“ELDERLY MALE NEEDED. Retired, between 80 and 90 years old. Independent, discrete and competent with technology.”

85-year-old widower, Sergio Chamy, responds to a help wanted ad in his local Chilean newspaper, and is soon swept into a world of spy-craft, intrigue, baffling-technology, and profound--and sometimes heartbreaking--revelations.

“It's like I'm beginning to feel like the person I used to be.” – Sergio Chamy

In Maite Alberdi’s documentary film, The Mole Agent, Sergio is hired from a crowd of octogenarian candidates to infiltrate a local retirement home where private detective, Rómulo Aitken, suspects a client’s mother, Sonia, is being mistreated. Sergio is eager to take on the job of a “mole agent” -- despite his family’s concerns – to help him through the loneliness and grief following his wife’s death and to reconnect with a sense of curiosity and purpose.

During his three-month assignment, Sergio immerses himself in his new role, gaining the trust of his peers, collecting information, and taking meticulous notes that he dictates to Rómulo in (sometimes excessive) detail. As his investigation deepens, however, Sergio struggles to balance his assignment with his compassion for the women and men who have embraced him as a friend and confidant. Sergio finds himself among a community of peers who feel they have been discarded by their loved ones and a society that no longer see them as poets, thinkers, workers, lovers, care-takers, contributors, or complex adults.

“The residents here feel lonely. They aren’t being visited, and some have been abandoned. Loneliness is the worst thing about this place.” – Sergio Chamy

Sergio begins to understand that the real crime he’s uncovering isn’t theft or mistreatment on the part of staff, but the neglect of Sonia and her peers driven by entrenched ageism and ableism that devalues the lives and contributions of older people. Sergio enters the home as the eyes and ears of Rómulo and his client but soon takes on a more challenging role as a witness to and the voice for the experiences of his neglected friends.

Alberdi’s documentary frames Sergio’s journey through a blend of comedy, film noir, and cinema verite that reveals an intimate, charming, and sometimes unsettling look at the lives of people just like Sergio who have more to contribute to a world that insists on dismissing them as “old”.

In this lesson, students will challenge what they think they know about “old age” and understand the impact that ageism has on older people like Sergio and his peers in The Mole Agent. They will examine how perceptions of “old age” and myths about aging contribute to loneliness and diminished health and quality of life for seniors. The lesson will culminate with students demonstrating their knowledge by identifying opportunities for positive social change for seniors and/or identifying and correcting age-related bias in the media.

A Note from Curriculum Creator, Allison Milewski

As we continue to live longer and better, our stereotypes and expectations about aging are rightly challenged. I’ve had the privilege of collaborating with diverse and inspiring communities of learners and educators across age groups but have more than once found myself setting higher goals and provided more challenging programs for students who are 16 than for those who are 60. I’m lucky that my adult students have been willing to call me out and demanded more from me. It’s a jarring to recognize how deeply entrenched my own ageism is despite my increasing proximity to what society would call “old age”.

As an educator, I’m drawn to engage with stories of older adults like Sergio who make us question our biases about age. Sergio’s compassion and perceptiveness demonstrate the value of his lived experience provides far more insight into the lives of the residents than any spy gadgets or modern tech.

Director Maite Alberdi’s documentary, The Mole Agent, beautifully illustrates the need for intergenerational dialogue and revelatory power of storytelling. Through the daily life and intimate stories of Sergio and his fellow residents, Alberdi deftly brings into focus the pervasiveness of ageism and the physical, mental, and emotional toll it takes on those who live long enough to be dismissed as “old”.

A Note to Teachers

This lesson, and the accompanying film, address issues that may be sensitive for some students. I encourage teachers and facilitators to screen the film clips and review all of the related materials in advance of the lesson. Some students may have personal experience with these issues and their perspectives and sensitivities should inform how the lesson is presented. It might also be helpful to connect with a school social worker for resources specific to your school’s guidelines and your students’ needs.

Before the lesson, remind the class that this is a supportive environment and make time to review your classroom’s tools for creating a safe-space, including class agreements. These might include guidelines like “no interrupting,” “listen without judgment,” “use respectful language,” “share to your level of comfort,” “you have the right to pass,” etc. And remind students that when they talk about groups of people, they should be careful to use the word “some,” not “all.”

Visit Teaching Tolerance for excellent resources and strategies for tackling challenging topics in the classroom:

• Teaching Tolerance: Let's Talk! Discussing Race, Racism and Other Difficult Topics with Students: https://www.tolerance.org/magazine/publications/lets-talk
• Social Justice Standards | The Teaching Tolerance Anti-bias Framework: https://www.tolerance.org/professional-development/social-justice-standards-the-teaching-tolerance-antibias-framework

Subject Areas

• Social Studies
• Health & Human Development
• Civil Rights
• Public Policy
• English Language Arts

Grade Levels: 9-12

Objectives:

Students will be able to:

• Identify how age-related bias (Ageism) informs our perception of elders and “old age”
• Explain why the concept of “old age” is difficult to define
• Describe the real-world impact of ageism as depicted in The Mole Agent
• Explain how perceptions of “old age” contribute to loneliness and diminished quality of life for seniors
• Distinguish between facts and myths about aging and later life
• Demonstrate their knowledge of aging and ageism by identifying opportunities for positive social change and/or analyzing how age-related issues are represented in the media

Materials:

• The Mole Agent film clips and equipment on which to show them
• Student Handouts
  • Student Handout A: Film Notes
  • Student Handout B: Facts and Myths about Aging
• Teacher Handouts
  • Teacher Handout A: Film Summary
  • Teacher Handout B: Facts and Myths about Aging
• White board/markers
• Large chart paper (at least 1 sheet for each group of 4-5 students)
• Masking Tape
• Pens and writing paper

Time Needed:

Two 50-minute class periods with homework

CLIP 1, “Man needed. Between 80 and 90 years old.” (00:00 mins – 05:10 mins, Length: 5:10 mins)

This clip starts at 00:00 mins with a montage of shots from the office of private investigator, Rómulo Aitken and ends at 05:10 mins after Rómulo explains the job to Sergio “…if they discover you, that means the job is over.”

The scene opens with a montage of noir images from the detective offices of Rómulo Aitken then shows a close-up of a newspaper ad in Spanish that translates as, “ELDERLY MALE NEEDED. Retired, between 80 and 90 years old. Independent, discrete and competent with technology.” Rómulo begins interviewing older male candidates who share that they were surprised to see an ad looking for older men and since many have been rejected in the past for being “too old”. Rómulo tests their skills with technology – which is limited –then explains investigation and assignment in more detail. He is looking for an older man to be a “mole agent” and infiltrate a local retirement home where his client’s mother lives. The agent will pose as a new resident and monitor the client’s mother over the course of three months to determine if she is being neglected or mistreated. Rómulo chooses Sergio Chamy from the candidates and begins his training.

CLIP 2, “It's like I'm beginning to feel like the person I used to be.” (11:08 mins – 14:28 mins, Length: 3:20 mins)

This clip starts at 11:08 mins. when Rómulo meets with Sergio and his daughter, “Ok, Sergio, Dalal,” and ends at 14:28 mins. with Sergio explaining, “I'm happy with this, and I want you to be happy, too, but at ease. Alright?“

Sergio’s daughter Dalal meets with Rómulo and the film team to discuss the project. She explains that she is worried about the risks associated with the job and also admits that, after having lost her mother a few months before, she is upset about not being able to see her father for such a long period of time. The film’s director, Maite Alberdi, and Rómulo explain the legal and logistic protections that they have arranged for the assignment, but Sergio understands that his daughter’s concerns are also personal. He explains that this assignment has helped him fill his days with new challenges and in the process manage the grief and loneliness that have consumed him since his wife’s death. He says, “This has truly been something mentally liberating to me. Mentally tiring, but liberating at the same time, because it's like I'm beginning to feel like the person I used to be.”

CLIP 3, “I wonder, is this negligence or not?” (20:00 mins – 24:05 mins, Length: 4:05 mins)

This clip starts at 20:00 mins with Sergio saying, “Rómulo, this is the report for today,” and ends at 14:28 mins after Sergio says goodbye to Rubira in the garden.

Sergio dictates his daily report for Rómulo as we watch him engage with the residents and investigate the retirement home. He hasn’t found the client’s mother, Sonia (the Target), yet in part because “all the ladies look the same” to him. He learns that one woman is a poet, and finds out another had a shirt taken by a different resident. A resident named Juana slipped and fell when she left her room and Sergio wonders if that qualifies as negligence on the part of the staff. Juana also lost a small sum of money a while back but she thinks a visitor must have taken it. Finally, Sergio shares the story of Rubira, a soft-spoken woman who is struggling with periods of confusion and memory loss. Rubira’s family brought her to the home when she began to experience dementia and haven’t kept in touch with her. It’s clear that Sergio is moved and disturbed by Rubira’s story and her feeling of abandonment.

CLIP 4, “Marta is very quick at taking things…but it's hard to get angry at her.” (49:27 mins – 52:40 mins, Length: 3:13 mins)

This clip starts at 49:27 mins with Sergio is sitting outside with Marta and Zoila when Marta tells him, “Give me the money” and ends at 52:40 mins with Rómulo responding to Sergio’s revelation that Marta stole the client’s missing necklace, saying, “she's earned the title of thief.”

Rómulo calls Sergio and expresses his frustration that Sergio’s reports are focused more on his experience in the home and the resident’s struggles than on his assignment. He tells Sergio that a robbery took place – something was stolen from “the Target”. Rómulo wants Sergio to focus on finding the thief and report back. Sergio focuses his attention on Marta a resident who is struggling with severe dementia. Marta believes she is a young girl who was left at the home and she is desperately waiting for her mother to come take her home. As Sergio follows her around the residence he sees Marta wandering the grounds collecting “her things” which include other resident’s clothing, food, jewelry, and any small items that are within reach. Sergio investigates Marta’s room and finds a small stash of stolen things including a necklace that looks like the one stolen from Sonia. He sees Marta as a troubled friend and tries to explain to Romulo, “Marta is very quick at taking things and making them disappear, but it's hard to get angry at her.” To Romulo she is no more than a thief, “A rat who sneaks into other people's rooms”.

CLIP 5, “I don't understand the point of doing this investigation. The client should do it herself.” (1:17:00 mins – 1:20:20 mins, Length: 3:20 mins)

This clip starts at 1:17:00 mins with Sergio reporting, “Rómulo, I know you asked for hard facts and not opinions” and ends at 1:20:20 mins with Sergio getting ready to leave the retirement home and Martha telling him, “Maybe my mom will come…”

Sergio records his final report to Romulo. Sergio understands that Romulo wants hard facts but he intends of voicing his opinions anyway. Sergio has come to care about his fellow residents and is saddened by the loneliness and feelings of abandonment they face every day. He is also frustrated with his assignment and Romulo’s client. It’s clear that Sonia requires special care but he doesn’t understand the client’s choices: “I don't understand the point of doing this investigation. The client should do it herself, she's her mother. She should face her own faults. That's why she can't live with herself or visit her mother.” He asks Romulo how soon he can leave. Romulo thanks Sergio for doing an excellent job on the investigation and assures him that he will arrange for him to be discharged. Sergio says a tearful goodbye to his new friends. Marta tells him that she has never had male friends but now she has one.

Activity 1: Who did you call “old”?

1.Do Now: Think-Pair-Share

• Write the following prompts on the board and have students complete the following sentences on their own then pair up and share their responses with a partner:
  • Old age begins at…
  • I would describe an “old person” as someone who …

2.Sorting out Aging

• Reconvene the class and organize the students into groups based on the age they selected as the beginning of “old age”. Read out one age range at a time and have students stand up and move to their group before moving to the next age range.

Who thinks old age begins …

• Before 50 years old?
• Between 50-60 years old?
• Between 60-70 years old?
• Between 80-90 years old?
• After 90 years old?
• Give the class a few minutes to discuss their reasoning with their group members.

Note: Remind the class that this is a supportive environment and review your classroom’s tools for creating a safe space, including class agreements. These might include guidelines like “no name-calling,” “no interrupting,” “listen without judgment,” “use respectful language,” “share to your level of comfort” and “you have the right to pass.” And remind students that when they talk about groups of people, they should be careful to use the word “some,” not “all.”

• While the students remain in their groups, lead an interactive discussion :
• Have a volunteer from each group share why they selected this age range and how their descriptive terms for “old people” support this choice. Record these responses on the board and refer back to them during the lesson as needed.
• Ask for and/or provide examples of individuals from each age group that challenge the students’ descriptions of old age.
• Ask for and/or provide examples of ways that younger people exhibit (or are said to exhibit) some of the qualities the students linked to old age. (For example: tired all the time, forgetful, move too slow, grumpy, think they know everything, always want to talk, don’t pay attention, etc.)
• Have volunteers read the following descriptions of “Old Age”:
  
  • “The final stage in the life course of an individual. Old age is usually associated with declining faculties, both mental and physical, and a reduction in social commitments…The precise onset of old age varies culturally and historically. It is a social construct, rather than a biological stage…”
    • “Old Age,” Oxford Reference, Oxford University Press, Retrieved December 2020 https://www.britannica.com/science/old-age
      
  • “Old age, also called senescence, in human beings, the final stage of the normal life span. Definitions of old age are not consistent from the standpoints of biology, demography, employment and retirement, and sociology. For statistical and public administrative purposes, however, old age is frequently defined as 60 or 65 years of age or older…
    “There is no universally accepted age that is considered old among or within societies…Moreover, biologists are not in agreement about the existence of an inherent biological cause for aging.”
    • “Old Age,” by Editors of Encyclopaedia Britannica, Britannica Group, Inc., Retrieved December 2020. https://www.britannica.com/science/old-age
      
• Complete the activity by asking if anyone would like to change to a different age group and what prompted them to change their mind.

3.Reflect

• Reconvene the class and briefly reflect on the activity:
  • What were the similarities and differences among the definitions of aging?
  • What did you learn from the other groups?
  • What do these discussions reveal about our ideas about ageing?
  • What questions did this activity raise for you?
  • Bias and stereotypes based on age are known as ageism. What examples of ageism have you witnessed? What impact can ageism have on individuals and communities?

4.Explain

Age is a common topic in our society. We see and hear people talking about it in the media. We’re asked about our age at the doctor’s office, on job applications, on phone contracts, at the doctor, and when we sign up for just about anything on the internet. Rules about what we can and can’t do are directly linked to certain ages, and yet, there are no universal definitions for what age really means.

As we’ve discussed, that’s especially the case for the concept of “old age”. Even scientists studying ageing fail to agree on a biological definition for “old age”, because there are so many variables that can be unique to each individual. Although there may be no consensus on what old age is, being labeled as old matters. It can have a profound impact on a person’s opportunities, the expectations we have of them, the care they receive, the way they are treated, and their quality of life.

5.Reflect

• Conclude the activity by having the students complete the following sentence and ask for volunteers to share their responses:
  • I would describe ageism as ...

Activity 2: The Mole Agent: Sergio’s Investigation

6.Explain

Today, we will watch scenes from the documentary film, The Mole Agent, that follows the story of an 85 year-old-widower, Sergio Chamy, who is hired by a private detective to infiltrate a local retirement home for three months. While inside the home, Sergio’s assignment is to report on the activities of the residents and staff find out if a client’s mother, Sonia, is being mistreated. Through Sergio’s story, we will further explore different perspectives on old age, examine the diverse experiences of older people, and examine the impact of ageism on individuals’ lives.

CLIP 1, “Man needed. Between 80 and 90 years old.”
(00:00 mins – 05:10 mins, Length: 5:10 mins)

CLIP 2, “It's like I'm beginning to feel like the person I used to be.”
(11:08 mins – 14:28 mins, Length: 3:20 mins)

CLIP 3, “I wonder, is this negligence or not?”
(20:00 mins – 24:05 mins, Length: 4:05 mins)

CLIP 4, “Marta is very quick at taking things…”
(49:27 mins – 52:40 mins, Length: 3:13 mins)

CLIP 5, “I don't understand the point of doing this investigation.”
(1:17:00 mins – 1:20:20 mins, Length: 3:20 mins)

7.The Mole Agent Screening Notes

• Distribute Student Handout A: Film Notes and instruct students to take notes on terms, scenes, descriptions, and quotes as directed in the worksheet. Students should also take general notes on any other aspects of the clips they find significant.
• Play CLIPS 1 & 2 and instruct students that after screening the clips, they will break out into small groups (2-4 students) to discuss the film and complete the questions in the handout.

Clip 1:

• What surprised you most when you watched these clips from The Mole Agent?
• Why were the candidates so surprised by the newspaper ad? What was so unusual about it?
• What job were the candidates applying for? Why did the detective Romulo want to hire someone to live in a retirement home for three months?
• How do the candidates think other (younger) people see them? How do the candidates see themselves?
• How did the candidates react when they were asked to use “new technology”? How did you feel when watching them? What did that scene suggest about the abilities of older people? (Does it challenge or reinforce stereotypes?) Why do you think the filmmaker focused on these moments?
• Why did the detective ask if the men have their wives’ permission to take this job? What was Sergio’s response?

Clip 2:

• What concerns does Sergio’s daughter, Dalal, have about her father taking this assignment?
• What are the legal concerns that she raises? What are your thoughts about Sergio and the filmmakers filming in the retirement home?
• What reasons does Sergio give for why taking this opportunity is important to him?
• Based on this scene, what kind of relationship do Sergio and Dalal have?
• Instruct students to take notes using Student Handout A: Film Notes (CLIPS 3&4) and play CLIPS 3 & 4. Follow with a brief discussion:
• What surprised you most about Sergio’s experience in the retirement home?
• How does Sergio see the residents at first? Why is it significant that he told Romulo that “all the ladies look the same to me”?
• How does his perspective change as he talks to the women in the home?
• Although Sergio is instructed to focus his reports on “the target” he spends more time talking about the personal struggles of the residents. How does Romulo respond to Sergio’s reports? What does that suggest about Sergio and what is important to him?
• Why does Sergio begin to follow Marta? What does he find?
• What does he mean when he says, “Marta is very quick at taking things and making them disappear, but it's hard to get angry at her”? Why does Sergio encourage compassion toward Marta?
• How does Romulo react when he finds out that Marta has his client’s stolen necklace? He tells Sergio, “A rat who sneaks into other people's rooms, she's earned the title of thief.” Do you think Romulo’s reaction was justified? Why or why not?
• In another scene we learn that Marta was taken by the Police to the station for questioning. It’s clear that she is unable to understand what happened or why. She was later returned to the home in distress where the staff and residents tried to comfort her. What do you think should happen to Marta? What is an appropriate response?
• Instruct students to take notes using Student Handout A: Film Notes (CLIPS 5) and play CLIPS 3 & 4. Follow with a brief discussion:
• What did you think about Sergio’s final report to Romulo? Do you agree with his conclusions? Why or why not?
• What did Sergio describe as “the worst thing about this place”?

(Quote: “The residents here feel lonely. They aren't being visited and some have been abandoned. Loneliness is the worst thing about this place.”)

• What did he discover about the residents? Who did Sergio feel was at fault and why?
• Earlier in the film Sergio meets with Romulo and asks him the following question:

“Your client ... she's apparently very concerned for her mother. She tells you that she's worried, that she wants me to do a good job... But I've never seen her. I think she's never come to visit her mother. So where's the concern there?”

In this clip, Sergio states:“The target needs special care, and we don't know whether the client can provide it. I don't understand the point of doing this investigation. The client should do it herself, she's her mother. She should face her own faults. That's why she can't live with herself or visit her mother.”

What conclusion has Sergio drawn about the client? What are your thoughts? Do you agree with Sergio’s conclusions? Why/why not?

• How did Sergio describe the circumstances that the residents in the home face? How does their situation compare with his?
• How did Sergio’s role change during his time in the retirement home?

8.Reflect:

• When the groups have completed their handouts, reconvene the class and complete the activity by briefly discussing the following with the class:
• In what ways did ageism contribute to the residents’ situation?
• Why did Sergio single out loneliness as the worst thing about the home? The retirement home has a large community of people – how can they be lonely? What is loneliness in this context and why is it so damaging?

Activity 4: Understanding Aging - Separating Fact from Fiction

9.Explain:

As we saw in, The Mole Agent, ageism and the loneliness that can result during later life doesn’t just "feel bad” but can affect all aspects of a person’s health and well-being. Experts are just beginning to separate the facts from the myths about aging and understand the impact of social bias on the lives of seniors. In this activity, we will take on a similar challenge and try to better understand these complex issues by sorting facts from falsehoods.

10.Facts and Myths Activity

• Divide the class into groups of 4-5 students and distribute the following supplies to each group:
• 1 printout of Student Handout B: Facts and Fictions
• 1 large sheet of chart paper
• 1 roll of tape
• Markers
• Have each group draw a line down the center of their chart paper and label the column on the left “Fact” and the right “Myth”. Instruct them to cut out each statement from Student Handout B: Facts and Myths about Aging and place it in the appropriate column.
• When the groups have placed all the statements, have the class take a silent gallery walk around the room to review the other groups’ responses. Give groups 1-2 minutes to make any final corrections to their lists then have one volunteer from each group take turns revealing the truth behind each statement.
• Reconvene the class and discuss:
  • What Fact/Myth surprised you most?
  • Which of these facts was illustrated in the scenes from The Mole Agent?
  • Why do you think we know so little about the facts of aging and the impact that social attitudes have on seniors?
• Conclude the activity by having the students respond to the following question in their journal:
  • What did you learn about aging and ageism that you didn’t know when the lesson began?

Culminating Activity

Choose one of the following activities to complete the lesson:

A) Discussion/Journaling Activity:

Have each student select one fact from the Understanding Ageing activity and explain how ageism shapes the social and cultural attitudes that contributes to this outcome. Students should use specific examples from the film, the lesson, and independent research (if time allows) to support their argument.

B) Essay Activity:

• People today are living longer and more healthy lives but our attitudes about aging aren’t evolving to meet this new reality. Laura L. Carstensen Ph.D., Professor of Psychology and the founding director of the Stanford Centre on Longevity, explains our current situation this way:

“If you have a large population of emotionally stable, knowledgeable and relatively healthy old people, that’s a good resource…The challenge today is to build a world that is just as responsive to the needs of very old people as to the very young.”

• Have students complete an essay that responds to the following questions and includes specific examples from the film and lesson to support their argument.
  • What does Dr. Carstensen mean by this?
  • Based on what we learned in the film, how would Sergio build a world that is more responsive to the needs of seniors?
  • What changes would he make?
  • How would these changes improve his friends quality of life?

C) Group Project:

Have students work in groups to investigate a story related to seniors and/or age-related policies currently in the news. Students should:

• Record how aging populations are referred to and described
• Identify specific examples of ageism and bias in the cause of the issue and the way it is reported on in the media
• Create a multimedia presentation that demonstrates:
• An understanding of the issue and its roots in age-related bias
• How the media reinforces ageist stereotypes and myths in its representation of the issue
• An example of an article or broadcast news item that addresses the inherent ageism in the issue and avoids the use of stereotypes and age-related bias.

Re-Thinking the Science of Aging

There’s a saying that “age is just a number,” but as we’ve learned, the way age is measured can have a huge impact on how we are perceived, how public policy is shaped, and what resources and opportunities are available to us. Age may just be a number, but for better or worse, that number really matters.

In the early 2000s, population researchers Sergei Scherbov and Warren Sanderson challenged the way we measure age by presenting a new model that flips our understanding of age on its head. While traditional chronological age measures the time that has passed since we were born, their model “prospective age” measures the number of years an individual reasonably has left. Old, by their definition, is the age when the remaining life expectancy is less than 15 years.

Scherbov gave the following example to the Washington Post in 2019:

“[I]magine a 60-year-old woman in Japan, where life expectancy for women at 88 is the longest in the world; she shouldn’t be considered old until age 73. By contrast, a woman in Sierra Leone, the nation with the shortest life expectancy for women, at 72 years, is considered old at 57.”

Students will :

• Examine the concept of “perspective age” and understand how it is being applied to to real-world issues
• Investigate other models for measuring age and life expectancy such as the Old Age Dependency Ratio, the Zip Code/Life Expectancy Indicator, the significance of handgrip strength measurements, and the influence of social attitudes about ageing
• Understand the arguments for and against revising how age is measured
• Identify the measurement for ageing they feel is most useful and provide evidence and reasoning that supports their choice
• Present their research in a persuasive essay, as part of a class debate, and/or as an infographic that illustrates their argument

Resources:

• International Institute for Applied Systems Analysis. "New definition for old age." ScienceDaily. ScienceDaily, 12 December 2013.
  www.sciencedaily.com/releases/2013/12/131212100144.htm
• Petrow, S. “An ageless question: When is someone ‘old’?” The Washington Post. June 17, 2019.
  https://www.washingtonpost.com/health/an-ageless-question-when-is-someone-old/2019/06/14/9ecad1f4-87ad-11e9-98c1-e945ae5db8fb_story.html
• Glenn C. Altschuler Ph.D., “How Old Is Old? A book offers a new approach to conceptualize and measure old age.” Psychology Today. psychologytoday.com, Jan 07, 2020.
  https://www.psychologytoday.com/ca/blog/is-america/202001/how-old-is-old
• Amanda Loudin. “What your grip says about your odds of surviving a health crisis,” The Washington Post, June 15, 2019.
  https://www.washingtonpost.com/health/what-your-grip-says-about-your-odds-of-surviving-a-health-crisis/2019/06/14/76eff7b2-77f0-11e9-bd25-c989555e7766_story.html
• “Life Expectancy: Could where you live influence how long you live?” Life Expectancy by Zipcode. Robert Wood Johnson Foundation, last updated January 2020.
  https://www.rwjf.org/en/library/interactives/whereyouliveaffectshowlongyoulive.html
• Warren C. Sanderson, Sergei Scherbov. Prospective Longevity: A New Vision of Population Aging. Harvard University Press, 2019.
  https://books.google.com/books?id=g9y0DwAAQBAJ&source=gbs_navlinks_s

A Re-design for Ageing

Write “What do you want to do when you grow old?” on the board and explain: From the time when we’re old enough to talk, people begin asking us what we want to be when we grow up, but has anyone ever asked you what you want to be when you get “old”? How would you answer that question? What do you want your life to be like when you are older?

• Have each student define what quality of life would mean to them and provide specific details that illustrate what an ideal late life would look like:
  • Where would they live?
  • Who would they live with?
  • What would their community be like?
  • How would they spend their days?
  • Who would they interact with?
  • What activities would they enjoy?
• Then have students shift their focus to the responsibilities that come with ageing:
  • How will they get around?
  • How would their basic needs be met (grocery shopping, clothing, housing, bills, cleaning/cooking, etc.)?
  • How will they pay for health care?
  • Who will help them if they have special needs?
• Remind students that just as they need to prepare for “what they want to be when they grow up”, they also need to prepare for their later years.
  • How will you prepare for later life (for example: after 65)?
  • What training or education will you want to pursue to help you achieve your goals?
  • How can you arrange for the support you need before you are a senior?
  • How will you support your friends and loved ones during this time?
  • How will you save money for the time when you stop working?
  • What resources will you expect the government to provide? What can you do to make sure those resources are available for you later in life?
  • What will be your biggest challenge as work to accomplish your goals? How would you like to face that challenge? What action can you take to prepare in advance?
• Have students present their Re-Design for Ageing plan as a multimedia slide deck or infographic.

Resources

The Film
POV: The Mole Agent
www.amdoc.org/watch/moleagent
The film’s official POV site includes a discussion guide with additional activity ideas and resources.

Cinema Delicatessen: Chez Jolie Coiffure
www.cinemadelicatessen.nl/film/the-mole-agent
The distributor's official website provides information and articles on the film and filmmakers.

POV: Media Literacy Questions for Analyzing POV Films
www.pbs.org/pov/educators/media-literacy.php
This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.

National Institute on Aging Information Center
www.nia.nih.gov
Federal Agency with resources and information in English and Spanish on the nature of aging and extending the healthy, active years of life

The National Council on the Aging
www.ncoa.org
Partners with nonprofit organizations, government, and business to provide community programs and services, online help, and advocacy to help people aged 60+ meet the challenges of aging.

American Association of Retired Persons (AARP)
www.aarp.org
Provides resources, networking and support for Americans over the age of 50

United Nations Division for Social Policy and Development: Aging
www.un.org/development/desa/ageing
This U.N. program aims to raise awareness about the global situation of older persons and increase recognition of human rights for older persons.

Stanford Center on Longevity
longevity.stanford.edu
SCL offers research videos, podcasts, and events highlighting scientific discoveries, technological advances, and social programs to improve the understanding and experience of aging.

The FrameWorks Institute: Aging
www.frameworksinstitute.org/issues/aging
The FrameWorks Institute is a nonprofit organization that offers research, resources, and training to shift thinking about issues such as aging and older people.

Standards

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one- on-one, in groups and teacher-led) with diverse partners on grade 8 topics, texts and issues, building on others’ ideas and expressing their own clearly.

CCSS.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task.

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed and the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence and add interest.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

About the Author

Allison Milewski

Allison Milewski has developed media education resources for a range of award-winning filmmakers and national media organizations, including PBS LearningMedia, Independent Television Services (ITVS), Latino Public Broadcasting, HBO Documentaries, and Tribeca Film Institute. She is also the founder of the international community media education program, PhotoForward.org.

Lesson Plan Producers, POV

Courtney B. Cook, Education Manager

This resource was created, in part, with the generous support of the Open Society Foundation and the MacArther Foundation.