The purpose of this study was to analyze how textbooks for the Swedish upper secondary school have depicted the rise of the Nazis and the Nazi takeover of power from the 1960s to the 2010s.With the focus on both the content and the use of pictures in the depictions. The purpose also was to analyze the structure of the depictions. Following questions were formulated to answer the purpose: How has the textbooks depicted the events leading up to the rise of Nazis and thetakeover of power? , How does the textbooks present the history and which images are used in the depictions? , What similarities and differences can be found in the textbooks depictions overtime? The results showed that the textbooks depictions of the rise of Nazis and the takeover of power have increased in size during the entire research period. The results showed that the textbooks depictions of the rise of the Nazis was relatively homogenous throughout the research period, except for the first textbook from the 1950s. The textbooks depicted the following events: the turbulence in the young Weimar republic, the inflation crisis, Hitlers coup attemptand the big depression. All the textbooks linked these events to the Nazis rise to power. The depictions of the Nazi takeover of power are not as homogenous. The results showed both differences between the length and the content of the depictions. These differences did not occurin a pattern that could indicate a change in the climate of the society. The results showed disagreement between the authors about which events that should be included in the depictions.The authors also interpreted events in different ways, for example which groups that helped Hitler to power. The result also showed that the textbooks use of pictures has increased during the entire researchperiod. The use of pictures in the textbooks consists exclusively of graphs, charts, andphotographs. Graphs and charts in the textbooks all relate to the same phenomena: Nazis popularity grew in times of crisis. A common use of photographs in the textbooks was to show Hitler during speeches and military parades. From the 1980s and onward the textbooks started including photographs that visualize and concretize the inflation. The results also clearly shows that the textbooks started to invite the students to reflections in the text by asking questions from the 1990s and onward. Not a single book before the 1990s invites the students to reflection through questions in the texts, while it is a well-used feature in all textbooks after the 1990s.