1
State of Deception: The Power of Nazi Propaganda
ushmm.org
“Our Last Hope: Hitler.” Artist: Hans
Schweitzer, 1932. USHMM Collection
EXTENSION 4.5 DIAGRAM TEACHER’S GUIDE
STATE OF DECEPTION
Who is the target audience? What about this message would
be appealing to this group? What reactions might different
audiences have had? Could people access and express alternate
viewpoints?
The target audience is the German population, struggling financially
due to economic conditions brought by the Great Depression. Germany
was a democracy and there were opportunities for open debate and
choice among political parties.
3. AUDIENCE
Who is the propagandist?: The Nazi Party
What do they hope the audience will:
THINK: That the government failed the German people and that
Hitler was the solution; that the Nazis were political outsiders.
FEEL: To believe in Hitler and place their hopes for the future in the
Nazi Party.
DO: The Nazis wanted people to vote for Hitler and the Nazi Party.
4. CREATOR
What effects did this message have on society?
Democracy in Germany virtually collapsed when the Great Depression struck in 1929. Disagreements over economic policies rapidly polarized politics
between lef and right. The inability of Germany’s numerous parties to work together brought the country to a standstill. Promises of stability and
economic advancement led many to abandon their previous political allegiances to vote for the Nazi Party. Many citizens were willing to overlook the
party’s anti-Jewish ideology and racism. Nazi support surged. In 1928 the Nazi party won a mere 12 seats in parliament, but in 1932 the Nazi Party won
230 seats in German parliamentary elections, becoming the largest party represented.
5. CONSEQUENCES
Draw arrows to the visual elements
that communicate the message.
Think about how line, color,
graphics, depictions of people, words,
and symbols are used.
Visual cues:
LINE: The line is sketchy and makes
the people appear worn and haggard.
COLOR: The muddy colors evoke a
somber mood. The shadows on the
peoples’ faces emphasize their despair.
PEOPLE: The masses of people
include men, women, and children.
Broad swaths of society are
represented. They march toward
Hitler and gaze directly at the viewer,
appealing for their vote.
WORDS: “Hitler” is the most
prominent word on the poster. It is
bright white and boldly written
What is the message?
Masses of people are behind Hitler. You
can change things by voting for him.
Hitler is the last hope to bring economic
stability to a suering nation.
1. MESSAGE
What are the hopes, fears, and
grievances present in society at this
time? Think about the political,
social, and economic climate.
POLITICAL: In 1932, Germany was a
fledgling democracy facing a severe
economic crisis. Faith in government
eroded due to dysfunction. The nation
was demoralized by the loss of World
War I.
ECONOMIC: With the stock market
crash of 1929 and the world economic
crisis that accompanied it, German
banks closed and unemployment
skyrocketed. Germans were frustrated
and afraid for the future.
Given that context, why might this
message have had power?
Public fears over economic woes and
political uncertainty made the Nazis’
solutions to the nation’s problems
appealing. The Nazis downplayed more
extreme aspects of their agenda.
2. CONTEXT
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State of Deception: The Power of Nazi Propaganda
ushmm.org
“Vote Slate 10. This Blow Must Hit Home!”
National Socialist German Workers’ Party
(Hitler Movement) Fips (Philipp Rupprecht),
artist; 1928. Hessisches Landesmuseum Darmstadt
EXTENSION 4.5 DIAGRAM TEACHER’S GUIDE
STATE OF DECEPTION
Draw arrows to the visual elements
that communicate the message.
Think about how line, color,
graphics, depictions of people, words,
and symbols are used.
Visual cues:
COLOR: The punching arm is flesh
toned, but the figure being hit is a
bright red. Red was associated with
communism, which antisemitism linked
with Jews.
WORDS: “Vote Slate 10” calls for
Germans to vote for the Nazi Party on
the ballot. “This Blow Must Hit Home”
calls for a direct strike against the
Jewish population of Germany.
PEOPLE: The crudely caricatured red
male Jewish figure appears subhman
and monstrous. It contrasts with the
Nazi arm which is strong, masculine,
and flesh toned.
SYMBOLS: The Swastika represents
the Nazi Party and the figure being
punched represents Jews.
What is the message?
Voting for the Nazi party can stop the
Communist and Jewish threat, both
seen as dangers to the German nation.
1. MESSAGE
What are the hopes, fears, and
grievances present in society at this
time? Think about the political,
social, and economic climate.
POLITICAL: In Germany’s parliament no
party was able to win a clear majority.
Dysfunction brought public distrust and
frustration.
ECONOMIC: Economic hardship
strained social and political interactions
and further strengthened the climate of
distrust and frustration.
SOCIAL: Germany was an inclusive
society but antisemitism lurked
beneath the surface in many German
communities.
Given that context, why might this
message have had power?
Promises of stability and economic
advancement led many to support
the Nazis. The Nazis only promoted
antisemitic messages where there was
existing antisemitism and audiences
receptive to these ideas.
2. CONTEXT
Who is the target audience? What about this message would be
appealing to this group? What reactions might different audiences
have had? Could people access and express alternate viewpoints?
This poster is targeting non-Jewish voters who harbored antisemitic
sentiment. Germans were looking for decisive action afer years of
deadlock. There were free elections and opportunities for open debate
and choice among political parties and leaders.
3. AUDIENCE
Who is the propagandist?: The Nazi Party
What do they hope the audience will:
THINK: The Nazi Party is going to take decisive action that will
bring order and stability.
FEEL: Jews (associated with Communists) are a threat to the nation
and the Nazi Party is the future of Germany.
DO: Vote the Nazis into power and give them the majority in
parliament.
4. CREATOR
What effects did this message have on society?
The Nazi Party used positive propaganda that focused on the economic and political renewal of Germany in order to build broad support and divert at-
tention way from the Party’s extreme antisemitism. The Nazi Party’s antisemitism appealed to right-wing radicals, but not to all of Hitler’s supporters.
Regional Nazi groups gauged local public interest in the “Jewish Question” and tailored their propaganda accordingly. The Nazis’ antisemitic plaform
may not have gained the party mass support, but neither did it frighten o large numbers of voters either. They were willing to overlook its anti-Jewish
ideology and racism. Voters abandoned mainstream parties to support Adolf Hitler and helped to pave the way for the end of German democracy.
5. CONSEQUENCES
3
State of Deception: The Power of Nazi Propaganda
ushmm.org
EXTENSION 4.5 DIAGRAM TEACHER’S GUIDE
STATE OF DECEPTION
Draw arrows to the visual elements
that communicate the message.
Think about how line, color,
graphics, depictions of people, words,
and symbols are used. Visual cues:
COLOR: The colors are bright and
bold. Red, white, and black were the
colors of the Nazi Party.
SYMBOLS: The swastika is the
symbol of the Nazi Party. Like a saw,
it cuts through chains which represent
enslavement under the treaty. The
chains represent the limits placed on
Germany and are each named for a
region lost in the Versailles Treaty.
WORDS: “Victory over” hovers above
a flat “Versailles” that is about to be
cut in half.
What is the message?
In the eyes of many Germans,
Germany needed to overcome the
terms of the Versailles Treaty. The Nazi
Party promised that if people supported
the party, Germany would be returned to
its former glory. This poster shows they
are delivering on that promise.
1. MESSAGE
What are the hopes, fears, and
grievances present in society at this
time? Think about the political,
social, and economic climate.
POLITICAL: The Versailles Treaty
was reviled and many believed it to
be a betrayal and humiliation. In the
1930s, the Nazis violated its terms and
achieved foreign policy successes,
capturing lost territory and increasing
the nation’s size. They sought to unite
ethnic Germans.
ECONOMIC: Rearmament and the
reclaiming of territories stimulated the
economy, renewing national pride.
Given that context, why might this
message have had power?
Many Germans were shocked and
angered over the terms of the treaty
which deprived Germany of any
significant military power. The Nazi
Party began to defy its terms and renew
Germans’ sense of national pride.
2. CONTEXT
Who is the target audience? What about this message would
be appealing to this group? What reactions might different
audiences have had? Could people access and express alternate
viewpoints?
This poster is meant to appeal to German citizens by playing on their
long-standing frustrations with the Versailles Treaty and a diminished
national pride. By 1939, civil liberties and debate had been eliminated.
The Nazis’ use of terror intimidated the population and rooted out
public resistance.
3. AUDIENCE
Who is the propagandist?: The Nazi Party
What do they hope the audience will:
THINK: That the Nazis were bringing restoration to Germany and
repairing the damage done by the Treaty of Versailles.
FEEL: A sense of hope and national pride, which had diminished
greatly following World War I and the Versailles Treaty.
DO: Focus on the positive changes taking place and ignore the
extreme elements of the Nazi agenda, including negative measures
targeting Jews.
4. CREATOR
What effects did this message have on society?
German triumphs in foreign policy during the 1930s and economic recovery afer the Great Depression helped fuel Nazi popularity. Government and
party propagandists repeatedly reminded Germans that their lives had dramatically improved under Hitler. People focused on the positive change
taking place and overlooked the negative measures aecting the Jews. Praise of the regime’s achievements could not prevent public discontent over
the reality of life under the dictatorship, but such unhappiness remained at the level of grumbling rather than outright opposition.
5. CONSEQUENCES
“Victory over Versailles.” 1939. Wolfsonian
4
State of Deception: The Power of Nazi Propaganda
ushmm.org
EXTENSION 4.5 DIAGRAM TEACHER’S GUIDE
STATE OF DECEPTION
Draw arrows to the visual
elements that communicate the
message. Think about how line,
color, graphics, depictions of
people, words, and symbols are
used. Visual cues:
COLOR: The colors are bright
and meant to be appealing to
children.
GRAPHICS/PEOPLE: Stops on the
board depict Jewish store fronts
and businesses. The people are
stereotypical characterizations of
a Jewish man, woman, and child.
SYMBOLS: The cone like red
man is meant to represent the
German police. The green cone
cap next to him is a derogatory
image of a Jew.
WORDS: The rules describe
the Nazis’ policy toward Jews,
that they should leave the
country. “Juden Raus” was a
popular slogan of the Nazi Party.
What is the message?
The object of this antisemitic
game is to force Germany’s Jews
to leave the country.
Who is the propagandist?
A private German toy company hoping to
profit o Nazi popularity and spread party
doctrine.
What do they hope the audience will:
THINK: Jews should leave the country.
FEEL: That Jews are outsiders and there is
no place for them in Germany.
DO: Play the game and believe Nazi ideology.
4. CREATOR
1. MESSAGE
What effects did this message have on society?
From 1933 to 1939 German Jews were transformed from German citizens into outcasts, violently targeted, isolated, and deemed inferior and subhuman. During this period, the Nazis went to great lengths
to indoctrinate German youth. This game reinforced Nazi anti-Jewish policy in Germany at the time and spread the message that there was no place in Germany for Jews to even the youngest audiences.
What are the hopes, fears, and
grievances present in society
at this time? Think about the
political, social, and economic
climate.
POLITICAL: In September 1935,
the the Nuremburg race laws
were introduced. By 1938, laws
systematically isolated and
segregated Jews. Laws aimed to
remove Jews’ rights and speed up
their emigration.
ECONOMIC: Anti-Jewish
measures aimed to impoverish
Jews and eliminate them from
most professions. Economic
conditions in Germany improved
for the non-Jewish population
under the Nazis.
SOCIAL: Students were taught
“racial science” in school.
Independent youth organizations
were prohibited or dissolved in
the 1930s and membership in the
Hitler Youth became mandatory.
Given that context, why might
this message have had power?
A board game targeting children
was an eective way to spread
racial and political propaganda to
German youth.
5. CONSEQUENCES
Who is the target audience? What about this message
would be appealing to this group? What reactions
might different audiences have had? Could people
access and express alternative viewpoints?
Non-Jewish children and families were the target
audience. A game was an eective way to spread
propaganda messages. German children were
indoctrinated to Nazism in the classroom, extracurricular
activities, and games. They did not have access to
alternative viewpoints or grasp the devastating impact
this game would have on their Jewish classmates.
3. AUDIENCE
2. CONTENT
“Jews Out! Show skill in the dice game, so that you collect many Jews!
If you succeed in chasing out six Jews, you will be the victor without
question! Off to Palestine!” 1938. Leo Baeck Institute
5
State of Deception: The Power of Nazi Propaganda
ushmm.org
EXTENSION 4.5 DIAGRAM TEACHER’S GUIDE
STATE OF DECEPTION
Draw arrows to the visual
elements that communicate the
message. Think about how line,
color, graphics, depictions of
people, words, and symbols are
used. Visual cues:
COLOR: The words are bright
red which makes them eye-
catching. They stand out from
the rest of the poster.
WORDS: The words are
underlined and exclamation
points reinforce the message. The
Nazis are fighting to protect the
future of “our children.”
GRAPHIC/SYMBOLS: The baby
carriages represent a new
generation and hope for the
future.
PEOPLE: Many innocent and
happy children of diering ages
are depicted. Most have happy
expressions. All represent the
ideal “Aryan” type.
What is the message?
We are fighting this war in order
to protect our children’s future.
Germany must protect itself from
foreign aggression.
Who is the propagandist? The Nazi Party
What do they hope the audience will:
THINK: The war is being fought as an eort
to protect German families who are victims of
Allied aggression; Germany is the “good guy.”
FEEL: Worry about what will happen to their
children if they do not support the war;
Germany must defend itself.
DO: Support the war eort.
4. CREATOR
1. MESSAGE
What effects did this message have on society?
This poster concealed the Nazis’ aggressive foreign policy and war behind an emotional assertion that the German regime justly stands to protect and defend the survival of the nation’s future. Such
appeals made support for the war more palatable for audiences.
What are the hopes, fears, and
grievances present in society
at this time? Think about the
political, social, and economic
climate.
POLITICAL: In September
1939 Germany invaded Poland,
beginning World War II. The Nazis
needed justification for why
Germany was fighting another
war and sought to build public
support.
SOCIAL: Families hoped to secure
stable futures for their children
afer years of economic and
political turmoil. “Aryan” families
were encouraged to have multiple
children to ensure the future of
the nation.
ECONOMIC: Rearmament and the
reclaiming of territories created
new jobs, stimulating the German
economy. People feared a second
economic crisis if Germany were
to lose the war.
Given that context, why might
this message have had power?
The Nazis masked their territorial
aggression by presented Germany
as the victim. It emphasizes a
higher morality over the enemy.
5. CONSEQUENCES
Who is the target audience? What about this
message would be appealing to this group? What
reactions might different audiences have had? Could
people access and express alternative viewpoints?
The target audience is German parents concerned about
providing their children with a safe and stable future.
Others may have been skeptical, remembering the toll of
World War I. However, under the Nazi regime there were
no opportunities to speak out against such a message.
Listening to foreign broadcasts was a crime punishable
by death.
3. AUDIENCE
2. CONTENT
“Why We Fight—for Our Children’s Bread! March 11, 1940.
USHMM Collection
6
State of Deception: The Power of Nazi Propaganda
ushmm.org
EXTENSION 4.5 DIAGRAM TEACHER’S GUIDE
STATE OF DECEPTION
Draw arrows to the visual elements
that communicate the message.
Think about how line, color,
graphics, depictions of people, words,
and symbols are used.
Visual cues:
COLOR: The flags are bright, but the
figure is mainly dressed in black and
is in shadow.
SYMBOLS: The British, American,
and Soviet Flags represent the Allied
forces who were fighting Germany in
World War II. The figure wears a Star of
David which indicates he is a Jew. The
Nazi propagandist pulls back the curtain
to expose the Jewish culprit.
PEOPLE: The male figure is made to
look sinister and is an exaggerated
stereotype of the “typical Jew.” He
has dark features and is dressed
as a “Jewish financier.” The Jew is
demonized. What is the message? Nazi
Propagandists blame the Jews for the
war and claim they are manipulating the
Allied Forces to betray Germany.
1. MESSAGE
What are the hopes, fears, and
grievances present in society at this
time? Think about the political,
social, and economic climate.
POLITICAL: War took a dramatic toll
on Europe. Cities were bombed out,
soldiers were dying, and the nation
suered.
ECONOMIC: Food and supplies were
dwindling and many people faced
starvation, losing their homes, and their
families.
SOCIAL: Popular perceptions of Jews
shifed from ordinary neighbor to
internal enemy. At the least, citizens
became indierent to their plight.
Given that context, why might this
message have had power?
Through the use of propaganda, German
authorities were able to focus citizens’
fears and frustrations onto the Jewish
communities, blaming them for the war.
2. CONTEXT
Who is the target audience? What about this message would
be appealing to this group? What reactions might different
audiences have had? Could people access and express alternate
viewpoints?
The target audiences are German citizens and those living in the
occupied territories. In a climate of world war, messages become
radical and play on deep-seated fears. There were no opportunities to
openly challenge the stereotypes and myths. There were penalties for
seeking other viewpoints.
3. AUDIENCE
Who is the propagandist? The Nazi Party
What do they hope the audience will:
THINK: The Jews are to blame for the war and are manipulating the
Allied forces.
FEEL: Suspicion of or indierence toward the plight of Jews.
DO: Stay strong and do not interfere while the state carried out
measures to protect the nation from the “Jewish enemy.”
4. CREATOR
What effects did this message have on society?
During this period Europe descended into chaos and genocide. The Nazis sought to provoke hatred of Germany’s Jews by transforming the popular
perception of them from ordinary neighbor into internal enemy. Nazi propagandists did not dictate anti-Jewish policy, but they helped to create the
climate of indierence, hate, and fear that made mass murder possible. Ocial and underground reports on public opinion indicate that the German
public’s reactions to Nazi antisemitic propaganda campaigns, even during wartime, ofen varied and shifed unexpectedly. Still, ordinary people were
swayed by propaganda and became indierent as Jews were dehumanized and persecuted.
5. CONSEQUENCES
“Behind the Enemy Powers: The Jew.” 1942.
USHMM Collection
