ECON 2513 - Global Economic History II
North Terrace Campus - Semester 2 - 2020
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 4 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 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 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3,5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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. Lecture slides, recordings and additional material will be posted through this system.
Some of the workshop group activities will centre on visualizing and communicating economic knowledge online and the resulting material from the workshops 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.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that, for this course, you are expected to commit approximately 12 hours per week including lectures and workshops
Learning Activities SummaryLearning activities consist of weekly lectures and tutorials as well as a series of online discussions. Lectures focus on the historical and economic content and utilize active participation components in a blended teaching approach. Tutorials focus on reinforcing lecture 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 topics and statistical methods
covered in the weekly lectures and tutorials.
Note: The following is a list of tenative lecture 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
Small Group Discovery ExperienceThe workshops involve elements of Small Group Discovery approaches. The focus of these sessions is for students to practically focus on visualizing data, information and new knowledge and thereby communicating outcomes of the research process. Workshop will be particularly dedicated to various aspects of data visualization. A central part of these sessions is practical experience, students will be asked to cooperate in small groups to visualize, communicate and present research relating to the course content.
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 Every week 10% TBA 1-5 Project (group work) Week TBA 30% TBA 1,4,5 Online Discussions Week 1-8 20%* TBA 1-5 Midterm Exam Week 8/9 20%* TBA 1-5 Reaction Paper Week 12/13 20%* 800 words 1-5 Reaction Visualization Week 12/13 20%* 1-2 A4 pages 1-5 *best 3 out of 4
Assessment Related RequirementsDue to the nature of Economic History and the reading/writing/communication intensity of this course the quality of English expression is considered to be an integral part of the assessment and may affect the mark.
Assessment DetailThe assessment components are as follows:
1) Active participation is assessed during the weekly lectures through quizzes, polls and surveys.
2) Online discussions will be conducted with the Perusal platform. Participation in the discussion will be evaluated based on extent and quality of contributions. At least 3 discussions will be marked and returned to students by the mid-semester.
3) The mid-semester test will be available online to be completed in either Week 8 or 9. Exact date will be determined based on student schedule. It will be using a combination of multiple choice and other format types, such short paragraph questions.
4) The Reaction paper is a written assignment covering the material of the whole course and will require students to provide a short, precise argument discussing an economic history question or statement. Exact details will be on MyUni.
5) The Reaction Visualization assignment is directly linked to the Reaction Paper and requires students to create a data visualization for an economic history question. Exact details will be on MyUni.
6) The History Project is a group assignment where students are tasked to design, create, and explain a visual exploration of an economic history topic. Exact details will be on MyUni.
7) Due to the nature of Economic History and the reading/writing/communication intensity of this course the quality of English expression is considered to be an integral part of the assessment and may affect the mark.
Submission1) Submission of projects is to be done online through MyUni. Failure to submit an assignment on time will lead to a zero mark.
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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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