The course explores the Australian economy in a historical context. It will examine aspects of the history of the Australian economy from early Indigenous society through to the present. It is intended for students who are seeking a broad understanding of how the economy works. The approach adopted will emphasise that the present Australian economy needs to be seen in the context of the historical pattern of development and change. While the course deals primarily with economic factors, social and political contexts and connections will also be considered.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Have an understanding of the ways in which the Australian economy has changed over time and will have developed a perspective of Australia’s present position in the international economy that takes these historical changes into account;
2. Be able to present a variety of interpretations and debates on Australia’s economic history; and,
3. Will have developed communication and research skills through tutorial work and essay writing.

Field Trips

There will be a (voluntary) visit to the Noel Butlin Archives Centre (located in the Menzies Library) in order to learn more about the primary sources used by economic historians of Australia; Tuesday, 16 March, 1.00am-2.30pm. Meet at the glass doors to the Archives inside building.

Examination Material or equipment

Students may not take books or notes into examinations

Required Resources

The textbook for this subject is: Barrie Dyster and David Meredith, Australia in the Global Economy: Continuity and Change, 2nd Edition (Cambridge University Press, 2012).

The full text is available online in full text to ANU staff and students through the ANU Library catalogue. You need to be logged in to gain access to it but only three people can gain access at any one time. If you are using the online copy, please download what you need as a pdf and then log out so others can use it.

You are expected to complete the prescribed reading, as listed in the course guide and provided on the Wattle site for the course, each week. The 'Further Reading' list provided in the course guide for each week is meant to be indicative and representative rather than comprehensive, but should assist you in preparing for assignments and exams. Note that these references are listed alphabetically by author and not in order of importance. Some references are located in the Open Reserve section of the University Library and copies of most are also on the open shelves. Many articles are available through the journal data-bases accessible through the ANU Library Catalogue. You should also visit the National Library of Australia and acquire a card so that you can use its outstanding collection. You should explore other possibilities for readings using the ANU Library catalogue, Google Scholar, and other finding aids.

Recommended Resources

While the Dyster and Meredith textbook provides a factually rich background for the course, for a stimulating thematic overview, we also recommend you refer to Ian W. McLean, Why Australian Prospered: The Shifting Sources of Economic Growth (Cambridge University Press, 2013). This text is also available as a full text through the ANU Library.

There are some useful general economic histories of Australia. Some appear in the Readings Lists below, and some do not. The following are likely to be of particular use:

Coghlan, T.A., Labour and Industry in Australia from the first Settlement in 1788 to the Establishment of the Commonwealth in 1901, 4 Volumes, Oxford University Press, London, 1918 [and 1969 edition].

Forster, C. (ed.), Australian Economic Development in the Twentieth Century, George Allen & Unwin and Australasian Publishing Company, London and Sydney, 1970.

Griffin, James (ed.), Essays in Economic History of Australia, The Jacaranda Press, Milton (Qld), 1970.

Jackson, R.V., Australian Economic Development in the Nineteenth Century, Australian National University Press, Canberra, 1977.

McLean, Ian W., Why Australia Prospered: The Shifting Sources of Economic Growth, Princeton University Press, Princeton and Oxford, 2013, pp. 37-44 [ANU Library: Internet Resource].

Maddock, Rodney and Ian W. McLean (eds), The Australian Economy in the Long Run, Cambridge University Press, Cambridge, 1987

Sinclair, W.A., The Process of Economic Development in Australia, Cheshire, Melbourne, 1976.

Ville, Simon and Glenn Withers (eds), The Cambridge Economic History of Australia, Cambridge University Press, Cambridge, 2015 [ANU Library: Internet Resource]

Wheelwright, E.L. and Ken Buckley, Essays in the Political Economy of Australian Capitalism, 5 Volumes, Australia & New Zealand Book Company, Sydney, 1975-1983.

If you are unfamiliar with Australian history, you might find it useful to acquire a general history. A suitable one for this course is: Macintyre, Stuart, A Concise History of Australia, Cambridge University Press, Cambridge, Fourth Edition, 2015.

Staff Feedback

Students will be given feedback in the following forms in this course:

·        Informal feedback, where sought, in tutorials and lectures

·        Informal feedback, where sought, in individual consultations and meetings

·        Informal feedback, where sought, on Wattle or via email

• Formal feedback on essays

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lectures Introduction: Why Australian Economic History The Hunter Gatherer Economy Tutorial ?Overview
2	Lectures Economic Foundations of Australian Colonisation The Rural Economy Tutorial Foundations
3	Lectures Urbanisation, Gold and Industrialisation Federation to Depression Tutorial Pastoral Expansion and Retreat Visit to Noel Butlin Archives Centre (Menzies Library, Building #2), Australian National University: 16 March, 1.00am-2.30pm
4	Lecture The Horse as Economic Factor World War II Tutorial Boom and Bust, 1850- 1914
5	Lectures Post-War Reconstruction Australia and the Post-War International Economic Order Tutorial From Great War to Depression, 1914-1939	First essay: due 4:00pm 29 March
6	Lectures The Rise of Central Banking The Long Boom, 1950-73 Tutorial World War Two and Its Economic Legacy
7	Lectures The Mining Boom No lecture: ANZAC Day Tutorial ? The Long Boom, 1950- 1973
8	Lectures Documentary Film: 'The Fabric of a Dream: The Fletcher Jones Story' End of the Long Boom Tutorial End of the Long Boom
9	Lectures The 1980s I: Government The 1980s II: Business Tutorial The 1980s
10	Lectures Tracing the Welfare State 1990s: Recession, Recovery and Resilience Tutorial The 1990s	Second essay: due 4:00pm 17 May
11	Lectures The China Boom and Beyond Gender and the Economy in Modern Australia Tutorial The China Boom and the Global Financial Crisis
12	Lectures Indigenous Economies in Modern Australia The Long Run and Now: Revision and Overview Tutorial ? The Long Run and Now: Revision and Overview
13	Examination period	Final examination

Tutorial Registration

Tutorials begin in the first week of semester, beginning 25 February. Please ensure you are enrolled in a tutorial for that week and attend your class. Access the Wattle site for this course to select your tutorial group. Contact Professor Brown if you have any questions regarding signing-up for a tutorial.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Tutorial Participation	10 %	26/02/2019	31/05/2019	1,2,3
Short Essay	20 %	29/03/2019	23/04/2019	1,2,3
Long Essay	30 %	17/05/2019	03/06/2019	1,2,3
Final Examination	40 %	06/06/2019	05/07/2019	1,2,3

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Tutorial Participation

Value: 10%

Students are expected to contribute to the discussion in tutorials, demonstrating an understanding of the ways in which the Australian economy has changed over time, a perspective of Australia’s present position in the international economy that takes these historical changes into account, and the capacity the evaluate a variety of interpretations and debates on Australia’s economic history. Students will be provided with individual feedback on their participation in an email from their tutor at the end of Week 6.

Assessment Task 2

Short Essay

Value: 20%

Word Limit: 1200 words

Due date: 29 March 4:00pm – through Turnitin

This exercise encourages reflection on the ways in which economic history can inform an understanding of the contemporary Australian economy and economic management.

Question:

Identify three features of the Australian economy, as it developed from European settlement to the outbreak of World War II, which have exerted significant influence over its long-term patterns development and management? Justify your selection of features, evaluate the nature of their influence and discuss the extent and character of their influence.

Assessment Criteria

·                   How clearly is the selection of features explained and justified?

·                    How effectively is the influence of those features explained and assessed?

·                    Is the essay factually accurate?

·                    Is there an appropriate introduction?

·                    Is there an appropriate conclusion?

·                    Is the structure of your essay logical and coherent?

·                   Have you used correct paragraphing, syntax, punctuation, grammar and spelling?

·                    Is your referencing consistent, accurate and informative?

·                    Is your bibliography consistent, accurate and informative?

·                    How well is your assignment presented overall?

Referencing requirements

In line with the conventions of historical research, this course requires that you use footnotes in your assignment work (Assessment Tasks 1 and 3, but not in exams). All quotations must have footnotes. You should also provide a footnote to indicate the source of statistical data and other information, as well as any major ideas you have drawn on. You must also include a bibliography at the end of your work. Please do not use in-text/Harvard-style referencing. References should follow Chicago style.

Guidance in Chicago style referencing is widely available online. See, for example: http://www.chicagomanualofstyle.org/tools_citationguide.html

Excessive Word-Count

A 10% allowance for submitted work, in addition to the figure listed for each assignment, is permitted. Thereafter, a penalty of 10% applies. We count everything in the main body of the essay, including direct quotations. Footnotes and bibliography are NOT included in the word-count, so you may need to tweak your word–processing software to exclude these components from its tally.

Assessment Task 3

Long Essay

Value: 30%

Word limit: 2500 words

Due date: 17 May 4:00pm – through Turnitin

This exercise is an in-depth historical study of a focussed topic and period, demonstrating research, writing and analytical skills. It is based on Weeks 1-9.

Questions (Choose ONE):

1.   Did the Australian Aboriginal people have ‘the original affluent society’ (Marshall Sahlins)?

2.   Evaluate the convicts’ contribution to the economic development of Australia.

3.   What was the significance of wool in the development of the Australian economy in the nineteenth century?

4.   Did gold alter the course of Australian economic development in the nineteenth century?

5.   Compare the depressions of the 1840s, 1890s and 1930s in terms of their characteristics and effects on the Australian economy.

6.   How was the Australian economy affected by the development of water and land transport in the nineteenth century?

7.   ‘The half-century 1890-1940 was, materially, a disappointment.’ (Geoffrey Blainey, The Story of Australia’s People: The Rise and Rise of a New Australia,

p. 286). Discuss.

8.   Compare and contrast the effects of the two world wars on the Australian economy.

9.   Evaluate the development and performance of the Australian economy during the 1950s and 1960s.

10. How did mining affect the Australian economy from the 1960s to the 1980s?

11. Why did the ‘long boom’ end in the 1970s?

12. What was the effect of 1economic reform during the Hawke era (1983-91)?

Assessment Criteria

·                    How relevant, coherent and persuasive is the argument?

·                    How effectively have you used evidence?

·                    Is your research broad and appropriate to the question?

·                    How well have you used primary sources/statistics?

·                    Is the essay factually accurate?

·                    Is there an appropriate introduction?

·                    Is there an appropriate conclusion?

·                    Is the structure of your essay logical and coherent?

·                   Have you used correct paragraphing, syntax, punctuation, grammar and spelling?

·                    Is your referencing consistent, accurate and informative?

·                    Is your bibliography consistent, accurate and informative?

·                    How well is your assignment presented overall?

·

Your essays will be marked against the following standards:

High Distinction (80+):

·        Work of exceptional quality showing a command of subject matter and appreciation of issues

·        Has a clearly formulated argument which is developed throughout the work

·        Engages the question or topic throughout the assignment

·        Demonstrates wide reading of relevant literature

·        Very well expressed

·        High level of intellectual work

Distinction (70-79):

·        Work of high quality showing strong grasp of subject matter and appreciation of major issues though not necessarily of the finer points

·        Has a clear argument which may not be fully sustained throughout the work

·        Masters most of the concepts and issues raised by the question

·        Shows diligent research

·        Clearly expressed

·        Good intellectual work

Credit (60-69):

·        Work of good quality showing an understanding of subject matter and appreciation of main issues though possibly with some lapses and inadequacies

·        Has an argument which may not be fully sustained throughout the essay and is possibly marred by minor weaknesses

·        Fair range of reading

·        Well prepared and presented

·        Expression may need improvement in places

·        Solid intellectual work

Pass (50-59):

·        Work of fair quality showing awareness of the main issues in the question but has difficulty framing a relevant response

·        Argument may be weak

·        Takes a factual approach and does not attempt to interpret the findings

·        Modest level of research

·        Written expression and scholarly conventions need improvement

·        Competent intellectual work

Fail (Below 50):

·        Work of poor quality

·        A lack of understanding or misconception of the issues and concepts raised in the question

·        No clear argument is presented

·        Insufficient grasp of the relevance and interrelatedness of the material being presented

·        Poorly researched

·        Expression that is difficult to understand

·        Careless about scholarly conventions, spelling and other aspects of presentation

Also be aware that

·        coursework which is assessed as a Fail is typically double-marked before its return.

·        should a student receive a marginal Fail for their final course result (45-49%), they may request supplementary assessment which, if satisfactory, earns a Passing grade.

 

Characteristics of a Good Essay

1.   Focus on question. You must show you know what the question is about and that you have answered it fully. This will involve analysing the question and deciding what is being asked for by such instructions as 'Discuss', ‘Evaluate’, 'Explain' and 'Compare'; the meaning of key words such as 'Why', 'What' and 'How'; and what is called for when you are asked to comment on 'importance' or 'significance'. Since the length of the Essay is quite short, you must be clear and concise as well as comprehensive.

2.   Appropriate structure. The Essay should present a reasoned argument that the reader can easily follow and should be structured so that the argument you are making is clear (from the opening paragraph preferably, and certainly in the introduction) and signposted throughout so that the reader knows the stage the argument has reached and where it is going next. Your arguments must be supported by evidence drawn from your reading and presented in the relevant places in the essay. Your aim should be to convince the reader of the validity of your argument.

3.   Research. Students are required to undertake their own research for the essays. Start with the suggested reading, perhaps also following up some footnotes and references. A few references are suggested for each pair of essay questions, but students are encouraged to go beyond these. Use the library and the Internet to find further useful sources. Don’t forget the National Library of Australia which, as a copyright library, is contains many publications that you will not find in the university’s collection. The Noel Butlin Archives Centre in the Menzies Library Building, which we shall visit as a group in March (but you can visit any time!), also contains many resources relevant to this course.

4.   Presentation. The essay should be competently presented. Bad grammar, incorrect spelling and poor expression not only give an impression of incompetence, they also make it difficult for the reader to understand the point being made. In general, they undermine the reader’s confidence in you as a scholar. Quotations from books and articles should be used sparingly in number and length if at all. Remember that unlike primary sources or statistical data, they aren’t really evidence. All that quoting another author does is show that you agree with what they’ve said. It is no substitute for your own words supported by primary evidence (original documents and data).

5.   References. Essays must be properly referenced. Students are expected to acknowledge the sources of ideas and information used in submitted work. Indeed, failure to do so is plagiarism. All direct quotations and statistics, as well as sections paraphrased or summarised in your own words, should be footnoted. The style adopted for footnotes should be clear, comprehensive and consistent. For books you should show author's name (first name or initials as given on the book’s title page followed by surname), title of the book in italics, name of publisher, city of publication, date of publication, and the pages you are referring to. For articles in journals, you should show the author, title of the article, title of the journal in italics, volume and number/issue of the journal, year of publication, and the pages you are referring to. Internet addresses should be shown in full together with the date you visited them. Footnotes should be placed at the bottom of each page and should be numbered consecutively throughout the essay. Use the following websites for assistance:

https://academicskills.anu.edu.au/resources/handouts/referencing-style-guides

Note also:

Bibliography. List all references cited in footnotes as well as other sources that provided you with useful information or significantly influenced your thinking in writing your essay, including lecture notes where appropriate. The style of the bibliography should be similar to that used for footnotes but with items listed in alphabetical order according to the surname of the author (The Further Reading lists in this course outline are in the style of a standard bibliography). It is not necessary to specify in the bibliography which pages or chapters of an authored or co-authored book you actually used, but journal articles and chapters in edited books should include the full date- range of the piece concerned.

Referencing requirements

In line with the conventions of historical research, this course requires that you use footnotes in your assignment work (Assessment Tasks 1 and 3, but not in exams). All quotations must have footnotes. You should also provide a footnote to indicate the source of statistical data and other information, as well as any major ideas you have drawn on. You must also include a bibliography at the end of your work. Please do not use in-text/Harvard-style referencing. References should follow Chicago style.

Guidance in Chicago style referencing is widely available online. See, for example: http://www.chicagomanualofstyle.org/tools_citationguide.html

Excessive Word-Count

A 10% allowance for submitted work, in addition to the figure listed for each assignment, is permitted. Thereafter, a penalty of 10% applies. We count everything in the main body of the essay, including direct quotations. Footnotes and bibliography are NOT included in the word-count, so you may need to tweak your word–processing software to exclude these components from its tally.

·     

Assessment Task 4

Final Examination

Duration: 2 hours + 15 minutes of reading time

Value: 40%

Details of Task:

TWO short-answer questions (between half and one page for each question) and worth one-third of the value of the exam in total. You will have SIX to choose from and these may cover any aspect of the course.

TWO long-answer questions (approximately two to three pages each) with each question worth one-third of the value of the exam. There will be TWO sections each with THREE questions available. You will need to choose ONE question from each section. The questions may cover any aspect of the course.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Hardcopy Submission

Students in ECHI1006 are also requested to submit their Research Essay as hard copy using the Assignment Cover Sheet provided on Wattle to assist with marking. These can be submitted at the tutorial following the due date for the assignment. Digital submission time and date will be used to calculate any lateness penalty.

Late Submission

Late submission of assessment tasks without an extension are penalized at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Assignments will be returned in tutorials.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students