picture. Match only one letter to each description. There are
two extra letters. (1 point for each correct item.)

Name of Letter of
Description
style picture
a) The churches, often resembling fortresses, are not decorated; their
massive walls are pierced by small windows.
b) Among the main characteristics of the churches are tall towers,
pointed arches, rose windows and walls consisting of a network of stone.
28. This task is about the Medieval Period. (K/4)

Next to each concept, write the number of the source that can be linked to it. (You cannot use all
the sources.) (1 point for each correct item)
Concepts Number of the source
a) the Benedictine order
b) guild
c) heresy
d) scholasticism
1) ‘They also advocate another misconception, namely: […] According to them, from the conjunction of
Eve's daughters and demons, giants sprang forth, who learned from their fathers, the demons, that the
creator of all is the devil.' (Bona Cursus of the Cathars, 12th century)
1) „Még más tévtant is hirdetnek, nevezetesen: [...] Szerintük Éva leányainak és a démonoknak
kapcsolatából eredtek az óriások, akik atyáiktól, a démonoktól tudták meg, hogy az ördög a teremtője
mindennek.” (Bona Cursus a katarokról, XII. század)
2) ‘Idleness is the enemy of the soul: thus the brethren must occupy themselves in a certain hour with
manual work, and in another hour with reading religious books.' (Rule from the 6th century)
2) „A tétlenség a lélek ellensége: ezért a testvéreknek bizonyos órában kézi munkával és ismét
meghatározott órában pedig istenes könyvek olvasásával kell foglalkozniuk.” (VI. századi regula)
3) ‘But we must know that sciences are of two types. Certain sciences originate from basic principles
that can be understood in the natural light of intelligence […] Other sciences, however, originate from
basic principles that can be understood in the light of a science that is of a higher order than these […]
This science of a higher order is the knowledge of God and those in heaven.' (Thomas Aquinas, 13th
century)
3) „Ám tudnunk kell, hogy a tudományoknak kétféle neme van. Egyes tudományok az értelem
természetes fényénél megismerhető alapelvekből indulnak ki […] Más tudományok viszont náluk
magasabb rendű tudomány fényénél megismerhető alapelvekből indulnak ki […] Ez a magasabb rendű
tudomány Isten és az üdvözültek tudása.” (Aquinói Szent Tamás, XIII. század)
4) ‘Only the Roman church was founded by the Lord himself. Only the Roman pope can be righteously
called universal. Only he can remove bishops and place them back to their seats. At a council his
delegate comes before all bishops, even if he, himself, is of lower rank; this delegate can also pass
judgement to remove bishops […]' (Dictatus Papae, 11th century)
4) „Egyedül a római egyházat alapította maga az Úr. Egyedül a római pápát mondják joggal
egyetemesnek. Püspököket egyedül ő tehet le és helyezhet székükbe vissza. Követe a zsinaton minden
püspököt megelőz, még ha ő maga alacsonyabb rendű is; ugyancsak az a püspökök elmozdítására
ítéletet is hozhat […]” (Dictatus Papae, XI. század)

5) ‘An assistant can, if the master allows it, redeem himself from his service, but only after four years of
service. But the master can neither pass him on nor let him go, if his assistant has not completed the
four years.' (Regulations of the Parisian weavers, 13th century)
5) „A tanuló megválthatja magát a szolgálat alól, ha a mester beleegyezik, de csakis négy év

leszolgálása után. De a mester sem tovább nem adhatja, sem meg nem válhat tőle, ha tanulója a négy
esztendőt le nem szolgálta.” (Párizsi takácsok szabályzata, XIII. század)

1. This task is about the economic policy of French absolutism. (K/5)

The chart illustrates the characteristics of Mercantilism. Choose the correct expressions from
the list and write their letters into the empty spaces of the table. (Score: 1 point for each correct
item.)
Policy of Mercantilism to improve industry
Letter Characteristics
a) Unification of measurements and currency
b) State
c) Import of raw materials from colonies
d) Export of manufactured products
e) Expansion of manufacturing industry
2. This task is about colonisation in the early modern age. (K/4)

Fill in the gaps in the following text using the source and appropriate maps of the Historical
Atlas. (Score: 1 point for each correct item)
„A [spanyolok] Kolumbusz felfedező útjai után először a nyugat-indiai szigeteket, azután Cortez
vezetésével a mexikói fennsíkot, végül pedig Pizarro vezetésével Perut szelték át gyors
előrenyomulások és zsákmányszerző hadjáratok során. [...] Messze behatoltak ugyan a szárazföld
belsejébe, de sem nyugtalan, heves, nagyratörő természetük, sem életmódjuk, amelyet sokan közülük
még a mórokkal folytatott háborúban szoktak meg, nem tette alkalmassá a konkvisztádorokat arra,
hogy bizalmas és békés kapcsolatot alakítsanak ki a bennszülött lakossággal.” (Részlet Urs Bitterli:
„Vadak” és „civilizáltak” című könyvéből)
‘After Columbus' voyages of exploration, in the course of quick advances and plundering campaigns
[the Spanish] first cut across the islands of the West-Indies, then under the leadership of Cortez the
Mexican plateau, and finally, with Pizarro, across Peru. [...] Although they penetrated deep into the
mainland, neither their restless, fierce, ambitious nature, nor their lifestyle, which many of them had
got used to during the wars against Moors, made it possible for the conquistadors to create a trusting
and peaceful relationship with the aboriginal inhabitants.' (Extracts from 'The Savages' and 'The

Civilised', by Urs Bitterli)
‘The small groups of ___________________ (a) conquered and then destroyed the advanced Indian cultures
in a short period of time. Leading his 500 soldiers Hernando Cortez swept aside the ___________________(b)
empire. The ___________________ (c) living in the high mountains of the Andes met the same destiny; they
were subjugated by Francisco Pizarro with one hundred and fifty men. Those aboriginal inhabitants
who survived were made to work in mines and in the ___________________ (d) by the Spanish, where most
of them died as a result of the cruel treatment. (Coursebook text)
3. This task is about the spread of the Reformation. (K/5)

Use the map and your own knowledge to answer the questions. (Use the Historical Atlas to
complete the task.)
Some of the territories where the three main branches of the Reformation appeared
a) Which branch of the Reformation was characteristic in each of the territories on the map?
Complete the legend. (0.5 points for each item.)
___________________________________________________________
___________________________________________________________
___________________________________________________________
b) Which three branches of the Reformation were significant in Hungary in the 16 th century?
(1 point for each item.)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

c) Which Catholic religious order was formed with the aim of resisting the Reformation?
(0.5 points)
_____________________________________________________________________________________________________________________
4. This task is about the great geographical explorations. (K/4)

Do the tasks using the map and your own knowledge.
a) Fill in the chart using the sketch map. (0.5 points for each line)
Letter of
Name of discoverer Result of the expedition
route on map
A
B
C
b) Decide if the following statements are true or false. Mark your choice with an X in the table. (0.5
points for each correct element)
1. One of the reasons for the geographical explorations was the fact
that the Ottoman Turks closed off the traditional Mediterranean
trading routes from the Europeans.
2. Following the geographical explorations the first colonizers were the
English and the French.
3. Following the geographical explorations the Conquistadors

subjugated the Inca and Aztec states.

4. The Levant trade prospered as a result of the explorations.
5. As a result of the explorations the population of Latin America

increased.
5. This task is about the Enlightenment. (K/3)

Next to each letter, write the number of the definition that can be linked to it. (0.5 points for each
correct item)
a) Social, political and philosophical school of thought. Its aim is to lead humanity from the darkness of
ignorance and religious prejudice to the realm of reason and light. It is
characterised by rationalism, the notion of the world’s comprehensibility and changeability.
b) The division of the supreme power of the state in order to bring power under control, thus avoiding
its abuse. Its principles can be traced back to the works of Locke and Montesquieu.
c) The theory of the origin of state and law, according to which state and law are the result of a contract
among people based on conscious agreement.
d) The acknowledgement that anybody who is capable of it should be able to succeed in society and in
public life, irrespective of religious differences,
e) Central-Eastern European system of government in the 18th century, in which the characteristics of
Absolutism are combined with aspirations towards modernisation. It is characterised by Mercantilist
economic policy, the protection of serfs, and an emphasis on religious tolerance, the development of
education and health care.
f) A series of books published in 35 volumes between 1751 and 1772, which summarised the
knowledge of the era. About 150 collaborators participated in this scientific enterprise under the
leadership of Diderot.
a) ______________________________________________ 1. division of power

b) ______________________________________________ 2. Encyclopaedia
c) ______________________________________________ 3. Enlightened Absolutism
d) ______________________________________________ 4. social contract
e) ______________________________________________ 5. Enlightenment
f) ______________________________________________ 6. religious tolerance

6. This task is about 18th century forms of government. (K/4)

Do the tasks.
a) Name the forms of government represented by the diagrams.
1.__________________________________________
(1 point)
2.__________________________________________
(1 point)
b) Write next to each statement the number of the diagram which the statement refers to. (Score:
0.5 points for each correct item.)
Statements Number
1. The branches of government are separate.
2. The king governs by decree.
3. The king only has limited rights.

4. Part of the population of the country supervises the executive power through its
representatives.
7. This task is about the English constitutional monarchy. (K/4)

Do the tasks on the basis of your own knowledge and the source.
“And thereupon the said Lords spiritual and temporal, and commons […] do in the first place for the
vindicating and asserting their ancient rights and liberties, declare:
1. That the pretended power of suspending of laws, or the execution of laws, by regal authority, without
consent of Parliament, is illegal.
4.That levying money for or to the use of the Crown, by pretence of prerogative, without grant of
Parliament, for longer time, or in other manner than the same is or shall be granted, is illegal.
5. That it is the right of the subjects to petition the King, and all commitments and prosecutions for
such petitioning are illegal.
6. That the raising or keeping a standing army within the kingdom in time of peace, unless it be with
consent of Parliament, is against law.
8. That election of members of Parliament ought to be free.
9. That the freedom of speech, and debates or proceedings in Parliament, ought not to be impeached or
questioned in any court or place out of Parliament.
11. That jurors ought to be duly impanelled and returned, and jurors which pass upon men in trials of

high treason ought to be freeholders.

12. That all grants and promises of fines and forfeitures of particular persons before conviction, are
illegal and void.
13. And that for redress of all grievances, and for the amending, strengthening and preserving of the
laws, parliaments ought to be held frequently.” (Declaration of Rights)
„Az egyházi és világi lordok és az alsóház […] azért, hogy megvédjék és megerősítsék ősi jogaikat és
szabadságukat, kijelentették:
1. Hogy a bitorolt hatalom, ti. a törvényeknek ideiglenesen hatályon kívül helyezése vagy a törvények
végrehajtásának megakadályozása, csupán királyi tekintély alapján, a parlament hozzájárulása nélkül,
törvénytelen.
4. Hogy a korona céljaira való pénzfelvétel bármily ürügy vagy praerogatívák [kiváltságok] alapján a
parlament hozzájárulása nélkül, hosszabb időre és más módon, mint ahogyan a megajánlás megszabta
vagy meg fogja szabni, törvénytelen.
5. Hogy az alattvalóknak joguk van a királyhoz folyamodni és az ilyen kérelmezések miatt való minden
elfogatás és üldözés törvénytelen.
6. Hogy az országban béke idején, a parlament hozzájárulása nélkül állandó hadsereg felállítása és
tartása törvénytelen.
8. Hogy a parlamenti választások szabadok.
9. Hogy a szólás, vitatkozás és tárgyalás szabadságát, a parlamenten kívül semminemű hatóság,
semmiféle helyen kérdés tárgyává nem teheti.
11. Hogy az esküdteket szabályszerűen kell meghívni és elbocsátani, és hogy esküdtek felségsértési
pörökben csak szabad birtokosok lehetnek.
12. Hogy pénzbírság törvénytelen és érvénytelen, mielőtt a vádlottra a bűnt rá nem bizonyították.
13. És, hogy a sérelmek orvoslására és a törvények javítására, megerősítésére és megtartására
parlamentet össze kell hívni.” (Jognyilatkozat)
a) When was the declaration issued? ________________________________ (1 point)
b) Look at the following list and underline three basic principles which characterize the English
constitutional Monarchy. (0.5 points for each correct item)
- Authority cannot influence elections ____________
- The ruler is the chief judge ____________
- Taxes can only be levied with the Parliament’s consent ____________
- Raising an army in time of peace is the ruler’s right ____________
- Nobody must be restricted in the expression of his opinion ____________
- The ruler can independently restrict the execution of laws ____________
- It is forbidden for subjects to petition the king ____________
c) Next to each principle that you have selected in task b) write the number of the item in the
declaration which justifies your choice. (0.5 points for each correct item)

8. This task is about natural science and art in the 16th-17th centuries. (K/2)
Next to the pictures write the letters of concepts that belong to them. (Use your secondary school
historical atlas.) (0.5 points for each correct item)
A. philosophy; B. physics; C. painting; D. astronomy
9. This task is about the reign of Louis XIV. (K/4)

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

b) Use the source to name two measures taken by Colbert, the finance minister of Louis XIV, to
support the development of the industry. Also give the aims of the measures. (1 point for each
correct line)
‘You must go and inspect the wool manufactory of the late Monsieur Lallemand, now owned by his son
and son-in-law. Their contracts must be examined, especially the last one, according to which I gave
them 40,000 livres when they got married. I lent this sum to their late father on condition that they
install 120 machines, which, of course, would work in two shifts. It must also be considered, together
with intendants Derier and Gelet, how the River Scarpe could be made navigable, how river transport
could be established between Douai and Lille and the roads be made suitable to facilitate transport.’
(Colbert’s instructions, 1667)
„El kell mennie felülvizsgálni a boldogult Lallemand úr által alapított, gyapjúanyagokat készítő
manufaktúrát, amely jelenleg fia és veje kezén van; meg kell vizsgálni a velük kötött szerződéseket, s
különösen a legutóbbit, melynek értelmében 40 000 livres-t adtam nekik, amikor megnősültek; ezt az
összeget azzal a feltétellel adtam kölcsön boldogult apjuknak, hogy 120 gépet állít be, melyek
természetesen két műszakban dolgoznak. Fontolóra kell venni Derier és Gelet intendáns urakkal együtt
azt is, hogyan lehetne könnyen hajózhatóvá tenni a Scarpe folyót, megteremteni a hajózást Douai-tól
Lille-ig, s alkalmassá tenni a kocsiutakat a szállítás megkönnyítésére” (Colbert utasítása; 1667)
measure the aim of measure
c) What is Colbert’s principle of economic policy called? (1 point)

_____________________________________________________________________________________________________________________

Write into the table the concepts that can be linked to the sources. (Be careful, not all concepts are
linked to sources.) (1 point for each correct item)
a) ‘In every state there are three kinds of power: legislative power, executive power concerning affairs
which fall under international law, and finally the executive power which is concerned with affairs
under civil law. […]
If the legislative power and the executive power reside in the same individual or governmental
institution, it is not possible to achieve freedom, since it is to be feared that such a ruler or institution
will introduce tyrannical laws and apply them in a tyrannical manner. (Montesquieu)
„Minden államban háromféle hatalom van: a törvényhozó hatalom, a nemzetközi jog alá tartozó
dolgokra vonatkozó végrehajtó hatalom, végül az a végrehajtó hatalom, amely a polgári jog alá tartozó
dolgokra vonatkozik. […]
Ha a törvényhozó hatalom a végrehajtó hatalommal ugyanabban a személyben vagy ugyanabban a
hatósági testületben egyesül, nincsen szabadság, mivel attól lehet tartani, hogy az ilyen uralkodó vagy
az ilyen testület zsarnoki törvényeket fog hozni, s azokat zsarnoki módon fogja végrehajtani.”
(Montesquieu)
b) ‘The citizen gives his consent to every law, even to those which punish him, should he dare to break
any of them. The permanent will of each and every member of the state is the general will, which
makes them citizens and free men.’ (Rousseau)
„A polgár minden törvényhez beleegyezését adja, még azokhoz is, amelyek büntetéssel sújtják, ha

megszegni merészelné valamelyiket. Az állam valamennyi tagjának állandó akarata az általános akarat,
ez teszi polgárrá és szabad emberré őket.” (Rousseau)
c) ‘We hold these truths to be self-evident, that all men are created equal, that they are endowed by
their creator with inherent and inalienable rights; that among these are life, liberty, and the pursuit or
happiness.’ (Thomas Jefferson)
„Magától értetődőnek tartjuk azokat az igazságokat, hogy minden ember egyenlőnek teremtetett, az
ember teremtője olyan elidegeníthetetlen jogokkal ruházta fel, amelyekről le nem mondhat, s ezek
közé a jogok közé tartozik a jog az élethez és a szabadsághoz, valamint a jog a boldogságra törekvésre.”
(Jefferson)
d) ‘As his Most Holy Majesty is convinced that every pressure which has a violent effect on the
conscience of people is more harmful than anything else, while such proper tolerance which is advised
by Christian charity is the source of great profit both for religion and state, he has decided to reinforce
this tolerance in all imperial and royal provinces with certain laws.’ (Joseph II)
„Minthogy ő legszentebb felsége meg van győződve arról, hogy minden kényszer, amely az emberek
lelkiismeretére erőszakkal hat, mindennél ártalmasabb, ezzel szemben az oly helyes türelem, amilyet a
keresztényi szeretet javall, mind a vallásra, mind az államra igen nagy haszon forrása, elhatározta, hogy
e türelmet valamennyi császári és királyi tartományban bizonyos törvényekkel erősíti meg.” (II. József)
Concepts:
• social contract
• religious tolerance
• mercantilism
• basic human rights
• separation of powers
Sources Concept
a)
b)
c)
d)

11. This task is about the functioning of the English constitutional monarchy. (K/4)
Study the chart and then decide if the following statements are true or false. (If any part of a
statement is false, the whole statement is false.) Put an X into the appropriate boxes in the table. (Score: 1
a) As a culmination of the victory of the counter-Reformation the Church of England,

with the monarch at its head, was founded.
b) The monarch could still influence legislation, as under certain conditions he could
dissolve the Parliament and laws did not enter into force without his royal assent.
c) The executive power is responsible to the Parliament.
d) The two guarantees of the constitutional monarchy are the separation of the
branches of power and universal suffrage.

12. This task is about French absolutism. (K/4)

Fill in the gaps in the following text using the sources and your own knowledge. (Score: 0.5 points
for each correct item)
Size of the French army (in 1000 men)

1470-1479 40
1590-1599 80
1630-1639 150
1700-1709 400
The supporting pillars of French absolutism
During the reign of ____________________.a) France became the strongest state in ____________________ b) for a
period. The new political system, in which the ruler basically possesses ____________________ c) power, is
called absolutism. The main pillar supporting of the new system was the ____________________.d), the
number of which was raised by the king to ____________________e) men. It was Colbert, one of the
____________________ f) of the king, who worked out the economic policy of absolutism, which is called
____________________ g). The state protected French industry and supported export with
__________________h).

13. This task is about the history of the Counter Reformation and the Catholic revival. (K/4)
Using the sources and your own knowledge, decide if the following statements about the Society
of Jesus (the Jesuit order) are true or false. Mark your choice with an X in the table. (1 point for each
correct item)
‘Whoever desires to fight under the sacred banner
of the Cross, and to serve only God and the Roman
pontiff, His vicar on earth, after a solemn vow of
perpetual chastity, let him keep in mind that he is
part of a society, instituted for the purpose of
perfecting souls in life and in Christian doctrine,
for the propagation of the faith through public
preaching, ministering the word of God, spiritual
macerations, works of charity, and especially
through the teaching of the young and
uninstructed in the Christian precepts, and lastly
for giving consolation to believers in hearing their
confessions, and confirming them in their faith.’
(From the Jesuit Constitution)
Il Gesù: the first church of the Jesuits in Rome
„Bárki, aki társaságunkban a kereszt lobogója alatt Isten harcosa kíván lenni, és csak az Urat és annak
földi helytartóját, a pápát akarja szolgálni, az ünnepélyes szüzességi fogadalom után lélekben legyen
felkészülve arra, hogy olyan társaság tagja lesz, melynek célja a lelkeknek a keresztény tanok szerinti
gondozása, a hit terjesztése nyilvános prédikációk útján, Isten igéjének szolgálata, lelki gyakorlatok és
a gyermekek és a kereszténységet nem ismerők tanításában és a gyóntatásban megvalósuló
szeretetszolgálat révén, illetve a keresztények hitben való megerősítése.” (Részlet a jezsuita rend
szabályzatából)
a) The Society of Jesus was founded by Saint Ignatius of Loyola in the 15th
century.
b) The Jesuits denied the ecclesiastical supremacy of the pope.
c) The Jesuits founded schools and considered it their task to suppress

Protestant teachings.
d) The Jesuits built their first churches in Romanesque style.


Match the sources with the concepts in the table. Write the letter of the appropriate source
(diagram or quotation) into the table. There is one extra source. (1 point for each correct item)
B) ‘[…] its aim is to collect all the knowledge scattered over the face of the earth, to present its general
outlines and structure to the men with whom we live, and to transmit this to those who will come after
us, so that the work of past centuries may be useful to the following centuries, that our grandchildren,
by becoming more educated, may at the same time become more virtuous and happier, and that we
may not die without having deserved well of the human race.’ (Diderot)
B) „[…] az a célja, hogy összegyűjtse a föld színén szétszórt ismereteket, feltárja ez ismeretek általános
rendszerét azoknak az embereknek, akikkel egy korban élünk s átadja őket azoknak, akik majd
miutánunk jönnek; az elmúlt századok munkái ily módon nem lesznek fölöslegesek az eljövendő
századoknak; unokáink nemcsak műveltebbek, hanem erényesebbek és boldogabbak is lesznek; s mi
magunk se halunk meg anélkül, hogy ne használnánk az emberiségnek.” (Diderot)
C) ‘The first man who, having enclosed a piece of ground, bethought himself of saying "This is mine,"
and found people simple enough to believe him, was the real founder of civil society. Humanity would
have been spared infinite crimes, wars, homicides, misery and attrocities, if only someone had ripped
up the fences or filled in the ditches and said, "Do not listen to this pretender! You are eternally lost if
you do not remember that the fruits of the earth are everyone's property and that the land is no-one's
property!’ (Rousseau)
C) „Az első ember, aki bekerített egy földdarabot és azt találta mondani: ez az enyém, s oly együgyű
emberekre akadt, akik ezt el is hitték neki, ez az ember teremtette meg a polgári társadalmat. Mennyi
bűntől, háborútól, gyilkosságtól, nyomorúságtól és szörnyűségtől menekült volna meg az emberi nem,
ha valaki kiszakítja a jelzőkarókat vagy betemeti az árkot, és így kiált társaihoz: Ne hallgassatok erre a
csalóra! Elvesztetek, ha megfeledkeztek róla, hogy a termés mindenkié, a föld pedig senkié!” (Rousseau)
D) ‘A principle of governing put into practice from the 1760’s and 70’s in countries which were falling
behind the centre of development in Europe. It intended to catch up with or at least reduce the gap
from this centre, and it was based on certain philosophical works, often employing the direct help of
the very same philosophers.’ (Lexicon entry)
D) „Az 1760-70-es évektől kezdődően az európai fejlődési centrumtól leszakadóban lévő országokban
megvalósított kormányzati elv, amely a felzárkózást, vagy legalábbis a lemaradás mérséklését
igyekezett megvalósítani, egy-egy filozófiai munkára építve – és gyakran ugyanezen filozófusok
közvetlen segítségével.” (Lexikon szócikk)
E) ‘Each of us puts in common his person and his whole power under the supreme direction of the
general will, and in return we receive every member as an indivisible part of the whole.’ (Rousseau)

E) „Minden személy, valamennyi képességével együtt, az általános akarat legfőbb irányítása alatt
egyesül, és mindenkit testületileg az összesség elkülöníthetetlen részévé fogadunk.” (Rousseau)
Concepts Letter of source

a) Enlightened Absolutism
b) Social Contract
c) French Encyclopedia
d) Division of Powers
15. This task is about the economic history of France in the early Modern Age. (K/4)
Answer the questions using the source and your own knowledge. (1 point for each correct item)
‘The Dutch deliver finished goods to us in return for the necessary raw materials that we provide them.
Instead, ____________(c)____________ should be established in our country as well, in such a way as to
satisfy not only our demands, but also to produce for export. With this, money would flow into the
country, which is the main, what is more the only aim of trade. Besides the larger amount of cash, a
further advantage of ____________(c)____________will be that 1 million unemployed people can earn their
living by them. Furthermore, many can find jobs aboard ships and in harbours. Increasing the number
of ships will similarly enhance the greatness and strength of the state. These are the aims for which a
well-meaning king who loves his people must strive.’ (Colbert’s proposal)
„A hollandok iparcikkeket szállítanak nekünk, hogy cserébe a szükséges nyersanyagokat megkapják

tőlünk. Ehelyett nálunk is ____________(c)____________-kat kell felállítani, hogy ne csak a saját
szükségleteinket elégítsék ki, hanem kivitelre is termeljenek. Ezzel pénz áramlana be az országba, ami
a kereskedelem legfőbb, sőt egyetlen célja. A nagyobb mennyiségű készpénz mellett az is a
____________(c)____________-k előnye lesz, hogy egymillió munkanélküli keresheti általuk a kenyerét.
Továbbá a hajókon és a kikötőkben számosan találhatnak munkát. A hajók számának növelése
hasonlóan emeli az állam nagyságát és erejét. Ezek azok a célok, amelyekre a népét szerető, jóérzésű
királynak törekednie kell.” (Colbert előterjesztése)
a) What do we call the economic policy described in the source?

_____________________________________________________________________________________________________________________
b) What is the name of the ruler to whom Colbert submitted his plans?
_____________________________________________________________________________________________________________________
c) What is the expression which completes both of the incomplete sentences?

_____________________________________________________________________________________________________________________
d) Mention another measure taken by Colbert in order to develop and influence foreign trade,
which does not appear in the above extract.
_____________________________________________________________________________________________________________________
16. This task is about the Reformation. (K/4)

Name the church/denomination in the age of Reformation that can be linked to the following
sources. Write the name of the appropriate church/denomination on the appropriate line. (1 point for
each correct item)
a) ‘However, no matter how the deeds of people may be judged, the Lord had his own work carried out
by those who broke the bloody sceptre of arrogant kings and destroyed their unbearable rule. Let the
princes hear this and let them be terrified.’ (Teaching of the Christian religion, 1536)
a) „Ámde – bármiként is ítéltessenek meg az emberek cselekedetei – az Úr mégis azok által egyformán

saját művét hajtotta végre, akik fennhéjazó királyok véres kormánypálcáját összetörték, és tűrhetetlen
uralmukat megsemmisítették. Hallják meg ezt a fejedelmek és rettegjenek!” (A keresztény vallás
tanítása, 1536)
________________________________________________
b) Cover page of the first complete Bible translation into German (1541 edition)
________________________________________________
c) ‘[…] be it enacted, by authority of this present parliament, that the King, our sovereign lord, his heirs
and successors, kings of this realm, shall be taken, accepted and reputed the only supreme head in
earth of the Church of […].’ (Act of Supremacy, 1534)
c) „Ezen parlament hatalma által törvénybe iktatjuk, hogy elfogadjuk és elismerjük felséges urunkat, a
Királyt, örököseit és utódait a trónon az […] egyház egyetlen fejének ezen a földön.” (Egyházfőségi
törvény, 1534)
________________________________________________
d) ‘The society as a whole, and each of its members, owe obedience to our most holy Lord […] and fight
[for Him] with faithful obedience, and however much we may be learned in the Gospel, and however
we may be taught in the orthodox faith, let all Christians profess themselves under the […] as leader,
and Vicar of Jesus Christ; still, let each one of us, […] besides that common obligation, be devoted to a
special vow. So that whatever [they] order, […] let us strive to accomplish as far as we are able, without
any turning back or excuse.’ (Constitution, 1540)
d) „Ez az egész társaság és annak minden tagja a mi szentséges urunknak […] hű engedelmessége alatt
harcol, s jóllehet arra tanít az evangélium, és mi igaz hittel elismerjük és szilárdan valljuk, hogy az
összes keresztények alá vannak vetve […], fejüknek és Jézus Krisztus helyettesének, mégis […] minket
amaz egyetemes kötelékeken kívül külön fogadalom kössön, úgy hogy akármit parancsolnak, […] azt
tartozunk, amennyiben rajtunk fordul, minden halogatás vagy mentegetődzés nélkül végrehajtani.”
(Szervezeti szabályzat, 1540)
________________________________________________

17. This task is about the history of the English constitutional monarchy in the 17th-18th
centuries. (K/4)
On the basis of the sources and your own knowledge, decide which of the following statements
are true and which are false. Put an X into the appropriate column of the table. (1 point for each
correct item)
‘1. That the […] power of suspending the laws or the execution of laws […] without consent of
Parliament is illegal;
3. That […] erecting […] Court of Commissioners for Ecclesiastical Causes, and all other commissions
and courts of like nature, are illegal and pernicious;
4. That levying money for or to the use of the Crown […], without grant of Parliament, […] is illegal;
5. That it is the right of the subjects to petition the king, and […] prosecutions for such petitioning are
illegal;
6. That the raising […] a standing army within the kingdom in time of peace, unless it be with consent
of Parliament, is against law;
7. That the subjects which are Protestants may have arms for their defense […].
8. That election of members of Parliament ought to be free;
11. That jurors ought to be duly impanelled and returned […].’ (Act Declaring the Rights and Liberties,
1689)
„1. Hogy a […] törvényeknek ideiglenesen hatályon kívül helyezése vagy a törvények végrehajtásának
megakadályozása a […] parlament hozzájárulása nélkül törvénytelen.
3. Hogy egyházi törvényszékeknek és más hasonló [...] törvényszékeknek elrendelése […] törvénytelen
és veszedelmes.
4. Hogy a korona céljaira való pénzfelvétel […] a parlament hozzájárulása nélkül törvénytelen.
5. Hogy az alattvalóknak joguk van a királyhoz folyamodni, és az ilyen kérelmezések miatt való […]
üldözés törvénytelen.
6. Hogy az országban béke idején, a parlament hozzájárulása nélkül állandó hadsereg felállítása […]
törvénytelen.
7. Hogy az alattvalók, akik protestánsok, saját védelmükre fegyvert viselhetnek.
8. Hogy a parlamenti választások szabadok.
11. Hogy az esküdteket szabályszerűen kell meghívni és elbocsátani.” (Jognyilatkozat, 1689)

a) In the upper house, the clergy and nobility were present in person, while in
the lower house the elected representatives of the bourgeois were seated.
b) Rule by Parliament emerged gradually; the king appointed the leader of the
parliamentary majority as prime minister.
c) Parliament regulated state income, and sanctioned the establishment of
armed forces, thus controlling the executive power.
d) State and ecclesiastical power were intertwined in the person of the king;
thus the clergy preserved its privileges (e.g. independent jurisdiction, church
wealth).

18. This task is about the period of the Reformation and the Catholic revival (Counter
Reformation). (K/4)
Choose 4-4 elements from both lists which can be linked either to reformation in general, or to
one of its branches. Write the letters into the space provided. (Score: 0.5 points for each correct item)
People: Concepts:
a) Leopold I A) inquisition
b) Martin Luther B) Puritans
c) Charles V C) Jesuits
d) Gáspár Károli D) Protestants
e) Peter Pázmány E) Calvinists
f) Philip II F) relics
g) Gábor Bethlen G) Benedictines
h) John Calvin H) Evangelical Lutherans
Choice: Choice:
19. This task is about the history of colonisation in the early Modern Age. (K/4)
Each of the statements below is true of one of the colonial powers which are named on the map.
Write the name of the appropriate colonial power next to the statements in the table. (1 point for
each correct item)
The colonisation of America, in about 1750

Statements Name of colonial power

a) Its colonies included the territories of the Aztec and Inca empires,
which it had conquered.
b) Its sphere of interest was outlined by a treaty concluded with its
main rival at the end of the 15th century. Its colonies were situated to
the east of the line drawn up then.
c) Its colony in the American continent was established as a
continuation of its expansion in Asia.
d) Its colonies were partly populated by persecuted Protestant
minorities.

Using the source and your own knowledge, decide which system or principle Montesquieu is
arguing for. Circle the number of the correct answer. (1 point for each correct item)
‘As, in a free state, every man, considered to have a free soul, should be governed by himself, the people
as a body should have legislative power; but, as this is impossible in larger states and is subject to
many drawbacks in small ones, the people must have their representatives do all that they themselves
cannot do. The great advantage of representatives is that they are able to discuss public business. The
people are not at all appropriate for such discussions.
All citizens must be granted the right to vote at the election of representatives, except for those who
are in such a low position that they are to be considered people without free will. One knows the needs
of one’s town better than those of other towns, and one judges the ability of one’s neighbours better
than that of one’s other compatriots. Therefore, members of the legislative body must not be drawn
from the body of nation at large; it is proper for the inhabitants of each principal town to choose a
representative from it.
In a free state, the legislative power has the right, and must have the faculty to examine the manner in
which the laws it has made have been executed.’ (Montesquieu On the Spirit of Laws, 1748)
„Minthogy szabad államban minden szabad lelkű ember maga kell, hogy kormányozza magát,
következtetésképpen a nép egészét kell, hogy illesse a törvényhozó hatalom. Minthogy azonban ez
nagy államokban keresztülvihetetlen, és kis államokban is sok hátránnyal jár, a népnek a maga
képviselői útján kell megtennie mindazt, amit maga nem tud megtenni. A képviselőknek nagy előnye,
hogy az ügyeket meg tudják vitatni, a nép erre egyáltalán nem alkalmas.
Az emberek jobban ismerik saját városuk szükségleteit, mint más városokéit, és mindenki jobban meg
tudja ítélni szomszédai képességeit, mint más honfitársaiéit. Nem szabad tehát a törvényhozó testület
tagjait általában a nemzet összességéből kiválasztani, hanem az a helyes, ha minden fontosabb helyen a
lakosok maguk választanak maguk számára képviselőt.” (Montesquieu: A törvények szelleméről, 1748)
a) The mode of legislation:

1. system of representatives 2. direct democracy
b) The right to vote:
1. general suffrage 2. suffrage based on census
c) Electoral system:
1. majority (individual constituencies) system 2. proportionate (party-list) electoral system
d) The executive power:
1. responsible to the king 2. responsible to the legislature

21. This task is about the functioning of the English constitutional monarchy. (K/3)
Match the English constitutional monarchy’s institutions, and the principles according to which
they functioned in the 17th and 18th centuries, with the appropriate extracts from
Montesquieu’s On the Spirit of Laws. Answer the questions using the chart and your own knowledge.
(1 point for each correct item)
(election based on census: making the right to vote subject to certain conditions)
State organisation of the English constitutional monarchy
a) ‘As, in a free state, every man, considered to have a free soul, should be governed by himself, the
people as a body should have legislative power; but, as this is impossible in large states and is subject
to many drawbacks in small ones, the people must have their representatives do all that they
themselves cannot do.’
a) „Minthogy szabad államban minden szabad lelkű ember maga kell, hogy kormányozza magát,
következtetésképp a nép egészét kell, hogy illesse a törvényhozó hatalom. Minthogy azonban ez nagy
államokban keresztülvihetetlen, és kis államokban is sok hátránnyal jár, a népnek a maga képviselői
útján kell megtennie mindazt, amit maga nem tud megtenni.”
Which institution exercises this power in England? ________________________
b) ‘In a state there are always some people who are distinguished by birth, wealth, or rank; [...] They
form a body that has the right to check the enterprises of the people, as the people have the right to
check theirs.’
b) „Az államban mindig vannak olyanok, akik születésüknél, gazdagságuknál vagy rangjuknál fogva
kiválnak a többiek közül. […] Olyan testületet alkotnak, amelynek joga van a nép kezdeményezéseit
megállítani, éppúgy mint a népnek is joga van arra, hogy az ő kezdeményezéseiket megállítsa.”
Which English body fits the above description? ________________________
c) ‘But if, in a free state, the legislative branch should not have the right to check the executive branch,
it has the right and should have the faculty to examine the manner in which the laws it has made are
executed.’
c) „De ha szabad államban a törvényhozó hatalomnak nem is lehet meg az a joga, hogy megállítsa a
végrehajtó hatalmat, joga van, és lehetősége kell, hogy legyen arra, hogy megvizsgálja, miként hajtják
végre az általa hozott törvényeket.”

England which institution represents the executive branch referred to in extract c)?
________________________________________
22. This task is about English history in the 17th century. (K/4)
Do the tasks on the basis of the source and your own knowledge.
‘Whereas the Lords Spiritual and Temporal and Commons assembled […] made a certain declaration in
writing […] in the words following, viz.: 1. That the pretended power of suspending the laws or the
execution of laws by regal authority without consent of Parliament is illegal. […] 4. That levying money
for or to the use of the Crown […] without grant of Parliament, […] is illegal. 5. That it is the right of the
subjects to petition the king, and all commitments and prosecutions for such petitioning are illegal. 6.
That the raising or keeping a standing army within the kingdom in time of peace, unless it be with
consent of Parliament, is against law. […] 9. That the freedom of speech and debates or proceedings in
Parliament ought not to be impeached or questioned in any court or place out of Parliament. […] 13.
And that […] for the amending, strengthening and preserving of the laws, Parliaments ought to be held
frequently.’ (Bill of Rights)
„A felső- és alsóháznak […] összegyülekezett tagjai […] egy írásbeli nyilatkozatot adtak ki […], amint az
itt következik: 1. Hogy a bitorolt hatalom, ti. a törvények ideiglenes hatályon kívül helyezése vagy a
törvények végrehajtásának megakadályozása, csupán királyi tekintély alapján, a parlament
hozzájárulása nélkül, törvénytelen. […] 4. Hogy a korona céljaira való pénzfelvétel […] a parlament
hozzájárulása nélkül […] érvénytelen. 5. Hogy az alattvalóknak joguk van a királyhoz folyamodni, és az
ilyen kérelmezések miatt való minden elfogatás és üldözés törvénytelen. 6. Hogy az országban béke
idején, a parlament hozzájárulása nélkül állandó hadsereg felállítása és tartása, törvénytelen. […] 9.
Hogy a szólás, vitatkozás és tárgyalás szabadságát, a parlamenten kívül semminemű hatóság,
semmiféle helyen kérdés tárgyává nem teheti. […] 13. És, hogy […] a törvények kijavítására,
megerősítésére és megtartására a parlamentet össze kell hívni.” (Jognyilatkozat)
a) Name the form of government (form of state) whose foundations were laid by this
document. (1 point)
__________________________________________________________________________________________
b) On the basis of the source material, briefly write down that basic characteristic of this form
of government which differentiates it from Absolutism. (1 point)
__________________________________________________________________________________________
c) Which points of the source are intended to ensure that the king does not have access to the
resources necessary for starting a new civil war? Write down the numbers of these two points.
(0.5 points for each element)
___________ ___________
d) Which points of the excerpt describe the rights of individual English citizens? Write down the
numbers of these two points. (0.5 points for each element)
___________ ___________

Do the tasks using the source and your own knowledge. (1 point for each correct item)
‘As in a country of liberty, every man who is supposed a free agent ought to be his own governor; the
legislative power should reside in the whole body of the people. But since this is impossible in large
states, and in small ones is subject to many inconveniences, it is fit that the people should transact by
their representatives what they cannot transact by themselves. The great advantage of representatives
is their capacity of discussing public affairs. For this the people collectively are extremely unfit.
The inhabitants of a particular town are much better acquainted with its wants and interests than with

those of other places; and are better judges of the capacity of their neighbours than of that of the rest
of their countrymen. The members, therefore, of the legislature should not be chosen from the general
body of the nation; but it is proper that in every considerable place a representative should be elected
by the inhabitants.’ (On the Spirit of Laws by Montesquieu, 1748)
„Minthogy szabad államban minden szabad lelkű ember maga kell, hogy kormányozza magát,
következtetésképpen a nép egészét kell, hogy illesse a törvényhozó hatalom. Minthogy azonban ez
nagy államokban keresztülvihetetlen, és kis államokban is sok hátránnyal jár, a népnek a maga
képviselői útján kell megtennie mindazt, amit maga nem tud megtenni. A képviselőknek nagy előnye,
hogy az ügyeket meg tudják vitatni, a nép erre egyáltalán nem alkalmas.
Az emberek jobban ismerik saját városuk szükségleteit, mint más városokéit, és mindenki jobban meg
tudja ítélni szomszédai képességeit, mint más honfitársaiéit. Nem szabad tehát a törvényhozó testület
tagjait általában a nemzet összességéből kiválasztani, hanem az a helyes, ha minden fontosabb helyen a
lakosok maguk választanak maguk számára képviselőt.” (Montesquieu: A törvények szelleméről, 1748)
a) Give the technical term for the basic principle of the (constitutional theory of the)
Enlightenment to which the underlined section of the source refers.
_______________________________________________________________________________________
b) Which form of legislative authority does Montesquieu recommend in the first paragraph of
the source? Underline the appropriate technical term.
direct representation unicameral legislation

indirect representation bicameral legislation
c) Using your own words, explain the two arguments Montesquieu brought to support the
system of individual electoral constituencies in the second paragraph of the source.
1. _______________________________________________________________________________________
2. _______________________________________________________________________________________

Match the concepts connected to the Enlightenment with the excerpts from Montesquieu’s ‘The
Spirit of the Laws’. Write the number of the concept which is directly linked to the content of the
excerpt into the appropriate box of the table. There is one extra concept. (1 point for each correct
item)
Concepts:
1. system of representatives
2. responsible government
3. bicameral legislation
4. human rights
5. franchise connected to material conditions
Excerpts Number of concept

a) ‘Every citizen must be entitled to the right to vote […], except for those who
are in such a low position as to be considered without free will.’
„Minden állampolgárt meg kell, hogy illessen az a jog, hogy szavazhasson […],
kivéve azokat, akik annyira alacsony helyzetben vannak, hogy úgy tekintendők,
mint akiknek nincs szabad akaratuk.”
b) ‘The legislative power has the right, and must have the opportunity, to
investigate how the laws passed by it are executed.’
„A törvényhozó hatalomnak joga van, és lehetősége kell, hogy legyen arra, hogy
megvizsgálja, miként hajtják végre az általa hozott törvényeket.”
c) ‘The legislative power should reside in the whole body of the people. But

since this is impossible in large states, and in small ones is subject to many
inconveniences, it is fit that the people should transact by their representatives
what they cannot transact by themselves.’
„A nép egészét kell, hogy illesse a törvényhozó hatalom. Minthogy azonban ez
nagy államokban keresztülvihetetlen, és kis államokban is sok hátránnyal jár, a
népnek a maga képviselői útján kell megtennie mindazt, amit maga nem tud
megtenni.”
d) ‘There are those who are distinguished from the others by their birth, riches
or rank […]. [They] form a body which has the right to restrain the enterprises
of the people.’
„Vannak olyanok, akik születésüknél, gazdagságuknál vagy rangjuknál fogva
kiválnak a többiek közül […]. [Ők] olyan testületet alkotnak, amelynek joga van
a nép kezdeményezéseit megállítani.”
25. This task is about the English constitutional (parliamentary) monarchy. (complex task) (K/8)
Do the tasks using the sources and your own knowledge. (1 point for each correct item)
System of the constitutional monarchy in England, in the 18th century
a) Decide which excerpts express ideas that are in harmony with the system of the English
constitutional monarchy. Circle the letters of three excerpts.
A) ‘And because it may be too great a temptation to humane frailty apt to grasp at Power, for the same
Persons who have the Power of making Laws, to have also in their hands the power to execute them
[…]: Therefore in well order'd Commonwealths, […] the Legislative Power is put into the hands of
divers Persons.’ (Locke)
A) „Mivel a hatalom kihasználására amúgy is hajlamos emberi gyarlóság túl nagy kísértésnek van
kitéve, ha ugyanazok az emberek tartják kezükben a törvényhozó hatalmat, mint a törvények
végrehajtásának hatalmát, megfelelően [be]rendezett államokban […] a törvényhozó hatalom külön
személyek kezébe van letéve.” (Locke)

B) Many rulers consider the wealth and subjects of the state as strictly speaking their private property,
and believe that Providence has created the millions of people for them.’ (Joseph II)
B) „Sok uralkodó az állam vagyonát és alattvalóit is úgy tekinti, mint szoros értelemben vett
magántulajdonát, s azt hiszi, hogy a Gondviselés az embermilliókat neki teremtette.” (II. József)
C) ‘In such a state there are always persons distinguished by their birth, riches, or honors; […] The
share they have, therefore, in the legislature ought to be proportioned
to their other advantages in the state; which happens only when they form a body that has a right to
check the licentiousness of the people.’ (Montesquieu)
C) „Az államban mindig vannak olyanok, akik születésüknél, gazdagságuknál vagy rangjuknál fogva
kiválnak a többiek közül. […] A törvényhozásban őket megillető résznek tehát arányban kell állnia
azokkal az egyéb előnyökkel, amelyekkel az államban rendelkeznek. Ez akkor fog bekövetkezni, ha
olyan testületet alkotnak, amelynek joga van a nép kezdeményezéseit megállítani.” (Montesquieu)
D) ‘The people should transact by their representatives what they cannot transact by themselves.’
(Montesquieu)
D) „A népnek a maga képviselői útján kell megtennie mindazt, amit maga nem tud megtenni.”
(Montesquieu)
E) ‘And the laws being solely the authentic acts of the general will, the Sovereign cannot act save when
the people are assembled. […] There must be fixed periodical assemblies, […] so that on the proper day
the people are legitimately called together by law.’ (Rousseau)
E) „Minthogy a törvény a közakarat hiteles megnyilvánulása, a főhatalom csak akkor cselekedhet, ha a

nép összegyűl. […] Szükséges, hogy […] a nép meghatározott napokon a törvény értelmében
összegyűl[jön].” (Rousseau)
F) ‘First of all, royal authority is sacred; second, it is paternal; third, it is absolute.’ (Bousset)
F) „A királyi hatalom először szent, másodszor atyai, harmadszor korlátlan.” (Bossuet)
b) Name the branch of power which is not mentioned in source A).

__________________________________________
c) Name the institution which represented the executive branch of power in England in the 18th
century.
__________________________________________
Using your own words, describe the two authors’ different views on the process of legislation,
with the help of sources D) and E).
d) According to Montesquieu: ______________________________________________

e) According to Rousseau: __________________________________________________
f) Of the following excerpts from the Bill of Rights, circle the number of the one which most
strongly contradicts the content of source F).
1. ‘That the pretended power of suspending the laws or the execution of laws by regal authority
without consent of Parliament is illegal.’

1. „Hogy a bitorolt hatalom, ti. [tudniillik] a törvényeknek ideiglenesen hatályon kívül helyezése vagy a
törvények végrehajtásának megakadályozása, csupán királyi tekintély alapján,
a parlament hozzájárulása nélkül, törvénytelen.”
2. ‘That all grants and promises of fines and forfeitures of particular persons before conviction are
illegal and void.’
2. „Hogy minden pénzbírság törvénytelen és érvénytelen, mielőtt a vádlottra a bűnt rá nem

bizonyították.”
3. ‘That election of members of Parliament ought to be free.’ (Bill of Rights)
3. „Hogy a parlamenti választások szabadok.” (Jognyilatkozat)
26. This task is about the English constitutional monarchy. (K/3)

Using the diagram and your own knowledge, decide which branch of power illustrated in the
diagram has its authority ensured by which extract from the Declaration of Rights. Write the
numbers of the appropriate branches of power into the boxes in the table. In one row, only write
one number. One number can appear more than once. You do not have to use all the numbers. (1 point for
each correct item.)
Diagram of the English Constitutional Monarchy

Glossary
Király: King Parlament: Parliament

Lordok Háza: House of Lords Közrendűek Háza: House of Commons
Kormány: Government Esküdtbíróságok: juries
Number of
Excerpts from the Declaration of Rights branch of
power
a) ‘That the pretended power of dispensing with laws [...] by regal authority, [...] is
illegal.’
„Hogy a bitorolt hatalom, t. i. a törvények ideiglenes hatályon kívül helyezése […]
csupán királyi tekintély alapján […] törvénytelen.”
b) ‘That the commission for erecting the late Court of Commissioners for
Ecclesiastical Causes, and all other commissions and courts of like nature, are
illegal and pernicious.’
„Hogy az egyházi törvényszékeknek és más hasonló bizottságoknak vagy

törvényszékeknek elrendelése, illetőleg felállítása törvénytelen és veszedelmes.”

c) ‘That levying money for or to the use of the Crown by pretence of prerogative, [...]
for longer time, or in other manner than the same is or shall be granted, is illegal.’
„Hogy a korona céljaira való pénzfelvétel bármely ürügy vagy kiváltságok alapján
[…] hosszabb időre és más módon, mint ahogyan a megajánlás megszabta vagy meg
fogja szabni, törvénytelen.”
27. This task is about the Catholic revival (Counter-Reformation). (K/4)

Do the tasks using the source and your own knowledge. (1 point for each correct item.)
‘In our society, [...] let whoever desires to fight under the sacred banner of the Cross, and to serve only
God and [...] His vicar on earth, after a solemn vow of perpetual chastity, let him keep in mind that he is
part of a society, instituted for the purpose of perfecting souls in life and in Christian doctrine, for the
propagation of the faith through public preaching, ministering the word of God, spiritual exercises,
works of charity, and especially through the teaching of the young and uninstructed in the Christian
precepts; and lastly for giving consolation to believers in hearing their confessions.’ (Excerpt from the
Jesuit Constitutions, 1540)
„Bárki, aki társaságunkban a kereszt lobogója alatt Isten harcosa kíván lenni, és csak az Urat és annak
földi helytartóját […] akarja szolgálni, az ünnepélyes szüzességi fogadalom után lélekben legyen
felkészülve arra, hogy olyan társaság tagja lesz, melynek célja a lelkeknek a keresztény tanok szerinti
gondozása, a hit terjesztése nyilvános prédikációk útján, Isten igéjének szolgálata, lelki gyakorlatok és
a gyermekek és a kereszténységet nem ismerők tanításában és a gyóntatásban megvalósuló
szeretetszolgálat révén, illetve a keresztények hitben való megerősítése.” (Részlet a jezsuita rend
szabályzatából, 1540)
a) Circle the numbers of two monastic vows which appear in the excerpt.
1. chastity
2. poverty
3. armed defence of the Faith
4. obedience
b) Which means of propagating the Faith did the Jesuits take from the protestants? Circle the
1. vow of chastity
2. founding a religious order
3. confession
4. founding schools
c) The bearer of which office is referred to as ʽvicar on earth’ in the excerpt?

____________________________________
28. This task is about the ideas of the Enlightenment. (complex task) (K/7)
Do the tasks using the sources and your own knowledge.
Match the quotations from texts from the period of the Enlightenment with those excerpts from
the Hungarian Fundamental Law which have the same content. Write the letter of the
quotations from the period of the Enlightenment into the appropriate boxes of the table. There
are two extra quotations. (1 point for each correct item)
A) ‘That among these [unalienable Rights] are Life, Liberty and the pursuit of Happiness.’ (The
Declaration of Independence, 1776)
„Ezek közé a jogok közé tartozik a jog az élethez és a szabadsághoz, valamint a jog a boldogságra

törekvésre.” (Függetlenségi Nyilatkozat, 1776)
B) ‘The deputies of the people, therefore, are not and cannot be its representatives: they are merely its
stewards, and can carry through no definitive acts.’ (Social Contract by Rousseau, 1762)
„A népképviselők tehát nem a nép képviselői és nem is lehetnek azok, csupán megbízottai a népnek:
soha nem dönthetnek végérvényesen.” (Rousseau: A társadalmi szerződésről, 1762)
C) ‘When [...] are united in the same person, or in the same body of magistrates, there can be no liberty;
because apprehensions may arise, lest the same monarch or senate should enact tyrannical laws, to
execute them in a tyrannical manner.’ (On the Spirit of Laws by Montesquieu, 1748)
„Ha […] ugyanabban a személyben vagy ugyanabban a hatósági testületben egyesül, nincsen szabadság,
mivel attól lehet tartani, hogy az ilyen uralkodó vagy az ilyen testület zsarnoki törvényeket fog hozni, s
azokat zsarnoki módon fogja végrehajtani.” (Montesquieu: A törvények szelleméről, 1748)
D) ‘Everyone charged with a penal offence has the right to be presumed innocent until proved guilty.’
(The Declaration of the Rights of Man and of the Citizen, 1789)
„Mindaddig, míg bűnössé nem nyilvánítják, minden ember ártatlannak vélelmezendő.” (Emberi és
polgári jogok nyilatkozata, 1789)
E) ‘But in a free state the legislative power has a right and ought to have the means of examining in
what manner its laws have been executed.’ (On the Spirit of Laws by Montesquieu, 1748)
„Szabad államban a törvényhozó hatalomnak joga van, és lehetősége kell, hogy legyen arra, hogy
megvizsgálja, miként hajtják végre az általa hozott törvényeket.” (Montesquieu: A törvények szelleméről,
1748)
F) ‘Whoever refuses to obey the general will shall be compelled to do so by the whole body. This means
nothing less than that he will be forced to be free.’ (Social Contract by Rousseau, 1762)
„Aki nem hajlandó követni az általános akaratot, azt az egész testület fogja engedelmességre
kényszeríteni, más szóval kényszeríteni kell őt, hogy szabad legyen.” (Rousseau: A társadalmi
szerződésről, 1762)
G) ‘The legislative power should reside in the whole body of the people. But since this is impossible in
large states, and in small ones is subject to many inconveniences, it is fit that the people should
transact by their representatives what they cannot transact by themselves.’ (On the Spirit of Laws by
Montesquieu, 1748)
„A nép egészét kell, hogy illesse a törvényhozó hatalom. Minthogy azonban ez nagy államokban
keresztülvihetetlen, és kis államokban is sok hátránnyal jár, a népnek a maga képviselői útján kell
megtennie mindazt, amit maga nem tud megtenni.” (Montesquieu: A törvények szelleméről, 1748)
The letter of the quotation

Excerpts from the Fundamental Law from the period of
Enlightenment
a) ‘The functioning of the Hungarian State shall be based on the principle
of the separation of powers.’
„A magyar állam működése a hatalom megosztásának elvén nyugszik.”
b) ‘No one shall be considered guilty until his or her criminal liability has
been established by the final decision of a court.’
„Senki nem tekinthető bűnösnek mindaddig, amíg büntetőjogi

felelősségét a bíróság jogerős határozata nem állapította meg.”

c) ‘The inviolable and inalienable fundamental rights of MAN shall be
respected.’
„Az ember sérthetetlen és elidegeníthetetlen alapvető jogait tiszteletben
kell tartani.”
d) ‘Members of the National Assembly shall be elected by [...] citizens
entitled to vote.’
„Az országgyűlési képviselőket a választópolgárok […] választják.”
e) ‘The Government shall be accountable to the National Assembly.’
„A Kormány az Országgyűlésnek felelős.”
f) Of the statements below, choose the two correct ones. Circle the number of the two correct
statements. (1 point for each correct item.)
1. According to Montesquieu, direct democracy is in conflict with the principle of the separation of
powers.
2. Montesquieu preferred the system of representatives over direct democracy for practical reasons.
3. According to Rousseau, although the representatives of the people are the people’s delegates,
legislation is still not their exclusive right.
4. According to Montesquieu, the whole of the people are entitled to legislative power, thus it would be
more straightforward to pass laws at referendums.
5. According to Rousseau, legislation must happen under full consent; this is what he calls the General
Will.
29. This task is about the Reformation. (K/4)

Do the tasks about Luther’s reformation using the excerpts and your own knowledge. (1 point
A) ‘What is this new mercy of God and the pope that for a payment of money they permit a man who is
impious and evil to buy out of purgatory the pious soul of a friend of God and do not rather, because of
the need of that pious and beloved soul, free it for pure love's sake?’ (Excerpt from Luther’s 95 points,
1517)
„Miféle újfajta kegyelme Istennek és a pápának az, hogy megengedik, hogy egy istentelen és gonosz
ember pénzért kiváltson egy kegyes és istenszerető lelket, viszont azt a kegyes és kedves lelket nem
váltják ki ingyen szeretetből, saját rászorultsága miatt?” (Részlet Luther 95 pontjából, 1517)
B) ‘All in all, the Roman Church, if I may say so, has always been thirsty for gold; the more it swallows,
the thirstier it gets.’ (Luther’s letter, 1518)
„Egy szó mint száz: a római egyház, ha szabad így szólnom, mindig szomjazta az aranyat; minél többet
elnyel, csak annál szomjasabb.” (Luther levele, 1518)
C) ‘I am not so foolhardy as to deny so many and such clear proofs of the Holy Scriptures because of a
single unclear and mistaken decree issued by a pope and man: just the opposite, it is my conviction
that the word of the Holy Bible […] must by all means be placed above all kinds of human word.’
(Luther’s letter, 1518)
„Nem vagyok olyan esztelenül vakmerő, hogy egy pápának és embernek egyetlen zavaros és téves
dekrétuma [határozata] miatt megtagadjam a Szentírásnak annyi s olyan világos bizonyítékait:
ellenkezőleg, szent meggyőződésem, hogy a Szentírás igéje […] feltétlenül fölébe helyezendő
mindenféle emberi szónak.” (Luther levele, 1518)

D) ‘How many people, do you think, would have taken the vow if they had known that by taking it they
would receive neither truth nor salvation? […] Almost without exception […] [they take the vow] in the
hope that their vow will win God’s favour for them, winning truth and salvation from him. Otherwise, –
they say – what would I be doing in a cloister? […] This is why I feel justified in annulling all vows.’
(Luther’s letter, 1521)
„Mit gondolsz, hányan tettek volna fogadalmat, ha tudták volna, hogy ezzel sem igazságban, sem
üdvösségben nem lesz részük? […] Szinte kivétel nélkül […] annak reményében [tesznek fogadalmat],
hogy fogadalmuk Istent irányukban jóindulatra hangolja, s igazságot és üdvösséget nyernek tőle. Mert
különben mit keresnék – mondják – a kolostorban? […] Ezért érzem magam igazolva abban, hogy
minden fogadalmat érvénytelenítsek.”(Luther levele, 1521)
E) ‘No sin is committed by those who do not pray to saints, but cleave to our only mediator, Jesus Christ,
as such are surely walking safe paths, and this is certain. Sowhy do you want to turn away from what is
certain and assured, and engage with what is against need and commandment?’ (Luther’s letter, 1521)
„Nem követ el semmilyen bűnt, aki nem fohászkodik a szentekhez, hanem csak a mi egyetlen
közbenjárónkhoz, Jézus Krisztushoz ragaszkodik. Hiszen az ilyen biztos úton jár, és ez bizonyos. Miért
akartok hát a biztostól és bizonyostól elfordulni és azzal törődni, ami a szükség és a parancsolat ellen
van?” (Luther levele, 1521)
Which excerpt directly supports the following statements? Write the letter of the appropriate
excerpt next to the statement, on the dotted line. One letter belongs to one statement, there are two
extra letters.
a) Luther considered the Bible as the basis of faith. _____
b) He rejected monasticism. _____
c) He criticised the purchase of pardons (by indulgences). _____
d) Today, what do we call the denomination/church to which followers of Luther (Lutherans)

belong?
_______________________________________________________
30. This task is about the French Revolution. (K/3)

Complete the statements using the source. Write the number of the relevant paragraph on the dotted
line. (Score: 1 point for each correct item.)
‘2. The aims of all political associations are to protect the natural and inalienable rights of people.
These rights are the right to freedom, to property, to security and to resist oppression.
3. All sovereignty is placed in the people and no institution shall exercise power which does not stem
from the people and the nation.
7. To charge or arrest anyone may only be permitted within the framework of the law. Those who
encourage, pass, make or order arbitrary measures shall be punished.
9. Everyone is considered innocent until proven guilty of an offence, and if arrest should prove
necessary every act of violence that is not needed for the arrest should be severely punished by the
laws.
16. In a society which lacks these rights, or if these rights are not secured for the citizen, and the
separation of powers are not determined then that country cannot be considered to have
constitutional government.' (Extracts from the Declaration of Human Rights, 26 August 1789)
„2. Minden politikai egyesülés célja az ember természetes és elévülhetetlen jogainak megőrzése. Ezek a
jogok a szabadság, a tulajdon, a biztonság és az elnyomásnak való ellenállás.
3. Minden szuverenitás alapelve lényegileg a nemzettől származik. Semmilyen testület, semmilyen
egyén sem gyakorolhat olyan hatalmat, amely nem kifejezetten ebből ered.
7. Mindenkit csak a törvény által előírt és általa meghatározott formák szerint lehet vád alá helyezni,

letartóztatni vagy fogságban tartani. Meg kell büntetni azokat, akik önkényes intézkedéseket
szorgalmaznak, hoznak, hajtanak vagy hajtatnak végre, …
9. Minden embert ártatlannak kell tekinteni, amíg bűnössé nem nyilvánították, ha letartóztatását
elkerülhetetlennek ítélik, a törvénynek szigorúan meg kell torolnia minden olyan erőszakosságot,
amely nem szükséges az illető személy elfogásához.
16. Az olyan társadalomnak, ahol a jogok garanciáját nem biztosították, a hatalmak szétválasztását
pedig nem határozták meg, nincs alkotmánya.” (Részletek az Emberi és Polgári Jogok Nyilatkozatából,
1789. augusztus 26.)
a) The principle of the sovereignty of people is formulated in the _____________________. point of the
document.
b) The defence of innocence is formulated in _____________________.
c) _____________________ is about the division of powers.
31. This task is about the first and second phases of the industrial revolution. (K/4)
Do the tasks.
a) Using the data provided below and your own knowledge, fill in the numbered cells of the
second table. (Score: 0. 5 points for each correct item)
Important inventions of the industrial revolutions

steam engine telephone
steam locomotive light bulb
flying shuttle airship
telegraph petrol-engined motor cars
Characteristic First industrial revolution Second industrial revolution
Energy source 1.…………………………. electrical energy

Characteristic branch of
textile industry 2.………………………….
industry
Means of transportation 3.…………………………. airship
Invention Flying shuttle 4.………………………….
b) Name the typical form of industrial work organisation in Western Europe prior to the
industrial revolution, and the typical form in Hungary at the same time. (Score: 1 point for each
correct item)
Western Europe:_____________________________________________________________________________________________
Hungary: _____________________________________________________________________________________________________
32. This task is about the consequences of the industrial revolution. (K/4)
Use the source and your own knowledge to complete the chart with the appropriate letters in
the table. There is one letter which you do not have to use. (Score: 1 point for each item.)
"[…] I was born to labour, and I was ready to labour. I loved my loom and my loom loved me. […] Then
why am I here? Why am I, and six hundred thousand subjects of the Queen, honest, loyal, and
industrious, why are we, after manfully struggling for years, and each year sinking lower in the scale,
why are we driven from our innocent and happy homes, our country cottages that we loved, first to

bide in close towns without comforts, and gradually to crouch into cellars, or find a squalid lair like this,
without even the common necessaries of existence; first the ordinary conveniences of life, then
raiment, and, at length, food, vanishing from us.
It is that the Capitalist has found a slave that has supplanted the labour and ingenuity of man. Once he
was an artisan: at the best, he now only watches machines; and even that occupation slips from his
grasp, to the woman and the child. […]" (Sybil, or The Two Nations by Benjamin Disraeli)
„[…] Munkára születtem, és szívesen dolgoztam. Szerettem a szövőszékemet, az is szeretett engem. […]
És miért jutottam ide? Miért jutottam ide, s velem együtt Őfelségének hatszázezer becsületes, hű és
szorgalmas híve? Miért jutottunk ide sokéves küszködés után, miért süllyedtünk egyre lejjebb, miért
űztek el bennünket boldog otthonunkból, szeretett vidéki házunkból? Először komor, zárt városokba
kerültünk, s fokozatosan leszorultunk a pincékbe és odúkba, amelyekből hiányzik minden, ami a puszta
léthez szükséges; először az élet szerény kellékei fogytak el, azután a ruházat, s végül az élelem.
A Kapitalista rabszolgát talált, amely helyettesíti az emberi munkát és találékonyságot; ma már legjobb
esetben vigyázunk a gépre, de még ez a foglalatosság is kicsúszik a kezünkből az asszony és a gyerek
kezébe.[…]” (Benjamin Disraeli: Sybil vagy a Két Nemzet)
Definitions:
A) Development of
industrial towns
B) Low wages
C) Machine breaking
D) Manufacturing industry
E) Enclosures
The development of wage-

labour and the situation
and working conditions of
wage-earners

33. This task is about the functioning of the French constitutional monarchy. (K/4)
On the basis of the diagram decide if the following statements are true or false. Mark your answer
with an X in the appropriate column. (1 point for each correct item)
a) The constitution of 1791 introduced general suffrage.

b) Members of the legislature were indirectly elected by people with the
right to vote.
c) The branches of government were separated, and their independence
was ensured.
d) The appointment of ministers was the task of the legislature.

34. This task is about the period of the first industrial revolution. (K/3)
Which table: Table A, Table B, Table C or Table D, proves the given statements? Mark your
choices with an X next to each statement. (0.5 points for each correct item)
Statements A B C D
a) At the time of the industrial revolution factory production
multiplied.
b) Mechanical production reduced the price of products.
c) In 37 years the price of cotton thread fell to about a hundredth of
its previous level.
d) Mechanisation made it possible for cotton exports to rise to fifty
times their previous level.
e) The number of mechanical looms increased at the greatest rate
between 1813 and 1829.
f) There is a direct proportion between cotton imports and cotton
fabric exports.
35. This task is about the social consequences of the industrial revolution. (K/3)
Answer the questions using the sources. (Score: 1 point for each correct item)
‘No child shall be employed in any description of work for the spinning of cotton wool into yarn, or in
any previous preparation of such wool, until he or she shall have attained the age of 9 years.
[…] No person, being under the age of 16 years, shall be employed for more than 12 hours in any one
day for the spinning of cotton wool into yarn, or in any previous preparation of such wool, or for the
cleaning of any mills, manufactories and buildings or the cleaning and repairing of any equipment and
machinery, exclusive of the necessary time for meals, such 12 hours to be between the hours of 5
o'clock in the morning and 9 o'clock in the evening.
[…] There shall be allowed to every such person not less than half an hour to breakfast, and not less
than one full hour for dinner […]
[…] The ceiling and interior walls of all such mills, manufactories and buildings shall be lime-washed
twice a year.' (Law on the restriction of child labour in England, 1819)
„Egyetlen gyermeket sem lehet foglalkoztatni semminemű munkában nyerspamutnak fonallá való
fonására, vagy ilyen gyapjúanyag bármely előzetes elkészítésére, amíg kilenc esztendős korát el nem
érte.

[…] Naponta tizenkét órán túl egyetlen tizenhat éven aluli személyt sem lehet foglalkoztatni
semminemű munkában nyerspamutnak fonallá való fonásában, vagy ilyen gyapjúanyag előzetes
előkészítésében, vagy bármely fonoda, gyár vagy épület, vagy az azokban lévő gyári vagy gépi
berendezés takarítására vagy javítására, leszámítva az étkezésekhez szükséges időt; ez a tizenkét óra
reggeli öt és este kilenc óra közé kell essen.
[…] minden ilyen személynek mindennap folyamán reggelihez félóránál nem kevesebb, és ebédnél
teljes egy óránál nem kevesebb időt kell engedélyezni […]
[…] minden ilyen fonoda, gyár vagy épület mennyezetét és belső falait évente kétszer oltatlan mésszel
és vízzel le kell mosni.” (Törvény a gyermekmunka korlátozásáról Angliában, 1819)
a) Which of the following could not be employed in a cotton-mill owner's factory after 1819?
Underline the correct answer.
an 8-year-old boy an 11-year-old girl
a 15-year-old boy a 9-year-old girl
b) How many hours a day could a 10-year-old boy legally be made to work in 1820?
__________________________________________________________________________________________________________________
c) Explain in one sentence why a law restricting child labour was passed in England in 1819.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
36. This task is about the industrial revolutions. (K/3)

The pictures depict the achievements of the two industrial revolutions. Choose the pictures
which reflect exclusively the technological level of the second industrial revolution (the second
phase of the industrial revolution). (Write the letters of the selected pictures on page 10.) (1 point for
each correct item)
A) B)

C) D)
E) F)
G)
Letters of the chosen pictures: ______________________________________

37. This task is about the situation in the Balkans in the second half of the 19th century. (K/3)
Answer the questions using the map and your own knowledge.
a) Complete the legend for the map below. Write the number of the ethnic group into the legend.
(0.5 points for each correct item)
1. Slovenian
2. Serbian
3. Croatian
Glossary
Ausztria Austria német German
makedón Macedonian Románia Romania
Magyarország Hungary Vajdaság Vojvodina
muzulmán Muslim Szerbia Serbia
Olaszország Italy Görögország Greece
albán Albanian Bulgária Bulgaria
Szlovénia Slovenia Albánia Albania
török Turkish Koszovo Kosovo
Horvátország Croatia Bosznia-Hercegovina Bosnia-Hercegovina
magyar Hungarian egyéb other
‘1. Bulgaria shall be transformed into an autonomous, tax-paying principality under the suzerainty of
his imperial majesty, the Sultan, it shall have a Christian government and its own national army.
3. The Bulgarian prince shall be freely elected by popular vote, and shall be confirmed by the Sublime
Porte, with the consent of other powers. […]
13. South of the Balkan Mountains a province shall be created, which will take the name of Eastern
Rumelia, and which, under the direct political and military supervision of his imperial majesty the
sultan, shall enjoy administrative autonomy. […]
25. The provinces of Bosnia-Hercegovina will be occupied and governed by Austria-Hungary. [...]’
(From the protocols of the Congress of Berlin; 1878)

,,1. Bulgária autonóm és adózó fejedelemséggé alakíttatik ő császári felsége, a szultán hűbérurasága
alatt, lesz keresztény kormánya és belföldi néphada.
3. A bolgár fejedelem szabadon fog választtatni a nép által, és a Fényes Porta által megerősíttetni, a
hatalmak beleegyezése mellett. [...]
13. A Balkán-hegységtől délre alakíttatik egy tartomány, amely a Kelet-Rumélia nevet veszi föl, s amely
ő császári felségének, a szultánnak közvetlen politikai és katonai fennhatósága alatt állva, közigazgatási
autonómiát élvez. [...]
25. Bosznia és Hercegovina tartományokat Ausztria-Magyarország fogja megszállni és kormányozni.
[...]” (A berlini kongresszus jegyzőkönyvéből; 1878)
b) To which country does the name ‘Sublime Porte’ refer? (0.5 points)
____________________________________________________________________________________________________________________
c) To which country did Eastern Rumelia belong before 1878? (1 point)
____________________________________________________________________________________________________________________
38. This task is about the evolution of a unified Germany. (K/4)

Give the missing information connected to the stages of the evolution of a unified Germany.
Write the years of the events and the appropriate names into the table. (0.5 points for each correct item)
event year person name

the then failed Chancellor of
“the Spring of the Nations” a) e)
Austria:
the Battle of Königgrätz b) the defeated monarch: f)
the Battle of Sedan c) the defeated monarch: g)
the declaration of the the then Chancellor of

d) h)
German Empire Germany:
39. This task is about the first industrial revolution. (K/4)

Answer the questions using the sources and your own knowledge. (1 point for each correct item)
The increase in cotton exports from England between 1820 and 1840 (in billion meters)

Year The price of one pound of cotton yarn in England (in shillings)
1784 10.11
1812 2.5
1832 0.11
a) State which branch of industry had a significant role in the production of cotton goods.
_____________________________________________________________________________________________________________________
b) Name the area towards which English cotton exports grew at the greatest rate between 1820
and 1840.
_____________________________________________________________________________________________________________________
c) How can we explain the very small increase in cotton exports to the United States? Mention
one reason.
_____________________________________________________________________________________________________________________
d) Why did the price of cotton yarn fall to almost one hundredth of its previous level between
1784 and 1832? Mention one reason.
_____________________________________________________________________________________________________________________
40. This task is about how Germany rose to the status of a great power. (K/4)
Use the source and your own knowledge to answer the questions. (Score: 0.5 points for each
correct item.)
Glossary:
Nagy-Britannia Great Britain Lengyel felkelés Polish uprising
Franciaország France A Német Szövetség The border of the German
Olasz Királyság Kingdom of Italy határa 1864-ben Confederation in 1864
Velence Venice Az Észak-német The North German
Németország Germany Szövetség Confederation
Habsburg Birodalom Habsburg Empire Orosz Birodalom Russian Empire

“Art. 11 The president of the confederation is the king of Prussia, who is invested with the title of
German emperor. The emperor is the representative of the empire in international relations, he
declares wars and signs peace treaties in the name of the empire, he makes alliances and signs other
treaties with foreign powers, he appoints and receives ambassadors. Wars may only be declared in the
name of the empire with the consent of the Federal Council unless an attack has been launched against
the territory or shores of the federation.” (The Constitution of Germany; 1871)
„11. tc. A szövetség elnöke Poroszország királya, aki a német császár címét viseli. A császár a birodalom
képviselője nemzetközi kapcsolatokban, hadat üzen és békét köt a birodalom nevében, szövetségeket
és más szerződéseket köt külhatalmakkal, követeket akkreditál és fogad. A birodalom nevében való
hadüzenethez a Szövetségi Tanács beleegyezésére van szükség, hacsak nem történt támadás a
szövetség területe vagy partvidéke ellen.” (Németország alkotmánya; 1871)
a) Which empire with a large German-speaking population was forced to accept, after its defeat,
that German unity would be realised without its participation?
_____________________________________________________________________________________________________________________
b) Where and when did the Prussian army defeat the French; an event that led to German unity?
Year: ________________________ Location: ________________________
c) List two factors that contributed to the Prussian military victory over the French.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
d) Name a territory which was annexed by Germany under the terms of the peace treaty which
concluded the Franco-Prussian war of 1870-71.
_____________________________________________________________________________________________________________________
e) What became the new name of Germany in 1871?

_____________________________________________________________________________________________________________________
f) Is the consent of the Federal Council necessary for a declaration of war if a foreign power
attacks the country, according to the German constitution quoted above?
_____________________________________________________________________________________________________________________

a) Which inventions emerged in the period of the first industrial revolution? Underline them.
(Score: 0. 5 points for each correct item)
A) film B) telegraph C) electric motor D) dynamite E) universal steam engine F) spinning jenny
G) motor car H) steam locomotive I) electric light bulb J) airplane
b) Name the inventors of two of the inventions that you have underlined. (Score: 0. 5 points for
each correct item)
Letter of invention Name of inventor

42. This task is about the emergence of the United States of America. (K/4)
Using the source and your own knowledge, answer the questions referring to the emergence of
the United States of America.
‘We hold these truths to be self-evident, that all men are created equal, that they are endowed by their
Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of
Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just
powers from the consent of the governed, — That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new
Government, laying its foundation on such principles and organizing its powers in such form, as to
them shall seem most likely to effect their Safety and Happiness. [...] The history of the present King of
Great Britain is a history of repeated injuries and usurpations, all having in direct object the
establishment of an absolute Tyranny over these States. [...]
We, therefore, the Representatives of the united States of America, in General Congress, Assembled,
appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by
Authority of the good People of these Colonies, solemnly publish and declare, That these united
Colonies are, and of Right ought to be Free and Independent States.’ (Extracts from the American
Declaration of Independence)
„Magától értetődőnek tartjuk azokat az igazságokat, hogy minden ember egyenlőként teremtetett, az
embert teremtője olyan elidegeníthetetlen jogokkal ruházta fel, amelyekről le nem mondhat, s ezek
közé a jogok közé tartozik a jog az élethez és a szabadsághoz, valamint a jog a boldogságra való
törekvésre. Ezeknek a jogoknak a biztosítására az emberek kormányzatokat létesítenek, amelyeknek
törvényes hatalma a kormányzottak beleegyezésén nyugszik. Ha bármikor, bármely kormányforma
alkalmatlanná válik e célok megvalósítására, a nép joga, hogy az ilyen kormányzatot megváltoztassa
vagy eltörölje, és új kormányzatot létesítsen, olyan elvekre alapítva és hatalmát olyan módon szervezve,
amely jobban védi biztonságát, és jobban elősegíti boldogulását. […] Nagy-Britannia jelenlegi
királyának a története nem egyéb, mint ismételt jogtalanságok és bitorlások sorozata, amelynek
határozott célja a teljes zsarnokság érvényesítése államaink felett. […]
Mi tehát az Amerikai Egyesült Államok képviselői, általános kongresszusba összegyűlve a világ
legfelsőbb bírájának ajánlva szándékaink tisztaságát, e gyarmatok becsületes népe nevében és
felhatalmazása alapján, ünnepélyesen kinyilvánítjuk és kihirdetjük, hogy ezek az Egyesült Gyarmatok
immár természetüknél és joguknál fogva, szabad és független államok.” (Részletek az amerikai
Függetlenségi Nyilatkozatból)
a) The ideas of which 18th-century ideology appear in the text? (0,5 points)
_____________________________________________________________________________________________________________________
b) To which of the following concepts does the text not refer? Underline the correct answer. (0.5
points)
social contract basic human rights separation of the branches of government
c) What ‘injuries’ did the British ruler commit against the American colonies? Mention two
royal decisions/measures which were offensive to the colonies. (1 point for each correct item)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
d) Who was the head of the committee that formulated the declaration? Underline the correct
answer. (1 point)
Thomas Jefferson Abraham Lincoln Franklin Delano Roosevelt

43. This task is about the inventions of the first industrial revolution. (K/4)
Match the pictures with the descriptions of the inventions and their names. Write the correct
letters and numbers into the table. There is an extra invention. (0.5 points for each correct item)
A) ‘A machine perfected by the English technician James Watt […] with the help of valves steam is
directed on the piston from above and then from below alternately, thus […] actual work is done by
steam. Its advantage lies in the fact that the slave cylinder does not need constant cooling and heating,
so in this way energy does not get wasted.’ (Lexicon entry)
A) „James Watt angol technikus által tökéletesített gép […] a gőzt szelepek segítségével hol felülről, hol
alulról eresztette rá a dugattyúra, így [...] a gőz végzi a tényleges munkát. Előnye, hogy a munkahengert
nem kell folyton lehűteni és felmelegíteni, és ezzel nem vész el energia.” (Lexikon szócikk)
B) ‘A machine created and perfected by Hargreaves between 1764 and 1770 [...] which could spin first
eight, then sixteen spindles. [With this device] the amount of flax that could be processed increased by
twenty-five times compared to what could be processed on a traditional spinning wheel.’ (Lexicon entry)
B) „Hargreaves által 1764-70 között kialakított és tökéletesített gép […], mely nyolc, majd tizenhat
orsót tudott hajtani egyszerre.[Ezzel a szerkezettel] huszonötször annyi lent lehetett feldolgozni, mint

a hagyományos rokkával.” (Lexikon szócikk)
C) ‘When they gave the signal, the machine started with its great row of wagons. […] After 65 minutes
the machine arrived in Darlington. The construction of George Stephenson proved to be the fastest.’
(Contemporary report; 1825)
C) „Miután megadták a jelet, a gép roppant kocsisorával együtt megindult. […] A gép 65 perc elteltével
megérkezett Darlingtonba. George Stephenson konstrukciója bizonyult a leggyorsabbnak.” (Korabeli
beszámoló; 1825)
D) ‘ […] it proved to convey information at a speed which greatly exceeded the performance of engines
in this field. […] His machine now enables the most precise, perfectly safe conveyance of our thoughts
[…].’ (Contemporary report; 1844)
D) „[…] alkalmasnak bizonyult a hírek olyan sebességgel történő továbbítására, ami ezen a területen a
mozdonyok teljesítőképességét messze túlszárnyalta. […] készüléke már lehetővé teszi gondolataink
legpontosabb, tökéletesen biztos közlését […].” (Korabeli beszámoló; 1844)
1. steam locomotive 2. steam engine 3. electric telegraph 4. lathe 5. spinning jenny
Letter of picture Letter of description Number of invention

a)
b)
c)
d)
44. This task is about the history of the United States of America. (K/3)
Answer the questions using the sources. (1 point for each correct item)
Establish a close/direct cause–and-effect relationship between the changes in the data shown in
the two tables above.
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Name the main reason for the change in the size of population.
______________________________________________________________________________________________________________________

c) ‘This act does not intend to ruin the companies of entrepreneurs, but wishes to hinder such
associations as prevent competition, and increase the profit of the producers at the expense of the
consumer.’ (the so-called Sherman Act of 1890)
c) „Ez a törvény nem akarja lehetetlenné tenni a vállalkozók társulásait, de meg akarja gátolni az olyan
egyesüléseket, amelyek akadályozzák a versenyt, s növelik a termelő hasznát a fogyasztó terhére.” (ún.
Sherman-féle törvény, 1890)
How did companies attempt to restrict competition? Mention a specific way of doing this, which
was also regulated by the law cited above.
______________________________________________________________________________________________________________________
45. This task is about the Balkan conflicts in the 19th century. (K/4)
On the basis of the blind map, identify the towns and areas described below. Write the
appropriate number from the map next to each definition. (1 point for each correct item)
Number of town/
Definition
area
a) The capital of the Balkan state which was the first to gain complete
independence from the Ottoman Empire, had been an important economic and
cultural centre since Ancient times.
b) Balkan territory first invaded, then annexed by the Austro-Hungarian
Monarchy.
c) The desired object of Russian expansion, the key to the Russian fleet’s
passage from the Black Sea, has been the capital of several empires since
Ancient times.
d) A component of the emerging Romanian Kingdom, previously a Turkish
vassal principality.


Match the concepts related to Enlightenment to the most appropriate points quoted from the
Declaration of the Rights of Men and the Citizen. Write the number of the appropriate point into the
correct box of the table. (1 point for each correct item)
‘1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the
general good.
2. The aim of all political association is the preservation of the natural and eternal rights of man. These
rights are liberty, property, security, and resistance to oppression.
3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise
any authority which does not proceed directly from the nation.
6. […]. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public
positions and occupations.
9. All persons are held innocent until they shall have been declared guilty.
10. No one shall be disquieted on account of his opinions, including his religious views.
16. A society in which […] the separation of legislative and executive powers is not defined, has no
constitution at all.’ (Declaration of the Rights of Men and the Citizen)
„1. Minden ember szabadnak és jogokban egyenlőnek születik és marad, a társadalmi különbségek
csakis a közösség szempontjából való hasznosságon alapulnak.
2. Minden politikai társulás célja az ember természetes és elévülhetetlen jogainak megőrzése. E jogok:
a szabadság, a tulajdon, a biztonság s az elnyomatással szemben való ellenállás.
3. Minden szuverenitás elve természeténél fogva a nemzetben lakozik, sem testület, sem egyén nem
gyakorolhat hatalmat, mely nem határozottan tőle ered.
6. […] A törvény előtt minden polgár egyenlő, tehát egyformán alkalmazható minden közhivatalra.
9. Mindaddig, míg bűnössé nem nyilvánítják, minden ember ártatlannak vélelmezendő.
10. Senkit meggyőződése s vallási nézetei miatt háborgatni nem szabad.
16. Az olyan társadalomnak, […] ahol a törvényhozó és a végrehajtó hatalom szétválasztását nem
hajtották végre, semmiféle alkotmánya nincs.” (Emberi és Polgári Jogok Nyilatkozata)
Concept Number of point

a) principle of the sovereignty of the people
b) principle of separation of the branches of power
c) social contract
d) freedom of conscience

47. This task is about the history of the United States. (K/4)
Using the source and your own knowledge, decide if the following statements are true or false.
Mark your choice with an X. (Score: 1 point for each correct item)
‘We the People of the United States, in Order to form a more perfect Union, establish Justice, insure
domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the
Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the
United States of America.
Article 1.
Section 1
All legislative Powers herein granted shall be vested in a Congress of the United States, which shall
consist of a Senate and House of Representatives.
Section 2
The House of Representatives shall be composed of Members chosen every second Year by the People
of the several States, and the Electors in each State shall have the Qualifications requisite for Electors of
the most numerous Branch of the State Legislature.
No Person shall be a Representative who shall not have attained to the Age of twenty five Years, and
been seven Years a Citizen of the United States, and who shall not, when elected, be an Inhabitant of
that State in which he shall be chosen.
Representatives and direct Taxes shall be apportioned among the several States which may be included
within this Union, according to their respective Numbers, which shall be determined by adding to the
whole Number of free Persons, including those bound to Service for a Term of Years, and excluding
Indians not taxed, three fifths of all other Persons.’
„Mi, az Egyesült Államok népe attól vezetve, hogy tökéletesebbé tegyük az Uniót, megvalósítsuk az
igazságosságot, biztosítsuk a belső nyugalmat, gondoskodjunk a közös védelemről, előmozdítsuk a
közjót, biztosítsuk a szabadság áldásait magunk és utódaink számára, meghagyjuk és bevezetjük az
Amerikai Egyesült Államok jelen alkotmányát.
I. CIKK
1.§ Minden itt meghatározott törvényhozó hatalom ezennel az Egyesült Államok Kongresszusát
illeti, amely Szenátusból és Képviselőházból áll.
2.§ A Képviselőház az egyes államok népe által minden második évben választott tagokból áll és
az egyes államok választói az állam számbelileg legerősebb törvényhozási ágába történő választások
alkalmával megkívánt kellékeknek kell, hogy megfeleljenek.
Csak olyan személy lehet képviselő, aki elérte 25. életévét, 7 éve az Egyesült Államok polgára, és aki a
választás idején annak az államnak a lakosa, amelyben a választás történik.
A képviselőket és a közvetlen adókat az Unió részét alkotó államok között számarányuknak
megfelelően kell elosztani, amelyet úgy kell meghatározni, hogy a szabad személyek számához,
beleértve a bizonyos számú évig szolgálat teljesítésére kötelezett személyeket, de nem értve bele az
adót nem fizető indiánokat, hozzáadják minden egyéb személy számának háromötödét.”

a) The American constitution was ratified by the English ruler.
b) Legislation is the sole right of the House of Representatives.
c) In determining the respective populations of the states within the union, all
Indians were considered as free persons.
d) The number of representatives of the individual states was apportioned
according to the population of the states.


Describe the main differences between the first and second industrial revolutions with a key
word or expression in the three given areas, using the picture-pairs and your own knowledge.
Fill in the table. (0.5 points for each correct item)
a) Development, invention
b) Engines

c) The initial leading branches of industry
At the time of the first At the time of the second

Areas
industrial revolution industrial revolution
a) Development, invention
b) Engines
c) The initial leading sectors of industry
49. This task is about the Industrial Revolution. (K/3)

Circle the number of the correct answer for each question. (1 point for each correct item)
Inventions in the textile industry

1733 John Kay: flying shuttle (to double the productivity of the loom)
1764-1767 James Hargreaves: Spinning Jenny (hand-operated spinning machine using 8
spindles of thread
1769 Richard Arkwright: spinning frame (water-powered)
1779 Samuel Crompton: spinning mule (more than 1000 spindles of thread, water- or steampowered)
1785-1792 Edmund Cartwright: power-loom (water- or steam-powered)
a) What was the main motivating force behind the improvement of spinning machines?
1. The so-called ‘yarn hunger’: Kay’s invention made weaving quicker.
2. The appearance of steam engines, as they provided new, cheap sources of energy.
3. Slavery was introduced in the now independent USA, so the amount of cotton ready to be processed
increased.
b) Why did the number of independent weavers decrease in the first half of the 19th century?
1. There was a crisis of overproduction, so they could not sell their products.
2. Guilds were dissolved, so their workplaces ceased to exist.
3. The power-loom was invented and was used in factories.
c) Why was the textile industry one of the first branches of industry where the industrial
revolution started?
1. As a result of development, labour became more expensive.
2. As a result of the population explosion, the market expanded.
3. Synthetic fibre was invented.

50. This task is about the Industrial Revolution. (K/4)

Decide if the statements are true or false, using the source and your own knowledge. Put an X
into the appropriate box in the table. (1 point for each correct item)
‘I have visited various great factories of several kinds, among them [a] cotton factory, which is […] of
immense extent. A hundred-horsepower steam engine, kept in motion by one man, replaces the
strength of 880 men, and is able to drive 50,000 reels, with which 750 people spin as much thread as
200,000 men would be able to produce by hand, without the machine, and in 12 hours the 50,000 reels
each being able to make 840 yards, altogether make 42,000,000 yards, which could encircle the globe
three and a half times. Remembering this might make it easier for you to comprehend the wealth of the
three islands; because as you can see only 25,000,000 people live, eat and spend money in the realm,
but in the ratio of 750:200,000, which I cannot say is common to all factories, the strength of
66,500,000,000 men works and makes money.’ (Travels Abroad by Bertalan Szemere, 1838)
„Megnéztem több és többféle nagy gyárakat, ezek között [egy] gyapotgyárat, mely […] roppant
terjedelmű. Száz lóerejű gőzgép, mit egy emberke mozgásban tart, 880 embererejét pótolja ki, s képes
hajtani 50 000 orsót, mivel 750 személy annyi cérnát fon, mennyit gép nélkül kézzel 200 000 személy
tudna fonni, s 12 óra alatt az 50 000 orsó mindenikre 840 rőföt készítvén, valamennyi összesen 42 000
000 rőföt ad, mi negyedfélszer éri körül a földgömböt. Erre emlékezve talán könnyebb lesz megfognod
a három sziget gazdagságát; mert mint látod, eszerint a birodalomban csak 25 000 000 ember lakik,
eszik és költ, de a 750:200 000 arányában, mit azonban mindenféle gyárakra nézve általánosnak nem
állíthatok, 66 500 000 000 embererő dolgozik és keres.” (Szemere Bertalan: Utazás külföldön, 1838)

a) Szemere considered the increase in productivity as the reason for England’s
wealth.
b) The raw materials for the factory that he visited were primarily provided by
English sheep farming.
c) The factory that he visited already used steam-powered spinning jennies
instead of mechanical spinning wheels.
d) The spread of factories similar to the one Szemere visited resulted in a boom
in mining as well.

51. This task is about the United States of America becoming a great political power.
Answer the questions using the pictures. (K/4)
Political poster from the mid 19th century.

a) According to the poster, on which question did the two parties disagree? (1 point)
____________________________________________________________________________________________________________________
b) From which year to which year did the armed conflict, one of the causes of which was the
disagreement illustrated in the poster, take place? (0.5 points for each correct item)
Beginning (year): ____________________________________ End (year): ____________________________________
Map from the turn of the century
c) Which new feature of American foreign policy does the map show? (1 point)
____________________________________________________________________________________________________________________

Cartoon from the turn of the century, entitled: Bosses of the Senate (The words on the fat giants’
stomachs refer to various industrial monopolies: steel, oil, iron, sugar, copper, coal etc.)
d) To which problem of contemporary American domestic policy does the poster draw
attention? (1 point)
____________________________________________________________________________________________________________________
52. This task is about the effects of the first industrial revolution. (K/3)
Do the tasks, using the sources and your own knowledge. (1 point for each correct item)
a)
Time spent travelling between London and Birmingham
Year Time (hours)
1750 48
1850 3.5
Which achievement of the industrial revolution explains the change indicated in the table?
___________________________________________________________________________________________________________________
b) ‘When a street is broken up, one can see the many iron sinews which […] take life into London.
When we look at our arms, we can see the bluish veins. […] The citizens of London need not leave their
homes; everything comes to the house.’ (Travels Abroad, London, by Bertalan Szemere, 1838)
b) „Midőn egy utcát felbontanak, látni benne a sok vasinat, mely […] Londonba életet visz. Mint midőn
karunkra nézünk, s látjuk rajta a kéklő ereket. […] A londoni polgár ki se mozduljon házából, minden
helyébe jön.” (Szemere Bertalan: Utazás külföldön, London, 1838)
Which new feature of city development does the source describe?

___________________________________________________________________________________________________________________
c) ‘Walking along the main street, I was really surprised by the vast expanse of the numerous shops
and stores. […] The largest in the whole city was opposite our inn. This was a huge four-storey palace
built of white marble, opening onto four streets. On the ground floor there was a retail outlet for
fashion items of all kinds; on the upper floors, and even underground, it was devoted to wholesale

trade.’ (Diary of Mór Perczel, New York, 1851)
c) „Végigjárván a főutcán, igen meglepett a temérdek bolt és üzlet roppant terjedelme. […] A
legnagyobb az egész városban szemben van a fogadónkkal. Ez egy roppant nagy, fehér márványból
épült, négy utcára szolgáló négyemeletes palota. A földszinten mindennemű divatcikknek kicsiben
árulása, az emeletekben, de még a föld alatt is, nagyban árulás.” (Perczel Miklós naplója, New York, 1851)
The text describes the effect of a change that had taken place in production. What was this
change? Circle the number of the correct answer. Circle only one answer.
1. Mass production began as a result of the emergence of the manufacturing industry.
2. The use of the production line became widespread in the manufacturing industry.
3. The whole production process was carried out by one person.
4. During production close attention was paid to quality.
53. This task is about the political ideas of the 19th century. (K/4)
A) ‘No nation can give itself liberty if it does not have it already. Its laws are already made when it
begins to reflect on itself. [...] If men step beyond these limits [laws] by foolhardy reforms, the nation
loses what it had without gaining what it hopes for. In consequence, it is necessary to innovate only
rarely and always moderately and cautiously. [...] In one sense, liberty has always been a gift of kings,
since all free nations have been constituted by kings. [...] No assembly of men whatever can create a
nation [...] It is a great fallacy to think that the people would lose anything with the restoration of the
monarchy: as the people profited only theoretically from the general upheaval.’ (Joseph-Marie de
Maistre: Considerations on France, 1796)
A) „Egyetlen nemzet sem adhat magának szabadságot, ha azzal nem rendelkezik már eleve. Mikor kezd
magára eszmélni, a törvények már készen állnak. […] Ha egyes emberek áthágják e határt [törvényeket]
merész reformjaikkal, a nemzet azt is elveszíti, ami eddig részéül jutott, s mégsem éri el, amit kíván.
Ebből következik, hogy csak igen ritkán szabad újítani, s mindig mértékkel és igen óvatosan. […] A
szabadság bizonyos értelemben mindig a királyok adománya volt, hiszen minden nemzetet a királyok
alkottak. […] Emberek ilyen-olyan gyülekezete nem alkothat nemzetet. […] Igen nagy hiba, ha azt
képzeljük, hogy a nép veszítene valamit a monarchia visszaállításával: a nép ugyanis pusztán elvben
nyert az általános felfordulással.” (Joseph-Marie de Maistre: Gondolatok Franciaországról, 1796)
B) ‘The only freedom that deserves the name is the freedom to pursue our own good in our own way,
so long as we don’t try to deprive others of their good or hinder their efforts to obtain it. Each is the
proper guardian of his own health of body, mind, and spirit. Mankind gain more from allowing each
other to live in the way that seems good to themselves than they would from compelling each to live in
the way that seems good to the rest.’ (John Stuart Mill: On Liberty, 1859)
B) „A szabadság egyetlen fajtája, mely megérdemli ezt a nevet, ha saját javunkra a magunk módján
törekedhetünk mindaddig, míg nem próbálunk másokat ugyanebben megakadályozni, vagy gátolni ezt
célzó erőfeszítéseiket. Saját testi, lelki vagy szellemi egészségének mindenki maga a legjobb őrzője. Az
emberiség többet nyer, ha eltűri, hogy mindenki úgy él, ahogy neki tetszik, mintha arra kényszerítik
egymást, hogy úgy éljenek, ahogy a többieknek tetszik.” (John Stuart Mill: A szabadságról, 1859)
a) The two sources reflect political ideas which were evolving in the 19th century. Name these
ideas, one for each source.
Source A) __________________________________________________________
Source B) __________________________________________________________
b) Name the historical chain of events to which the expression ’general upheaval’ refers in

source A).
__________________________________________________________
c) Choose which of the following statements is true about source B). Circle the number of the
correct statement.
1. The only limit to freedom is other people’s freedom.
2. People abuse the liberty they are born with.
3. Liberty stems from a higher authority.
54. This task is about the political ideas of the 19th century. (K/3)
Below you will find a list of political ideas. Using the sources and your own knowledge, decide
which two of these political ideas are reflected in each of the excerpts, and write the numbers of
these ideas on the dotted lines under the excerpt. In each extract two ideas appears. There is one
extra idea. (0.5 points for each correct item)
1. Conservatism, 2. Liberalism, 3. Nationalism, 4. Socialism
a) ‘Young Italy is a brotherhood of Italians who […] join this association with the firm intention of
consecrating both thought and action to the great aim of reconstituting Italy as one independent
sovereign nation of free men and equals.’ (Young Italy by Mazzini, 1832)
a) „Olaszok testvérisége, akik szövetkezésben egyesülten gondolataikat és tevékenységüket a nagy

célnak szenteleik, hogy felélesszék Itáliát, mint szabad és egyenlő emberek nemzetét, amely egységes,
független és államilag önálló.” (Mazzini: Az Ifjú Itália elvei, 1832)
___________ ___________
b) ‘And instead of it becoming clearly evident in what haste the government acted […]; instead of the
Hungarians showing […] that they can live wisely […] with freedom of the press, the greatest treasure
of humanity, […] – instead what becomes apparent? That maybe the government’s fears were not quite
so baseless, when it wished to forestall some seething tides [revolutionary ideas].’ (People of the East
by István Széchenyi, 1841)
b) „Аhelyett végre, hogy diadalosan kiviláglanék, mennyire hirtelenkedett a kormány […]; ahelyett,
hogy megmutatná a magyar […], miképp a sajtószabadsággal, az emberiség ezen lehető legnagyobb
kincsével […] bölcsen tudna élni, […] – ahelyett mi világlik ki? Hogy a kormány féltékenysége [félelme]
nem volt tán oly igen ok nélküli, midőn bizonyos felhevülési árnak [értsd: forradalmi gondolatoknak]
gátat vetni óhajtott.” (Széchenyi István: A Kelet népe, 1841)
___________ ___________
c) ‘I am neither a reactionary nor an absolutist, […] but I abide by our written constitutions, […] for me
these are enough, but they contain nothing of this parliamentarism, of which the person before me
spoke. […]
Who still breaches [the peace] will experience that the fiery love of the mother country, which in 1813
called to the flag the whole population of the then small, helpless and weakened Prussia, is now the
treasure of the whole German nation.’ (From Bismarck’s speeches, 1881 and 1888)
c) „Nem vagyok sem reakciós, sem abszolutista, […] de az írott alkotmányainkhoz tartom magamat, […]
ezek nekem elegendőek, de ezekben semmi nincs afféle parlamentarizmusról, amiről az előttem szóló
beszélt. […]
Aki mégis megszegi [a békét], az meggyőződhet róla, hogy az a harcias hazaszeretet, ami 1813-ban az
akkoriban kicsi, gyenge és erejétől megfosztott Poroszország egész lakosságát a zászlók alá szólította,
ma már az egész német nemzet kincse.” (Bismarck beszédeiből, 1881 és 1888)
___________ ___________

55. This task is about the ideas of the 19th century. (K/5)
a) Below you will find a list of political ideologies. Write the number of the ideology on the
dotted line below the excerpt to which it is connected. There is one extra number.
Ideologies:
1. social democracy 2. liberalism 3. communism 4.Christian socialism
A) ‘The bourgeoisie keeps more and more doing away with the scattered state of the population, of the
means of production, and of property. It has [concentrated the population], agglomerated production,
and has concentrated property in a few hands. […] They openly declare that their ends can be attained
only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a
Communistic revolution. The proletarians have nothing to lose but their chains. They have a world to
win.’ (Marx and Engels, 1848)
„A burzsoázia mindinkább megszünteti a termelési eszközök, a birtok és a népesség

szétforgácsoltságát. A népességet összesűrítette, a termelési eszközöket centralizálta, és a tulajdont
kevés kézben koncentrálta. […] Nyíltan kijelentik, hogy céljaik csakis minden eddigi társadalmi rend
erőszakos megdöntésével érhetők el. Reszkessenek az uralkodó osztályok egy kommunista
forradalomtól. [Az elnyomottak] e forradalomban csak láncaikat veszíthetik. Cserébe egy egész világot
nyerhetnek.” (Marx és Engels, 1848)
___________
B) ‘[…] the organization of work and the conduct of trade are concentrated in the hands of
comparatively few; so that a small number of very rich men have been able to lay upon the teeming
masses of the laboring poor a yoke little better than that of slavery itself. […] The regulations of the
religion […] are highly suitable to pacify the poor and the rich and regulate their relationship, as they
warn both classes of their mutual duties, especially those which result from being just.’ (Leo XIII, 1891)
„A termelés és szinte a teljes kereskedelem egy kisebbségnek jutott a hatalmába, úgyhogy néhány
dúsgazdag ember a szegények hatalmas tömegeire rakhatta a szolgaság jármát. […] A vallás parancsai
[…], felettébb alkalmasak a szegények és a gazdagok megbékítésére és viszonyuk szabályozására, mivel
mindkét osztályt figyelmeztetik kölcsönös kötelességeikre, különösen azokra, amelyek az igazságosság
követelményei.” (XIII. Leó, 1891)
___________
C) ‘The achievement of democracy, the formation of democratic political and social organisations, is
the indispensable preliminary condition for the realisation of socialism. […] The liberal organisations
of modern society […] are flexible, and capable of change and development. They do not need to be
destroyed, but only to be further developed.’ (Bernstein, 1899)
„A demokrácia elérése, a demokratikus politikai és társadalmi szervezetek megalakulása jelenti a

szocializmus megvalósításához nélkülözhetetlen előfeltételeket. […] A modern társadalom liberális
szerveződései […] rugalmasak, és képesek a változásra, a fejlődésre. Nem megsemmisíteni kell azokat,
hanem csak fejleszteni.” (Bernstein, 1899)
___________
b) The authors of the extracts strove to improve the situation of a social class. Name this class.
__________________________________________________
c) Using your own words, explain what the authors of extracts A) and B) considered to be the
cause of social conflicts.
____________________________________________________________________________________________________________________

56. This task is about the emergence of the systems of alliances in the First World War. (K/4)
The names of some countries have been left out of the excerpts below. Write the name of each
missing country, marked in the excerpt with a letter, on the dotted line. (1 point for each correct
item)
A) ‘Our first care was to preserve the friendship between the great monarchies, which in a struggle
with one another had more to lose regarding their opposition to the revolution than they had to win. If,
to our sorrow, this was not possible between Russia and [a)], then we could endure indeed that our
friends should lose or win battles against each other, but not that one of the two should be so severely
damaged or injured that its position as an independent Great Power taking its part in the councils of
Europe would be endangered.’ (Memoirs of the German chancellor, 1890)
A) „Kívánságunk fenntartani a nagy monarchiák közötti barátságot, amelyeknek a forradalommal

szemben több veszítenivalójuk van, mint nyernivalójuk az egymás elleni harcban. Ha ez fájdalmunkra
Oroszország és [a)] között nem lehetséges, akkor még éppen el tudnánk viselni, hogy barátaink
egymással szemben csatákat vesztenek vagy nyernek – azt azonban nem, hogy egyikük oly súlyos
sebeket vagy károkat szenvedjen, hogy az veszélyeztesse független és az európai politikába beleszóló
nagyhatalmi állását.” (A német kancellár visszaemlékezései, 1890)
a) Name of the country: ________________________________
B) ‘Should, contrary to their hopes, and against the loyal desire of the two High Contracting Parties,
one of the two Empires be attacked by [b), which bordered both countries] the High Contracting
Parties are bound to come to the assistance of each other with the whole fighting strength of their
Empires.’ (The dual alliance of Germany and the Austro-Hungarian Empire, 1879)
B) „Abban az esetben, ha az egyik birodalmat mindkét magas szerződő fél várakozása és őszinte
kívánsága ellenére [a mindkét szerződő féllel határos b)] részéről támadás érné, mindkét magas
szerződő fél köteles egymásnak birodalma teljes fegyveres erejével segítséget nyújtani.” (Németország
és az Osztrák–Magyar Monarchia kettős szövetsége, 1879)
b) Name of the country: ________________________________
C) ‘In case Italy, without direct provocation on her part, should be attacked by [c)] for any reason
whatsoever, the two other High Contracting Parties shall be bound to lend help and assistance with all
their forces to the Party attacked. This same obligation shall devolve upon Italy in case of any
aggression without direct provocation by [c )] against Germany.’ (Triple Alliance, 1882)
C) „Abban az esetben, ha Olaszországot közvetlen kihívás nélkül bármiféle okból támadás érné [c)]
részéről, a másik két magas szerződő fél kötelezi magát, hogy minden eszközzel segítséget és
támogatást nyújt a megtámadott félnek. Ugyanilyen kötelezettség terheli Olaszországot abban az
esetben, ha [c)] közvetlen kihívás nélkül támadást intéz Németország ellen.” (A hármas szövetség, 1882)
d) Name of the country: ________________________________
Name the author of excerpt A), the politician who played a leading role in the formation of the
dual and triple alliances. (1 point)
d) Name of the politician: ________________________________

57. This task is about the First Industrial Revolution. (K/4)

Do the tasks by comparing the diagrams and using your own knowledge. (1 point for each correct
item.)
The time it took to travel from London to the most important British cities between 1750 and 1855
Complete the sentences by choosing the ending with the appropriate content. Circle the correct
number.
a) In comparison to 1750, in 1855 the journey from London to Dover ...

1. was about 5 times as fast.
b) Between 1750 and 1830, the time it took to cover the distance from London to Birmingham ...
1. decreased by half.
2. descreased to one quarter of the original,
3. decreased to one eighth of the original.
c) Name the invention of the First Industrial Revolution which made the changes reflected in
the diagrams possible.
___________________________________________________________________________________________________________________
d) Name at least one economic consequence of the reduction in travelling time between cities.
___________________________________________________________________________________________________________________

58. This task is about the political ideas of the 19th and 20th centuries. (complex task) (K/6)
Do the tasks using the sources about the two branches of Socialism and your own knowledge.
A) ‘The first step in the revolution by the working class is to raise the proletariat to the position of
ruling class to win the battle of democracy. The proletariat will use its political supremacy to wrest, by
degrees, all capital from the bourgeoisie […] Of course, in the beginning, this cannot be effected except
by means of despotic inroads on the rights of property, and on the conditions of bourgeois production.
[…] If the proletariat […] makes itself into the ruling class, and, as such, sweeps away by force the old
conditions of production, then it will, along with these conditions, have swept away the conditions for
the existence of class antagonisms and of classes generally, and will thereby have abolished its own
supremacy as a class.’ (Communist Manifesto, 1848)
„A munkásforradalom első lépése a proletariátus uralkodó osztállyá emelése, a demokrácia kivívása. A

proletariátus arra használja majd fel politikai uralmát, hogy a burzsoáziától fokról fokra elragadjon
minden tőkét […]. Ez eleinte természetesen csak a tulajdonjogba és a polgári termelési viszonyokba
való zsarnoki beavatkozás útján történhet. […] Ha mint uralkodó osztály a régi termelési viszonyokat
erőszakkal megszünteti, akkor a termelési viszonyokkal együtt megszünteti az osztályellentéteket,
egyáltalában az osztályoknak a létfeltételét, és ezzel saját magának mint osztálynak az uralmát is.”
(Kommunista kiáltvány, 1848)
B) ‘In a democracy, in a republic, where there is general suffrage, the state is not a strong, impregnable
fortress for the Proletariat. The Proletariat has started to infiltrate this fortress. […] We have every
right to hope that […] with the means of organisation, education and propaganda it will penetrate so
completely, deeply and decisively, that in time with the help of concentrated efforts a proletariat and
socialist state will take the place of the oligarchic and bourgeois state. […] It is possible that our entry
to the new socialist state will happen unnoticeably, just like mariners sail from one hemisphere into
the other.’ (Speech by French politician Jaurès, 1903)
„A demokráciában, a köztársaságban, ahol általános választójog van, az állam a proletariátus számára

nem valami erős, bevehetetlen erődítmény. A proletariátus már megkezdte a behatolást ebbe az
erődítménybe. […] Teljes joggal remélhetjük […], hogy szervezés, nevelés és propaganda útján annyira
teljesen, mélyen és döntően fog behatolni, hogy idővel összpontosított erőfeszítések segítségével a
proletár és szocialista állam lép az oligarchikus és burzsoá állam helyébe. [..] Lehetséges, hogy az új
szocialista államba való belépésünk épp oly észrevétlenül fog végbe menni, mint ahogy a tengerészek
áthajózása az egyik féltekéről a másikra.” (Jaurès francia politikus beszéde, 1903)
a) Name one of the authors of source A). ________________
b) Name the branch of socialism which represented the programme described in source B).
_____________________
Decide which excerpt(s) the statements refer to. Write an X into the appropriate box in the table.
In one row, write only one X.
Statements Only A) Only B) Both Neither
c) The political aim must be achieved through revolution.
d) The obstacles to free competition must be abolished.
e) The political aim is for the Proletariat to take state
power.
f) Abolishing restrictions on franchise will give workers
greater influence in political life.

1. This task is about 20th century German history. (K/3)

Do the tasks by analysing the poster.
This is the election poster of the national

socialist party (NSDAP) from 1932. The Nazi
party stood for election under list number 1.
‘Arbeit und Brot’ means ‘Work and bread’.
a) Name the symbol which makes it quite clear that this is the poster of the Nazi
party_________________________________________________________ (Score: 0.5 points for correct answer)
b) Underline the correct statement. When was the poster made? (Score 0.5 points for correct
answer.)
1. The poster was made after the Nazi party came to power.
2. The poster was made before the Nazi party came to power.
c) Underline the correct answer to the question: How did the Nazi party want to gain power?
(0.5 points)
1. The poster encouraged people to overthrow the existing system through armed uprising.
2. The aim of the poster was to win voters and thus gain power legally (in the parliamentary way).
d) Explain the meaning of the outstretched arms holding tools in the poster. (0.5 points)
___________________________________________________________________________________________________________________________
e) Was this a successful poster in Germany, in 1932? Give reasons for your answer. (1 point)
___________________________________________________________________________________________________________________________

2. This task is about 20th-century European dictatorships. (K/2)

Match the pictures with their definitions, and write the numbers of the definitions next to the
appropriate letters in the table. (Score: 0.5 points for each correct item)
1. The personality cult prevailed: it was most obviously manifested in absolute submission to the
leader of the country, and in his unbounded and uncritical glorification.
2. The private household plots of peasants were forcibly confiscated.
3. Hounding Communists. Advocating racial hatred against Jews; the restriction of their civil rights,
their persecution.
4. The principle of the absolute authority of the leader prevailed, which was linked to the launching of
large-scale munitions production.
Picture Definition number

A)
B)
C)
D)

3. This task is about the holocaust. (K/3)

Write the number of the source next to the term it is connected to. (There is an extra source which
you cannot use.) (1 point for each item.)
1. "The train stopped two or three times between stations and the prisoners could get off. However, it
was forbidden to move away from the tracks or to draw back. On one occasion the doors opened at a
station in Austria and the SS guards looked on with unconcealed cheerfulness as both men and women
tried to find a place to sit on benches or squat between the rails." (The Drowned and the Saved by Primo
Levi)
„Kétszer vagy háromszor megállt a szerelvény a nyílt pályán, s a foglyok kiszállhattak. Tilos volt
azonban akár eltávolodniuk a sínektől, akár félrehúzódniuk. Egy ízben egy osztrák vasútállomáson
nyíltak ki az ajtók, s az SS-őrség leplezetlen jókedvvel szemlélte, hogy férfiak és nők egyaránt oda
kuporognak le, ahová csak tudnak, egyesek padokra, mások a vágányok közé.” (Primo Levi: Akik
meghaltak és akik megmenekültek)
2. "If I want to get on a tram, I can only use the front platform and even that only if I am going to the
factory and the factory is more than 6 kilometres from my flat and if the front platform is securely
separated from the interior of the carriage." (The Language of the Third Reich by Viktor Klemperer)
„Ha fel akarok szállni a villamosra, csak az első peront használhatom, azt is csak akkor, ha a gyárba
megyek, és ha a gyár hat kilométernél messzebb van a lakásomtól, és ha az első peron biztosan el van
választva a kocsi belsejétől.” (Viktor Klemperer: A Harmadik Birodalom nyelve)
3. "[…] People are different here too. Some have brought more things, while others are helped by their
friends in the city, but there are also some who have neither this nor that. […] We have offices just like
in a real state […] the Judenrat with its departments and the police. […] The accommodation
department handles the distribution of rooms, or to be more exact room corners. […]" (I Must Tell It All
by Maria Rolnikaite)
„[…] Az emberek itt sem egyformák. Egyesek több holmit hoztak be magukkal, másokat a városban lakó
barátaik segítenek, de vannak, akiknek se ebből, se abból nem jutott. […] Éppen úgy vannak hivatalaink,
akár egy valódi államnak […] itt a Judenrat a maga osztályaival és a rendőrség. […] A lakásosztály a
szobák, jobban mondva szobasarkok elosztásával foglalkozik. […]” (Marija Rolnikaite: El kell
mondanom)
4. "It is well known that they have ordered […] an Appel, or roll-call once or twice a day. […] In
Buchenwald even the dying and the dead had to be present for the evening Appel. The latter just lay on
the ground […] to make the counting easier." (The Drowned and the Saved by Primo Levi)
„Köztudomású, hogy naponta egyszer-kétszer […] Appelt, vagyis névsorolvasást rendeltek el. […]
Buchenwaldban még a haldoklóknak és a halottaknak is meg kellett jelenniük az esti Appelen: a földre
fektették őket […], hogy könnyebb legyen a számlálás.” (Primo Levi: Akik meghaltak és akik
megmenekültek)
Term Number of the source

a) deportation
b) ghetto
c) concentration camps

4. This task is about the Great Economic Depression of 1929-33. (K/4)

Fill in the missing parts of the text using the charts below. (0.5 points for each correct item)
Glossary:
Ipari termékek árindex index of industrial products
Gabonaárindex price index of wheat
Nagy-Britannia Great Britain
Franciaország France
Németország Germany
The great economic depression affected two countries especially seriously, these were
__________________________ (a) and __________________________ (b). While in __________________________ (c)
approximately one quarter of the people were unemployed, in __________________________ (d) it was almost
half of the population. In __________________________ (e) steel production fell back to a quarter of its
previous level between 1929 and 32. The crisis also affected __________________________ (f) deeply, this is
well represented by the __________________________ (g) showing the relationship between the prices of
industrial and agricultural products. Wheat prices fell significantly compared to the prices
of__________________________ (h).

5. This task is about the period of World War II. (K/3)

Using your own knowledge and the chart, choose three of the listed statements which link the
labour organisation of Nazi Germany to the progress of WWII. (Mark your choice by circling the
letters next to the statements.) (1 point for each correct item)
a) World War II did not lead to a shortage of labour.

b) Compared to the last year of peace, the number of female employees increased several times over.
c) The fall in the male labour force can be explained by conscription and the loss of human lives in war.
d) The majority of foreign labourers were drawn from the Jews deported to concentration camps.
e) The number of foreign labourers increased after the mass deportation of Jews (1942).
6. This task is about events preceding World War I. (K/2)

Do the exercises using your secondary school historical atlas and your own knowledge. (Score:
0.5 points for each correct item.)
a) Which great power controlled Alsace-Lorraine in 1865?

_____________________________________________________________________________________________________________________
b) Circle the number of the two great powers who were in conflict over Alsace-Lorraine before
the First World War.
1. Austro-Hungarian Monarchy - Russia

2. England – France
3. France – Germany
c) Complete the sentences.
In the second half of the 19th century the significance of Alsace-Lorraine was upgraded from the
economical point of view in the eyes of the great powers. As a result of the innovations of the
_________________________________________ (1) (e.g. the Bessemer method) the importance of the steel-
industry grew, and thus it was worth mining the ____________________ (2) in Lorraine, which was of
inferior quality.

7. This task is about the history of Nazi Germany. (K/2)

The picture depicts a cartoon about Nazi Germany. Do the following tasks.
a) Give the drawing a suitable title. (0,5 points)

___________________________________________________________________________________________________________________________
b) Name two of the symbols that can be seen in the picture.

_____________________________ (0,5 points) _____________________________ (0,5 points)
c) Explain the cartoon. (0,5 points)

___________________________________________________________________________________________________________________________
8. This task is about the Great Economic Depression. (K/4)

On the basis of the tables, decide if the following statements are true or false.

a) The rise in unemployment was smaller in the USA than in Germany.
b) From the point of view of industrial production, the depression was the most
severe in the United States.
c) By the end of the twenties in Europe, the change in the index of the industrial
production was greatest in Italy.

d) By 1938, France’s industrial production had not exceeded its pre-depression

level.
9. This task is about the period between the two World Wars, concerning the situation of
women. (K/4)
Complete the sentences by choosing the correct expressions from the given options. (1 point for
each correct item)
The a) _________________ of large numbers of women was considered by many as a temporary emergency
measure during the First World War. However, the change proved to be permanent. In most European
countries women were given b) _________________, although often with greater restrictions than men.
Nonetheless, these changes did not yet mean c) _________________: women usually earned lower salaries
than men working in the same field of activity, and they rarely appeared in leading positions. Changes
did become apparent in other ways too, and were spectacularly manifested in women’s d)
_________________.
a) c)
impoverishment disadvantages
employment equality
conscription privileges
b) d)
identity documents clothes
independence wages
the vote emotions

Match each of the concepts given below with one of the extracts marked a)-b)-c)-d) (Score: 0.5
points for each correct item)
the final solution anti-left principles the Führer Principle racial laws
a) ‘I solemnly swear in the presence of God that I owe unconditional obedience to Adolf Hitler, the
leader of the German people and the German Reich, the chief commander of the Armed Forces, and as a
brave solder I am always prepared to stake my life for this oath.
I swear that I will faithfully and obediently serve Adolf Hitler, leader of the German people and the
German Reich […]’ (Military and civil servants’ forms of oath; 1935)
„Isten színe előtt szent esküvel fogadom, hogy a német nép és a Német Birodalom vezérének, Adolf
Hitlernek, a Véderő legfőbb parancsnokának feltétlen engedelmességgel tartozom, és bátor katonaként
mindenkor készen állok arra, hogy ezért az esküért életemmel feleljek.
Esküszöm, hogy Adolf Hitlert, a német nép és a Német Birodalom vezérét hűségesen és engedelmesen
szolgálom […]” (Katonai és köztisztviselői esküszövegek; 1935)
___________________________________________________________________________
b) ‘1. § Marriages between Jews and citizens of German or some related blood are forbidden. Such
marriages contracted despite the law are invalid […]
2. § Sexual relations outside marriage between Jews and citizens of German or related blood are
forbidden.
4. § Jews are forbidden to raise the imperial and national flag or display the imperial colours.’ (Law for
the protection of German Race and German Honour;1935)

„1. § Zsidó és német állampolgárságú vagy némettel rokon vérű személyek között a házasságkötés tilos.
Az ennek ellenére kötött házasságok semmisek. […]
2. § A házasságon kívüli érintkezés zsidók és német állampolgárságú vagy némettel rokon személyek
között tilos.
4. § Zsidók nem vonhatják fel a birodalmi és a nemzeti zászlót, s nem viselhetik a birodalmi színeket.”
(Törvény a német vér és a német becsület védelmében; 1935)
___________________________________________________________________________
c) ‘And then we face the question: what should happen to the [Jewish] women and children? I have
decided to find an absolutely clear cut solution here too. Because I do not consider it right to
exterminate the men – kill them or have them killed – but to allow those, in the form of children, who
will take revenge on our children and grandchildren, to grow up. This is why we have to take this
difficult decision to wipe these people [Jews] off the face of the Earth.’ (Himmler; October 1943)
„És akkor szembetaláljuk magunkat a kérdéssel: mi történjék a [zsidó] nőkkel és a gyermekekkel?

Elhatároztam, hogy itt is egészen világos megoldást találunk. Nem tartom ugyanis jogosnak azt, hogy a
férfiakat kiirtsuk – megöljük vagy megöletjük -, de azokat, akik a gyermekeinken és az unokáinkon
bosszút állnak, a gyermekek alakjában felnőni engedjük. Ezért kellett azt a nehéz döntést meghozni,
hogy ezt a népet [a zsidóságot] a Földről eltöröljük.” (Himmler; 1943. október)
___________________________________________________________________________
d) ‘There is no mercy now, whoever is in our way, we shall knock them down. The German people
would not sympathise with softness. Wherever they show up, we shall shoot all
communist officials. Communist representatives must be hung this very night. There is no more
forbearance for Social Democrats […] either.’ (Hitler in front of the burning Reichstag; 1933)
„Most nincs kegyelem, aki az utunkba áll, azt leütjük. A német nép nem lenne megértéssel a lágyság
iránt. Ahol megjelenik, minden kommunista funkcionáriust lelövünk. A kommunista képviselőket még
az éjjel fel kell akasztani. A szociáldemokraták […] iránt sincs többé kímélet.” (Hitler a lángoló
Reichstag előtt; 1933)
___________________________________________________________________________
e) The expression ‘Nazi’ was created by shortening a foreign word. What is the English
equivalent of the original foreign expression? (1 point)
_______________________________________________________________________________________

11. This task is about the history of the two World Wars. (K/3)
In each set of pictures circle the letter of the one which is connected to the First World War.
a)
1. 2.
b)
1. 2.
Éljen a fegyverbarátság Long live brotherhood in arms

Éljen s haza Long live our country
Éljen a hadsereg Long live the army
Áldás rájuk és népeikre God bless them and their peoples
Győzünk mert velünk az We shall win for justice is with us
igazság

c)
1. 2.
Olaszország Italy Német hadsereg German army

Juliai Alpok Julian Alps Magyar hadsereg Hungarian army
Karni Alpok Carnic Alps Hadsereg-parancsnokság army headquarters
Frontvonal front line
Szovjet támadás Soviet attack
Német ellentámadás kisérlet attempted German
counterattack
12. This task is about the changes in the role of women which took place in the first half of the
20th century. (K/4)
Decide whether the following statements are true or false, using the sources and your own
knowledge. Mark your choice with an X. (1 point for each correct item)
Changes in social mobility in Hungary by Rudolf Andorka Ladies’ fashions in the 1920’s

a) In the one and the half decades following the outbreak of the World War I the
proportion of women working in agriculture rose sharply in Hungary.
b) The proportion of women pursuing intellectual careers increased in Hungary in
the 1910’s and 20’s.
c) Fashion also followed the changes: ladies’ fashions became more comfortable,
thus enabling women to move more freely.
d) Most women in Hungary in 1930 were employed as factory workers.

13. This task is about the emancipation of women. (K/4)

Decide if the following pictures support or oppose suffrage for women. Write the letter of the
pictures into the correct column of the table. (1 point for each correct item)
The rope says:

‘Politics is no place for women’
’It’s love that makes the world go around’
Supports suffrage for women Opposes or criticises suffrage for women

14. This task is about the situation of women in the 20th century. (K/3)
Do the tasks using the pictures and your own knowledge. (1 point for each correct item)
A) B)
Great Britain, 1917 Great Britain, 1918
a) Picture A) refers to the characteristic change which took place in the situation of women
during the First World War. Explain what this change was.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
b) Briefly explain why this change took place.

___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
c) On the basis of picture B), name the fundamental political right which some British women
partially acquired in the final year of the First World War.
___________________________________________________________________________________________________________________________


Do the tasks using the source and your own knowledge.
Front page of the propaganda brochure entitled ‘Degenerate music’;1939
a) What feature (features) of the Nazi ideology is/are reflected by the picture? (1 point)
_____________________________________________________________________________________________________________________
b) Choose and give a brief explanation of the meaning, as intended by the nazi propagandists,
of two graphic elements in the picture. (1 point for each correct item)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

Provide arguments supporting the truth of each statement using the pictures, the definitions
and your own knowledge. (1 point for each correct item)
The caption of the poster: ‘In times past, just like today Labour Service parade
We shall remain comrades. German Labour Front.’

Definitions:
Imperial Labour Service: an obligatory 6-month period of labour service to be completed prior to
compulsory military service.
German Labour Front: the united organisation of employees and employers.
a) Statement: Labour service was a means of overcoming the Great Depression.

Argument:_______________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
b) Statement: The establishment of the Labour Front abolished the safeguarding of workers’ interests.
Argument:_______________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
c) Statement: The Labour Front and the Labour Service promoted the militarization of society.
Argument:_______________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
17. This task is about the territorial and ethnic consequences of the treaties that concluded the
First World War. (K/4)
Do the tasks using the sketch map and your own knowledge. (1 point for each correct item)
The ethnic conditions of the countries in Central and Eastern Europe in 1920
a) Which unique feature of the ethnic conditions in Central and Eastern Europe, differing from
those of Western Europe, is illustrated in the map?
______________________________________________________________________________________________________________________
b) Name the state whose disintegration at the end of World War I resulted in significant changes
in the region marked out by the map.
______________________________________________________________________
c) Which ethnic minority does the following description refer to?

In 1920, their proportion exceeded 10% in various territories of Czechoslovakia, Hungary, Romania
and the Kingdom of Serbs, Croats and Slovenes, among others. Later this fact was used by their mother

country as a basis for its political aspirations.

______________________________________________________________________
d) For which state is the description true? Circle the number of the correct answer.
As a result of the treaties signed near Paris, its territory and population more than doubled. There was
a significant number of ethnic minorities living in the territories which it received from Austria,
Hungary and Russia.
1. Bulgaria 2. Czechoslovakia 3. Poland

4. Romania 5. The Kingdom of Serbs, Croats and Slovenes
18. This task is about economic history between the two World Wars. (K/4)
Name the state to which each description refers, using the sources and your own knowledge.
Choose from the states mentioned in the sources. (1 point for each correct item)
Changes in the industrial production of the Great Powers between 1929 and 1933 (1929=100%)
a) Following the First World War, this country acquired industrial regions. In spite of this, it could not
increase its share of the world’s industrial production between the two World Wars.
__________________________________________
b) As a result of the Great Depression, this country’s industrial production was almost halved. In the
1930’s, it managed to increase its share of the world’s industrial production, which was largely due to
re-gaining some industrial regions and to investment in the munitions industry.
__________________________________________

c) The Great Depression did not significantly affect this country’s industrial production, which,
compared to that of other countries, increased at a much quicker pace in the 1930’s.
__________________________________________
d) It was one of the victorious countries of the First World War. As a result of the Great Depression, its
industrial production fell by less than one fifth. However, its share of the world’s industrial production
between the two World Wars did not return to its pre-First World War level.
__________________________________________
19. This task is about the economic history of the period between the two World Wars. (K/4)
‘The event that aroused my indignation to a fever pitch never reached before was the American policy
of destroying food stocks to keep agricultural prices up during the depression years when millions of
unemployed lived in misery and near starvation. The effect [of this economic policy] on Europeans was
that of a crude and terrifying shock which destroyed what little faith they still had in the existing social
order. […] Did Marx not predict that [c)] will be destroyed as a result of its inherent contradictions?
The activist [active] elements of impoverished middle classes turned into right or left wing rebels. […]
East of the Rhine […] the choice between Fascism and Communism was impossible to avoid.’ (Arthur
Koestler, writer, journalist, philosopher)
„Az esemény, amely felháborodásomat addig soha nem látott csúcsig fokozta, az az amerikai politika
volt, amikor a válság évei alatt az élelmiszerkészleteket megsemmisítették, nehogy essenek az árak – s
tették ezt akkor, amikor munkanélküliek milliói tengődtek nyomorban, az éhhalál peremén. [Ennek a
gazdaságpolitikának] durva, ijesztő, valóban sokkszerű hatása volt az európaiakra, és a fennálló rendbe
vetett maradék hitüket is lerombolta. […] Nem mondta-e meg Marx előre, hogy a(z) [c)] önnön belső
ellentmondásai következtében fog megsemmisülni? Az elszegényedett polgárság aktivista [tevékeny]
elemeiből jobb- vagy baloldali lázadók lettek. […] A Rajnától keletre […] nem lehetett megúszni a
választást a fasizmus és a kommunizmus között.” (Arthur Koestler, író, újságíró, filozófus)
a) In which year did the crisis mentioned in the source start? __________________________________
b) The source mentions an economic measure taken by the American government. What is the
general reason for the crisis which led to this measure being taken? Name this reason in a
single word.
____________________________________________________________________
c) Give the name of the economic system which is missing from the text indicated at the point
marked [c]?
____________________________________________________________________
d) Circle the letter of the statement which is true about the source. Circle only one letter.
A) According to the author, the spread of extremist theories contributed to the outbreak of the
economic crisis.
B) The author describes the spread of extremist theories as a result of the economic crisis.
C) According to the author, extremist movements contributed to solving the economic crisis.
D) In the quoted source the author condemns those who joined extremist movements.

20. This task is about the Holocaust. (K/4)

On the basis of the source and your own knowledge, decide which statements are true. Circle
the number of the true statements. You have to circle the number of one statement in each sub-task.
‘The news was already going around, that suitcases and baggage were to be left here. Everyone,
needless to say, so it was explained, translated, and passed on from mouth to mouth around me, would
get their belongings back later, but first disinfection awaited all articles, and a bath for us […]. They
then got closer to me in the hurlyburly, and I finally got my first glimpse of the people here. […] real
convicts in the striped clothes of criminals, and with shaven skulls in round caps. […] On the chest of
each one, apart from the customary convict’s number, I also saw a yellow triangle, […] When they
spotted us boys, I noticed, they became quite agitated, […] then suddenly […] they all started to get
very curious about our ages. We told them, ‘Fourteen, fifteen, depending on how old each of us was.
They immediately raised huge protestations, with hands, heads, their entire bodies: ‘Sixteen!’ they
muttered left, right, and center, ‘sixteen.’ I was surprised, and even asked one of them: ‘Why?’ ‘Do you
want to work?’ he asked, the somehow blank stare of his deep-set, drawn eyes boring into mine. ‘Of
course,’ I told him, since that was after all my reason for coming […]. ‘Everyone works, no one is tired,
no one is ill.’ – that was about the only other thing I learnt from them during the possibly not-quite two
whole minutes it took as I moved in the crush from my place to the door, finally to take a big leap out
into the sunlight and fresh air.’ (Fatelessness by Imre Kertész)
„De máris híre járt, a bőröndök, csomagok itt maradnak. Később – magyarázták, fordították s adták
körülöttem szájról szájra – mindenki visszakapja, magától értetődően, a tulajdonát, előbb azonban a
tárgyakra fertőtlenítés, miránk viszont fürdő vár […]. Akkor értek aztán közelebb hozzám a
nyüzsgésben, s pillantottam meg végre én is az itteni embereket. […] a gonosztevők csíkos gúnyájában,
kopaszra nyírt fejével, kerek sapkájában. […] Mindegyikük mellén, a fegyenceknél szokásos számon
kívül még egy sárga háromszöget is ott láttam, […] Amikor minket, fiúkat is észrevettek, úgy láttam,
egész izgalomba jöttek. […] a korunkra lettek egyszerre mind igen kíváncsiak. Mondtuk: – Tizennégy,
tizenöt –; ki mennyi volt. Rögtön igen tiltakoztak, kezükkel, fejükkel, egész testükkel: – Tizenhat –
suttogták mindenfelől –, tizenhat. – Csodálkoztam, s egyiküket meg is kérdeztem: – Miért? – Akarok-e
dolgozni, kérdezte erre ő, árkos-vonásos szemének valahogy üres tekintetét egészen az enyémbe vájva.
Mondtam neki, természetesen, hisz utóvégre is ezért jöttem […]. Mindenki dolgozik, senki sem fáradt,
senki sem beteg. – ennyit tudtam még meg tőlük, éspedig az alatt a két, tán nem is egész kerek perc
alatt, amíg a tolongásban a helyemről a kocsiajtóig értem, s ott nagyot ugrottam végre, ki a napfénybe, a
szabad levegőre.” (Kertész Imre: Sorstalanság)
a) 1. The text describes the moment when the narrator and his companions are deported from
their home land.
2. The text describes the moment when the narrator and his companions arrive at the
concentration camp.
3. The text describes the moment when the narrator and his companions are ushered into the
gas chamber.
b) 1. In the concentration camp, the distinguishing mark of Jews was a yellow star.
2. In the concentration camp, the distinguishing mark of Jews was striped prison uniform.
3. In the concentration camp, the distinguishing mark of Jews was a yellow triangle.
c) 1. The ‘convicts’ told the boys to pretend that they were sixteen years old, because then they
could take over their work.
2. The ‘convicts’ told the boys to pretend that they were sixteen years old, because then they
would be considered as adults able to work, and not killed immediately.
3. The ‘convicts’ told the boys to pretend that they were less than sixteen years old, because then
they would not have to work.

d) 1. The narrator and his companions arrived believing that they would work.
2. The narrator and his companions knew very well that they had been brought there to be
executed.
3. The narrator and his companions hoped to be released after getting washed.
21. This task is about the history of Nazism. (K/4)

On the basis of the sources and your own knowledge, choose which statement explains the
phenomenon illustrated in each picure. Circle the number of the appropriate statement. (1
point for each correct item)
a) Members of the German Labour Front
1) Political opponents and Jews were conscripted into labour service as punishment.
2) The Communist and Social Democratic Party made an alliance against the Nazis, and brought the
Labour Front into being.
3) The Labour Front was established in order to overcome unemployment and to provide military
training.
b) Hitlerjugend activity
1. The Hitlerjugend was one of the voluntary organisations for children interested in technical
sciences.
2. As the mandatory youth organisation of the Nazi dictatorship, the Hitlerjugend also organised
popular programs.

3. The Hitlerjugend was an elitist organisation which offered luxury programmes to the children of the
Nazi party leadership.
c) Nazi activist with a placard saying ‘Germans,

don’t buy from Jews’
1) Refusing to buy goods from Jewish merchants was one of the first steps in the process which
resulted in the Jews’ losing all their rights.
2) The activities of the Nazi activists were obstructed by the police up to 1939.
3) The primary aim of the boycott against Jews was to protect German workplaces.
d) The holiday resort of Prora on the shores of the

Baltic sea
1) The Nazis confiscated the holiday houses, some of which belonged to the Jewish elite, and
distributed them among the members of the party leadership.
2) The Nazis built holiday complexes in order to provide mass holidays for the working class.
3) The Nazis intended the conquered Crimean peninsula to become a new holiday paradise.

22. This task is about the First World War. (K/4)

Decide which belligerent states the descriptions in the table refer to. Write the number that
indicates the state on the sketch map into the appropriate box of the table. (1 point for each
correct item.)
Europe in 1914
Number of the
Description of the state
state on the map
a) Its previous allies hindered its expansion in the Balkan. Thus, in spite of its
despotic state organisation, it made alliances with liberal, constitutional powers.
b) Its aim was to preserve its multi-national empire. Thus it made an alliance
with its neighbour, the strongest power in Europe.
c) Its main aim was to take revenge because of an earlier defeat which had
caused territorial losses. Thus it reduced its colonial aspirations in order to ally
with the greatest colonial power.
d) It joined one system of alliances because its colonial aspirations were
hindered by the major colonial powers. However, in the end it entered the war
on the other side.

23. This task is about the events leading up to the Second World War. (K/4)
Below you will find excerpts about German expansion and territories marked with numbers on
the map. Match each excerpt with the number of the territory it refers to. Write the appropriate
number after each excerpt. There is one extra number. (1 point for each correct item.)
Target areas of German expansion in the 1930s

(Numbers do not indicate chronological order)
a) ‘At five o’clock a.m. the international police troops formed up […] and took over […] the roads and
border stations leading to France and the German Reich in order to secure the voting against any
sudden attacks. […] If 85-90 percent of the votes were cast in favour of Germany […], this would be a
great victory for Hitler.’ (Contemporary account)
a) „Hajnali öt órakor felvonult a nemzetközi rendőrhadtest és […] megszállta […] a Franciaországba és

a Német Birodalomba vezető utakat és határállomásokat […], hogy a szavazás biztonságát minden
rajtaütésszerű támadás ellen biztosítsák. […] Ha a szavazatok nyolcvanöt-kilencven százaléka
Németország javára esik […], ez Hitler nagy győzelmét jelentené.” (Korabeli beszámoló)
______
b) ‘I now call this country to a new mission. To one that matches the command that once called here
the German settlers from all the provinces of the ancient empire: From now on, let the ancient Ostmark
[Eastern border area] of the German people be the youngest bastion of the German nation and thus of
the German Reich. […] This country is German, it has understood its mission, it will carry it out, and
nobody will ever surpass it in its loyalty to the great German community of peoples.’ (Speech by Hitler)
b) „Most ennek az országnak új missziót hirdetek. Olyat, ami megfelel annak a parancsolatnak, amely
egykor ide hívta a német telepeseket az óbirodalom összes tartományából: Legyen a német nép ősi
Ostmarkja [keleti határvidéke] mostantól a német nemzet és ezáltal a Német Birodalom legfiatalabb
védőbástyája. […] Ez az ország német, megértette a küldetését, teljesíteni fogja azt, és a nagy német
népközösséghez való hűségében soha senki nem fogja túlszárnyalni.” (Hitler beszéde)
______
c) ‘Germany, the United Kingdom, France and Italy, taking into consideration the agreements which
have already been reached in principle for the cession to Germany of […] territory, have agreed on the
following terms and conditions governing the said cession and the measures consequent thereon, and
by this agreement they each hold themselves responsible for the steps necessary to secure its
fulfilment.’ (Excerpt from a treaty)
c) „Németország, az Egyesült Királyság, Franciaország és Olaszország, tekintetbe véve a […] terület

elcsatolására vonatkozólag elvben már elért megállapodásokat, megegyezett ennek az elcsatolásnak […]

feltételeiben és módozataiban, valamint az ennek következtében foganatosítandó intézkedésekben, és

a jelen egyezménnyel egyenként felelősséget vállalnak az egyezmény végrehajtásának biztosításához
szükséges lépésekért.” (Szerződésrészlet)
______
d) ‘[…] the spheres of influence of Germany and the U.S.S.R. shall be bounded approximately by the line
of the rivers Narew, Vistula, and San. The question of whether the interests of both parties make
desirable the maintenance of an independent […] state and how such a state should be bounded can
only be definitely determined in the course of further political developments.’ (Excerpt from a treaty)
d) „Németország és a Szovjetunió érdekszféráját hozzávetőleg a Narev, Visztula és a Szan folyók vonala

határolja el. Azt a kérdést, hogy a kétoldalú érdekek kívánatosnak tüntetik-e fel egy független […] állam
fenntartását, és melyek lennének ezen állam határai, végleg csak további politikai fejlemények során
lehet tisztázni.” (Szerződésrészlet)
______
Answer the questions with the help of the sketch map and your own knowledge. (1 point for each
correct item.)
Europe on the eve of the Second World War
a) The map shows the political borders at the end of a certain year. Which year is it? Circle the
1. 1937 2. 1938 3. 1940
b) Considering the borders depicted in the map, which of the following territories was most
recently annexed by Germany? Circle the number of the correct answer.
1. Alsace and Lorraine 2. The Saar 3. Sudetenland
c) The independence of one country, which emerged after the First World War, had ceased by
the period depicted in the map as a result of German expansion. Which is this country?
_______________________________________________________

d) The map depicts the enlarged territory of a country which was defeated in the First World
War. Which is this country?
_______________________________________________________
Do the tasks using the cartoon and your own knowledge. (1 point for each correct item.)
Cartoon depicting the Munich Conference in 1938. The seated figures in the picture from left to right:
Hitler, British prime minister Chamberlain, French prime minister Daladier, Mussolini.
The standing figure is Stalin
a) The cartoon depicts a conference of great powers where the division of a state was agreed.
Which state was this?
____________________________________________________
b) Name the participating politician whose territorial demands were satisfied.

____________________________________________________
c) What do the clothes of the people depicted in the picture refer to? Circle the number of the
correct statement.
1. They refer to the system of alliances that existed later, in World War II: the representatives of the
Axis powers wear light clothes, while the Allied politicians wear dark ones.
2. They refer to the political organisation of the given countries: leaders of democratic countries wear
civilian clothes, while leaders of dictatorships wear military uniforms.
3. They refer to the state organisations of the given countries: prime ministers representing kingdoms
wear military uniforms, while politicians heading republics wear civilian clothes.
d) What was the Soviet Union’s attitude to the agreement reached at the end of the meeting
depicted in the cartoon? Circle the number of the correct statement.
1. It disapproved, as according to the agreement Poland, considered an enemy of the Soviet Union,
received significant territories.
2. It was neutral, as the agreement did not directly affect the Soviet Union.
3. On hearing about the agreement, it re-evaluated its policy of alliances, considering that the Western
powers had left their former ally, now in conflict with Germany, on its own.

1. This task is about the formation and the characteristics of the Soviet Bloc. (K/4)
Use the map and your own knowledge to identify the countries in question. (1 point for each
correct item)
The coloured version of this map can be found in the secondary school historical atlas
Glossary:
Európa 1949-ben: Europe in 1949 Németország határa (1945-1949): The borders of
A berlini fal (1961-1989): The Berlin Wall (1961- Germany (1945-1949)
1989) Norvégia: Norway
Albánia: Albania Nyugat-Berlin: West Berlin
Amerikai övezet: American zone Olaszország: Italy
Amerikai: American Országhatár 1949-ben: National frontier in 1949
Angol: British Övezethatár 1949-ig: Zone borders until 1949
Ausztria: Austria Portugália: Portugal
Belgium: Belgium Románia: Romania
Bulgária: Bulgaria Ruhr-vidék: Ruhr region
Csehszlovákia: Czechoslovakia Saar-vidék: Saarland
Dánia: Denmark Spanyolország: Spain
Észtország: Estonia Svájc: Switzerland
Finnország: Finland Svédország: Sweden
Francia övezet: French zone Szovjet övezet (1949-1990 az NDK fővárosa):
Francia: French Soviet zone (capital of the GDR 1949-1990)
Franciaország: France Szovjet: Soviet
Görögország: Greece Szovjetunió: Soviet Union
Hollandia: The Netherlands Törökország: Turkey

Jugoszlávia: Yugoslavia Városhatár 1945-ben: City borders in 1945

Kommunista hatalomátvétel: Communist takeover Nagy-Britannia: Great Britain
Külön ellenőrzés alatt álló területek: Territories Német Demoktratikus Köztársaság: German
under special control Democratic Republic
Különleges státusú város: City with a special Német Szövetségi Köztársaság: Federal Republic
status of Germany
Lengyelország: Poland Magyarország: Hungary
Lettország: Latvia Megszállási övezetek: Occupation zones
Litvánia: Lithuania Megszűnt 1939-es határ: Dissolved borders of
1939
Using the names that they had at the time, name the following states on the map:
States
a) The state which was established in the Eastern part of a country
which had been divided into occupation zones:
b) The state whose borders were shifted approximately 200 km to the
west (several million Germans were expatriated from its territories which
had formerly belonged to Germany) and where a workers’ uprising broke
out against the Communist system in the summer of 1956:
c) The state from which a large German population was expatriated and
where twenty years after the Communist takeover internal reforms were
halted after the military intervention of the states of the Warsaw Treaty:
d) The state whose Communist leadership pursued policies
independently from Moscow and managed to break away from the Soviet
Bloc:
2. This task is about the development and characteristics of the Soviet Bloc. (K/3)
Match the terms with the sources and the images (A-F). There is one extra term. (Score: 0.5 points
Terms:
a) relocation b) produce delivery to c) population exchange d) one-party system
(internálás) the state
e) planned economy f) iron curtain g) cold war
A) ‘While between 1946 and 1956 prices on the free market almost doubled, delivery prices rose by
150% at the most. Wheat was bought for 60 forints per 100 kilograms, while the cost of production
was about 280 forints and it cost 300 forints on the free market. Sooner or later ‘settlement
committees’ visited the houses of those who could not pay, in the company of the local police or
sometimes the ÁVO [secret police], turning the house upside down looking everywhere for hidden
produce.’ (Historian Ignác Romsics)
„Míg 1946 és 1956 között a szabadpiaci árak körülbelül meghétszereződtek, addig a beadási árak
legfeljebb 150%-kal nőttek. A búzát például 60 Ft-ért vették át mázsánként, miközben önköltsége
körülbelül 280 Ft, szabadpiaci ára pedig 300 Ft volt. S aki nem tudott fizetni, annak portáján – a helyi
rendőrség, illetve olykor az ÁVO embereinek kíséretében – előbb vagy utóbb megjelentek az
»elszámoltatási bizottságok«, amelyek az eldugott javak után kutatva padlástól a pincéig mindent
felforgattak.” (Romsics Ignác történész)
B) ‘Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw,
Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and the

populations around them lie in what I must call the Soviet sphere, and all are subject in one form or
another, not only to Soviet influence but to a very high and, in some cases, increasing measure of
control from Moscow.’ (Churchill’s speech in Fulton; 1946)
„E vonal mögött vannak Közép- és Kelet-Európa régi államainak összes fővárosai – Varsó, Berlin, Prága,
Bécs, Budapest, Belgrád, Bukarest és Szófia. Mindezek a híres városok és országuk lakossága a szovjet
szférában fekszik és valamilyen formában alá van vetve nemcsak a szovjet befolyásnak, hanem
Moszkva egyre nagyobb mértékű ellenőrzésének.” (Churchill beszéde Fultonban; 1946)
C) ‘The Communist parties, which were very small in all these Eastern States of Europe, have been
raised to pre-eminence, […] and are seeking everywhere to obtain totalitarian control.’ (Churchill’s
speech in Fulton; 1946)
„A kommunista pártokat, amelyek ezekben a kelet-európai államokban igen kicsik voltak, hatalomra
emelték, […] és ezek a pártok most mindenütt arra törekszenek, hogy megszerezzék a totális
ellenőrzést.” (Churchill beszéde Fultonban; 1946)
D) ‘[…] nuclear weapons are much rather political tools than weapons.’ (US President Eisenhower)
„[…] az atomfegyverek igazából nem fegyverek, hanem politikai eszközök.” (Eisenhower amerikai elnök)
E) F)
A Hungarian peasant re-settled from Czechoslovakia to

Hungary says goodbye to his Slovakian neighbour; 1947
images/sources A B C D E F
terms
3. This task is about the period of the Cold War. (K/4)

Answer the questions using the sources and your own knowledge.
‘The Imperialist block is increasingly annoyed by the successes of the Soviet Union in building
Communism, as well as by the cultural and economic development of the people’s democracies, The
People’s Republic of China. They are upset by the powerful development of Communist and labour
movements in several Capitalist countries and by the liberation struggles in countries in colonial
dependence. In contrast to the achievements of the Peace Camp, economic problems are increasing in

the Imperialist block, conflicts between the United States and its satellite allies are becoming
increasingly serious. In this situation the Imperialists are exerting great efforts to increase pressure on
the Peace Camp, turning to provocations such as we witnessed in Berlin or Korea.’ (Speech by Mátyás
Rákosi, July 11th, 1953)
„Az imperialista tábort egyre jobban idegesítik a Szovjetunió sikerei a kommunizmus építése terén, a
népi demokráciák, a Kínai Népköztársaság kulturális és gazdasági föllendülése. Nyugtalanítja őket egy
sor kapitalista ország kommunista- és munkásmozgalmának, a gyarmati függő országok felszabadító
harcának erőteljes fejlődése. A béketábor eredményeivel szemben az imperialista táborban nőnek a
gazdasági bajok, kiéleződnek az ellentétek az Egyesült Államok és csatlósai között. Ebben a helyzetben
az imperialisták lázas aktivitást fejtenek ki, igyekeznek növelni nyomásukat a béketáborra, irányt
vesznek olyan provokációkra, mint amilyeneknek Berlinben vagy Koreában voltunk tanúi.” (Rákosi
Mátyás beszéde, 1953. július 11.)
a) What expressions (synonyms) were used by Mátyás Rákosi to refer to the group of Socialist
countries? Write two expressions. (0.5 points for each correct item)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
b) What is the (false) message that the speaker suggested by comparing the economic
development of the two blocks? Use your own words. (1 point)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
c) Which Cold War armed conflict did Mátyás Rákosi refer to in his speech? (1 point)
_____________________________________________________________________________________________________________________
d) Name another armed conflict during the Cold War which was not mentioned in the speech
and took place in the 1950s. (1 point)
_____________________________________________________________________________________________________________________
4. This task is about the history of the Soviet bloc. (K/4)

Each of the events illustrated in the sketch maps can be linked to the activities of a Soviet party
leader. Decide which one he was. Write the letter of the map in the appropriate box in the table. More
than one map may belong to one person. (1 point for each correct item)
A) Budapest B) Korea

tér square square Kína China

szobor statue Szovietunió Soviet Union
Jugoszláv követség Yugoslavian Embassy Koreai Népi People’s Republic of
köz alley Demokratikus Korea
laktanya barracks Köztársaság Republic of Korea
Műszaki Egyetem Technical University Koreai Köztársaság Changes in the front
körtér circus Az arcvonalak változásai line
Déli Pályaudvar Southern Railway Padmindzsoni The Panmunjom truce
Városliget Station tűzszüneti vonal line
City Park Észak-koreai hadsereg Movements of the
hadműveletei North Korean army
Dél-koreai és az ENSZ Movements of South
csapatok hadműveletei Korean and UN troops
Az észak-koreai Movements of the
hadsereg és a kínai North Korean army
egységek hadműveletei and Chinese units
C) Cuba
Atlanti-óceán Atlantic Ocean

Karib-tenger Caribbean Sea
Az USA által támogatott Kubai emigránsok Attack by Cuban emigrants supported by the
támadása USA
Középhatósugarú rakétabázis Medium-range missile base
Középhatósugarú repülőtámaszpont Medium-range air-base
Légelhárító rakétabázis Anti-aircraft missile base
USA flottabázis USA naval base
Guantanamo-öböl Guantanamo Bay
Disznó-öböl Bay of Pigs
Dél-Amerika South America
Bombázók hatósugara Range of bombers
Közepes hatósugarú rakéták Medium-range missiles
Közbeeső hatósugarú rakéták Intermediate-range missiles
Kanada Canada
Kuba Cuba
Mexikó Mexico

D) Spread of pollution leaking from the Chernobyl

nuclear power plant
Stalin Khrushchev Gorbachev
5. This task is about the period after 1945. (K/3)

Which table(s): Table 1, Table 2, Table 3, or none of them, provide(s) information about the
conclusions that follow? Mark your choice with an X. (0.5 points for each correct item)

Conclusions Table 1 Table 2 Table 3 None

a) By the 1960's it had become normal for women to work.
b) The educational level of the country was steadily rising.
c) During the 1950's the number of the flats significantly
increased.
d) The intensive period of economic development required
an increase in the number of types of intellectual
professional activity.
e) The most dynamic period for the building of housing was
in the 1960's and 1970's.
f) The size of flats (number of rooms) significantly increased
in the period.
6. This task is about the institutions of the European Union. (K/4)

Institutions of the European Union
a) Below, you can read excerpts from the text of the Treaty on the European Union. Circle the
number of the excerpt which refers to the European Commission.
1. ‘It shall oversee the application of Union law under the control of the Court of Justice of the
European Union. It shall execute the budget and manage programmes.’
1. „Az Európai Unió Bíróságának ellenőrzése mellett felügyeli az uniós jog alkalmazását. Végrehajtja a
költségvetést és irányítja a programokat.”
2. ‘Its members shall be elected for a term of five years by direct universal suffrage in a free and secret
ballot.’
2. „Tagjait közvetlen és általános választójog alapján, szabad és titkos választásokon, ötéves

időtartamra választják.”
3. ‘It shall consist of a representative of each Member State at ministerial level, who may commit the
government of the Member State in question and cast its vote.’
3. „A tagállamok egy-egy olyan, miniszteri szintű képviselőjéből áll, aki az általa képviselt tagállam
kormánya nevében kötelezettséget vállalhat és szavazhat.”
4. ‘It shall, jointly with the Council [Council of Ministers], exercise legislative and budgetary functions.’
4. „A Tanáccsal [a Miniszterek Tanácsával] közösen ellátja a jogalkotási és költségvetési feladatokat.”
b) The names of two institutions of the European Union are missing from the following excerpt.
Complete the text. Choose from the institutions in the diagram.
‘Taking into account the elections to the European Parliament and after having held the appropriate
consultations, the _______________________ (1), acting by a qualified majority, shall propose to the
_______________________ (2) a candidate for President of the Commission.’ (Excerpt from the Treaty on the
European Union)
„Az európai parlamenti választások figyelembevételével és a megfelelő egyeztetések lefolytatása után

a(z) _____________________ (1.) minősített többséggel eljárva javaslatot tesz a(z) ____________________(2.) -
nak/-nek a Bizottság elnökének jelölt személyre vonatkozóan.”(Részlet az Európai Unióról szóló
szerződésből)
c) In 2015, how many commissioners were members of the European Commission? Circle the
correct number.
6 12 28 47
7. This task is about the problems related to environmental pollution. (K/5)

‘It was certainly a mistake for Geoff [the English protagonist of the parable, an ordinary man] to choose
the English tomato instead of the Spanish one: the carbondioxide emissions caused by the tomato
being transported from Spain to England by land are counterbalanced many times over by the fact that
Spain is a sunny country, while growing tomatoes in England needs heated greenhouses. […]
Geoff was mightily satisfied with himself when he left for the supermarket with his own plastic bag, but
the carbon footprint of the plastic bag is only a fraction of that of the food we put into it. And this can
barely counterbalance the error he made when he went to the shop by car, which over a mile can result
in more than 150 grams of emissions […]. And then we might even have underestimated this figure,
because we were assuming that he did not get stuck in any traffic jam, […] in which case, by slowing
down other cars, he would cause more emissions than he emits himself directly.’ (Parable by economist
Tim Harford)
„Bizonyosan elhibázott lépés volt, amikor Geoff [a példázat angol főszereplője, egy átlagember] spanyol
paradicsom helyett angolt választott: a szén-dioxid-kibocsátást, amit az okozott, hogy a paradicsomot
közúton szállították Spanyolországból Angliába, többször ellensúlyozza az a tény, hogy Spanyolország
napos ország, míg Angliában a paradicsomtermesztéshez fűtött üvegházakra van szükség. […]
Geoff igen elégedett volt magával, amikor saját műanyag szatyrával indult a szupermarketbe, de a
szatyor szén-dioxid-kibocsátása csak egy ezreléke annak az ételnek, amit beleteszünk. Márpedig ez
aligha ellentételezi azt a kilengést, hogy autóval ment a boltba, ami egy mérföldön több mint 150
gramm kibocsátást is eredményezhet […]. És akkor lehet, hogy még alá is becsültük ezt a számot, mert
azt feltételeztük, hogy az úton nem akadt el semmilyen dugóban, […] márpedig ebben az esetben […]
azzal, hogy más autókat lelassít, több kibocsátást fog okozni, mint amennyit közvetlenül maga bocsát

ki.” (Tim Harford közgazdász példázata)
a) Name a global environmental problem caused by the kind of air pollution (carbon dioxide
emissions) mentioned in the text.
_________________________________________________________________________
b) During which human activities is carbon dioxide emitted? Name two, on the basis of the text.
_________________________________________ _________________________________________
c) Which statement best matches the content of the parable’s first paragraph? Circle the
number of the appropriate statement.
1. Carbon emissions caused by haulage and transport are very high, so it is worth buying foodstuffs
produced locally.
2. Growing crops which are not very well suited to the local climate may increase carbondioxide
emissions.
3. The carbon-dioxide emissions of heated greenhouses are counterbalanced many times over by the
emissions from road transport.
d) What determines the amount of carbon dioxide emitted by the same car on the same stretch
of road? Describe one factor using your own words, based on the text.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
8. This task is about the Cold War. (K/4)

A) ‘The gist of the matter is that over the next 3-4 years Europe will need far more foreign – mostly
American – foodstuffs and basic commodities than it is able to pay for right now, so they require
further aid.’ (The US Secretary of State)
„A dolog lényege az, hogy Európa szükségletei a következő 3-4 évben sokkal nagyobbak a külföldi –
főleg amerikai – élelmiszerek és alapvető termékek iránt, mint amiért jelenleg fizetni képes, ezért
további segítségre van szükségük.” (Az Egyesült Államok külügyminisztere)
B) ‘Now we have achieved what we hoped for in vain between the two World Wars: the United States
of America declares that there will be neither peace nor security for America while Europe is in
danger.’ (The French Minister of Foreign Affairs)
„Most elértük azt, amit a két világháború között hiába reméltünk: az Amerikai Egyesült Államok
kinyilvánítja, hogy Amerika számára sem a béke, sem a biztonság nem jön el addig, amíg Európa
veszélyben lesz.” (A francia külügyminiszter)
C) ‘Behind this line lie all the capitals of Central and Eastern Europe’s old states – Warsaw, Berlin,
Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia. All these famous cities and the populations of
their countries are in the Soviet sphere.’ (A British politician)
„E vonal mögött vannak Közép- és Kelet-Európa régi államainak összes fővárosai – Varsó, Berlin, Prága,
Bécs, Budapest, Belgrád, Bukarest és Szófia. Mindezek a híres városok és országuk lakossága a szovjet
szférában fekszik.” (Egy brit politikus)
a) From which period do all three sources date? Circle the number of the correct period.
1945-50 1955-1960 1961-65

b) Using the historical terminology, name the ‘line’ mentioned in source C.

___________________________________________
c) What aim was the United States pursuing when it provided the aid mentioned in source A?
Circle the numbers of the two correct statements.
1. As a result of the crisis of overproduction, it was necessary to sell American products in Europe
immediately.
2. Europe, after the restoration of its economy, could become an important long-term market for
American products.
3. The United States wanted to prevent the economic difficulties from facilitating the spread of
communist ideas and a Soviet takeover in Europe.
4. The United States was forced to compete with the Soviet Union, and offer the same amount of aid to
the countries in its sphere of interest as the Soviet Union offered to those which
belonged to the Soviet sphere.
5. The United States wanted to stop the mass immigration of Europeans to the American continent.
9. This task is about the disintegration of Yugoslavia. (K/4)

Match the member states indicated on the map with the statements which refer to them. Write
the number of the member state into the appropriate box in the table. Write one number into one
box. One number can appear more than once. (1 point for each correct item.)
Member states of former Yugoslavia
Definition Number of state

a) The leading member state of former Yugoslavia. The capital and the
legislature of the federal state were located here.
b) Former member state which uses the Latin alphabet and has Western
Christian (Catholic) traditions going back a thousand years.
c) From religious and ethnic points of view this is the former member state
with the most mixed population, which, as a result, suffered most in the
Yugoslav Wars.
d) Former member state which had significant income from seaside tourism,
and which was granted disproportionately little political power in comparison
with its economic achievements.

10. This task is about the confrontation between the Eastern and Western blocs. (K/3)
A,
⃰ 1 barrel = 163.66 litres
B,
Changes in the price of oil in dollars per barrel
C) ‘This crisis is increasingly convincing the masses that capitalism is a society which has no future; at
the same time this crisis also multiplies the number of followers of the other path, socialism. This crisis
cannot be halted by the attempts of the military-political bloc of the imperialists nor by the arms race,
nor with the economic integration of monopolies, nor the illusion of social reforms, nor oppression.’
(Speech by Soviet General Secretary Brezhnev, 1976)
„Ez a válság egyre jobban meggyőzi a tömegeket arról, hogy a kapitalizmus olyan társadalom,
amelynek nincs jövője; egyszersmind ez a válság megsokszorozza a másik, a szocialista út híveinek
számát is. Ezt a válságot nem lehet megállítani sem az imperialisták katonai-politikai tömbjének
próbálkozásaival és a fegyverkezési hajszával, sem a monopóliumok gazdasági integrációjával, sem a
társadalmi reformok látszatával, sem pedig elnyomással.” (Brezsnyev szovjet pártfőtitkár beszéde, 1976)
a) Choose the correct explanation for the content of source C). Circle the number of the correct
explanation. (1 point)
1. Brezhnev predicted the collapse of capitalism resulting from the fall in oil prices.
2. According to Brezhnev, the boom in oil prices ensured the financial framework for the Soviet
weapons programme.
3. According to Brezhnev, the competition between the two world orders had basically already been
decided: socialism was going to win.
4. According to Brezhnev, the rise in oil prices blocked the way to the introduction of social reforms.

b) Decide which of the italicised and numbered expressions fit the sentence. Circle the number
of each correct expression. (0.5 points for each correct item.)
Between 1979 and 1983, while Soviet crude oil production 1. rose 2. stagnated 3. fell
crude oil production by OPEC countries 1. rose 2. stagnated 3. fell
c) Name the military-political bloc underlined in source C). (1 point)

____________________________________________________________
11. This task is about the European Union. (K/4)

Using the sources and your own knowledge, decide which second parts are the correct
continuation of sentences a), b), c) and d). Circle the number of the correct second part. (1 point
‘Qualified majority is the most widely used voting method in the Council. […] A qualified majority is
reached if two conditions are met:
• [At least] 55% of member states vote in favour - in practice this means 16 out of 28
• the proposal is supported by member states representing at least 65% of the total EU population. […]
The blocking minority must include at least four Council members representing more than 35% of the
EU population.’ (The official website of the European Council)
„A minősített többségi szavazás a Tanácsban leggyakrabban alkalmazott szavazási mód. […] Akkor
beszélünk minősített többségről, ha az alábbi két feltétel teljesül:
• a tagállamok [legalább] 55%-a (vagyis a gyakorlatban a 28 tagállamból 16) a javaslat mellett szavaz
• a javaslatot támogató tagállamok az EU teljes népességének legalább 65%-át képviselik. […]
A blokkoló kisebbségnek legalább a Tanács négy, az Unió népességének több mint 35%-át képviselő
tagállamából kell állnia.” (Az Európai Tanács hivatalos honlapja)

a) The Council is unable to reach a decision with a qualified majority vote if …
1. Germany, Hungary, Slovakia and Croatia oppose it.

2. Germany, France, Italy and Spain oppose it.
3. any 5 member states oppose it.
b) The Council can adopt a draft resolution with a qualified majority if …
1. at least 65% of the 751 representatives of the European Parliament, who represent 55% of the
member states, vote for it.
2. At least 55% of the 28 heads of states or governments, who represent at least 65% of the
population, vote for it.
3. at least 10 members of the European Committee, 35% of the 28 people, do not reject it.

c) The decision-making procedure of the Council …
1. is primarily inter-governmental, since small and large member states carry equal weight.
2. is primarily supra-national, as the decisions have to be supported by the majority of the population.
3. expresses the dual nature of the European Union, as in itself neither the majority of member states,
nor the majority of the population is enough to make decisions.
d) For the qualified majority vote of the Council …
1. it is enough if all the 1992 founding members vote in favour.

2. it is enough if all states that have joined since 1992 vote in favour.
3. the votes of members who joined both before and after 1992 are needed.
12. This task is about the role of advertising in consumer society. (K/4)
Do the task using the text and your own knowledge.
‘ABS, air conditioning, four air-bags, power steering. Remote controlled central locking, electrically
adjustable, heatable external rear-view mirrors, self-adjusting seat belts, factory-fitted alarm system,
factory-fitted CD player. [...] In one word, you find in it all the extras you could dream of. There is
something we took a bit off: the price.[...] Once you get in you never want to get out.' (advertisement)
„ABS, légkondicionáló, négy légzsák, szervokormány. Távirányítós központi zár, elektromosan állítható,
fűthető, külső visszapillantó tükrök, övfeszítő, gyári riasztó, CD vezérlős gyári magnó. […] Egyszóval
minden extrát megtalál benne, amire csak vágyhat. Egyvalamiből mégis lecsíptünk egy darabot: az
árából. […] Ha egyszer beleül, többé nem akar kiszállni!” (reklámszöveg)
a) Underline the sentence in the text which is intended to affect the customer's feelings. (0.5
points)
b) Outline in a few words the role of advertising in the economy. (Score: 1 point for each correct
item.)
from the producer's point of view: _____________________________________________________________________
from the customer's point of view: _____________________________________________________________________
c) List one positive and two negative consequences of the consumer society. (Score: 0.5 points for
each correct item.)
positive: _____________________________________________________________________
negative: _____________________________________________________________________
negative: _____________________________________________________________________

13. This task is about the problems of the 'global world'. (K/2)
Answer the questions using the sources.
Glossary
népességnövekedés population growth
az emberi jogok megsértése violation of human rights
társadalmi-gazdasági egyenlőtlenségek socio-economic inequalities
írástudatlanság illiteracy
szegénység poverty
munkanélküliség unemployment
éhínség famine
járványok terjedése spread of epidemics
vándorlások migrations
menekültek refugees
hontalanok stateless
bűnözés terjedése rising crime
urbanizációs problémák problems with urbanization
a természeti erőforrások kimerülése exhaustion of natural resources
‘[…] We can search for other alternative energy sources besides the new type of atomic reactors. The
first is to develop bigger solar cells. […] Besides much better solar cells we must develop accumulators
which can store more energy than is possible today. With better cells, electric cars will be much faster,
and will only have to be recharged after several hundred kilometres. With the use of solar energy-
powered cars the emission of carbon dioxide and other gases will decrease, and warming caused by
the greenhouse effect will be reduced.
Other alternative energy resources (wind energy, tidal power plants, hydroelectric stations built on
waterfalls and dams) can only cover a small percentage of present-day demands.' (Coursebook text)
„[…] Kereshetünk más alternatív energiaforrásokat az új típusú atomreaktorokon kívül. Az első, hogy
nagyobb napelemeket fejlesszünk ki. […] A sokkal jobb napelemek mellett olyan akkumulátorokat kell
kifejleszteni, amelyek a maiaknál több energiát tárolnak. Jobb telepekkel az elektromos autók sokkal
gyorsabbak lesznek, és csak több száz kilométer után kell azokat újra tölteni. A napelektromosságot
felhasználó autókkal csökken a szén-dioxid és más gázok kibocsátása, és csökken az üvegház okozta
felmelegedés.
Egyéb alternatív energiahordozók (szélenergia, árapály-erőművek, vízesések és gátak mellé épített vízi
erőművek) a jelenlegi igényeknek csak kis százalékát tudják fedezni.” (Tankönyvi szöveg)

a) Name two immediate consequences of population growth. (0.5 points for each correct item)
______________________________________________________________________________________________________________________
____________________________________________________________________________________________
b) Using the source make suggestions about how to solve the energy crisis. Write two examples
of alternative energy sources. (0.5 points for each correct item)
_______________________________________________________________________
14. This task is about the problems of the countries of Eastern Central Europe at the end of the
20th century. (K/4)
Use the table, the diagrams and your own knowledge to complete the tasks.

Glossary:
Szlovénia: Slovenia
Horvátország: Croatia
Lengyelország: Poland
Csehország: Czech Republic
Magyarország: Hungary
Szlovákia: Slovakia
Románia: Romania
Bulgária: Bulgaria
a) How did the GDP of these countries change between 1989 and 1991? Underline as
appropriate. (0.5 points)
stagnated decreased decreased significantly
b) How did industrial production change between 1989 and 1991? (0.5 points)
_____________________________________________________________________________________________________________________
c) Name one possible cause of the above changes. (1 point)

_____________________________________________________________________________________________________________________
d) What was the political process which made the economic transformation in the countries of
the region possible? (1 point)
_____________________________________________________________________________________________________________________
e) List two significant social consequences of the change to the market economy system.
(0.5 points for each item.)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

15. This task is about the institutional structure of the European Union. (K/4)
Do the task using the chart and your own knowledge.
a) Fill in the missing part of the following chart, using the chart above. (0.5 points for each
correct item)

Glossary:
Az Európai Unió intézményei: institutions of the European Union
politikai irányvonalak kijelölése: setting political directives
Európai Tanács: Council of Europe
tagállamok állam-és kormányfői külügyminiszterei + bizottság elnöke: member states' heads of state
and government, foreign ministers and the chairman of the committee
konzultáció, együttműködés, együtt döntés: consultation, cooperation, deciding together
hozzájárulás: consent
döntés: decision
javaslat: proposal
ajánlás: recommendation
A Bizottság megválasztása, ellenőrzése: Electing and supervising the Committee
Gazdasági Szociális Bizottság: Economic and Social Committee
Régiók Bizottsága: Committee of the Regions
Európai Bíróság: Court of Justice
ellenőrzés: supervision
Európai Számvevőszék: Court of Auditors
pénzügyek ellenőrzése: supervision of financial affairs
b) When was the European Economic Community (EEC) formed? (0.5 points)
__________________________________________________________________
c) Name the two institutions of the European Union which these descriptions refer to. (One point
for each correct item)
1) Otherwise known as the ‘government' of the European Union, it has the tasks of making
recommendations for European Community legislation, executing the decisions brought by the Council
of Ministers and ensuring that the member states observe the common regulations. It is a proposal-
making, decision-preparing, executive and supervisory institute of the EU, although it has only limited
executive and legislative powers.
__________________________________________________________________
2) Its main task is the inspection and supervision of the common budget's execution, auditing the EU
accounts, and also making annual reports of any institution, auditing the financial affairs of the EU,
inspecting the budget rules.
__________________________________________________________________

16. This task is about the global problems of the world. (K/5)
Answer the questions using the table, the cartoon and your own knowledge.
a) Identify the region whose percentage of the world population increased the most between
1950 and 2000. (0.5 points)
_____________________________________________________________________________________________________________________
b) Say which catastrophe the cartoonist compares overpopulation with. (0.5 points)
_____________________________________________________________________________________________________________________
c) Say what the effect of overpopulation outside Europe is on Europe. (1 point)

_____________________________________________________________________________________________________________________
d) List two problems which overpopulated countries have to face. (0.5 points for each correct item)
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
e) Write down one economic and one social solution to their problems. (1 point for each correct
item)
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________

17. This task is about the characteristics of European ex-Socialist countries after the change of
regimes. (K/2)
On the basis of the map and statistical data decide whether the statements are true or false.
Countries within the European Union and countries waiting to join (2005)
Glossary
EU-tagállamok EU members
2004-ben csatlakozott államok States which joined in 2004
2007-ben csatlakozó országok t Countries joining in 2007
árgyalás alatt under negotiation
Északi-tenger North Sea
Atlanti-óceán Atlantic Ocean
Földközi-tenger Mediterranean Sea
Fekete-tenger Black Sea


a) In 1997 unemployment was lower in all the countries which joined the European
Union in 2004 than in countries joining in 2007.
b) Among the ex-socialist countries the GDP is highest in those where
unemployment is lowest.
c) Among the countries which joined in 2004 one Yugoslavian successor state came
close to the level of development of the European Union in 1997.
d) To avoid conflicts between nationalities the European Union only allows those
countries to join which were already independent before 1990.
18. This task is about the typical characteristics of the globalised world. (K/4)
In the following we supply a lexicon entry and an extract from a study by a social psychologist [a
scientist of socio-psychology]. Answer the questions. (1 point for each correct item)
Manipulation: influencing public opinion and the masses in a hidden way for some political purpose,
using instruments of mass communication.
Manipuláció: A közvéleménynek, a tömegeknek valamely politikai cél érdekében burkolt módon
történő befolyásolása a tömegkommunikációs eszközök felhasználásával.
‘This image is not the science-fiction nightmare of an imagined future, but the description of what
really happened in the course of the 1968 presidential elections. In his sensationally revealing writings
about the Nixon campaign the journalist John McGinnis describes the skill with which Nixon’s
(president of the USA 1968-1974) advisors constructed the image which they projected to the
American people. According to McGinnis, with the incredible power of television the voters can be
influenced to vote for an artificially created image of a candidate rather than for the candidate himself.
Or as one of Nixon’s colleagues put it: ‘There is a completely new concept that is beginning to form, this
way they are always going to be elected. The guys who come after this will all have to be performance
artists.’ …. The colleague referred explicitly to the TV show which was put together as if the candidate,
Nixon, was answering the questions of viewers calling in on the spot, without preparation. In fact his
answers were carefully prepared and revised. When a voter asked a question on the phone, Nixon’s
colleagues rephrased it in such a way that it became the same as one of the previously prepared
questions, then they labelled it with the questioner’s name, and finally had the candidate recite the
prepared answer.’ (The Social Being by Aronson)
„Ez a kép nem egy elképzelt jövő fantasztikus lidércnyomása, hanem annak leírása, ami valóban
megtörtént az 1968-as elnökválasztás során. Egy újságíró, Joe McGinnis a Nixon-kampányról szóló

szenzációs leleplező írásában elmondja, hogy Nixon [az USA elnöke 1968-1974] tanácsadói milyen
hozzáértéssel formálták azt a képet, amelyet az amerikai nép elé vetítettek. McGinnis szerint a televízió
hatalmas erejével inkább arra lehet rávenni a választókat, hogy egy jelöltről mesterségesen kialakított
képre szavazzanak, mintsem magára a jelöltre. Vagy, ahogy Nixon egyik munkatársa mondta: „Egy
egészen új koncepció kezd kialakulni, így mindig meg fogják őket választani. Az ezután következő
szivarok[személyek] mind előadóművészek kell hogy legyenek.” … A munkatárs közelebbről arra a
tévéműsorra célzott, amely úgy volt megcsinálva, mintha az elnökjelölt, Nixon rögtönözve válaszolt
volna a nézők telefonon beérkezett kérdéseire. Valójában olyan kérdésekre válaszolt, amelyeket
gondosan előkészítettek és kipróbáltak. Amikor egy választó telefonon feltett egy kérdést, Nixon
munkatársai a kérdést átfogalmazták oly módon, hogy megegyezzen valamelyik előre kidolgozott
kérdéssel, a kérdést ezután a kérdező nevével látták el, majd az elnökjelölttel elmondatták az előre
kész választ.” (Aronson: A társas lény)
a) Which medium was the means of manipulation in the case described above?
_____________________________________________________________________________________________________________________
b) What was the political aim of the manipulation?

_____________________________________________________________________________________________________________________
c) Who were the targets of the manipulation?

_____________________________________________________________________________________________________________________
d) In this case what was the ‘hidden way’ in which people were manipulated?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
19. This task is about the institutional structure of the European Union. (K/3)
Fill in the following table using the source. (0.5 points for each correct item)
Glossary

Az Európai Unió intézményei: institutions of the European Union

politikai irányvonalak kijelölése: setting political directives
Európai Tanács: European Council
tagállamok állam-és kormányfői külügyminiszterei + bizottság elnöke:
member states' heads of state and government, foreign ministers and the chairman of the commission
Az Európai Unió tanácsa: Council of the European Union
a tagállamok kormányainak képviselői: representatives of governments of member states
Európai Parlament: European parliament
képviselő: representative
konzultáció, együttműködés,
együtt döntés: consultation, cooperation, deciding together
hozzájárulás: consent
ellenőrzés: supervision
döntés: decision
javaslat: proposal
ajánlás: recommendation
Bizottság: Commission
biztos: commissioner
A Bizottság megválasztása, ellenőrzése: Electing and supervising the Commission
Gazdasági Szociális Bizottság: Economic and Social Committee
Régiók Bizottsága: Committee of the Regions
Európai Bíróság: Court of Justice
Európai Számvevőszék: Court of Auditors
pénzügyek ellenőrzése: supervision of financial affairs
Commission
European or
Both Neither
Council European
Commission
1. Its members include member states' heads
of state and government.
2. It consists of 732 representatives.
3. It can make proposals to the European
Parliament and the Council of the European
Union.
4. The supervision of financial affairs is among
its most important
tasks.
5. Its members are elected by the European
Parliament.
6. It formulates recommendations for the
Council of the European
Union and the Commission.
20. This task is about the nationality problems of Central Europe. (K/3)
Select the expressions which are correct in the context in the following text about the Yugoslav
ethnic conflicts. Underline the correct word or phrase in each pair of expressions. (0.5 points for
each correct item)
In 1991 the member republics of Yugoslavia, a) Slovenia/Slovakia, Croatia, Bosnia- Herzegovina and
Macedonia, declared their b) neutrality/independence. The peoples of Yugoslavia, which was mixed
in its c) form of government/ethnicity, mutually strived to form states with d) homogeneous/mixed
populations. As the local e) Serbs/Yugoslavs could not accept the prospect of becoming a minority in

the new states, they revolted in Croatia and Bosnia-Herzegovina with the support of the Yugoslav
People’s Army and Serbia. Tens of thousands of people were killed or driven from their homeland in
the escalating struggle. On January 15, 1992 the European Union f) accepted as members/recognised
the republics which had just declared their independence, thus confirming the disintegration of
Yugoslavia.
21. This task is about the drawbacks of the welfare consumer state. (K/4)
Find a phenomenon in the list of possible answers that matches each of the sources. Write the
number of the correct item on the line next to the text. You can only match one number to each
text. (1 point for each correct item)
a) ‘Men run after money in order to have time. More time. However, time is always time for something.
Thus the question is: what is the time gained in such a way for? In moneytime, there is only one answer
that exists for this question: to earn money. That is to say to enable us to run after money in the time
gained in this way too, and thus to win even more time, in which we can get even more money, and
even more time for pursuing money. Because there is never enough time.’ (A Szépfejedelem, by Ákos
Szilágy; 2001)
„Az ember azért fut a pénz után, hogy ideje legyen. Több ideje. Az idő azonban mindig valamire való idő.
A kérdés tehát az, mire való az így nyert idő? A pénzidőben egyetlen válasz létezik erre a kérdésre:
pénzkeresésre való. Vagyis arra, hogy az így nyert időben is futhassunk a pénz után, és ezzel még több
időt nyerjünk, amiben aztán még annál is több pénzt szerezhetünk és még annál is több időt a pénz
utáni hajszára. Mert időből sohasem elég.” (Szilágyi Ákos: A szépfejedelem; 2001)
b) ‘The size of groups has radically decreased; today it has been reduced to a single person. Modern
societies are made up of alliances of one-member groups. Loyalty, self-sacrifice and moral support are
lost, common actions are limited.’ (Az emberi természet [Human nature], by Vilmos Csányi; 1999)
„Radikálisan csökkent a csoportméret, és ma egyetlen személyre redukálódott. A modern társadalmak

egytagú csoportok szövetségeiből épülnek fel. Elveszett a lojalitás [méltányosság, elfogadás], az
önfeláldozás, a morális [erkölcsi] támogatás, a közös akciók korlátozottak.” (Csányi Vilmos: Az emberi
természet; 1999)
c) ‘Persuasion does not happen through reasoning, but with symbols which affect our basic human
emotions. […] Artificial techniques which are widely used to sell goods are used in the sale and
purchase of political notions and politicians too. […] If the official persuader manages to gather us into
a group chosen at random by him (members are not specially selected), we fall prey to ready-made
notions, from then on our self-esteem will be linked to this group too.’ (The Age of Propaganda, by
Pratkanis & Aronson; 1992)
„A meggyőzés nem érvekkel történik, hanem alapvető emberi érzelmeinkre ható szimbólumokkal. […]
Az árucikkek eladására elterjedt műfogásokat alkalmazzák a politikai eszmék és a politikusok
adásvételében is. […] Ha a hivatásos rábeszélő eléri, hogy az általa kívánt vakcsoportba tömörüljünk (a
tagokat nem válogatják), előre gyártott eszmék karmaiba kerülünk, önbecsülésünk is e csoporthoz
kötődik ezután.” (Pratkanis-Aronson: A rábeszélőgép; 1992)
d) ‘We have destroyed traditions. We have reached a critical point when not only is the younger
generation unable to identify with the older one any longer, but it is also incapable of understanding
the older generation in a cultural sense. […] But most disillusioning of all is the fact that in this
apocalyptic process, in all likelihood, it is the most noble characteristics and abilities of men that are
wasted first, exactly those that we rightly consider and value as specifically human. (Civilised Man’s
Eight Deadly Sins, by Konrad Lorenz; 1973)
„A tradíciókat [hagyományokat] leromboljuk. Elértünk egy olyan kritikus pontot, amikor már a

fiatalabb generációnak nemcsak azonosulnia nem sikerül többé az idősebbel, de azt kulturális
értelemben sem képes megérteni. […] A legkiábrándítóbb azonban az, hogy ennél az apokaliptikus
[végítéletszerű] folyamatnál minden valószínűség szerint elsőként az ember legnemesebb
tulajdonságai és képességei mennek veszendőbe, éppen azok, melyeket joggal érzünk és értékelünk
sajátosan emberinek.” (Konrad Lorenz: A civilizált emberiség nyolc halálos bűne; 1973)
List of possible answers:

1. globalisation weakens national independence
2. the number of shopping centres is steadily increasing
3. economic-political demagogy exploits people
4. the different age groups find it more and more difficult to understand each other
5. the selfish motives of the individual become prominent
6. life becomes a pursuit of material goods
22. This task is about the environmental effects of technological advances and economic growth.
(K/4)
Read the information below on two persons who both work for the reduction of global
environmental problems. Use the biodata to decide whose views are expressed in the
quotations. (Write the letters of the quotations into the appropriate boxes in the table.) (Score: 1 point
Al Gore: politician, businessman and Nobel laureate environmental activist. From 1993 he was vice
president of the United States for eight years and lost the 2000 presidential elections to George W.
Bush. Having left politics, he gives lectures all over the world about global warming and the need to
reduce carbon dioxide emissions. He is convinced that fast and clearly defined measures are needed to
stop warming caused by human activities and to reverse the current processes.
Bjorn Lomborg: director of the Danish Environmental Assessment Institute, he was elected one of the
100 most influential people in the world. In 2008 The Guardian listed him among the 50 people who
can save our planet. Lomborg claims that complex billion-dollar campaigns to stop global warming
have emotional rather than strictly scientific foundations and their impact in the next centuries will be
negligible.
a) “If the Kyoto Protocol was signed by the United States, its total cost would be more than five billion
dollars in the next one hundred years. As opposed to this the environmental benefit would be that the
temperature would decrease by 0.16 degrees Celsius by the end of the century. This would give the
world a twobillion dollar profit. As it turns out, however, the Kyoto Protocol is bad business: each
dollar spent brings a profit of thirty-four cents. [...] In the wealthiest part of the world Europe will have
the best deal, as it pays 1.5 billion dollars, but recovers almost half of that thanks to beneficial
influences.”
„Ha a Kiotói Egyezményt az Egyesült Államok is aláírná, az elkövetkező évszázadban több mint ötbillió
dollár lenne annak összköltsége. Ezzel szemben áll a környezeti haszon: a század végére valamivel,
mintegy 0,16°C-kal alacsonyabb lesz a hőmérséklet. A világ számára ez csaknem kétbillió dollár
hasznot jelent. Összességében azonban az derül ki, hogy a Kiotói Egyezmény rossz üzlet: minden egyes
elköltött dollár mintegy harmincnégy cent hasznot hajt. […] A világ gazdagabb feléből Európa jár a
legjobban, mert 1,5 billió dollárt fizet, de csaknem a felét nyeri vissza a jótékony hatások révén.”
b) “We have much more serious problems than global warming. We must consider everything in its
own place. Starvation, poverty and disease are much graver issues. If these are solved, we can help
more people, and for less money and more reliably at that, than by spending billions of dollars on this
drastic climate issue.”
„Sokkal fontosabb problémáink is vannak, mint a globális felmelegedés. Mindent a helyi értékén kell

kezelnünk. Sokkal súlyosabb probléma az éhezés, a szegénység és a betegség. Ha ezeket megoldjuk,

több embernek segíthetünk, méghozzá olcsóbban és megbízhatóbb módon, mint ha dollárbilliókat
fordítunk a drasztikus éghajlat-problémára.”
c) “We hear that the wretched fate of the polar bears is a warning: ‘we must regulate the emission of
greenhouse gases more strictly, which is connected to global warming’. Even if we accept the erroneous
assumption that we can consider the Hudson Bay population of polar bears in 1987 as our starting
point, which means that fifteen bears die every year, what can we do? If we try to help by reducing the
emission of greenhouse gases, all we can achieve is to avoid the death of fifteen bears. [...] At the same
time forty-nine bears of the same population are shot every year, and we could help this much more
easily.”
„Azt halljuk, hogy a jegesmedvék sanyarú sorsa figyelmeztetés: »szigorúbban kell szabályoznunk az
üvegházhatású gázok kibocsátását, ami összefügg a globális felmelegedéssel«. Még ha el is fogadjuk azt
a téves feltételezést, hogy a Hudsonöbölnél 1987-ben élő jegesmedve-populációt kiindulópontnak
tekinthetjük, vagyis évente tizenöt medve pusztul el, mit tehetünk? Ha az üvegházhatású gázok
kibocsátásának csökkentésével próbálunk segíteni, akkor legfeljebb tizenöt medve halálát kerülhetjük
el. […] Ugyanekkor ugyanebből a populációból negyvenkilenc medvét lőnek le évente, amin viszont
könnyen segíthetnénk.”
d) “In 1997 I too had some part in the success of the Kyoto talks. World leaders drew up an agreement
of extraordinary significance in the Japanese city aiming to reduce the emission of pollutants which
cause global warming. [...] 132 countries of the developed world ratified the Kyoto Protocol. There are
only two developed countries where it has not become law. One of them is the United States, and the
other is Australia.”
„1997-ben nekem is szerepem volt a kiotói tárgyalások sikerében. A világ vezetői a japán nagyvárosban
óriási jelentőségű egyezményt fogalmaztak meg azzal a céllal, hogy csökkentsék a globális
felmelegedést okozó szennyezések kibocsátását […] A Kiotói Egyezményt a fejlett világ 132 országa
ratifikálta. Csak két fejlett ország van, ahol nem vált jogszabállyá. Az egyik az Egyesült Államok, a másik
Ausztrália.”
Al Gore
Bjorn Lomborg
23. This task is about the characteristic features of the ‘global world'.
In the following we supply a lexicon entry about mass communication. List four means of mass
communication from the 21st century. (0.5 points for each correct item)
‘Mass communication: form of communication: it transmits the same message via some technical
device (medium) at (more or less) the same time to a large number of recipients. In the modern -
sociological [social science] – sense it is an ‘industrial’ process of information production.’
„Tömegkommunikáció <lat.>: kommunikációs forma: ugyanazt a közölnivalót valamely technikai

eszköz (médium) segítségével (nagyjából) egyidejűleg nagyszámú befogadónak továbbítják. A modern
– szociológiai [társadalomtudományi] értelemben ipari jellegű információtermelési folyamat.”
a) _____________________________ b) ____________________________
c) _____________________________ d) ____________________________

24. This task is about the present-day problems of developing countries. (K/5)
Answer the questions referring to the economic problems of Black Africa, using the sources and
your own knowledge.
Sources:
Nigeria:
‘Hungry, half-naked kids and grumpy, unemployed adults dawdle on dirt roads. There is no electricity,
there is no proper drinking water. There is neither health care nor school. Fishing nets hang dry,
deserted boats carved out of trunks are scattered around the muddy shore. The oil which has been
seeping for several decades, the rain which has turned acid as a result of burning gas flares, and the
cutting down of mangrove forests which were in the way of pipelines wiped out the fish.
Nigeria has been destroyed by the very thing that promised so much at the beginning: oil, which
constitutes four fifths of the state’s income and 95 percent of its exports. In 1960 the country exported
almost nothing else but agricultural products, mainly palm oil and cocoa beans. Today these are almost
insignificant in foreign trade. Today Africa’s most populous country of 130 million people must import
more food than it produces, although previously it used to be self-sufficient.’ (Journalist Tom O’Neill,
National Geographic)
Nigéria:
„Éhes, félmeztelen gyerkőcök és rosszkedvű, munkanélküli felnőttek csoportjai ténferegnek a
földutakon. Nincs villany, nincs rendes ivóvíz. Nincs sem egészségügyi ellátás, sem iskola. A halászhálók
szikkadtan lógnak, a fatörzsből vájt csónakok elhagyatva hevernek az iszapos parton. A több évtizede
szivárgó olaj, a gázfáklyák miatt savassá váló eső meg a csővezetékek útjában álló mangroveerdők
letarolása kipusztította a halakat.
Nigériát az tette tönkre, ami kezdetben oly sokat ígért: az állam bevételeinek négyötödét, kivitelének
95 százalékát adó olaj. Az ország 1960-ban még szinte csak mezőgazdasági cikkeket, legfőképpen
pálmaolajat és kakaóbabot exportált. Ma már mindezek alig számítanak a külkereskedelemben. Afrika
legnépesebb, 130 milliós országa ma több élelmiszert kénytelen importálni, mint amennyit megtermel.
Pedig hajdan önellátó volt.” (Tom O’Neill, újságíró, National Geographic)
Kenya:
‘After becoming independent (1964), the state […] bought up some of the estates and distributed them
among small-holder peasants. This, however, barely reduced the shortage of land; from time to time
the average density of agrarian population, which is more than 1000 people/km2, and food shortages
lead to ethnic conflicts and make it essential to halt the demographical boom as soon as possible.
The Kenyan economy is characterised by the duality of excellently equipped large estates producing
goods for the market, still partly in European hands, and smallholders using primitive farming
methods.’ (Ferenc Probáld, geographer)
Kenya:
„A függetlenné válás (1964) után az állam a […] birtokok egy részét felvásárolta, és kisparaszti
gazdaságok közt osztotta szét. A földéhségen azonban ez vajmi keveset segített; az 1000 fő/km2 feletti
átlagos agrárnépsűrűség az élelmezési helyzet romlásán túl időről időre etnikai feszültségekhez vezet,
és a demográfiai robbanás mielőbbi megfékezését sürgeti.
A kenyai gazdaságot a részben még európai kézen lévő, kitűnően felszerelt nagy árutermelő farmok,
valamint a primitív kisparaszti gazdálkodás dualizmusa jellemzi.” (Probáld Ferenc, földrajztudós)

Fibrous crop mainly used for making carpets
a) For what reasons do a significant number of countries in Black Africa struggle with food
shortages? Mention two reasons on the basis of the sources. (1 point for each correct item)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
b) Typically, what kinds of goods are exported from Black Africa? Name two groups of
commodities. (0.5 points for each correct item)
_____________________________________ _____________________________________
c) Of which of the countries in the table is the following description true? (1 point)
It is the most economically developed and industrialised country in Africa. Its development is mainly
due to its valuable mineral resources. These, however, are mainly exploited by foreign companies.
The name of the country: ___________________________________________
d) What are the historical – political reasons for the characteristically powerful foreign
influence on the economic life of countries in Black Africa? (1 point)
_____________________________________________________________________________________________________________________
25. This task is about the characteristic features of mass culture in the 20th century. (K/3)
Answer the questions using the source and your own knowledge. (1 point for each correct item)
‘By the 20th century arts were also characterised by new distinctions which had been partly unknown
in earlier periods. The world of today’s culture can be described less and less as the model of
coexistence between folk and elite culture, which was gradually being replaced by the dualism of the
so-called high (or artistic) and mass cultures. […] Mass culture was preceded by popular culture
(almanacs, pulp fiction, romance, dance music). […] Mass culture is the ‘folklore’ of urban people. It is a
form of education which accommodates itself to the conditions set by urbanisation, industrialisation,
popularisation, cultural goods production, technical reproduction, telecommunications, and the
information industry. Today modern mass culture, this culture-producing sector organised on a large-
scale industrial basis, produces tales, sensual images and alluring sounds for hundreds of millions of

people. Its products can be transmitted practically anywhere via the network of computers and
satellites.’ (Moving image culture and media studies by László Hartai and Klára Muhi)
„A művészeteket a XX. századra új, a korábbi korszakok számára részben ismeretlen megosztottság is
jellemzi. A kultúra mai világa egyre kevésbé írható le a népi és az elitkultúra együttélésének
modelljében, azt fokozatosan az ún. magas (vagy artisztikus) illetve a tömegkultúra kettőssége váltja fel.
[…] A tömegkultúra előzménye a népszerű (vagy populáris) kultúra (kalendárium, ponyvairodalom,
románc, tánczene) […]. A tömegkultúra a városi ember "folklórja". A városiasodás, iparosodás,
eltömegesedés, a kulturális árutermelés, a technikai reprodukció, a telekommunikáció és az
információipar feltételeihez alkalmazkodó művelődési mód. A modern tömegkultúra, a nagyipari
módon szervezett kultúragyártó ágazat ma emberek százmilliói számára termel meséket, érzéki
képeket és csábító hangzásvilágot. Termékei a hálózatba kapcsolódó számítógépek és a műholdak
hatósugarának függvényében szinte bárhová eljuttathatóak.” (Hartai László–Muhi Klára:
Mozgóképkultúra és médiaismeret)
a) Which of the following is considered by the source as the opposite of 20th century mass
culture? Circle the letter of the correct answer.
A) high culture
B) folk culture
C) popular culture
b) Name the change which affected the structure of society and contributed to the spread of
mass culture.
__________________________________________________________
c) Why is the development of telecommunications important from the point of view of the
spread of mass culture?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
26. This task is about the demographic characteristics of the third world. (K/3)
Do the tasks using the graphs and your own knowledge.
Live birth rates in three areas (1950–2010)

Death rates in three areas (1950–2010)
a) Explain why population growth accelerated in the 1950s in South East Asia. In your answer,
compare the data of the graphs. (1 point)
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
b) What social, economic or political reasons can explain why Black Africa’s death rates are
significantly different from the other two areas? Name two factors. (0.5 points for each correct
item)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
c) For which area included in the sources is the following statement true? (0.5 points for each
correct item)
1. Natural population increase was the greatest here in 1950. _______________________________________

2. In the second half of the 20th century, the society of this area could be best described as ‘young’.
_______________________
27. This task is about the problems of the Third World. (K/4)
Decide which sources discuss directly the problems listed in the table. Put an X into the
appropriate column next to each source. In one row, you may put more than one X. (1 point for each
correct row.)
A) ‘At the sight of the dry, broken land dominating […] the suburban neighbourhood in Mexico City,
whose population amounts to 20 million, it is difficult to imagine that this region was rich in water 70
years ago. […] As a result of the dramatic population increase, the extensive exploitation of water
reserves and the lack of water recycling a fertile land has turned into a barren desert. Today, many of
the city’s inhabitants only have access to running tap water for one hour a week altogether.’ (National
Geographic, 2006)
A) „A 20 milliós Mexikóvárosban a külvárosi tájat […] uraló száraz, felrepedezett föld láttán nehéz
elképzelni, hogy ez a vidék 70 évvel ezelőtt vízzel teli terület volt. […] A népesség rohamos növekedése
miatt a felszín alatti vízkészlet túlzott kitermelése és a vízvisszaforgatás hiánya egy termékeny
területet kopár sivataggá változtatott. Ma már a város lakói közül sokan egy héten összesen csak egy
órán keresztül juthatnak folyó csapvízhez.” (National Geographic, 2006)

B) ‘By 2025, the population will have dramatically increased in most of the developing countries,
where the density of population is already very high. According to estimates, the number of people
living in a stretch of land a 100 kilometres wide by the sea will have increased by 35% compared to
1995. In this way, more than 2.5 billion people will be exposed to the dangers of rising sea levels and
other effects caused by global climate change. (National Geographic, 2006)
B) „2025-re a népesség számottevően növekszik a legtöbb fejlődő országban, amelyekben egyébként

már ma is igen magas a népsűrűség. A tengerpartokon, mintegy 100 kilométer széles sávban élő
lakosság száma becslések szerint közel 35 százalékkal emelkedik az 1995. évi értékhez képest, így több
mint 2, 5 milliárd ember lesz kitéve a tengerszint emelkedés és más – globális éghajlatváltozás által
okozott – hatás veszélyének.” (National Geographic, 2006)
C) ‘By today, global warming has become a reality which further impedes the lives of the poorest [in
Africa]: draughts followed by floods, spreading diseases, man and beast are both at a loss. ‘The weather
has changed. Rain is increasingly unreliable, and the harvest is ever poorer’ – complains Tuke Shika, a
peasant living in the Ethiopian village of Loke, at his desiccated corn field.’ (National Geographic, 2009)
C) „Az általános felmelegedés mára a legszegényebbek sorsát tovább nehezítő valósággá vált
[Afrikában]: aszályok és árvizek követik egymást, terjednek a betegségek, ember és állat egyaránt
tanácstalan. »Megváltozott az időjárás. Egyre szeszélyesebb az eső, a termés pedig egyre gyengébb« –
panaszolja Tuke Shika, az etiópiai Loke faluban élő földműves kiszáradt kukoricaföldjei előtt.”
(National Geographic, 2009)
Problems: A B C
a) food crisis
b) changes in the natural environment
c) epidemics
d) population explosion

28. This task is about the problems of the developing countries. (K/3)
Do the tasks about Egypt using the sources and your own knowledge. (1 point for each correct
item.)
A, B,
Changes in the total area of cultivated

agricultural land and in the area of cultivated
agricultural land per head in Egypt (1850-
1994)
a) What natural conditions explain the unique territorial distribution of the Egyptian
population?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
b) What explains the seemingly contradictory data in source B)?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
c) Which phenomenon, experienced within the Egyptian population, does the following
statement refer to? Circle the letter of the correct answer.
‘Egypt is the number one labour reserve of Arabic countries rich in oil.’ (Nándor Szegedi, geographer)
„Egyiptom a kőolajban gazdag arab államok első számú munkaerő-tartaléka.” (Szegedi Nándor,
földrajztudós)
A) assimilation; B) emigration; C) collectivization;

D) overproduction; E) establishment of social market economy

29. This task is about present-day problems. (K/2)

Do the tasks using your own knowledge.
a) Choose one country from the list for each of the categories given below. (0.5 points if both
choices are correct)
Greece, Pakistan, Taiwan, Poland, South-Korea, Kuwait, Bangladesh
One of the richest countries One of the poorest countries
b) Give one economic reason, one social reason, and one reason originating in the past, from the
history and/or present of the poorest countries which explain the changes in the distribution of
income as shown in the diagram. (Score: 0.5 points for each correct item)
Distribution of the world’s total income among the richest and poorest
economic reason:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
social reason:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
reason originating in the past of the area or country in question:

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________


Decide which institutions of the European Union the excerpts refer to. Write the letters of the
excerpts into the appropriate box in the table. You may put more than one letter into one box. (1
a) ‘It shall oversee the application of Union law under the control of the Court of Justice of the
European Union. It shall execute the budget and manage programmes.’
„Az Európai Unió Bíróságának ellenőrzése mellett felügyeli az uniós jog alkalmazását. Végrehajtja a
költségvetést és irányítja a programokat.”
b) ‘Its members shall be elected for a term of five years by direct universal suffrage in a free and secret
ballot.’
„Tagjait közvetlen és általános választójog alapján, szabad és titkos választásokon, ötéves időtartamra
választják.”
c) ‘It shall consist of a representative of each Member State at ministerial level, who may commit the
government of the Member State in question and cast its vote.’
„A tagállamok egy-egy olyan, miniszteri szintű képviselőjéből áll, aki az általa képviselt tagállam
kormánya nevében kötelezettséget vállalhat és szavazhat.”
d) ‘Its members shall be chosen on the ground of their general competence and European commitment
from persons whose independence is beyond doubt. […] Its members shall neither seek nor take
instructions from any Government or other institution, body, office or entity.’ (From the Treaty on
European Union)
„Tagjait általános alkalmasságuk és európai elkötelezettségük alapján, olyan személyek közül kell
kiválasztani, akiknek függetlenségéhez nem férhet kétség. […] Tagjai nem kérhetnek és fogadhatnak el
utasításokat semmilyen kormánytól, intézménytől, szervtől vagy más szervezettől.” (Az Európai Unióról
szóló szerződésből)
Council of the European Union

European Commission European Parliament
(Council)


Answer the questions using the source and your own knowledge. (1 point for each correct item.)
The most important institutions of the European Union and how they function
For which institution of the European Union, represented in the diagram, is each of the
following statements true?
a) Its more than 700 members are elected by the citizens of the member states from a list.
________________________________________________________
b) It does not have a stable membership; it is always those who are responsible for the current issue
who take part in its sessions.
________________________________________________________
c) Each member state delegates one member into this body, who are responsible for various specific
policy areas.
________________________________________________________
d) Name the basically decision-making (so not advisory and not financial) institution of the
European Union which is not represented in the diagram.
________________________________________________________
32. This task is about the problems of developing countries. (K/4)

Do the tasks using the sources and your own knowledge. (1 point for each correct item.)
A) Average prices of corn and wheat on the world market as a percentage of 1948 prices

a) Draw a conclusion from the data contained in graph A) which could have a positive effect for
the population of developing countries.
_____________________________________________________________________________________________________________________
b) Draw a conclusion from the data contained in graph A) which could have a negative effect for
the population of developing countries.
____________________________________________________________________________________________________________________
B) Average yields of corn, rice and wheat
C) Amount of land used for cultivating basic food crops (e.g. wheat, corn, rice) in the world
Millió hektár = Million hectares
c) Draw a conclusion from the data contained in graphs B) and C) which is positive for the
populations of developing countries.
_____________________________________________________________________________________________________________________
d) Briefly explain one way in which the changes in the data in graph A) are linked to the changes
in the data in graphs B) and C).
_____________________________________________________________________________________________________________________

33. This task is about the problems of the Third World. (K/4)
Do the tasks using the sources and your own knowledge. (1 point for each correct item.)
‘We, the Ministers and the Plenipotentiaries representing 159 states and the European Economic
Community [12 European states] declare our determination to eliminate hunger and to reduce all
forms of malnutrition. Hunger and malnutrition are unacceptable in a world that has both the
knowledge and the resources to end this human catastrophe.’ (Declaration of the WHO [World Health
Organization], 1992)
„Mi, 159 állam és az Európai Gazdasági Közösség [12 európai állam] miniszterei és meghatalmazott
képviselői kinyilatkoztatjuk azon elhatározásunkat, hogy véget vessünk az éhezésnek és csökkentsük
az alultápláltság minden formáját. Az éhezés és az alultápláltság elfogadhatatlanok egy olyan világban,
ahol a tudás és az erőforrások egyaránt rendelkezésre állnak ahhoz, hogy véget vessünk ennek az
emberiséget sújtó katasztrófának.” (A WHO [Egészségügyi Világszervezet] nyilatkozata, 1992)
‘Food production has trebled since World War II, the amount of food per head has increased by more
than 40 percent. From the point of view of demand, more than half of the world’s population is either
overfed or undernourished […]. The latter cannot rise above this situation because they do not have
the means to purchase or produce adequate foodstuff. It is scandalous that all this is happening in a
world where there is enough food for everybody.’ (José Graziano da Silva, Director General of FAO [Food
and Agriculture Organization] 2013)
„Az élelmiszertermelés a második világháború óta háromszorosára nőtt, az egy főre jutó élelmiszer
mennyisége pedig több mint 40 százalékkal emelkedett. A kereslet szempontjából nézve, a világ
népességének több mint fele túltáplált vagy alultáplált […]. Utóbbiak azért nem tudnak kitörni ebből a
helyzetből, mert nem rendelkeznek a kellő mennyiségű élelmiszer megvásárlásához vagy
megtermeléséhez szükséges eszközökkel. Botrányos, hogy mindez egy olyan világban történik, ahol
mindenki számára elegendő élelmiszer áll rendelkezésre.” (José Graziano da Silva, a FAO [Élelmezési és
Mezőgazdasági Szervezet] főigazgatója, 2013)
a) Name the international organisation whose institutions (specialised organisations) are the
publishers of the above sources.
____________________________________________________________
b) To what contradiction do both sources draw attention? Explain with your own words.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
c) What explains the difference between the two facts mentioned in the first sentence of the
second source?
_____________________________________________________________________________________________________________________

d) The picture refers to a typical reason for the problem discussed in the written sources.
Explain.
Agriculture in Ethiopia
____________________________________________________________
34. This task is about contemporary environmental pollution. (K/4)

Honnan származnak az üvegházhatást okozó Where do gases causing greenhouse effect come
gázok? from?
Kibocsátott "üvegházi gázok’ megoszlása a Distribution of emitted ‘greenhouse gases’ in the
világon, százalék world, percentage
Energiatermelés Energy production
Földhasználat Use of land
Erdőirtás Deforestation
Hulladék Waste
Épületek Buildings
Fűtés Heating
Egyéb energiafüggő kibocsátás Other energy-dependent emissions
Szállítás Transport
Mezőgazdaság Agriculture
Ipar Industry

Nem energiafüggő kibocsátás Non-energy dependent emissions

Egy főre jutó CO2-kibocsátás, tonna CO2 emission per head,tons
Ipari országok Industrialised countries
Világ World
Fejlődő országok Developing countries
a) Circle the letters of the two true statements below.
A) Compared to developing countries, the emission of carbon dioxide per head is about four times
higher in developed (industrialised) countries at present.
B) Thanks to the environmentally conscious measures characteristic of the developed world, carbon
dioxide emission per head is expected to fall in the whole world in the next decades.
C) The increase in carbon dioxide emissions per head is the result of the population explosion.
D) Using renewable energy sources influences the scale of the greenhouse effect.
‘Using cars [...] effects climate change greatly: about 12% of the Union’s total emissions of the most
important gas causing the greenhouse effect, carbon dioxide (CO2), can be ascribed to fuel used by
personal cars. Although there have been great improvements in vehicle technology (especially in fuel
efficiency, which means lower carbon dioxide emissions), all this has not been enough to
counterbalance the increased amount of traffic and number of cars.’ (Report of the European
Commission, 2007)
„A gépkocsihasználat […] nagy hatást gyakorol az éghajlatváltozásra: a legfontosabb üvegházhatást

okozó gáz, a szén-dioxid (CO2) uniós összkibocsátásának körülbelül 12%-a a személygépkocsik által
elfogyasztott tüzelőanyagnak tudható be. Jóllehet jelentős javulás következett be a jármű-
technológiákban (különösen a tüzelőanyaghatékonyságban, ami alacsonyabb CO2-kibocsátást is jelent),
mindez nem volt elegendő a megnövekedett forgalom és gépkocsiszám hatásának ellensúlyozására.”
(Az Európai Bizottság közleménye, 2007)
b) Circle the letter of the two statements which are included in the text source.!
A) The use of cars is responsible for more of the carbon-dioxide emissions which are typical in the
European Union than any other source.
B) According to the source, carbon-dioxide emissions due to road traffic in the European Union have
decreased.
C) The increase in road traffic contributes to global warming.
D) The spread of low-emission cars reduces the rate at which emissions of carbon-dioxide are
increasing.
35. This task is about human and civil rights. (K/3)

Below you will find a list of human and civil rights and a table containing statements. Write the
number of the appropriate right into the table, next to the statement. One right can only be used
once; there are six extra rights. (1 point for each correct item)
1. freedom of association; 2. right to assemble; 3. right to private property; 4. right to work; 5. right to
education; 6. right to social security; 7. freedom of speech; 8. right to vote; 9. freedom of religion
Statement Number
a) Primary school education is free as a result of this.
b) This makes the free foundation of parties possible.
c) This right eliminates censorship.

36. This task is about human rights. (K/3)

These pictures highlight the importance of certain human rights. Which are these human rights?
Choose from the list. Write the number of human rights to the appropriate picture. There are two extra
human rights. (1 point for each correct item)
a)
Human rights:
1. right of assembly
2. free choice of religion
3. right to own private property
4. freedom of the press
5. free choice of domicile
number of human right: ________

b)

c)
37. This task is about human rights. (K/4)

Below you will find excerpts from the Universal Declaration of Human Rights. Decide which
generation of human rights each of them belongs to. Write the correct number on the dotted
lines after the excerpts. Write one number into one place. You can use one number more than once.
(1 point for each correct item.)
Generations of human rights:
1. First generation: laws drawn up in the age of enlightenment which restricted the power of the state
and which can be enforced in court.
2. Second generation: aims expressed in the 20th century, presuming state involvement, difficult to
enforce.

3. Third generation: aims expressed only in general terms, supposing cooperation among states,
cannot be enforced.
a) ‘Everyone has the right to own property alone as well as in association with others.’
„Minden személynek, mind egyénileg, mind másokkal együttesen joga van a tulajdonhoz.” …..
b) ‘Everyone has the right to […] food, clothing, housing.’
„Minden személynek joga van […] élelemhez, ruházathoz, lakáshoz.” …..
c) ‘Everyone has the right to freedom of thought, conscience and religion.’ ...
„Minden személynek joga van a gondolat, a lelkiismeret és a vallás szabadságához.”
d) ‘Everyone is entitled to […] an international order in which the rights and freedoms […] can be fully
realized.’ …..
(Declaration adopted by the United Nations, 1948)
„Minden személynek joga van ahhoz, hogy […] a nemzetközi viszonyok tekintetében olyan rendszer
uralkodjék, amelyben a […] jogok és szabadságok […] érvényesülhessenek.” (Az ENSZ által elfogadott
nyilatkozat, 1948)

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Érettségi feladatok gyűjteménye angol nyelven

Rövid választ igénylő feladatok

Az eredeti feladatsorok és javítási útmutatók lelőhelye:

Szerkesztette: Tóth Judit és Fekete Bálint

Összeállította: Tóth Judit

A megjelenést az Újkor.hu – A velünk élő történelem tette lehetővé 2020-ban.

Újkor.hu – A velünk élő történelem – www.ujkor.hu

1. This task is about Cultural Hellenism. (K/4)

Újkor.hu – A velünk élő történelem – www.ujkor.hu

2. This task is about the crisis of the Roman Republic. (K/3)

Újkor.hu – A velünk élő történelem – www.ujkor.hu

Újkor.hu – A velünk élő történelem – www.ujkor.hu

4. This task is about the great migrations. (K/2)

a) Identify the peoples marked by numbers on the map.

The great migrations (5th-6th centuries)

Újkor.hu – A velünk élő történelem – www.ujkor.hu

5. This task is about ancient Greek history. (K/3)

Athenian society and state at the time of Pericles

Újkor.hu – A velünk élő történelem – www.ujkor.hu

6. This task is about the culture of the ancient East. (K/3)

Name of the ancient state Name of cultural relics

Újkor.hu – A velünk élő történelem – www.ujkor.hu

7. This task is about the major world religions. (K/2)

Brahmanism, Buddhism, Christianity, Islam

8. This task is about the fall of the Roman Empire. (K/2)

b) When was the empire divided into two parts?

c) Write down what became the name of each part.

Újkor.hu – A velünk élő történelem – www.ujkor.hu

Újkor.hu – A velünk élő történelem – www.ujkor.hu

10. This task is about great ancient civilisations. (K/4)

Information: Coliseum, Acropolis, Buddha, Great Wall

Picture Who or what does it depict? Civilisation

Újkor.hu – A velünk élő történelem – www.ujkor.hu

11. This task is about the principal teachings of Christianity. (K/3)

Name Old Testament or New Testament

12. This task is about the great world religions. (K/2)

Újkor.hu – A velünk élő történelem – www.ujkor.hu

13. This task is about the institutions of Athenian democracy. (K/4)

„[Periklész] a színházi pénzekkel, a törvényszéki napidíjakkal, s a más címeken fizetett összegekkel és

Újkor.hu – A velünk élő történelem – www.ujkor.hu

concept: letters of two statements:

14. This task is about world religions. (K/3)

a) Which religion can be connected to the picture?

Újkor.hu – A velünk élő történelem – www.ujkor.hu

People: Hammurabi, Moses, Solomon, Xerxes, Confucius, Buddha,

The ruler who had the

The ruler who issued

The figure depicted on

Újkor.hu – A velünk élő történelem – www.ujkor.hu

The sitting figure:

The person who

Social layers, groups: 1. colonus; 2. equestrians; 3. patricians; 4. impoverished small-holder peasants;

Újkor.hu – A velünk élő történelem – www.ujkor.hu

17. This task is about ancient Greek art. (K/4)

Újkor.hu – A velünk élő történelem – www.ujkor.hu

18. This task is about ancient Eastern civilisations. (K/4)

Újkor.hu – A velünk élő történelem – www.ujkor.hu

TYPE OF WRITING OR PERSON COUNTRY, EMPIRE OR GEOGRAPHICAL UNIT

People: Moses, David, Buddha, Jesus Christ, Noah

Újkor.hu – A velünk élő történelem – www.ujkor.hu

20. This task is about the cultural relics of Antiquity. (K/3)

Statement Letter of the picture

Újkor.hu – A velünk élő történelem – www.ujkor.hu

Politicians: Caesar, Caius Gracchus, Scipio, Marius, Sulla