(INTRO)

(TEACHER)

"THEY DON'T UNDERSTAND.

THEY DON'T UNDERSTAND.

THEY DON'T UNDERSTAND.

THEY—THEY DON'T UNDERSTAND.

THEY—THEY DON'T UNDERSTAND.

THEY DON'T UNDERSTAND.

THEY DON'T UNDERSTAND.

THEY DON'T UNDERSTAND."

(VERSE)

(TEACHER)

"MORNING STUDENTS, SORRY TO BE A NUISANCE;
BUT I'VE COME TO INFLUENCE AND PUT IN MORE THAN JUST MY TWO CENTS.
TRACE THE MOVEMENTS, TAKE IT BACK TO THE BLUEPRINTS
FOR SOME, THIS COULD BE TOO INTENSE,
INSPIRED BY TRUE EVENTS."

(STUDENT)

"WHO WERE THE SONS OF GODS WHO MATED WITH THE DAUGHTERS OF MEN?
I ASKED MY SUNDAY SCHOOL TEACHER; HE GOT MAD, 'CAUSE I WAS SMARTER THAN HIM."

(TEACHER)

"JUMP ON YOUR WALKIE-TALKIE (WALKIE-TALKIE)
NOW TELL ME, CAN YOU COPY?
CHILDREN WERE THE NEPHILIM, THEIR PARENTS WERE THE ANUNNAKI."

(STUDENT)

"WHO WERE THE MASTERMINDS WHO DESIGNED THE NAZCA LINES?
THESE ARE ONLY SOME OF THE QUESTIONS I ASK MYSELF JUST TO PASS THE TIME.
IT'S GOT ME THINKIN' EMPIRE WAS PRE-INCAN—"

(TEACHER)

"PROBABLY INSPIRED BY THE HALLUCINOGENS THAT THEY WERE DRINKIN'.
SO AS IT SINKS IN, WE FIT THE PIECES TOGETHER NICELY;"

(STUDENT)

"SOME SAY CHARLES HAPGOOD'S MAPS COULD
SHOW ANTARCTICA ICE-FREE."

(TEACHER)

"TRUST ME (TRUST ME);
THIS INFORMATION COULD MAKE AN AFRAID DAD MAD AT ME.
REGARDING ANCIENT TECHNOLOGIES, LIKE THE BAGHDAD BATTERY
SOME SAY IT HAD TO BE,
EXTRATERRESTRIALS SO AS THE PISTOL FALLS,
STUDY THE ELONGATED AND LONG-DEBATE CRYSTAL SKULLS.
YOU MUST'VE MISSED THE WALLS
OF THE PYRAMIDS, PAINTED WITH HIEROGLYPHS
FAILING TO SEE THE CONNECTIONS SIMILAR TO MAYAN MYTHS."

(YO!)

(CHORUS)

(STUDENT)

"TEACHER, TEACHER—TELL ME HOW YOU DO IT?
IT LOOKS KINDA EASY, LIKE THERE WAS NOTHING TO IT."

(TEACHER)

"BUT THEY DON'T UNDERSTAND;

BUT—BUT THEY DON'T UNDERSTAND.

BUT THEY DON'T UNDERSTAND;

BUT—BUT THEY DON'T UNDERSTAND.

NOPE (NOPE!)"

(STUDENT)

"TEACHER, TEACHER—TELL ME HOW YOU DO IT?
IT LOOKS KINDA EASY, LIKE THERE WAS NOTHING TO IT."

(TEACHER)

"BUT THEY DON'T UNDERSTAND;

BUT—BUT THEY DON'T UNDERSTAND.

BUT THEY DON'T UNDERSTAND;

BUT—BUT THEY DON'T UNDERSTAND.

NOPE (NOPE!)"

(VERSE)

(STUDENT)

"‘SCUSE ME, TEACHER?
DON'T MEAN TO SOUND LIKE A PREACHER;
BUT AREN'T THEY COVERING UP MORE DIRT THAN AN EXPERT WITH A BLEACHED SHIRT?
COULD YOU FEATURE A LECTURE ON THE SMITHSONIAN COVER-UP?
WE'RE IN NEED OF SOME TRUTH SERUM, SO POUR US ANOTHER CUP
(POUR US ANOTHER CUP)!"

(TEACHER)

"WELL, IT'S ALL A GAME OF SILENCE,
NO NEED TO BLAME SCIENCE;
THEY RECORD THE NAMES OF TYRANTS
BUT IGNORE REMAINS OF GIANTS.
THE STAINS OF VIOLENCE
COULD BE TRANSLATED ON EVERY TRANSCRIPT
FROM SCANDINAVIAN EPICS DOWN TO INDUS VALLEY SANSKRIT.
AS HANDS SLIP (AS HANDS SLIP)
AND FINGERTIPS FLIP THROUGH SCROLLS
OF THE DEAD SEA—FROM QUMRAN, A NEW DAWN UNFOLDS.

SECRETS THE SUN HOLDS,
PRECESSION OF THE EQUINOX;
CARBON-DATING ORGANIC MATERIAL BENEATH THE BLOCKS.
FREQUENT TALKS
IN THE GEAR ARE LIKE A THRONE WRENCH
GÖBEKLI TEPE KNOWN TO BE OLDER THAN STONEHENGE.
SO DON'T CRINGE OR ACT SURPRISED: I'M RELEVANT
A POOR RIGHTEOUS TEACHER, WHO IS WISE, INTELLIGENT."

(CHORUS)

(STUDENT)

"TEACHER, TEACHER—TELL ME HOW YOU DO IT?
IT LOOKS KINDA EASY, LIKE THERE WAS NOTHING TO IT."

(TEACHER)

"BUT THEY DON'T UNDERSTAND;

BUT—BUT THEY DON'T UNDERSTAND.

BUT THEY DON'T UNDERSTAND;

BUT—BUT THEY DON'T UNDERSTAND.

NOPE (NOPE!)"

(STUDENT)

"TEACHER, TEACHER—TELL ME HOW YOU DO IT?
IT LOOKS KINDA EASY, LIKE THERE WAS NOTHING TO IT."

(TEACHER)

"BUT THEY DON'T UNDERSTAND;

BUT—BUT THEY DON'T UNDERSTAND.

BUT THEY DON'T UNDERSTAND;

BUT—BUT THEY DON'T UNDERSTAND.

NOPE (NOPE!) (NOPE!) (NOPE!) (NOPE!)"

(OUTRO)

(TEACHER)

"THEY DON'T UNDERSTAND.

THEY DON'T UNDERSTAND.

THEY DON'T UNDERSTAND.

THEY—THEY DON’T UNDERSTAND."