Lesson Plan: Future of Aging — Mini Lesson

Subjects:

Geography, Economics, Government

Objectives:

Students will:

• Understand demographic changes occurring in the United States and elsewhere.
• Explain the causes and effects of an aging population.
• Discuss how a growth in the number of people 65 and older may alter society.

For Teachers:

The growth of scientific and medical knowledge, combined with a declining birth rate, has resulted in a global increase of people 65 and older. Their number is projected to double by the year 2050.

This shift is having a profound impact on financial systems and other supporting infrastructure that has until now been sufficient for people thinking about retiring. For some, work will be a necessity because retirement creates financial hardship. Governments and some industries will need to tackle these demographic shifts.

Essential Questions:

• How do you support an aging population?
• How do demographic changes affect the society and economy of a country?

Lesson Procedure:

This mini-lesson consists of a t-chart (shown below) in which students can determine the basic changes that are occurring and the effects of these changes.

Instructions:
Prior to watching the video, have the students create two columns on a sheet of paper. One column for CHANGES and one for EFFECTS of CHANGES. As the students watch the video, have them fill out the chart individually. Then, have the students get into small groups of two to four to compare their charts. They may then add to their own chart or create a new one together. (Note: providing access to the video on personal devices or the transcript may help the students review the information.) The class can then come together and answer the essential questions.

Sample Answer Key:
This sample answer key provides some options. You or your students may find additional options.

CHANGES:

• Elder Boom (Demographics – population is getting older)
• Shifts to 401Ks and reliance on Social Security benefits instead of pensions
• People are working longer, and retirement age is later
• Ageism (discrimination against older individuals)
• Cultural fear of aging
• Redefining what it means to get older

EFFECTS of CHANGES:

• The need for healthcare is greater. These positions will need to be restructured, potentially with higher pay and greater value in society
• Investments needed in this sector of the workforce
• Nomadic seniors are moving around in vans or RVs, not living in homes or apartments
• Increase in poverty and bankruptcy in people over 65
• Older people must find jobs suitable for their physical condition.
• Limited availability and high demand for low-income and senior housing.
• Expectation of people to assume they will never stop working
• Housing, infrastructure and financial systems may need to be redesigned to support an aging population

Extension Activity:

Have students form groups and provide a response to one of the two scenarios below.

1. Pretend you are entrepreneurs and architects addressing the growing number of people 65 and over. Create an infrastructure and housing plan that would help solve problems associated with an aging population.
2. Pretend you are economic advisors to the United States government at work on finding new solutions for the demographic shifts in population. Create a financial and economic plan that would help solve problems associated with an aging population.

Additional Resources:

• Transcript for “Future of Aging” (Retro Report)
• Living Longer: Historical and Projected Life Expectancy in the United States, 1960 to 2060 | U.S. Census Bureau

About the Author:

Lauren Heath is a Social Studies instructional coach in Katy, Texas. She has a master’s degree from Trinity University.

Standards

C-3 Framework Standards for Social Studies:

• D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
• D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.
• D2.Eco.1.6-8. Explain how economic decisions affect the well-being of individuals, businesses, and society
• D2.Eco.2.6-8. Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
• D2.Eco.11.6-8. Use appropriate data to evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.
• D2.Eco.12.6-8. Explain how inflation, deflation, and unemployment affect different groups.
• D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
• D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.
• D2.His.2.9-12. Analyze change and continuity in historical eras.
• D2.His.5.6-8. Explain how and why perspectives of people have changed over time.