Aztecs and the Spanish conquest, 1519-1535

    OCR
    GCSE

    This study component necessitates a rigorous analysis of the dismantling of the Aztec Triple Alliance and the subsequent establishment of New Spain (1519–1535). Candidates must move beyond a narrative of 'inevitable European superiority' to evaluate the complex interplay of factors: the structural fragility of the Aztec tributary system, the diplomatic exploitation of indigenous fractures (specifically the Tlaxcalan alliance), the decisive impact of the smallpox pandemic, and the asymmetry of military technology. Assessment focuses on the causal weight of these factors in the fall of Tenochtitlan and the immediate administrative restructuring under Cortés.

    11
    Objectives
    8
    Exam Tips
    8
    Pitfalls
    6
    Key Terms
    8
    Mark Points

    Subtopics in this area

    Aztecs and the Spanish conquest, 1519-1535
    Aztecs and the Spanish conquest, 1519-1535

    Learning Objectives

    What you need to know and understand

    • 1519: Arrival of Cortés at Veracruz and the burning of the ships.
    • The role of Malinche (Doña Marina) as interpreter and diplomat.
    • June 1520: The Night of Tears (La Noche Triste) and the Spanish retreat.
    • 1521: The Siege of Tenochtitlan involving brigantines and the cutting of causeways.
    • The impact of the smallpox epidemic which killed Cuitláhuac and weakened defenders.
    • The Encomienda system established to control labour and tribute.
    • 1519: Arrival of Cortes and the alliance with the Tlaxcalans.
    • The Massacre at the Great Temple by Pedro de Alvarado (May 1520).
    • The Night of Tears (La Noche Triste), June 30, 1520.
    • The Siege of Tenochtitlan (May-August 1521) and the role of the brigantines.
    • The impact of the smallpox epidemic which killed Cuitláhuac and weakened Aztec resistance.

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described what happened, but you need to explain *why* this led to the Aztec defeat."
    • "Your inference is valid, but you must quote or describe the specific part of the source that supports it."
    • "You mentioned the Spanish weapons; to improve, contrast this with the limitations of Aztec obsidian weaponry."
    • "In your conclusion, don't just repeat the points; judge which factor was the *most* important and explain why."
    • "You have identified the content of the interpretation; now explain *why* the author might hold this view based on their background."
    • "Specific evidence is needed here—mention the Tlaxcalans or the specific layout of Tenochtitlan rather than just 'local allies' or 'the city'."
    • "Your utility answer focuses too much on reliability; ensure you first state what the source actually reveals about the topic."
    • "In your explanation, link the factor directly to the result. How exactly did smallpox aid the siege beyond just 'killing people'?"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise identification of causal factors in the fall of Tenochtitlan (e.g., the strategic alliance with the Tlaxcalans vs. Spanish weaponry).
    • Credit responses that distinguish between the events of 1519 (initial entry) and 1521 (the siege).
    • In 'Explain why' questions, candidates must demonstrate the link between the factor (e.g., Smallpox) and the outcome (weakened Aztec defence structures).
    • For source questions, award marks for valid inferences supported by specific details from the source, not just description of the source content.
    • Award marks for inferences that are explicitly supported by detail from the source (AO3).
    • In 'Explain why' questions, credit responses that demonstrate a chain of causation (e.g., how the Tlaxcalan alliance specifically enabled the siege of Tenochtitlan).
    • For Interpretation analysis, candidates must distinguish between the 'content' of the view and the 'provenance' explaining why the author holds that view.
    • High-level responses must deploy precise evidence (e.g., naming the brigantines or specific dates of the Noche Triste) to support or challenge interpretations.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For the 3-mark inference question, follow the formula: 'I can infer X... Source A suggests this by showing Y...'. Do this twice.
    • 💡In the 12-mark 'Explain why' question, structure your answer around three distinct factors (e.g., Leadership, Disease, Alliances) rather than a narrative story.
    • 💡Ensure the 25-mark essay has a sustained line of argument; do not just list factors, but weigh their relative importance in the conclusion.
    • 💡Use specific terminology like 'Chinampas', 'Noche Triste', and 'Brigantines' to demonstrate AO1 precision.
    • 💡For the 'Main Difference' question (AO4), state the difference in one clear sentence before supporting with details from both interpretations.
    • 💡When suggesting a reason for different views, look at the date and author: is one a modern historian and the other a contemporary conquistador?
    • 💡In 'How useful' questions, do not just evaluate reliability; explicitly state what the source tells you about the specific enquiry focus.
    • 💡Allocate 25 minutes to the final 'How far do you agree' question; it carries the highest tariff and requires balanced argument.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Conflating the initial arrival of Cortés in 1519 with the final siege of 1521.
    • Overestimating the number of Spanish soldiers and ignoring the critical role of tens of thousands of indigenous allies (Tlaxcalans).
    • Describing Aztec religious practices (human sacrifice) sensationally without explaining their function in maintaining cosmic order or political control.
    • Failing to define the Encomienda system accurately as a labour system rather than just 'slavery'.
    • Treating the Quetzalcoatl myth as an undisputed fact rather than a post-conquest Spanish rationalization.
    • Confusing the events of the Noche Triste (1520) with the final fall of Tenochtitlan (1521).
    • Describing the 'superiority' of Spanish weapons without explaining their limitations (e.g., arquebuses were slow to load and useless in damp conditions).
    • In the 20-mark question, writing a general narrative essay rather than specifically addressing the validity of the provided Interpretation.

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    What can you infer
    Explain why
    How far do you agree
    Describe
    Give one reason
    Evaluate
    How useful
    What is the main difference
    Suggest one reason

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