D2.Geo.11.9-12: Nitrate, Lithium and the Atacama: Globalization, Scarce Resources, Conflict and Cooperation
In plain English: D2.Geo.11.9-12 is the C3 Framework geography indicator for grades 9-12 that asks students to evaluate how economic globalization and the growing use of scarce resources lead to conflict and cooperation, both within countries and among them. Students weigh evidence about causes and outcomes rather than list them. It is usually taught in high school world geography or world history.
Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.
C3 Framework for Social Studies (NCSS) · Dimension 2: Applying Disciplinary Concepts and Tools · Discipline: Geography · Global Interconnections: Changing Spatial Patterns · Official standard
D2.Geo.11.9-12 asks students to evaluate how two forces, economic globalization (the growing connection of economies through trade, investment and shipping) and the expanding use of scarce resources, contribute to conflict and cooperation, both within countries and among them. Evaluating means more than naming causes: students weigh how much each force mattered, compare sources with different viewpoints, and decide whether the evidence shows conflict, cooperation, or both.
The case is one region over 150 years: the Atacama Desert on the Pacific coast of South America. In the 1800s its nitrate (a mineral fertilizer, also used for explosives) was shipped to farms and factories around the world; treaties between Chile and Bolivia tried to share the revenue, and a tax dispute in 1878-1879 led to war among Chile, Bolivia and Peru. Today salt flats (salares) in and near the same desert hold lithium brines for batteries. Students read a U.S. diplomat's 1879 dispatch, an 1880 Peruvian government circular, a 1911 travel account and a 2025 U.S. Geological Survey summary, use a map with the treaty lines and a lithium data chart, and build an evidence-based judgment. The page gives Peru's case in its own government's words and Chile's position as a U.S. diplomat reported it; Bolivia's case appears only through these other writers' accounts (see the teacher note). It does not take a side on the war or on current resource policies.
Learning Objectives
By the end of this lesson, students will be able to:
Explain how economic globalization (trade, foreign investment, shipping) raised the stakes over a scarce resource in a specific region.
Identify examples of conflict and of cooperation, within countries and among countries, in primary sources and data.
Evaluate sources with different viewpoints, noting who wrote each one and what each side claimed.
Construct an evidence-based judgment about how much globalization and resource scarcity each contributed to conflict and cooperation, in the 1870s and today.
Prior Knowledge Required
Students should already be comfortable with:
Explaining how environments and production shape world trade patterns D2.Geo.11.6-8
Evaluating authors' differing points of view by their claims and evidence RH.11-12.6
Reading latitude on a map and computing a percent share and a percent change
"Two neighbors share a fence line. Under it, someone finds something that buyers all over the world want. Write two things that could happen next: one that leads to a fight and one that leads to a deal."
Collect answers in two columns, conflict and cooperation. Point out that many answers depend on two things: how rare the find is (scarcity) and how many outside buyers want it (globalization). Tell students that today's case had both outcomes, sometimes at the same time.
Direct Instruction15 minutes
Part 1: Terms. A scarce resource is one whose supply is limited compared with the demand for it; scarcity can come from geology (few places have the deposit) or from use (demand grows faster than supply). Nitrate here means sodium nitrate, also called saltpetre, dug from the desert and shipped as fertilizer. Guano is seabird droppings, also a fertilizer. A duty is a tax on goods, and an export duty is charged when goods leave a country. A brine is very salty water; a salar is a salt flat. Within countries means between groups inside one country (workers and owners, voters and government); among countries means between governments.
Part 2: The geography. Use Diagram 1. The disputed coast lay between 23° and 25° south latitude; treaties in 1866 and 1874 drew the line at 24°. The gray borders on the map are today's; in 1879 Bolivia had a Pacific coast, including Antofagasta and Cobija, and Peru's southern department of Tarapacá included Iquique. Then show Table 1 (the sequence of events) and Table 2 (lithium today).
Table 1. The nitrate coast, 1866-2024 (from the sources on this page and the Foreign Relations of the United States, 1879)
Date
Event
Source
December 9, 1866
Chile-Bolivia treaty: boundary at 24° S; guano and mineral export duties from the old disputed zone to be divided equally
Source 1
August 6, 1874
New treaty: boundary again at 24° S; for 25 years, no higher export duties and no higher taxes on each other's citizens, industries or capital in the old zone
Source 1
February 1878
Bolivian congress passes a tax of ten cents a quintal (a unit of about 100 pounds) on nitrate exports
Source 1
February 14, 1879
Chilean forces occupy Antofagasta
Source 1
March 1, 1879
Bolivia's president proclaims war on Chile
U.S. Minister Osborn, dispatch of April 3, 1879
April 1879
Chile declares war on Peru, Bolivia's ally; its manifesto to other nations is dated April 12
U.S. Minister Osborn, dispatch of April 19, 1879
By January 1880
Chile's army occupies Peru's Tarapacá department and taxes and sells its nitrate
Source 2
Early 1909
At Iquique, now Chilean, ships load nitrate; English-owned companies coordinate prices and output
Source 3
2024
World lithium production rises 18% on battery demand; companies form alliances to secure supply
Source 4
Table 2. Lithium mine production and resources, in tons of lithium content (real data: U.S. Geological Survey, Mineral Commodity Summaries 2025; 2024 values are estimates)
Country
Production 2023
Production 2024
Resources (million tons)
Australia
91,700
88,000
8.9
Chile
41,400
49,000
11
China
35,700
41,000
6.8
Argentina
8,630
18,000
23
Bolivia
not listed
not listed
23
World, not counting the United States
204,000
240,000
about 96 outside the U.S.
Two more facts from the USGS. From 2020 to 2023, 50% of U.S. lithium imports came from Chile and 47% from Argentina (Mineral Commodity Summaries 2025). A USGS study of lithium (Bradley and others, Lithium, USGS Professional Paper 1802-K, 2017) calls the Salar de Atacama in Chile the world's most significant lithium district and says it lies in one of the driest places on Earth; it describes Bolivia's Salar de Uyuni as likely the largest lithium accumulation in the world but not yet in production at that time.
Sorting the timeline
Use Table 1. Which events show cooperation among countries, and which show conflict among countries?
Result: Cooperation among countries: the 1866 and 1874 treaties, which set a shared boundary and rules on duties. Conflict among countries: the 1878 tax dispute, the 1879 occupation and the declarations of war. The same resource produced both, in that order.
Measuring expanding use
Use Table 2. By what factor did Argentina's lithium production grow from 2023 to 2024?
Result: 18,000 ÷ 8,630 ≈ 2.09, so production more than doubled in one year. Rapid growth like this is what the indicator calls the expanding use of a scarce resource.
Resources are not production
Bolivia's lithium resources (23 million tons) equal Argentina's, but Bolivia has no production listed in Table 2. What does that suggest?
Result: Holding a scarce resource does not by itself bring trade or income: it must be extracted, processed and sold. The USGS study notes Uyuni's brine is hard to process because of its magnesium, which shows that geology and technology both matter.
Weighing the two causes
Before nitrate was found, Source 1 says the disputed zone was regarded as "of little or no value." What two things together turned it into a prize?
Result: A scarce deposit (vast nitrate beds in a desert) and world demand that made the deposit valuable (fertilizer sold abroad and carried by foreign ships). Without both, there would have been little to fight or bargain over.
Guided Practice20 minutes
Read Sources 1 and 2: two governments' cases. Source 1 is a report from the U.S. Minister in Santiago, Chile's capital, to the U.S. Secretary of State, written six days after Chile occupied Antofagasta; it summarizes the treaties and reports Chile's position. Source 2 is a circular (an official letter sent to many governments) from Peru's foreign minister, written after Chile had occupied Peru's Tarapacá department. Words to know: jurisdiction is legal control; promulgated means officially announced; relinquished means gave up; abrogated means canceled; levied upon means seized to pay a debt; revindication means taking back what one claims; fisc means the state treasury; neutral countries are those not in the war. Paragraph numbers count only the paragraphs shown.
1Sir: Chili is involved in another dispute concerning her boundaries. It is with Bolivia now, and concerns the territory on the Pacific coast lying between the 23d and 25th degrees of latitude. Prior to 1866, jurisdiction over this territory was claimed by both of these governments, but on December 9 of that year they promulgated a treaty which had for its purpose a settlement of the dispute. In substance, the treaty provided that the 24th degree should constitute the line of division, but that all guano deposits within the territory prior thereto in dispute, as also all duties which might be derived from the exportation of minerals therefrom, should be equally divided between the two countries. It soon became evident, however, that the treaty had failed to accomplish the purpose for which it was intended, and on the 6th of August, 1874, they celebrated another.
2In this the 24th degree was reasserted as the line of division, and each government relinquished its right, within the jurisdiction of the other, to duties arising from exportation of minerals. They agreed, also, that within the hitherto disputed territory neither government should, for the term of twenty-five years, impose upon the exportation of minerals a higher duty than was then provided for, and that neither government should, within said territory tax the citizens, industries, or capital of the other, of whatever character, in excess of that then fixed by law.
3The country referred to as the disputed territory is in the heart of what is known as the desert of Atacama, and was regarded, until about the time of the execution of the first treaty, except for the deposit of guano at Majillones, its northern boundary, as of little or no value. The discovery of vast nitrate deposits about that time, however, in that part of the territory, set apart to Bolivia by the treaty, soon brought it into prominent notice, and companies were organized for the purpose of developing that industry. [...]
4In February of last year the Bolivian congress enacted a law exacting a tax of ten cents a quintal on all exportations of nitrate, and from this has arisen the present difficulty with Chili. The Chili Government promptly protested against the execution of this law, claiming that it was in direct conflict with the guaranties of the treaty of 1874. The law was allowed to remain dormant for several months, but no action was taken looking to its revocation.
5A short time since, however, the Bolivian authorities notified the company at Antofagasta that the law was to be executed, and that the amount which was due from it on account of shipments made since the passage of the law was something in excess of $90,000. The Chili Government protested anew, and caused Bolivia to be informed that if she insisted upon executing the law Chili would regard the treaty as abrogated, and would proceed to assert her right of dominion to the territory claimed by her prior to 1866. Notwithstanding this threat the works at Antofagasta were levied upon and notice was given that they would be sold; whereupon, on the 12th instant the Chilian minister at La Paz was instructed by telegraph to demand his passport, and forces were immediately forwarded by water with instructions to take possession of the territory on the coast as far north as the 23d degree of latitude. On the 14th the Chilian forces occupied Antofagasta without firing a gun, and the disputed territory is now held by Chilian troops.
Thomas A. Osborn, U.S. Minister to Chile, to Secretary of State William M. Evarts, Dispatch No. 83 from the U.S. Minister in Santiago, February 20, 1879 (Source 1) (1879). Public domain (published 1879). Source text.
1Your excellency is aware that a question of limits, though twice decided, finally brought on war between Bolivia and Chili, which latter country finished by declaring war against Peru also, on account of her having formally expressed her intention of remaining faithful to the treaty of alliance adjusted with the former of the two countries, although at the same time, and in virtue of that very treaty, she was straining every effort to re-establish fraternal relations between the belligerents and preserve the equilibrium and peace of the continent.
2Chili, pretending to enforce an act of revindication in which she was herself both judge and plaintiff, had already, in a treacherous and violent manner, seized hold of the Antofagasta region, which had been adjudged to belong to Bolivia by two successive treaties, and subsequently occupied the entire Bolivian coast and opened hostilities on Peru without allowing herself to be detained in her course by any consideration of humanity for defenseless towns, or out of respect for the rights conceded by the laws of nations, or even out of consideration for the interests of neutral nations.
[...]
3Finally, the department of Tarapacá, which forms the southern boundary of the Peruvian territory, has been occupied by the Chilian army, and Peru will reply to this act in the only way which her honor and pride dictate.
4Chili, however, in the mean time, whose actions with respect to the territory temporarily occupied by her, should be limited to the exercise of the hostilities permitted by the law of nations, doubly violates it, attacking both the sovereignty and property of the republic. She arrogates the former to herself, imposing taxes on the nitrate industry of the department in question, the importance of which is notorious throughout the world, and she assails the latter, appropriating to her own uses the portion of the nitrate riches belonging to the Peruvian fisc, exporting and selling same in foreign markets.
5[...] it is an actual fact that the saltpetre of Tarapacá, as well as that of the Bolivian coast, is being exported in neutral vessels, without the aid of which Chili would be powerless to carry out her criminal intent.
Pedro José Calderón, Peruvian Minister of Foreign Affairs, Circular of the Peruvian Ministry of Foreign Affairs to friendly nations, Lima, January 14, 1880, in English translation (Source 2) (1880). Public domain (published 1880). Source text.
Map the agreements. On Diagram 1, students trace the 24° line and the 23°-25° band, then mark what the 1866 treaty (Source 1, paragraph 1) and the 1874 treaty (paragraph 2) each said about duties.
Find the trigger. Students locate the 1878 law in Source 1, paragraph 4, and write Bolivia's action and Chile's objection in one sentence each, attributing each to the government that held it.
Compare the cases. Students list two claims from Source 2 about Chile's actions and decide which are statements of fact that could be checked and which are judgments. Prompt: which of Source 2's claims does Source 1 support, and which does Source 1 not address at all?
Find globalization. Students underline every reference to foreign buyers, foreign markets or neutral ships in Sources 1 and 2, and explain why a war in a desert concerned countries far away.
Independent Practice15 minutes
Read Sources 3 and 4: thirty years later, and today. In Source 3, Hiram Bingham of Yale University, traveling as a U.S. delegate, describes Iquique in early 1909, about thirty years after the war. Words to know: a roadstead is open water where ships anchor; schooners are sailing ships; husbanding means using carefully; exigencies are needs. Source 4 is the U.S. Geological Survey's 2025 summary of lithium. Words to know: tailings are waste left after mining; joint ventures are businesses owned together by two or more companies.
Students write a paragraph of 6-8 sentences answering: "In the Atacama, did economic globalization and the expanding use of scarce resources lead more to conflict or more to cooperation?" They must use at least one source from the 1800s (Sources 1-3) and Source 4 or Table 2, cite by paragraph, and include one example within a country and one among countries.
1The morning of the fourth day saw us at Iquique, once the centre of Peru’s nitrate industry, now rivaling Valparaiso as the scene of Chilean commercial activity. Numbers of sailing-vessels were lying in the roadstead waiting for cargoes of the precious fertilizers. It was a pleasure to see several of the vessels actually flying the American flag! The West Coast depends largely on Oregon and Puget Sound for its lumber-supply and these three-masted American schooners find a profitable trade in bringing lumber and returning with nitrates. The Limarí’s cargo consisted largely of merchandise which had come from Europe and America through the Straits of Magellan. While this was being discharged we had time to see the city, where a few months before an angry mob of strikers from the nitrate works, had been mown down by well-trained government troops.
[...]
2[...] But the most interesting place in Iquique is what is known as the Combination, the central office of the Nitrate Association, where the different companies, mostly English, unite to arrange scales of prices and quantity of output and maintain an efficient Bureau of Propaganda.
[...]
3As there is a heavy export duty on the nitrates, Chile has been, and will continue to be, as long as the supply holds out, in the very enviable position of making foreigners pay the bulk of her taxes. How long this exceptional state of affairs will last is a problem for the geologists to settle. As there is undoubtedly enough material in sight to satisfy the demands of the present generation and the next, no one has any very stringent reason for husbanding the output or for investing the national income from the export duties in such a way as to provide for the exigencies of future tax-payers. [...] Nevertheless Chile would do well to take warning from the experience of Peru, whose revenue for many years depended almost exclusively on the yield of guano from the Chincha Islands. The exhaustion of that valuable product left the country in a far worse state than she was before her easily acquired income had commenced to corrupt her politicians and financiers.
Hiram Bingham, Across South America, chapter on the voyage north from Valparaiso: the stop at Iquique (Source 3) (1911). Public domain (published 1911). Source text.
1Events, Trends, and Issues: Excluding U.S. production, worldwide lithium production in 2024 increased by 18% to approximately 240,000 tons from 204,000 tons in 2023 in response to strong demand from the lithium-ion battery market, high lithium prices from 2021 to early 2023, and an increase in global lithium production capacity. Global consumption of lithium in 2024 was estimated to be 220,000 tons, a 29% increase from revised consumption of 170,000 tons in 2023. [...]
[...]
2Four brine operations in Argentina, nine mineral operations in Australia, one mineral tailings operation in Brazil, two mineral operations in Canada, two brine operations Chile, seven mineral and five brine operations in China, and four mineral operations in Zimbabwe accounted for the majority of world lithium production. [...]
[...]
3Lithium supply security has become a priority for technology companies in Asia, Europe, and North America. Strategic alliances and joint ventures among technology companies and exploration companies continued to be established to ensure a reliable, diversified supply of lithium for battery suppliers and vehicle manufacturers. Brine-based lithium sources were in various stages of development or exploration in Argentina, Bolivia, Canada, Chile, China, and the United States; [...]
4[...] Resources are distributed as follows: Argentina, 23 million tons; Bolivia, 23 million tons; Chile, 11 million tons; Australia, 8.9 million tons; China, 6.8 million tons; [...]
Brian W. Jaskula, U.S. Geological Survey, Mineral Commodity Summaries 2025: Lithium, selected sentences (Source 4) (2025). US government work (17 U.S.C. 105). Source text.
Closure10 minutes
Exit ticket. "Name one condition that makes cooperation over a scarce resource more likely, and one that makes conflict more likely. Support each with a detail from today's sources."
Teacher note on the sources. Source 1 was written by a U.S. diplomat in Chile's capital and reports Chile's position; Source 2 is the official view of Peru's government during the war; Bolivia's own case appears here only through documents written by others, chiefly these two; no Bolivian source is on the page, so tell students that a full study would add Bolivian sources. Historians note that Bolivia's government defended the 1878 tax as a condition of its congress's approval of its earlier contract with the nitrate company, a matter between Bolivia and a company working under Bolivian law; Chile's government rejected that view, as Source 1 reports. Source 3 reflects the views of a U.S. visitor in 1909: it describes a deadly attack by troops on striking workers in a single phrase and calls the strikers a "mob." The event was the massacre at the Santa María School in Iquique on December 21, 1907, when troops fired on striking nitrate workers and their families gathered there; the number killed is disputed, from official figures in the low hundreds or fewer to later estimates of 2,000 or more. Bingham's "a few months before" is loose, since he passed through in early 1909, about a year later. "Mob" is his judgment, not a neutral description, and students should not repeat it as fact. The excerpt leaves out several of Bingham's sweeping judgments about Chilean voters and character, as noted in its caption. Discuss his word choices as evidence of his point of view. The war ended with Chile holding the nitrate coast; Bolivia and Chile still disagree today about Bolivia's access to the sea, so treat that as a question with more than one side, not as settled. The lesson does not evaluate any current government's lithium policy.
Differentiation Strategies
For Struggling Students
Give a two-column organizer, "globalization evidence" and "scarcity evidence," with Source 1, paragraph 3, and Source 3, paragraph 1, already started.
Provide sentence frames: "The evidence shows more [conflict / cooperation] because ___. However, ___ shows ___."
Read Source 2 aloud with a short gloss of each long sentence before students mark claims.
For Advanced Students
Research when synthetic nitrogen fertilizer reduced world demand for Chilean nitrate, and use that evidence to test the prediction Bingham makes in Source 3, paragraph 3.
Compare the 1874 treaty's rule on duties with the alliances in Source 4: who cooperates in each case (governments or companies), and why might that difference matter?
Using Table 2, calculate each country's share of 2024 production and of resources, and argue which measure better predicts a country's influence in lithium trade.
Assessment Guidance
What to Look For
Strong answers name both causes the indicator lists (globalization and scarce resources) and show how they worked together, give examples of both conflict and cooperation at two scales (within and among countries), and attribute each side's claims to the source that makes them. They reach a judgment and support it, while noting evidence on the other side. Watch for answers that treat Source 1 or Source 2 as neutral, that treat holding resources as the same as producing them, or that judge a side in the war or a current government instead of evaluating the evidence.
02
Classroom Activities
3 Activities
1
Evidence Matrix: Causes and Outcomes
20 minGroups of 4
Groups place 10 evidence cards on a large 2 × 2 matrix. The columns are the two causes in the indicator (economic globalization, expanding use of a scarce resource); the rows are the two outcomes (conflict, cooperation). A card may straddle two cells if the group can defend it. Groups then tag each card "within" or "among" countries.
The 10 Evidence Cards
Source 1, paragraph 1: under the 1866 treaty, guano and mineral export duties from the disputed zone were to be "equally divided between the two countries."
Source 1, paragraph 2: in 1874, neither government would raise export duties in the old zone for 25 years.
Source 1, paragraph 3: "The discovery of vast nitrate deposits" soon brought the desert territory "into prominent notice."
Source 1, paragraph 4: Bolivia's 1878 tax of ten cents a quintal on nitrate exports, and Chile's protest.
Source 2, paragraph 2: Peru's charge that Chile "seized hold of the Antofagasta region."
Source 2, paragraph 4: Chile is "exporting and selling same in foreign markets."
Source 3, paragraph 3: Chile's "heavy export duty on the nitrates."
Source 4, paragraph 1: world lithium production up 18% in 2024 "in response to strong demand from the lithium-ion battery market."
Source 4, paragraph 3: "Strategic alliances and joint ventures" to secure lithium supply.
Answer Key (one defensible placement)
Scarce resource and cooperation, among countries: cards 1 and 2. Scarce resource and globalization, setting up later outcomes: card 3. Scarce resource and conflict, among countries: cards 4, 5 and 6. Globalization and conflict, among countries: card 7. Globalization and a political outcome within a country: card 8 (revenue paid by foreign buyers shaped Chile's budget). Globalization and scarce resource, cooperation among companies across countries: cards 9 and 10. Accept other placements that students justify with the card's wording; for example, card 4 can also go under globalization because the taxed company was owned mainly by Chilean investors, with British partners, and its nitrate was sold abroad.
Discussion
Ask: which cell is most crowded, and is that a fact about the Atacama or a result of which sources we chose? Which cards involve governments, and which involve companies? Do any cards show cooperation and conflict at the same time?
2
Structured Academic Controversy: Conflict or Cooperation?
20 minGroups of 4 (two pairs)
Question: "From 1866 to 1909, did the nitrate trade bring more conflict or more cooperation to the Atacama?" One pair builds the strongest case for conflict and the other for cooperation, using Sources 1-3 and Table 1. Pairs present, restate each other's case to the other pair's satisfaction, then drop their roles and write a consensus statement. The rubric scores the reasoning, not the position.
Steps
Prepare (6 minutes): each pair finds at least three pieces of evidence, each cited by source and paragraph.
Present (3 minutes per pair): the other pair takes notes and asks one clarifying question.
Restate (3 minutes): each pair repeats the other side's best point accurately.
Consensus (5 minutes): the group writes two or three sentences it can all agree on, including what evidence is missing.
Evidence Each Side Might Use
Conflict: the 1878 tax dispute and Chile's protest (Source 1, paragraph 4); the occupation of Antofagasta (paragraph 5); Peru's charges about Antofagasta and Tarapacá (Source 2, paragraphs 2-4); the declarations of war (Table 1). Cooperation: the 1866 revenue-sharing treaty and the 1874 treaty (Source 1, paragraphs 1-2); trade links described at Iquique (Source 3, paragraphs 1-2). Strong consensus statements often note that cooperation among governments came first and failed, and that trade ties continued after the war.
Scoring Guide
2 points: at least three cited pieces of evidence and an accurate restatement of the other side. 1 point: evidence that is uncited or only from one source. Consensus statement: 2 points if it weighs both sides and names one gap in the evidence.
3
Simulation: The Ventisco Salt Flat Accord
15 minGroups of 4 (four roles)
This is an invented scenario with invented countries and numbers. The Salar Ventisco, a salt flat with lithium brine, lies across the border of two invented countries, Arvena and Sendara. Battery makers abroad want more lithium. Students take four roles (Arvena's government, Sendara's government, a foreign battery company, and farmers who share the basin's scarce water) and try to reach an accord on three issues: how to share revenue, how much water the brine operations may use, and what role the foreign company plays.
Fact Sheet (invented)
The salar holds 4.0 million tons of lithium, 60% on Arvena's side and 40% on Sendara's. Arvena produces 12,000 tons a year; Sendara produces none yet. The battery company offers to help Sendara start production if it can export all of it. Farmers on both sides say the water table has fallen since pumping began.
Tasks
How many tons of lithium lie on Arvena's side? At 12,000 tons a year, how many years would that last? How many years if production tripled?
Negotiate for 8 minutes. Write the accord's terms, or the reason no accord was reached.
Debrief: which conditions in the fact sheet pushed toward conflict and which toward cooperation? Which outcome was within a country and which among countries?
Answer Key
1. 60% × 4.0 million = 2.4 million tons on Arvena's side; 2,400,000 ÷ 12,000 = 200 years; at 36,000 tons a year, about 66.7 years, so expanding use shortens the time sharply. 2-3. Answers vary. Expect students to connect the rising foreign demand (globalization) and the shared, limited brine and water (scarce resources) to both possible outcomes, and to notice that the farmers' dispute can be within each country while the revenue question is among countries. Compare with the 1866 and 1874 treaties in Source 1.
03
Diagrams & Visual Aids
2 diagrams
Diagram 1: The Nitrate Coast: Treaty Lines, Ports and Salt Flats
The shaded band is the coast between 23° and 25° S that Chile and Bolivia both claimed before 1866; the solid line at 24° S is the boundary set by the treaties of 1866 and 1874; the dashed line at 23° S is how far north Chile's forces were sent in February 1879 (all from Source 1). Town, port and salt-flat points are from the National Geospatial-Intelligence Agency's GEOnet Names Server. The country borders drawn are today's, from Natural Earth 1:50m countries (naturalearthdata.com), a public-domain map data set, not an official government source, with simplified lines; they are not the borders of 1879, when Bolivia held the coast around Antofagasta and Cobija and Peru held Tarapacá and Arica. Lithium brine at the three salt flats: U.S. Geological Survey, Professional Paper 1802-K, Lithium (2017). The horizontal scale is adjusted for latitude so distances look true.
Diagram 2: Lithium: Who Mines It and Who Holds It
Real data: U.S. Geological Survey, Mineral Commodity Summaries 2025, Lithium. Left: mine production in 2024 (estimates, thousand tons of lithium content). Right: measured and indicated resources (million tons). Bolivia appears in the resources list but not in the production table. Bars are drawn to scale.
04
Homework Assignment
~30 min
D2.Geo.11.9-12 Homework: Weighing the Evidence
Directions: Use Sources 1-4, Tables 1-2 and Diagrams 1-2 from the lesson. Answer in complete sentences, and cite sources by number and paragraph. Problem 5 uses an invented case: Pumara and Brevan are invented countries, and their facts are invented.
Part 1: Sources and Data (Problems 1-3)
Source 1 was written in Santiago by the U.S. Minister to Chile. Quote two phrases in which he reports what a government claimed rather than stating a fact himself, and explain how his location might shape what he heard and reported.
Name one point on which Sources 1 and 2 agree and one on which they disagree. For the disagreement, explain what further evidence a historian would need to judge it.
Use Table 2. What share of the 96 million tons of lithium resources outside the United States do Argentina, Bolivia and Chile hold together? What share of 2024 world production (not counting the United States) did Argentina and Chile produce together? Evaluate what the gap between the two shares suggests.
Part 2: Evaluate (Problems 4-6)
Bingham writes that Chile's export duty put it "in the very enviable position of making foreigners pay the bulk of her taxes" (Source 3, paragraph 3). Explain how this shows economic globalization shaping politics within a country, and evaluate one risk he names.
Invented case: Pumara and Brevan share a river whose sands hold a rare mineral that a fast-growing world industry needs. Foreign companies offer to build a processing plant. Propose one agreement that could keep cooperation going, and explain which lesson from the alliances in Source 4 or from Table 1 it uses.
Write an evaluative paragraph of 8-10 sentences: "In the Atacama, from 1866 to today, how much did economic globalization and the expanding use of scarce resources contribute to conflict, and how much to cooperation, within and among countries?" Use at least three sources and address one counterargument.
Rubric
Criterion
Full Credit (2 pts)
Partial Credit (1 pt)
No Credit (0 pts)
Sources and Viewpoint
Accurate quotations, with the author's position and its effect explained
Quotations accurate but viewpoint not explained, or the reverse
Missing or inaccurate
Data Analysis
Both shares correct and the gap interpreted
One share correct, or no interpretation
No correct calculation
Causes and Scales
Globalization and scarce resources both explained, with examples within and among countries
One cause or one scale only
Causes not explained
Evaluation
A clear judgment supported by evidence from three sources, with a counterargument addressed
A judgment with thin support or no counterargument
No judgment
05
Quiz: 20 Questions
Interactive, with answers
Instructions
Questions 2-5, 15 and 16 use Source 1, and questions 6-8 use Source 2 (both in Guided Practice). Questions 9-11 and 19 use Source 3, and questions 13, 14, 17, 18 and 20 use Source 4 (both in Independent Practice). Questions 12 and 17 use Table 2 and Diagram 2. Choose the best answer, then check it.
Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.
0 of 20 answered · 0 correct
Question 1 of 20 · Multiple Choice
Which of these is the clearest example of economic globalization?
Answer: A
Globalization is the linking of economies across the world through trade and investment, so long-distance sales to other continents fit best. Choices B and C are local economic activity, and choice D describes an environment, not an economic connection.
Question 2 of 20 · Multiple Choice
According to Source 1, paragraph 3, what happened soon after the discovery of vast nitrate deposits in the part of the territory set apart to Bolivia?
Answer: C
Source 1 says the discovery "soon brought it into prominent notice, and companies were organized for the purpose of developing that industry." The boundary stayed at 24° (A); Bolivia taxed exports rather than banning them (B); and it was Chile, not Peru, that occupied Antofagasta (D).
Question 3 of 20 · Multiple Choice
According to Source 1, paragraph 1, how did the 1866 treaty handle duties on minerals exported from the old disputed zone?
Answer: B
The 1866 treaty said the guano deposits and "all duties which might be derived from the exportation of minerals" were to be "equally divided between the two countries." Choice A describes the 1874 arrangement, in which each government gave up duties on the other's side, and choice D mixes in the 1874 25-year freeze. Choice C is not in the source.
Question 4 of 20 · Multiple Choice
According to Source 1, paragraph 4, what did the Chilean government claim Bolivia's 1878 nitrate tax violated?
Answer: D
Chile protested "claiming that it was in direct conflict with the guaranties of the treaty of 1874," which barred higher taxes for 25 years. Choice A is Peru's later argument in Source 2. The tax did not move the boundary (B), and the companies' price agreement (C) appears in a 1909 source.
Question 5 of 20 · Multiple Choice
Source 1, paragraph 2, says the 1874 treaty limited export duties "for the term of twenty-five years." If it had stayed in force, in what year would that term have ended?
Answer: A
1874 + 25 = 1899. Choice B counts from the 1866 treaty (1866 + 25), and choice C counts from the 1878 tax law (1878 + 25). Choice D counts from 1879, the year of the occupation.
Question 6 of 20 · Multiple Choice
In Source 2, paragraph 4, what is Peru's main complaint about Chile's actions in Tarapacá?
Answer: C
Source 2 says Chile is "imposing taxes on the nitrate industry" and "appropriating to her own uses the portion of the nitrate riches belonging to the Peruvian fisc, exporting and selling same in foreign markets." Choice A refers to the 1866 treaty between Chile and Bolivia. Choice B contradicts the source, which complains that neutral ships are carrying the nitrate, and choice D confuses Tarapacá with the Chile-Bolivia boundary.
Question 7 of 20 · Multiple Choice
Why does Source 2, paragraph 5, single out "neutral vessels"?
Answer: B
Source 2 says the saltpetre "is being exported in neutral vessels, without the aid of which Chili would be powerless to carry out her criminal intent." The nitrate's value depended on world shipping, which is why the war touched countries far away. None of the other choices appears in the source.
Question 8 of 20 · Multiple Choice
Which detail in Source 2 most clearly shows that it was written by a government at war?
Answer: D
Loaded words such as "treacherous and violent" judge the enemy, a sign of a combatant's point of view. Naming a place (A) or treaties (B) can be neutral fact, and "your excellency" (C) was the ordinary polite form of address in diplomatic letters.
Question 9 of 20 · Multiple Choice
According to Source 3, paragraph 1, why were American schooners in Iquique's roadstead?
Answer: A
Bingham says the West Coast "depends largely on Oregon and Puget Sound for its lumber-supply and these three-masted American schooners find a profitable trade in bringing lumber and returning with nitrates," a two-way global trade. The troops in choice B were government troops already in the city; water (C) is not mentioned, and the Chincha guano (D) is Peru's earlier resource in paragraph 3.
Question 10 of 20 · Multiple Choice
In Source 3, paragraph 2, what was "the Combination"?
Answer: C
Bingham calls it "the central office of the Nitrate Association, where the different companies, mostly English, unite to arrange scales of prices and quantity of output." That is cooperation among companies, not governments (A) or workers (B); choice D is not in the source.
Question 11 of 20 · Multiple Choice
What warning does Bingham give in Source 3, paragraph 3?
Answer: B
Bingham says Chile "would do well to take warning from the experience of Peru," whose guano revenue ran out and left it "in a far worse state." He does not predict foreign purchases (A) or a new war (C), and he says the duties make government finance easy, the opposite of choice D.
Question 12 of 20 · Multiple Choice
Use Table 2. About what share of 2024 world lithium production (not counting the United States) came from Chile?
Answer: D
49,000 ÷ 240,000 ≈ 0.20, about 20%. Choice A reads Chile's 49 thousand tons as a percent. Choice B divides by Australia's 88,000 instead of the world total. Choice C is Chile's resources in million tons, a different measure.
Question 13 of 20 · Multiple Choice
According to Source 4, paragraph 1, what helped drive the 18% rise in world lithium production in 2024?
Answer: A
Source 4 links the rise to "strong demand from the lithium-ion battery market, high lithium prices from 2021 to early 2023, and an increase in global lithium production capacity." No treaty is mentioned (B), demand rose rather than fell (C), and the 240,000-ton figure excludes U.S. production (D).
Question 14 of 20 · Multiple Choice
What kind of cooperation does Source 4, paragraph 3, describe?
Answer: B
Source 4 says "Strategic alliances and joint ventures among technology companies and exploration companies continued to be established to ensure a reliable, diversified supply." The cooperation is among companies, not governments (A, C), and the source does not mention farmers (D).
Question 15 of 20 · Short Answer
Evaluate this claim: "If the world had not wanted nitrate, Chile and Bolivia would never have gone to war." Use at least two sources.
Model answer: The claim is partly supported. World demand made the desert valuable: Source 1, paragraph 3, says the zone was regarded as of little value until nitrate was found and companies organized, and Source 2 stresses nitrate sold "in foreign markets" and carried in neutral ships. But Source 1, paragraph 1, shows the two countries already disputed the boundary before 1866, and guano at Majillones was valuable before nitrate. So world demand raised the stakes and made the 1878 tax worth fighting over, but the boundary dispute and national claims also mattered; "never" goes too far. Rubric: 2 points for a judgment that uses evidence on both sides from two sources; 1 point for one-sided support.
Question 16 of 20 · Short Answer
Using Source 1, explain why the cooperation set up by the 1866 and 1874 treaties broke down. Evaluate whether the breakdown came more from the treaties' design or from the rising value of nitrate.
Model answer: Source 1 says the 1866 treaty "had failed to accomplish the purpose for which it was intended," so a second treaty in 1874 replaced shared revenue with a promise not to raise duties or taxes for 25 years. When Bolivia taxed nitrate exports in 1878, Chile said this broke the 1874 guaranties, and Bolivia went ahead and seized the company's works, so the agreement collapsed. The rising value of nitrate made the tax tempting for Bolivia and the company's business worth defending for Chile; a fixed 25-year freeze made no room for that change. A strong answer weighs both and reaches a judgment. Rubric: 2 points for the sequence plus a supported judgment; 1 point for the sequence only.
Question 17 of 20 · Short Answer
Diagram 2 shows Australia mining the most lithium in 2024 although it holds fewer resources than Argentina, Bolivia or Chile. Using Source 4, paragraph 2, give one reason production does not simply follow resources, and explain what that means for conflict or cooperation.
Model answer: Source 4 lists "nine mineral operations in Australia" but only four brine operations in Argentina and two in Chile, so Australia mines lithium from rock while the South American deposits are brines; the number and type of operations, not just the size of the resource, decide output. That means holding large resources does not guarantee influence, so countries and companies must cooperate (invest, build, process) before a resource can be traded, and competition among producers is shaped by more than geology. Rubric: 2 points for a reason tied to the source and a link to conflict or cooperation; 1 point for one of the two.
Question 18 of 20 · Short Answer
Source 4 says world lithium consumption rose 29%, from 170,000 tons in 2023 to 220,000 tons in 2024. If it rose another 29% the next year, about how much would it be? Evaluate whether growth like this makes conflict or cooperation more likely, giving one reason for each.
Model answer: 220,000 × 1.29 = 283,800, about 284,000 tons. Faster growth could raise conflict, because buyers compete for a limited supply and producing places face pressure on land and water. It could also raise cooperation, because, as Source 4 says, companies form alliances and joint ventures to secure supply. A strong answer picks a side and explains what would tip the balance. Rubric: 2 points for about 284,000 tons and a reason for each outcome; 1 point for the calculation or the reasoning only.
Question 19 of 20 · Short Answer
Source 3, paragraph 1, says that "a few months before" Bingham's visit, strikers from the nitrate works "had been mown down by well-trained government troops." Evaluate how this event connects to economic globalization, and what it shows about conflict within a country.
Model answer: The strike took place in an export industry run largely by foreign (mostly English) companies that sold nitrate abroad and whose output and prices were set by the Nitrate Association (paragraph 2), while the Chilean state depended on nitrate export duties (paragraph 3). That gave the government a strong interest in keeping nitrate flowing, which helps explain its use of force against workers. The conflict was within Chile, between workers and the state, but its stakes came from world trade. Bingham's single phrase and the word "mob" give only an outsider's view, so a full judgment would need workers' own accounts. Rubric: 2 points for linking the strike to the export economy and to conflict within the country, with a note on the source's limits; 1 point for one link.
Question 20 of 20 · Short Answer
Source 4 is a U.S. government summary written for readers in a country that imports most of its lithium. Evaluate one strength and one limitation of Source 4 as evidence for judging conflict and cooperation over lithium.
Model answer: Strength: it gives recent, careful data on production, consumption and operations by country, so claims about "expanding use" can be checked with numbers. Limitation: it focuses on supply and markets from a consumer country's point of view; it mentions cooperation among companies but says nothing about disputes or agreements involving governments, local communities or water in producing regions, so it cannot show conflict within those countries. A historian would add sources from producing countries and communities. Rubric: 2 points for one specific strength and one specific limitation; 1 point for a general answer.
0 of 20 answered · 0 correct
06
Frequently Asked Questions
10 Questions
What does D2.Geo.11.9-12 mean?
D2.Geo.11.9-12 asks high school students to judge how much two forces, economic globalization and the growing use of scarce resources, lead to conflict and to cooperation, both inside countries and between them. The full text is "Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries." The key verb is evaluate: students weigh evidence and reach a supported judgment.
How is D2.Geo.11.9-12 different from D2.Geo.11.6-8?
The grades 6-8 indicator asks students to explain how environments and production shape world trade patterns. The grades 9-12 indicator moves to consequences: how trade and resource use create conflict or cooperation, and it asks students to evaluate rather than explain. A grades 6-8 lesson might trace where a good is produced and sold; this lesson asks what happened when a valuable, rare resource sat on a disputed border.
What counts as a scarce resource?
A scarce resource is one whose supply is limited compared with the demand for it. Scarcity can come from geology, when only a few places hold a deposit, or from rising use, when demand grows faster than supply. Water, fertile land, minerals and fuels are common examples, and a resource can become scarce when a new use appears, as lithium did with batteries.
Why teach this indicator with nineteenth-century sources?
Older cases let students see the full arc, from discovery to agreement to conflict to the aftermath, with primary sources written at the time. The 1879 and 1880 documents also show how the war's claims were made at the time: Peru's in its own government's words and Chile's as a U.S. diplomat reported them. No Bolivian source is included, as the teacher note explains. Pairing them with a 2025 USGS summary on lithium in the same desert lets students test whether the patterns still apply.
Does this lesson take a side in the War of the Pacific?
No. It presents Chile's position as reported by a U.S. diplomat in Santiago and Peru's position in its own government's circular, and it asks students to judge the evidence, not the countries. Bolivia's position appears only as these other writers report it; the teacher note summarizes Bolivia's argument about the 1878 tax, points out that Bolivia's own sources would strengthen a full study, and that Bolivia and Chile still disagree about Bolivia's access to the sea.
Can students argue that globalization led mostly to cooperation?
Yes. The indicator names both outcomes, and the sources support more than one defensible judgment. Treaties and trade links can count as evidence of cooperation, while the tax dispute and the occupations can count as evidence of conflict. The rubrics score how well students use and weigh evidence, not which side they take.
What mistakes do students often make with this standard?
A frequent mistake is listing causes and outcomes without weighing them, which is explaining rather than evaluating. Students also treat a government's statement as neutral fact, mix up "within" and "among" countries, or assume that holding a resource is the same as producing and selling it. Asking for a judgment plus a counterargument helps.
How can I assess D2.Geo.11.9-12?
Give students a short source set on a new case and ask for an evaluative paragraph that reaches a judgment. Look for both causes (globalization and scarce resources), both outcomes (conflict and cooperation), both scales (within and among countries), attributed evidence and a counterargument. The homework on this page ends with that kind of task.
How does D2.Geo.11.9-12 connect to economics and history?
It overlaps with the C3 economics indicator on globalization trends (D2.Eco.15.9-12) and with history indicators on multiple causes and effects (D2.His.14.9-12). Geography adds the spatial side: where the resource lies, where borders run and how goods move. Reading Sources 1 and 2 also practices RH.11-12.6, evaluating authors' differing points of view.
Are the lithium numbers current?
They are the U.S. Geological Survey's figures published in January 2025, with 2024 values marked as estimates. The USGS updates the summary every year, so newer editions will differ. The salt-flat facts come from a 2017 USGS study, so the statement that Bolivia's Salar de Uyuni was not yet in production describes that time.
07
Related Standards
5 standards
These standards connect to D2.Geo.11.9-12: prerequisites to review first, parallel standards at the same level, and next steps that build on it.
Before this lesson
D2.Geo.11.6-8Prerequisite
Explain how environments and the production of goods shape patterns of world trade
Evaluate the consequences of catastrophes on global trade, politics and migration
Lesson coming soon
Standard text: National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013). NCSS was not involved in the production of this lesson and does not endorse it.