Most historians of the Spanish conquest of Mexico (1518) are necessarily dependent on the first-hand accounts of the Spanish conquistadores themselves. This has created a highly distorted and implausible w of the Conquest as a near-miraous victory for a handful of Europeans, and for European tural, spiritual and technological superiority, over a huge empire with hundreds of thousands of soldiers at its command. The truth is more complex. Professor Hassig reintroduces the Indians into their own history, retelling the story from the point of w of the invaded rather than the invaders. He shows that it was crucially the internal disunity of the Indians - their fragmented political and military organization and divided aims - that created the conditions for Aztec defeat. Ross Hassig covers the conquest of Mexico from the first Spanish expeditions into the New World to the fall of the Aztec capital of Tenochtitlan. It gives the background to the complex story of Mexico before the arrival of the Spaniards, and yses the distinctive nature of Aztec political organization and warfare.
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This pioneering work examines the Conquest of Mexico from the first Spanish movement into the New World to the fall of the Aztec capital of Tenochtitlan. Most historians necessarily depend on first-hand Spanish accounts, which has led to a highly distorted -- and essentially implausible -- view of the Conquest as a near-miraculous victory for European cultural, spiritual and technological superiority. Professor Hassig reintroduces the Indians into their own history, showing that it was crucially their goals, organization and internal divisions that were responsible for the Aztec defeat.
Vivid and engrossing, this book (launching a major new series) will prove as rewarding to general readers as to specialists.
`thoroughly enjoyable history. Ross Hassig's knowledge of sources allows a successful synthesis of new scholarship and primary accounts, while the focus on the political and economic background to conquest ensures that attention is given to explanation, not just narrative.'
History Teaching Review
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