La Conquista

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History: Sucedió en el Perú

Topic: The Conquest of Tawantinsuyu The invasion and occupation of the Inca Empire.
Period: (arbitrary 1526 to 1572) 1526/7 (Death of Huayna Capac), 1526 (10 March Contract Almagro, Luque, Pizarro), 1532 (16 May Pizarro in Tumbes. 16 November Cajamarca), 1533 (26 July The taking of Atahualpa's life.) . . . 1572 (24 September Cuzco Execution of Tupac Amaru).

Apologies in advance about adverts on these pages. For now these pages are supported by advertisements which are, for many reader-viewers, distracting and at times offensive. As you may know the adverts are outside the control of the Opentext Journal of Peruvian Studies. They are apparently chosen by some formula as being "appropriate to the page". Clearly the formula does not always work. Side menu column. At this stage the menu column is not particularly useful as it serves all the journal titles in the academia.wikia domain. Note also experimental use of the peruearthquake.wikia domain and others (see text in article on Paracas). Template. This is a template which may be used in any article and is in the category History of Peru.

Who are these pages written for // para quien son estas páginas?
For all. The part of the page dealing with resources, library collections, etc is not tailored to - or directed to - any particular "profile" of reader / viewer / student / researcher . . . It is intended as a database and list of sources for those researchers and students interested in this period. The second part of these pages are more specific and just for small groups or one-to-one. Browse down the page to the sections of research groups and tutorials to find material focusing on the study needs of particular groups. Tutorial 1 is directed to Peruvians in Europe.
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Video La Conquista del Tawantinsuyu with transcription and translation

La Conquista del Tawantinsuyu is a TVPeru documentary in the Sucedió en el Perú series written and produced by Antonio Zapata, other members of the team are listed in the film credits and the participant historians are identified in the text.

Note re translation of Tawantinsuyu: click on the footnote number (the superscript) to go to the text of the reference, citation or explanation, or scroll to the foot of this page. Editing footnotes. You can edit these footnotes - as well as the main text - and insert new ones by including the text of the footnote as follows:. Click on "Edit" or "Edit this page" at the top of the document to get into the edit mode.

Have a go! Just click Edit this page.

Everyone can help. Every bit of information will come in useful. Just seen a film, read a book, come across a new webpage. Add it to the lists. Speak some Spanish . . . Quechua - revise the translations. Don't worry about damaging the pages! All the old copies are saved - like a palimpsest (\ˈpa-ləm(p)-ˌsest, pə-ˈlim(p)-\ ; noun; Latin palimpsestus, from Greek palimpsēstos scraped again, from palin + psēn to rub, scrape; akin to Sanskrit psāti, babhasti he chews;1825; 1 : writing material (as a parchment or tablet) used one or more times after earlier writing has been erased 2 : something having usually diverse layers or aspects apparent beneath the surface. Webster's dictionary). ... . This is Template:Palimpsest.

Just 170 Spaniards in Cajamarca defeated an empire of 12 million people. Eso es imposible, Profesor

00.28 Zapata: Oye, Benito. Hoy día vamos a presentar el programa sobre la conquista de los Incas. // Hey, Benito. Today we are going to present a (the) programme about the conquest of the Incas. Benito: El Tawantinsuyu. // The Tawantinsuyu (Inca Empire lit. tawa/four suyu/region.) Zapata: Un clásico de la historia peruana, Benito, que lamentablemente se cuenta algunas veces muy mal. // A classic story of Peruvian history, Benito which unfortunately they sometimes tell really badly. :: Y? / And?  : Porque se dice que un grupo de 170 españoles derribó un imperio de 12 millones de personas allí en Cajamarca. // Because they say that a group of just 170 Spaniards in Cajamarca defeated an empire of 12 million people. Eso es imposible, Profesor. // That’s impossible, Professor.

00.50 Zapata: Y lesiona la autoestima de los peruanos, y encima tu sabes que no es cierto porque en realidad este grupo de españoles - hablando de ellos primero - eran la avanzada de la civilización occidental y tenían cuarenta años de experiencia porque Colon había ya llegado al Nuevo mundo 40 años antes que Pizarro al Perú.480px|left|Click arrow to play. Press spacebar to pause.// And it wounds the self-esteem of the Peruvians. And above all you know that it is not true because actually this group of Spaniards – speaking about them first – were the advance guard of Westerners / Europeans (civilisation / had the trappings of Western technology) and had forty years of (campaign) experience because Columbus had arrived in the New World (1492) forty years before Pizarro got to Peru (in 1532). Benito: Ya. // OK. Zapata: De todas maneras tenían un plan. // In any case they had a plan. Benito: Cual era, Profesor? // What was it, Professor? Zapata: Capturar el rey. // Capture the Inca. Benito: Ya. Zapata: En un emboscado capturar el soberano, y a partir de allí desmembrar la entidad política de los indígenas. // In an ambush, capture the sovereign and from there dismember/ destroy the political entity/ infrastructure of the indigenous people. Benito: La estrategia de la ajedrez. // The strategy of chess. Zapata: Exacto capturar el rey y sacar el juego. // Exactly, capture the Inca king and win the game. Benito: Saca mate // Check mate.

The conquest was an economic enterprise not an Iberian one.

1.37 Efraín Trelles La conquista es una empresa económica y no es una empresa ibérica. Segundo es una empresa privada. No es el estado español que lo hace la conquista. Los conquistadores ha (auto) financiado. Y a cambio de este riesgo reciben el exceso?

fuerzo del trabajo de los/las indígenas. // The conquest was an economic enterprise not an Iberian one. Secondly it was undertaken privately. It wasn’t the Spanish state which was the conqueror. The conquistadors financed it themselves and for the risks they took on they received the surplus labour of the native American.

Two distinct systems of logic, two modes of thought, and two cultures collide

2.01 José Antonio del Busto Con la conquista uno no puede lamentarse ni felicitarse, simplemente eso pasó ni aplaudir sucedió. En el imperio de los Incas no era perfecto. El imperio de los Incas lo conozco yo – no era perfecto como el imperio español tampoco no eran. Eran dos realidades humanas, dos lógicos distintos, dos modos de pensar, dos culturas que se encontraron . . . // The conquest was neither to be grieved over nor to be applauded. It happened. The Inca empire was not perfect. Neither was the Spanish. They were two human realities, two distinct systems of logic, two modes of thought, and two cultures which collided with each other and . . .

Pizarro had landed in Tumbes, continues to Chan Chan. Returns to Spain. The death of Huayna Capac

2.33 Narrativo / voiceover El final del Tawantinsuyu se anunció cuando Huayna Capac era el soberano y gobernaba desde Quito. En ese momento, el inca recibió noticias del segundo viaje de los españoles. 2.54 Pizarro había desembarcado en Tumbes, luego había vuelto a su carabela bajando por la costa hasta avizorar Chan Chan. Ahí tomó la decisión de retornar a España para armar una expedición en regla; el incario era demasiado imponente para las fuerzas que disponía entonces. Luego, se enfermó el inca viejo y su sucesor ya designado. Llegaban las epidemias. En esta ocasión, se trataba de la viruela, una enfermedad del Viejo Mundo cuyos gérmenes viajaban más rápido que los conquistadores y atacaban con feroz mortalidad a poblaciones que carecían de defensas adecuadas. Ambos fallecieron y se creó un peligroso vacío de poder en el incario. // Pizarro had landed in Tumbes, then he had returned to his caravel and continued down the coast until Chan Chan (the old Chimu city) was sighted / had come into view. There he decided to return to Spain to fit out a more adequate expedition as the incario was more than a match for his limited forces. Then the old Inca became ill and his successor had already been designated. Epidemics struck. This time it was smallpox, a disease from the Old World which (whose germs / bacteria?) travelled (traveled US) faster than the conquistadors and attacked - with extremely high death rates - populations which were lacking adequate defences. Both . . . . died and created a dangerous power vacuum in the Inca Empire.

200px|left|Click arrow to play. Press spacebar to pause.

Epidemics - a type of special help

3.40 Gabriela Ramos El poder de los epidémias – contra eso, quien pudo hacer algo u nadie lo entendía en esa época. Los españoles entendieron eso era una especie de ayuda especial, que recibieron por el hecho de ser cristianos. // Nobody could do anything in the face of these epidemics nor did they understand anything about them at that time. The Spaniards thought of them as a type of special help which they received by virtue of their being Christian.

4.00 Voiceover La madre de Huascar era la Coya y al producirse la muerte de Huayna Capac, salió de Quito corriendo al Cuzco, donde hizo proclamar a su hijo como nuevo Inca. // The mother of Huascar was the Coya and on the death of Huayna Capac, she quickly left Quito for Cuzco, where she proclaimed her son the new Inca.

Huascar as playboy, the undignified successor to Huayna Capac

4.11 José Antonio del Busto Huascar no fue muy acertado yo . . esa ocasión alguna risa cuando digo que la vida de Huascar era muy similar a un playboy y fue hace un individuo carecia / padecía disciplino objetivo vivía solamente para divertirse no era por dicirlo el digno sucesor de Huayna Capac, ni nieto de Tupak Yupanki ni nieto de Pachacutec. // Huascar was not quite right for the job. I smile when I say that Huascar’s life was similar to that of a playboy. He was a person who lacked discipline and objectivity (focus) and lived only to enjoy himself. He wasn’t the dignified successor to Huayna Capac, nor Tupac Yupanki or Pachacutec.

Limiting the power of the imperial Inca nobility in Cuzco

4.36 Narative Voiceover Pero, Huascar inició su gobierno con medidas radicales. El nuevo monarca intentó cortar el poder de las familias de la nobleza imperial, denominadas “panacas”, porque habían extendido su poder en exceso y una enorme extensión de territorio estaba siendo privatizado por la aristocracia cuzqueña. // But Huascar began his government with radical measures. The new monarch sought to limit the power of the families of the imperial nobility (called panacas) because they had extended their power excessively and a huge expanse of territory was being privatised by the aristocracy of Cuzco.

4.51 Guillermo Cock Cada panaca, cada inca y sus descendientes se apropiaban de valles completos y convertían a la población en yanaconas y dependían directamente de ellos lo cual le complicaba al estado el manejo porque sacaba por un lado de este . . . esta gente de su control directo y añadir además un elemento adicional de intermediación. Si ellos necesitaban algo de esta zona si necesitaban gente de esta zona tiene que ir al jefe de los clanes de Cuzco. // Every panaca, every inca and his descendents were taking over complete valleys and converting their populations into yanaconas and these were depending directly on them. This made the management of the state more complex because on the one hand it took these people out of the direct control of the Inca and added also other intermediaries. If the state needed something from this zone, if they needed people / labour from this area it had to go to the chief(tain) of the Cuzco clans.

5.31 Narative Voiceover Las decisiones de Huascar fueron resistidas por las grandes familias aristocráticas y algunas se rebelaron llamando a Atahualpa para que encabece un levantamiento contra el Inca recién proclamado. Por su parte, Atahualpa era otro hijo de Huayna Capac que, junto con parte de la corte, había acompañado a su padre a Quito. // The decisions of Huascar were resisted by the great aristocratic families and some rebelled, calling on Atahualpa to lead an uprising against the newly proclaimed Inca. For his part, Atahualpa was also a son of Huayna Capac and he, along with part of the court, had accompanied his father to Quito.

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End of clip 1.

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La Conquista: Resources

Resources, courses and horses: enter here any documents not listed

The long term objective in this part is to support the efforts by the BN of Peru to assemble a complete set of resources on the history of Peru and for this section on the Conquest period. This is essentially a moving target as new archaeological sites are being unearthed, old documents are rediscovered and transcribed and accessibility to existing collections improved. See Research Resources below. There are of course many ways of interpreting and focusing on these resources, many ways of delivering courses from the same set of documents and each reader, viewer, student, tutor or user will have a particular set of requirements. So there could be a variety of tutorials for this topic. Each topic or article therefore has a section on "Resources", a section on "Research activity" and one for "Tutorials". This collaborative history depends on each student or group of students (tutorial group) adding their own "model" of a tutorial so that others do not have to reinvent the wheel.

Accessibility of documents: the Biblioteca Nacional del Perú, BNP, National Library of Peru's collection

We hope that - eventually - (A) Resources will contain, in addition to the videos, a complete list of accessible (online or widely available) documents relating to the topic or period (or links to websites where the documents' contents may be viewed). Publishers (private or corporate) of documents containing data obtained in Peru have a legal obligation to deposit copies of the work with the Peruvian National Library, if the intention is to publish in Peru. Donation certificates will be given for other publications given to the Library. It is hoped that all (A) Resources will be archived at the National Library of Peru (BNP) and viewable from secure backup and mirror websites. (However) the most comprehensive index to resources is currently the LANIC University of Texas and the most comprehensive collection that of the joint libraries of the University of California. In Europe Berlin probably* has the greatest overall collection. (The Ibero-American Institute at the Potsdamer Platz in the heart of Berlin.) We hope that where it comes to Peruvian materials that the BNP will be able to house comparable collections and that this 'History of Peru' project will be able to aid that aim (Have you written or produced media on Peru? Is there a copy of your book, article, film or other media in the online catalogue of the Peruvian National Library. Get your publishers to check. If not get them to deposit or donate a copy.)

Problems in historiography

There has been, over the last few decades, a opening-up of the ways of doing history, of writing about the past. This tendency has provided greater space for other voices to be heard. For a discussion of recent trends in ways of writing histories see López, Sinesio La reinvención de la historia de abajo; Drinot, Paulo After the Nueva Historia: Recent Trends in Peruvian Historiography which provides a good overview of trends in Peruvian historiography during the last few decades; or Drinot, Paulo (University of Oxford) Historiography, Historiographic Identity and Historical Consciousness in Peru click here. A series of articles in blog form provide alternative perspectives click here.

Wider fields: when non-historians lend their skills to interpret history

There has been a tendency not only to find space for more voices but also to widen the approach or methodologies involved. For example in applying multidisciplinary approaches - social science with history, statistical methods with history, economics and history and development studies and history (see tutorials below). See also Dávalos y Lissón, Pedro, (1863-1942) "La primera centuria: causas geográficas, políticas y económicas que han detenido el progreso moral y material del Perú en el primer siglo de su vida independiente." published in 1919.

Online library collections

• Virtual library of the the BNdeP National Library of Peru (BNdeP) The virtual library of the Biblioteca Nacional del Perú.
• ERIC provides unlimited access to more than 1.3 million bibliographic records of journal articles and other education-related materials, with hundreds of new records added twice weekly. If available, links to full text are included. ERIC users include education researchers, teachers, librarians, administrators, education policymakers, instructors and students in teacher-preparation programs, parents, the media and business communities, and the general public. The user community conducts more than eight million searches each month through the ERIC Web site and commercial and non-commercial sites. To find out more go to http://www.eric.ed.gov/
• El Archivo General de Indias fundamentalmente custodia los fondos producidos por las instituciones creadas por la Administración española para el gobierno y administración de los territorios ultramarinos españoles. Estas instituciones son: Consejo de Indias y Secretarías de Despacho, Casa de la Contratación y Consulados de Sevilla y Cádiz. Asimismo, se conservan otros fondos de instituciones de menor entidad e incluso de particulares relacionados con las colonias españolas en América y Asia. La finalidad de este Archivo es la conservación de estos fondos y, mediante su organización y descripción, favorecer su difusión para todos los ciudadanos. El Archivo General de Indias website.Descriptive instruments
• Cervantes
• UMSM
• Andina

Embedding History of Peru in your website

You can create a frame or window on your website which will look directly into the History of Peru page. This is the code.

<html> <head> <title>Untitled</title> </head> <body> <font face="arial, verdana" size="3"><table cellpadding="5" width="800"> <tr> <td><iframe src ="http://www.mcu.es/archivos/CE/ExpoVisitVirtual/urbanismo/images/mapas/peq-lima.jpg" width="640" height="800"> </iframe></td> <td><b>History of Peru</b><br> Please enter text, graphics or video in "edit mode". <br> <a href="http://www.peruearthquake.wikia.com/">Go to overall index. Enlace al indice general.</a> <br><br><br><br><br><br><br><br><br><br><br><br><br><br><br> <br><br><br><br><br><br><br> </td> </tr> </table> </font>

Topic Title (La Conquista): Research lists

Research projects

Research which has resulted in a book, a published research paper, employs at least one research assisitant, a conference paper . . . . other media film etc

• Robert McCaa, Aleta Nimlos and Teodoro Hampe-Martínez. Why Blame Smallpox? The Death of the Inca Huayna Capac and the Demographic Destruction of Tawantinsuyu (Ancient Peru) Online and powerpoint http://www.hist.umn.edu/~rmccaa/aha2004/index.htm http://www.hist.umn.edu/~rmccaa/aha2004/whypox.ppt http://www.hist.umn.edu/~rmccaa/aha2004/whypox.doc
• Prescott, William, http://digital.library.cornell.edu/cgi/t/text/pageviewer-idx?c=nora;cc=nora;rgn=full%20text;idno=nora0065-2;didno=nora0065-2;view=image;seq=00374;node=nora0065-2%3A1
• Balfour, Sebastian. The End of the Spanish Empire, 1898-1923. Oxford University Press, 1997. A study of Spain's war with the United States in 1898 and the repercussions for the empire.
• Elliott, J. H. Imperial Spain 1469-1716. 2nd ed. Penguin, 2002. A distinguished historian relates the story of Spain's emergence as an imperial power.
• Kagan, Richard L., and Geoffrey Parker, eds. Spain, Europe and the Atlantic World: Essays in Honour of John H. Elliott. Cambridge University Press, 1995. Essays on the Spanish Empire written in honor of a noted imperial historian.
• Kamen, Henry. Empire: How Spain Became a World Power, 1492-1763. HarperCollins, 2003. Survey of the empire Spain built in Europe, the Americas, and Asia.
• Lynch, John. The Hispanic World in Crisis and Change, 1598-1700. Blackwell, 1992. A solid one-volume history from a respected imperial historian.
• Olson, James S., ed. Historical Dictionary of the Spanish Empire, 1402-1975. Greenwood, 1992. More than 1,300 entries make up this informative reference work on all aspects of Spain's vast empire.
• Stradling, R. A. The Armada of Flanders: Spanish Maritime Policy and European War, 1568-1668. Cambridge University Press, 1992. Argues that Spanish naval power persevered beyond the destructive battle of 1588.
• Thomas, Hugh. Rivers of Gold: The Rise of the Spanish Empire, from Columbus to Magellan. Random House, 2004. Focuses on the first 30 years of Spanish conquests.

Departments teaching Peruvian history

Where can I do Peruvian History?
Almost no university, college or school in the United Kingdom teaches pure specialist History of Peru. The exceptions being University of Liverpool, Cambridge, . . (Click on Category:History of Peru to go to the Index page. Then select the template - "Template:Tutorials_classes". On the template click Edit this page to update, add, delete these entries). And that is exactly the point of this online collaborative history of Peru: to have as near a complete collection of study and research resources on specialised topics and a space for academic collaboration within the theme of the History of Peru, such that non-specialised profs from a variety of disciplines may work with you on a tailored (customised) learning scheme, project, dissertation etc. Please add your details (here - can this be made a field??) if you would like to join the Peruvian History Initiative. Example - a Latin American studies lecturer, a secondary school history teacher - a student whose parents came from Peru, students who visited Peru in their gap year. Template. This is a template which may be used in (pasted into) any article and is in the category History of Peru.

Specialists in cognate fields

Links to relevant websites

• http://en.wikipedia.org/wiki/Talk:Population_history_of_American_indigenous_peoples
• BBC Moche lost civilisation of Peru
• http://melvyl.cdlib.org/F University of California Library catalogue
• http://www.lonweb.org Click on home page for Quechua links.
• History of Peru. Hartford Web Publishing (Haines Brown) politics and economy inter alia

Open access journals

The Directory of Open Access Journals (DOAJ) lists open access journals, that is, scientific and scholarly journals that meet high quality standards by exercising peer review or editorial quality control and are free to all from the time of publication . Open source journals in Peru: http://www.doaj.org/doaj?func=findJournals&hybrid=&query=peru.

Polemical contributions

La Conquista: Interest and study group lists

(Currently under revision)

There is space for telling as many as possible of the stories in Peruvian history! Include a record of your recent tutorial under a relevant topic heading. History of Peru (in English) is designed to be sufficiently flexible to be of use to all English-speakers interested in the theme. It does this by accessing the new and rapidly expanding digital resources - see (A) Resources - and by forming as many specialised tutorial groups as necessary - see (B) Tutorials (sometimes called classes, learning groups, study groups, project groups, research groups . . . ) below.

Specialised tutorials / research groups (new materials are / should be sent by email to group members - usually 1-9 in number). Current themes / mailings include: Peruvian women in history, Afroperuvian history, Diplomatic history, History of Peruvian diaspora, History of Peruvian literature, British Peruvian history, French Peruvian history, History of Peruvian music and dance, History of Peruvian Art , Peruvian social history, Peruvian economic history, Ideas in Peruvian history . . .

"General Peruvian History" and "Writing projects, dissertations and presentations on Peru" are not mailed but included on the History pages.

Materials developed in tutorials are shared internationally via the "Tutorials" space for each topic. Summaries should be provided in Spanish.

Teachers of history and associated subjects - where they have one or more student(s) with Peruvian heritage - are encouraged to set up a self-administered "tutorial" or "research" group.

Topics which are open for collaborative editing

Caral, La Conquista, La Conquista 2, La Conquista 3, La Conquista 4, La Conquista 5.

Topics which are waiting page creation

Caral (See Above); Chavín: El Formativo; Moche Nazca, Intermedio temprano; El Tahuantinsuyu; La Conquista (See above); Virreynato; Economía y Sociedad ; Las Reformas Borbónicas; Túpac Amaru, el gran rebelde; El Perú Independiente; Confederación Perú – Boliviana; El Guano, las economías de exportación; La guerra del Pacífico; El Perú en la Segunda Guerra Mundial; Perú, Economía y Tributación.

Slumdog millionaire Quiz

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Note

Read about the following by clicking on the link / word: Opentext Journal of Peruvian Studies, Correspoding discussion page for Journal, Minkapedia collaborative education, Journal of Latin American Studies. The pages so far have been developed on the wikia.com platform. The same software could be installed on our (the network or community of scholars and specialists) own site and used without advertising and with greater protection from 'vandals'. Alternatively other collaboratively edited sites could be trialled, for example <http://latinoamericanistas.wikispaces.com/> or the new google site <http://sites.google.com/site/latinoamericanistas/> Index of articles in the category - History of Peru Index of articles in the Opentext Journal of Peruvian Studies

Footnotes

Help

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Annexe

Overall histories of Latin America

Bakewell, Peter. A History of Latin America: Empires and Sequels 1450-1930. Oxford and Malden, Mass.: Blackwell Publishers, 1997. xxiv + 520 pp. $43.95 (paper), ISBN 978-0-631-20547-0; $86.95 (cloth), ISBN 978-0-631-16791-4.

In recent years, only a small group of historians have attempted a single-volume survey of five centuries of Latin American history: Benjamin Keen's A History of Latin America first appeared in 1980, and is now in its fifth edition.[1] Brad Burns' A Concise Interpretive History of Latin America (1972, sixth edition, 1994) was for many years the principal alternative to Keen, and offers a much more idiosyncratic and synthetic vision.[2] In 1992, Edwin Williamson entered the field with The Penguin History of Latin America (there is a previous edition by Pendle - ed.note), with a very traditional text that stresses institutions, politics, and culture.[3] The principal alternative to these ambitious single-volume texts has been Oxford University Press's trilogy covering the colonial period, the nineteenth century, and the twentieth century.[4] A History of Latin America is the first volume published in Blackwell's History of the World series, projected to be sixteen volumes. . . Educated at Cambridge in the late sixties, Bakewell came to the U.S. in 1975 where he taught at the University of New Mexico until 1989, when he moved to Emory University . . . Read more: http://www.h-net.org/reviews/showpdf.php?id=2226

Elliott, John Huxtable. Empires of the Atlantic World. Yale.

This epic history compares the empires built by Spain and Britain in the Americas, from Columbus’s arrival in the New World to the end of Spanish colonial rule in the early nineteenth century. J. H. Elliott, one of the most distinguished and versatile historians working today, offers us history on a grand scale, contrasting the worlds built by Britain and by Spain on the ruins of the civilizations they encountered and destroyed in North and South America. Elliott identifies and explains both the similarities and differences in the two empires’ processes of colonization, the character of their colonial societies, their distinctive styles of imperial government, and the independence movements mounted against them. Based on wide reading in the history of the two great Atlantic civilizations, the book sets the Spanish and British colonial empires in the context of their own times and offers us insights into aspects of this dual history that still influence the Americas.(Publicity summary)