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Riefenstahl, L. (Director). (1935). Triumph of the Will [Film]. Leni Riefenstahl-Produktion.

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Triumph of the Will (1935) (Nazi-Made Film)

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Triumph of the Will (1935) (Nazi-Made Film)

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Triumph of the Will is a 1935 German Nazi Propaganda Film directed by Leni Riefenstahl. The film chronicles the 1934 Nazi Party Congress in Nuremberg and was commissioned by Adolf Hitler, who served as an unofficial executive producer. It is known for its powerful imagery and is considered one of the most significant propaganda films in history, showcasing the Nazi regime's ideology and the mass rallies that characterized its rise to power. The film premiered on March 28, 1935, and was shown in numerous cities across Germany. This could be used in a classroom to show the power films had in conveying messages and gathering people towards a movement. Students could be asked to use critical literacy skills to figure out the intentions, bias, and target audiences.

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Lanzinger, H. (1935). Der Bannerträger (The Standard Bearer) [Painting]. United States Holocaust Memorial Museum (Traveling Exhibit). https://www.ushmm.org/information/exhibitions/museum-exhibitions 

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Der Bannerträger (The Standard Bearer) (Painting)

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Der Bannerträger (The Standard Bearer) (Painting)

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The painting portrays Hitler sitting on a black horse, wearing armor in the manner of a 15th-century knight and carrying a Nazi flag that billows behind him. Hitler is portrayed as a messianic figure in the painting gazing symbolically towards a greater future for Germany. This could be used in class to have students analyze and dissect the painting to piece together what its elements and purpose are.

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Bachrach, S. (2009). State of Deception: The Power of Nazi Propaganda. U.S. Holocaust Memorial Museum; First Edition

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State of Deception: The Power of Nazi Propaganda (Book)

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State of Deception: The Power of Nazi Propaganda (Book)

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State of Deception: The Power of Nazi Propaganda documents how, in the 1920s and 1930s, the Nazi Party used posters, newspapers, rallies, and the new technologies of radio and film to sway millions with its vision for a new Germany―reinforced by fear-mongering images of state “enemies.” These images promoted indifference toward the suffering of neighbors, disguised the regime’s genocidal actions, and insidiously incited ordinary people to carry out or tolerate mass violence. I could very well see this being used in class during the WWII unit as documents/evidence to be used in an argumentative essay about reasons for the rise of Nazi Germany.

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[The World History Channel]. (2024, August 18). Joseph Goebbels: The Mastermind Behind the Nazi Brainwashing of Germany [Video]. YouTube. https://www.youtube.com/watch?v=62Ie_SMrXtE 

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Hitler's minister of propaganda, Joseph Goebbels was the mastermind behind the brainwashing campaign that eventually seduced Germany into joining the Nazi cause. James Ellis explores how the virulently antisemitic Goebbels orchestrated a campaign of hate that paved the way for the Holocaust. I view this as a unit introduction activity. Teachers could pair this with a guide and have students follow along to get general understanding of where the unit is headed.

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Joseph Goebbels: The Mastermind Behind The Nazi Brainwashing Of Germany

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(1944, February 17). Der Stürmer Antisemitic Newspaper. Montreal Holocaust Museum. Retrieved February 20, 2025, from https://museeholocauste.ca/en/objects/der-sturmer-antisemitic-newspaper/ 

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The Der Stürmer newspaper was an antisemitic publication distributed in Germany between 1923 and 1945. This edition from February 17, 1944, entitled “The World Bank” falsely accuses North American Jews of controlling this institution. This could be used in class as a primary source/artifact to demonstrate a real way in which Nazi's used newspapers/political cartoons for propaganda to foster antisemitism. Could be used as a document of choice for an essay to be expanded upon.

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[History Unknown]. (2024, September 7). AI RECONSTRUCTS HITLER'S SPEECH TO ENGLISH (Extended) [Video]. YouTube. https://www.youtube.com/watch?v=F2R2Xeo8HX8 

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Translated: Adolf Hitler Speech (Mass Manipulation) (Speech)

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Translated: Adolf Hitler Speech (Mass Manipulation) (Speech)

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Adolf Hitler used speeches as a powerful tool for mass manipulation, employing emotional appeal, repetition, and scapegoating to control public perception. He stirred fear and nationalism by blaming Germany’s struggles on Jews, communists, and the Treaty of Versailles while presenting himself as the nation’s savior. His speeches were carefully staged with massive rallies, banners, and militaristic imagery to create a sense of unity and unquestioned authority. Through these tactics, he reinforced Nazi ideology, gained widespread support, and paved the way for World War II and the Holocaust. I can see this being a very interesting tool to be utilized in a classroom. While you'd have to be very careful, for obvious reasons, I think it'd be a good way for students to see what he was actually saying. We hear the loud German but never the actual words. Students can dissect this speech to really see how manipulation was used and determine its effectiveness.

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AI RECONSTRUCTS HITLER'S SPEECH TO ENGLISH (Extended)

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Ridley, N. (2024). Nazi Propaganda Through Art and Architecture: Creating the Myth of Hitler’s Third Reich. Frontline Books. 

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Nazi Propaganda Through Art & Architecture (Book)

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Nazi Propaganda Through Art & Architecture (Book)

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When the Nazis came to power in January 1933, the people had to be coaxed into believing in the new regime. Hearts and minds had to be won over and one of the ways the Nazis did that was to create an ideal of German nationhood in which everyone could feel proud. This was especially the case with art, which came to be used as a powerful tool of propaganda both to disseminate the myth amongst the population and indicate to the Nazi administrators the sort of cultural environment they should create. This could be used in classrooms to serve as visuals and illustrate the impacts art and architecture have in power. These examples could be used throughout the unit to recall and support arguments.