Fact Sheet for American Indian Studies (Wisconsin Act 31)

Background and Description

Before the enactment of American Indian Studies (Wisconsin Act 31) in 1989, instructional materials and resources about the 11 federally recognized American Indian Nations of Wisconsin were often difficult for educators to obtain and frequently contained inaccurate or incomplete information. As a result, many school districts and classrooms lacked reliable accurate and authentic resources to teach students about the histories, cultures, and sovereignty of Tribal Nations of Wisconsin.

The social tensions surrounding the Lac Courte Oreilles Band of Lake Superior Chippewa Indians v. Voigt, commonly known as the Voigt Decision, highlighted a widespread lack of public understanding about treaty rights. The ruling affirmed that the Chippewa (Ojibwe) retained their treaty rights to hunt, fish, and gather under the Treaty of St. Peters (1837), Treaty of La Pointe (1842), and Treaty of La Pointe (1854). Public reactions to the 1983 court decision from U.S. Court of Appeals for the Seventh Circuit revealed how limited understanding of Indigenous histories, cultures, treaty rights, and tribal sovereignty could lead to misunderstanding and conflict. These events underscored the importance of providing accurate and authentic education about the Tribal Nations of Wisconsin.

In 1989, collaboration between state and tribal leaders led to the passage of legislation requiring instruction on the history, culture, and tribal sovereignty of Wisconsin’s eleven federally recognized American Indian Nations in public school districts and pre-service educator programs. This legislation, commonly referred to as American Indian Studies (Wisconsin Act 31), was intended to ensure that students receive accurate, authentic, and academically appropriate information, while also serving as a means to correct misconceptions, reduce social tensions, and foster a deeper understanding of the Tribal Nations of Wisconsin.

The 1989–1991 Wisconsin Biennial Budget established a program within the Wisconsin Department of Public Instruction (DPI) to support school districts efforts in providing instruction on the histories, cultures, and tribal sovereignty of American Indian Nations of Wisconsin. The primary responsibilities of the DPI American Indian Studies Program staff include:offer training opportunities for educators; present at conferences and professional workshops; develop and distribute educational materials and resources; provide consultation on topics related to American Indian Studies and the education of Indigenous students; and serve as a liaison to the following:

• Tribal Nations of Wisconsin;
• Tribal Education Departments of Wisconsin;
• Wisconsin Indian Education Association (WIEA);
• Great Lakes Inter-Tribal Council (GLITC);
• Special Committee on State-Tribal Relations and
• Office of Indian Education - U.S. Department of Education

Following the dissolution of the American Indian Language and Culture Education Board (AILCEB) in 1997, many of the board’s former responsibilities were assigned to the DPI American Indian Studies Program. Today, the program serves as the primary state contact for matters related to American Indian Studies (Wisconsin Act 31) and the education of Indigenous students in Wisconsin. The program is currently staffed by one full-time education consultant within the department.

Program Activities and Services  

The DPI American Indian Studies Program staff supports school districts and other educational organizations by providing information, training opportunities, and technical assistance to facilitate the implementation of American Indian Studies (Wisconsin Act 31). The program coordinates and supports the development of new instructional resources and reference materials to ensure educators have access to accurate, authentic, and up-to-date content.Examples of resources developed and made available in recent years include the following::

• American Indian Studies Enduring Understandings: A Resource for K-12 Educators (2025)
• District Self-Evaluation Tool on American Indian Studies (WISCONSIN ACT 31) (2025)
• Tribal Sovereignty and Government of the First Nations of Wisconsin (2025)
  • Lessons for K-12
  • At-A-Glance spreadsheet with an overview, driving questions, learning targets, and standards alignment for each lesson
  • Infographic: First Nations of Wisconsin Government Structure

Each year, the DPI American Indian Studies Program staff presents at a variety of local, regional, and statewide trainings, workshops, and conferences. These presentations address topics related to American Indian Studies (Wisconsin Act 31) and the education of Indigenous students, including the use of data to strengthen instruction, updates on DPI-related activities, and relevant state and federal initiatives. Program staff also works to build and maintain collaborative relationships with each of the eleven federally recognized Tribal Nations of Wisconsin through annual tribal consultation and Memorandums of Understanding (MOUs). In addition, the program staff partners with school districts, Cooperative Educational Service Agencies (CESAs), colleges and universities, libraries, and museums. These partnerships help the program more effectively engage with and support a broad range of educational opportunities.

Expected Impact and Outcomes  

The activities and goals of the DPI American Indian Studies Program focus on building educators’ capacity to effectively serve students while supporting efforts to address common misconceptions, misunderstandings, and historical omissions or inaccuracies related to American Indian Nations and peoples. Beginning at the elementary level and continuing through high school, this instruction promotes teaching and learning about each of the eleven federally recognized American Indian Nations in Wisconsin. Through this work, all Wisconsin students develop a deeper understanding of the histories, cultures, and tribal sovereignty of Indigenous Nations and peoples in the state.

By incorporating American Indian Studies (Wisconsin Act 31) content into instruction, school districts across Wisconsin help students develop critical and analytical thinking about topics and issues related to the American Indian Nations, peoples, and tribal communities of Wisconsin. This instruction also supports key areas within the following subject or content areas:

• Wisconsin Standards for Social Studies
• Wisconsin Standards for Environmental Literacy and Sustainability, and
• Disciplinary Literacy in All Subjects

The expected outcome is that all students across the state will develop a deeper understanding and knowledge of the histories, cultures, and tribal sovereignty of each of the eleven federally recognized American Indian Nations of Wisconsin. By promoting inclusive education, students in Wisconsin school districts will have meaningful opportunities to learn about, experience, and appreciate another culture, which is an essential foundation that helps them become informed, promotes greater understanding of various topics and issues, and contributing members of an increasingly diverse and interconnected global society.