Grade by Grade
B. The World, 1450–1650 · The World, 1450–1650

Conquest and Colonization in the Americas

B2 B1 B3 A1.3 A1.7About 75 minutes
Learning goals
  • I can explain how the Spanish conquered the Mexica and Inca states, including the role of Indigenous allies and disease.
  • I can describe the colonial systems Spain built, including encomienda, mita and the silver economy.
  • I can explain the debate in Spain over the treatment of Indigenous peoples.
  • I can describe Indigenous resistance and survival, and evaluate interpretations of the conquest.

Words to know

conquistador
A Spanish soldier-adventurer who led invasions in the Americas.
encomienda
A grant giving a Spanish settler the right to demand labour and tribute from Indigenous people.
Requerimiento
A Spanish declaration demanding submission, read before attacks.
viceroy
A ruler governing a colony on behalf of the monarch.
mita (colonial)
The Spanish forced-labour draft, especially for the Potosí silver mines.
mestizo
In Spanish America, a person of mixed Indigenous and European ancestry.
Black Legend
The idea, spread by Spain's rivals, that Spaniards were uniquely cruel colonizers.
New Conquest History
An approach that stresses Indigenous allies, actors and sources in the conquest.

A note on this lesson

This lesson covers invasion, enslavement and the deaths of millions of Indigenous people in the Americas. It is written without graphic detail. Indigenous peoples of the Americas, including Nahua, Maya, Quechua, Aymara, Taíno descendants, Mapuche and many others, are living peoples today whose histories include survival and resistance as well as loss. There is no joke block in this lesson.

A sermon in Hispaniola

In December 1511, on the island of Hispaniola, a Dominican friar named Antonio de Montesinos preached to the Spanish settlers. He asked (paraphrased): By what right do you hold these people in such cruel servitude? Are they not human beings? Are you not obliged to love them as yourselves? The settlers were furious. One listener, a settler and slave-holder named Bartolomé de Las Casas, later gave up his Indigenous labourers and spent fifty years campaigning for Indigenous rights.

The Spanish conquest of the Americas is one of the most important and most painful developments of this period. Spaniards at the time argued about whether it was just. So do historians today.

The Caribbean: the first colony

After 1492, Spaniards settled Hispaniola (today Haiti and the Dominican Republic), home to the Taíno. Under the encomienda system, the Crown "entrusted" groups of Indigenous people to Spanish settlers, who could demand their labour and tribute in return for supposedly protecting them and teaching Christianity. In practice it was often forced labour in gold mines and fields. Combined with epidemics, violence, famine and the destruction of communities, it caused a catastrophic population collapse within a few decades. Taíno identity and ancestry did not vanish: many people in the Caribbean today trace Taíno heritage, and DNA studies confirm it.

The Crown passed the Laws of Burgos (1512) to regulate treatment; they were largely ignored. From 1513, conquistadors were required to read the Requerimiento, a Spanish text demanding that Indigenous people accept the Pope's grant of their lands to Spain and Christianity, or face war. It was often read in Spanish, to people who could not understand it, sometimes from a distance or even at night.

Mexico, 1519 to 1521

  • Hernán Cortés landed on the Gulf coast in 1519 with about 500 Spaniards. A Nahua woman, Malintzin (called Doña Marina by the Spanish, later La Malinche), who spoke Nahuatl and Maya and soon learned Spanish, became his interpreter and adviser. Without her, the Spaniards could not have negotiated.
  • The Tlaxcalans, enemies of the Mexica, first fought the Spaniards and then allied with them. So did other peoples resentful of tribute.
  • In November 1519 Moctezuma II welcomed Cortés into Tenochtitlan; the Spaniards soon took him hostage. In May 1520, Spaniards under Pedro de Alvarado massacred Mexica nobles at a religious festival. The city rose up; Moctezuma died (accounts disagree on how), and the Spaniards fled with heavy losses (the Noche Triste, 30 June 1520).
  • Smallpox swept the Valley of Mexico in 1520, killing many, including Moctezuma's successor Cuitláhuac.
  • In 1521, Cortés returned with tens of thousands of Indigenous allies and boats built for the lake. After a siege of about three months, Tenochtitlan fell on 13 August 1521, and its last ruler, Cuauhtémoc, was captured.

Historians of the "New Conquest History", such as Matthew Restall, stress that this was in large part a war between Indigenous peoples, in which the Spanish were a small but decisive ally, and that the old story of a handful of Spaniards defeating an empire is a myth created by conquistadors' own accounts.

Why did the Spanish invasions succeed?Fall of the Mexicaand Inca statesIndigenous alliesTlaxcalans and othersEpidemicssmallpox, 1520sPolitical divisionstribute, Inca civil warWeaponssteel, horses, gunsInterpretersMalintzinTacticstaking rulers hostage
No single factor explains the conquests. Many historians now put Indigenous alliances and epidemics at the top of the list, ahead of weapons.

Peru, 1532 to 1572

  • Francisco Pizarro arrived in 1532, just after Atahualpa had won the Inca civil war against his brother Huascar.
  • At Cajamarca in November 1532, Pizarro's force of about 170 men ambushed Atahualpa's unarmed escort and captured him. Atahualpa offered to fill a room with gold and silver as ransom. The Spaniards took the ransom and executed him anyway in 1533.
  • Spaniards installed puppet rulers. One of them, Manco Inca, rebelled in 1536 and besieged Cusco. He then founded an independent Inca state at Vilcabamba, which resisted until 1572, when the Spanish captured and executed its last ruler, Túpac Amaru.
  • Spaniards also fought each other: Pizarro was killed by rival Spaniards in 1541.

Building a colonial system

  • Government: the Crown ruled through the Council of the Indies in Spain and viceroys in New Spain (Mexico, from 1535) and Peru (from 1542).
  • Silver: in 1545 a huge silver deposit was found at Potosí (in today's Bolivia). In the 1570s Viceroy Francisco de Toledo reorganized the Andean mita into a system of forced labour: Indigenous communities had to send a share of their men to the mines each year, where many fell sick or died. American silver flowed to Spain and, via Manila, to China.
  • Religion: missionaries baptized millions, built churches on the sites of temples, and sometimes destroyed sacred objects and books. Indigenous people often blended Christian and older practices.
  • Society: a hierarchy developed with Spanish-born officials at the top, American-born Spaniards (criollos), people of mixed ancestry (mestizos), Indigenous people and enslaved Africans. Indigenous nobles sometimes kept status and used Spanish courts to defend their land.

The debate in Spain

  • Las Casas's A Short Account of the Destruction of the Indies (written 1542, printed 1552) described Spanish atrocities in vivid terms. It helped bring about the New Laws (1542), which banned the enslavement of Indigenous people and limited encomiendas. Settlers in Peru rebelled, and the laws were partly withdrawn.
  • At the Valladolid debate (1550 to 1551), Las Casas argued that Indigenous peoples were rational, free human beings with legitimate governments. Juan Ginés de Sepúlveda, using Aristotle's idea of "natural slaves", argued that war against them was just. No clear winner was declared.
  • Perspective: Las Casas condemned Indigenous slavery but, early in his career, suggested bringing enslaved Africans instead; later he regretted it and condemned African slavery too. His figures were sometimes exaggerated, and Spain's rivals later used his book to spread the "Black Legend" of uniquely cruel Spaniards. Historians use him carefully, but much of what he described is confirmed by other evidence.

Population collapse, survival and resistance

Indigenous populations fell catastrophically after contact. Estimates vary widely, but many historians conclude that in some regions, such as central Mexico, populations fell by as much as 90 percent within about a century. Epidemic diseases to which people had no prior immunity (smallpox, measles, influenza, typhus) were the largest single cause, but war, forced labour, famine, displacement and the breakdown of communities made epidemics far deadlier. Whether the term genocide applies to the conquest as a whole is debated by historians; many argue that deliberate policies of violence and forced labour, not disease alone, caused the destruction, and that some episodes clearly meet the definition.

Indigenous peoples also resisted and survived:

  • the Mixtón War (1540 to 1542) in western Mexico, and decades of Chichimeca resistance in the north;
  • the Maya fought for generations; the Itza kingdom remained independent until 1697;
  • the Mapuche in Chile defeated the Spanish at Curalaba (1598) and kept their independence south of the Biobío River for centuries;
  • many communities preserved their languages, land rights and traditions inside colonial society, and wrote their own histories, like the Nahua accounts in the Florentine Codex.
Andean silver: from mountain to the world (simplified)Andeancommunitiessend mita labourPotosísilver mines(from 1545)Coins andbars shippedto SpainSpanishdebts, wars,European tradeSilverreaches Asia(via Manila too)
The wealth that funded Spain's empire and linked the world economy came largely from forced Indigenous labour.
Worked example

Modelled example: Weighing causes of the conquest of Mexico

Which factor was most important in the fall of Tenochtitlan in 1521?

  1. List the factors: Indigenous allies, smallpox, Spanish weapons and horses, Malintzin's interpreting, Mexica political choices, Spanish boats on the lake.
  2. Test with a counterfactual: without tens of thousands of Tlaxcalan and other allies, a few hundred Spaniards could not have besieged a city of many thousands; after the Noche Triste they survived only because Tlaxcala sheltered them.
  3. Test disease: smallpox in 1520 killed many defenders and leaders, but it also struck the allies; it weakened the Mexica without deciding the war alone.
  4. Test weapons: steel and horses gave advantages in open battle but were few in number; guns were slow to reload.
  5. Notice the sources: Cortés's letters minimized his allies' role to impress the king, which is why older accounts overrated Spanish arms.

Sample thesis: "Indigenous alliances were the most important factor in the fall of Tenochtitlan, because they supplied most of the soldiers, food and boats for the siege; epidemics and Spanish weapons mattered, but only in combination with Indigenous power."

Hands-on activity

Historical perspective: the Valladolid debate

You need: paper and a pencil, a family member or friend, about 30 minutes.

  1. Read the Valladolid section again. One person prepares Las Casas's argument; the other prepares Sepúlveda's, using only ideas available in 1550 (Aristotle, Christianity, natural law, reports from the Americas).
  2. Each speaks for two minutes. Then swap roles.
  3. Together write a paragraph: How did each man's position reflect his time, and how is our modern view of human rights different?
  4. Finish by listing whose voices are missing from the debate (no Indigenous person spoke at Valladolid).

Look for: arguments true to the period, not modern ideas in old costumes, and recognition of the absent Indigenous perspective. This is a serious topic; keep the tone respectful.

Your turn

1

What was the encomienda system?

2

Who was Malintzin, and why was she important?

3

When did Tenochtitlan fall?

4

What happened at Cajamarca in 1532?

5

What was the Vilcabamba state?

6

What happened at Potosí, and how did Toledo's mita affect Andean communities?

7

What did Las Casas and Sepúlveda argue at Valladolid?

More practice: warm-up

1

Which friar preached against settler cruelty in Hispaniola in 1511?

2

Which people allied with Cortés against the Mexica?

3

Which disease struck the Valley of Mexico in 1520?

4

Which Indigenous people defeated the Spanish at Curalaba in 1598?

5

What were the 1542 laws that banned Indigenous slavery called?

More practice: on your own

1

Why do historians like Matthew Restall call the traditional story of the conquest a myth?

2

Explain why the population collapse had more than one cause.

3

What was the Requerimiento, and why is it significant?

4

How did Indigenous peoples resist Spanish rule? Give three examples.

5

What is the "Black Legend", and why must historians be careful with it?

Challenge

1

Evaluate Las Casas's Short Account as evidence.

2

To what extent did the New Laws (1542) change conditions for Indigenous people?

3

Write a thesis on whether "conquest" is the right word for what happened in Mexico, 1519 to 1521.

Check your understanding

Quiz

1.

Which factor do many historians now emphasize most in the fall of Tenochtitlan?

2.

What was the Requerimiento?

3.

What happened to Atahualpa after he paid a ransom?

4.

What argument did Sepúlveda make at Valladolid?

5.

What was the main cause of the Indigenous population collapse, according to most historians?

6.

Which Indigenous people kept their independence after defeating the Spanish at Curalaba (1598)?

For parents and teachers

Big idea: This lesson covers the Spanish invasions and colonization of the Americas for B2 (relations between groups: conquest, alliance, resistance), B1 (colonial economic and political systems) and B3 (debates over rights and identity). It practises weighing causes and judging sources with strong purposes (A1.3, A1.7).

How to help: Ask your teen why historians now say the conquest of Mexico was largely an Indigenous war. Discuss the Valladolid debate and who was missing from it.

Sensitivity: this lesson involves mass death and enslavement. It is written without graphic detail, and there is no joke block. Some families may have Indigenous Latin American heritage; treat these as living peoples.

Common difficulties: crediting the conquest to a few Spaniards with guns; treating disease as the only cause; using "genocide" or rejecting it without engaging the debate.