Georgia SS8H12.c

Social Studies8th GradeGeorgia Studies

The Standard

Evaluate the short-term and long-term impacts of hosting the 1996 Olympics on Georgia's economic and population growth.

Georgia Standards of Excellence for Social Studies · Explain the importance of developments in Georgia since the late 20th century.

Teacher's field guide

What Students Need to Do: Students compare Georgia before, during, and after the 1996 Olympics. They separate temporary effects from lasting changes in jobs, tourism, investment, development, and population. They judge how much growth came from the Olympics rather than other causes.
What Mastery Looks Like: Students use dates, population data, and economic evidence to explain both benefits and costs. They distinguish temporary construction and tourism jobs from lasting infrastructure, redevelopment, and global visibility. They support a clear judgment about the Olympics' overall impact.
Common Misconceptions: Students may assume every visitor became a resident or that temporary jobs lasted for decades. They may credit all later growth to the Olympics and ignore business expansion, migration, and other causes. Some overlook public costs, displacement, and uneven benefits.
How to Assess It: Exit ticket: Identify one short-term economic effect and one long-term population effect of the Olympics. Then judge which effect mattered more and cite one fact.

Lesson moves

Students sort evidence cards into short-term economic, long-term economic, short-term population, and long-term population effects.
Write a claim answering, "Did the Olympics cause Georgia's later growth, or mainly add to growth already happening?"
Play Cause, Correlation, or Both using cards about construction jobs, migration, tourism, business relocation, and population change.
Compare maps and photos of downtown Atlanta before and after 1996, then identify redevelopment that still affects residents and businesses.

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