When the Constitution doesn’t explicitly authorize an action, can the federal government take it anyway?
That question divided Washington, Hamilton, Madison, and Jefferson—and it still shapes debates about government authority today.
Join LWV Greenwich, local high school students, and teachers from Greenwich High School and Greenwich Academy for our final America250 event of the year: a lively, participatory discussion of one of the founding generation’s most consequential disagreements.
The young nation needed to manage its debts and build its economy. Hamilton proposed a national bank. But the Constitution said nothing explicitly about creating one. Was a bank a legitimate way to carry out the government’s responsibilities—or an expansion of power beyond what the Constitution allowed?
As the Bill of Rights awaited ratification, the bank debate brought a fundamental tension into focus: How do we give government enough power to act while protecting against overreach? The same tension continues to shape arguments about federal and state authority and how we interpret the Constitution.
You’ll step into the shoes of the decision-makers, weigh competing arguments, and discuss what you would have done. No background in history, banking, or constitutional law is needed—just curiosity and a willingness to join the conversation. Registered participants will receive background materials in advance to help them prepare for the discussion.
Greenwich High School teachers Ryan Jones and Aaron Hull will lead the discussion using the case method, which invites participants to explore history through the difficult choices people faced at the time. They will be joined by Greenwich Academy teachers Nathan Kress and Charles Sliter who will share how they use case method teaching in their classrooms and the impact it has on their students’ learning experience.
Harvard Business School Professor David Moss pioneered the use of the case method to teach American history at Harvard and founded the Case Method Institute to bring this approach to high school classrooms. He will offer closing remarks remotely. By examining decisions before knowing their outcomes, participants discover history as a series of difficult choices—and consider their own responsibilities as citizens.
The event is free. Registration is required.