The Shared Values (1991): Defining Identity
Students analyze the attempt to define a national ideology through the Shared Values to counter perceived westernisation.
Key Questions
- Differentiate the five Shared Values and their significance.
- Explain why there was concern about 'decadent' western values.
- Critique whether a national identity can be engineered by the state.
MOE Syllabus Outcomes
About This Topic
The Shared Values (1991) were an attempt to define a national ideology that would anchor Singaporeans amidst rapid westernisation and globalization. The five values, Nation before community, Family as the basic unit, Community support for the individual, Consensus not conflict, and Racial and religious harmony, were designed to preserve an 'Asian' identity while the nation modernized.
This topic explores the tension between tradition and modernity. It connects to the MOE syllabus by examining how national identity is constructed and maintained. Students benefit from active learning by debating whether these values are still relevant in a more globalized, digital world or if new values should be added.
Active Learning Ideas
Formal Debate: Are the Shared Values Still Relevant?
Divide the class into five groups, each representing one Shared Value. They must argue why their value is the most important for Singapore's survival today, or if it needs to be updated for the 21st century.
Inquiry Circle: Values in Action
Students find news articles or social media posts that demonstrate one of the Shared Values in action (e.g., a community project or a family story). They create a digital collage to show how these abstract values look in real life.
Think-Pair-Share: The Sixth Value?
Students discuss in pairs: 'If you could add a sixth Shared Value for your generation, what would it be?' (e.g., Environmental Sustainability, Digital Integrity). They share their proposed value and justify why it is needed now.
Watch Out for These Misconceptions
Common MisconceptionThe Shared Values were meant to stop people from liking Western culture.
What to Teach Instead
The goal wasn't to ban Western culture but to ensure that Singaporeans didn't lose their own core values (like family and community) in the process of modernizing. A 'values sorting' activity can help students see how 'Western' and 'Asian' values can coexist.
Common MisconceptionThe Shared Values are laws that people must follow.
What to Teach Instead
They are a set of guiding principles, not laws. They were intended to provide a common moral compass for a diverse society. Discussing the difference between a 'law' and a 'value' helps students understand the role of national ideology.
Suggested Methodologies
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Frequently Asked Questions
What are the five Shared Values of Singapore?
Why did the government introduce the Shared Values in 1991?
How can active learning help students understand national values?
Can a national identity be 'engineered' by the state?
Planning templates for History
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
unit plannerThematic Unit
Organize a multi-week unit around a central theme or essential question that cuts across topics, texts, and disciplines, helping students see connections and build deeper understanding.
rubricSingle-Point Rubric
Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.
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