The Science Textbook: Do you find yourself overwhelmed when reading your science text? Is your textbook intimidating? Try these ABC’s of reading Science to help you.
Before Reading: Before Reading don’t just begin reading the first paragraph. Think about what you already know about the subject. Make predictions Make a plan for finding out information
“A” Set a Purpose: “A” Set a Purpose Turn the title or main heading into a question. Look to see if the first page includes a list of objectives or goals. Set your purpose based on subheadings or key terms listed on the first page.
“B” Preview: “B” Preview after you have determined your purpose previews the chapter. Get an idea of what you will be reading before you begin. Look at the following “Preview Checklist” for help as you glance over the pages.
Preview Checklist :Preview Checklist The title The first and last paragraph of the chapter The headings Any words set in bold type or repeated Any boxed material Any photos, charts, or pictures and their captions The list of objectives and any review questions
“C” Plan :“C” Plan Stop and think about what you learned in your preview. Make a list that includes what you learned from boldface words, headings, photos, captions, and first and last paragraphs.
You might also try Outlining!! : You might also try Outlining!! Title of Outline I. Main Topic A. Sublevel 1. Topic a. What you learned b. B. II.
During Reading: During Reading You have your purpose you have a strategy now you need to go back and read this section of the chapter
“D” Read with a Purpose: “D” Read with a Purpose Now that you have previewed the headings, you can create an effective headline. Start your outline with the headings Go back and fill in the sublevels now you give it a try! Just make a quick sketch, don’t spend a lot of time. Biology Textbook
Your outline could look like this: Your outline could look like this: Introduction: The Nature of Science and Biology I. Biology A. Biology: The Science of Our Lives 1. “The Study of Life”, 2. B. Science and the Scientific Method 1. Objective, logical, and repeatable attempt to understand the principles and forces operating in the natural universe 2. II. Evolution A. Development of the Theory of Evolution 1. 2. B. Modern View of the Age of the Earth 1. 2. (Be sure to leave space in your outline for additions)
“E” Connect: “E” Connect Try to find connections between your life and what you are reading. This will help you remember.
After Reading: After Reading As soon as you finish the chapter, sit back and try to recall what you have learned. Use the headings in your Outline to help you.
“F” Pause and Reflect :“F” Pause and Reflect Do you understand what you have read? I’ll bet your answer is “no”. This is to be expected! Before you continue, answer these questions: Did I accomplish the reading purpose I set in the beginning? Do I know what the main topics in the chapter are? Do I understand how the material is organized? Would I feel comfortable taking a test on this material now?
“G” Reread :“G” Reread To remember everything you have read may be as simple as reviewing your outline. For some, it may be beneficial to reread the chapter. If you need more assistance, ask the teacher to clarify questions you may have. Make study cards, this may help you remember key parts of the chapter
“H” Other: “H” Other You may find creating a practice test will help you remember what you have read.
References: References Burke, Jim. Readers Handbook: a student guide for reading and learning. Wilmington: Houghton Mifflin, p. 88-99. http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookintro.html
Friday, October 24, 2008
Effective listening skills
Most of us hear but don’t listen and instead we spend time thinking about what we are going to say next. Poor listening skills can create misunderstandings, make us miss deadlines and focus our attention on the wrong issues and points.
Simple steps to improving your listening skills:
Awareness:
Recognising it as an area of improvement sets you on the path to becoming a better listener.
Convey Interest:
Set aside whatever you’re doing and give the speaker your 100% attention. This offers encouragement to the speaker and he/she doesn’t feel compelled to speak faster or abbreviate their message. Convey interest nonverbally by nodding, maintaining direct eye contact and leaning forward.
Speaker’s Non-Verbal Cues:
Watch out for the speaker’s gestures, facial expressions, tone and volume of voice, as being alert to these cues increases your ability to comprehend the full message.
No ‘Overtaking’:
‘Overtaking’ on the verbal highway or finishing off the speaker’s sentences makes him/her feel rushed and under pressure. Wait till the speaker has finished before interjecting with your comments. If you interrupt by mistake, apologise.
Summarise:
If you aren’t sure of the message, ask the speaker to repeat it. Then, you summarise it, evaluating your own understanding while doing so.
Ask Questions:
This shows genuine interest and offers encouragement to the speaker. Questions like “Do you mean to say...” or “Is this what you have in mind...?” paraphrase the speaker’s remarks.
Fight Impatience:
As we think several times faster than we speak, we become impatient and lose concentration. Instead, use your mind to analyse the speaker’s message and extract the essence.
Pause:
A pause is an effective communication tool — it shows you are thinking before speaking and also creates a certain degree of suspense.
As Ernest Hemingway famously remarked “I like to listen. I have learned a great deal from listening carefully. Most people never listen.”
About the Author: Shital Kakkar Mehra is the founder of Soft Skills International.
Simple steps to improving your listening skills:
Awareness:
Recognising it as an area of improvement sets you on the path to becoming a better listener.
Convey Interest:
Set aside whatever you’re doing and give the speaker your 100% attention. This offers encouragement to the speaker and he/she doesn’t feel compelled to speak faster or abbreviate their message. Convey interest nonverbally by nodding, maintaining direct eye contact and leaning forward.
Speaker’s Non-Verbal Cues:
Watch out for the speaker’s gestures, facial expressions, tone and volume of voice, as being alert to these cues increases your ability to comprehend the full message.
No ‘Overtaking’:
‘Overtaking’ on the verbal highway or finishing off the speaker’s sentences makes him/her feel rushed and under pressure. Wait till the speaker has finished before interjecting with your comments. If you interrupt by mistake, apologise.
Summarise:
If you aren’t sure of the message, ask the speaker to repeat it. Then, you summarise it, evaluating your own understanding while doing so.
Ask Questions:
This shows genuine interest and offers encouragement to the speaker. Questions like “Do you mean to say...” or “Is this what you have in mind...?” paraphrase the speaker’s remarks.
Fight Impatience:
As we think several times faster than we speak, we become impatient and lose concentration. Instead, use your mind to analyse the speaker’s message and extract the essence.
Pause:
A pause is an effective communication tool — it shows you are thinking before speaking and also creates a certain degree of suspense.
As Ernest Hemingway famously remarked “I like to listen. I have learned a great deal from listening carefully. Most people never listen.”
About the Author: Shital Kakkar Mehra is the founder of Soft Skills International.
Tuesday, October 7, 2008
Math Study Skills
To succeed in math it is important to have effective study strategies. Here are some excellent tips for you to try.
1. If math is difficult for you, audit the course first. You will get most from the course if you take notes, do your homework, ask the teacher questions, study for it and take all the tests. You will have no pressure of being graded.
2. Before registering for math, research which teacher would be best for you. Ask other students which teachers they liked and why. Visit prospective teachers during their office hours; ask about their teaching methods and if you could sit in one session of their course. Be sure to select a teacher who:
* Explains concepts clearly
* Welcomes questions
* Willingly helps students outside of class
* Gives fair tests
* Provides helpful handouts to complement your class notes.
3. Attend all classes and take full class notes. Research has shown that successful students never cut class and usually take down at least 64% of what is discussed in class. Failing students write half as much and often miss class. Remember, missing even one class can put you behind in the course by at least two classes. Do you know why?
4. Consider attending more than one section of the course. By hearing a difficult concept explained a second time you may understand it much better.
5. Make it a practice to read over the topic or chapter before going to your math class. This will give you a much better understanding of what is being discussed in class and as a result you will learn more from lecture.
6. Organize your notes into one large spiral or loose-leaf notebook devoted only to math. Use the first half for class notes and the second half for homework. Take a complete set of class notes and add any helpful clarifications to your notes that you hear in class. Mentally follow all explanations and try to understand the concepts and principles. Then write down the main points, steps in explanations, definitions, examples, solutions or proofs.
7. Dates each day's class notes. Write the topic or chapter heading on top of the page. Leave a 2" margin on the left side for comments. Use only one side of a page, leaving the back for additional examples, notes and clarifications.
8. Label both your notes and your textbook using categories such as: (a) definition of... , (b) theorem..., (c) example or discussion of examples, (d) description of a procedure for solving a problem type, (e) a proof of a theorem or a derivation of a formula, (f) a list of procedure steps, and (g) formulas or equations.
9. It is important to stay current. Do not allow yourself to fall behind or the entire course will become an effort and a struggle for you.
10. Review immediately after class and again eight hours later. Fill in all the missing words or incomplete explanations. Recite important concepts in your own words. Research shows that most of the information is lost within the first 20 to 60 minutes after learning. However, if you review immediately after class and again within the same day, and then do weekly and monthly reviews, the information you have learned will remain in long term memory.
11. Ask questions. Always remember you have the right to ask questions before, during and after class. Never avoid asking a question out of fear of looking stupid. Do not allow a question to go unanswered. Get help fast.
12. Create questions for yourself when you study and then answer them. Be persistent.
13. When you feel "lost" ask your teacher to explain the first step that you did not understand; then question any later steps that you still do not follow. When you cannot see the overall picture of what the teacher is doing, ask questions. See your instructor during office hours and visit the math learning center for help. Notice when you are beginning to get into trouble and seek assistance immediately.
4. To get the most benefit from a help session:
* Use question marks to identify confusing material in your notes or textbook.
* Write down specific questions you will ask.
* Later review what you have learned by "saying" and "doing."
Ask your instructor or tutor if you could explain to them what you have just learned and if you could demonstrate your knowledge by doing a new problem.
15. Always remember the "say and do" principle. Research shows that we remember only 10% of what we read, 20% of what we see, but a full 90% of what we say and do. So, whenever possible say and do.
16. Work out lots of sample problems. Practice, practice, practice. Do assigned problems and lots more. Make up your own problems. Get sample problems from other books. Work with a classmate and explain aloud what you are learning and how to solve problems. Remember the more you "say and do" the more you will be able to recall what you're learning. You must always be actively involved in the learning process.
17. The best time to do your homework is the same day it is assigned. This will help reinforce what you have just learned. Estimate the right answers before you work the problems out. Substitute your answers back into the problem. Redo the problem in a different way to see if your answer still matches.
18. Read and study all your textbook explanations of each type of problem. Whenever possible use additional textbooks and study guides as resources. Each book will discuss your topic differently and offer different examples. This is an excellent way to clarify difficult concepts and to give you more practice problems.
19. Work with a review or course outline book that applies to your math course. They provide many worked-out examples and summary collections of problems and answers which are useful for preparing for tests. Always work out a problem first before reading how the author solved it. Examples of course outline books include: Schaum's, AMSCO, Barron's, Barnes and Nobles.
20. Identify the different types of problems you are learning. Note the elements of each. By identifying the different types of problems, you are more likely to be able to isolate difficult areas in which you need more practice or help.
21. Describe in your own words the similarities and differences between the different types of problems you are learning. Do this aloud with someone else. By understanding the structure of each type of problem you will be able to select the appropriate method or formula for solving it.
22. Know and understand your math terminology. This is one of the keys to success in any field. Use 3" by 5" review cards to study math's own unique vocabulary. Put the term on one side and the definition on the other. Carry these cards with you everywhere and review them at odd moments throughout the day. You will not even feel like you are studying.
23. Never attempt to memorize a formula (or rule, proof, or procedure) until you have attempted to understand it first. This understanding will help you recreate a formula (or procedure, etc.) if your recall falters in any way. Make sure you can illustrate the definitions, theorems and the use of the symbols. You may want to use 3" by 5" cards to help you memorize some formulas for convenience and quick recall.
24. Write up summary sheets of math terminology and formulas and review them often.
25. Successful math students study math two hours per day at least 5 days a week. In addition, they work out 10 new problems and five review problems during each study session.
26. If math is your most difficult subject, make sure to study it before all other subjects. Do not leave it until the end. You must study math when you re most alert and fresh. It will go better for you and you will recall more. Research also shows that you will retain more information if you take 5 to 10 minute study breaks every 20 to 40 minutes.
27. Act as if you have control of your level of success in math. Act as if you are really enjoying it. Eventually, your habit of pretending and resulting success will make your feelings match your behavior.
1. If math is difficult for you, audit the course first. You will get most from the course if you take notes, do your homework, ask the teacher questions, study for it and take all the tests. You will have no pressure of being graded.
2. Before registering for math, research which teacher would be best for you. Ask other students which teachers they liked and why. Visit prospective teachers during their office hours; ask about their teaching methods and if you could sit in one session of their course. Be sure to select a teacher who:
* Explains concepts clearly
* Welcomes questions
* Willingly helps students outside of class
* Gives fair tests
* Provides helpful handouts to complement your class notes.
3. Attend all classes and take full class notes. Research has shown that successful students never cut class and usually take down at least 64% of what is discussed in class. Failing students write half as much and often miss class. Remember, missing even one class can put you behind in the course by at least two classes. Do you know why?
4. Consider attending more than one section of the course. By hearing a difficult concept explained a second time you may understand it much better.
5. Make it a practice to read over the topic or chapter before going to your math class. This will give you a much better understanding of what is being discussed in class and as a result you will learn more from lecture.
6. Organize your notes into one large spiral or loose-leaf notebook devoted only to math. Use the first half for class notes and the second half for homework. Take a complete set of class notes and add any helpful clarifications to your notes that you hear in class. Mentally follow all explanations and try to understand the concepts and principles. Then write down the main points, steps in explanations, definitions, examples, solutions or proofs.
7. Dates each day's class notes. Write the topic or chapter heading on top of the page. Leave a 2" margin on the left side for comments. Use only one side of a page, leaving the back for additional examples, notes and clarifications.
8. Label both your notes and your textbook using categories such as: (a) definition of... , (b) theorem..., (c) example or discussion of examples, (d) description of a procedure for solving a problem type, (e) a proof of a theorem or a derivation of a formula, (f) a list of procedure steps, and (g) formulas or equations.
9. It is important to stay current. Do not allow yourself to fall behind or the entire course will become an effort and a struggle for you.
10. Review immediately after class and again eight hours later. Fill in all the missing words or incomplete explanations. Recite important concepts in your own words. Research shows that most of the information is lost within the first 20 to 60 minutes after learning. However, if you review immediately after class and again within the same day, and then do weekly and monthly reviews, the information you have learned will remain in long term memory.
11. Ask questions. Always remember you have the right to ask questions before, during and after class. Never avoid asking a question out of fear of looking stupid. Do not allow a question to go unanswered. Get help fast.
12. Create questions for yourself when you study and then answer them. Be persistent.
13. When you feel "lost" ask your teacher to explain the first step that you did not understand; then question any later steps that you still do not follow. When you cannot see the overall picture of what the teacher is doing, ask questions. See your instructor during office hours and visit the math learning center for help. Notice when you are beginning to get into trouble and seek assistance immediately.
4. To get the most benefit from a help session:
* Use question marks to identify confusing material in your notes or textbook.
* Write down specific questions you will ask.
* Later review what you have learned by "saying" and "doing."
Ask your instructor or tutor if you could explain to them what you have just learned and if you could demonstrate your knowledge by doing a new problem.
15. Always remember the "say and do" principle. Research shows that we remember only 10% of what we read, 20% of what we see, but a full 90% of what we say and do. So, whenever possible say and do.
16. Work out lots of sample problems. Practice, practice, practice. Do assigned problems and lots more. Make up your own problems. Get sample problems from other books. Work with a classmate and explain aloud what you are learning and how to solve problems. Remember the more you "say and do" the more you will be able to recall what you're learning. You must always be actively involved in the learning process.
17. The best time to do your homework is the same day it is assigned. This will help reinforce what you have just learned. Estimate the right answers before you work the problems out. Substitute your answers back into the problem. Redo the problem in a different way to see if your answer still matches.
18. Read and study all your textbook explanations of each type of problem. Whenever possible use additional textbooks and study guides as resources. Each book will discuss your topic differently and offer different examples. This is an excellent way to clarify difficult concepts and to give you more practice problems.
19. Work with a review or course outline book that applies to your math course. They provide many worked-out examples and summary collections of problems and answers which are useful for preparing for tests. Always work out a problem first before reading how the author solved it. Examples of course outline books include: Schaum's, AMSCO, Barron's, Barnes and Nobles.
20. Identify the different types of problems you are learning. Note the elements of each. By identifying the different types of problems, you are more likely to be able to isolate difficult areas in which you need more practice or help.
21. Describe in your own words the similarities and differences between the different types of problems you are learning. Do this aloud with someone else. By understanding the structure of each type of problem you will be able to select the appropriate method or formula for solving it.
22. Know and understand your math terminology. This is one of the keys to success in any field. Use 3" by 5" review cards to study math's own unique vocabulary. Put the term on one side and the definition on the other. Carry these cards with you everywhere and review them at odd moments throughout the day. You will not even feel like you are studying.
23. Never attempt to memorize a formula (or rule, proof, or procedure) until you have attempted to understand it first. This understanding will help you recreate a formula (or procedure, etc.) if your recall falters in any way. Make sure you can illustrate the definitions, theorems and the use of the symbols. You may want to use 3" by 5" cards to help you memorize some formulas for convenience and quick recall.
24. Write up summary sheets of math terminology and formulas and review them often.
25. Successful math students study math two hours per day at least 5 days a week. In addition, they work out 10 new problems and five review problems during each study session.
26. If math is your most difficult subject, make sure to study it before all other subjects. Do not leave it until the end. You must study math when you re most alert and fresh. It will go better for you and you will recall more. Research also shows that you will retain more information if you take 5 to 10 minute study breaks every 20 to 40 minutes.
27. Act as if you have control of your level of success in math. Act as if you are really enjoying it. Eventually, your habit of pretending and resulting success will make your feelings match your behavior.
BORN FOR KILLING
By Nithya Priya R, Grade IX, HRS, TTL
I WAS BORN IN AUSTRIA
SPENDING MY YOUTH IN POVERTY
I MIGRATED TO MUNICH
AND INCULCATED HATRED TOWARDS SOLIDARITY
I BECAME CORPORAL
AND EARNED MEDALS FOR MY BRAVERY
I MARCHED TOWARDS MY AIM BY THEN
AND ENCOURAGED SLAVERY
I MADE PEOPLE WAIT IN QUE
FOR THEY BELIEVED A LOT IN ME
I BROUGHT UP GERMANY UNDER MY VIEW
ONLY FOR THE SUPPORT I'VE GOT
I DID NOT WANT TO BE A DICTATOR
BUT PEOPLE DECLARED ME SO
I DID NOT WANT TO BE A SPECTATOR
BUT PEOPLE ASKED ME TO DO SO
I THEREFORE CHOSE TO BE A SPECTATOR
NOT FOR A GAME THAT'S SIZZLING
I HATED JEWS AND UNDESIRABLES
SO FOR THE GAME OF KILLING
I KILLED ONE BY ONE IN MY GLOSSARY
FOR I WANTED TO PROMOTE MY RACE
I PLANNED A CONSPIRACY
FOR I DID NOT WANT TO SHOW ANY GRACE
I KILLED,I KILLED,I KILLED
MANY UNDESIRABLES AS I WISHED
I WAS KILLED,KILLED AND KILLED
AS THEY,THE PEOPLE WISHED.
I WAS BORN IN AUSTRIA
SPENDING MY YOUTH IN POVERTY
I MIGRATED TO MUNICH
AND INCULCATED HATRED TOWARDS SOLIDARITY
I BECAME CORPORAL
AND EARNED MEDALS FOR MY BRAVERY
I MARCHED TOWARDS MY AIM BY THEN
AND ENCOURAGED SLAVERY
I MADE PEOPLE WAIT IN QUE
FOR THEY BELIEVED A LOT IN ME
I BROUGHT UP GERMANY UNDER MY VIEW
ONLY FOR THE SUPPORT I'VE GOT
I DID NOT WANT TO BE A DICTATOR
BUT PEOPLE DECLARED ME SO
I DID NOT WANT TO BE A SPECTATOR
BUT PEOPLE ASKED ME TO DO SO
I THEREFORE CHOSE TO BE A SPECTATOR
NOT FOR A GAME THAT'S SIZZLING
I HATED JEWS AND UNDESIRABLES
SO FOR THE GAME OF KILLING
I KILLED ONE BY ONE IN MY GLOSSARY
FOR I WANTED TO PROMOTE MY RACE
I PLANNED A CONSPIRACY
FOR I DID NOT WANT TO SHOW ANY GRACE
I KILLED,I KILLED,I KILLED
MANY UNDESIRABLES AS I WISHED
I WAS KILLED,KILLED AND KILLED
AS THEY,THE PEOPLE WISHED.
MY DEAR DARLING
By Nithya Priya, Grade IX, HRS, TTL
MY DEAR DARLING,GO AWAY
FAIRER FAR THAN YOUR LAST DAY
IT MAY PUT YOU IN SORROW
THAT COMES TO BID A BITTER TOMORROW
TO THE ROUGH YEAR JUST AWAKE
IN YOUR CRADLE ON THE BRAKE
GO AWAY FAR FROM MEN AND TOWNS
MAY BE TO THE WILD WOODS AND DOWNS
MAKING THE WINTRY WORLD APPEAR
LIKE ONE OF MY SMILEST DEAR
GO TO THE SILENT WILDERNESS
FOR YOU NEED TO REPRESS
I MAY COME TOMORROW
AND SIT BY FIRESIDE WITH SORROW
TO SEE YOUR DEAD BODY
AND YOU'LL BECOME A RECIPIENT FOR EVERYBODY
I'LL REMEMBER YOU:
WHEN YOU HAD THOSE WALKS ACROSSTHE LEAVES
WHERE THE WEAVER WEAVES
I WANTED YOU TO BE :
A DAISY STAR THAT NEVER S
AND DON'T WANT TO BE A SANDHILL ON THE SEA
SO WEAK AND FRAGILE
SO MY DEAR DARLING GO AWAY
FAIRER FAR THAN YOUR LAST DAY.
MY DEAR DARLING,GO AWAY
FAIRER FAR THAN YOUR LAST DAY
IT MAY PUT YOU IN SORROW
THAT COMES TO BID A BITTER TOMORROW
TO THE ROUGH YEAR JUST AWAKE
IN YOUR CRADLE ON THE BRAKE
GO AWAY FAR FROM MEN AND TOWNS
MAY BE TO THE WILD WOODS AND DOWNS
MAKING THE WINTRY WORLD APPEAR
LIKE ONE OF MY SMILEST DEAR
GO TO THE SILENT WILDERNESS
FOR YOU NEED TO REPRESS
I MAY COME TOMORROW
AND SIT BY FIRESIDE WITH SORROW
TO SEE YOUR DEAD BODY
AND YOU'LL BECOME A RECIPIENT FOR EVERYBODY
I'LL REMEMBER YOU:
WHEN YOU HAD THOSE WALKS ACROSSTHE LEAVES
WHERE THE WEAVER WEAVES
I WANTED YOU TO BE :
A DAISY STAR THAT NEVER S
AND DON'T WANT TO BE A SANDHILL ON THE SEA
SO WEAK AND FRAGILE
SO MY DEAR DARLING GO AWAY
FAIRER FAR THAN YOUR LAST DAY.
HITLER'S PROMISES
By Nithya Priya, Grade IX, HRS, TTL
HE MADE MANY PROMISES
TO MAKE PEOPLE BELIEVE HIM
INDEED PEOPLE TOO TRUSTED HIM
THOUGH HIS VIEWS WERE GRIM
HE PROMISED TO BUILD A STRONG NATION
AND UNDO INJUSTICE OF VERSAILLES TREATY
HE MOVED PEOPLE THROUGH HIS PASION
AND MADE THEM SUPPORT HIM
HE ASSURED TO RESTORE GERMAN'S DIGNITY
AND EMPLOY THE YOUTHS
TO THROW AWAY ALL FOREIGN INFLUENCE
AND TO MAINTAIN SERENITY
HE MADE MANY PROMISES
TO MAKE PEOPLE BELIEVE HIM
INDEED PEOPLE TOO TRUSTED HIM
THOUGH HIS VIEWS WERE GRIM
HE PROMISED TO BUILD A STRONG NATION
AND UNDO INJUSTICE OF VERSAILLES TREATY
HE MOVED PEOPLE THROUGH HIS PASION
AND MADE THEM SUPPORT HIM
HE ASSURED TO RESTORE GERMAN'S DIGNITY
AND EMPLOY THE YOUTHS
TO THROW AWAY ALL FOREIGN INFLUENCE
AND TO MAINTAIN SERENITY
YEARS OF DEPRESSION (Poem)
By Nithya Priya, Grade IX, HRS, TTL
THE WALL STREET EXCHANGE CRASHED IN 1929
WHEN PEOPLE STARTED WAITING FOR LOANS IN LINES
PEOPLE SOLD THEIR SHARES WITH FEAR
FOR THE NATIONAL INCOME FELL BY HALF FOR SURE
PEOPLE STARTED PEISHING
AS GERMANY FACED ECONOMIC CRISIS
POVERTY WAS FLOURISHING
SO PEOPLE SOLD THEMSELVES AT LOW PRICES
THE UNEMPLOYED YOUTHS WASTED THEIR TIME
BY WALKING ON STREETS WITHOUT ANY AIM
SOME PLAYED CARDS AND SAT SIMPLY ON STREET CORNERS
EXPECTING SOME MONEY FROM THE DONORS.
THE WALL STREET EXCHANGE CRASHED IN 1929
WHEN PEOPLE STARTED WAITING FOR LOANS IN LINES
PEOPLE SOLD THEIR SHARES WITH FEAR
FOR THE NATIONAL INCOME FELL BY HALF FOR SURE
PEOPLE STARTED PEISHING
AS GERMANY FACED ECONOMIC CRISIS
POVERTY WAS FLOURISHING
SO PEOPLE SOLD THEMSELVES AT LOW PRICES
THE UNEMPLOYED YOUTHS WASTED THEIR TIME
BY WALKING ON STREETS WITHOUT ANY AIM
SOME PLAYED CARDS AND SAT SIMPLY ON STREET CORNERS
EXPECTING SOME MONEY FROM THE DONORS.
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