James Woodcock continues his theme from Teaching History 138 about the difference between superficial, thematic cross-curricularity and much more rigorous interdisciplinarity. His concern is to retain rather than compromise the integrity of the subject disciplines. Woodcock argues that interdisciplinary working adds value to learning only when the knowledge and the distinctive truth quests of each discipline are understood adequately by all partners. This makes management of crosscurricularity much more than a practical or administrative management task. It requires a depth of disciplinary appreciation in the senior curricular leaders and an ability to lead others in disciplinary conversation. Here Woodcock illustrates this argument in a short summary of an interaction between history, music and law, where each explored the Rwandan genocide of 1994 and each built on the others' disciplinary concerns while retaining their own disciplinary goals and standards...