ECON 2513 - Global Economic History II
North Terrace Campus - Semester 2 - 2022
General Course Information
Course Code ECON 2513 Course Global Economic History II Coordinating Unit School of Economics Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites ECON 1012 and ECON 1008 Incompatible ECON 3509 Assumed Knowledge ECON 1005 or ECON 1010 Course Description This course covers important aspects of the historical evolution of the global economy from hunter gatherer societies, through the industrial revolution until today. The analysis of long-term economic development over the last two centuries includes historical developments of economic ideas and concepts and how these shaped economic policy and development. With a global outlook it focuses on topics which are relevant to an understanding of current economic issues ranging from industrialization processes to international financial and trade arrangements to the rise of the welfare state and government intervention in the economy.
Course Coordinator: Dr Florian Ploeckl
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On successful completion of this course, students will be able to:
- Describe the main concepts used to explain the central elements of the historical development of the global economy.
- Identify how economic ideas and theories have informed economic policy.
- Identify and analyse historical developments which enhance our understanding of contemporary economic conditions.
- Compile and judge relevant quantitative and qualitative information about the global economy in a range of formats from a variety of sources.
- Discuss and communicate, in particular visualize, economic history topics in a clear, concise and competent manner.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesThere is no official text book for this course. A list of required reading material as well as recommendations will be made available on MyUni.
The Data visualization component will make use of "Data Visualization - A practical introduction" by Kieran Healy, published by Princeton University Press 2018. An incomplete (but fully sufficient for the purpose of the course) draft is available freely at http://socviz.co
Recommended ResourcesCentral readings will be drawn from the following material, which are recommended in their entirety
General Economic History
Richard Pomfret: The Age of Equality: the Twentieth Century in Economic Perspective (Belknap 2011)
Jeffry Frieden: Global Capitalism: Its Fall and Rise in the Twentieth Century (Norton, 2006)
Robert C. Allen: Global Economic History: A Very Short Introduction, (Oxford University Press, 2011)
Applied Economic History
Gregory C. Clark: A Farewell to Alms, (Princeton University Press, 2007)
Barry Eichengreen: Globalizing Capital (Princeton University Press, 1996)
Douglas A. Irwin: Trade Policy Disaster: Lessons from the 1930’s (MIT Press, 2011)
Charles P.Kindleberger, Manias, Panics, and Crashes: A History of Financial Crises (Wiley 2005)
Ideas and their Impact
Douglas A. Irwin: Against the tide : an intellectual history of free trade (Princeton University Press 1996)
Peter H. Lindert: Growing Public Social Spending and Economic Growth since the Eighteenth Century (Cambridge University Press, 2004)
Recipients of the Nobel Prize in Economic Sciences, Prize Lectures, The Nobel Foundation
This is a reading-intensive course, and you are expected to read widely beyond the required material following your own initiative. While all of the required readings will be made available directly you should understand how to find and access further material. If you are uncertain about how to access online articles, e-books or other materials you should take a look at the university library website http://www.adelaide.edu.au/library.
Online LearningThis course will make use of MyUni. Seminar slides, recordings and additional material will be posted through this system.
Some of the tutorial activities will centre on visualizing and communicating economic knowledge online and the resulting material from the tutorials may be made available online to all students.
Learning & Teaching Activities
Learning & Teaching ModesThe course uses a blended teaching approach.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.On average beyond attending seminars and tutorials, students are expected to spend about 9 hours per week for reading, practicing, watching online material, participating in discussions and studying. The time required may vary across students and topics.
Learning Activities SummaryLearning activities consist of weekly seminars and tutorials as well as a series of online discussions. Seminars focus on the historical and economic content and utilize active participation components in a blended teaching approach. Tutorials focus on reinforcing seminar content through practical exercises in data visualization using the software R.
During the term there will be a series of online discussions focusing on a particular course reading.
The following table provides a tentative overview about the economic history topics
covered in the weekly seminars and tutorials.
Note: The following is a list of tentative seminar topics
Week 1 The Economics of Subsistence and the Malthusian Economy Week 2 The Industrial Revolution and the Origin of Modern Industrial Economies Week 3 The First Globalization & the Role of Free Trade Week 4 The Rise of the Welfare state Week 5 The Great Depression and the Impact of Economic Crises Week 6 Post-War Reconstruction and the Dream of International Integration & Cooperation Week 7 Development strategies around the Globe Week 8 ‘Overcoming Malaise’, the Conservative Revival of the 1980s Week 9 (Post-) Communism: Rise, Fall, Transitions and Reunification Week 10 Financial Crises, Bubbles, Manias and all that. Week 11 Pandemics in History Week 12 Inequality
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Due Date/ Week Weight Length Learning Outcomes Participation Weekly 10% NA 1,2,3,5 Online Discussion Weekly
20% NA 2,3,4,5 Midterm Exam Weeks 8/9 20% MCQ 1,2,3 Reaction Paper Weeks 12/13 25% 800 words
1-5 Economic History Project
Week 12 25% NA 3,4,5
Assessment Related Requirements
Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process, and may affect marks. Marks cannot be awarded for answers that cannot be read or understood.
Assessment DetailThe assessment components are as follows:
1) Active participation
a. Active Participation is assessed in the weekly seminar through participation in quizzes, polls and surveys.
b. There will be a systematic replacement activity for students that cannot attend the seminar, including students outside of Adelaide.
c. Overall marking will be best 10 out of 12 to take into account extenuating circumstances
2) Online discussions
a. Discussions will be conducted online focusing on academic articles and other readings.
b. Exact number and frequency of discussions will be posted on MyUni
c. Participation in the discussion will be evaluated based on quantity and quality of contributions.
d. At least one discussion will be marked before mid-semester
e. Overall marking will be conducted in a “best of” approach to take into account extenuating circumstances
3) Mid-term exam
a. This will be conducted online in the form of a multiple choice quiz
b. A variety of MCQ formats will be used, including multiple answers and standard multiple choice questions.
c. It will be a timed quiz with students able to freely choose when to complete it during an extended period of time.
4) Reaction paper
a. The format is a written discussion essay and may contain a visualization component
b. Students will be given 48 hours to complete the task
c. This is the final course assignment. Students unable to complete due to sickness or other extenuating circumstances will be offered another attempt during the replacement exam period
5) Economic History group project
a. this is a group assignment where students are tasked to design, create, and explain a written and visual exploration of an Economic History topic.
An overall mark of 50% is needed to gain a pass
Submission1) Submission of projects is to be done online through MyUni. Students should retain any assignment or files submitted. Failure to submit an assignment on time will lead to a zero mark, unless an exception is specificially stated on MyUni.
2) Extensions and alternative assessment conditions: It is your responsibility to contact the lecturer in the first 2 weeks of the semester to discuss extension or alternative assessment options. This applies to ALL students, included but not limited to those registered with the disability centre or the elite athletes program. Exceptional circumstances will be evaluated by your lecturer on a
case-by-case basis and should be discussed whenever possible at least 48 hours before the due date
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.The course design is adjusted based on student feedback. Recent changes involve the use of rubrics in feedback, a more direct introduction to academic literature and the addition of new topics.
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