Alabama Social Studies SS24.WH.9b

Social Studies9th GradeInterwar Years and World War II

The Standard

SS24.WH.9: Summarize the conditions of the global Great Depression and explain how they led to the rise of totalitarian states and the weakening of democratic nations.

Trace Adolf Hitler’s rise to power, describing Nazi ideology and the use of propaganda to advance his political and racial goals.

2024 Alabama Course of Study: Social Studies

Teacher's field guide

What Students Need to Do: Students put the main steps of Hitler’s rise to power in order, from the Depression through his appointment as chancellor and the Enabling Act. They explain Nazi beliefs about race and nationalism, and how propaganda spread those ideas and built support.
What Mastery Looks Like: A student can explain that Hitler was appointed chancellor, then used the Enabling Act to gain dictatorial power. Given a Nazi-era poster, they can name its intended audience, the fear or promise it uses, and the political or racial goal it serves.
Common Misconceptions: Students may think Hitler won a direct election for dictator or that the Depression alone brought him to power. They may treat propaganda as ordinary advertising, missing its use of scapegoating and false racial claims.
How to Assess It: On an exit ticket, ask students to order the Depression, Hitler’s appointment as chancellor, and the Enabling Act. Then ask: How could a Nazi poster use fear to win support for a racial policy?

Lesson moves

Give pairs four event cards and have them build a timeline showing how Hitler gained and then expanded power.
Show a teacher-selected Nazi-era poster and ask: Who was its audience, and what did its creators want people to believe?
Have students sort short statements into Nazi beliefs, propaganda tactics, and steps toward dictatorship, then explain one choice.
Compare a current public health poster with a teacher-selected Nazi-era poster, noting shared persuasion tools and very different goals.

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