Social Studies Social Ocial: Explore

Explore TEACHER’S GUIDE
Social
ocial Studies
5
Year
Lloyd Yeo
BruSS_p5tb_TG.indd 1 1/14/10 2:44:37 PM

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PREFACE
Explore Social Studies Year 5 offers a comprehensive insight to people and their
interactions with the environment. Using a thematic approach, the journey starts off
with a detailed background about Brunei’s early developments before dealing with
the contemporary issues of today’s world. The content is targeted at Year 5 pupils where
realistic and modern examples are used to demonstrate the topics covered. Lessons
will be more interesting through the use of colourful illustrations, and vivid photographs
and maps.
Explore Social Studies Year 5 the Teacher’s Guide is meant to supplement teachers with
additional activities to make Social Studies lessons more enriching and interesting. Skills
are highlighted for every activity introduced. Extra notes for teachers are included after
every chapter so that the learning of Social Studies goes beyond the textbook. Answers
to the workbook activities are included in this teacher’s guide too.

Contents
Theme
ONE Our Heritage
Chapter 1 The Founding of the Kingdom of Brunei 1
Chapter 2 The Coming of Islam: Sultan Sharif Ali 7
Chapter 3 The Building of the Brunei Empire: Sultan Bolkiah 13
Chapter 4 The Coming of the Westerners 19
Chapter 5 The Loss of Brunei Territories to the Westerners 25
Chapter 6 The British Residential System 33
Theme
TWO Our Resources
Chapter 7 What Are Resources? 37
Chapter 8 Resources of Brunei 42
Chapter 9 Our Resources are Limited 48

Theme
THREE Our Communication
Chapter 10 Communication 54
Chapter 11 Developments in Communication 60
Theme
FOUR Our Places And Locations
Chapter 12 Globes and Maps 67

Note To The Teacher
Explore Social Studies Year 5 Teacher’s Guide is created to ensure
a comprehensive delivery of the Social Studies lessons in a creative
and integrated manner. The suggested ideas for a wide array of
activities and variable approaches to the topics can help you to
plan your lessons accordingly.
Skills are highlighted for every accompanied activity, which are

essential to develop pupils to become well-informed and competent
citizens.
Features Of The Teacher’s Guide
Theme
ONE O ur H
eritage
Chapter
The Founding
1 of the Kingdom
of Brunei
Objectives
Objectives
Pupils will be able to:
Objectives are listed • Define the concept of kingdom Key Questions
to aid teachers in the • Explain how a kingdom was formed
The key questions assist
• Explain how the Kingdom of Brunei was founded
planning of lessons. teachers to focus on
• Understand and evaluate the contributions of
Sultan Muhammad Shah to the foundation of
the Brunei Kingdom the main objectives of
Key Questions each chapter.
• What is a kingdom?
• How was a kingdom formed?
• How was the Kingdom of Brunei founded?
• Evaluate the reign of Sultan Muhammad Shah
Concepts
Concepts Attitudes & Values
• Kingdom
Concepts should be Attitudes & Values are
Attitudes & Values
used as guides to make highlighted to help teachers
• Sense of identity and belonging
lessons more precise in providing a character
and informative. development programme
for pupils to become well-
informed citizens.

Theme
ONE O u r H eritage
Chapter
The Founding
1 of the Kingdom
of Brunei
Objectives
• Define the concept of kingdom
• Explain how a kingdom was formed
• Explain how the Kingdom of Brunei was founded
• Understand and evaluate the contributions of
Sultan Muhammad Shah to the foundation of
the Brunei Kingdom
Key Questions
• What is a kingdom?
• How was a kingdom formed?
• How was the Kingdom of Brunei founded?
• Evaluate the reign of Sultan Muhammad Shah.
Concepts
• Kingdom
Attitudes & Values

Explore Social Studies Year 5 Teacher’s Guide 1

Getting Started
Textbook
• Ask pupils if they have travelled out of their neighbourhood or
town. How do they know they have left their town or city? Pupils
may give answers such as seeing signs or changes in geography.
Highlight that some of these boundaries are physical while others
are political. (Define)
• Show a map of Brunei Darussalam or Southeast Asia and ask

pupils to describe how geography (e.g. Rivers, mountains, bodies
of water) divide their towns and villages. (Describe)
• Finally, have pupils discuss and consider what other factors might
influence the creation of kingdoms. (Discussion)
Workbook
Get pupils to discuss and focus on the story of how the Kingdom of
Brunei was founded. Who were the main characters? What were
the problems they faced? Generate as many variables as possible.
Then get them to complete Exercise 1B in the workbook. (Generate
possibilities, Discuss)
• Complete Exercise 1C in the workbook. Draw a graphic organiser

of how Sultan Muhammad Shah changed the future of Brunei.
(Design, Demonstrate understanding)
Category Exemplary Proficient Developing
Main concept Main concept Main concept not

easily identified; easily identified; clearly identified;
Arrangement sub-concepts most sub-concepts sub-concepts do
of Concepts branch branch from main not consistently
appropriately from idea branch from main
main idea idea
2 Explore Social Studies Year 5 Teacher’s Guide

Category Exemplary Proficient Developing
Linking lines Most linking lines Linking lines do not

connect related connect properly; connect properly;
Links and terms/points in most linking description of
Linking Lines correct way words accurately relationship
describe the between concepts
relationship is poor
between concepts
Graphics used Graphics used Graphics used

appropriately; appropriately most inappropriately
greatly enhance of the time; most and excessively;
Graphics
the topic and aid graphics selected or graphics poorly
in comprehension enhance the topic, selected and do not
are of good quality enhance the topic
Reflects essential Reflects most Contains too much

information; is of the essential information; is not
logically arranged; information; is logically arranged;
concepts generally logically contains numerous
succinctly arranged; spelling and
Content presented; no concepts grammatical errors
misspellings or presented without
grammatical errors too many excess
words; fewer than
three misspellings or
grammatical errors
One Step Further

• Get pupils to write out a play based on the story of how the
Kingdom of Brunei was founded. Think of the props that can be
created from recycled material. Elect pupils to be the actors and
the production crew members. Do this as a class activity for a
school performance. (Demonstrate)
Needs
Excellent - 4 Very Good - 3 Good - 2
improvement - 1
Historical Almost all Most of the Very little of

Historical background historical historical the historical
Accuracy is accurate information is information information is
accurate is accurate accurate

Needs
Excellent - 4 Very Good - 3 Good - 2
improvement - 1
Pupils use Pupils use Pupils use Pupils use

several props/ 1-2 props/ 1-2 props no props or
pictures/ pictures/ which pictures or the
graphics that graphics that make the props/pictures
Props/ accurately accurately presentation chosen detract
Pictures/ describe the fit the period better from the
Graphics time period and help (may not storyline
to make the describe the all fit time
project better character period or be
relevant)
Can clearly Can clearly Can briefly Cannot explain

explain explain explain any significant
several things several things about the details about
about the about the character, the character
character character but left or cannot
Knowledge and can or can out some explain
Gained provide what explain the important anything
impacts the character’s influences or about how
character impact details the historical
had on the character has
quality of life impacted the
during the quality of life
time
Demonstrates Somewhat Uses time Product looks

some incomplete inefficiently; rushed and
accurate and uses only requires a lot done in the last
research class time; of guidance minute; lacks
skills; uses doesn’t go from other effort
time on task past minimum sources for
Preparation / outside class; expectations ideas
Planning goes above
and beyond
expectations;
takes a sense
of personal
pride in final
product

Notes For Teachers
1. Empires and Kingdoms
One of the largest empires of the ancient world was the Mongol
Empire. It was ruled by Kublai Khan. The Mongol Empire was 33.2
million square kilometres. It stretched from China and Southeast
Asia to parts of Europe.
Another large empire of the ancient world was the Roman Empire.
The Roman empire was large and built fantastic buildings like the
colosseum and long aqueducts to transport water to their cities.
In Ancient Southeast Asia, empires did not always have fixed

territories and borders. Instead, kingdoms competed with one
another for lordship over various rulers who would serve as his
allies and vassals. It was even possible to recognise the lordship of
two different empires. The competition in Ancient Southeast Asia
was often for manpower and influence.
2. Founding of Brunei Kingdom

Brunei’s early legends told the story of a boy by the name of
I-Pai Samaring who hatched from an egg. He later married the
daughter of Sang Aji who gave birth to Awang Alak Betatar. I-Pai
Samaring also fathered 13 other children. According to Brunei’s
epic poem, Syaer Awang Semaun, Awang Alak Betatar and his 13
brothers later went in search of a new place to build a country and
when they found the location at the present Kampong Ayer, their
cries of “Baru nah” — “Now we found it” — gave Brunei its name.
Among the 14 brothers, Sultan Muhammad Shah or Awang Alak
Betatar was the most intelligent and good-looking and hence,
chosen as their leader. Awang Semaun (the youngest), Jerambak
and Demang were good war leaders. Together, they conquered
most of coastal Borneo.
References

Archaelogy in Singapore for Primary and Secondary Schools
(Singapore: Singapore History Museum 2004)
Brunei Darussalam in Brief, (Bandar Seri Begawan: Publication Division,

Department of Information, Prime Minister’s Office, 2003)
Cheah Book Keng, The Encyclopedia of Malaysia: Early Modern History

(Singapore: Archipelago Press: 2001)
Graham Saunders, A History of Brunei (Singapore: Oxford University

Press, 1994)
http://www.bt.com.bn/en/art-culture/2009/10/19/looking-back-origins-
http://www.bt.com.bn/en/life/2008/05/25/awang_semaun_tale_of_a_
brunei_warrior
John Miksic, Indonesian Heritage, Ancient History (Singapore,

Archipelago Press, 1999)
Mohd Jamil Al-Sufri, History of Brunei in brief (Brunei Darussalam: Brunei

History Center, 2000)
Nik Hassan Shuhaimi and Nik Abdul Rahman, The Encyclopedia of

Malaysia, Early History (Singapore:Archipelago Press:, 1998)
Norah Moloney, The Young Oxford Book of Archaeology (London:

Oxforord University Press, 1995)
Sungai Limau Manis (Bandar Seri Begawan: Jabatan Muzium-Muzium

Brunei, Kementerian Kebudayaan, Belia dan Sukan, 2004)

Theme
ONE O u r H eritage
Chapter
The Coming of
2 Islam: Sultan
Sharif Ali
Objectives
• Explain how Islam spread to Southeast Asia
• Understand how Islam spread in Brunei
• Understand and evaluate the contribution of
Sultan Sharif Ali to the Islamisation of the Brunei
Empire
Key Questions
• How did Islam arrive and spread in Brunei?
• Evaluate the reign of Sultan Sharif Ali.
Concepts
• Royal Emblem
• Panji-Panji
• Imam
• Khutbah (sermons)
Attitudes & Values

Sense of identity and belonging

Getting Started
Textbook
• Before the lesson starts, have an outline map of the Muslim world
either on the pupils’ desks or shown on the screen/whiteboard.
Get pupils to identify Brunei on the world map and decide which
countries have the highest population of Muslims in the world.
Next, get them to speculate on why Islam spread throughout the
world. (Mapwork, Relate)
• Ask pupils to draw pictures or representations on how Islam spread

to Brunei. Do a picture gallery and get students to identify which
is the best drawing that explains how Islam spread. (Demonstrate,
Explain)
Workbook
• Invite pupils to appreciate the skills needed for an interview by
going through Exercise 2B in the workbook. Decide what makes an
interview successful. Then divide the class into groups of three. One
would be the interviewer, the other will be the interviewee and the
third will be the observer. (Appreciate, Discuss, Judgement)
Category 4 3 2 1
The The interviewer The interviewer The

interviewer introduced sought interviewer
introduced himself permission needed
himself, and sought to set up a assistance in
explained permission time for the all aspects
why he to set up a interview, of setting up
Setting
wanted to time for the but needed the interview.
Up the
interview interview, but reminders
Interview
the person, needed a to introduce
and sought reminder to himself and to
permission explain why he explain why
to set up a wanted to do he wanted to
time for an the interview. interview the
interview. person.

Category 4 3 2 1
Before the Before the Before the The

interview, the interview, the interview, the interviewer
interviewer interviewer interviewer did not
prepared prepared prepared prepare any
several a couple questions to questions
Preparation in-depth of in-depth ask but some before the
and factual questions and were irrelevant. interview.
questions to several factual
ask. questions to
ask.
Interviewer Interviewer Interviewer The

never rarely rarely interviewer
interrupted interrupted interrupted interrupted
or hurried the or hurried the or hurried the or hurried the
person being person being person being person being
Politeness interviewed interviewed interviewed, interviewed
and thanked and thanked but forgot several times
him/her for him/her for the to thank the and forgot
the interview. interview. person for the to thank the
interview. person.
The report is The report is The report The report

well organised well organised contains some lacks facts/
and contains and contains facts taken quotations
Report accurate accurate facts from the from the
Writing quotations taken from the interview. interview or
and facts interview. they are not
taken from accurately
the interview. reported.
• Get pupils to design their own rubric on what makes a good

graphic organiser and have a competition in class. You and
a panel of pupils can serve as the judging team. (Generate,
Judgement)

One Step Further
• Get pupils to write a report about the impact of Sultan Sharif Ali’s
reign on Brunei. They can use the interviews that were conducted
in class as a resource with the following rubric. (Demonstrate)
Category 4 3 2 1
The report The report The report The report

is well- is well- contains lacks facts/
organised organised some facts quotations
and contains and contains taken from from the
Report accurate accurate the interview. interview or
Writing quotations facts taken they are not
and facts from the accurately
taken from interview. reported.
the interview.
Notes For Teachers

1. Spread of Islam in Southeast Asia
Judging from the Muslim tombstones found in Southeast Asia,
historians believe that Islam came to Southeast Asia in the 1st
Century. It was brought by Muslim traders from India and the
Middle East. Islam spread in various ways with the Malacca
Sultanate playing an important role.
Royal marriages were arranged between Malacca’s princesses

and other non-Muslim princes from the region. These marriages
were a way to strengthen ties with its neighbours. Before marriage,
the non-Muslim princes would convert to Islam. Many ordinary
people in these places, seeing their rulers had become Muslims,
converted as well.
2. Sharif Ali
The Salasilah Raja-Raja Brunei (Genealogy of the Sultans of
Brunei) records shows that Sharif Ali was from Taif in Arabia. He
was a descendant of the Prophet Muhammad from the line of
Sayiddina Hassan and came to Brunei around 1375 during the
reign of Sultan Muhammad Shah.

He built the first mosque in Brunei where he delivered the khutbah
and also taught Islamic law. So much respect was accorded
to Sharif Ali that he was chosen to marry Puteri Ratna Kesuma,
daughter of Sultan Ahmad, the second Sultan of Brunei.
The practice of Sultan Ahmad asking Sharif Ali to become Sultan

was an honour, sometimes given to Shayids and Sharifs from
Arabia that were common in the Malay Kingdoms.
Sultan Sharif Ali ruled for seven years. Such was his modesty that
throughout the time of his reign, he never used the title of ‘Sultan’.
It was only on his gravestone that the title was attached to his
name.
Because of frequent attacks from pirates and to protect trade,

Sultan Sharif Ali moved the capital to the area of Kota Batu (Stone
Fort), where it remained until the 18th century. He introduced the
pani-panji which appears on the Brunei flag and on government
document and publications till today.
Sultan Sharif Ali also added the word ‘Darussalam’ to Brunei’s

name. The name ‘Brunei Darussalam’ was not frequently used and
was only revived through the proclamation of His Majesty, Sultan
Hassanal Bolkiah, on the resumption of independence in 1984.

References
Archaeology in Singapore for Primary and Secondary Schools

(Singapore: Singapore History Museum 2004)

Cheah Book Keng, The Encyclopedia of Malaysia: Early Modern

History (Singapore: Archipelago Press: 2001)

Press, 1994)
John Miksic, Indonesian Heritage, Ancient History (Singapore,

Archipelago Press, 1999)
Mohd Jamil Al-Sufri, History of Brunei in brief (Brunei Darussalam:

Brunei History Center, 2000)
Nik Hassan Shuhaimi and Nik Abdul Rahman, The Encyclopedia of

Malaysia, Early History (Singapore Archipelago Press:, 1998)
Norah Moloney, The Young Oxford Book of Archaeology (London:

Oxforord University Press, 1995)
Sungai Limau Manis (Bandar Seri Begawan: Jabatan Muzium-Muzium

Brunei, Kementerian Kebudayaan, Belia dan Sukan, 2004)

Theme
ONE O u r H eritage
Chapter
The Building
3 of the Brunei
Empire: Sultan
Bolkiah
Objectives
• Explain how the Brunei Empire reached its
height during the reign of Sultan Bolkiah
• Understand and evaluate the contribution of
Sultan Bokiah to the establishment of the Brunei
Empire
• Use the website ‘Wikipedia, the free online
encyclopedia’ to do research and illustrate their
findings on the three Sultans of Brunei: Sultan
Bolkiah, Sultan Sharif Ali and Sultan Muhammad
Shah
Key Questions
• How was the Brunei Empire established under
Sultan Bolkiah?
• Evaluate the reign of Sultan Bolkiah.

Concepts
• Conquest
• Golden Age
• Stability
Attitudes & Values

Getting Started
Textbook
• Using group work strategy, get pupils to imagine that they are
living under the reign of Sultan Bolkiah. Get pupils to discuss how
to categorise the different problems that Sultan Bolkiah faced into
three different categories – Political, Economic and Social. Using
the three headings, get them to write a report that will be sent to
Sultan Bolkiah. In the conclusion, they should consider what is the
biggest problem faced by Brunei. (Discussion, Judgement)
• Using the think-pair-share strategy, get pupils to reflect and discuss

the solutions for Brunei’s problems with the ‘Decision Mountain’
exercise on the next page. Get them to present two of their best
strategies that will solve Brunei’s problems. They would need to
have a rubric for decision-making. (Decision-making, Deduce)

Decision Mountain
Decision
Consequences
1. 2.
3. 4.
Options
1.
2.
3.
4.
Define the Problem

Workbook
• Invite pupils to appreciate the features of a ‘Golden Age’. Get
them to decide if Brunei today is facing a ‘Golden Age’. What
are the factors that will help Brunei realise this goal? (Infer, Explain,
Application, Generate possibilities)
One Step Further

• Discuss on whether a strong leadership means being able to create
peace or being strong enough to force your views on others.
• During class discussions, define and explain stage fright using

specific examples. (Vocal pauses, shaking limbs, dry mouth, voice
volume too soft or loud, rate of speaking too fast or slow, shifty eye
contact, monotone delivery, reading from a script, slouched poise,
awkward gestures, swaying body, hands in pocket etc.)
• Get pupils to recall and list their own experiences with stage fright.
• Share these written experiences verbally with the entire class.
• Divide the class into groups. Each group should have a mixture of
advanced and novice weak debaters.
a) Give them a topic to discuss.

b) Get them to brainstorm and give examples of concrete words
that they can use in their discussions.
Concrete words – Sultan Bokiah, trading ships, port, money
Abstract words – Peace, war, trade, wealth, hope
c) The pupils will pick a word and take turns to speak about that
word in front of their group members. This is called speaking at
the practical level.
d) They will take turns speaking for three rounds: with one
concrete word, one abstract word and one quotation.

e) The advanced speakers in each group will give a helpful and
kind verbal critique of each novice speaker. The advanced
speakers will congratulate them on their speaking strengths
and give suggestions to improve their stage fright weaknesses.
f) The novice speakers should list down their strengths,
weaknesses and suggestions for improvement. There should be
no compulsion to speak until he/she is ready.
• Once the group practice is completed, it can be repeated in

front of the entire class.
• As a follow-up, do a video recording of the pupils doing public

speaking.
Notes For Teachers

1. Sultan Bolkiah
Sultan Bolkiah liked to travel and visited the territories under
his rule, taking wih him his royal musicians. According to the
Brunei legend, they called him the Nakhoda Ragan (the Singing
Captain). It was said that he would also take with him a gantang
(galleon measure) of black pepper and scatter a grain of paper
at every place he visited until the whole gantang was exhausted.
This story was intended to show the extent of his empire.
Even his death was subjected to a legend. It was believed that

he sailed to Java to marry Puteri Lela Menchanai, the beautiful
daughter of the Raja there. During his voyage home, the Sultan
was accidentally pricked by her golden needle and died on the
voyage. The grave beside Sultan Bolkiah’s tomb was known to be
that of Puteri Lela Menchanai.

2. The Sultanate of Sulu
One source claimed that during the 1450s, Shari’ful Hashem Syed
Abu Bakr, an Arab from Johore arrived in Sulu from Malacca.
He founded the Sultanate of Sulu in 1457. It became a powerful
seagoing kingdom that engaged in trade and piracy. They
clashed with Brunei several times until Sultan Bolkiah built alliances
and ties between both kingdoms.
In 1658, Palawan and North Borneo, which is now the timber and
oil rich Sabah, were gifts by the Sultan of Brunei to the Sultan
of Sulu in 1658 after the Sulu Sultan helped the former to quell
rebellions in Borneo.
When the Spanish invaded the region in 1521, a joint force

between the Sultan of Brunei and Sultan of Sulu fought the
Spanish invasion together until 1690.
References


Press, 1994)

Pengembara, Wanderer in Brunei Darussalam (Malaysia: Marshall

Cavendish, 2005)

Theme
ONE O u r H eritage
Chapter
The Coming of
4 the Westerners
Objectives
• Discuss the reasons for the coming of westerners
to Southeast Asia
• Explain the impacts of the coming of the
westerners on Brunei
• Describe in words or drawings the king’s palace
during the 16th century
Key Questions
• Why did the Portuguese and Spanish come to
Southeast Asia?
• What was the impact of the coming of the
Spanish on Brunei?
• What happened to Brunei after the arrival of the
westerners?
Concepts
• Colonies
• Conquest
• Exploration
Attitudes & Values

• Empathy

Getting Started
Textbook
• Find out how much pupils know about famous explorers. Elicit from
pupils about who these explorers were, what were the reasons for
their trips, where they sailed to and what they discovered. (Define)
• Invite pupils to talk about the technologies that helped explorers.

Get them to imagine what the scene would be like and get them
to draw it. Then, use a ‘Show and Tell’ teaching strategy to have
pupils share their pictures with the class. (Empathy)
• Tell the class that the coming of westerners to Brunei had

advantages and disadvantages. Invite them to work out a
vocabulary list on this section and use it as a platform for
research. (Research, Demonstration)
Workbook
• To introduce the concept of colonialism, invite pupils to do a
charade or costume parade on the westerners who first came
to Southeast Asia. These could include the British, French, Spanish,
Portuguese and Dutch. Other Westerners to include could be the
Russians or Japanese. They may design costumes using colourful
crib paper.
• Use Exercise 4B in the to introduce the concept of advantages

and disadvantages.
One Step Further

• In groups, get pupils to research famous explorers from both
Western and Asian countries. They can present their findings in
class as a group presentation or skit.

Some of the famous explorers could include:
a) Ibn Battuta
b) Admiral Cheng Ho
c) Marco Polo
d) Ferdinand Magellan
Notes For Teachers

Colonialism
Colonialism refers to a political and economic movement where
various European countries discovered, conquered, settled and
exploited large areas of the world. All the areas which came under
the control of these European countries are called colonies.
Colonialism first began in the 16th century with the emerging

European nation-states of Portugal, Spain and later the Dutch,
England and France.
The Dutch controlled Java, Sumatra, Kalimantan and the outlying

islands. Their empire is roughly the size of Indonesia today.
The British were in Malaya, Burma, Sarawak, Brunei and North Borneo.
Malaysia, Sabah, Sarawak, Brunei and Myanmar were once part of
the old British empire.
The French were in Cambodia, Laos, Cochin China and Tongkin. In

modern times, the French empire once included the modern states
of Cambodia, Laos and Vietnam. The USA was in the Philippines.
16th Century Colonialism: Portuguese and Dutch Colonialism
The first westerners to arrive in Southeast Asia were the Portuguese

and the Spanish. Portugal and Spain were able to colonise parts of
Southeast Asia because they had developed the cannon, handgun
and gunpowder to a fine art.
Cannons and guns were already used in Southeast Asia before the
arrival of the Europeans. The technology of firearms was introduced
to Southeast Asia through China, India and Turkey. However, they

were less superior to European firearms technology in terms of range,
accuracy and firepower.
Western shipbuilding and navigational techniques also gave

Portugal and Spain an advantage in colonising parts of Southeast
Asia. Through the use of the compass and with the building of large
galleons (sail ships), the Portuguese and the Spanish gradually found
a sea route to Southeast Asia.
The Portuguese and the Spanish arrived in Southeast Asia because

they wanted to monopolise the spice trade. Spices like pepper,
cinnamon and cloves were in high demand in Europe and fetched
high prices because they were difficult to find in Europe.
In 1511, the Portuguese devised a military strategy to control all the

important trade routes of the spice trade. They conquered Malacca
and other parts of Asia to control the spice trade. Malacca was the
collecting port of spices for Southeast Asia. The Spanish adopted
the same strategy but their new wealth and colonies were found in
America.
17th Century and 18th Century Colonialism: The English and the Dutch
In the 17th century, the English and the Dutch arrived in Southeast Asia
in the form of large joint-stock companies. A joint-stock company is
a business which is owned by a group of people who have shares in
the company.
The English East India Company (EIC) and the Vereenigde Oost-
Indische Compagnie (VOC or Dutch East India Company) were two
such companies which arrived in Southeast Asia for the purpose of
trade. They competed with the Portuguese to control the spice trade.
17th and 18th century colonialism was however confined to the

coastal regions where sea trade was possible.
The Dutch set up trading bases in Batavia (Jakarta) and along

the coasts of Java and Sumatra. They expanded into Borneo but
left Brunei alone because they found it unprofitable. The British set
up trading bases in Penang and Bencoolen. They tried to set up a

trading port near Brunei in Balambangan Island in 1761. Constant
pirate attacks made them give up their trading port on the island.
Lacking manpower, the early European colonialists inter-mingled

and often inter-married with the local society. They adopted various
aspects of their culture and concluded regional alliances with local
kingdoms.
Impact of Colonialism
The Spanish in the Philippines
In 1565, a Spanish explorer named Miguel Legazpi arrived in Bohol to

look for spices and gold. After convincing the native chieftains that
they were not Portuguese (who raided the islands of Mactan in 1521),
he made a peace pact with Datu Sikatuna. It was the start of Spanish
colonialism of the Philippines and their war with Brunei.
The Castille War
In 1578, Spain attacked and invaded the Brunei Kingdom. They

wanted to turn Brunei into a colony but failed.
The series of wars with Brunei is known as the Castille War. It was
called the Castille War because Spain was only unified in the 16th
century when the kingdoms of Castille and Aragon combined.
The Spanish were able to occupy Brunei but Sultan Saiful Rijal was
able to retreat with his army along the Baram River with most of his
followers. In the meantime, many Spaniards who remained in Brunei
fell ill from tropical diseases like malaria and were unable to fight
effectively. The Sultan appointed Pengiran Bendahara Sakam as
his general. They fought a guerilla war from the jungles and rivers of
Brunei. The Spanish army withdrew their troops because they were
unable to defeat the Bruneians. The Brunei Kingdom was however,
weakened by the war.

Succession Disputes and the Breakup of the Brunei Empire
Internal quarrels divided Brunei. There was a quarrel for more than
30 years over who would be Sultan. They even fought a war against
each other.
The children of Bendahara Abdul Hakkul Mubin and Sultan

Muhammad Ali had a quarrel. The quarrel became so serious that
their parents and even Bruneians got involved. It even led to a civil
war which devastated Brunei.
Because of internal dissention, Brunei lost control over the south

eastern and northern parts of Borneo. Sambas and Sulu became
independent and set up their own empires.

Theme
ONE O u r H eritage
Chapter
The Loss of
5 Brunei
Territories to
the Westerners
Objectives
• Discuss about Brooke’s rule and the loss of
Sarawak
• Explain about the British North Borneo Company
and the loss of Sabah
• Explain what was in the Amanat
Key Questions
• Why did the British come to Southeast Asia?

• What were the impacts of the coming of the
British on Brunei?

Concepts
• The Brooke family

• The British North Borneo Company
• Agreement
• Proctetorate State
• The Amanat
Attitudes & Values

Empathy
Getting Started
• Show a map of Southeast Asia during the age of colonialism. Ask
the pupils what they find different about the map. Highlight that
the names of some of the countries were different in the past
and that many parts of Southeast Asia came under colonial rule.
Teachers may refer to http://asia-for-teachers.educ.utas.edu.au/
CD/cdx/units/unit1/module3/lernact1/mapindo.gif for the map.
(Elicit)
• Get pupils to carry out a Think-Pair-Share activity on what they

know about colonialism and how it affected Brunei.
Think-Pair-Share Strategy
1. Teacher poses a problem or asks an open-ended question to which
there may be a variety of answers.
2. Teacher gives the pupils ‘think time’ and directs them to think about
the question.
3. Following the ‘think time’, in pairs, pupils work together, share ideas and
discuss.
4. The pair then shares their ideas with another pair, or with the whole
class. It is important that pupils need to be able to share their partner’s
ideas as well as their own.

Textbook
• Using storytelling technique, read the story of how Brooke’s rule
obtained permission to help Brunei and later became governor
of Sarawak to the pupils. Invite pupils to explain the importance of
Brooke’s coming to Borneo. (Explain)
• Ask pupils to find out more about Brooke’s rule and the British
North Borneo Company. Ask them to draw cartoon strips
that sequence how they led to the loss of Brunei’s territories.
(Demonstrate)
• Use cooperative learning strategy to get pupils to think about

what could have been done during this period. They should
justify their actions based on the reality during the time. (Relate,
Conclude)
Rally Table
The teacher sets the open-ended question: ‘What could have been
done to stop the expansion of Brooke rule and North Borneo Company
expansion?’
1. In groups of four, pupils work in pairs to take turns to write ideas or

answers to the question.
2. When time is up, the pupils draw up a final list in pairs.
3. One pupil reads his/her list while the other partner ticks agreements
and adds the new items. When roles are reversed, they will have a
common list.
4. When the pair has come to an agreement, it is time to share ideas with
the other pair in the group. This is done in a similar way with one pair
reading their list while the other pair ticks agreement or jots down new
ideas. The process is reversed and a common list is produced.
5. Once the pairs have shared their answers, they may work as a team,
to construct their final product.

Workbook
• Get pupils to recall the difficult situation faced by Brunei in the 19th
century. Using cooperative learning strategies, invite pupils to adopt
an empathetic view on the period. Invite pupils to take different
viewpoints from various perspectives. (Recall, Identify, Justify)
One Step Further

• Use a reflection sheet and get pupils to reflect on a time when
advice was given to them. Why was it easy or difficult to accept
advice? Ask pupils to discuss and develop their own method or
rubric of distinguishing good or bad advice. (Application)
Notes For Teachers

Colonialism in the 19th century
Colonialism in the 19th century was very different from the previous
centuries.
In the 19th century, Europe was also more industrialised. It was a period
when work began to be done more by machines in factories than
by hand in village industries. More goods were produced and the
Europeans began to look for new markets to sell their goods. They
looked to China and their colonial territories to sell their goods. This
led to their demand for Southeast Asian colonies.
The industrialisation of Europe also meant that there was a need to

search for more raw materials to manufacture goods in their factories.
The colonial powers needed raw materials like tin, rubber, iron and later,
oil to run their factories and to produce goods. As a result, the British,
Dutch and French began to expand their empire in Southeast Asia.
The industrial revolution also led to great improvements in

transportation. With the invention of the steam engine, steamships
and steam trains were invented. The use of steamships led to a
need to establish coaling and fueling stations throughout the world
to service the steamships which travelled along the sea routes. The

need for coaling stations and harbours led to a need for colonies
overseas.
There were also improved communication systems in the 19th century.

Besides the steamships, the invention of the railroad and the telegraph
also tied the world closer together. The building of the Suez Canal and
the invention of the steamships meant that ships travelling from Europe
could arrive in Asia faster. It meant that Europeans could travel faster
to Southeast Asia and in greater numbers. The volume and rate of
trade in Southeast Asia also increased tremendously. The improvement
of communications and transportation had an impact on spreading
colonialism in the 19th century.
The idea of Free Trade also led to European expansion. In the mid
19th century, the European powers also devised the idea of free trade.
Free trade meant that they wanted to be able to buy and sell goods
anywhere in the world, without limits on the amount of goods that
one country could sell to another and without paying special taxes.
When Southeast Asian kingdoms resisted free trade, European powers
like the British and the French often forced the local kingdoms to
accept free trade by force. They threatened to use military might to
enforce free trade.
Further developments in the 19th century technology gave the

Europeans a greater advantage. The Europeans had faster
steamships and railway to mobilise manpower and material.
They could also organise their men more effectively and develop
accurate rifles and horse-drawn artillery. In contrast, Southeast Asian
local kingdoms still used flintlocks (old 16th century guns) and sail ships.
Besides technological superiority, in the 19th century, European states

were also better organised than Southeast Asian states. They were
organised into ministries and departments. They had an efficient tax-
collecting system in their home countries which could mobilise their
resources better than Southeast Asian states. This enabled European
states to organise and use more resources to acquire overseas
colonial territories.
Most importantly, the late 19th century saw the rise of countries such
as Germany and France which were more aggressive in trying to
find new colonies. This rivalry among the colonial powers led to a
scramble for overseas concessions and territories. Since Western

states were more powerful and similar to each other in terms of
organisation, they began to compete for colonial territories.
The local man-on-the-spot also played a role in the loss of territories.

Often colonialism was also extended in Southeast Asia because the
European government official placed in charge of looking after the
interests of his country in the region also took his own initiative to
extend colonial territories. Local Southeast Asian officials also tried
to take advantage of the situation by making promises of giving out
lands and territories to European officials.
An ideology also became widespread. In the 19th century, some

Europeans felt that they were superior to other races. Their mission
was to help civilise and modernise others. Europeans sometimes
acquired overseas territories because they believed colonialism
could bring order, stability and economic progress for the colonies.
Such reasons for colonialism might seem hypocritical and pretentious.

However, many horrible practices like debt-slavery and trial by torture
were later abolished by the colonial powers.
Rajah James Brooke and expansion in Brunei
In 1824, Britain and Holland signed an agreement to avoid fighting

in Asia. They officially divided the Malay world into two halves. The
northern half was to be the British’s area of interest and expansion
and the southern half was to be the Dutch’s area of interest and
expansion. The treaty did not include the island of Borneo and the
Brunei Sultanate. Brunei was weakened by civil war. Peaceful traders
were attacked by pirates and Iban tribes fought to control the river
trade routes.
James Brooke, an English merchant who once worked for the East
India Company and knew Southeast Asia well, saw an opportunity.
He was interested in mining for antimony, a bright silvery white metal
used to make medicine, cosmetics and hard steel. He also heard
that it was rich in coal and even gold. He wanted to create a chain
of British ports that stretched from Singapore to Australia. This would
make him a successful adventurer and merchant.
His opportunity came when Pengiran Muda Hashim promised James

Brooke control of Sarawak in exchange for help in defeating some

rebels. Receiving help from the British Navy and with his small army, he
defeated pirates and rebels.
Hashim went back on his promise and Brooke lost patience. He

travelled to Brunei to obtain confirmation of his status from the Sultan
in July 1842. Once he was in power, he created his own government
and adopted a code of laws based on those of Brunei’s. He also
continued to fight piracy and expanded his territories at the expense
of Brunei.
North Borneo and the Loss of Sabah
In 1865, American adventurers and merchants controlled most of the

territory of North Borneo (present-day Sabah). Sultan Abdul Mohmin
wanted to stop James Brooke from taking away more lands from the
Brunei Sultanate in Sarawak. Yet, his army and navy was weak. His
government was in debt and his chiefs quarrelled with one another
and his people fought among themselves.
The Sultan came up with a clever but risky way of trying to stop
James Brooke.
Firstly, he signed a Treaty of Friendship and Commerce with the USA.

Secondly, in 1865, he rented out the area between Kimanis and
Sandakan to American merchants and adventurers for ten years. This
area would later be called Sabah.
He hoped that the USA would help Brunei if Raja James Brooke
attacked Brunei. Sultan Abdul Mohmin also hoped that by renting out
Sabah for 10 years, the Brunei economy would recover. Brunei was
desperately short of cash and Sultan Abdul Mohmin hoped that the
five thousand dollars that he got every year from the rental of Sabah
would help Brunei.
In the end, the area between Kimanis and Sandakan were sold to
Baron von Overbeck, the Austrian Consul-General (representative)
based in Hong Kong in 1877.
It is then sold to Alfred Dent, a Hong Kong merchant who set up

the British North Borneo Company to look after the territory. In
August 1881, the British government chartered the British North Borneo
Company. Sabah would remain under the British North Borneo

Company from 1881 to 1946. After 1946, it was placed under the
control of Britain together with the island of Labuan Borneo Company
to govern North Borneo. It was then renamed Sabah in 1961.
References
Bob Recce, The White Rajahs of Sarawak, (Archipelago Press. 2004)

Cheah Boon Kheng, The Encyclopeidia of Malaysia: Early Modern

History (1800-1940) (Kuala Lumpur: Didier Millet, 2001)

Press, 1994)


Theme
ONE O u r H eritage
Chapter
The British
6 Residential
System
Objectives
• Discuss the reasons why the British Residential
System was introduced in Brunei
• Discuss the advantages and disadvantages of
the Residential system
Key Questions
• What is the British Residential System?

• Why was the British Residential System
introduced in Brunei?
• What were the impacts of the British Residential
System on Brunei?
Concepts
• Sultan Hashim Jalilul Alam Aqamaddin

• British Residential System
• Succession Dispute
Attitudes & Values
Empathy

Getting started
• Invite pupils to recall an incident when they had to host a family
member or visitor to the house. What was that experience like?
How did they make the person feel welcomed? Inform pupils that
when Sultan Hashim Jalilul Alam Aqamaddin met up with Malcolm
McArthur to discuss ways to govern Brunei better, the same kind of
hospitality would have been shown. (Infer, Empathy)
• Get pupils to recall the problems that Brunei faced in the 19th century,
then link it to the focus question of why the British Residential System
was introduced. (Recall)
Textbook
• Using cooperative learning strategies, have pupils discuss some
of the reasons why the British Residential System was introduced
and how it affected Brunei. Use a PMI approach to check if pupils
have understood the chapter.
• A PMI (Plus, Minus, Intriguing) approach can be used for effective

processing to talk about the pluses, minuses and intriguing points
on a lesson, concept or issue.
What I liked: Pluses (+)
What I didn’t like: Minuses (-)
What I thought was intriguing:

Questions or thoughts
Workbook
• Use mind maps or picture maps to reinforce the learning
objectives. Pupils can bring in magazines or newspapers and
create a collage of what they have learnt.

One Step Further
• Get pupils to imagine that they are drawing a poster that
highlights the changes in Brunei. In pairs, get pupils to discuss
what they want to draw. Their posters should feature a before-
after picture of Brunei. Pupils then display the poster on the wall
for everyone to see or conduct a ‘show-and-tell’ session with the
class.
Notes For Teachers

The Residential System
The Residential System had been very successful in Perak and later
spread to other parts of Malaya. It helped many states recover
economically. It also strengthened the position of the Sultan.
In 1895, it was so successful that some of the states in Malaya even

formed the Federated Malay States under the British Resident General
based in Kuala Lumpur. British officials like W. H. Treacher, the Governor
of North Borneo, Sir Frederick Weld and later M.S.H. McArthur felt that
the Residential System would also help Brunei.
Before the Residential was even introduced, McArthur studied the

history and official archives of Brunei. He toured the sultanate as far as
Belait and met people from all walks of life; the wazirs, the pengirans,
the common people, the indigenous people and also recent settlers
like the Chinese, before making his recommendations.
He urged the British government to act because he said that the British
government had a clear obligation to act decisively for Brunei. He was
very concerned about the loss of Brunei’s independence and Brunei’s
resources being lost to foreign companies and individuals.
International Situation
The Germans, French, Dutch and Turks were actively seeking new
colonies in Asia. There was even a scramble for colonies in China.
The British government felt that if nothing was done, Brunei would
become a colony of these powers. In 1903, Sultan Hashim had even
sent a letter to Sultan Abdul Hamid II of Turkey seeking for his help.

Relationship between Sultan Hashim Jalilul Alam and Malcolm McArthur
One of the reasons why the Residential System worked out well in
Brunei was because Sultan Hashim Jalilul Alam Aqamaddin and
Malcolm McArthur got along well with each other.
McArthur was an Oxford-trained British civil servant who joined the

Straits Settlements Service (in Malaya) in 1895. He held important
administrative positions in Penang, Selangor and Singapore before
becoming an acting consul for the British Borneo territories in early
1905. He had visited Brunei several times before but returned in
1905 with D.G. Campbell, Resident of Negri Sembilan, to seek Sultan
Hashim’s agreement on the Residential System.
During the visits, Sultan Hashim was very impressed with the sincerity,
warmth and generosity of McArthur. McArthur also liked Sultan
Hashim Jalilul Alam Aqamaddin. He saw the Sultan as an intelligent,
polite and dignified ruler. This made it possible for the Residential
System to work well.
References
B.A. Hussainmiya, Brunei: Revival of 1906 (Brunei Press Sdn Bhd:2006)
Bob Recce, The White Rajahs of Sarawak, (Archipelago Press. 2004)

Cheah Boon Kheng, The Encyclopedia of Malaysia: Early Modern

History (1800-1940) (Kuala Lumpur: Didier Millet, 2001)

Press, 1994)
Mohd Jamil Al-Sufri, History of Brunei in Brief (Brunei Darussalam:


Theme
TWO Our Re
sources
Chapter
7 Resources
Objectives
• Define resources
• List earth’s natural resources
• Distinguish between renewable and non-
renewable resources
• List examples of renewable and non-renewable
resources
• Give examples of how natural resources are
used to produce goods and services
Key Questions
• What are resources?

• Types of resources
• How do natural resources benefit us?
Concepts
• Scarcity
• Natural resources
• Renewable resources
• Non-renewable resources
• Minerals and ore
Attitudes & Values
Curiosity and research

Getting Started
• Ask pupils to list the types of natural resources that we depend
on for our modern Brunei lifestyle. Get them to think of as many
examples as they can; some good examples would be oil,
aluminium, and coffee. (Brainstorm, Generate)
Textbook
• Discuss pupils’ lists. Use questioning techniques and elicit responses
on whether they have ever thought about where these materials
come from. Get them to think about the people and processes
involved in getting these materials to our market. What type
of processes should be used, and what might be some of the
impacts of these processes? (Describe)
• Remind pupils that all types of resource extractions have impacts

on the environment and, frequently, on people that live near the
resources. Inform the class that many of the resources that we
take for granted, such as oil and water, have actually become
quite controversial because of the environmental impacts of
extracting these resources. (Discussion)
• Divide the class into small groups or pairs, and get each group
to choose one of the following resources: oil, water, food, wood
and aluminium. Get them to conduct online research to answer
as many of the following questions as they can: (Information
Gathering)
i) How is this resource used in Brunei, and why do we “need” it?

ii) Where does this resource come from?
iii) What are the environmental, cultural, and human issues, if any,
concerning with this resource?
iv) What has the government been doing to assist the industries
and to address these concerns? (Pupils may or may not be
able to find answers to this question.)

One Step Further
Get each group to compile its research into posters or multimedia
presentations that contain the following sections:
• How this resource is used in Brunei

• The environmental consequences of extracting this resource
• The cultural consequences of extracting this resource
• What does the industry think about the environmental and
cultural issues related to its business
• What pupils think they should do about issues related to this
resource
Notes For Teachers

Climate Change
Pollution from factories, power stations and vehicles release carbon
dioxide that affects the atmosphere. It leads to climate change
and global warming. The world is facing melting polar ice caps and
glaciers that will lead to animal extinction and the rise of sea levels
around the world. The change in climate can lead to famine, drought
and starvation and is a major problem that the world faces today.
Some Facts on Natural Resources
Water
Water covers about three-quarters of the Earth, but most of it is in the form of
sea water. Less than one percent of all water on earth is fresh water that we
can use.
Almost every industry needs water as a raw material – metal, wood, paper,
chemicals, shoes or other products. In the factories, water is used as a solvent
and coolant. For instance, in the car industry, it takes about 14,800 litres of
water to make one brand new car.

Food
Fertile soil helps us to grow rice, wheat, fruits, vegetables and even spices.
Besides providing us with food, they also provide jobs for many people in the
agricultural sector.
Fish and seafood is another major food resource. They are low in fat and high
in protein. The fishing industry provides work for more than 150 million people
around the world who catch, process and sell seafood.
Meat and milk products come from animals like cow and sheep. They are
reared in farms. Their milk can also be used to make dairy products such as
butter, yoghurt, cream and cheese.
Construction Materials
Wood is used for building and scaffolding. It comes from trees. Paper also
comes from trees. They are made from wood pulp. Over 11 million hectares of
forest are cut down every year to produce paper.
Bricks are made from clay found in river banks. They are moulded and baked
into bricks. Cement is made by heating and grinding rock and clay together
with other minerals like sand. Water is added to harden the mixture to become
bricks.
Iron comes from iron ores found in the Earth. They are used to build buildings
and to make pipes.
Glass is made from sand that is melted, and then mixed with ground limestone
and soda ash. They are used to make windows and doors.
Copper is taken from the ground. It is a good conductor of heat and

electricity and used in electrical wires, heating pipes and computers.
Oil, Gas and Coal

Oil, gas and coal are known as fossil fuels. They are formed from
organic sea organisms which were trapped within the sea-floor and
became part of the earth. Coal is different and is formed from the
remains of land vegetation. Together, they supply more than 90% of
the world’s energy today.

References
Chris Woodford, Energy (London: Dorling Kindersley Limited, 2007)
Richard and Louise Spilsbury, The Earth’s Resources (London: Evans

Brothers Limited, 2006)

Theme
TWO Our Re
sources
Chapter
Resources of
8 Brunei
Objectives
• Identify and discuss Brunei’s past resources
• List Brunei’s present resources
• Locate the sites of natural resources on the
Brunei map
• Analyse the impacts of the discovery of oil
in 1929 on Brunei’s social and economic
development
Key Questions
• What happened to Brunei’s past resources?
• What are Brunei’s resources today?
• What are the impacts of the discovery of oil on
Brunei’s development?
Concepts
• Cutch
• Coal mines
• Rubber plantations
• Oil and gas
Attitudes & Values

Curiosity and research

Getting Started
• Play a spelling-guessing game in class to get pupils interested in
the kind of resources that Brunei had in the past.
Spelling-guessing game
Divide the class into groups and get them to guess what are the resources
that Brunei has. Write the number of letters on the board. The word is slowly
revealed through correct letter guesses by each player. For example, “Is there
a letter C?” and so on. Each team scores a point for each letter guessed
correctly. They lose half a point for each letter guessed wrongly.
Textbook
• Explain to pupils that Brunei’s resources such as cutch, coal,
rubber and oil were developed because of colonialism and
global trade. Elicit responses on why this is the case. (Explanation,
Elicit)
• Get pupils to research, read and reflect on the question, “How has
the discovery of oil impacted Brunei?” In pairs, get pupils to walk
around for the next twenty minutes around the school area to
engage in a spirit of ‘Discovery’. Use their four senses – sight, smell,
touch, hearing – to appreciate and have a better understanding
of the topic. The partner should take notes (capture verbatim,
key words). Have a sharing session in class after the activity.
(Discussion)
Workbook
• Get pupils to do charades or a mime on the kind of resources that
Brunei had in the past. (Demonstrate)

• Get pupils to complete the timeline and to present their answers
on why certain resources are more important than others.
(Compare, Contrast)
One Step Further

• Invite pupils to imagine a resource as a living thing. Do an
interview with any of the following resources:
a) Cutch
b) Rubber
c) Coal
d) Oil
e) Gas
• Record the video on a camera handphone and screen it in class.

• The questions that could be asked during the interview are:
a) Who are you?
b) What is your history?
c) Where do you come from?
d) Why were you so popular?
e) How have you benefited Bruneians?
Notes For Teachers

Coal
Coal was produced in Brooketon (today’s Muara) through an open
cast method. Between1888 to 1924, more than 650,000 tonnes of coal
were produced. It ceased to be a profitable business when oil and
gas replaced coal as the main means of powering engines. In 1924,
the company shut down.
The development of the Brooketon Colliery coal mine led to transport

and infrastructure development in Muara. There was a wooden
railway built to transport coal to the steamships and barges waiting
at the deep-water port in Muara. Population in Muara also increased
and by 1911, almost 1,500 people lived there. Brooketown was also
where the first postage stamp in Brunei was used.

Rubber
British residents in Malaya like Hugh Low collected plant seeds and
experimented with botany such as the cultivation of economic
horticulture like coffee, cinchona, pepper, tea, sugar, rice and rubber.
Rubber seeds were taken from Brazil and planted in London, Sri
Lanka, Singapore and Malaya. Eventually, the idea of growing rubber
plantations on a large scale as a business became popular. H.N.
Ridley, the Director of the Botanical Gardens in Singapore was called
‘Mad Ridley’ because he believed that it was possible to grow rubber
plantations and turned it into a profitable industry. He went about
giving rubber seeds to planters whom he met.
The idea of growing rubber for export was popular because the
British Resident was in search of new ways to earn revenue for
Brunei. He took control of all unclaimed lands as state lands and
redistributed state lands to prospective businesses like large-scale
rubber businesses.
Rubber became so profitable that it became Brunei’s major

agricultural crop. Temburong was the major producer of rubber
in Brunei. Brunei even had its own special type of latex that came
from wild Jelutong trees in Belait and Tutong. However, it could not
compare with natural rubber. Wild Jelutong was first exported in 1915,
reaching a peak in 1925-1929.
Cutch
Cutch refers to the sticky substance from the mangrove trees. It was
used by fishermen to strengthen their nets. It was also used to dye
nets, sails, cloths and for the colouring of leather.
There are many mangrove trees along Brunei’s coastal and river
areas. Hence, cutch became a natural resource that could be
exported. The mangrove trees were cut down and their barks
were stripped off. The barks were cut into smaller pieces and
crushed before being boiled in the factory. The liquid produced
was evaporated to form cutch, which was a brownish red sticky
substance. Then, this substance was hardened into large blocks or
balls for export.

Sultan Hashim gave the company, ‘Island Trading Syndicate’ the
monopoly in the cutch business. The company was set up in Brunei
Town in 1900. The cutch factory hired the largest number of workers
in Brunei. Many villagers living in Kampung Ayer worked for the
company.
The company produced its largest export of almost 3,000 tonnes by

1911. However, supply was not able to meet the high demand for
cutch. The mangrove barks had to be obtained from other areas
such as North Borneo (Sabah), Tutong and Belait.
In 1921, coal brought in more revenues than cutch and by 1923,

even rubber export brought in more revenues than cutch. From 1930s
onwards, oil became Brunei’s main export revenue earner. Despite
the setback, cutch production continued and the stock continued
to pile up by the 1930s. However, by 1938, the production of cutch
was drastically reduced. It was no longer feasible or profitable for
the company to continue producing cutch as by then, all the barks
came from the mangrove trees found in North Borneo.
Oil in Seria
It was known that there was oil located in the North-Western part
of Borneo. During the mid-19th century, there were much seepage
in many areas and oil prospectors came to Borneo and Brunei to
search for oil. There were many attempts to search for oil in the region
but unfortunately, no oil was discovered. Due to failed attempts,
people started to lose interest in finding oil in Brunei.
However, in 1910, there was a renewed interest in oil in Brunei

because oil was discovered in Miri, Sarawak. Many oil companies
were given oil prospecting and mining rights to find oil in Brunei. All
the companies mined from 1912 to 1923 and did not find anything.
Most of them abandoned their operations except the oil company,
Shell. Shell was about to give up when oil was discovered in Seria. A
detailed survey was conducted and coreholes were drilled. The first
proper oil well named S-1 was drilled in July 1928 near the beach and
struck oil and gas at 974 feet when it began flowing.
The town of Seria was developed mostly due to the discovery of

oil. Transport network was built to link Seria to the capital and Kuala
Belait. Other facilities were also built in the town.

For a long time, Seria oil field was Brunei Darussalam’s only producing
field. In the 1960s, when technology made offshore exploration
possible, the South West Ampa field was found in 1963, 13 kilometres
off Kuala Belait. This discovery
led to the planning and development of one of the world’s first large
scale liquefied natural gas (LNG) plants in 1972.
The Brunei LNG set new standards in engineering technology and

showed that gas could be liquefied safely and shipped over long
distances. It led to other LNG plants being built around the world.
More offshore oilfields were soon discovered in Fairley, Ampa,

Champion, Magpie and Rasau. These new oilfields increased the
production of oil to 250,000 barrels a day. (In 1940, it was 15,000
barrels.)
In 1991, when the Seria field produced one billion barrels of oil, a
monument was built near the original site of Well No.1 to mark the
achievement.
References
B.A. Hussainmiya, Brunei: Revival of 1906 (Brunei Press Sdn Bhd:2006)


Press, 1994)
http://bruneiresources.blogspot.com
Mohd Jamil Al-Sufri, History of Brunei in Brief (Brunei Darussalam:

Rozan bin Dato Paduka Haji Mohd. Yunos, The Golden Warisan Brunei
Darussalam (Brunei: Ministry of Development, 2009)

Theme
TWO Our Re
sources
Chapter
Our Resources
9 are Limited
Objectives
• Define scarcity
• Describe conservation and how it helps to
manage natural resources
• Discuss the consequences of excessive use of
our resources
• Analyse and evaluate steps taken by the Brunei
government for conservation
• Suggest ways on how to reduce the usage of
our resources at home and in school
Key Questions
• What is scarcity?
• Why is conservation and management of
natural resources important?
• How does Brunei conserve its natural resources?
• How can conservation be done at home and in
school?
Concepts
• Scarcity
• Conservation
• Reduce, Reuse and Recycle

Attitudes & Values
• Curiosity
• Research skills
Getting Started
• Prepare some assorted sweets for all pupils in the class. Ensure that
you have a shortage of them by keeping some in your pockets.
Place the sweets on the teacher’s desk and ask the class to
get them. Pupils will realise that there are not enough sweets for
everyone. (Elicit)
• Discuss the followings: a) What is the problem? (There are not

enough sweets for everyone); b) Why does this problem exist?
(There was a limited number of sweets. Pupils who were served first
got as much as they wanted.)
• Explain that the pupils’ experience with the sweets symbolises a

major problem that all societies face: scarcity. Scarcity occurs
because people want many things, but resources available for
producing the things that people want are limited.
• Ask pupils what could be done so that everyone has a share of

the sweets.
• As a class, think of ways to resolve the shortage of sweets.
Textbook
• Explain to pupils the meaning of conservation. Get them to
imagine a news conference in 2020 when the Sultan announces
that the garbage dumpsters have started to overflow and there
is a garbage crisis. An emergency meeting is called to solve it.
(Explain, Discuss)

• Ask the pupils what they can do to prevent this from happening
in the future. Write their ideas on the whiteboard. Introduce the
concept of the 3 R’s (Reduce, Recycle and Reuse). Classify their
ideas as Reduce, Recycle or Reuse. (Demonstrate)
• Divide the class into groups of four. Get each group to take a few
unwanted items. Get them to walk around the school or class
to jot down some points on how they might use the 3 R’s on the
items they have chosen. Get them to write down their ideas and
which of the 3 R’s that they are using: (Explain, Demonstrate)
(i) Reduce (less trash)

(ii) Reuse (use trash over again for the same purpose)
(iii) Recycle (turn trash into something else that is useful)
Discuss with the class.
Link this activity to Brunei’s efforts at conservation of its natural

resources. Get pupils to brainstorm ideas on how to get more
people involved in conservation. (Application)
Activity Book
• Get pupils to do Exercise 9B. Get them to use their electricity or
water bills as a real resource for calculation and compilation.
(Research, Application)
• Get them to come up with long term and short term solutions to
conservation in Exercise 9C. (Application)
One Step Further

• Write a short story about what it might be like in the year 2020
if the city has no space for garbage? How would you feel?
What would you suggest the government should do to solve the
problem?
OR

What would a photo of the city in the year 2025 look like if we are
not careful about managing our garbage? Illustrate it.
• Get pupils to design and discuss how to make a pencil holder out
of reusable materials.
• Teach pupils about soil erosion and its effects on food production
and changes to the world’s eco-system.
Notes For Teachers

Conservation and Carbon Sinks
Brunei has many forests, jungles and mangrove swamps. They serve
as carbon sinks. This is a natural reservoir that holds up and stores
some carbon-containing chemical compound for a long period of
time. They remove carbon dioxide from the atmosphere, producing
more oxygen in the air that we breathe. This process is called CO2
sequestration or carbon sequestration. With more oxygen in the air, it
can reverse the effect of climate change, making the weather more
temperate.
Mangrove swamps have many different kinds of trees, shrubs, insects

and animals. They help carbon sequesteration and protect the
coastline from soil erosion. Mangrove eco-systems accumulate
nutrients like nitrogen and phosphorus. Their roots, algae, bacteria
and other micro-organisms take up and sequester nutrients in their
tissues, often for long periods of time. When they die and decompose,
the tides flush these materials to areas where other organisms use
these nutrias.
Already, 35% of the mangroves around the world are destroyed and it
will be one of the first ecosystems to be affected by climate change
or sea level rising.
Population Growth
In 1950, there were two and a half billion people in the world. By
2050, there will be over nine billion people. As the world’s population
increases, more people will want things like cars, computers and

televisions. We will also need to give them basic things like food,
clothing and shelter. As our needs increase, it takes many natural
resources to make these goods – wood, metal, fuel and water. The
demand for natural resources has increased because the population
of the world is increasing and the standard of living in many countries
are increasing. We also have many wants and needs.
While the demand for resources has increased, the supply has not,
and some resources are being used up rapidly. In order to have a
better future, it is important to have a sustainable way of living.
Brunei’s conservation efforts

Brunei’s advantage on conservation is its ability to have high
standards for environmental conservation and protection. There
is room for improvement and this can be done by branding and
marketing of Brunei’s conservation and eco-tourism.
Some of the things already done include the followings:
National Planning
• National Committee on the Environment (NCE) plans how to
conserve our natural resources.
Nature Reserves & Clean-up

• $128 million are set aside to fund environmental projects.
• More than 56% of Brunei’s lands are protected nature areas.
• Clean-up campaign for the Brunei River has begun.
• Numerous nature societies and groups are set up to protect the

environment like the Brunei Nature society.
(http://www.bruneinaturesociety.org/)

References
Helen Orme, Sustainable Living (Kent: Ticktock Entertainment Ltd:

2008)
Kate Walker, Recycle, Reduce, Reuse, Rethink (Australia: Macmillan

Education, 2007)
Kim McKay and Jenny Bonnin, True Green Kids (Washington DC:
National Geographic Society: 2008)
Richard Spilsbury, The Great Outdoors: Saving Habitats (Oxford:

Heinemann: 2005)
Sean Connolly, Safeguarding the Environment (London: Franklin Watts,

2005)

Theme THREE O ur C
ommunication
Chapter
10 Communication
Objectives
• Define communication
• List the different means of communication
• Research on how people communicated in
the past
Key Questions
• What is communication?
• Types of communication
• How did people communicate over long
distances in the past?
Concepts
• Braille
• Sign language
• Smoke signals
• Animal messengers
Concepts
Research and curiosity

Getting Started
• Discuss the meaning of the word, “communication”. Ask pupils to
name some types of communication. (Elicit, Discuss)
• Provide pupils with print resources, videos, and URLs or printouts

of the websites suggested which demonstrate various types
of communication. If possible, invite a communication expert
to speak to the class about different kinds of communication.
(Demonstrate)
Textbook
• Inform the pupils that the type of communication and manner
of communication depend on situations and circumstances. Use
cooperative learning strategies and role-play to demonstrate
this. For example, you can role-play a situation where written
communication, telecommunication or other special methods of
communication like hand signals are used. (Demonstrate, Justify)
• Get pupils to categorise the different modes of communications

learnt in the textbook into two groups : verbal communication
and non-verbal communication. (Categorisation)
• Divide the class into groups of four. Instruct pupils to choose two
forms of communication they would like to compare over time.
Bring them to the library for research. Group members work
together to find at least five similarities or five differences for each
method of communication. They must list five to receive a passing
grade, and more items under each category will yield a higher
grade. They may choose an appropriate graphic organiser to
display their findings for the entire class. Pupils in each group
work together to complete the comparison on chart paper and
choose one team member to explain the diagram to the entire
class. When all groups have presented, paste the charts around
the room. Let the class view the charts while one member of each
group stands by the display to explain the team’s findings. Later,

get pupils who viewed the charts to share their observations with
the team member who shared the information with the class.
(Research, Discussion)
• Observe pupils during individual and group sessions. Evaluate

individual pupils on charts and recorded information and how
well they worked with group members to complete the task.
Evaluate groups on neatness and accuracy of their charts, with a
minimum of five similarities and differences under each of the two
categories to receive a passing grade.
Workbook
• Get pupils to discuss and work out new situations for Exercise
10B. Think of as many situations as they can and use it as an item
bank for a class situational assessment. Get them to grade their
situations by colour code – red (difficult), yellow (mediocre), green
(easy). Then get them to use the template in Exercise 10B to
design their own exercise. (Application).
One Step Further

• Demonstrate how body language can show respect or disrespect
to others. Get pupils to demonstrate and take a photo of it. Then
compile it as a class project.
Notes For Teachers

The invention of writing
Writing was developed because people first wanted to keep track
of the things that they owned. It was important for trade. Over time,
symbols were used to represent words. This was the start of a written
language.
Writing was first used in the Middle East more than 5000 years ago.
The writing uses wedge shapes and is called cuneiform. Egyptians
then began to discover that instead of writing on clay tablets, they

could use the papyrus reed to write on it. This led to writing on paper
and our modern use of the word ‘paper’ comes from the Egyptian plant.
The Egyptians and the Chinese were the first to use paper. As paper
and papyrus were light, they could be bound together to create
books.
The next revolution in written communications came in the form of

printing. Printing originated in China more than 1000 years ago. They
carved out words on marble or wooden blocks and printed using
ink. By the 15th century AD, it had become an European invention
because German craftsman Johannes Guttenberg created the first
modern printing press. It enabled us to print more books, newspapers
and pamphlets. More people also began to learn to read and write.
Signals and symbols

Signals and symbols are also very useful for sending messages
between people who can see one another but who might not be
able to hear one another. They allow people to communicate even
if they do not speak the same language. In some language schools,
they use sign language to teach foreign languages because sign
language is used as a common language to communicate ideas.
These special methods of communication are very useful. It was
discovered that young infants and toddlers can use sign language to
communicate ideas before they can even speak!
Braille
Braille is a writing system invented by a French teacher, Louis Braille

who helped the blind to read. The patterns of raised dots on the
telephone is called Braille Language.
The Story of Phidippides and the origin of the marathon

In Ancient Greece, the Greeks were fighting against the Persians
and were outnumbered. The Greek state of Athens was vastly
outnumbered and desperately needed the help of Sparta. The
Athenian generals sent Phidippides, a professional runner to Sparta
to ask for help. The 225 kilometer course was very mountainous and
rugged. Phidippides ran the course in about 36 hours. Sparta agreed

to help but said they would not take the field until the moon was full
due to religious laws. This would leave the Athenians alone to fight the
Persian Army. Phidippides ran back to Athens (another 225 kilometres)
with the disappointing news. Immediately, the small Athenian Army
(including Phidippedes) marched to the plains of Marathon to
prepare for battle.
Outnumbered four to one, the Athenian Army launched a surprise

attack and defeated the Persians with only 192 casualties. The
surviving Persians fled by sea and headed south to Athens where
they hoped to attack the city before the Greek Army could re-
assemble there.
Phidippides was again called upon to run to Athens (42 kilometres

away) to carry the news of the victory and the warning about
the approaching Persian ships. Despite his fatigue after his recent
run to Sparta and back and having fought all morning in heavy
armor, Phidippides rose to the challenge. Pushing himself past
normal limits of human endurance, he reached Athens in perhaps
3 hours, delivered his message and then died shortly thereafter from
exhaustion.
Sparta and the other Greek cities eventually came to the aid of
Athens and eventually, they were able to turn back the Persian
attempt to conquer Greece.
Centuries later, the modern Olympic Games introduced a

“marathon” race. The first modern Olympics winner in 1896 was
Spiridon Louis, a Greek postal worker from village of Marusi and
veteran of several long military marches, His time was 2 hours,
58 minutes, 50 seconds to cover the 40 kilometres.
At the 1908 Olympic Games in London, the marathon distance was

changed to 42 kilometres miles to cover the ground from Windsor
Castle to the White City stadium, with 195 metres added on so the
race could finish in front of King Edward VII’s royal box. After 16
years of extremely heated discussion, this 42.185 kilometres distance
remains the distance of the marathon.

Pigeon messengers
Homing pigeons were used extensively during World War I and World
War II. The US Army Signal Corps had a homing pigeon called Cher
Ami, which was even awarded the French “Croix de Guerre with
Palm” for heroic service delivering 12 important messages. On his
final mission in October 1918, he delivered a message despite having
been shot through the wing. The crucial message was found in the
capsule hanging from a ligament of his shattered leg, saved around
200 US soldiers.
During World War II, Britain used about 250,000 homing pigeons. The
Dickin Medal, which is the highest possible animal’s decoration for
valor, was awarded to 32 pigeons, including the US Army Pigeon
Service’s G.I. Joe and the Irish pigeon Paddy.
Horse riders
Horses were used in the Chinese, Mongol and Roman empires to
ensure that communication reached their major cities in the shortest
time possible. They used a relay system to spread this information. This
was adopted in the USA and eventually became the Pony Express,
a fast mail service that crossed the North American continent.
References
Alex Stewart, Sending a letter (Danbury Connecticut, Franklin Watts,

1999)
Anita Ganeri, The Story of Communications (New York: Oxford

University Press, 1997)
Jon Richards, Communication, (London:Chrysalis Children’s Books,

2004)

Theme THREE O ur C
ommunication
Chapter
Developments in
11 communication
Objectives
• Discuss the developments of the Brunei postal
services
• Discuss inventions in communications and their
benefits in meeting our needs and wants
• Discuss how the computer and mobile phone
have changed the way we communicate
Key Questions
• Development of Brunei postal services

• What are the latest developments in
communications?
• What are the influences of the developments in
communications on us?
Concepts
• Brunei postal service

• Electrical signal
• Radio frequency
• Satellite technology
• Internet technology

Attitudes & Values
Curiosity and Research
Getting Started
• Bring magazines to the classroom and get the pupils to produce
a montage of communication devices that they think were
invented in the last 150 years. Get the class to classify them
according to chronological order (Elicit, Categorisation)
• Get groups to present to the class and use questioning techniques

to trigger thinking skills. Such questions could be: “How have these
items changed? Do the changes help us? What brought about
the changes in design and function?” (Questioning)
Textbook
• Get pupils to design a post-box of their own. Tell them to design a
post-box that best describes its unique and special interest and
personality. Pin them to the back of the class and tell the class
that over the next two weeks, they will drop in gifts and thank-you
notes to one another. They must send a note of thanks or praises
to everyone in the class. There should not be any criticisms or
negative notes. Use this approach to introduce the content on
postal services. (Demonstration)
• Use a pupil-created montage to explain the different

technologies to the inventions and then discuss the impact of
technology on our lives. (Explanation)
(i) Electricity and the wire (telephone)

(ii) Radio waves (radio, television and handphones)
(iii) Satellite technology (live feeds)
(iv) Computer technology (emails, social networking)

• Get pupils to research and draw charts about how the different
technologies work. They may do science experiments or do
models as a ‘show-and-tell method’ or produce charts for the
class.
OR
Get them to find out more about the lives and personalities
of inventors like Thomas Edison, Alexander Graham Belle and
Guglielmo Marconi etc. (Research, Application)
Workbook
• Use cooperative learning strategies to involve pupils in completing
Exercise 11B and get them to come up with a guideline on
Internet safety. You may get them to research on Internet safety
with regards to the following areas: (Application)
a) Getting online and preventing spam, virus and identity theft

b) Surfing and purchasing items online
c) Preventing cyber-addiction
d) Email, chatting and messaging
e) Downloads
f) Social networking
They may find out more at:

http://safety.lovetoknow.com/Safety_Tips_for_the_Internet
One Step Further

• Get pupils to be involved in invention. Think of a problem or
something they want to invent that can solve this. Use SCAMPER
technique (substitute, combine, adapt, modify, put to other use,
eliminate, reverse or rearrange) to choose the solution that makes
most sense. Make a model and then make positive observations
and negative observations. Ask challenging questions about the
invention. Make observations of other inventions and keep notes.
Pupils should make changes to your inventions to make it better.

Notes For Teachers
Brunei Postal Service and stamps
The earlier known use of a postage stamp in Brunei is one with a
Brooketon postmark of 24th April 1894: which was a Sarawak stamp
used at a small post office which was established in 1893 for the coal-
mining community at Rajah Brooke’s Colliery at Brooketon (Muara).
John Robertson, the manager of the Central Borneo Company of

Labuan, obtained permission in 1894 from Sultan Hashim to operate
a postal service in Brunei Town (Bandar Seri Begawan) and to issue
postage stamps. The Sultan would receive all revenues from the sale
of stamps in Brunei and Robertson would have a monopoly on the
sale of the stamps outside the State.
The post office was opened on 22nd July 1895 and a set of 10 stamps,
which had been printed in Glasgow by the firm,“Maclure Macdonald”,
was placed on sale.
In 1906, when the British Residential system started in Brunei, a new

government post office was opened on 11th October 1906. In 1984,
the Postal Services Department came under the management of the
Ministry of Communications.
Some of the services provided by the post offices in Brunei involve:

Stamps, Bulk Posting, Air/ Sea Parcel Service, Air/ Sea Mail, Mail
Insurance, Registered Letter, AR Acknowledgement of Receipt,
Express Mail Service (EMS) or Speedpost, Road Tax Payment, Invitation
Card Posting and Private Mail Box.
Special Services include providing: Locked Bag, COD Parcel, Philatelic

Services, Post Renti, Fax Posting, Postal Order, Telegram Money Order,
Ordinary Money Order/ Commission, Postage Franking Machines,
Speed Post, Payment of Water, Electricity, Telephone Bills, Post Laju and
Express Mail Service (EMS) and Insurance Payment Service.

The Telephone and Radio Frequency
In 1831, Englishman Michael Faraday (1791-1867) proved that
vibrations of metal could be converted to electrical impulses. This was
the technological basis of the telephone, but no one actually used
this system to transmit sound until 1861.
In 1861, Johann Philip Reis built a simple apparatus that changed

sound to electricity and back again to sound. It was a simple and
crude device that was not fully developed.
Ironically, a practical telephone was actually invented independently

by two men working in the USA at the same time - Elisha Gray and
Scottish-born Alexander Graham Bell. Both inventors filed for a patent
on their designs at the New York patent office on February 14, 1876,
with Bell beating Gray by only two hours!
Alexander Graham Bell was a teacher interested in communication.

He researched sound and experiments of other scientists. His
telephone had a workable transmitter and he continuously worked
to experiment and improve on it.
According to the famous story, the first fully intelligible telephone

call occurred on March 6, 1876, when Bell, in one room, called to
his assistant in another room. “Come here, Watson, I want you.”
Watson heard the request through a receiver connected to the
transmitter that Bell had designed, and it led to the founding of the
Bell Telephone Company (later AT&T), which grew to be the largest
telephone company in the world.
In time, underground cables were laid under the sea. It enabled

telephone calls to be made across continents.
Guglielmo Marconi and the discovery of radio

During the 1860s, Scottish physicist, James Clerk Maxwell developed
the theory that radio waves exist and in 1886, German physicist,
Heinrich Rudolph Hertz showed through experiments that electric
current could be projected into space in the form of radio waves
similar to those of light and heat.

Guglielmo Marconi, an Italian inventor and postal worker, proved the
feasibility of radio communication. Working from his attic, he sent and
received his first radio signal in Italy in 1895. By 1899 he flashed the first
wireless signal across the English Channel and two years later received
the letter “S”, telegraphed from England to Newfoundland. This was the
first successful transatlantic radiotelegraph message in 1902.
With time, Marconi built powerful radio stations on both sides of the
Atlantic Ocean and it enabled news to travel around the world.
How handphones work

Mobile phones use radio frequency (RF) fields to send and receive
calls, texts, emails, pictures, web, televison and downloads. An RF
signal is sent to the nearest base station, which sends the signal to a
digital telephone exchange and on to the main telephone network.
This connects the signal to the receiving phone, again through a
base station (if it is another mobile phone).
As a person moves further away from the base station, the signal
becomes weaker, so the mobile phone automatically adjusts its
own RF field strength to maintain the minimum level needed to
communicate with the base station.
With time, there are more base stations built and they allow more
people to use mobile phones, from more locations, and for coverage
to be continuous when moving around.
Computer Technology
In the late 1990s, personal computers were hooked up to the Internet.
It allowed computers to exchange information electronically through
email and the Internet. We could send and receive text, images,
sound and video with a simple mouse click.
Satellite Technology
Today, there are dozens of satellites in orbit around the earth, sending
radio, telephone, television and computer signals across the world.

Radio signals carry large volumes of communications traffic through
the air. The radio waves travel in a straight line, known as “line-of-sight
communication.” Think of a geostationary communications satellite
as a repeater in the sky.
When more satellites were put into space, it was now possible to use
the various satellites to calculate the exact location of a person.
The satellites could calculate the distance between the two points.
This technology led to the creation of the Global Positioning System
(GPS) system. The user can calculate distance by measuring the time
it takes for the satellite’s radio transmissions, traveling at the speed of
light, to reach the receiver.
References
Harry Henderson, Communications and Broadcasting (New York:

Facts on File Inc, 1997)
James Nixon, Postal Service (London: Franklin Watts, 2009)
Jennifer Fandel, Alexander Graham Bell and the Telephone

(Minnesota: Capstone Press, 2007)
Mary Firestone, Wireless Technology (Minneapolis, Lerner Publications

Company, 2009)
Simon Maddison, 21st century Science Telecoms (London: Franklin

Watts, 2003)

Theme FOUR Our Pla
ces and Loc
ation
s
Chapter
Globes
12 and maps
Objectives
• Differentiate between a globe and a map
• Explain the use of physical, political and
weather maps for different purposes
• Explain the elements of maps and their functions
• Telling direction on maps with a compass rose
• Identify the difference between physical and
cultural features on a map
• Use a map key and its symbols to identify the
features on a map
Key Questions
• What is a globe?
• What is a map?
• Types of maps
• How do you read maps?
• Physical and cultural features on maps

Concepts
• Globe
• Map
• Physical map
• Political map
• Weather map
• Key
• Symbol
• Scale
• Compass rose
Attitudes & Values
• Appreciation for Brunei’s geography
Getting Started
• Inform the pupils to bring oranges to class. Get them to imagine
an orange as the globe. Tell them to draw continents and oceans
on the orange using a marker to label them. Next, get them to
peel the orange carefully without tearing the orange skin in half.
Get them to lay the orange skin flat out on the table with the
markings. Show them that this is what a map is. (Demonstrate)
• Get the class to understand that cartographers or map-makers

use symbols to fit things onto a map.
Textbook
• Collect different kinds of maps. Divide the class into groups of
3-5 pupils each, and give each group a set of maps to examine.
These may include museum maps, park maps, bus maps, road
maps, or maps from familiar children’s stories (e.g., Peter Pan or
Winnie the Pooh), as well as geographical and political maps from

atlases or encyclopedias. If your supply is limited, try rotating the
maps from one group to another in order to let each group view
as many different types as possible. Then, prompt pupils with the
following questions: (Elicit)
• What do you notice about this map?

• What does it show?
• What kinds of things can you see in this “picture”?
• What are the things that you cannot see?
• What makes this map similar to another map you have
looked at?
• What makes it different?
• How could you use this map?
• Get pupils to group and label the different kinds of maps into
the following groupings and use it as a resource to explain the
different kinds of maps: (Explanation, Categorisation)
• Physical maps
• Political maps
• Climate maps
Elicit from pupils the legends and symbols, as well as the compass
rose found on the maps.
• Get a large map of Brunei. Write the names of various places

on small sheets of paper. Fold and place them into a hat or
container. When pupils pick one, help them “read” it and locate
it on the globe or map. Ask pupils to think of how they would get
to this place from their home. What might affect their mode of
transportation?
Ask the pupils to choose a place that they would like to visit and
to think about how they might get to this special place. Work with
pupils individually to assist them in organising the sequence of
their travel directions.
Record their directions on paper. Provide pupils with drawing

materials to illustrate the place or places they have described.

Invite pupils to share their work with their classmates. Their
directions can be displayed or made into a class travel book.
(Demonstrate)
Workbook
• Bring a compass for each group. Use Exercise 12B and Exercise
12C to introduce to pupils the idea of how to orientate a map
or how to calculate distance using a ruler or string to measure
distances. (Application)
One Step Further

• Research about some of the places that pupils may find
interesting in their neighbourhood. Tell them that they are going to
make it a place for tourists.
Get them to draw a map of it. Then, in groups or pairs, discuss

how they can make the place more exciting. Design interesting
activities or attractions that would want to make people revisit the
place.
Then using symbols, draw them on the map. Design an exhibition

linked to this activity.
Get the groups to present it to the class.
The class should discuss and decide which is the best designed
map and tourist destination.
• Write a short guide on how to use maps. Tell the students that this
guide caters for those do not know how to read a map.

Notes For Teachers
Interesting facts about maps
The map is the most important geographical tool because it is
capable of telling so much. It originally came from the Latin word,
“mappa”, which means napkin, cloth, or sheet.
The earliest maps were made by the Babylonians about 2300 B.C.
on clay tablets. By the 6th century BC, the first map to represent the
known world was created. It was a Greek philosopher, Anaximander,
who drew it.
During the last two centuries, travelers, surveyors, explorers, and

scientific observers have contributed valuable information about the
world’s geography. They were the great explorers and cartographers
in history. By making observations about these new lands and mapping
them, they contribute to better understanding of our world.
Besides the maps in the book, there are many other types of maps:
topographic, special purpose, relief, political, geological maps and
others. A topographic map is a basic type of map that shows the
natural and artificial features of an area. It also shows the borders of
towns, states, or countries. Navigational and aviation maps are special
purpose maps used by pilots and ship captains. There is also a relief
map, which is a three-dimensional model of the terrain of an area. It
is usually made from clay or plaster of paris. A geological map shows
land use, rainfall, population, and other kinds of scientific data.
Specific points on a map can also be accurately defined by giving

degrees, minutes, and seconds for both latitudes and longitudes.
Even today, not all of the earth’s surface has been surveyed in detail
and there is much work to be done by geographers. Some of the
deepest oceans are still unmapped. Satellites are helping to create
new and more detailed maps of the earth’s surface everyday.

References
Anne Zemin and Kate Kelly, Everything you need to know about
Geography homework (New York: Scholastic Inc, 2005)
Anita Ganeri, The Horrible Geography of the World (London:

Scholastic Children’s Books, 2007)
Caroline Clissold, Investigating settlements (Oxford: Heinemann

Library, 2006)
Catherine Yemm, Analysing geographical data (Oxford, Heinemann

Library, 2006)
Marta Segal Block and Daniel R Block, First guide to reading maps
(Oxford: Heinemann Library, 2008)

Answers to Y5 Social Studies Workbook
Answers
Chapter 1: The Founding of the Kingdom of Brunei
Exercise 1A
1. KINGDOM
2. GARANG
3. BUTIR
4. PONI
5. MOHAMOSHA
Exercise 1C
Page 5: People lived in new villagers and prospered. They earned their living through
trade.
Page 6: There was trade with the outside world. There were people from China, Arabia
and other parts of the Malay Archipelago.
Chapter 2: The Coming of Islam: Sultan Sharif Ali
Exercise 2A
1. Trade
Muslim Arabs and Persians from India and the Middle East
2. Popularity
Islam centre of learning
Port cities
3. Conquest
Malacca
Spread to smaller kingdoms
Exercise 2B
He came as a missionary from the Middle East. He believed people would benefit from
Islam.
He delivered Khutbah (Jermons) and built the first mosque in Brunei. He also named the
daughter of Sultan Ahmad, the 3rd Sultan of Brunei.
He was a humble person. He had a deep knowledge of Islam and did not boast. He even
went to small villages and preached there.
He introduced the panji-panji (Royal Emblem) and added Darussalam to Brunei to show
it is an Islamic country.
Exercise 2C
Accept any logical answers.
© Panpac Education Pte Ltd

2. Part of global trade; Brunei became an important trading port. (Positive factor)
No; There were already many westerners in Asia – the English and the Dutch. They
helped to boost global trade in Brunei.
Exercise 4C
Accept any logical answe
Chapter 5: The Loss of Brunei Territories to the Westerners
Exercise 5A
(a)
1. Amanat
2. Rajah
3. Brooke
4. Protectorate
5. British North Borneo Company
(b)
Exercise 5B
Problem One
Advisor 1:
The best thing that can happen is he helps us to deal with rebellions, piracy and internal
quarrels. He is a good and honest person.
My advice is to get him to help us.
Advisor 2:
The worst thing that can happen is he turns out to be a crook or a failure. He fails to help
us in solving our problems. He cheats us of our lands.
My advice is to not trust him.

Historian:
In the end Brooke became a Rajah. He took advantage of the internal quarrels in Brunei
to create his own kingdom in Brunei.
Accept any other logical answers.
Problem Two
Advisor 1:
The best thing that can happen is we get help from other kingdoms and westerners.
My advice is to get help from other powers – money or military help is good for Brunei.
Advisor 2:
The worst thing that can happen is that other powers cooperate with Rajah Brooke and
we lose our independence.
My advice is to strengthen Brunei on its own.
Historian:
In the end Brunei enlisted the help of the North Borneo Company and later the British
government. The Residential System was introduced. Brunei became a British
protectorate.
Accept any other logical answers.
Exercise 5C
Chapter 6: The British Residential System
Exercise 6A
1. Recommendation by Malcolm McArthur; Residential System in Brunei
2. Nobles quarreled; Residential System prevented the quarrels
3. Fear of foreign intervention – The Germans, French, Dutch and Turks were very
active and aggressive in this time.
4. Success of Residential System elsewhere – Residential System succeeded in Malaya
and elsewhere.
Exercise 6B
a. New currency like the Straits Dollars / Newer towns and villages were built
b. The power of the Sultan was weakened. / The British built few roads and railway
lines.

Page 27:
The British Resident was appointed to make sure there was a stable system of rule.
Page 28:
a. There was peace and stability. / Brooke rule in Sarawak and North Borneo Company
in Sabah could not take advantage of Borneo’s weakness to get more land.
b. The Sultan’s power was weakened. / The British Resident had more influence.
Exercise 6C
Chapter 7
Exercise 7A
Renewable resources are natural resources that will not run out.
Non renewable resources are natural resources that cannot be replaced.
1. Water; Renewable
2. Trees; Renewable
3. Coal; Non-renewable
4. Solar energy; Renewable
5. Oil; Non-renewable
6. Wind; Renewable
Exercise 7B
Type of resource: Water
Uses: Using water hose to water plants or to wash cars
Supply: Renewable; Yes
Problem: Pollution leads to less drinkable water available.
Solution: The short term solution is to save water. The long tern solution is to build
reservoirs or use technology to turn salt water into fresh water (desalination).
Type of resource: Energy

Uses: Using the air conditioner unnecessarily
Supply: Non-renewable (Electricity is generated by burning coal/natural gas); No
Problem: Overuse
Solution: The short term solution is to save electricity. The long term solution is to
develop renewable energy.
Exercise 7C
1. Solar energy, wind and food from the sea.
2. Solar energy can be used for electricity.

3. It means we protect, preserve, manage or repair the damages done to wildlife and
nature. Yes, we need to conserve our natural resources so that future generations can
appreciate nature and we will have enough resources for our future.
4. Accept any logical answers.
Chapter 8: Resources of Brunei
Exercise 8A
cutch
rubber
oil
coal
Exercise 8B
1. Revenue and money
2. Business contacts and opportunities
3. Research and development
4. Development of Brunei’s transportation and communication structures
Exercise 8C
1890 1900 1906 1929 1972 2010

Cutch Rubber Oil Gas
a. Cutch
b. Coal
c. Rubber
d. Oil
e. Gas
1. Cutch, rubber and oil

2. Oil, gas and human resource
3. Human resource
4. Human resource (Accept any logical answers.)
Chapter 9: Our Resources are Limited
Exercise 9A
Scarcity is being unable to get all our wants and needs because of limited resources.
Conservation is important because it ensures we have enough resources for our future.
We can do our part to conserve by reducing, recycling and reusing our waste materials.

Exercise 9B
The Problem How much can you save? What should I do to
save?
For example: How much can I save in five years’time? I will unplug my
computer and electrical
An average family can 5 $100 = $500 appliance when they
save around $100 a year by are not in use.
unplugging appliances
when they are not in use.
Leaving the water running How much water would I save if I brush Use a mug of water
while brushing my teeth my teeth three times a day if I turn off instead of leaving the
for 3 minutes uses about 11 the tap as compare to letting the water water running
litres of water. run?
If I turn off the tap while 11 – 6 = 5 litres

brushing my teeth, I will
use about 6 litres of water. How much money would I save if I brush
my teeth three times a day, for a week if I
Note: Let us assume that turn off the tap as compared to letting the
one litre of water is about water run?
10 cents.
50 cents
Taking a long shower of How much water would I use if I take a I should not take long
twenty minutes uses about twenty-minute shower two times a day, showers.
200 litres of water. for a week as compared to taking a ten-
minute shower?
If I take a shorter shower
of ten minutes, I would use 400 litres 7 days = 2800 litres
about 100 litres of water. 100 litres 7 days = 700 litres
Total litres saved = 2100 litres
Note: Let us assume that
one litre of water is about How much money would I save if I take
10 cents. a ten-minute shower, twice a day, for a
week as compared to taking a twenty-
minute shower?
$21
Chapter 10: Communication
Exercise 10A
I would use smoke signals or put a message in a bottle.
Exercise 10B
My advice is to use email or to write a letter. This is because it is cheaper.
My advice is to use SMS or to call with a telephone. This will ensure your mother is not
worried.

My advice is to use a horn or flag. They can hear or see the signals and follow your
commands.
Exercise 10C
Fishing line: Very good
String: Good
Rubber bands tied together: Poor
Certain materials are good conductors.
Chapter 11: Developments in Communication
Exercise 11A
1. d
2. a
3. b
4. c
5. We send messengers or mail.
6. People can buy and sell things as well as share information much faster through the
Internet or mobile phone.
7. They can send pictures, news and emails through the Internet.
Exercise 11B
Telephone and mobile

phone bills are
expensive if used freq
Use email or video

conferencing

Addiction to Shift the computer

computer games into your parents’
is bad for you room / Don’t play
too much computer
games
You should not trust

anyone known through the
Internet.
Go with a friend or avoid

meeting friends you made
online
People can steal your

identity.
Don’t be greedy.
Never give your
particulars to
strangers online.
Exercise 11C

Chapter 12: Globes and Maps
Exercise 12A
1. North America
2. South America
3. Africa
4. Europe
5. Asia
6. Australia
7. Antartica
8. Atlantic Ocean
9. Artic Ocean
10. Pacific Ocean
11. Atlantic Ocean
12. Southern Ocean
Map of Europe:
Physical map; It is used for showing mountains, rivers, lakes, seas and valleys, even cities
and countries.
Map of Southeast Asia:

Political map; It is used for showing the locations of countries and cities.
World Map:
Climate map; It is used for showing climate and zones of the world.
Exercise 12B
1. The four main directions – North, South, East, West
2.
Physical Features Cultural Features
1. Rivers 1. Mosques
2. Seas 2. Towns and
villages
3. Accept any logical answers.
Exercise 12C

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Explore TEACHER’S GUIDE

BruSS_p5tb_TG.indd 1 1/14/10 2:44:37 PM

Published by EPB Pan Paciﬁc

An imprint of Panpac Education Private Limited

All rights reserved.

EPB Pan Paciﬁc is a trademark of Times Publishing Limited

First published 2010

Printed by Times Graphics Pte Ltd

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BruSS_p5tb_TG.indd 3 1/14/10 2:44:42 PM

Chapter 1 The Founding of the Kingdom of Brunei 1

Chapter 2 The Coming of Islam: Sultan Sharif Ali 7

Chapter 3 The Building of the Brunei Empire: Sultan Bolkiah 13

Chapter 4 The Coming of the Westerners 19

Chapter 5 The Loss of Brunei Territories to the Westerners 25

Chapter 6 The British Residential System 33

Chapter 7 What Are Resources? 37

Chapter 8 Resources of Brunei 42

Chapter 9 Our Resources are Limited 48

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Chapter 11 Developments in Communication 60

Chapter 12 Globes and Maps 67

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Skills are highlighted for every accompanied activity, which are

Features Of The Teacher’s Guide

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Attitudes & Values

Explore Social Studies Year 5 Teacher’s Guide 1

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• Show a map of Brunei Darussalam or Southeast Asia and ask

• Complete Exercise 1C in the workbook. Draw a graphic organiser

Category Exemplary Proﬁcient Developing

Main concept Main concept Main concept not

2 Explore Social Studies Year 5 Teacher’s Guide

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Linking lines Most linking lines Linking lines do not

Graphics used Graphics used Graphics used

Reﬂects essential Reﬂects most Contains too much

One Step Further

Historical Almost all Most of the Very little of

Explore Social Studies Year 5 Teacher’s Guide 3

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Pupils use Pupils use Pupils use Pupils use

Can clearly Can clearly Can brieﬂy Cannot explain

Demonstrates Somewhat Uses time Product looks

4 Explore Social Studies Year 5 Teacher’s Guide

BruSS_p5tb_TG.indd 4 1/14/10 2:44:52 PM

In Ancient Southeast Asia, empires did not always have ﬁxed

2. Founding of Brunei Kingdom

Explore Social Studies Year 5 Teacher’s Guide 5

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Brunei Darussalam in Brief, (Bandar Seri Begawan: Publication Division,

Cheah Book Keng, The Encyclopedia of Malaysia: Early Modern History

Graham Saunders, A History of Brunei (Singapore: Oxford University

John Miksic, Indonesian Heritage, Ancient History (Singapore,

Mohd Jamil Al-Sufri, History of Brunei in brief (Brunei Darussalam: Brunei

Nik Hassan Shuhaimi and Nik Abdul Rahman, The Encyclopedia of

Norah Moloney, The Young Oxford Book of Archaeology (London:

Sungai Limau Manis (Bandar Seri Begawan: Jabatan Muzium-Muzium

6 Explore Social Studies Year 5 Teacher’s Guide

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Attitudes & Values