Search this site
Embedded Files
Mr. Hutchings
  • Bio
    • Why so many degrees?
      • Kuwait
    • Personal favorites...
    • Entertainment I enjoy...
    • Kuwait
    • My Teaching Philosophy
  • DP History with Mr. Hutchings
    • Paper 3 - Civil Rights in the Americas post 1945
      • Counter Culture and Youth Movement of the 1960s and 70s
        • Protest Songs
  • Courses
    • Summer Movie List for new DP History students
  • Resources
    • History
    • Economics
    • Geography
    • Professional Developments for teachers
      • Writing skills
      • Classroom management
      • History
      • Economics
      • Geography
      • School Improvement/Teacher Improvement: Data and Research
      • Get Licensed Internationally
    • Subject Standards
    • Managing Lesson Time
      • 45-minute classes
      • 60-minute classes
      • 90-minute classes
      • 120-minute classes
    • Class Teacher Resources
  • Students
    • Learn How to Start a Conversation
    • WWI
      • WWI Films & Podcasts
      • Chapter 1: Prelude to War (1870-1914)
      • Chapter 2: Tensions Escalate (1905-1914)
      • Chapter 3: The Outbreak of War (1914)
      • Chapter 4: The Stalemate (1915-1917)
      • Chapter 5: The War at Sea
      • Chapter 6: Turning Points (1917-1918)
      • Chapter 7: The End of War and Aftermath (1918-1919)
      • Chapter 8: Post-War Europe and the Rise of Hitler (1918-1933)
    • French Revolution and Napoleon
    • South Africa's Apartheid
    • Taking Notes
    • Manage Your Time During Breaks
    • Why Effort does not Always Equal Grades
    • Develop Your Learning Style
    • Students can Maximize Their Class Time
    • Get Good and Useful Feedback
    • When Your Assignment Grade is Not What You Expected
    • Class Attendance is Important to You
    • OPCVLs in the IA. Mr. Hutchings' strategic approach
    • Approaching the OPCVL: Skills and Advice
  • Staff
    • Have Better Meetings
    • Resolving Conflicts
    • UBD Framework
    • Assessment Types
    • Rubrics
    • Creating Data
    • Reduce Time Spent Grading
    • Maximizing Your Time
    • Adopting MTSS makes your teaching easier
    • Don't YOU be a Distraction in class!
    • Creating A Warm Environment at School
    • Feedback Loops Improve Learning
    • Reflecting on Pedagogy
    • Reading Strategies for the Classroom
    • Writing Strategies for the Classroom
    • Improve Your PowerPoint Use
    • Perfecting the Class Lecture
    • Add Professional Societies to Your PLC
    • NWEA MAP Data: How I Use It in the Classroom
  • Family Communications
  • Why a History degree?
  • Blog Articles
    • GPA and University Admissions
    • Getting Better Grades
    • The Purpose of an Academic Education v. Job Skills
    • The Purposeful Classroom
    • Write a Good Admission Letter
  • Office Hours
  • Interviews & Media
Mr. Hutchings
  • Bio
    • Why so many degrees?
      • Kuwait
    • Personal favorites...
    • Entertainment I enjoy...
    • Kuwait
    • My Teaching Philosophy
  • DP History with Mr. Hutchings
    • Paper 3 - Civil Rights in the Americas post 1945
      • Counter Culture and Youth Movement of the 1960s and 70s
        • Protest Songs
  • Courses
    • Summer Movie List for new DP History students
  • Resources
    • History
    • Economics
    • Geography
    • Professional Developments for teachers
      • Writing skills
      • Classroom management
      • History
      • Economics
      • Geography
      • School Improvement/Teacher Improvement: Data and Research
      • Get Licensed Internationally
    • Subject Standards
    • Managing Lesson Time
      • 45-minute classes
      • 60-minute classes
      • 90-minute classes
      • 120-minute classes
    • Class Teacher Resources
  • Students
    • Learn How to Start a Conversation
    • WWI
      • WWI Films & Podcasts
      • Chapter 1: Prelude to War (1870-1914)
      • Chapter 2: Tensions Escalate (1905-1914)
      • Chapter 3: The Outbreak of War (1914)
      • Chapter 4: The Stalemate (1915-1917)
      • Chapter 5: The War at Sea
      • Chapter 6: Turning Points (1917-1918)
      • Chapter 7: The End of War and Aftermath (1918-1919)
      • Chapter 8: Post-War Europe and the Rise of Hitler (1918-1933)
    • French Revolution and Napoleon
    • South Africa's Apartheid
    • Taking Notes
    • Manage Your Time During Breaks
    • Why Effort does not Always Equal Grades
    • Develop Your Learning Style
    • Students can Maximize Their Class Time
    • Get Good and Useful Feedback
    • When Your Assignment Grade is Not What You Expected
    • Class Attendance is Important to You
    • OPCVLs in the IA. Mr. Hutchings' strategic approach
    • Approaching the OPCVL: Skills and Advice
  • Staff
    • Have Better Meetings
    • Resolving Conflicts
    • UBD Framework
    • Assessment Types
    • Rubrics
    • Creating Data
    • Reduce Time Spent Grading
    • Maximizing Your Time
    • Adopting MTSS makes your teaching easier
    • Don't YOU be a Distraction in class!
    • Creating A Warm Environment at School
    • Feedback Loops Improve Learning
    • Reflecting on Pedagogy
    • Reading Strategies for the Classroom
    • Writing Strategies for the Classroom
    • Improve Your PowerPoint Use
    • Perfecting the Class Lecture
    • Add Professional Societies to Your PLC
    • NWEA MAP Data: How I Use It in the Classroom
  • Family Communications
  • Why a History degree?
  • Blog Articles
    • GPA and University Admissions
    • Getting Better Grades
    • The Purpose of an Academic Education v. Job Skills
    • The Purposeful Classroom
    • Write a Good Admission Letter
  • Office Hours
  • Interviews & Media
  • More
    • Bio
      • Why so many degrees?
        • Kuwait
      • Personal favorites...
      • Entertainment I enjoy...
      • Kuwait
      • My Teaching Philosophy
    • DP History with Mr. Hutchings
      • Paper 3 - Civil Rights in the Americas post 1945
        • Counter Culture and Youth Movement of the 1960s and 70s
          • Protest Songs
    • Courses
      • Summer Movie List for new DP History students
    • Resources
      • History
      • Economics
      • Geography
      • Professional Developments for teachers
        • Writing skills
        • Classroom management
        • History
        • Economics
        • Geography
        • School Improvement/Teacher Improvement: Data and Research
        • Get Licensed Internationally
      • Subject Standards
      • Managing Lesson Time
        • 45-minute classes
        • 60-minute classes
        • 90-minute classes
        • 120-minute classes
      • Class Teacher Resources
    • Students
      • Learn How to Start a Conversation
      • WWI
        • WWI Films & Podcasts
        • Chapter 1: Prelude to War (1870-1914)
        • Chapter 2: Tensions Escalate (1905-1914)
        • Chapter 3: The Outbreak of War (1914)
        • Chapter 4: The Stalemate (1915-1917)
        • Chapter 5: The War at Sea
        • Chapter 6: Turning Points (1917-1918)
        • Chapter 7: The End of War and Aftermath (1918-1919)
        • Chapter 8: Post-War Europe and the Rise of Hitler (1918-1933)
      • French Revolution and Napoleon
      • South Africa's Apartheid
      • Taking Notes
      • Manage Your Time During Breaks
      • Why Effort does not Always Equal Grades
      • Develop Your Learning Style
      • Students can Maximize Their Class Time
      • Get Good and Useful Feedback
      • When Your Assignment Grade is Not What You Expected
      • Class Attendance is Important to You
      • OPCVLs in the IA. Mr. Hutchings' strategic approach
      • Approaching the OPCVL: Skills and Advice
    • Staff
      • Have Better Meetings
      • Resolving Conflicts
      • UBD Framework
      • Assessment Types
      • Rubrics
      • Creating Data
      • Reduce Time Spent Grading
      • Maximizing Your Time
      • Adopting MTSS makes your teaching easier
      • Don't YOU be a Distraction in class!
      • Creating A Warm Environment at School
      • Feedback Loops Improve Learning
      • Reflecting on Pedagogy
      • Reading Strategies for the Classroom
      • Writing Strategies for the Classroom
      • Improve Your PowerPoint Use
      • Perfecting the Class Lecture
      • Add Professional Societies to Your PLC
      • NWEA MAP Data: How I Use It in the Classroom
    • Family Communications
    • Why a History degree?
    • Blog Articles
      • GPA and University Admissions
      • Getting Better Grades
      • The Purpose of an Academic Education v. Job Skills
      • The Purposeful Classroom
      • Write a Good Admission Letter
    • Office Hours
    • Interviews & Media

← Chapter 4: The Stalemate (1915-1917)



Return to WWI Contents Menu

Chapter 5: The War at Sea

  1. Key Events of the War at Sea: 1914-1915

  2. The Battle of Jutland: 31st May 1916

  3. German U-boat Campaign & Anti U-boat Measures

  Chapter 6: Turning Points (1917-1918)

→ 


Key Events of the War at Sea: 1914-1915

World War I Naval Warfare FAQ (1914-1915)

1. What were the key strengths and weaknesses of the British and German navies at the start of World War I?

British Navy:

  • Strengths: The largest navy in the world with 29 Dreadnoughts, control of the seas, and the advantage of decoding German naval communications.

  • Weaknesses: Ships were not as technologically advanced as the German fleet.

German Navy:

  • Strengths: Superior ship design with better armor and gunnery, more effective shells.

  • Weaknesses: Smaller fleet with only 17 Dreadnoughts.

2. What was the British naval blockade, and what impact did it have on Germany?

The British naval blockade, implemented in August 1914, aimed to prevent supplies from reaching German ports. This blockade had a devastating impact on Germany, leading to food shortages, widespread riots, and an estimated 400,000 to 800,000 civilian deaths due to starvation.

3. What were the outcomes of the major naval battles of 1914-1915, such as Heligoland Bight and Dogger Bank?

  • Battle of Heligoland Bight (August 1914): A decisive British victory that sank three German cruisers and a destroyer, boosting British morale early in the war.

  • Battle of Dogger Bank (January 1915): Another British victory that saw the sinking of two German battle cruisers and marked the end of German raids on the British coast.

Both battles demonstrated British naval dominance and forced the German High Seas Fleet into relative inactivity for the remainder of the war.

4. How did Germany retaliate against the British naval blockade?

Germany responded to the blockade with unrestricted submarine warfare, targeting both military and civilian ships. This strategy ultimately contributed to the United States entering the war in 1917.

5. How do different schools of historical thought interpret the causes of the naval conflict?

  • Realist School: Views the naval rivalry as a natural outcome of the balance of power struggle between Britain and Germany.

  • Marxist School: Argues that imperialist competition between capitalist powers fueled the conflict.

  • Liberal School: Believes that diplomatic failures and poor military decisions led to the naval arms race and subsequent war.

6. What was the significance of the capture of the German naval codebook early in the war?

The capture of the German naval codebook from the sunken cruiser Magdeburg allowed British intelligence to decode German communications, predict their movements, and gain a strategic advantage in naval engagements.

7. How did the war at sea impact civilian populations?

The British naval blockade significantly impacted German civilians, causing widespread hunger, social unrest, and a high number of deaths from starvation. German raids on the British coast also resulted in civilian casualties, though on a smaller scale.

8. What was the lasting legacy of the naval war in World War I?

The war at sea solidified Britain's naval dominance but also led to the rise of submarine warfare as a significant factor in future conflicts. The blockade's impact on Germany highlighted the devastating effects naval power could have on civilian populations. The conflict also served as a case study for different interpretations of war, highlighting the roles of power politics, economic competition, and diplomatic failures.


Back to Top

Click below to open/close (uncollapse/collapse) timeline

Timeline of Main Events (1914-1915)

August 1914
  • Early August 1914: The British Royal Navy establishes a naval blockade of Germany.
  • 28 August 1914: The Battle of Heligoland Bight: The British navy scores an early victory against the German fleet, sinking several German ships.
December 1914
  • 16 December 1914: German ships raid the British coastal towns of Hartlepool, Whitby, and Scarborough, causing civilian casualties and outrage.
January 1915
  • 24 January 1915: The Battle of Dogger Bank: British intelligence intercepts German communications and the British fleet ambushes the German fleet, sinking several ships and effectively ending German raids on the British coast.
Ongoing: The British naval blockade continues to have a significant impact on the German war effort and civilian population throughout this period.
Cast of CharactersBritish
  • Admiral David Beatty: Commander of the British battlecruiser fleet, achieving victories at the Battle of Heligoland Bight and the Battle of Dogger Bank.
German
  • Kaiser Wilhelm II: German Emperor who oversaw the rapid expansion of the German navy in the years leading up to World War I.

Other
  • John Mearsheimer: Prominent contemporary historian of the Realist school of thought.
  • V.I. Lenin: Key figure in the Russian Revolution and proponent of Marxist interpretations of history.
  • A.J.P. Taylor: Influential British historian associated with the Liberal school of historical thought.

Key Concepts
  • Dreadnought: A type of battleship introduced in the early 20th century, characterized by its large size, heavy armor, and powerful guns.
  • High Seas Fleet: The main battle fleet of the German Navy during World War I.
  • Scapa Flow: A sheltered anchorage in the Orkney Islands, used as the main base of the British Grand Fleet during World War I.
  • Wilhelmshaven: A major German naval base on the North Sea coast.
  • Unrestricted Submarine Warfare: A naval tactic employed by Germany during World War I, involving the sinking of any ship, including civilian vessels, found in designated war zones.
  • Realist School: A school of thought in international relations that emphasizes the role of power and self-interest in shaping state behavior.
  • Marxist School: A school of thought that focuses on economic factors and class struggle as the driving forces of history.
  • Liberal School: A school of thought that emphasizes the role of individual rights, democracy, and international cooperation in promoting peace and prosperity.

The Battle of Jutland: 31st May 1916

Battle of Jutland FAQ

1. What was the Battle of Jutland and why was it significant?

The Battle of Jutland, fought on May 31st, 1916, was the only full-scale clash of battleships during World War I and the largest naval battle of its time. It pitted the British Royal Navy's Grand Fleet against the German High Seas Fleet in the North Sea. Though both sides claimed victory, the battle significantly impacted the war's course by solidifying British control of the seas and pushing Germany toward unrestricted submarine warfare.

2. What were the main causes of the Battle of Jutland?

The battle stemmed from Germany's desire to break the British naval blockade that was crippling their war effort. German Admiral Reinhard Scheer devised a plan to lure a portion of the British fleet into a trap, hoping to weaken the blockade. However, British intelligence had decoded German communications and anticipated their move. This set the stage for a major confrontation between the two powerful fleets.

3. How did the battle unfold?

The battle unfolded in stages. Initially, British Admiral Beatty's battlecruiser fleet engaged Admiral Hipper's German battlecruisers, resulting in heavy losses for the British due to superior German gunnery and ship design. Beatty then led the Germans toward the main British fleet under Admiral Jellicoe. The ensuing clash between the two main fleets saw the Germans outmaneuvered and forced to retreat under the cover of nightfall.

4. Who won the Battle of Jutland?

While the Germans inflicted heavier losses on the British in terms of ships and lives, the strategic outcome favored Britain. The British blockade remained intact, and the German High Seas Fleet was largely confined to port for the remainder of the war.

5. What were the consequences of the battle?

The battle had several significant consequences. Firstly, it solidified British naval dominance, ensuring the continuation of the blockade that hampered the German war effort. Secondly, it led Germany to increasingly rely on unrestricted submarine warfare, which ultimately contributed to the United States entering the war. Lastly, the battle raised debates about leadership and naval tactics, particularly concerning Admiral Jellicoe's cautious approach.

6. How do different historical schools of thought interpret the battle?

Different schools of history offer various interpretations:

  • Realist School: Emphasizes the battle as a power struggle between nations vying for dominance.

  • Liberal School: Sees the battle as an avoidable conflict resulting from diplomatic failures and a pursuit of prestige.

  • Marxist School: Interprets the battle as part of a larger capitalist struggle for global economic control.

7. What is the legacy of the Battle of Jutland?

Jutland is remembered as the last major clash of Dreadnought battleships, marking a turning point in naval warfare as submarine and aircraft carrier technology advanced. The battle's outcome had a lasting impact on World War I, influencing its course and contributing to the eventual Allied victory.

8. Why is the Battle of Jutland still studied and debated today?

The battle continues to fascinate historians and military strategists due to its complexity, the controversies surrounding key decisions, and its lasting impact on naval warfare and the course of World War I. The differing interpretations from various schools of thought provide rich ground for ongoing discussion and analysis.


Back to Top

Click below to open/close (uncollapse/collapse) timeline

Timeline of the Battle of Jutland:

May 31, 1916:
  • Afternoon:
  • Admiral Franz Hipper's German battlecruiser fleet encounters Admiral Sir David Beatty's British battlecruiser fleet off the coast of Jutland.
  • Superior German gunnery and weaker British armor lead to the destruction of HMS Indefatigable and HMS Queen Mary, with heavy casualties.
  • Beatty, recognizing German strength, leads Hipper's fleet north towards Admiral Sir John Jellicoe's awaiting Grand Fleet.
  • Late Afternoon/Evening:
  • Scheer's main German fleet, pursuing Beatty, falls into the trap and encounters Jellicoe's numerically superior Grand Fleet.
  • Realizing they are outgunned, Scheer and Hipper order a retreat towards the German coast under the cover of nightfall.
  • Jellicoe, cautious of night fighting and submarine attacks, does not aggressively pursue the fleeing Germans.
June 1, 1916:
  • Morning: The German fleet successfully returns to its ports.
Aftermath:
  • The British blockade of Germany remains intact.
  • The German High Seas Fleet is largely confined to port for the remainder of the war.
  • Germany increasingly turns to unrestricted U-boat warfare.
  • The United States eventually enters the war in 1917, partially due to Germany's unrestricted submarine warfare.

Cast of Characters:British:
  • Admiral Sir John Jellicoe: Commander of the British Grand Fleet. Known for his cautious approach at Jutland, which has been both praised and criticized by historians.
  • Admiral Sir David Beatty: Commander of the British battlecruiser fleet. Initially suffered heavy losses against Hipper, but successfully lured the German fleet into Jellicoe's trap.
  • British Naval Intelligence: Played a crucial role by intercepting and decoding German communications, allowing Jellicoe to anticipate German movements.
German:
  • Admiral Reinhard Scheer: Commander of the German High Seas Fleet. Devised the plan to break the British blockade by luring and destroying a portion of the British fleet.
  • Admiral Franz Hipper: Commander of the German battlecruiser fleet. Successfully engaged and inflicted heavy losses on Beatty's battlecruisers in the initial stages of the battle.

Historians:
  • John Mearsheimer (Realist School): Views the Battle of Jutland as a classic example of power politics at sea, a struggle for dominance between great powers.
  • A.J.P. Taylor (Liberal School): Believes the battle was an avoidable conflict resulting from diplomatic miscalculations and a pursuit of prestige rather than strategic necessity.
  • V.I. Lenin (Marxist School): Sees Jutland as part of the broader imperialist struggle for global dominance, driven by capitalist powers' desire for control of resources and trade.

German U-boat Campaign & Anti U-boat Measures

German U-Boat Campaign FAQ

1. What was the German U-boat campaign and what were its objectives?

The German U-boat campaign during World War I was a critical aspect of Germany's naval strategy. Its primary goal was to cripple the British war effort by targeting and disrupting its vital supply lines. German U-boats (submarines) were deployed to sink Allied merchant ships carrying essential supplies, including food, troops, and war materials. This tactic aimed to weaken Britain's ability to sustain its war effort and ultimately force a surrender.

2. What was unrestricted submarine warfare and why was it controversial?

Unrestricted submarine warfare, implemented by Germany in 1915 and again in 1917, involved attacking any ship, regardless of its nationality or passenger status, within designated war zones. This policy was highly controversial due to its disregard for the established rules of naval warfare, which emphasized warnings and the safety of passengers and crew before attacking merchant vessels. It led to international outrage, particularly after incidents like the sinking of the Lusitania, a British passenger liner, with significant loss of civilian life, including American citizens.

3. How did Britain counter the U-boat threat?

Britain implemented several measures to combat the U-boat threat. These included:

  • Q-ships: These disguised warships appeared as merchant vessels to lure U-boats into surfacing for attack, at which point they would reveal their weaponry.

  • Horned Mines: Large, anchored mines with contact detonators were deployed to damage or destroy submarines.

  • Depth Charges & Hydrophones: Depth charges were explosives designed to detonate underwater near suspected U-boat positions. Hydrophones were used to detect the sounds of U-boat engines, improving tracking and targeting.

  • The Convoy System: This proved to be the most effective countermeasure. Merchant ships traveled in groups escorted by warships, providing protection and significantly reducing losses.

  • Raids on U-Boat Bases: Direct attacks on U-boat bases aimed to disrupt operations and limit the threat at its source.

4. What was the significance of the convoy system in defeating the U-boat campaign?

The convoy system, introduced in 1917, dramatically shifted the balance in favor of the Allies. By grouping merchant ships and providing them with warship escorts, the convoy system made it far more difficult for U-boats to isolate and successfully attack individual vessels. The increased defensive capabilities of the convoys also led to higher U-boat losses, making the campaign less sustainable for Germany.

5. What were the main interpretations of the U-boat campaign by different historical schools?

Different historical schools offer varied perspectives on the U-boat campaign:

  • Realist School: View the campaign as a desperate strategic gamble by Germany to break Britain's resolve. They emphasize Germany's miscalculation, particularly regarding the US entry into the war.

  • Liberal School: Focus on diplomatic blunders and poor decision-making by Germany, arguing that unrestricted submarine warfare alienated neutral powers and unnecessarily escalated the conflict.

  • Marxist School: Interpret the campaign as a manifestation of imperialist competition between Britain and Germany for control of global trade routes and resources.

6. What was the impact of the U-boat campaign on the outcome of World War I?

While the U-boat campaign initially inflicted heavy losses on Allied shipping and threatened to cripple Britain's war effort, it ultimately failed to achieve its strategic objective. The effectiveness of countermeasures like the convoy system, combined with the entry of the United States into the war, turned the tide against Germany. The campaign's failure contributed to Germany's eventual defeat in World War I.

7. Did the U-boat campaign have any lasting consequences?

The U-boat campaign had a significant impact on the development of naval warfare. Both sides learned valuable lessons from the successes and failures of submarine warfare during the war. These lessons, particularly regarding convoy tactics, anti-submarine technology, and the legal and ethical implications of unrestricted submarine warfare, continued to influence naval strategy in subsequent conflicts, including World War II.

8. What is the legacy of the German U-boat campaign?

The German U-boat campaign is remembered as a brutal and controversial chapter in naval warfare history. While it showcased the potential disruptive power of submarines, it also highlighted the resilience of nations under threat and the importance of international cooperation in mitigating such threats. The campaign's legacy continues to shape discussions on the laws of war, the ethics of naval warfare, and the ongoing evolution of submarine technology and its role in global conflicts.


Back to Top

Click below to open/close (uncollapse/collapse) timeline

Timeline of the German U-Boat Campaign (1914-1918)

1914:
  • Early 1914: Germany initially targets British Grand Fleet with U-boats to reduce British naval superiority.
  • October 1914: Germany shifts focus to attacking Allied merchant ships to disrupt supplies.
  • Year-End 1914: Allies lose 312,672 tons of shipping; Germany loses 5 U-boats.
1915:
  • February 1915: Germany initiates unrestricted submarine warfare in British waters, targeting any ship regardless of nationality.
  • May 7, 1915: Sinking of the Lusitania passenger liner (1,198 casualties, including Americans) causes international outrage, forcing Germany to scale back U-boat operations.
  • Year-End 1915: Allied losses reach 1,307,996 tons; Germany loses 19 U-boats.
1916:
  • Throughout 1916: Germany continues harassing Allied shipping, expanding operations to the Mediterranean and American waters, but fails to trap the British Grand Fleet.
  • Year-End 1916: Allied losses reach 2,327,326 tons; Germany loses 22 U-boats.
1917:
  • February 1917: Germany resumes unrestricted submarine warfare, aiming to force Britain into submission.
  • April 1917: Severe food shortages hit Britain due to U-boat attacks, with supplies dwindling to a six-week reserve.
  • April 6, 1917: The United States declares war on Germany after the sinking of US ships.
  • June 1917: Britain implements the convoy system, significantly reducing shipping losses.
  • Year-End 1917: Allied losses peak at 6,235,878 tons; Germany loses 63 U-boats.
1918:
  • Throughout 1918: The convoy system proves highly effective, crippling the U-boat campaign. Britain attempts raids on German U-boat bases at Ostend and Zeebrugge.
  • October 24, 1918: Germany orders all U-boats to return to base, marking the end of the campaign.
  • Year-End 1918: Allied losses drop to 2,666,942 tons; Germany loses 69 U-boats.

Cast of Characters
  • Kaiser Wilhelm II: German Emperor during World War I. Ultimately responsible for the decision to unleash unrestricted submarine warfare.
  • Admiral Alfred von Tirpitz: German Grand Admiral and architect of the German High Seas Fleet. A strong advocate for unrestricted submarine warfare.
  • Winston Churchill: First Lord of the Admiralty (1911-1915) in Britain. Initially hesitant about convoys but eventually a strong supporter of the system.
  • Admiral John Jellicoe: Commander of the British Grand Fleet during the Battle of Jutland. Tasked with countering the German U-boat threat.
  • Woodrow Wilson: President of the United States (1913-1921). Initially neutral but swayed by the sinking of American ships and public opinion to declare war on Germany.
  • John Mearsheimer: Contemporary American political scientist and international relations scholar. Proponent of the Realist school of thought, arguing that Germany's U-boat campaign was a desperate attempt to break Britain's resolve.
  • A.J.P. Taylor: Prominent British historian known for his controversial views on World War II. Represents the Liberal school, emphasizing Germany's diplomatic blunders and poor decision-making regarding unrestricted submarine warfare.
  • V.I. Lenin: Russian communist revolutionary and leader of the Bolshevik Revolution. Viewed the U-boat campaign through a Marxist lens, seeing it as part of the imperialist rivalry between capitalist powers.

mr.harold.hutchings@gmail.com

TwitterLinkedInInstagram
For requests and inquiries, please contact:
mr.harold.hutchings@gmail.com 

© 2024 Harold Matthew Hutchings, United States. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. However, use of this information in other works is permitted if properly cited.

Copyright permissions:

Banner background image attributed to:

Unknown. “Cамые известные люди планеты на одной картине” [The Most Famous People of the Planet in One Picture]. 2007, /fishki.net/. Public domain.

Google Sites
Report abuse
Page details
Page updated
Google Sites
Report abuse