"Thanks a lot for sending me these fascinating selections from your father's letters. What a remarkable man he clearly was, in his down-to-earth way--sociable, and yet very introspective and curious, too...a gripping page-turner...In the browsing I'd done in published editions of soldiers' letters, I'd been struck by the conflict between a desire to send reassurance and the need to share often chaotic and frightening or disturbing experiences;...your father's letters dramatize that conflict deeply, and even comment on it themselves." 
- Professor Jill Campbell, Yale University 
(commenting on a selection of letters that she used in one of her courses).

At this writing, Tony Pritchard's letters have been used in one course - in a freshman seminar at Yale University, which Arnie Pritchard co-taught with the professor, during the time the class was working with the letters.

The letters could be very effectively used in high school and perhaps middle school, as well as college. Arnie is very interested in working with teachers in creating an engaging and informative curriculum. He envisions a partnership where he would provide knowledge of the documents and of WWII, and teachers would provide knowledge of their students and the school environment.

Arnie is willing to work pro bono with the first two schools to take him up on his offer. 

Fitting the Common Core

Tony Pritchard's letters match up very well with the Common Core emphasis on close reading of short nonfiction texts, on asking questions which promote examination of the texts, and on analysis closely based on the texts. They can be used very flexibly; students could work with one document or several, and could mix and match in many ways.

National Conference on Social Studies (NCSS)
Tony's letters also match up well with the Standards of the National Council for the Social Studies (NCSS). Some example topics based on NCSS standards are listed below.

NCSS Standard # 1, Culture

• Women's behavior near the battlefield illustrates the different relationships of men and women to war.
• Many passages illustrate the impact of war on group values and behavior

Standard # 4, Individual Development and Identity. -
• Tony badly wants his parents to understand what he is going through - but he doesn't want to scare the daylights out of them. The conflict between these two runs all through the letters.
• Tony confronts several moral challenges - from confronting his fear to a conflict between helping wounded comrades and accomplishing his mission.

Standard # 5 - Individuals, Groups and Institutions -
• Processes of adjustment from civilian life to the military.
• Life in an organization whose norms are often much stricter than those found elsewhere

Standard # 10 - Civic Ideals and Practices
• Nature and limits of an officer's authority - He can an order troops to risk their lives, but it's not his business whether or how they vote.
• Extreme inequality of sacrifice - A minority of troops served in the front lines during WWII, and they tended to be those with lower test scores and less formal education. How does this relate to American values?

Contact 

Arnie Pritchard
19 Colony Road, New Haven, CT 06511
203-624-2520 / This email address is being protected from spambots. You need JavaScript enabled to view it.