To the Teacher: This lesson is meant to be adaptable for students grade 6-12. This lesson uses NYC Mayor Mamdani’s inauguration speech but can be applied to other speeches. Depending on how you want to organize the lesson and how much of the speech you want students to examine, this could be broken up across periods. Discussions of values, emotions and community work best when you have already built trusting, inclusive community within your classroom. Here are some lessons you can visit to help nurture a foundational safe space before diving into lessons that may cause some participants to feel vulnerable:
- SEL Tip: Start the Year with Community Agreements
- Values: A Circle to Start the New School Year
- How Can We Care for Each Other?
- Teaching about Controversial or Difficult Issues
Grades: 6 - 12 (adaptable)
Subject Areas: Civics, Social Studies, English Language Arts, Social Emotional Learning (SEL)
Time: 1 - 2 class periods (45–90 minutes)
Central Question: What can an inauguration speech reveal about a leader’s values, priorities and vision for democracy—and how can it shape how people see themselves and others in a community?
Objectives
Students will:
- Analyze a political speech for key themes, claims and rhetorical strategies
- Examine how language reflects values, emotions and goals in a democracy
- Practice empathy, perspective-taking and respectful dialogue
- Reflect on how leaders’ words can influence belonging, hope and civic responsibility
- Connect the speech to personal and collective roles in a community
SEL Skills Emphasized
- Self-awareness
- Social awareness
- Relationship skills
- Responsible decision-making
Materials
- Excerpts from Mayor Mamdani’s inauguration speech (see the video or read the text)
- Chart paper or digital collaborative document
- Highlighters or annotation tools
Warm-Up: Purpose, Feelings & Belonging (5–10 minutes)
Ask students to write brief responses to:
Why do societies have inauguration speeches? How do you think people are meant to feel when they hear one?
Invite a few students to share. Chart responses in two columns:
- Purposes (e.g., unity, goals, accountability, tradition, etc.)
- Feelings (e.g., hope, pride, reassurance, motivation, etc.)
SEL Tie-In:
Highlight that public speeches are not only about ideas, but also about emotions and relationships between leaders and communities.
Activity 1: First Read — Understanding the Message & Emotional Tone (10 - 15 minutes)
- Students read the speech excerpt(s) silently or aloud.
- Ask students to annotate:
- One sentence that stands out emotionally
- One idea that connects to community or belonging
Guiding Questions:
- What emotions does the speech seem to express or invite?
- What words or phrases signal care, urgency, or responsibility?
SEL Focus:
Students practice self-awareness by noticing how the speech makes them feel, and social awareness by considering how others might experience it differently.
Activity 2: Small-Group Analysis — Values, Voices & Relationships (15 - 25 minutes)
Divide students into groups and assign one focus area below to each group. Groups will generate responses to the below, supporting their ideas with evidence from the text.
Group A: Themes & Values
- What values does Mamdani emphasize?
- How do these values relate to fairness, dignity or opportunity?
Group B: Audience & Inclusion
- Who is included (mentioned) in the speech?
- Are certain groups named or acknowledged? Why might that matter?
Group C: Language & Emotional Impact
- What language builds connection or trust?
- How does the tone support or challenge listeners?
Group D: Democracy & Responsibility
- How does the speech describe the role of government?
- What responsibilities do leaders have to the people—and people to one another?
SEL Foci:
- Relationship skills: Listening, turn-taking and respectful disagreement
- Responsible decision-making: Using evidence rather than making assumptions
Activity 3: Whole-Class Discussion — Civil Dialogue & Perspective-Taking (10 - 20 minutes)
Teacher Note:
Morningside recommends framing political discussion as a skill, not a debate to win. Educators who reinforce that understanding others’ perspectives is part of democratic participation help build civic society, empathy and generative conflict skills and values.
Use discussion norms (e.g., listen fully, disagree with ideas not people, use evidence, etc.).
Engage in discussion around one or more of the below prompts:
- How does this speech try to build trust between a leader and the community?
- What challenges or struggles does the speech acknowledge?
- How might different audiences respond differently to this speech?
- What does the speech suggest about caring for people who are struggling?
Assessment Options
Grades 6 - 8
- Write a paragraph describing:
- One value from the speech
- One feeling the speech tries to inspire
- Why both matter in a community
- Create a “message to the community” poster based on the speech’s themes.
Grades 9 - 12
- Write a short analysis explaining how language in the speech connects values with emotional appeal.
- Reflective response:
How can political leaders’ words affect people’s sense of belonging or exclusion?
Closing Reflection (5 minutes)
Ask students to respond in writing or discussion to the below prompt, encouraging them to reference specific language from the speech and their own experiences.
What responsibilities do leaders and community members have to speak and listen with care in a democracy?
Extension Activities (Optional)
- SEL + Civic Action:
Students identify a school or community issue and write a short speech addressing it with empathy and inclusivity. - Comparative Reflection:
Compare this speech with another inauguration or leadership speech. How do tone and emotional appeal differ? - Media Literacy:
Analyze how headlines or social media posts frame the speech’s message and emotional impact.