The Inca achievement

Brutal despotism or world's first welfare state — why does interpretation vary so widely? The Incas' systematic administrative and economic structures are all the more striking in view of the Andes' extremely varied terrain. New archaeological discoveries are confirming that it was an era of fundamental change but, by suggesting that Inca imperialism began in the early 1400s — a generation earlier than normally assumed — the history, up to the Spanish Conquest of 1532, is becoming easier to understand. Archaeology is also refining — and clarifying — our appreciation of what caused the Inca empire and of its effects on diverse and far-flung subjects.

Aims of the course

This course aims to:

1. Introduce Inca history; 
2. Assess Inca imperialism; 
3. Assess sources of evidence for the Incas. 

Course Content 

Embracing the Central Andes and most of South America's prolific western seaboard, the Incas called their world The Four Parts United. The unification has been understood as aggressive imperialism ever since the Spaniards discovered Peru.  

The most familiar account explains Inca dominance as the result of royal ambitions. Another attributes it, more broadly, to a contradiction in the political constitution. A third approach emphasises a favourable turn of climatic conditions to treat the empire as a scheme for ensuring the economic security of diverse populations, some of which were growing rapidly. Was this regime world's first welfare state, then? Was it, to the contrary, repressive totalitarianism? Or was it, surprisingly, less an empire than a collective response to the challenges and opportunities of inhabiting extremely diverse and unpredictable landscapes?  

It was an era of great change, literally unsettling for very many of the Incas' subjects. After reviewing the history of the 1400s and 1500s, both on the Incas' own terms and in the light of the previous millennium, we shall assess, first, their central, regional and local institutions and then the ecological and economic basis for integration before considering the balance of force and ideas — such as 'Parts United' — in Inca domination.  

The leading edge of research today is on provincial life. Our finds and findings have yielded a much more complicated view of who was doing what, how, where and when. These discoveries seem to make more sense of the history than the traditional interpretation; but it may follow that we need to reappraise our assumptions about the Incas and their victims; and that, by extension, could disturb our ideas about other early empires. 

Presentation of the course 

Illustrated lectures will be complemented by discussions among all participants. 

Class sessions

1. History dramatic but ambiguous 
Growing archaeological evidence challenges the received account of the rise to power. The empire had split by the eve of the Spanish Conquest. 
2. Imperialism 
Interpretations of the purpose, function and mechanisms of government vary greatly.
3. The economy 
Ways of life were as diverse as the landscape. How closely could the Incas integrate their subjects? 
4. Ideology 
From rites to the designs of goods and landscapes, the Incas counted on 'soft power' as well as force to forge their empire and hold it together.  
5. Consequences 
How much difference did the Incas make? Huge numbers of people were moved. Both the causes of change and their effects were diverse.  

Learning outcomes 

The learning outcomes for this course are: 
1. Awareness of the course of Inca history and the pattern of Inca institutions; 
2. Awareness of historical and archaeological methods;
3. Enhanced competence and confidence in assembling, handling and assessing argument  and evidence. 

Required reading 

Terence N d'Altroy The Incas (2nd ed.) Blackwell 2014 1-4051-1676-5 

Typical week: Monday to Friday

Courses run from Monday to Friday. For each week of study, you select a morning (Am) course and an afternoon (Pm) course. The maximum class size is 25 students. 

Courses are complemented by a series of daily plenary lectures, exploring new ideas in a wide range of disciplines. To add to the learning experience, we are also planning additional evening talks and events.

Evaluation and Academic Credit 

If you are seeking to enhance your own study experience, or earn academic credit from your Cambridge Summer Programme studies at your home institution, you can submit written work for assessment for one or more of your courses. 

Essay questions are set and assessed against the University of Cambridge standard by your Course Director, a list of essay questions can be found in the Course Materials. Essays are submitted two weeks after the end of each course, so those studying for multiple weeks need to plan their time accordingly. There is an evaluation fee of £75 per essay.

For more information about writing essays see Evaluation and Academic Credit.

Certificate of attendance

A certificate of attendance will be sent to you electronically after the programme.