Alabama Social Studies SS24.6.20b

Social Studies6th GradeGovernment in a New Nation

The Standard

SS24.6.20: Trace the development of the Federalist and Democratic-Republican political parties in the 1790s, and describe the role of political parties in the American political system.

Compare the arguments for and against the establishment of the National Bank as represented by differing interpretations of the Constitution.

2024 Alabama Course of Study: Social Studies

Teacher's field guide

What Students Need to Do: Students explain why Hamilton supported a national bank and Jefferson opposed it. They compare how each man read the Constitution's list of congressional powers.
What Mastery Looks Like: A student can explain that the Constitution does not name a power to create a bank. They can use Congress's powers to tax and borrow to explain Hamilton's argument for implied powers and Jefferson's argument for a narrower reading.
Common Misconceptions: Students may assume the Constitution mentions a national bank. They may also think the disagreement was only about whether banks are useful, rather than whether Congress had the authority to create one.
How to Assess It: On an exit ticket, ask: “The Constitution lets Congress tax and borrow money but does not mention a bank. Would Hamilton and Jefferson agree that Congress can create one? Explain each answer.”

Lesson moves

Give pairs cards labeled tax, borrow, regulate trade, and create a bank; have them sort which powers the Constitution names directly.
Ask students to write Hamilton's and Jefferson's replies to: “Can Congress create a bank if the Constitution does not name one?”
Play “Who argued it?” using six claim cards; students name Hamilton or Jefferson and give a reason for each choice.
Give groups a student council rulebook that allows fundraising but says nothing about bank accounts; ask whether opening one follows the rules.

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