The history curriculum of U.S. education has set the Western subject as the dominant frame, especially for the early modern period, which covers the sixteenth century to the nineteenth century. Knowledge of the non-West constitutes the margins of the history curriculum, which revolves around the entity of Europe. My research aims at illuminating Asian history, which is placed at the periphery. To this aim, my research examines the history curriculum in U.S. education, which has traditionally been associated with a Eurocentric character. I surveyed what world history teachers at American high schools teach for Asian history in the early modern period. I surveyed their history curriculum with a questionnaire and follow-up interview. Seven teachers from seven local high schools in Spring County participated in the survey. For the theoretical framework, I review the scholarly works of postcolonialists, including Stuart Hall, Ella Shohat, and Dipesh Chakrabarty, who seek to deconstruct Eurocentrism embedded in history discourses.