In an increasingly diverse U.S. society, schools maintain Eurocentrism and White supremacy through curriculum, failing to give marginalized populations (and students of color in particular) space to make sense of the world from their particular positions. This maintenance of White supremacy also means that White students do not learn how to better understand nor contextualize global difference in its own right. This paper asks: How is power over the world history framework's narrative operationalized through discourse? In particular, what are the forms of epistemic violence, and the grammars of violence, within the world history curricular framework that structure power relations? Through discourse analysis, this paper argues that the New York State global history and geography curriculum framework maintains an order of White supremacy through epistemic violence and discursive grammars of violence.