SHORT HISTORY, LONG ECHOES · B2/C1 · 50 min

The Conquistadors

How a few hundred Spaniards toppled two of the greatest empires the Americas had ever known.

Today: you'll tell the story of how tiny forces brought down vast empires — and you'll sharpen the language of comparison, so you can say exactly how unequal two things were: every bit as, nowhere near as, no less than.
Warm up — a few words worth carrying with you. Each one comes from an earlier story in this series. Met it before? Recall what it means and use it in a sentence of your own. New to you? Even better — it's a useful word to add today. Reveal to check — and follow a link if you'd like to read the story it comes from.
a downfall — from The Kray Twins
What does it mean? Use it about someone who lost their power.
a downfall (n) — a fall from power, success or high position, often a sudden one.
a rival — from Cleopatra
What does it mean? Describe two rivals competing for the same thing.
a rival (n) — a person or group competing with another for the same goal, power or prize.
a voyage — from The Vikings
What does it mean? Use it about crossing an ocean.
a voyage (n) — a long journey, especially one made by sea.
to accuse — from The Salem Witch Trials
What does it mean? Use it in a sentence about a trial.
to accuse (v) — to say that someone has done something wrong or illegal.
a revolution — from The Romanovs
What does it mean? Use it about a sudden change of power.
a revolution (n) — a violent or sweeping overthrow of a government or social order.
sceptical — from Marco Polo
What does it mean? Describe a sceptical reaction to a wild claim.
sceptical (adj) — doubtful; not easily convinced that something is true.

Now — the words for today's story

Each new word is hidden in a sentence. Read it aloud and say what you think the bold word means from the rest of the sentence — then reveal it and see how close you were.

1. He stepped off the ship in a steel helmet and breastplate, a sword on his hip, dreaming of gold and glory; he was a conquistador, and he had crossed an ocean to take a new land for his king.
a conquistador (n) — a Spanish (or Portuguese) soldier-adventurer who conquered territory in the Americas in the 16th century.
2. The general spoke of the conquest with pride: a whole region taken by force in a single campaign, its rulers replaced and its land now flying his flag.
a conquest (n) — the act of taking control of a country or people by force, especially in war.
3. At its height the empire stretched across thousands of miles, dozens of peoples and cities all answering to a single ruler in the capital.
an empire (n) — a large group of states, peoples or lands ruled over by one supreme authority.
4. When the city fell, the soldiers spread through the temples and palaces to plunder them — carrying off gold, silver and anything of value they could lift.
to plunder (v) — to steal valuable things from a place by force, especially in war. (Also a noun: the stolen goods themselves.)
5. Before the soldiers ever attacked, an invisible enemy went ahead of them: a merciless contagion ran ahead of every army, and whole communities sickened and emptied before a single shot was fired.
a contagion (n) — the spreading of a disease from one person to another by close contact; (figuratively) the rapid spread of something harmful, such as fear or panic.
6. Outnumbered and far from home, the newcomers searched for local peoples who hated the ruling power, and offered them an alliance: fight beside us, and together we will bring it down.
an alliance (n) — an agreement between two sides to support or cooperate with each other, often against a common enemy.
7. The plotters' aim was simple but enormous: to overthrow the king — to pull him from his throne and seize his power for themselves.
to overthrow (v) — to remove a ruler or government from power, usually by force.
8. The defenders had never seen anything like it: men charging on huge animals, faster than any runner, smashing through their lines. Against such cavalry their foot soldiers had no answer.
cavalry (n) — soldiers who fight on horseback.
9. Neither side trusted the other, so every threat, offer and promise had to pass through one woman, the intermediary, without whom the two camps could never have struck a single bargain.
an intermediary (n) — a person who acts as a link or go-between between two sides, carrying messages and helping them reach an agreement.
10. He showed no mercy to those who surrendered, broke every promise he made, and ordered the killings without a flicker of guilt; even his own men called him ruthless.
ruthless (adj) — willing to do cruel or harsh things to get what you want, without pity or mercy.

Now use them — out loud

Talk it through before we read:
  • Using conquistador, empire, alliance and overthrow, predict: how might a very small army defeat a very large one?
  • Which one of these words do you think did more damage than all the swords put together? Say why.

The story, in four parts

Read each part. After it, there's a quick comprehension check (try the questions from memory first), then one thing to discuss.

Part 1 — A handful of men, a continent of empires

In the early 1500s, Spain had a foothold in the Caribbean and an appetite for more. Out from its islands sailed the conquistadors — adventurers, soldiers and minor noblemen, hungry for gold, land and a name. Few of them were sent by armies; most paid their own way, gambling their lives on the chance of sudden riches. Ahead of them, though they did not yet know it, lay two of the largest and most sophisticated empires on Earth.

To the north, in what is now Mexico, stood the Aztec empire, ruled from Tenochtitlan — a vast city built on a lake, with causeways, canals, markets and temples that astonished the first Europeans who saw it. Far to the south, along the spine of the Andes, the Inca empire ran for more than two thousand miles, linked by stone roads and governed with remarkable order from its capital, Cusco. Each empire ruled millions. Each could field armies the conquistadors could never hope to match in numbers.

And yet the Spanish carried advantages no local army had faced before: steel swords and armour, gunpowder weapons, war dogs, and horses — animals unknown in the Americas. They also carried something more terrible still, without even knowing it: the diseases of the Old World, against which the peoples of the Americas had no defence at all.

Quick check — answer from memory, then reveal:

1. Who were the conquistadors, and what were most of them hoping to gain?

2. Name the two empires and their capital cities.

1. Spanish soldier-adventurers — mostly self-funded — chasing gold, land and fame in the Americas.

2. The Aztec empire (capital Tenochtitlan) and the Inca empire (capital Cusco).

Discuss:
  • The Spanish were nowhere near as numerous as the peoples they met. What advantages can let a small group beat a much larger one — in war, in business, anywhere?

Part 2 — Cortés and the fall of the Aztecs

In 1519 Hernán Cortés landed on the Mexican coast with around 500 men, sixteen horses and a few cannon. Rather than retreat, he reportedly destroyed his own ships so that no one could turn back. As he marched inland he learned the secret that would decide everything: the Aztecs were not loved by everyone they ruled. Many peoples resented them, and the city-state of Tlaxcala, after first fighting the Spanish, became their most important ally. In the end tens of thousands of indigenous warriors would march with Cortés. He also gained an interpreter, an enslaved woman the Spanish called Doña Marina (Malintzin), whose skill made negotiation — and manipulation — possible.

Cortés entered Tenochtitlan in November 1519 and was received by the emperor Moctezuma, then seized him as a hostage. For months the Spanish held the city in an uneasy grip, until the Aztecs rose against them. On the night of 30 June 1520 — remembered as La Noche Triste, "the Night of Sorrows" — the Spanish were driven out, losing perhaps half their men. It looked like the end of the conquest. It was not.

While Cortés regrouped, an invisible ally went to work. Smallpox, brought unknowingly by the Spanish, broke out in Tenochtitlan and tore through a population with no immunity. It killed vast numbers, including the new emperor, Cuitláhuac, and shattered the city's ability to fight. In 1521 Cortés returned with his indigenous allies and besieged Tenochtitlan for some ninety days, cutting off food and water. On 13 August 1521 the city fell, and with it the Aztec empire.

Quick check — answer from memory, then reveal:

1. How did Cortés turn the Aztecs' own subjects to his advantage?

2. What two blows broke Tenochtitlan after La Noche Triste?

1. He allied with peoples who resented Aztec rule — above all Tlaxcala — gaining tens of thousands of warriors, plus the interpreter Malintzin.

2. A smallpox epidemic that devastated the city (killing the emperor Cuitláhuac), followed by a roughly 90-day siege that starved it into surrender in August 1521.

Discuss:
  • Disease did at least as much as steel to bring down Tenochtitlan. Does that change how we should think about the "victory"? Why, or why not?

Part 3 — Pizarro and the fall of the Incas

News of Mexico's gold sent others looking for empires of their own. Francisco Pizarro, an older and harder man who had heard rumours of a rich kingdom in the south, sailed down the Pacific coast. By the time he marched inland in 1532 with fewer than 200 men, smallpox had already raced ahead of any Spaniard, killing the Inca emperor and many of his family. The empire had then torn itself apart in a civil war between two rival brothers, Atahualpa and Huáscar. Atahualpa had just won — and walked, victorious and unsuspecting, straight into Pizarro's path.

At Cajamarca in November 1532, Atahualpa came to meet the strangers almost unarmed, with thousands of attendants but no expectation of a fight. Pizarro sprang an ambush. Spanish guns, steel and cavalry caused panic and slaughter in the square, and Atahualpa was taken prisoner. To win his freedom, the emperor offered a staggering ransom: a room filled once with gold and twice with silver. The Spanish accepted, melted the treasure down — and then, having taken it all, accused him of crimes and executed him in 1533.

With the emperor dead and the empire leaderless, Pizarro marched on Cusco and took it later that year. Resistance went on for decades in the mountains, but the heart of the Inca empire had been seized by a few hundred men. Pizarro's own end came in his own coin: in 1541 he was assassinated in Lima by fellow Spaniards in a bitter quarrel over the spoils.

Quick check — answer from memory, then reveal:

1. What weakened the Inca empire even before Pizarro reached it?

2. What happened to Atahualpa after he paid his ransom?

1. Smallpox had killed the emperor and many others, and a civil war between the rival brothers Atahualpa and Huáscar had split the empire.

2. Despite handing over a room of gold and silver, he was accused of crimes and executed by the Spanish in 1533.

Discuss:
  • Pizarro took the ransom and then killed the man who paid it. What does that one act tell you about how the conquest was carried out?

Part 4 — What the conquest left behind

For Spain, the rewards were almost beyond counting. Ships carried home gold and silver in quantities that reshaped the European economy and made Spain, for a time, the most powerful nation in the world. A new empire — "New Spain" — spread across Mexico, Central America and much of South America, bringing the Spanish language and the Catholic faith that still mark the region today.

For the peoples of the Americas, the same century was a catastrophe with few equals in human history. The wars were brutal, but the diseases were worse: smallpox, measles, influenza and others swept the continent again and again, against bodies that had never met them. Across the Americas, indigenous populations are estimated to have collapsed by anywhere from a half to as much as ninety per cent in the generations after contact. Whole peoples were plundered, enslaved and forced to labour in mines and fields. Empires that had built lake-cities and mountain roads were broken in a few short years.

It is tempting to tell this as a tale of a few daring men and their swords. The truth is harder and stranger. The conquistadors were ruthless and bold, but they did not win on courage alone. They won because they found enemies of the empires willing to fight beside them, because steel and horses gave them a battlefield edge — and, above all, because an invisible plague went ahead of them, emptying the land before they ever raised a sword.

Quick check — answer from memory, then reveal:

1. What did the conquest bring Spain and Europe?

2. According to the story, what were the three real reasons the conquistadors won?

1. Enormous wealth in gold and silver, a huge new empire, and the lasting spread of the Spanish language and Catholic faith across the region.

2. Indigenous allies who hated the ruling empires; a military edge in steel, guns and horses; and — above all — disease, especially smallpox, which devastated the population in advance.

Discuss:
  • The story warns against the "daring men and their swords" version of events. Why do you think that simpler version has been so popular for so long?

Comparison: every bit as / nowhere near as

This whole story turns on uneven comparisons — a few hundred against many thousands, steel against stone, one weapon far deadlier than all the rest. English has a precise set of phrases for saying how equal or unequal two things are. Get them right and your comparison lands exactly where you want it.

Saying things are equal — or close to it:
• every bit as … as = fully, completely as much (emphatic "just as"): "The Spanish were every bit as ruthless as the empires they faced."
• no less … than = equally (often a touch formal): "Disease was no less deadly than the sword."
• the same … as = identical in that quality: "Atahualpa met the strangers with the same confidence as a man expecting tribute, not a trap."
Saying things are NOT equal — and by how much:
• nowhere near as … as = far less than (a big gap): "Cortés had nowhere near as many men as the Aztecs."
• not nearly as … as = also far less than (same idea): "The conquistadors were not nearly as numerous as their allies."
Note: "nowhere near as" and "not nearly as" mean the same — a large gap, not a small one.
Emphasisers — push the gap wider:
Add far or by far to make a comparison stronger.
• "Smallpox was far more destructive than the fighting."
• "Disease was by far the deadliest weapon of the conquest." (with a superlative — "by far the most/best/worst…")

1. Equal or unequal? Choose the phrase.

Complete each gap with one of: every bit as, no less, nowhere near as, not nearly as, the same … as.

1. The conquistadors were numerous as the armies they faced — yet just as bold.

2. Pizarro proved ruthless as Cortés before him.

3. To the empires, the invisible plague was dangerous than any sword.

4. Atahualpa walked in with confidence a man who feared nothing.

1. nowhere near as (or: not nearly as — a big gap in numbers)

2. every bit as (fully equal, emphatic)

3. no less (equally dangerous — "no less dangerous than")

4. the same … as ("the same confidence as")

2. Add the emphasiser

Rewrite each sentence, adding far or by far to strengthen the comparison. (Write the new sentence on the line.)

1. Steel armour was more effective than cotton padding. →

2. Smallpox was the most destructive force of the whole conquest. →

3. Tenochtitlan was larger than most European cities of the day. →

1. Steel armour was far more effective than cotton padding.

2. Smallpox was by far the most destructive force of the whole conquest. (by far + superlative)

3. Tenochtitlan was far larger than most European cities of the day.

3. Build the comparison from scratch

Use the phrase in brackets to write one true sentence about the story. Read each aloud once you've finished.

1. (nowhere near as … as)

2. (every bit as … as)

3. (no less … than)

4. (by far the …)

1. The Spanish were nowhere near as numerous as the Aztec armies.

2. Pizarro was every bit as ruthless as Cortés.

3. Disease was no less deadly than the conquistadors' steel.

4. Smallpox was by far the deadliest force of the conquest.

Your own wording may differ — check that the comparison phrase is used correctly.

Hold on to these phrases — you'll need them in the Speak tab, where so much of the story is about how unequal two sides really were.

Hear it for real

You've read the story and you have the words — so now the real thing is within reach. There's a full podcast episode that tells this story in much greater depth, in natural, real-speed English. It's optional: the lesson stands on its own without it.

🎧 Heard it already? Then treat everything so far as your recap — and listen out below for the extra detail the episode adds. Haven't? You've lost nothing: you now know the story and the key vocabulary, which is exactly what makes a fast native podcast suddenly followable. Listen before next time.

Short History Of… The Conquistadors

From the Noiser podcast network. Hosted by historians, roughly 50 minutes. It plays in the page on the Noiser site, or search "Short History Of The Conquistadors" on Spotify.

Play on Noiser →

Prefer Spotify? Open the show and find the Conquistadors episode.

Listen out for — and bring back to talk about

As you listen (now or for homework):
  • The episode goes deeper into the meeting of Cortés and Moctezuma — and the role of the interpreter, Malintzin. What does it add about how she shaped events?
  • Find one detail the episode adds that this lesson didn't tell you — a person, a place, or a moment — and be ready to explain it in your own words.
  • Listen for two or three of today's key words used naturally by the historians (conquest, empire, alliance, cavalry, ruthless, plunder…). How did they use them?

Speak

This is the heart of the lesson — do all of it out loud. The timer is there to keep you going: fill the time with detail rather than escaping it.

Useful language: reach for the comparison phrases from the Grammar tab — every bit as … as, nowhere near as … as, not nearly as … as, no less … than, the same … as — and sharpen them with far and by far. For opinions, try: "What's striking is…", "You could argue that…", "It's no accident that…", "On one level… but on another…".
Time remaining: 4:00
Task A · Tell the whole story (4 minutes)

Tell the story of the conquistadors in your own words, as if to someone who has never heard it. Move through the arc: a handful of Spaniards meeting two huge empires → Cortés, his indigenous allies and the fall of Tenochtitlan → Pizarro, the trap at Cajamarca and the fall of the Incas → what the conquest left behind, for Spain and for the Americas.

Use at least three comparison phrases (every bit as / nowhere near as / not nearly as / no less … than / the same … as) and work in at least five key words (conquistador, empire, conquest, alliance, overthrow, cavalry, intermediary, plunder, contagion, ruthless).

Task B · What really decided it? (4 minutes)

Three forces brought the empires down: indigenous allies, military technology, and disease. Rank them. Which was by far the most decisive, and which was nowhere near as important as people often think? Build an argument and defend it, comparing the three openly.

Task C · An uneven contest of your own (4 minutes)

Tell a story — true or from the wider world — of two sides that were deeply unequal, and what happened. Use the comparison phrases to make the gap vivid: who was nowhere near as strong, who turned out every bit as determined.

Stuck for an idea? Pick one of these and run with it:

  • A small team, company or country that beat a far bigger rival — and how.
  • A famous "David and Goliath" moment in sport, where the underdog was nowhere near as fancied.
  • A hidden factor (luck, timing, technology, an illness) that decided a contest more than skill did.
  • A leader history calls bold or great, who was every bit as ruthless behind the legend.
  • A meeting between two cultures in your own knowledge — what each side misunderstood about the other.
  • A time in your own life when you, or someone you know, were the outnumbered side — and what tipped the balance.

To finish — the bigger questions

  1. If smallpox had never reached the Americas, do you think a few hundred conquistadors could still have toppled these empires? Make the comparison explicit.
  2. Many indigenous peoples chose to fight alongside the Spanish against their own rulers. Knowing how it ended, can you understand that choice?
  3. Spain grew rich beyond measure while whole peoples were devastated. How should a country today remember a past that was glorious for some and catastrophic for others?
  4. Before you go — from memory: say one sentence using every bit as … as and one using nowhere near as … as, both true to this story, and explain why each fits.