3 Online Quiz Tools Elementary Teachers Love

3 Online Quiz Tools Elementary Teachers Love (0) Technology can be used in many ways in the classroom to differentiate instruction, motivate student learning, and monitor student progress. In particular, I love the many free quiz tools that can easily be used in the classroom to both engage and assess students. Here are several of my favorites and their uses in the classroom. 1.    Kahoot This online multiple-choice quiz maker allows teachers to create their own quiz or review game, or search for someone else’s pre-made quiz. The quizzes can have as many questions as you choose, with up to 4 answer choices per question. This website is very versatile and gives you many options for designing a quiz that fits perfectly for your students. You choose whether students are rewarded points and the amount of time allotted for each question. Additionally, you can add pictures and videos to the introduction, as well as to each individual question. They now have a Getty image library, so you don’t have to upload your own! Once you have created your Kahoot, or found and adapted someone else’s you, can play the Kahoot for your class. For this, you need a computer and projector. (I used a Promethean Board, but a computer and projector will work just fine.) Students will then go to Kahoot.it and login using the game pin that shows up on your projected screen. Students enter their names into the next box and find it popping up onto the screen in real-time! This is very exciting for students! One question comes on at a time. Students read the question on your screen and then answer it using the symbol and color that corresponds to it on their screen. For example, if you ask what is 1+1, a red circle will say 2, green shape will say 4, etc, and students choose the correct symbol on their screen. Once all the students have answered the question, the timer stops (if there was time left) and you can see how many students selected each option and how many were correct. When you complete the game, students can also rate the game and how they feel! The teacher can then download the results, which is so great for data collection. An Excel spreadsheet will show you the students’ answers and you can easily check which material needs a bit more review! My students love Kahoot and often request Kahoot games! I use Kahoot to review vocabulary words before a quiz and social studies concepts before quizzes. I even used it for our mock presidential election. It gives great data and quickly tells me what I need to review with students! 2.    Google Forms Google Forms can be used to create a quiz that grades itself and provides you with quick data! You will need a Google account to create forms. To begin, go to https://docs.google.com/forms/u/0/ and choose to either begin a blank template or select one from an education form template. The templates will definitely make it go faster for you and it can always be edited to fit your needs. They currently have template options for assessment, exit ticket, worksheet, course evaluation, and blank quiz. You can edit those templates by adding more questions, changing the types of questions, and, of course, by entering the information you would like to review with your students. You can also create an answer key for multiple choice questions and the form will “grade” the students’ work. Plus, you can mix it up and have some multiple choice questions which are checked automatically, and some short or long answer questions that you can check and grade. To create an answer key, go to settings, click on quizzes and select “make this a quiz.” You can also choose whether students can see the grade immediately upon submission, questions they missed, correct answers, and point values. Under each question, it says “answer key.” Click on this to choose the correct answer for the question and to assign point values. If there are multiple questions worth the same number of points and in the same format (ie: either multiple choice or short answer), you can easily duplicate the question by clicking on the “duplicate” icon next to the trash can icon on the right side of the words “answer key.” Google Forms has many options for you to work with, including making various sections, changing the layout and order of questions once entered, and creating section titles. It is extremely versatile and makes it very easy to collect data! And, if you use Google Classroom, you can post the form in there and easily see who has already completed the assignment. Additionally, once students submit the form, you can see their responses under the “responses” tab. You’ll also see which multiple choice questions they got correct and incorrect, and you can mark their short or long answers correct or incorrect. The grade will be at the bottom and if students gave their email addresses, you can release the grades to them. I have used Google Forms in my classrooms very often. I created weekly vocabulary quizzes using Google Forms, which made it much easier for me to grade. It also allowed me to easily make a duplicate copy of the form and then change the words for that week while still keeping the template and grading options. Another way I used Google Forms was to ensure students were keeping up with their nightly reading requirements. I had them read and then answer a few questions about the book, such as fiction or nonfiction, talk about the characters in the book, a summary, or other question based on the standard I was teaching. I also used a Google Form to help students get ready for a unit test by preparing a practice quiz with questions that were similar to the those on the test. The resulting data allowed me to discover what many students struggled with and review those challenging areas in class. In the end, the students did very well on the test! 3.    Plickers This low-tech system allows you to assess your students using multiple choice questions. The only technology you need is a projector, smart phone with the Plickers app, and paper! To begin, you will need to create an account and create a class list. Each student will be assigned a number and a paper card with their number on it. Print the cards out and hand them out to the students. You can create questions with 2-4 answers on the app or online at plickers.com. Once the students have their cards (which each a shape with 4 sides and A, B, C, D on each side so they can choose an answer), you can begin! Open your Plickers.com account and project it for the students to see. Then, choose the quiz you are presenting and students can answer the questions by holding their cards up with the answer on top. For example, if the student thinks the answer is choice B, s/he will hold the card up with the B on top. The teacher opens the Plickers app (double check that you are on the correct quiz, so it will grade students correctly) then holds up his/her phone to scan the roomâ€"the students’ papers will be graded right there! There will be green on papers with correct answers and a red mark on incorrect answers. Once all papers have been scanned, view the results on Plickers.com, which should be visible to you and the students. This data collector is fun for both students an d teachers and is useful in guiding instruction. I used Plickers when I first started teaching in a high school with very little technology. I used these quick quizzes to check student knowledge. When I saw that many students got the same things incorrect (and you get results VERY quickly), I was able to review what they missed before moving on to the next lesson. I used them in high school science classes and students always requested using the Plickers. Integrating technology into a classroom helps engage students and streamlines data collection. These are just three ways I have used technology in my classroom, but there are many more sites and apps to use. The best way to learn how to use them is to play around with them and discover the various features each one has. Have fun, good luck, and happy teaching! Don’t forget EasyBib citation tools when teaching students the importance of giving credit to sources. We also have simple citation guides on MLA format and APA format to help your students learn the basics.

Family Complexities in Interracial Marriages Essay

Family Complexities in Interracial Marriages This paper was really interesting to write because it is a topic that could affect me some day. Plus,Fools Rush In is my favorite movie so I loved the opportunity to analyze it. I liked writing the paper because I think that its a topic that a lot of people tend to overlook or think unimportant. The truth is that many people rush in to interracial marriages without stopping to think of the effects on their families. This paper wasnt written to dissuade anyone from marrying someone of a different ethnicity or religion, only to inform them of what could (and does) happen. It was really hard to write a synthesis on the two movies without comparing and contrasting them. It†¦show more content†¦Fools Rush In starts out comparing the lives of two very different people. Alex Whitman is a white, upper-class successful New Yorker who has recently been relocated to Las Vegas. Isabelle Fuentes is a Mexican-American woman struggling with her photography career in Las Vegas. They meet by chance in a restaurant and have a one night stand. Three months later, Isabelle interrupts Alex’s smooth lifestyle with the announcement that she is pregnant. After meeting Isabelle’s very tight knit, very Catholic Hispanic family, Alex decides they should elope. What follows are many comedic scenarios of both people trying to fit in to the other’s culture. Real problems arise with topics of rac e, religion, and location. Each family contributes to the stress of the situation. Isabelle’s family thinks that they need to stay in Las Vegas in order to be closer to family, and that the baby’s religion has to be Catholic. Alex’s family thinks themselves superior over Mexican-Americans and thinks that economics is more important than being close to family. Isabelle lies about a miscarriage, and they go their separate ways. 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I have lived in the United States all my life while I haveRead MoreAnalysis Of Chrysanthemums By John Steinbeck971 Words   |  4 Pagesgeneration stop imagining that money and fame will come easy to them, we will not get much further than where we are today. The value of this text is very rich pertaining to culture complexities in a homogenous nation, roles in communities, and civil responsibilities. My own understanding of cultural complexities as they exist today in our society is that the roles of females continue to develop everyday, however, sometimes it is humbling to go back and remember what life use to be like. The worthRead MoreThe Biracial Population and Personal Identity2260 Words   |  10 PagesIn today’s society the high influx of interracial marriages between Black and White individuals has resulted in the biracial population increasing significantly over the past 30 years (Roth, 2005). According to the 2010 census, the number of American children that categorize themselves as biracial has increased to 4.2 million, making it the quickest emergent youth group in the United States (Census, 2010). This has led to interest in the biracial population; recent literature has shown that amongstRead MoreMarriage Inequalit y in America Spotlighting Equal Rights for the LGBT Community1911 Words   |  8 Pageshappiness; however, these fundamental ideas are impacted across every state when equal rights intersect with the complex issue of marriage rights. Thomas Jefferson once said, â€Å"I never will, by any word or act, bow to the shrine of intolerance or admit a right of inquiry into the religious opinions of others† (Jefferson, 1900). When approaching the various stances on marriage, civil unions, and equal rights in regards to the Lesbian, Gay, Bisexual, and Transgender (LGBT) community it is fundamentally

Huckleberry Finn - Conflict Between Society And The...

The theme of Mark Twains Huckleberry Finn is that the ideas of society can greatly influence the individual, and sometimes the individual must break off from the accepted values of society to determine the ultimate truth for himself. In Huckleberry Finns world, society has corrupted justice and morality to fit the needs of the people of the nation at that time. Basically, Americans were justifying slavery, through whatever social or religious ways that they deemed necessary during this time. The conflict between society and Huckleberry Finn results from Hucks non-conformist attitude. This attitude is a result of his separation from society at an early age. With a highly abusive drunkard for a father, Huckleberry Finn is forced from†¦show more content†¦Huckleberry Finn recognizes Jim as a human being, but is fighting the beliefs bestowed upon him by a society that believes slaves should not be free. However, it is important to realize that although Huckleberry Finns decisions create the conflict between society and himself (and that this conflict forms the theme of the novel), Huck is oblivious to the justice, the righteousness, and even the heroism of his own actions, they are simply in accordance with his own conscience. The climax comes in chapter thirty-one of the novel, when Huckleberry Finns moral development reaches its peak. Up until this point in the novel, Huckleberry Finn has been experiencing internal conflict concerning his treatment of Jim. Society has brought him up to believe that Jim is nothing but property, rightfully belonging to Miss Watson, and so Huck would be wrong in helping Jim flee. At the same time, however, his experiences with Jim, and his own personal instincts about the situation tell him that he is doing the right thing. Huck feels terrible because he cannot please both voices of his conscience. Huckleberry Finn feels as though society is right, and he is wrong. At first, he begins to write a letter to Miss Watson to return Jim, but then ends up destroying the letter and deciding to help free Jim. Specifically, in the novel, Huck says, quot;All right, then Ill go to hell,quot; right as he tore up the letter. This indicates thatShow MoreRelated Charles Dickens and Mark Twains lessons Essay1325 Words   |  6 PagesCharles Dickens and The adventures of Huckleberry Finn by Mark Twain can show that although both writers lived in different societies they shared the same point of views about life and used their writing to educate their readers and change their societies positively. Both books satirise individuals who think that they are superior to others, by doing this the writers want to show their readers that this is a wrong thing to do. 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Although one may see Mark Twain’s Huckleberry Finn and Charlie Chaplin’s The Gold Rush as two completely separate and diff erent works of high comedy, theirRead MoreHuck Finn Literary Criticism1498 Words   |  6 PagesIn Huckleberry Finn, Mark Twain portrays his main character and the novel’s namesake, a deeply complex individual, even as a child. He has obvious abandonment issues and continues to struggle with finding his place in society. Huck starts by trying to fit in with Tom and a band of young boys, but eventually finds true companionship in a slave named Jim. Huck continues in his struggles as his moral beliefs conflict with the moral beliefs of the society of his time. This conflict comes from Huck beingRead More The Immature Huck Finn in Mark Twains The Adventures of Huckleberry Finn1723 Words   |  7 PagesThe Immature Huckleberry Finn      Ã‚  Ã‚   Maturity is not a fickle expression such as happiness or frustration, but rather an inherent quality one gains over time, such as courage or integrity. Before maturity can be expressed, the one who expresses it must have significant confidence in himself, since self-confidence is the root of maturity. Being flexible and formulating ones own opinions or ideas are aspects of maturity, but neither is possible without self-confidence. The greatest aspect ofRead MoreResearch Paper Mark Twain1306 Words   |  6 PagesWORLD â€Å"Classic - a book which people praise and dont read.† When Samuel L. Clemens (more often referred to as Mark Twain) said this, he meant it in a humorous sense, but he also wanted people to understand it’s meaning. People call books like Huck Finn and Gatsby classics, yet the idea that these books are actually read by everyone isn’t so. Twain isn’t just a classical writer because we deem him so, he is given that title for the political influence he managed to present to his readers. He wantedRead MoreMark Twain s Adventures Of Huckleberry Finn1562 Words   |  7 Pagescommonly known as Mark Twain was an American writer whose works act as social commentary on issues including racism, poverty and class distinctions. His most distinguished novels, The Adventures of Tom Sawyer (1876) and its sequel, Adventures of Huckleberry Finn (1885) convey the vanquished way of life in the pre-Civil War Mississippi Valley and life on the river. His unpretentious, col loquial, yet poetic style and wide-ranging humor embodies the development of ideologies based upon the American DreamRead More The Adventures Of Huckleberry Finn: Symbolism Essay859 Words   |  4 Pages The Adventures of Huckleberry Finn: Symbolism Questions 1. Compare and Contrast Tom Sawyer and Huckleberry Finn. nbsp;nbsp;nbsp;nbsp;nbsp;Although Tom and Hucklberry Finn have many things in common and are very good friends, they also live a life of two totally different lifestyles. Tom, who is a dreamer, lives a life out of romantic novels, and can be amusing and exasperating at the same time. He lives a life out of drama and brings out his imagination in a realistic way. He is amusingRead MoreThe Adventures of Huckleberry Finn: Symbolism860 Words   |  4 PagesThe Adventures of Huckleberry Finn: Symbolism Questions 1. Compare and Contrast Tom Sawyer and Huckleberry Finn. Although Tom and Hucklberry Finn have many things in common and are very good friends, they also live a life of two totally different lifestyles. Tom, who is a dreamer, lives a life out of romantic novels, and can be amusing and exasperating at the same time. He lives a life out of drama and brings out his imagination in a realistic way. He is amusing when showing his understanding

Living in a Stop and Frisk World Free Essays

Living in a Stop and Frisk World Today around 1,400 citizens in New York City will have their constitutional rights violated through an unlawful search. The legal term for the controversial search is stop and frisk. The New York Police Department continues to pressure its officers to stop and frisk citizens, and these situations are happening at an alarmingly increasing rate. We will write a custom essay sample on Living in a Stop and Frisk World or any similar topic only for you Order Now For the New York Police Department, it seems to be a game of numbers as they continue to force their officers to conduct stop and frisks through quotas (Gangi). While New York City has seen a decrease in crime over Mayor Bloomberg’s term, it is difficult to directly correlate the stop and frisk policy with these decreases. This unlawful practice needs to stop as it is a controversial practice that many people believe is a direct violation of the human rights inherent for citizens. Furthermore, it could turn New York City into a police state. If an officer does not fill his monthly quota of stops, summons or arrests, he is subject to discipline (Gangi). Often, this discipline will leave a unsettling paper trail behind the officer and prevent them from being able to move up in the ranking. This commonality has been explained by many New York Police Department officers confidentially in, â€Å"The Hunted and the Hated: An Inside Look at the NYPD’s Stop-and-Frisk. † Last year, nearly 686,000 people were stopped on the street; a startling increase from only 97,000 in 2002. This amounts to a 600% increase in stops in less than ten years, and searches will continue to increase as the police department tries to keep these numbers up every year (Gangi). Factually speaking, the number has increased every single year since Mayor Bloomberg took office (Long). Crime is down, but can it accurately be attributed to an increase of stop and frisks? Stop and frisk can not be directly and certainly not solely attributed to the decrease of crime. Additionally, stop and frisk is highly subject to racial profiling. Both Tuttle of TheNation. com and Lieberman of New York Civil Liberties Union agree that the stop and frisk program is a waste of resources, explaining its high failure rate: â€Å"the NYPD’s stop-and-frisk program continues to have a 90 percent failure rate. It remains a tremendous waste of resources, sows mistrust between police and he communities they serve, and routinely violates fundamental rights. (Zelon)† These are key reasons why New York City is the only large metropolis using stop and frisk as their main crime deterrent. It is an aggressive practice that ruins the relationship between the community and police department (Gangi). Ruthless practices such as stop and frisk are alienating the minority communities and terrorizing the youth. Police have admitted to targeting areas where crime is highest, but the stop and frisk approach ruins any opportunity for help from the community directly. These officers are stationed in parts of New York City that they are disconnected from outside of work. The community knows their area best, yet the officers garner little respect amongst the community. When a community member sees something, they are less likely to say anything to the abusive New York Police Department (Eterno). Furthermore, this puts the officers in much more danger and results in a much more aggressive and assertive force as a result. Not to mention, community members are more willing to follow the law if they believe the system is fair and equal. Sociologist Tom Tyler’s research on this matter has concluded that people often obey laws in which they consider fair and legitimate; these stop and frisk police encounters are seens as unfair and racial (Braid). Community policing is a key aspect to crime fighting, and both Washington and Los Angeles have made it a main focus of their crime stopping strategy. From 2002 to 2012, New York City has had a 12% decrease in murders annually, and during the same period, Washington saw a 43% decrease and Los Angeles had a 50% decrease in murders. Both cities have taken a less aggressive approach and focused on a less aggressive community driven strategy. Unlike New York City, these cities focus on building up communities and targeting key violent factors (Gangi). Being apart of the community as a police officer lets you work with community members living within the area and target the direct source of violence and crime. Truants within the community are at the highest risk of becoming juvenile offenders. With such hatred from the ommunity, the police department does not get information or leads about these truants until they’re in police hands for committing a crime . Not to mention, these communities become so violent due to only 2 or 3% of the population (Baird). Additionally, as the officers continue to press the streets, they are unable to work with the communities and violence ensues once again. Breaking these community lines is a waste of resources and is costing taxpayers millions of dollars every year. This policy is not only harming and scaring our youth, but it’s estimated that for every 100,000 stops it costs the taxpayers of New York 10 million dollars (Howell). Last year, New York City and the New York Police Department stopped over 650,000 people and accumulated hundreds of lawsuits for its racial and aggressive tactics (Tuttle). Under the law, suspects must appear to be committing a crime or about to commit a crime. Unfortunately, Judge Shira A. Scheindlin has uncovered â€Å"overwhelming evidence that there in fact exists a centralized stop and frisk program that has led to thousands of unlawful stops. Eterno)† Thousands of stops being performed unlawfully will turn into suits against the City of New York. Taxpayers do not want to pay for a program that is constitutionally illegal, has an extremely high failure rate and publicly targets minorities. Since New York City is the largest city in the United States, the police department should be a role model for ot her cities. Instead, the New York Police Department actively practices racial profiling, working against communities rather than in conjunction with them. At first, the aggressive stop and frisk program lowered illegal guns on the street. More recently, however, Mayor Bloomberg has taken it too far by turning the program into a regulated, quota-driven exercise that has effectively used racial profiling and intimidation as a scare tactic against minorities. If New York City is to be proactive in lowering its crime rate, it ought to focus on building communities, endorsing community leaders, and no longer allowing its Police Department to engage in the controversial stop and frisk program. How to cite Living in a Stop and Frisk World, Papers

Litter problem essay Essay Example

Litter problem essay Essay As a proposal to help with the littering problem on campus, I suggest more trashcans in the parking lots and other high trafficked areas, some motivational propaganda to promote awareness of litter problem and arsenal student initiatives to help keep campus clean. Lets look a little more at the main reasons people give for why there is litter on campus. The first reason given is laziness, they dont feel like walking to a trashcan to throw away their garbage this is also a lack of motivation. Some think that since there is maintenance it is their job to pick up trash anyway so they are helping provide them a job. Also they let it pile up in their car or they throw it in the back of their truck and the valid blows it out of the vehicle. Another reason given for littering is the lack of available trashcans in a parking lot or other high traffic areas. As a cause of this Students, Patrons, and visitors just throw their trash in the parking lot instead off trashcan. As Mr.. Ray Gillespie has said a big problem as far as littering is from the movement of trash as its being collected. Trash often ends up flying out the back of the Gators that are used to transport trash bags collected in between buildings and from dumpsters as they are being emptied by the garbage trucks. My Proposal to help with the litter problem on campus is to first provide more trashcans in and around the parking lots and high trafficked areas. We will write a custom essay sample on Litter problem essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Litter problem essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Litter problem essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The trashcans should be highly visible, so bright attention grabbing colors would be preferable, so as to encourage people to use them. Another way to help with the litter problem is to create awareness of the problem using motivational propaganda, such as posters, bulletins and other signage. Also by having clean up days that involve students and faculty, especially clubs that are on campus this will help create more awareness. A possible way to encourage student involvement as well would be the possibility of incentives. The incentives could range from a free lunch to extra credit in one of their classes if the teacher is willing. In conclusion, to help with the litter problem on campus, we need to find ways to encourage students to have a personal incentive to keep the campus clean. Create motivational propaganda to create awareness of the litter problem. Provide more trashcans and make them visible to encourage students, patrons, and visitor: to throw trash in trashcans instead of on the ground.

War on Drugs Essays

War on Drugs Essays War on Drugs Essays In watching the John Stossel documentary on The War on Drugs (Sidewinder77, 2009), it is evident that the 40 year war has created more crime than the intended purpose of reducing the drug problem in America. Is the point of the drug prohibition to reduce drug possession which would reduce the drug problem? Instead it has opened up different doorways to other crimes as a byproduct of prohibition. The Department of Justice says that the illegal drug market in the U.S. is dominated by 900,000 criminally active gang members affiliated with 20,000 street gangs in more than 2,500 cities, (1) and that Mexican drug cartels now directly control illegal drug markets in at least 230 American cities.(2) Using the Alcohol Prohibition as an example, the crime rate had increased during those years of prohibition. I do think if America was to decriminalize current illegal drugs, the cartels would be reduced because there would no longer be a demand of the black market. In 2004, 17% of inmates fro m jail admitted that they committed their crime to get money for drugs. (2) I do believe that users and sellers are two different animals, and users need treatment which is a Health problem and should not be handled criminally, but with Human Services. I working as a deputy in a jail, I interact with addicts daily, and don’t believe that jail is the solution for non-violent users. Based off of the Beauru of Justice Statistics Drugs and Crime in 2007 1.8 million people were arrested on drug violations. If that 1.8 million, only 17.5% were based on distribution/sale of drugs and 82.5% were on possession alone. 42% of the possession was for marijuana (3 and 4). If we were to decriminalize the use and or possession of drugs, the US could save billions of dollars on inmate housing for mere non-violent drug possession and could be used for rehabilitation and education. These statistic do not include DUI/DWAI which is criminally, and therefore any under-the-influence while driving should be handled criminally. I am curious to see what Colorado will have for data in arrest statistics from passing amendment 62 in

The Guns or Butter Nazi Economy

The Guns or Butter Nazi Economy A study of how Hitler and the Nazi regime handled the German economy has two dominant themes: after coming to power during a depression, how did the Nazis solve the economic problems facing Germany, and how did they manage their economy during the largest war the world has yet seen, when facing economic rivals like the US. Early Nazi Policy Like much of Nazi theory and practice, there was no overarching economic ideology and plenty of what Hitler thought was the pragmatic thing to do at the time, and this was true throughout the Nazi Reich. In the years leading to their takeover of Germany, Hitler didn’t commit to any clear economic policy, so as to widen his appeal and keep his options open. One approach can be seen in the early 25 Point program of the party, where socialist ideas such as nationalization were tolerated by Hitler in an attempt to keep the party unified; when Hitler turned away from these goals, the party split and some leading members  (like Strasser) were killed to retain unity. Consequently, When Hitler became Chancellor in 1933, the Nazi Party had different economic factions and no overall plan. What Hitler did at first was to maintain a steady course which avoided revolutionary measures so as to find a middle ground between all the groups he’d made promises to. Extreme measures under extreme Nazis would only come later when things were better. The Great Depression In 1929, an economic depression swept the world, and Germany suffered heavily. Weimar Germany had rebuilt a troubled economy on the back of US loans and investments, and when these were suddenly withdrawn during the depression the Germany economy, already dysfunctional and deeply flawed, collapsed once more. German exports dropped, industries slowed, businesses failed and unemployment rose. Agriculture also began to fail. The Nazi Recovery This depression had helped the Nazis in the early thirties, but if they wanted to keep their hold on power they had to do something about it. They were helped by the world economy beginning to recover at this time anyway, by the low birth rate from World War 1 reducing the workforce, but action was still needed, and the man to lead it was Hjalmar Schacht, who served as both Minister of Economics and President of the Reichsbank, replacing Schmitt who had a heart attack trying to deal with the various Nazis and their push for war. He was no Nazi stooge, but a well-known expert on the international economy, and one who’d played a key role in defeating Weimar’s hyperinflation. Schacht led a plan which involved heavy state spending to cause demand and get the economy moving and used a deficit management system to do so. The German banks had tottered in the Depression, and so the state took a greater role in the movement of capital – borrowing, investments etc. – and put low interest rates in place. The government then targeted farmers and small businesses to help them back into profit and productivity; that a key part of the Nazi vote was from rural workers and the middle class was no accident. The main investment from the state went into three areas: construction and transportation, such as the autobahn system which was built despite few people owning cars (but was good in a war), as well as many new buildings, and rearmament. Previous Chancellors Bruning, Papen and Schleicher had started putting this system into place. The exact division has been debated in recent years, and it’s now believed less went into rearmament at this time and more into the other sectors than thought. The workforce was also tackled, with the Reich Labour Service directing the young unemployed. The resu lt was a tripling of state investment from 1933 to 1936, unemployment cut by two-thirds (Nazi faithful were guaranteed jobs even if they weren’t qualified and if the job wasn’t needed), and the near recovery of the Nazi economy. But the purchasing power of civilians had not increased and many jobs were poor. However, Weimar’s problem of a poor balance of trade continued, with more imports than exports and the danger of inflation. The Reich Food Estate, designed to co-ordinate agricultural produce and achieve self-sufficiency, failed to do so, annoyed many farmers, and even by 1939, there were shortages. Welfare was turned into a charitable civilian area, with donations forced through the threat of violence, allowing tax money for rearmament. The New Plan: Economic Dictatorship While the world looked at Schacht’s actions and many saw positive economic outcomes, the situation in Germany was darker. Schacht had been installed to prepare an economy with a large focus on the German war machine. Indeed, while Schacht didn’t start off as a Nazi, and never joined the Party, in 1934, he was basically made an economic autocrat with total control of the German finances, and he created the ‘New Plan’ to tackle the issues: the balance of trade was to be controlled by the government deciding what could, or couldn’t be imported, and the emphasis was on heavy industry and the military. During this period Germany signed deals with numerous Balkan nations to exchange goods for goods, enabling Germany to keep foreign currency reserves and bringing the Balkans into the German sphere of influence. The Four Year Plan of 1936 With the economy improving and doing well (low unemployment, strong investment, improved foreign trade) the question of ‘Guns or Butter’ began to haunt Germany in 1936. Schacht knew that if rearmament continued at this pace the balance of payments would go crippling downhill, and he advocated increasing consumer production to sell more abroad. Many, especially those poised to profit, agreed, but another powerful group wanted Germany ready for war. Critically, one of these people was Hitler himself, who wrote a memorandum that year calling for the German economy to be ready for war in four years’ time. Hitler believed the German nation had to expand through conflict, and he wasn’t prepared to wait long, overriding many business leaders who called for slower rearmament and an improvement in living standards and consumer sales. Quite what scale of war Hitler envisioned isn’t certain. The result of this economic tug was Goering being appointed head of the Four Year Plan, designed to speed rearmament and create self-sufficiency, or ‘autarky’. Production was to be directed and key areas increased, imports were also to be heavily controlled, and ‘ersatz’ (substitute)  goods were to be found. The Nazi dictatorship now affected the economy more than ever before. The problem for Germany was that Goering was an air ace, not an economist, and Schacht was so sidelined that he resigned in 1937. The result was, perhaps predictably, mixed: inflation had not increased dangerously, but many targets, such as oil and arms, had not been reached. There were shortages of key materials, civilians were rationed, any possible source was scavenged or stolen, rearmament and autarky targets were not met, and Hitler seemed to be pushing a system which would only survive through successful wars. Given that Germany then went head first into war, the failures of th e plan soon became very apparent. What did grow were Goering’s ego and the vast economic empire he now controlled. The relative value of wages fell, the hours worked increased, workplaces were full of the Gestapo, and bribery and inefficiency grew. The Economy Fails at War It’s clear to us now that Hitler wanted war, and that he was reformatting the German economy to carry out this war. However, it appears that Hitler was aiming for the main conflict to start several years later than it did, and when Britain and France called the bluff over Poland in 1939 the German economy was only partially ready for the conflict, the goal being to start the great war with Russia after a few more years building. It was once believed that Hitler tried to shield the economy from the war and not move immediately to a full wartime economy, but in late 1939 Hitler greeted the reaction of his new enemies with sweeping investments and changes designed to support the war. The flow of money, the use of raw materials, the jobs people held and what weapons should be produced were all changed. However, these early reforms had little effect. Production of key weapons like tanks stayed low, due to flaws in design negating speedy mass production, inefficient industry, and a failure to organize. This inefficiency and organizational deficit were in a large part due to Hitler’s method of creating multiple overlapping positions which competed with each other and jostled for power, a flaw from the heights of government down to the local level. Speer and Total War In 1941 the USA entered the war, bringing some of the most powerful production facilities and resources in the world. Germany was still under-producing, and the economic aspect of World War 2 entered a new dimension. Hitler declared new laws – the Rationalization Decree of late 1941 – and made Albert Speer Minister of Armaments. Speer was best known as Hitler’s favored architect, but he was given the power to do whatever was necessary, cut through whichever competing bodies he needed, to get the German economy fully mobilized for total war. Speer’s techniques were to give industrialists more freedom while controlling them through a Central Planning Board, allowing for more initiative and results from people who knew what they were doing, but still kept them pointed in the right direction. The result was an increase in weapons and armaments production, certainly more than the old system produced. But modern economists have concluded Germany could have produced more and was still being beaten economically by the output of the US, USSR, and Britain. One problem was the allied bombing campaign which caused massive disruption, another was the infighting in the Nazi party, and another was the failure to use the conquered territories to full advantage. Germany lost the war in 1945, having been outfought but, perhaps even more critically, comprehensively out produced by their enemies. The German economy was never functioning fully as a total war system, and they could have produced more if better organized. Whether even that would have stopped their defeat is a different debate.