In this article, the author details how she and another teacher developed a multicultural Wisconsin history curriculum for a fourth-grade classroom. Their focus in this article is a description of the main ideas students learned and the instructional strategies that supported their learning from the three-week unit on Wisconsin government. They chose to focus on issues common among many states: (1) the role of immigrants and indigenous peoples in state government; (2) different perspectives on becoming a state; and (3) voting rights for various segments of the population after statehood. By bringing out diverse perspectives and conflicts over statehood and voting rights, they hoped to engage students in thinking more deeply about state government. The author encourages classroom teachers considering teaching a similar state government unit to invite students to examine similar issues related to statehood, state government, and voting rights from diverse perspectives.