The Masque of the Red Death is set during a plague so severe that half the prince's realm is emptied. It was written in the nineteenth century, when epidemic disease was a constant fear, and it still resonates with readers who have lived through more recent outbreaks. That makes it a natural bridge between English and history classes. A shared assignment can deepen both subjects.

In history class, students study how societies have responded to disease, from quarantines to the flight of the wealthy to country estates. In English class, they see one fictional response: a prince who locks himself and his friends inside a walled abbey. Putting the two side by side invites students to ask how literature reflects, exaggerates, or critiques real behavior.

The collaboration does not need to be elaborate. Two teachers agreeing on a single writing task and a single rubric is enough. The trick is deciding how the grading will work.

A few structural choices make that manageable.

Design a Prompt Both Teachers Can Use

A strong cross-curricular prompt asks students to use both a historical source and the story. For example, students might compare Prospero's response to the plague with a documented historical response and argue what the story suggests about the relationship between power and disease. The task requires literary analysis and historical evidence.

• Choose a historical source that both teachers have discussed in class
• Ask students to quote from the story and from the source
• Require a thesis that connects the two rather than treating them separately
• Agree on which teacher grades which rubric rows before the assignment begins
• Give students one shared set of criteria so expectations are the same in both rooms

Split the Grading Thoughtfully

One approach is for the English teacher to score analysis, evidence from the story, and writing quality, while the history teacher scores historical accuracy and use of sources. Each teacher reads the whole essay but focuses on their own rows. That shortens grading and respects each teacher's expertise.

Another approach is to grade separately and average the results. This is simpler but can produce mismatched feedback. A shared document where both teachers leave comments works better.

Keep the Rubric Language Common

Students are confused when the same word means different things in different classes. If both teachers use the word "analysis," make sure they mean the same thing. A short conversation before the assignment prevents mixed messages.

Feedback tools that use your rubric can help maintain that consistency. GraideMind, for instance, can generate comments using the shared criteria so that students hear the same language regardless of which teacher they are reading. Each teacher can then adjust the comments to reflect their subject.

Make the Connection Visible to Students

Tell students explicitly why the two subjects are working together. Seeing that literature and history inform each other helps them treat both classes as parts of one larger conversation. It also encourages them to draw on what they know from each.

Close the project with a short discussion in which students share how the two perspectives changed their thinking. Their reflections often include insights neither teacher expected. They also make a good record of what the collaboration accomplished for next year's planning.