This article reports the analysis and comparison of the social studies curriculum among six countries, Taiwan, America, United Kingdom, Japan, Singapore, and China. It was found that the degree of indigenization in the curriculum guideline quite varied, in which Japan, Singapore, and China have higher degree of indigenization, while American, UK, and Taiwan have lower degree of indigenization. Taiwanese indigenization degree in the textbooks for the fourth grade is similar with the other five countries, but it is significantly lower in the seventh grade textbooks. The content of the curriculum guideline and textbooks mostly focused on the country level for these countries, especially for Singapore and China. American has a more balanced coverage among country, state/county, and community level. However, Taiwanese coverage on the county level was much higher than others. This article concluded with several suggestions for the teachers of social studies, textbook compilers, textbook censors, and educational administrators in change of textbooks.