The emphasis on college and career readiness has transformed secondary classrooms into sites for innovative explorations in disciplinary literacy. The exigencies of valuing classroom experiences as preparation for students' future involvement in their careers has created teaching spaces that invite cross- disciplinary, cross- level collaboration. Drawing on the work of Denstaedt, Roop, and Best (NCTE), the authors created a disciplinary breezeway by devising and co- teaching an interdisciplinary unit based on proslavery and abolitionist primary documents to guide students in doing history and doing writing. The collaboration created opportunities to pull together two of the most demanding disciplines in students' educational lives. They moved into each other's disciplinary contexts and ventured into new, challenging teaching spaces to encourage students to see themselves as doers and makers in history and writing.