Disciplinary literacy instruction holds potential for preparing young people to understand and take on pressing human problems. However, the emphasis on literacy and numeracy, as expressed in the Common Core State Standards, has the potential to undermine the disciplines by deemphasizing some disciplines or by not placing value on the texts central to participation in the disciplines. In this essay, the author argues for instruction that supports the acquisition and learning of disciplinary literacies, suggests how the Common Core State Standards may provide support for such instruction, and includes examples from the arts to demonstrate that these literacies are those needed to prepare children and youth to participate in a complex and changing world.