The inaugural address, delivered by the president of the United States after they take the oath of office, is one of the most anticipated events each election cycle. The newly elected president is not required to deliver an inaugural address, but following the example of George Washington, it has become a tradition that kicks off a new president’s time in office. In this resource, learners will examine the purpose of inaugural addresses, consider why these speeches matter to the American people, and assess the goals and strategies employed by many presidents in their inaugural addresses. Learning is centered on this driving question: Why do presidents start a new term with a speech?
The Inaugural Address: Why do presidents start a new term with a speech?
National Standards
Common Core State Standards
CCSS.ELA-Literacy.CCRA.W.7 (Research to Build and Present Knowledge): Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.9 (Research to Build and Present Knowledge): Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.CCRA.SL.2 (Comprehension and Collaboration): Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.3 (Comprehension and Collaboration): Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards
D2.Civ.2.6-8. (Civics): Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).
D2.Civ.6.6-8. (Civics): Describe the roles of political, civil, and economic organizations in shaping people's lives.
D2.Civ.8.6-8. (Civics): Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.
D2.Civ.10.6-8. (Civics): Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
D2.Civ.14.6-8. (Civics): Compare historical and contemporary means of changing societies, and promoting the common good.
D2.His.12.6-8. (History): Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
D2.His.13.6-8. (History): Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.
D2.His.16.6-8. (History): Organize applicable evidence into a coherent argument about the past.
D2.Civ.5.9-12. (Civics): Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.Civ.8.9-12. (Civics): Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.
D2.Civ.10.9-12. (Civics): Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
D2.Civ.14.9-12. (Civics): Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D2.His.12.9-12. (History): Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
D2.His.16.9-12. (History): Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
