291 24 26018 https://digitalcollections.library.gvsu.edu/files/original/a5940554d37a84fba2dcb957ee0c88a1.jpg 22e4db153da849dcf7b2c48e161cbca5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context EllisDave Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Ellis, Dave Description An account of the resource Dave Ellis, Student Life Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/7a5ba47b93ab61725ba941ce42257ab5.jpg 512d159cbb069eb158a8c1e3c96e341e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context EllisLaurie Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Ellis, Laurie Description An account of the resource Laurie Ellis Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/6c724a3f786d81bfbac7863bc698464f.jpg 47cadc3493f655f4eb10be7728ac36f4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context EllisRoger_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Ellis, Roger Description An account of the resource Roger Ellis, Theatre Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/d9cbe42c4f594a612926f68bca3548a1.jpg 89d59963e1c111bdc03ec0d1f18b9c38 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context EllisRoger_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Ellis, Roger Description An account of the resource Roger Ellis, Theatre Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/3596fd846b6a5d7d4b030d561945e9f9.mp4 8eb9f7f8747a368b2c92b64aefc8603c https://digitalcollections.library.gvsu.edu/files/original/a506421f7ca8be0b831986a0760321a9.pdf 54b11677847c4ffbc692de2d439bb7da PDF Text Text Ellis, Roger Grand Valley State University Veterans History Project Interview Name of War: Vietnam War Interviewee’s Name: Roger Ellis Length of Interview: (1:25:13) Interviewed by: Frank Boring Transcribed by: Maluhia Buhlman I’m Roger Ellis, I was born in Chicago, Illinois on the 18th of May in 1943. Interviewer: “What was your early childhood like in Chicago?” It was great until my dad passed away, that was when I was about nine years old. We grew up in a suburb there which was upscale I guess, river side, and a very nice neighborhood. Post war first thing I ever remember watching on T.V was the explosion at the nuclear bomb out in the Pacific, and of course that wasn’t until after World War II immediately after, and I guess you’d say it was pretty normal upbringing. I went through parochial schools there, and I was a fairly normal average kid I’d guess you say, nothing special to report there Mom and Dad and I only had one brother, older brother and we just lived a perfectly happy typical American life I guess. Interviewer: “What was high school like?” (1:43) Well, high school I experienced in California after my dad passed, my mom bundled my brother and me off and moved to California where she always wanted to live. So we ended up in a place called San Jose, California, and that’s- I finished school there, elementary you know, and then went right into prep school. I went to Bellarmine, that's a Jesuit prep school, for four years. The Jesuits beat the hell outta me cause they were pretty tough and pretty rigorous, rigor at that time spelling fists which I think no longer applies. So I learned classical Greek and Latin for four years, theology as well as all kinds of physics and chemistry, the literature and all that good stuff. Enjoyed it, I really did, a great bunch of friends I had and it was really nice, no problems at all I �Ellis, Roger loved it. My brother had a hard time, he went through Bellarmine too but he didn’t do as well as I did, he was always the athlete type, I always liked stuff like studies, and reading, and history, and literature, all that. So I didn’t mind it, I really kind of took to academics with them which please the Jesuits to no end you know. They kind of left me alone, except once in a while I gothow shall I say, naughty and since I was one of the smart ones when I got naughty they would have me push a penny with my nose around the cinder track out by the field house. The athletes when they got naughty they’d have to memorize 30 or 40 lines of Shakespeare right. So I got the cinder track nose but you know it was nothing, and back then of course there were no problems with drugs, with alcohol you know, and I never had a car in high school and I never was running around you know and that sort of thing. It was a whole different world as you probably remember back in the late 50’s and until the early 60’s when I started college. Interviewer: “Did you have any idea in high school what it is, cause you’re always being asked by teachers and what not what it is you’re going to do when you grow up. What were the kind of things you were interested in, that you thought you were going to be doing after high school so to speak? Go to college, become something else, what?” (4:23) I had two things I wanted to do more than anything, one was to be a writer, and the other was to join the foreign service. Most immediately I started as a writer, I was always good with writing so I wrote a whole bunch of short stories and things of that sort, but by the time I graduated I wanted to go onto college. It was not a question in my mind, and that would be somewhere back east I wanted one of the big ten I thought. So that I thought would help me because I liked, as I said, the notion of being overseas, traveling overseas, and I thought well foreign service sounds pretty good and I saw- I pursued that at the end of high school, as far as careers go that’s the main thing I was setting my sights on so when I got to college I chose a major in- I wanted to major in theater but the college I eventually chose they didn’t have that so I went to English, specialize in dramatic literature and that sort of thing. Interviewer: “And were you aware of what was going on in the world around that time? We’re talking about the early 60’s now that you were going to college?” �Ellis, Roger Yeah. yeah I mean I was aware, at that time I wasn’t aware of too many political things there was no, Vietnam conflict hadn’t started up yet, that didn’t start until Kennedy started heating things up. In fact when I started college I thought “Gee, it might be really fun to be an officer” you know, so at that time the university had these highly developed ROTC programs. So I went away, my first year went down to the University of Notre Dame down in Indiana and I thought “I’ll be a naval officer” just like all those movies I’d seen about World War II. It was a time when after World War II, Hollywood was cranking out a lot about everything that happened in World War II. So I thought it’d be great, I love to sail, I wasn’t very much in favor of walking around the world in the infantry and flying. So there I was, I enrolled in the naval ROTC, but then after I transferred from Notre Dame to another university the only ROTC program there was Army. So I continued in that for a year before I began to realize what the problems were around the world and especially Vietnam was starting to heat up then, I think that was about 1961, ‘62, ‘63, and then I lost interest in that and finished out my university years as an undergraduate getting more and more radicalized, and then of course that was the same time I became even more aware of the counterculture that was the early going into the mid 60’s. And through music, through pop arts, you know bands like the Beatles and others, I became aware of not just music but the social protest, the social issue. Things were heating up against the war in Asia, so that’s when I started down the road of being a lot more critical about like the war involvement and as you say becoming more and more aware of things around me. Interviewer: “Do you remember- Do you have any memory of the day Kennedy was shot?” (8:24) Yeah, I was studying overseas then, that was one of the reasons I left Notre Dame they didn’t allow any foreign studies and I knew I wanted to go overseas somewhere, so by that time- What was that ‘63? I was- spent a year in Rome the University of Loyola so I was, at that time I was in Paris on a vacation from school with my buddies there and I remember we were standing on a subway platform, metro, in Paris and a couple of French men came up and said “Hey you know your president’s just been assassinated.” I didn’t know nothing you know until we looked at a newspaper and realized, that’s how I learned about that. �Ellis, Roger Interviewer: “What was the reaction around you by the Parisians?” I don’t know, at that time I wasn’t speaking a whole heck of a lot of French, and I didn’t- I had no experience of what that meant to lose a president in mid term. I mean I hadn’t been aware of anything when FDR passed and Truman took over, but this one was pretty serious. I knew everyone thought they’re uptight and all this sort of thing, aside from that intellectual knowledge I didn’t feel anything. It wasn't any sort of anger, resentment or desire for vengeance or anything you know it was just a kind of shock. It was sort of my first big introduction to politics. Interviewer: “Yeah I was in Catholic school and like you I didn’t have any sense of- It’s the president okay I kind of get that part, but then when they had the high mass I mean it was just a huge thing.” (10:14) Oh yeah, cause he was a Catholic president we knew that but it didn’t really affect me. I was starting to get very critical of all the things the United States was involved in but- and then of course the president was assassinated following him the Southeast Asia theater started heating up. So it wasn’t really until after I graduated, about my senior year, that it became serious. Interviewer: “What did you graduate with, what was your B.A?” My B.A was in English and they called it dramatic literature. Interviewer: “So once you return back to the states, two questions: one- Returned? Interviewer: “Returned to the states.” After the Vietnam experience? Interviewer: “No, no, no, this is after you got back from Paris.” �Ellis, Roger Oh yeah, right. Interviewer: “Yeah okay so you return from back- now you’ve graduated and returned back to the states right? What were your immediate plans and then how did those plans get interfered?” (11:15) Well I wanted to keep involved with theater studies, especially theater performance, so I chose to stay at the University of Santa Clara. That’s where I earned my bachelor’s and decided to go to a master’s program in dramatic lit there which would allow me to work with some really creative people in the theater program, do plays, write plays, and do that. So I did that for two years and they wooed me by offering me a teaching assistantship for a couple years so I could actually earn money teaching in the English department, and go to school at the same time, and come out with a degree in theater. Which sounded great and that’s where I started to think “Well you know, I would kind of like that.” because in my senior year I had applied to Georgetown for the foreign service and they didn’t want me. So I figured “Ah well maybe I’m stupid.” or maybe I wasn’t groomed for this, not knowing of course that Georgetown raises all the foreign service officers to a large extent, you know if you didn’t have family connections that’s how you would- But they didn’t want a good guy from Santa Clara and all that way out west so, but as I said I was thinking “Hmm well that was a great disappointment.” and meanwhile my mother was working on me and got all her Jesuit friends working on me, “You don’t wanna go in the foreign service.” and “You don’t even want to go on to graduate school, what you want to do is you want to earn a lot of money. You want to be an attorney” You know you wanted to be a surgeon and I couldn’t see myself there because I had no head for chemistry or mathematics, all that scientific stuff the doctors did. So I finally you know just settled in Santa Clara with a master’s degree and finishing that up and then my point at the end of graduate school was “Hey, I’ll go on to big time stuff, I’ll go to Berkeley and I’ll get my doctorate in dramatic arts.” They’ve got a heck of a program up there. So that’s what I did was I applied, I was accepted and that’s when the draft caught me, and so- prior to that though was ‘67 when I was finished with my master and just ready to head out to Berkeley. By ‘67 the Vietnam conflict was really getting really stinking and there were protests all over and then as I became more politically aware as a graduate student I joined the protests, �Ellis, Roger and so it came as no great surprise that the draft would eventually enter my horizons, which it did, and it was peculiar because the friends I graduated with, from you know the university there, they all were left alone by the draft but for some reason they wouldn’t leave me alone. I think it was a lot because of my radical activity, I was involved in protests, marches there at the university and stuff like that. So anyhow I waited and tried to get free of it for a year and argued with them but that was no good. Finally I was faced with prison or the military so I said “Okay, time to, you know, go along with the United States Army.” So I did. That’s how I got in, there was additional radicalization, radical activities, after the Vietnam series but that’s how I was sort of prepared. I entered the military then in 1968, late ‘67, ‘68. Really critical of what the military was doing and so, although I took to basic training and learned a lot of skills there, at the same time I didn’t really want to be gung-ho and participate. At that point my mother would say “Oh you want to be an officer of course you do. You’ve got this college education, you’re perfect officer material.” but I didn’t want to go for that. It would’ve been extra time on my part and it would’ve meant taking a lot of responsibility for stuff that I thought was really pretty questionable, cause I had heard a lot of the horror stories coming out and all this and I don’t know that I would want to assume a leadership position once I got in the military. So I went in as a private E1, lowest on the totem pole and that’s where I started my basic training early ‘67 late ‘68. [actually late 68-early 69] Interviewer: “Where was the basic training and what was your early experience like? Walk us through getting there.” (16:28) Well it was awful, it was up in Fort Lewis, Washington, so after you know the usual, drop your shorts and bend over and get your medical stuff in Oakland, they shipped me up to Washington, and there I was at Fort Lewis and it was winter. Which was the worst time of Washington to go through basic training because it was cold, it was rainy and sometimes you’d get snow. So I had my eight weeks of basic training and another eight weeks of advanced infantry training, and we would be, you know, crawling through the mud and the rain and camping out in the woods up there freezing, and meanwhile learning a lot of the military skills. You know how to handle all the weapons, learning the military history, code of justice, you know and doing all the stuff that people do in boot camp you know. Where you peel potatoes for a while, you handle the garbage �Ellis, Roger truck, all kinds of different things you know, wax the floors of where you’re living and make sure your boots are spit-shined and all of that. It was bad you know but it was just- I didn’t mind the physical, it’s pretty rigorous you know, but it was something very new cause I had never closely associated with a lot of the people who were being drafted at the time, and you know I was- I come from an upper middle class family, I had all this elitist education for gosh sakes and suddenly there I was living around a group of folks who, for the most part, I’d say 80% of had never been to college in the inside of a classroom, and secondly they came from all over the country. We had hillbillies there, we had people from Florida, space cadets, California kids, it was you know way up in the boonies of the Dakota’s and all, and they were all young. You know in fact I was the oldest one there by the time I reached Vietnam I was like- the draft got me at 25 years old, so I was almost out of it but like I said they didn’t want to let me go I guess. Anyhow there I was, so I was older than these 18 year olds you know by about seven years, and so I mean I made friends there but you know that wasn’t part of the nonsense that 18 and 19 year olds always go through, that sort of stuff. So it was kind of alienating in that sense socially, but at the same time I- the Fort Lewis is like any other Army camp. It’s all nicely manicured, it’s sort of like middle class America with like little roads etc, and of course you do things like marching all over the place, and running, and that stuff, but up until I left for Vietnam it was a normal part of American life I would say. Except that it was uniquely devoted to training for military etc so. Interviewer: “So while you were on- during basic training did you have very much outside access to the radio, television?” (19:53) All the time, we had plenty of that, yeah. Interviewer: “So you knew things were really getting bad over there?” Things were heating up and I thought “Hmmm well I don’t have much control over where I’m going.” It was up to the gods of somewhere, the war department maybe, of where they’d sent me, and I knew we had bases overseas like I said I’d spent a year in Italy, I knew we had air bases in Italy. The fleet had come in and partied down in Naples, you know all over Germany and all of Europe was still a lot of American military bases. On the other hand there was Asia which was �Ellis, Roger getting to be a shooting war and getting much, much worse so I didn’t know where and you know, you don’t have any control over that, so yeah. Interviewer: “So when did you find out you were going somewhere?” Well at the end of basic training you get your marching orders and mine said “Okay! You’re gonna go to Asia now.” and even then I thought “Okay, the jungle is it.” I thought. Asia, I’d never been to Asia and all, the only thing I knew about Asia was some of the war movies from World War II, like I guess there’s a lot of jungle over there I don’t know, that certainly wasn’t desert, no it certainly- Wasn’t any cities, you know you see movies about Europe in World War II and stuff like that butInterviewer: “It certainly wasn’t like your training in Washington either.” (21:16) Like what? Interviewer: “Your training in Washington in the snow, and the woods, and all that.” No, no the weather was a big shocker when I got there, so okay over I went, and again I didn’t have much choice you know? Interviewer: “So where did you end up going?” Where did I end up going? They flew me to Saigon, they flew me- The air base there was Bien Hoa the big air base, and from there they put me in in-country training, as they called it, for a couple weeks so you got used to what to do about finding cobras in the jungle and keeping wounds clean, you know you’d cut yourself with a knife or something, and all the special equipment you had to know and then they assigned me to an infantry unit that was working out of Bien Hoa, and of couse we have a big air base there and it was all- That’s the flatlands of Vietnam, and we go out in the boonies and just largely secure all the area around. There were no big campaigns at that time in the southern part of the country, I got there at a time called �Ellis, Roger Hamburger Hill, which was taking place at another location in-country, and the horror stories coming out of there were pretty bad they even made films of that sort of thing but when I got in it was at the peak and starting to wind down. So I never got assigned to that fortunately because new people who come in and get thrown right into a meat grinder like that are the ones that were likely to be the first killed. It’s the people who knew what to do who’d been there a while were the ones who tended to survive. Fortunately while that was going on I didn’t have to be part of that and I stayed in the southern area of Bien Hoa for about two to three months as an infantryman, light weapons infantryman they called me. So that’s what I did, we’d just go out on foot patrols and then we’d come back, and it was mostly just boring. You spent most your time sitting around waiting for something to happen and in between the time you’re out in the field and not working in the base came, you know cleaning weapons, filling sandbags, all kinds of stuff, you were sitting around reading books, listening to the radio or the Armed Forces Network “Good morning Vietnam!” You know they always had that going on Interviewer: “Did you actually hear them?” (23:50) Oh yeah Interviewer: “Yeah, I did too.” We never got any stateside programs though, radio or T.V, they’d show the movies outside you know, we’d get those somewhat late, and of course the music coming in was always current. So we had the Beatles and the Stone and Country Joe and the Fish and all that you know, and we’d be sleeping in hooches as they called it, or in my case bunkers a lot of the time. Kind of cut off from things, but it wasn’t bad because one thing the Army learned was that if you wanted to keep up morale you fed people pretty regularly, you gave them enough down time, and you provide them with showers so you wouldn’t be living out in the field all the time you came back to a base came and the Corps of Engineers had tried to build up the base camps with a certain amount of civilized infrastructure, you had showers there, occasionally you had a mess hall. At least one hot meal a day, that sort of thing, and that’s when I would say one of the shockers, and not just the locale, but was the army that was in Vietnam, I mentioned when we in- up around Seattle and �Ellis, Roger Fort Lewis, I was exposed to a whole group of people I’d never been around before. When I got over to Vietnam I was exposed to an even more diverse group and there, that’s where I encountered people with hardly any education whatsoever. At that time, as you probably know, they were dragging the real bottom feeders of our society as much as possible. So who’s number would come up? Well that was the people of color, the kids off the street, and a lot of people who’d be in trouble with the law, which was serve time or head over to Vietnam and that was interesting because our top sergeant of my unit it was said that he was either going to life in prison from Louisiana or join the Army and become a top sergeant, and of course he chose to become a top sergeant, who wouldn’t? So that was a whole bunch of strange people, as well as a few people like me who had come through the system, somehow got snagged up in that, more or less educated and, you know but it was quite a contrast. It was a real challenge too because you had to merge, you know blend with those people if you were gonna be a military unit and I realized that pretty well because, you know you had to rely on the person next to you or behind you when things got difficult. So, but it was hard, it wasn't easy and of course I was always kind of suspect cause I was one of those elitist kids, “What are you doing here?” You know that sort of thing, but hey I was serving my time and counting my days just as much as the guy next to me so. Interviewer: “What were some of the incidents that caused you to realize that these guys maybe come from backgrounds that were…Well obviously different than yours, but some of these people may have been dangerous?” (27:25) Yeah, yeah very dangerous. Well soon as I got there the first incident, if you want, was the notion of looking out around the- where we, our base area was, all the times seeing about 30 or 40 people standing over there by the field and they’re all pretty well full armed, you know you carry a weapon everywhere, and they were mostly people of color and you know I would ask “Well what are they all doing out there?” and they were all smoking dope. You know it was opium or marijuana and the MP wouldn’t touch them, I mean you had people there who were, I mean I would wander over once and a while and see what’s going on have a smoke myself, and some of these guys were like really very strange guys and like I said they were all armed to the teeth, so the M.P’s would never touch them. If they wanted to go out in the field and get high, �Ellis, Roger okay let them do that, and you know if they cause any more trouble we’ll get them but when there’s 30 or 40 of them you’re not gonna send a bunch of M.P’s into stuff. So that was the first thing and like I said some of those guys were looking really heavy. We would also come into contact with a lot of veterans who’d been there in the field, and they had come back too, and they didn’t have much respect for anything. I mean they would wear their uniforms because you know you have to wear camo in the jungle you don’t- so you wouldn’t be seen very much, but they were pretty rancid you know, pretty raggedy. You know half the time they wouldn’t even salute because they’d been out there, and they’d come back, and they’d just be back long enough to you know get some hot chow, you know relax, and then they’d go out and they knew what they were going to. We hadn’t really done that, I mean these were the guys who they would air lift out there, they’d go on helicopters and they go way behind. I mean we’d only go out maybe five, six miles around the immediate Bien Hoa area, these guys would go 20,30,40 miles and be part of an assault force, and so they would see a heck of a lot more action then we did. For the first two or three months I was there in that role of infantry and those guys had a lot of horror stories that you couldn’t believe, but obviously they were true so you came around to believe them.” Interviewer: “What’s an example?” (30:05) Well there were stories of- the biggest horror story was a horror story that depicted your position being over run by the enemy, at which point you began to realize that yeah those things happen, and when your position got over run then it was every man for himself and usually this would occur at night, and it was hand to hand and it was not fun at all, and at times you heard that if a situation got so bad with a position they would call in air strikes, their own air strikes on the position and wipe everybody out. So I was, you know you’d say “Okay God help me if I ever get into that situation again” so that was one kind of thing. The other horror story was stories of, some of these guys who’d been out there you know longer than we had since we were relatively new in country, they would report doing things to civilians I mean sometimes they had to burn entire villages that were sympathetic to the Viet cause there was no way could separate the people, just took them out, threw them in a stockade somewhere and burned the whole village, and they would talk about- Some of them were, some of them quite honestly I thought were psychopaths. You know they would talk about torturing people to get information and stuff like �Ellis, Roger that, obviously I had never any experience with that and never any experience with civilian atrocities or what we now call collateral damage, “Well we gotta bomb this thing and geez we took out a school too.” or a hospital or whatever. That had never been part of my universe as a civilian growing up in the states I mean that, Hollywood never had any of that stuff shown and so my notion of the good, and pure, and noble, and all that aspect to the American military started to get very tarnished as I met these guys and they started talking about what went down out there, and they- but they did sober us up a lot, not so much say “Well we’re gonna be sloppy and lack discipline ourselves.” You know, but rather these guys- One of the things that struck me was these guys had weapons all over them you know, they’d have two or three combat knives, they’d have pistols you know, they’d have your standard issue assault rifle but they’d also have shotguns and all kinds of things and you know 40 pounds of grenades and different things strapped to their body. I’m thinking “Well, okay.” so that gradually as I went out more and more patrols I’d take more of that stuff with me because you never knew what would happen you know. We’d go walking through these villages where there were people all the time, I mean you never know who was inside you didn’t search every grass shack or whatever where these people live. More commonly we’d be walking along in the open cause around by Bien Hoa it’s all flat, it’s mostly a lot of rice paddy, and so you’d be walking along rice paddies and what they called little berms that divided up the paddies in the square plot and, there’d be people working out there but you’d heard the stories. (33:57) You know as soon as you pass by these simple harmless peasants who’d smile and wave at you, women and men, you’d go by and then they’d reach into the mud and pull out their assault rifle in a plastic bag and attack you from- You never knew, so I guess I just got a lot more wary, a lot more suspicious the more we went on patrol, but at that time, this was getting to be about 1968-69 they, I’d say the enemy were pretty cautious they limited, at least around where I was, they limited their attacks to night. So there are times when we would have to go out on night perimeter guard, and that continued after I got shifted out of a combat role where we went out looking for trouble, to assignment within the administrative core. Still with the infantry but you know now I was in charge of, I was put in charge of about four or five other clerks who were devoted to reporting, and that was another eye opener. I thought, before that happened, “Well, God help me I hope the bullet hasn’t been made with my name on it.” because a lot was up to chance, I mean I could dodge and duck like anybody else, but you never knew. So I wondered if I would actually make it through 12 months, �Ellis, Roger but then orders came down for me one days and sergeant said “Oh yeah you’re leaving here get your kit, take it back over to the new place.” I said “What for, what am I doing?” Says “Well you lucked out you’re gonna be administrative in the headquarters battalion.” I said “Okay.” so I went and that’s when I realized the perception of the war was a lot more important to the movers and shakers than the actual conduct of the war, and because my job was what they call a “morning report section” and in the morning report section the military got a morning report of every unit that they had in country, and that would show the number of people in your unit, the number of killed, the number of wounded, missing in action number, so they could get the numbers right, and they did this every day and we in the morning report section we typed these up, no more than three clerical errors to every form, and we had to get that information back down to Saigon to what's called Mac Five headquarters by four every afternoon. So that that could be telexed back to Arlington, and so every day they had an accurate report of how many men in the field and if they had too many they’d, you know, move an aircraft carrier out of the warzone and then say “Our numbers are down today.” you know and then they’d sail it back or whatever. So they knew who was wounded, who was not, and what the strength was of a field unit etc, and generally what was happening. So that’s what I was assigned to do for about another 11, 10, 11 months and that I was grateful for that. (37:25) They kept me at Bien Hoa for another four, five months and then they moved me up closer to the DMZ in a place called Phu Bai which was right by the DMZ, but that’s what I did. They were happy to have me because I had a, I guess you’d say a flair for paperwork, I had a master’s degree in English literature for God’s sake, but more than that I was a little bit older obviously, you know 25, 26, and I could supervise. I had some leadership there they put me in charge of three or four other clerks, young guys who also could type right and could take instruction and you know that was- So I guess you could say I ascended to a more cultivate certainly more educated class of people with job skills, skill sets than the ones out in the field, you know eating cockroaches any everything’s surviving and killing as many people as you can. So I- and so that’s what I did and that freed me up a little for doing a lot of other things. Although at night we also, we always had a full guard duty and there were, you know we were assaulted. A Charlie would be out there and then he’d try and get through your perimeter, you know cause we had helicopters there it was a full base, my particular section was in the adjutant general’s you know we were doing reports, but we were a huge base and there was a lot of firepower coming. So Charlie’d be coming you know, and so �Ellis, Roger we’d have to do perimeter stuff at night, which was the creepiest thing cause I never was one much for nights I always tended to get disoriented even in Washington and basic training that happens out on night maneuvers, and things like you know “Okay we’re gonna turn you loose now and let’s see how long it takes you to find your way back, here’s a compass.” God I would be lost in the Washington woods for God knows how long you know. So anyway I was no friend of night, I’d been out camping that’s nothing you know but now it was night and there’s people coming at you, now that’s a whole different thing. So it was quite a challenge at night, in the daytime things started to get more civilized cause yeah I had my duties, I had you know the stuff to take care of but usually we could knock out those morning reports by one o’clock or so and the rest of the day was all downtime. So I started developing other stuff I’d get some passes to go into Saigon, I would go out, I would teach orphans at one of the villages near the base, outside the wire, I would- I took up photography and learned, took a lot of photographs, you know learned how to use a dark room and so I had a lot of downtime and I wrote a lot there too. Of course at night you put it all down and you smeared your face with camouflage and got all the ammo you could carry and out you went. Sometimes you’d be out around the perimeter within a mile usually, other times- most of the time we were in bunker fortified positions waiting for bad guys to come through the wire you know. Anything outside the wire that was injun country. Interviewer: “Did you have any interactions with bad guys?” (40:58) Oh yes, we were assaulted several times and so there was that. They never got really close fortunately, I mean this was a big base so as soon as any trouble started you always had three or four helicopters in the air, and you always had all kinds tons of artillery support wherever anything was happening but nonetheless they’d come you know. Especially, the worst thing you always were afraid of was the one or two sneaking through, the guerillas you’d call them they were called sappers at the time and their main mission was to take about a 30 or 40 pound bag of explosives with them and spend three or four hours wiggling through the barbed wire. You know getting past the bunkers where the patrols were and finding your ammo dumps and your helicopters and blowing those up and that sort of thing. So we were out there watching for that every night, even when it sounded pretty peaceful you knew there were bad guys out there, and it was hard to tell cause you had you know mongeese out there running around, you had water �Ellis, Roger buffalo parading around, half the time people had opened fire on water buffalos and you know by the time the flares had come down from artillery say “Oh another water buffalo.” Okay better than Victor, Charlie, or something you know so, and there were times when there were ground assaults that we would have to- Yeah we were taking fire and we were giving fire back, but we always stopped them at the concertina wire somehow with one type of weapon or another, but the longer I stayed there by the time I got out in the 70’s it was winding down and big assaults on bases and the Vietcong and the N.V.A North Vietnamese Army they were concentrating their assaults in different ways. There were always you know those individuals, those individual assassins Warner and Ron, you’d go to Saigon for example there were always those VC on motorbikes coming around with pistols, find some G.I, shoot him up and roar off you know, but in terms of where I was stationed at the base we never had any big massive assaults by the time I got out of there, in 1970, early 1970. In fact it was alright because after finishing 12 months they said “Look, you wanna stay on for a couple more months then we’ll release you completely when you got out, otherwise you’ll have to go to army reserve meetings back in the states for two or three years.” Cause you know they wanted to keep you in country and get more work outta you so I ended up spending 14 and a half months there instead of a twelve month tour, and when I was done, I was done. No more duties to do, just benefits from military service, but I’m glad to get out. Interviewer: “So, try to give us an idea of what it felt like on the day you knew you were leaving finally.” (44:10) The day I was leaving- they would get you out of the base, whatever you were doing, about a week before to process you. You’d have to turn in your equipment, you have to get your health check, you’d have to, you know, get uniform, whatever, get to all your paperwork. God there’s always a lot of paperwork done, and they’d ship you to a holding place by the airfield, and at any one time there are about 500,000 guys just waiting for their plane. So that was your date of estimated returns from overseas service, when the plane became available you were told. So you were hanging out doing nothing for a week most- it was probably the most boring time I spent there just waiting for that airplane to reschedule. �Ellis, Roger Interviewer: “Did you talk to the other guys who were leaving?” I did, I don’t know what there wasInterviewer: “Anything to remember?” Nothing special, each of them were damn glad to get out. Interviewer: “[overlapping chatter]” I mean sure yeah, and all the way along even before that time the- probably the commonest subject of conversation was “How much time you got left?” You know and you could be either a long time you know, or you could be short time, real short time too, but the shorter time you had left in country the more nervous you got, you’re hoping “Oh I hope they don’t put me on this patrol.” or “Oh I hope I never go there again.” You know, you didn’t want to get shot in your last week or last two weeks in country that was awful, you know, but there was no particular subject of conversation about getting out on the day you got out. Except the talk was “Well what are you gonna do as soon as you get back?” and what about girlfriends right like “What happened-” “Oh well she’s no longer around.” you know or “I’m getting back to a girlfriend.” and they’d show you pictures and getting back to- get back to the world you know, no one ever knew what it would actually be like to get back to the world and that was another shock, or once it happened, but there was all the fantasy of “Oh I’m going back home, see my family, get back to my old job, well I’ll just find another girl. Boy when I see her I’m going up one side and down the other for running around with my friends.” You know, or whatever you know, just the thoughts already were kind of trying to envision what it would be like when I finally step back. (46:55) As for me I already had a plan of action because I was, like I said, I was accepted to graduate school just at the time they drafted me and I told the grad school I told Berkeley you know “Hey uncle Sam wants me can you put me on ice for a year and a half.” or whatever and they said “Sure, sure.” So I knew I was going back I’d probably, I would start the program at Berkeley in the fall and I had got out in, I think it was May or June so I you know, my path was pretty well defined. I had been married when I went in you know, which is another fun subject of conversation, so I was �Ellis, Roger going back to my wife. I’d seen her once on R&R and I was going back to a place I knew, and a program in the next couple years of grad school. I was back to the world again, I’d finally made it so in my case yeah, but at the same time it wasn’t anything you could talk about because like I say most of the enlisted men at that time they weren’t from my background, from my educational other stuff, so I wasn’t you know making a whole lot of friends and drinking buddies or anything like that, so yeah. Interviewer: “So what was the process of getting out?” Not much, they flew you back, I think it was a flying tiger and the liquor flowed on the plane, stewardesses were more than happy to, you know, cheer us up anyway they could. They landed, you got to choose where you wanted to go, now most of the time if you didn’t choose you’d go fly back and land in the same place that you flew out of the year before, so I went and chose to you know fly back to Chicago because that’s where my wife was living. So they dumped me in Chicago, that’s fine we got together and went out west again to where I was gonna go to school and see my family and all that good stuff but there was about, I would say no more than three or four days of processing. They just made sure your final papers were in order, you got your you know veterans card and all that stuff and then you were given a bit of parting cash and a bus ticket or something I guess and away you went and then that was it. Interviewer: “Was there any reaction, cause you hear stories about soldiers coming back from Vietnam-” (49:40) Well yeah that was a big one, that was a big shocker and I don’t think any of the guys I was with over there anticipated the disillusionment that would befall them when they got off because when I got off the plane there were protestors outside the airport and that was, you know 1970 and alland by then people were, you know, really getting violent and war protests all over the country so when these planes came back full of the veterans from the campaigns all those air ports there were people picketing, you know making fun of them, shouting nasty stuff, and there we were. Me, I’d come back with, even still, I had the notions in my head about World War II when they had ticker tape parades for the veterans, all the celebratory “Oh the victorious armies returned!” I �Ellis, Roger had not heard stories, I guess somehow military kept it from us I don’t know, but I wasn’t expecting all those people, you know, to be out there calling us murderers and all the rest so, and some of the guys I was with naturally they didn’t care they thought the protestors were wimpsOther “Okay, I’m just going back to be a normal person again.” In my face why, but there was a lot of that, yeah, and it was a lot of disillusion among the veterans who came back that they were greeted in such a way and I guess a lots been made of that since, there’s been a lot written about that. Interviewer: “So- but once you got out of your uniform they wouldn’t know you from-” (51:25) No they wouldn’t, especially after your hair grew back. Interviewer: “So you’re on your way to Berkley now with your wife, and you arrive in Berkley and what was Berkley like in 1970?” Well that was a cauldron of insurrection you might say, and especially with the- there were some anti war plays that they were staging also and every week there were protests and so it was like being subtly immersed in the counterculture, and the protest culture, and I confess you might say I fell victim to it, I felt very sympathetic to, I participated, and the main thing I wanted to do was, you know, do theater and do that but at the same time I was, you know, because I was a veteran and I was going to school on the G.I bill, you know, there was the, you know, I had kind of a foot in both camps. Not that I was sympathetic to the war but just that I felt really different from a lot of the protests, most of them had no military experience, and whenever there was a protest rally or march or something in San Francisco or Oakland or wherever, I’d be looking around for the grizzled guys, and they were always guys I don’t think there were any grizzled gals at that time. I guess there are now but back at that time there were no women in combat, they were all nurses. Interviewer: “Yeah they couldn’t draft them.” �Ellis, Roger No but there were volunteers over there the gals and they were in nursing for the most part. So I’d be looking at the ranks of all the protestors, and there’d be families as well as a lot of younger people, mostly younger people, but I’d be looking for the grizzled guys who look like they, you know, almost like hells angels but you could tell they were veterans because they’d be wearing parts of their uniforms, you know, like a camo hat or a uniform with the sleeves cut off, you know, and that sort of thing and just to see where they were coming from. So I didn’t feel kind of alone being a veteran but also in the protest march, there was a number of them, veterans that were just really unhappy with it looking to participate in that. Interviewer: “How did they react to you being a veteran?” (54:00) No problem they were veterans themselves, as long as you were in the march you were one of them, you know. I guess as a veteran I was a little more experienced, a little more savvy about what would happen when you were in a march because that was the time when Ronald Reagan was governor of California, and he was not hesitant at all to just send in National Guard at us and tear gas and all the rest the sheriff’s cars with tear gas. So, you know, when I could see that coming I knew I would wanna separate myself from where the action was which is something I probably learned over in Vietnam. So I didn’t get beat up, or walloped, or tossed in jail like a lot of the others did. Interviewer: “What was your attitude, here you are you didn’t want to go there to begin with, you realize actually- you come to realize that you didn’t really know why you were there and then you finally come home and you have something like the governor, Reagan, basically saying that you’re a horrible person and you should be proud to go out and do these. What was your attitude towards the government, so to speak, who was sending you there and then when you came back this is what they were treating you- this is how they were treating you.” Well at first I knew very much why we were there, as soon as I got drafted I was thinking. I started to learn all the different reasons why this might be so, you know. There was the old domino theory of “Oh well we can’t let Vietnam fall.” there was the patriotism theory, “We’re �Ellis, Roger doing this cause we never lost a war.” and then there- By the time I got out that all seemed pretty hollow and I was beginning to realize how crass it was, like for example when I was over in Vietnam, I noticed there was pretty much one or only two construction companies with contracts to do all the building and heavy lifting and all, and I’m think “Well why would just those construction companies get in this? Who’s-” and then I started asking “Who’s delivering all this oil?” It took fantastic amounts of oil, gasoline, aviation fuel to run that sort of thing and I’m thinking “Hmmm that’s probably getting to be expensive.” and of course while I was over there the notion was if you could, you know, drop a $5000 bomb on somebody that’s better than losing any life because you didn’t want to lose lives that always looked bad and so the amount of ammunition and ordinance that would, you know, blown up. Just that got to be, I got to realize that was a heck of a lot of money too, so I started to get more and more cynical about the economic underpinnings of the war and wondering who was benefiting by it. By the time I got back I started looking more into that, and of course lots had been done on that too. So when I did get back and, you know, there was all this, there was all this protests going on and all. I understood that whoever we were, we were protesting, we were going against the mainstream, and we were going against a really big mainstream and stopping the war was not very easy. (57:50) It took a number of years so, but I knew marches counted and I had no trouble benefitting from a lot of that as a veteran, like I said I got the G.I bill benefits. That’s fine I thought “Hey I’ve earned it.” If nothing else and so I wouldn’t say I was conflicted, I realized that I had participated in something because I had to, and now I had a choice that I could join in opposition with what looked to be millions of others and not just in the United States. So I knew this was a domestic conflict but I didn’t feel much personal conflict of that, it was just somebody from a different walk of life like a veteran protesting the veteran service and someone elseBecause a lot of people, as I said in these protest marches, were older, they were families, they may have had military service themselves and felt that the military had been betrayed and, you know, was doing terrible things now and that’s why they were in the protest. So in any case I was pretty much surrounded by fellow radicals like myself, so I didn’t worry too much about that. Interviewer: “As the war wound down, especially as the end of it was just a mess, did you have any thoughts about- I mean I remember seeing huge aircraft carriers where they were �Ellis, Roger just throwing helicopters off the side into the water. Of course the fall of Saigon, my father was actually part of the United Nations after he was out in that area, and we knew people who were actually walking up those stairs to get into the helicopter. What do those images do for you in particular or do they have any effect at all?” By that time they had no effect, that was about ‘73 and I understood everything that was happening. Yeah getting those people, the last ones, out of Saigon there was a big to-do about that, the helicopters landing on the embassy roof, the thousands of Vietnamese trying to grab on and get liberated, I understood where that was coming from.The Vietcong were not a bunch of nice people they weren’t going to be very fair when they took over, you knew there was going to be a lot of blood letting and people were just running for their lives wherever they could including trying to get into the American helicopters and other airplanes. That didn’t surprise me, the stuff of pushing airplanes off aircraft carriers well I understood that, you know, whatever could make the flight out of Saigon or wherever and get on an aircraft carrier, mostly helicopters, there were just too many of them you had to get rid of them, throw them over the side, and that was part of the overall waste which is something I began to see when I was over there. Like I said we were blowing off a lot of ammunition we- Any military base over there, it was incredible the amount of junk and garbage that had amassed by the time I got to see it, the war was going on five, six, seven years. There were barrels of Agent Orange that had been left there years ago leaking into the ground, there was all kinds of shipping containers, you know those things, trash heaps, immense stuff, and equipment, busted down equipment. (1:01:41) Trucks, tanks you name it, armored personnel carriers not to mention the weaponry around, you know, and you weren’t gonna take that with you. Especially at the end because everything came all at once at the end, relatively speaking, wasn’t like you could go in Kuwait and say “Okay we’re gonna gently wind down and get some of this stuff back.” No, we had a run from the enemy coming right into Saigon and running over anyway. We just left a lot of it. Interviewer: “Paid for by the tax dollars.” Oh yeah. �Ellis, Roger Interviewer: “That’s who made the money, that’s the people’s money that’s the thing.” Yeah it was the war material contractors right, the same way it is now, but it was true we left a lot of it behind and on our way out, and I was part of this too there were some things they knew they weren’t gonna leave and they weren’t gonna take with us so we just spiked them. We just, you know, burned them up, blew them up, burned them, whatever but when the very end came yeah it was just throw everything in the South China sea push it over, you know. Burn this down, explode everything, I could understand that yeah, tremendous waste not just of treasure but of blood, you know, that was the- That was even a worse thing he was shocked by the amount of dollars that had gone by the way but you stopped to think of the number of people killed. That was a lot of American lives, not to mention it was three or four times that amount of locals, I guess more or less civilians, there was that wasted you know, and on top of that were those who weren’t killed outright, who were suffering those war injuries. It’s like we have body counts of who’s dead in Afghanistan in this week, you know, but we never are aware of- Thousands of people who’ve lost their limbs or are just completely screwed up from combat, from our wars in the mideast now. (1:03:50) It was the same way then, I mean you had something like 50,000 service men, you know, who were killed but you probably had up to three quarters or a whole million of them who were suffering injuries, and many of them still suffering, you know now, the wounded and the cared for without a great veterans administration to take care of them. Interviewer: “Yeah that’s part of the project I’m involved with now is the aftermath of, not just here but also Vietnam.” Well you know I had seen the waste, a lot of people know the numbers but when you see the waste it’s something else and it’s just something you learn to live with. Hey, I had a ‘49 Ford I used to love to drive around but it got rusted out and had to go, and anyway there was nothing you could do about it you know. Sure, shove the plane off in the sea, that's it. Interviewer: “About a year ago, I have AAA, and so- for my car, and I get a AAA magazine.” �Ellis, Roger Okay. Interviewer: “And although I didn’t have to go to Vietnam, I think you and I have talked about this. I came that close, in ‘72 to the draft board and was told “Go home kid it’s all over with.” One of the lucky ones my birthdate just happened to coincide with [unintelligible] but I have to admit when I got this magazine in the mail it had a profound impact on me, and I’m sure it would have a bigger impact on somebody who was there, but the cover of this AAA was the joys of going to Saigon, this magazine-” When? After the war you mean? Interviewer: “I’m talking about a year ago, a year ago in the mail-” (1:05:38) 2016? Interviewer: “Yeah, I get the front cover of the AAA magazine which has-” Really post-war. Interviewer: “There’s obviously, you know, the joys of Paris one month, another month is go to- And this one was literally devoted to why you should go to Vietnam, and it had a profound effect on my because I looked at it and I thought all those lives and even the homeless people still wandering around and now after all these years, I can pay a couple thousand dollars, get on an airplane and go there. So what was the point of doing all that to begin with? I guess this was my reaction.” Well you want an answer? There’s no answer. I mean it is what it is, you know if history is a river Frank there’s a hell of a lot of blood gone under that bridge and seeps and just flows away, but at the same time you and I both know there’s a lot of lessons to be learned from the Vietnam experience or the Desert Storm experience or a lot of experiences They’re still making war movies about World War II, and they will continue to do so about Vietnam and Afghanistan and �Ellis, Roger Osama Bin Laden and the rest. War is a seductive and fascinating subject. Interviewer: “But the thing that bothers me Roger is, and I think your description of this river of blood, is the one sitting on the side that never had to experience that, they’re making the money out of that blood. They’re sitting back in their mansions and traveling in their private jets because they’re the ones selling the airplane, and selling the bombs, and selling the materials and chemicals that go into those bomb. They watch that river of blood go by and it just doesn’t seem to affect them at all.” You don’t want to waste your time on finger pointing, I mean you might point your finger at that arms broker if you want, but you might also point your finger at the guys who go and torture civilians for the hell of it because they knew they could get away from it and so who’s responsible for that. One thing I realized is that the war never made monsters of anybody, the war just allowed people to come out. Whatever was in them it would go to the surface. (1:08:03) If you were a good person to begin with you could remain a good person, you might even have some good influence I don’t know. Maybe I did some good with all these Vietnamese kids I was teaching there at the orphanage, what a trip that was. I don’t know but it gave me the opportunity to do that, and I think even the most violent and depraved people, that they had that in their nature before they came, it just- A lot of these young people 18, 19 year old were, like I said some were psychopathic, others were just completely amoral, and you get a person like that and give them an assault weapon and there’s no law around them. They’ll do their job and they’ll do more if they get a chance and you gonna point a finger at the war for doing that or you’re gonna point a finger at them or the person who made that rifle or…There’s enough guilt to go around if you want to do that, yeah somehow you learned to live with that. Interviewer: “I think we’d stop there except I have one other question. This is the big difference between, not difference but there’s something you said to me that just really struck me, my eagle scouts project, and you know what an eagle scout project is-” Oh yeah. �Ellis, Roger Interviewer: “Was raising funds for an orphanage in Taipei, but all I had to do was gather together a bunch of stubs, sell it, and then be able to donate to the orphanage, and I felt pretty good about it and that’s what got me my eagle medal. Tell me about your experience with the orphanage in Vietnam?” This was about three miles outside the base, outside the wire, engine country. Was all girls, it was like I’d say 11, 12 years old up to maybe 15, 16. It was a hangover from French days, the French had long been gone and now the Yanks kind of protected it, but you never knew out there. None of them spoke English but the top Sergeant the guy who, you know, from Louisiana and decided- He got the request for someone to help the orphanage out and his staff noticed I had French in my background so he said to me “Listen I want you to go out and they need a teach there they want to learn English.” I said “Well okay.” So he gave me a driver and a jeep, and three days a week I’d go out to this orphanage. It was a really unusual experience trying to teach English with someone only with school boy French and I’d have an assault rifle with me at all times in the classroom. I’d be lucky if I could find some chalk out there and we could do this, so I did that for about three or four months and those kids were great but they didn’t have anything. I remember once I got a trip organized, I don’t know why top sergeant let me do it but he said “Okay I’ll give you an effing bus.” you know. So I put all those kids on a bus and I went to Saigon to the zoo. (1:11:56) Well they’d never seen Saigon, they’d never seen a zoo, we spent the day at the Saigon Zoo, you know, and they were- It was run by some nuns, I don’t know what order they were, but they came along as, you know, chaperones to get the kids around “Kathy had ice cream! Oh look there’s an elephant!” you know, all this stuff. So that was fun too but I was just teaching them out there, three afternoons a week out in the orphanage until the V.C over ran that, I understand- Well I didn’t see it but I understood- Well we had to stop going out there because the place had been blown up, a lot of the girls had been shot up, orphans were killed and so end of teaching at the orphanage, but although I still have photographs of a lot of those young kids, you know, hanging around. I didn’t mind that cause, you know, I had been like a teaching assistant before I went in. I’d probably by that time, you know by the time I got out of the Army I’d end up being a teacher as I have been. So teaching is teaching, away I went it was kind of unusual trying to teach English [Speaking French] you know, with a machine gun over your shoulder all the time you’re teaching. You know they were very nice they’d bring me in and �Ellis, Roger give me tea afterwards, you know, and then we’d drive in the jeep back, you know I never knew when the road would blow up from a mine under us, fortunately it never did, but for three months that was really- I’ve never forgotten that, that’s a great experience, but I don’t know what eventual good it did and how many of those kids are still alive whatever happened to them. So it’s one of those things you do because it’s nice to do and you can’t follow the impact of it down the years you just hope and pray something remains. Interviewer: “Here’s a question Roger I ask every veteran towards the end: How do you look back on your experience in the military, not just Vietnam per se, but how do you look back on your experience in the military?” Well I think there’s several things there Frank, I’m glad I had it overall, at the time I wasn’t you know I just “I don’t want to be here oh. Anti war.” but I’m glad I had it because I feel now like I was part of a great historical incident, being part of history however insignificant. I mean I wasn’t general or an officer or anything like that but I was up close and personal with what that whole thing was, and I’ve come to realize how unique it was, because not only do many people not know about it at all, it’s impossible to talk about it with people who’ve never been in that situation. Nobody asked me, as though they’re kind of afraid, and I guess I’ve heard this is pretty common that nobody really asks veterans what it was like and veterans are not always talking about it, very reluctant to, but it was unique and I learned a lot about things. (1:15:06) About life, about other people, about my own limitations and self preservation and self confidence whatever you wanna call that, and also about, you know, you wanna get academic about it, the military industrial complex and that sort of thing. So today I think it’s given me a perspective on that same kind of situation which hasn’t changed me, there’s still, you know we’ve got conflicts, we’ve got the glorification of the military and now our present president is beefing up the defense for more involvement. It’s made me cynical about that, questionable, I think there are times really when we’re grateful we have some military ability but I’m really deeply suspicious about the uses to which it’s put by people. Particularly the people you mentioned, the weapons dealer and weapons merchants as well as investors and others, none of whom have had any experience with war. I would suggest too most of them have probably never had sons or daughters- And so they stand at a remove from it, they promote it, they talk about it abstractly, it �Ellis, Roger becomes another political strategy they could you without realizing a terrible cost in human suffering that it’s going to involve, because their eyes are fixed on the tremendous profit that can emerge. I mean look at Vietnam, what we did there say in just one place like Cam Ranh Bay, was to create a huge deep water port for a vast amount of shipping that had to come in there to support the war effort during the Vietnam years. We pulled out and we left Vietnam with that huge asset and they are, you know, they’re still using it to this day, air fields and everything else, and my son who’s a business man he goes over to Vietnam and Asia frequently, and he’s been to Vietnam and he likes it, Saigon is starting to be very vital again and of course it’s a lot more modernized I’m sure I wouldn’t recognize a lot of it 40 years later. When I was there it was still old France, it was still very French, you know, but yeah there’s that, I have a perspective on it, you know, that I can use to- as a filter to see what’s going on today. I certainly also, a third thing was, I certainly enjoyed the benefits, I used the veterans benefits for school and education, I used them for buying my house you know, and so there’s that, that certainly helped me out. I’m very grateful I wasn’t shot up, damaged, or killed certainly, and it’s made me very aware of the stories of others. I feel sort of camaraderie with that, with any veteran but especially Vietnam veterans although I’ve never kept in touch with any of the people there. I guess there were only three or four others that I had served with over there who didn’t get blown away by the time I left, so where their lives led I don’t know afterwards but I was never, like I said, I was never bonding with others over there out of some great need (1:18:35) While I was there I was always coming back to others that I wouldn’t, you know, so that’s what I did, as soon as I got back I was immersed in the university culture, theater culture, other new friends, etc and I never hung onto social attachments of others. So I guess in general I’m glad I did that, I probably would have lacked a lot if I’d never seen what goes on there. I don’t have any illusions, I probably did enter with a lot of illusions about being patriotic and how fun war is, you know you can be like John Wayne and all the other heroes you saw in the movies, I no longer have that. I certainly am, as I also said, very suspicious about, you know, people who support the war and the money it takes to support the war and all that good stuff. It certainly made me also very knowledgeable about what George Bush, Dow, Donald Trump, and others have done in applying military force around the world. I tend to know what’s going on when they, you know, bomb Tunisia or send some rockets in Syria and you know what these guys are going through in the Phillippines and that sort of stuff. I know what’s happening a little more I think, without having to rely on Hollywood to tell �Ellis, Roger me that or read a bunch of books. I’ve read a lot of book about Vietnam afterwards, helped to put it in perspective by a bunch of people, my favorite kinds are the stories of- Not so much the critical analyses and the political arguments but the stories of it, and I confess those are the mostMy favorite motion pictures are stuff, films that I feel really depict what was going on, what I saw going on. Interviewer: “Give me an example since we’re both in the art field, what kinds of movies are you talking about which ones in particular struck you?” There are probably four, the most important one was Coppola’s film Apocalypse Now, there are many aspects of that that are just ultimately very very real. The one scene where in the middle of the jungle suddenly everything lights up cause they’re flying in a bunch of entertainers from Hollywood and there’s no light in the jungle, you know we’d go out on patrol there was nothing but star light you know, but in the movie you got that sense of suddenly that base, that landing pad, and the forward fire base lighted up and for an hour the helicopters would come in and the gals and guys would go out there and dance, you know etcetera, etcetera. Then they’d fly them right out or whatever but there’s a lot of scenes in that film that I think wereInterviewer: “It’s a scary film too.” (1:21:30) It is scary but nothing is unreal, the only thing that’s unreal is the notion of going way up a river like, what is it Martin Sheen trying to find Marlon Brando who some weird guy where they’re doing cannibalism and stuff that whole thing, well he had to do that because it was based on the Joseph Conrad novel but I don’t think anyone was really that psychopathic like Marlon Brando, however everything that happened around that was real. A second one was Platoon with William Dafoe and others, that was absolutely real, the combat sequences, the rivalry, and hatred, and people, and you know going on at your own people. You know the combat sequences were really accurate, really reflected what I knew and there was another one called steel- Full Metal Jacket, which it seemed to be a really brutal war film but they showed it the way it was and so those really impressed me. Well but it was probably Platoon, that had an ethical dimension to it like Apocalypse Now had an ethical dimension to it that put it into an accurate perspective. �Ellis, Roger Interviewer: “Yeah but we were talking about Hollywood, the interesting thing is how long it actually took Oliver Stone to get that made. He had to make a whole bunch of other ones, because no one wanted to make it.” The final film I’d mention is one that was made long after the war and it wasn’t about so much about combat at all it was swimming to Cambodia where they were talking about the killing fields. That motion picture was realInterviewer: “Spalding Gray” That was Spalding Gray yeah, God mercy on that guy, but he did a good job in that filmInterviewer: “Oh he did fantastic.” And you got the sense of panic of what it was like when the embassy staff had to get out of Saigon like now, and so that really was good for me yeah. Interviewer: “I don’t want to sound facetious because I love this movie, what did you think of Forrest Gump?” (1:23:44) I liked it, it was very playful. Interviewer: “It had its moments though where this person who really didn’t have any concept about what was going on around him but had this, somehow this moral compass, that “I gotta save Bubba” Bubba Hanks Interviewer: “Still brings tears to my eyes whenever I see that scene where he just goes running back and grabbing those people, cause he doesn’t know any better, I mean it’s just �Ellis, Roger the right thing to do.” There were a lot of Bubba’s who would make it through there and would be different Bubbas when they went back to Louisiana, Alabama, New York, wherever, but at the same time there were a lot of folks who went back to the streets who had been, especially the African Americans, Latinos, they went back toughened for a race war that’s still you know, pretty real to a lot of our cities nowadays and it was certainly real back then. The civil rights time coincided with all that so, but there were a lot of Bubbas in there and yeah he had a moral compass and all, it was a wonderful feeling good contrast between his buddy who got shot up and on and forced Gump who was just trying to do the right thing all the time. He took his chances and the roll of the dice was just he lived and the other guy got torn up, that’s what happens. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context EllisR2119V Creator An entity primarily responsible for making the resource Ellis, Roger Date A point or period of time associated with an event in the lifecycle of the resource 2017-04 Title A name given to the resource Ellis, Roger (Interview transcript and video), 2017 Description An account of the resource Roger Ellis was born on May 18, 1943 in Chicago, Illinois, but grew up in San Jose, California, where he graduated from a prep high school. Ellis then attended college for a bachelor’s degree in English and Dramatic Literature. He also participated in the Reserve Officer Training Courses for the Navy, and then the Army, but lost interest by 1963 due to conflict heating up overseas and the counterculture movement at home. In 1963, he studied abroad in Italy for a year. He then attended a master’s program in Dramatic Literature at the University of Santa Clara in California before the draft prevented him from moving onto achieve his Doctorate in 1967. Entering the Army in 1968, Ellis attended Basic Training as well as Advanced Individual Training at Fort Lewis, Washington. After training, he was deployed to Saigon, Vietnam, where he was assigned to an infantry unit at Bien Hoa Air Base. As a Light Weapons Infantryman, Ellis accompanied foot patrols that secured perimeters around Bien Hoa. Later, Ellis was reassigned as an administrative Clerk for the Morning Report Section of a Headquarters Battalion in Bien Hoa, and then in Phu Bai. He also took up photography and worked as an English teacher for orphan girls in a village near the base. At the end of his tour in 1970, Ellis was flown back to Chicago where he was officially discharged from the Army. Once back in the United States, he was surprised by the hostility of antiwar protests directed against Vietnam veterans. Ellis reunited with his wife and returned to his Doctorate program at the University of California, Berkeley where he also rejoined the antiwar protests. He grew critical of the military, economic, and human waste caused by the war, especially as the Armed Forces made their hasty retreat from Vietnam after 1973. Reflecting upon his time in the service, Ellis believed he was part of a great historical era since it was difficult to discuss his war experience with those who had not lived it. He also appreciated the Army’s veteran benefits and the greater military experience, which he used as a critical lens into contemporary American military politics. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) GHTV Subject The topic of the resource Oral history Veterans History Project (U.S.) United States—History, Military Veterans Video recordings Vietnam War, 1961-1975—Personal narratives, American Source A related resource from which the described resource is derived Veterans History Project collection, (RHC-27) Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/59e186078ff06ebd709c05fa9270e774.pdf a8c44351ff85ffb3ae5eb37a5c384c87 PDF Text Text Elmwood Township Master Plan Public Hearing Date: March 20, 2018 Adopted by Planning Commission: March 20, 2018 �CHARTER TOWNSHIP OF ELMWOOD COUNTY OF LEELANAU, MICHIGAN PC Resolution No. 2018-01 PLANNING COMMISSION RESOLUTION TO AMEND MASTER PLAN WEREAS, the Michigan Planning Enabling Act (MPEA) authorizes the Planning Commission to prepare a Master Plan for the use, development and preservation of all lands in the Township; and WEREAS, the Planning Commission prepared a proposed updated Master Plan and submitted the plan to the Township Board for review and comment; and WEREAS, on November 13, 2017, the Elmwood Township Board received and reviewed the updated Master Plan prepared by the Planning Commission and authorized the distribution of the Master Plan to the Notice Group entities identified in the MPEA; and and WEREAS, notice, dated November 14, 2017, was provided to the Notice Group entities as provided in the MPEA; WEREAS, the Planning Commission held a public hearing on March 20, 2018, after notice published in the Leelanau Enterprise on March 1, 2018, to consider public comment on the proposed updated Master Plan, and to further review and comment on the proposed updated Master Plan; and WEREAS, the Planning Commission finds that the proposed updated Master Plan is desirable and proper and furthers the use, preservation, and development goals and strategies of the Township; THEREFORE BE IT HEREBY RESOLVED AS FOLLOWS: 1. Adoption of the 2018 Master Plan Update. The Planning Commission hereby approves and adopts the updated 2018 Master Plan, including all of the chapters, figures, maps and tables contained therein. 2. Distribution to Township Board and Notice Group. Pursuant to MCL 125.3843 The Township Board has not asserted by resolution its right to approve or reject the proposed Master Plan and therefor the approval granted herein is the final step for adoption of the plan as provided in MCL 125.3843 and therefore the plan is effective as of March 20, 2018. In addition, the Planning Commission approves distribution of the adopted Master Plan to the Township Board and Notice Group. 3. Findings of Fact. The Planning Commission has made the foregoing determination based on a review of the existing land uses in the Township, a review of the existing Master Plan provisions and maps, input received from the Township Board, public, and Notice Group, as well as the public hearing, and finds that the updated Master Plan will accurately reflect and implement the Township’s goals and strategies for the use, preservation, and development of lands in Elmwood Township. 4. Effective Date. The Master Plan shall be effective as of the date of adoption of this resolution. The foregoing resolution was offered by Planning Commissioner Elliot. Second offered by Planning Commissioner Trevas. Upon roll call vote, the following voted: Aye: Elliot, Trevas, Roberts, Johnston, Bechtold Nay: None Absent: Aprill, Prewitt The Chair declared the resolution adopted. ________________________________________ George Prewitt, Planning Commission Secretary 2|Page �Table of Contents Elmwood Township—A Brief History Existing Land Use Natural Features Goals, Objective & Policies Future Land Use Plan Recommendations Zoning Plan Plan Implementation Resources Appendix A – Maps Future Land Use Map Soils Map Public Water System Public Sewer System Zoning Map Greilickville Sub Area Master Plan-Land Use Plan Appendix B – Demographics Appendix C – Other Documents 4 8 15 21 31 37 43 44 49 50 51 52 53 54 55 56 63 3|Page �This original plan was adopted September 7, 1999 by the Elmwood Township Planning Commission after a public hearing on August 3, 1999. In 2009, the Elmwood Township Board directed the Planning Commission not to review the Master Plan until the Elmwood Township Draft Zoning Ordinance was completed. In August 2016, the Planning Commission forwarded the Draft Zoning Ordinance to the Township Board for consideration. The Planning Commission then began the review and update of this Master Plan. After notice and public hearing, the draft Zoning Ordinance was adopted and became effective on September 1, 2017. In anticipation of the Master Plan update, the Planning Commission commissioned a survey in 2013 to be sent to Elmwood Township residents, property owners, and business owners. The Planning Commission relied on these results in supplementing the existing Master Plan to create this update. The 1999 plan was the basis for the update and changes made for the 2017 update. Much of the text is the same, only updated as necessary for the changes that have occurred in the almost 20 years since previously written. Elmwood Township -- A Brief History Elmwood Township’s history and its present economic and social conditions have been shaped and determined by its geography and its abundant natural resources. Prior to European settlement in Elmwood Township, forests were the principal land cover, primarily sugar maple, elm, basswood, yellow birch, hemlock, and white pine, with poor sandy soil areas supporting jack pine and red pine barrens, including oak, aspen, red maple, and some white pines. These forests originally provided for and spurred the economic development of the area, first by providing the habitat for trapping and then for logging. Being located on the Great Lakes made this area accessible first to European adventurers and mercantilism, and later to American settlement and expansion by enabling transportation for export of the area’s raw materials. Although there were settlements, forts, and travel routes in the Grand Traverse Bay area throughout this period, the effects of human activity were not significant until the nineteenth century when inexpensive land was made available by the federal government, and the demand for construction wood, railroad ties and trestles, and fuel in expanding communities throughout the East and Midwest was increasing rapidly. Seth Hall Norris was the first settler in what is now Elmwood Township.1 He arrived in Traverse City in 1851 and set up a small saw mill on the creek flowing from Cedar Lake to the Bay. A tannery followed, then a grist mill, an ice supply business, and finally a brick yard in 1862. Norris was bought out by James Markham who became the primary supplier of bricks for the then burgeoning City of Traverse City. (The Traverse City State Bank, the Masonic Building, the Hannah & Lay Building, and many of the State Hospital buildings are some of the best1 Wakefield, 1987. Most of the material included in this section is taken from Elmwood Township, a Pictorial History by Lawrence Wakefield. 4|Page �known buildings built with Markham bricks). The Norris family also ran the local grocery store which also housed the post office in what was then called "Norrisville." In 1853, the Greilick family arrived and began a large steam-powered sawmill near the site of Norris’s original mill and established and ran docks in West Bay. Except for the Hannah, Lay & Company, the Greilick Brothers were the largest producers of lumber in the region. They also began a brewery on the creek in Greilickville that still bears that name. Norrisville, or Norristown, adopted the name of Greilickville when the Norrisses moved to other parts shortly after the Greilick family erected its large mill on the bayshore.2 Elmwood Township was also the site of some of the area’s most popular resorts: the Traverse Beach Resort (also known as the Baptist Resort), the Spring Beach Resort, and Margie’s Court on Lake Leelanau.3 The Township of Elmwood was organized by the Leelanau County Board of Supervisors on December 21, 1863. Only about 200 people lived in the Township at that time (with only a little over 2,000 in the whole county). Originally part of Solon Township was included in Elmwood Township’s territory, but in 1871 it was reduced to 13,715 acres.4 By the early 1900s most of the virgin timber in the area had been cut over and many of the farmsteads created on poor soils had reverted back to the state for delinquent taxes. Resale and cut over of second growth occurred in some areas, but farming of the good lands began taking hold. State-held properties from abandoned farmlands were being consolidated and farmers on marginal lands were relocated. The first commercial orchard was planted in Elmwood Township in 1916. Morgan Orchards, as it was known, was located on M-72, just west of the present Tom’s Market property. The railroads had expanded throughout northern lower Michigan by this time, and in 1919, the state began highway construction with a fifty million dollar bond issue, followed in 1925 by a two-cent per gallon gasoline tax to fund highway construction.5 Also, around 1910, the state’s urban population exceeded its rural population and was growing at a rate of approximately 30 percent per decade, with a dramatic increase in per capita wealth as well.6 Better roads, increased incomes and more leisure time led to increased tourism in northern Michigan. Resorts and summer vacation properties began appearing all along the Grand Traverse Bay. Through the 1920s the number of farms increased in the area and the planting of orchards increased steadily on most of these farms. The largest percentage of farm acreage was used to produce tart cherries, with apples, sweet cherries and other fruit taking up most of the rest. _________________________ Let’s Fly Backwards, Al Barnes, 1976. Sprague’s History of Grand Traverse and Leelanau Counties, 1903. 4 As a result of annexation, the Township currently encompasses 12,928 acres. 5MSPO, 1995. 6MSPO, 1995. 2 3 5|Page �During the Great Depression of the 1930s many properties, especially farms in poor soil areas, reverted to the Michigan State Conservation Department and the U.S. Forest Service bought thousands of acres. Much of this land was replanted by the Civilian Conservation Corps which planted almost 500 million trees in Michigan.7 Red and white pine woodlands are still evidence of these actions. During the 1930s people left rural areas for the cities and rural population growth halted or declined. In the 1950s Elmwood Township’s population began to rise again, mounting steadily over the next decades. By the 1970s much of Michigan’s rural population expanded, and the Traverse City area’s population in particular, began to grow much more quickly.8 The need for Township zoning was recognized in 1967 when a delegation of citizens requested controls on increasing development. This population growth has not been in farm population, but is dominated in Elmwood Township by retirees and others servicing the increasing tourist trade. The average household size also began to drop dramatically, all of which has expanded the use of land for non-agricultural purposes and has had a profound effect on the landscape and ecology of the area. The style and methods of farming have also changed notably. Small general farms usually with a specialty cash crop had been the rule until the late 1940s and early 1950s. At this time, farms began to consolidate and specialize in single commodity crops. Smaller farms were bought out and much larger enterprises, most commonly orchards of tart and sweet cherries, apples, plums, and other fruits, were formed. These operations were still familyrun but no longer were self-contained general farms. In 1986, the Township Board called for the construction of a new Township Hall on Lincoln Rd. This hall replaced the existing building on Cherry Bend Rd that was shared with the Fire Department. The Fire Department later constructed a new fire hall immediately adjacent to the Township Hall in 2001. In August of 1987 in response to continued population growth in and around Traverse City and in what the Board believed would be an action to retain the integrity and control over its territory, the Township Board resolved to change Elmwood Township into a Charter Township. Despite this action, in June of 1989 the City of Traverse City annexed a portion of the southeast corner of the Township. As a method to reduce congestion on M-22 along West Grand Traverse Bay, the Bugai Rd extension was constructed in the mid-1990s. This connected Bugai Rd to S Lake Leelanau Dr allowing for North-South connection to the greater Leelanau County. This also led to the installation of a signalized intersection at Bugai and M-72 at a later date. ______________________ 7Titus, 8Ferris 1945. & McVeigh, 1995. 6|Page �In the 2000s the Total Petroleum/Marathon Oil property was decommissioned. This was the end of using the West Grand Traverse Bay as a way to transport petroleum to the area. All of the tanks and pipes associated with this use were removed in 2017. The Township began to construct and expand their marina facilities in the 1990s with the construction of Dock A. Today there are 3 docks, that have 190 slips in the marina. Twentyone are for transient uses and the remaining are for seasonal lease. In 2018, the Township will start a 3-phase construction project on the marina to update facilities. 7|Page �Existing Land Use Since much of the existing land use remained the same from 1999 to 2018, only minor changes were made to this section. There was no field survey conducted, only aerial photography taken in 2012 and personal knowledge from Planning Commissioners and staff. The basic and essential data necessary for any planning study is an inventory and analysis of existing land uses within the community. A knowledge of the existing land development pattern and site conditions furnishes the basic information by which future residential, commercial, industrial, and public land use decisions can be made. In the course of exercising its zoning powers, the controlling municipality must give reasonable consideration to the character of each area and its suitability for particular uses. An inventory of existing land use furthers this objective. The existing land use map and acreage tabulation, which are included in this chapter, will also serve as a ready reference for the Township in its consideration of land use and infrastructure improvement proposals. Methodology A field survey was conducted in 1998 to gather existing land use data. Each parcel of property in Elmwood Township was inspected in the field and its use characteristics recorded on an updated base map. Aerial photographs were used as supplementary information to determine land use boundaries, agricultural locations, etc. General Pattern of Land Use Elmwood Township has four distinctive sub-areas: Greilickville, the M-22 corridor, the Timberlee Resort area, and, finally, the rural portion of the Township which consists of the majority of the land in the Township. Greilickville Greilickville, so named in the mid-1800s after a predominant lumbering family, has developed into the primary commercial area of the Township. While the majority of residents of Elmwood Township rely heavily on Traverse City for their shopping and commercial needs, the Greilickville and Cherry Bend area has developed into a small but vital commercial, office, medical and light industrial area. The activities in the harbor area are recreation and pleasure boating with the Elmwood Marina, Greilickville Harbor Park, Discovery Pier & Harbor, Children’s Museum as well as the other marinas and docks along the West Arm of the Grand Traverse Bay. There are also small shops, restaurants, and gas stations in the Greilickville area. The majority of Greilickville is serviced with public sewer and water and is also the portion of the Township that is most densely populated with many single-family subdivisions clustered between E. Grandview and Cherry Bend Roads. 8|Page �M-22 Corridor With the exception of Pathfinder school, a small motel, and rental cottages clustered along M-22, just north of Cedar Lake, the M22 corridor has been developed as a predominantly single-family, detached residential corridor. M-22 is the Township’s primary north-south road, running adjacent to the West Arm of Grand Traverse Bay, and leads to the Village of Northport to the north and Traverse City to the south. The majority of development has been individual residential lots fronting M-22 with a scattering of residential subdivisions including Forest Hills, La Riviera, Cedar Cove and the Valley Estates at the northern border of the Township. Exceptional views of the Bay can be seen while traversing M-22. In 2016, the Township completed a traffic study on the M-22 corridor from the Township line North to Cherry Bend Rd. The results of the survey were that a traffic signal between Carter Rd and Cherry Bend Rd was not warranted and that to improve traffic congestion an access management plan should be investigated. The Greilickville Sub Area Master Plan states that parking lots should be connected to aid in the flow for traffic and allow for reduced left hand turning movements. Timberlee Resort The Timberlee area is a second population node found on the west side of the Township. It has developed with townhouse-style condominiums, single family houses, and an old lodge that has been converted to an event center. Timberlee was developed as a ski resort in the 1970s, and is now used as a snow tubing hill, the property has remained largely intact and under single ownership. The Timberlee area is serviced with public water making it a desirable and scenic location for residential development. Rural Environment The remainder of the Township is rural in character with the exception of single-family homes along the shoreline of Lake Leelanau and some scattered residential development and homesites. Much of the remaining land is used for agriculture and orchard production or is heavily wooded or wetland areas. When not in a subdivision, residential development occurs predominantly along section line roads and on large lots. 9|Page �Land Use Distribution Each existing land use was placed in one of eight general land use categories. Elmwood Township encompasses 12,928 acres, or 20.2 square miles. Data in Table 1 indicate the total acreage occupied by each land use type and its proportion of the total land area in the Township. A discussion of each land use is provided later in this section. From 1999 to 2018, few developments were approved in the Township. Because of this, the existing land use calculations were not updated with the 2018 update. Table 1 Existing Land Use Acreage, 1999 Elmwood Township, Leelanau County Land Use Category Acres Percent of Total Agricultural/Orchards 3,353 25.9 Single-Family Residential 2,845 22.0 Multiple-Family Residential Office 74 0.6 9 0.06 Commercial 97 0.8 Industrial 111 0.9 Public 145 1.1 Vacant, Woodlands, Other 6,294 48.7 Total 12,928 100.0 Source: Wade-Trim/Elmwood Township Field Survey, January 1999. The land use classification system used for this analysis is a derivative of the Michigan Land Cover/Use Classification System which was developed by the Michigan Department of Natural Resources for use in statewide current use inventories. The following defines the land use classifications used to categorize existing land uses and describes the distribution of those uses. 10 | P a g e �Agricultural/Orchards This category includes all areas where the principal land use classification is agricultural and includes lands under cultivation, horse farms, ranching operations, pastures, orchards, vineyards, cherry processors, nurseries and greenhouses and tree farms as observed from field observation, from review of aerial photographs, and/or as indicated by Township officials. These lands are primarily located in areas of good agricultural soils with no existing or planned public sewer and water service. It is the intent of the Township to promote the conservation of agricultural lands and protect existing farms from the costs frequently associated with development. There are 3,353 acres, or 25.9 percent of the total Township land so classified. Most of this acreage is utilized for farming purposes, orchards including vineyards and hops, or is lying fallow. Also included in this category are the cherry grower’s co-op found in Section 8. Small hobby farms and small crop farms (less than ten acres) are not included in this category. Single-Family Residential The single-family residential category includes site-built single-family detached structures used as a permanent dwelling, manufactured (modular) dwelling or mobile homes located outside of designated mobile home parks, duplexes (two-family dwellings), and accessory buildings such as garages that are related to these units. It also includes small farmsteads and related agricultural buildings located near the primary dwelling. This category includes a number of single-family subdivisions scattered throughout the Township. These include Hidden Hills, Cherry Bend Heights, Harbor Hills, Cedar Lake Gardens, Leelanau Hills, Valley Hills, Shoreside Valley, and several others. Single-family residential development occupies 2,845 acres of land, or about 22.0 percent of the Township’s land area. While the majority of homes are located within organized subdivisions, many single-family homes are located on large lots which front section line roads. In cases where large parcels currently have only one residence, much of the parcel may be shown as vacant land. This is done to acknowledge the possibility that this undeveloped area may be someday developed. In cases where a large parcel (10+ acres) is part of a plat or subdivision, the entire parcel is shown as yellow to indicate that no additional splits will be allowed in this location. 11 | P a g e �Multiple-Family Residential The multiple-family residential category includes structures with more than one unit on the same site. These may be duplexes, apartments, or townhouses developed individually or in complexes, senior housing facilities, and mobile home parks. It also includes related lawn areas, parking lots, and any accessory recreation facility. Multiple-family development accounts for about 74 acres, or 0.6 percent of the land area in Elmwood Township. Major developments include the condominiums adjacent to the old Timberlee, the senior housing to the west of Cedar Lake, and the mobile home park in the northwest portion of the Township. Field observations reveal that these developments are well-maintained and in relatively good condition. Traditionally, multiple-family developments have provided a transitional land use between single-family areas and nonresidential developments or have been located along primary roadways to benefit from the additional exposure offered by high traffic corridors. This is not necessarily the case in Elmwood Township where there are only a few multiple family developments and they are scattered throughout the community in no definable pattern although many do have public water or sewer available. Office The office category includes business, financial, medical, professional offices, and related service establishments. Approximately nine acres, or 0.06 percent of the Township acreage is devoted to this land use. Existing office development is relatively confined to the Greilickville area and Cherry Bend Rd. The most significant office development within the Township is the Center Pointe (formally Great Lake Insurance) office building located near the Elmwood Township Marina and Viridian (formally OneUpWeb) building located near the intersection of Carter Rd and M-22. Commercial The commercial category includes convenience stores, comparison shopping centers, and general commercial businesses. At the present time, there are approximately 97 acres occupied by commercial uses or about 0.8 percent of the total Township land area. Most of this development is again clustered along M-22 in the Greilickville area, just north of the Traverse City border. Commercial development is fairly limited within the Township as residents depend primarily on Traverse City for their commercial needs. Commercial uses within the Township include small shops, restaurants, and mini storage. 12 | P a g e �Light Manufacturing/Industrial The industrial category includes manufacturing, assembling and general fabricating facilities, warehouses, and non-manufacturing uses which are industrial in their character (significant outdoor storage or shipping/receiving requirements). Approximately 111 acres, or 0.9 percent of the Township land area is used for industrial purposes. The approximately 80-acre gravel pit, located in Section 19 of the Township, occupies the largest portion of industrial land in Elmwood. The decommissioned Marathon gasoline storage tank farm, located in the Greilickville area, is also a primary industrial land use within the Township. Public The public land use category includes publicly owned land for cultural, public assembly, recreational purposes, educational uses (including all types of public institutions where education is a primary use), and governmental administration and service buildings. Privately owned lands that are best characterized as educational, religious or open land which is used for recreational purposes and open to the public are considered semi-public uses and, thus, included in this category. Places of worship are examples of semi-public uses. Pathfinder, a private school, is also located within the Township, along M-22. Also included in this category are the Township Hall, Old Fire Station, Cherry Bend Park, Brewery Creek, DeYoung Natural Area, and TART trail. Rotary Camps and Services owns the Discovery Center & Pier, adjacent to the Township Greilickville Harbor Park, which includes the Children’s Museum and other non-profits participants related to the water. Grand Traverse Regional Art Campus/Leelanau Studios acquired the old Norris School and offers a location for arts and is a semi-public location to the community. Approximately 145 acres, or 1.1 percent of the total land area within the Township is categorized as public land. More details on public land within the Township can be found in the Township Park and Recreation Plan. 13 | P a g e �Vacant, Woodlands, Other This land use category includes vacant land for which no specific use is evident, undeveloped wooded areas, all dedicated rights-of-way including county roads, thoroughfares, and local roads. Approximately 6,294 acres, or 48.7 percent of the Township falls within this description. 14 | P a g e �Natural Features Natural features, such as topography, soils, wetlands, woodlands and lakes help shape a community’s identity. New land developments can significantly impact natural features and, consequently, effect community character. Special attention should be given to the preservation of natural and environmentally sensitive areas in long-range planning. The purpose of this chapter is to identify the important natural features which exist in Elmwood Township. Knowing the location of significant natural features and understanding the function of natural systems will enable the Township to accomplish two important objectives. 1. The Township will be able to channel, or encourage, development into areas which are the least environmentally sensitive. 2. The Township can work to minimize adverse impacts to these areas. Environmentally sensitive areas are lands whose destruction or disturbance will immediately affect the life of a community by: • • • Creating hazards such as flooding or slope erosion; Contaminating important public resources such as groundwater supplies or surface water bodies; or, Wasting important productive lands and renewable resources. Each of these effects is detrimental to the general welfare of a community and may result in economic loss.9 The natural features inventoried in this chapter include climate, geology, topography, soils, and hydrological features as well as natural habitats and airsheds. The analysis of natural features identifies which areas of the Township are most suitable for development and which lands should remain undeveloped to conserve their natural function. Climate Elmwood Township’s climate is greatly affected by its location on the Grand Traverse Bay. As is detailed in the following table, this quasi-marine climate moderates changes in temperature and precipitation and allows a longer frost-free growing period for plants than would be usual at this latitude. The average growing season for the Township is approximately 120- 140 days and the average annual rainfall is 32 inches. The mean annual temperature is 46° F. The mean number of day per year that exceed 90°F is 6 with the mean number of days per year that fall below 32°F is 145. The average daily maximum and minimum temperatures in January are 28°F and 16°F, and in July are 81°F and 58°F. The average snowfall is 100 inches.10 _________________________ Charles Thurow, William Toner, and Duncan Erley Performance controls for Sensitive Lands, American Planning Association, Planning Advisory Service Reports 307-308, June 1975 10 Great Lakes Integrated Sciences Assessments, Historical Climatology: Traverse City, MI, Updated 3/11/16 9 15 | P a g e �First and last heavy freeze dates are of concern to growers in all areas, including Elmwood Township. According to National Weather Service, temperatures below 29 degrees Fahrenheit are uncommon after May 1st and before October 25th in the Traverse City area. Table 2 Temperatures and Precipitation in Traverse City, MI1,2 Temperature Precipitation Average Average Average Average Minimum Maximum Rain Snow January 16.26°F 28.79°F 1.866 in 31.11 in February 16.17°F 31.29°F 1.267 in 19.22 in March 22.27°F 40.67°F 1.489 in 10.6 in April 33.09°F 54.85°F 2.483 in 3.16 in May 42.47°F 66.83°F 2.501 in 0.63 in June 52.48°F 75.67°F 2.921 in 0 in July 58.21°F 80.88°F 2.697 in 0 in August 57.35°F 78.52°F 2.99 in 0 in September 50.02°F 70.50°F 3.489 in 0 in October 39.36°F 57.47°F 3.081 in 0.64 in November 31.14°F 45.13°F 2.368 in 8.98 in December 21.18°F 32.72°F 2.058 in 26.64 in 1 Great Lakes Integrated Sciences Assessments, Historical Climatology: Traverse City, MI, Updated 3/11/16 2 Michigan State Climatologist’s Office, climate.geo.msu.edu Traverse City, MI 1981-2010 Geology An Ellsworth Shale bedrock underlies the Elmwood Township area at a depth of approximately 400 feet. This geologic formation is the result of marine conditions that existed approximately 325 million years ago during the Mississippian period of the Paleozoic era. The glacial drift that overlies bedrock was primarily deposited during the Valders Maximum glacial event, approximately 11,500 years ago. Township lands were formed when this last glacial ice sheet retreated and the melt waters receded to form the existing lake shorelines, beaches, bluffs, and lake benches. Lake Algonquian shoreline dynamics (elevation 605 feet) sculpted the drift and had a major impact on the current land formation. Lake Algonquin resulted from the coalescence of glacial Lakes Saginaw and Chicago. 16 | P a g e �Topography The topography of Elmwood Township was created by the receding Wisconsin ice age glaciers that left the Manistee moraine stretching from Kalkaska around Traverse City into Leelanau County, forming a large plateau in the south and on the eastern edge of the township. North of the Manistee moraine and in the northern two thirds of the township is a large ground moraine. The ground moraine is characterized by hills (drumlins) roughly ¼ to 2 miles long and 1/8-mile-wide that rise 35 to 100 feet above the adjacent creeks and other drainage ways. Glacial lake plains are associated with the shore areas of the Grand Traverse Bay. The entire Township, with the exception of the southwest sections and areas surrounding Lake Leelanau, are relatively hilly. The majority of land north of Cedar Lake and along the Bay has slopes greater than 20% as do Sections 29 and 32 in the southeastern portion of the Township near the Hidden Hills development and south of Cedar Creek. Surface elevations range from a mean lake level at the Bay of 580 feet to approximately 1,100 feet near the southern boundary of the Township, an elevation gradient of 527 feet. The highest point in the Township (1,110 above sea level) located in the southwest corner, is also the highest point in Leelanau County. Areas of steep topography present many challenges, both in terms of land development and for recreation-conservation purposes. Development in such areas should be undertaken with caution in regards to erosion and drainage hazards that may affect adjacent properties. Soils Soil conditions may also present significant limitations to development and assist in determining what land is most suitable for development and what land is most suitable for agricultural, recreation and conservation purposes. Identification and analysis of soils aids in determining which areas offer maximum amenities without adversely impacting natural systems. Most of the soils of the Township are ground up rock material laid down by glaciers, predominately sandy, well-drained soils, ranging from 50 to 600 feet in depth, with deposits of gravel and clay in many spots. As reported in the Soil Survey of Leelanau County, prepared by the US Soil Conservation Service (SCS), there are three major soil associations in Elmwood Township: East LakeEastport-Lupton, Leelanau-Mancelona, and Emmet-Leelanau. The majority of soils in the Township are of the Leelanau-Mancelona association and are strongly sloping to very steep, well-drained sandy soils. Specifically, these soils are found in the southeastern portion of the Township including Sections 19, 24, 25, 29, 30, 31, 32 and 36. The soils along Lake Leelanau, surrounding Belnap and Mann Creeks and Cedar Lake as well as those in the Greilickville area are East Lake-Eastport-Lupton association. These soils vary from moderately welldrained on gently sloping lands to mucky, very poorly drained on lake and creek terraces. 17 | P a g e �The balance of the soils in the northcentral portion of the Township are Emmet-Leelanau association. The soils are well-drained, loamy and sandy soils in areas that vary from nearly level to very steep. All of these soils can be moderately productive for forestry and are good for woodland wildlife habitat, but only fair for habitat when left open or un-forested. In general, the Emmet-Leelanau and Leelanau-Mancelona association have agricultural suitability but because of their varying water retaining capacities, also vary widely in productive capability. As depicted on the map, prime farmlands are scattered throughout the Township with significant areas located in Sections 1, 5, 6, 12, 18 and 20. Individual on-site study and testing should be conducted prior to site design and construction due to the fact that many of the soils in the Township may have limitations either because of wetness in low soil areas, steepness of the slopes, or because of seepage or potential of poor filtering problems for septic systems. Hydrological Features Watersheds Elmwood Township is located within the Lake Michigan Watershed Basin of northern Lower Michigan, and the entire eastern border abuts the West Arm of the Grand Traverse Bay. The main watersheds of the Township are the Belnap and Mann Creeks and the creek associated with Cedar Lake, all of which drain about half of the Township. Areas along the Grand Traverse Bay and Lake Leelanau are drained directly or through various small creek systems. The southwestern area of the Township is associated with the Weisler Creek Watershed and the Cedar Run Watershed which drain into south Lake Leelanau. Wetlands Wetlands can be described as marshes, bogs, swamps, potholes, sloughs, shallow lakes, and ponds. Wetlands may be temporary, permanent, static, or flowing. They are areas of natural vegetation growing in shallow water, hydric (saturated) soil, or seasonally flooded environments. They may also include areas of mature tree cover commonly associated with, but not restricted to, floodplain environments. More than any other natural landform, wetlands are working landscapes whose ecosystem meets a variety of needs. They support a rich variety of wildlife, purify water, help contain flooding, and provide scenic and natural vistas. 18 | P a g e �The majority of wetlands in Elmwood follow the valleys and course of creeks and streams meandering through the Township. It is interesting to compare the location of wetlands to the current development pattern. Significant development has not occurred in the immediate vicinity of Cedar Lake, particularly the western side. Land is also undeveloped in the southern portion of the Township in Section 33, just west of M-22 and north of the Traverse City border. Again, on-site investigation should be conducted for a more accurate delineation of wetland boundaries. Since the wetlands have not been delineated, delineations should occur prior to development. Bodies of Water Besides their obvious aesthetic and recreational benefits, lakes and ponds serve as natural retention areas for storm water runoff, as a groundwater recharge area, as habitat for a number of species of animals and plants, and tend to moderate the microclimate in proximity to the shoreline. Protection of these natural assets should be given high priority in future land use planning decisions. Drinking water quality is generally good in Elmwood Township and there appears to be abundant quantity. The exception is found in some areas of the urbanized corridor, near the Traverse City boundary. The Benzie-Leelanau Health Department depends upon well logs and water samples from surrounding properties when making assessments for new installations and developments. The water resources within the Township are extensive and serve as a primary recreational opportunity for residents of Elmwood as well as the surrounding area. Elmwood Township’s entire eastern border, over 35,000 feet, fronts the West Arm of the Grand Traverse Bay. The Township also has over 6,500 feet of frontage on the picturesque Lake Leelanau as well as the approximately 250-acre Cedar Lake. There are also several streams located within the Township including Belnap Creek, Mann Creek, and Cedar Creek. Natural Habitats Elmwood Township lies in the Temperate Deciduous Biome of the Eastern United States. This biome encompasses many different natural communities. Communities are naturallyoccurring assemblages of plants and animals on the landscape that co-exist under the influence of soil, climate, hydrology, disturbance regime, intra-species association, and other factors. A classification of natural communities seeks to group species assemblages into types that share similar characteristics. Elmwood Township has a number of communities including dry-mesic northern forests, mesic northern forests, cobble beaches, northern wet meadows and emergent marshes. Most of Elmwood Township is found within the Traverse City subdistrict of the Leelanau District natural region. The Traverse City subdistrict of the Leelanau District is characterized by drumlin fields, which distinguishes it from adjacent subdistricts. These drumlins are long narrow ridges, usually about ¼-mile-wide, and less than 100 feet high. Slopes are gently sloping to steep, with slightly acid to acidic, sandy loams and loamy sands that are mostly 19 | P a g e �well-drained. Swamps, marshes, and small lakes or ponds are found between some of the drumlins. Sand, gravel, and cobble beaches occur along the Great Lakes shoreline, with limited areas of former lake-plain. While most of the arable land in the subdistrict is used for orchards and vineyards or is fallow shrub land, remnants of the original northern hardwood forests remain on many of the steeply sloping drumlins. Woodland areas are an important part of the complex ecological system, providing multiple benefits to the environment and its wildlife and human inhabitants. Woodlands play a role in flood protection by slowing the flow of surface run-off to allow for greater storm water infiltration. Woodlands also reduce air pollutants by absorbing certain air borne pollutants. In addition to providing wildlife habitats, forest vegetation moderates the effects of winds and temperatures while stabilizing and enriching the soil. For human inhabitants, forested areas offer a visual and audio barrier, which is considered aesthetically pleasing and offer unique opportunities for recreation and relaxation. Woodland resources contribute greatly to the Township's environmental quality. The conservation of woodlands will play a positive role in maintaining and enhancing the future environmental character of the Township. Woodland areas should be conserved, as possible. Trees which are removed through development actions should be replaced. Of special concern will be the fragmentation of woodland areas through parcel subdivisions in and adjacent to wooded areas. According to aerial photographs which were taken in the 2012, and a windshield survey conducted, woodlands are scattered throughout Elmwood Township, with the most significant areas found in Sections 4, 5, 7, 8, 9, 12, 16, 17, 18, 19, and 24. Human development has fragmented and isolated former natural communities into vestiges of their pre-European settlement patterns. Wetlands and wetland habitat is associated with the creeks and the southern Lake Leelanau lakeshore. Deer, raccoons, and opossum, as well as many species of birds, reptiles, and other animals and plants occupy these areas and the forested hillsides. Connecting remaining lowland corridors and forest stands can provide important habitat and refuge for Township wildlife. Airshed It is evident that despite our present relatively pristine conditions of clean air, we are not immune to these up-wind influences nor to those we create ourselves. Great strides have been made in reducing point-source air pollution, but non-point (or mobile) air pollution continues to be a severe problem due to our continued increased use of automobiles and other internal combustion engines. This pollution is injurious to the entire environment -flora, fauna, and us. 20 | P a g e �Goals, Objectives & Policies Before a community can actively plan for its future growth and development, it must first set certain goals and objectives that define the boundaries of its needs and aspirations and, thus, establish a basis for the formulation of a Master Plan. Given realistic social and economic constraints, these goals and objectives must reflect the type of community desired and the kind of lifestyle its citizens wish to follow. Goals describe the ultimate purpose of the Elmwood Township Master Plan, objectives outline the means to help the Township achieve its goals, and policies recommend specific tasks to guide action. Formulation Process The process of developing goals and objectives for the Elmwood Township Master Plan involved multiple steps. Initially, in early 1996, Elmwood Township conducted a community attitude survey on several issues including land use and the future development of the Township. Second, the Planning Commission and Township officials studied background information on the community including the existing land use pattern, natural features, soils, slopes, and socioeconomic characteristics of the Township and surrounding areas. Finally, the Leelanau County General Plan was reviewed and referenced to ensure County-wide concerns were examined and addressed. The 2018 update was started with a survey that took place in 2013. The update was stalled by the Draft Zoning Ordinance but once it was forwarded to the Township Board, the Planning Commission began review and update of the Master Plan in 2016. Much of the update was based on the existing plan as the survey did not provide a change of opinion on the future development of the Township. Community Attitude Survey In early 1996, the Elmwood Township Planning Commission prepared the “Elmwood Township Community Attitude Survey”. The survey was intended to solicit the opinions of Township residents on various topics and issues in order to assist them in preparing a Master Plan for the Township. In November of 1996, the Elmwood Township Board distributed 1,800 surveys to the property owners of the Township. Seven-hundred fifteen (715) surveys were returned and tabulated for a remarkable response rate of 40%. The response rate alone indicates the residents intense interest in the future development of the Township. A reoccurring theme throughout the survey results is the community’s desire to protect the natural resources in the Township including forests, lakes, wetlands, farms, hills, and streams. Many respondents were also adamant about limiting commercial development within the Township and satisfied with depending on Traverse City for their shopping, dining, and commercial needs. 21 | P a g e �In anticipation of the 2018 update to the Elmwood Township Master Plan, the Planning Commission prepared a survey in 2013 that was sent to all occupants, property owners, and business owners to solicit opinions on various topics important for future development. A total of 494 surveys were returned. The survey results showed that the respondents would like the Township to focus on non-motorized trails and parks and encourage residential uses in the commercial district. Respondents were in support of ordinances restricting blight and noise, and regulations regarding septic and stormwater. Background Studies At a March 1998 Master Plan workshop, the Township reviewed background studies including natural features, socio-economics, housing, and existing land use within Elmwood. The natural features section detailed the climate, geology, topography, soils, and hydrological features within the Township. The analysis of natural features resulted in the identification of areas within the Township that are most suitable for development and which lands should remain undeveloped to conserve their natural function. The socioeconomic analysis revealed that the Township housing stock is relatively new, the population is well educated and, judging from the analysis of the age of Township residents and the high number of people in the family formation age group, the Township is a good place to settle and raise a family. An existing land use survey was also conducted and mapped to illustrate the current development pattern in the Township. The survey revealed four primary land use areas within Elmwood: Greilickville, the M-22 Corridor, the Timberlee Resort area, and finally the rural portion of the Township. Greilickville has developed as the primary commercial and industrial area of the Township and is surrounded by relatively dense single-family development. With a few exceptions, M22 has developed as a single-family residential corridor with excellent views of the Bay. Timberlee was an old ski resort that has developed into its own population node. The area is serviced with a public water system, which helps in making the otherwise isolated area into a more desirable hamlet. The remainder of the Township, with the exception of residential development surrounding Lake Leelanau and Cedar Lake, and some scattered subdivision developments, is rural in character. The Township has historically been and continues to be a community in which farming and orchards play a significant role. The Township and its residents are committed to supporting farming activities within the Township and protecting them from encroaching development. Leelanau County General Plan The Leelanau County General Plan: Policy Guidelines for Managing Growth on the Leelanau Peninsula is a series of working papers prepared by Leelanau County staff members to update/revise the Leelanau County Comprehensive Development Plan. The latest County Plan was adopted in 2012. Working Paper Number 6 of the series is entitled Goals and Objectives for Managing Growth on the Leelanau Peninsula. The document was reviewed in the process of developing the Elmwood Township goals and objectives to ensure county-wide issues were considered and appropriately addressed. 22 | P a g e �The goals and objectives described in the Leelanau County plan address the following issues: • • • • • • • • • • • Growth Management Land Use Planning Community Character Special Environments and Open Spaces Environmental Quality Agriculture, Farming, Mining and Fisheries Commercial and Industrial Jobs and Economic Development Housing Public Facilities and Services Intergovernmental Coordination The results of the formulation steps, summarized above, is the basis of the action plan. Goals are identified below, each of which have objectives or strategies for a means for attaining the goal. Planning and Growth Management Goal: To guide future growth and development in a manner that respects both the natural environment and the Township’s rural atmosphere, promotes an efficient and well-ordered land use pattern, and economizes community facilities. Objectives: • Accommodate future growth within the Township while maintaining its existing rural/residential character. • Ensure that new land uses are compatible and in character with existing uses. • Encourage the ongoing maintenance of properties, buildings, and public facilities. • Guide new development in a manner that conserves natural features and environmentally sensitive areas and meets the long-term needs of the community. • Balance the rate of land development with the availability of public facilities and services such as adequate roads and public water and sanitary sewer systems. Encourage development where those types of facilities and services currently exist. • Promote cooperation with and among other governmental units and nongovernmental stakeholders in Leelanau County and the Grand Traverse Bay Region. 23 | P a g e �Strategies: • Update the Master Plan at least every five years, with updates to objectives and strategies as needed to ensure the plan remains current, reflects the vision of Township residents, and encompasses new issues and planning techniques. • Annually update a Capital Improvements Plan for the Township with review requirements for the Planning Commission adopted as part of the Zoning Ordinance. • Amend the Township Zoning Ordinance to implement the recommendations made in this plan. • Continue to encourage and solicit citizen participation and community involvement in all facets of Township life. • Encourage redevelopment and infill in order to maximize existing public utilities and decrease sprawl. Environmental Features and Agricultural Land Goal: Protect environmentally sensitive areas such as agricultural and orchard lands, wetlands, bodies of water, steep slopes, and groundwater recharge areas. Objectives: • Encourage the retention of important farmlands, orchards, vineyards, forest lands, open space areas, and woodlands. • Protect the quality of surface and groundwater resources in the Township from development related impacts. Strategies: • Encourage the retention of productive agricultural and forest lands through available mechanisms such as open space and farmland agreements, forest stewardship programs, and conservation easements, as well as local zoning incentives. • Encourage property owners to practice planned management, or stewardship, of privately-owned forest lands, wetlands and other environmental sensitive areas. • Encourage the establishment of a continuous open space system that interconnects public and private natural areas and recreational facilities, as well as providing for 24 | P a g e �wildlife habitat. • Encourage the inclusion of parks, bicycle and pedestrian linkages and open space areas in new and established developments. • Ensure that all county, state, and federal environmental regulations are adhered to in the development of land. • Encourage land use planning and site design that provides for efficient land use and takes into account natural features (soils, topography, hydrology, woodlands, and natural vegetation), conserves agricultural resources, and maintains scenic vistas. • Adopt coordinated zoning provisions which provide adequate buffers between agricultural and adjacent land uses to protect the future viability of the farmlands. • Encourage the maintenance of undisturbed natural buffers around bodies of water, wetlands, and other sensitive environmental systems. • Develop site plan review regulations which will help protect the community’s drinking water supply. • Discourage development on slopes greater than 18 percent and ensure adequate development controls for construction on slopes with an incline of 12 to 18 percent. Further, encourage hillside development to be designed in consideration of topography. • Encourage development to conserve scenic views, agricultural lands, wetland areas, bodies of water, groundwater recharge areas, steep slopes and other environmentally sensitive areas. Encourage cluster developments. Residential Land Use Goal: To maintain the current housing stock and to plan for new residential development that will offer a variety of residential densities and styles to meet the needs of current and future residents. Objectives: • Provide for a range of residential styles and densities to meet the needs of the Township’s diverse population. • Encourage the development of residential neighborhoods that are well-integrated into the existing landscape and complement the character of existing neighborhoods. 25 | P a g e �Strategies: • Encourage and guide the development of housing at densities that relate to natural and manmade features. • Collaborate with other governmental units, non-governmental stakeholders and agencies to develop opportunities for housing for the Township’s diverse population. • Encourage the incorporation of existing vegetation, topography, and other natural features into the design of new residential developments. • Encourage new residential developments to be sited in a manner that protects the Township’s rural character and scenic views by maintaining proper setbacks and providing landscaping screening as appropriate. • Discourage a pattern of scattered rural housing development on overly large lots, particularly in areas of productive agricultural or forest lands. • Through site plan review regulations, provide that the layout of new residential developments to be logical extensions of existing neighborhoods. This shall apply to lot layout, road extensions, and open space plans. • Encourage infill and higher density housing on lands that have or are planned to have the capacity to support such development by means of public roads and utilities. • Encourage cluster housing and other creative forms of development to permit higher density housing while protecting the Township’s rural character and balancing the needs of the agricultural community with the interests of the non-farm residents. • Through zoning district Special Use Permit regulation, allow compatible nonresidential land uses which help build and maintain the local sense of community, particularly in relation to future Planned Development. • Consideration should be given to multi-generational and workforce housing. Commercial Land Use Goal: To maintain the existing commercial base and encourage only limited commercial development that satisfies local market needs without compromising the Township’s rural/residential character. 26 | P a g e �Objectives: • Provide limited but reasonable opportunities for the establishment of commercial uses that meet the demonstrated market needs of local residents. • Recognize Traverse City as a regional retail center which meets the majority of resident needs and support the continued economic viability of downtown Traverse City. • Encourage limited local commercial development to occur in the established Greilickville area in the vicinity of M-22. Discourage commercial development from spreading along major thoroughfares outside of that area. • Ensure that the architecture, landscaping, and signage associated with commercial establishments is compatible with the established character of the Township. • Comply with the principles of the Greilickville Sub Area Master Plan. • Encourage quality construction materials, such as brick, wood and stone, that will provide aesthetically pleasing structures. Steel structures to be located behind other buildings to limit viability from right-of-ways. Strategies: • Maintain the City of Traverse City as the commercial focal point for residents of Elmwood Township. • Improve the overall aesthetics and encourage the maintenance and restoration of structures in the Greilickville area and along M-22. • Review commercial architectural, landscape, and signage designs to ensure that any such proposed uses are carefully integrated into the Township’s landscape and reflect the character of the community. • Require the establishment of transitional uses and/or landscape screening between commercial and residential, agricultural, or open space land uses. • Develop an access management plan for the commercial areas as recommended by the 2016 Elmwood Township Traffic Study (see appendix). • Encourage development that provides efficient traffic flow by coordinating and facilitating shared driveways and interconnected parking areas. 27 | P a g e �Industrial Land Use Goal: Provide locations for limited, light industrial development which are harmonious with the existing land use pattern and the rural/residential character of the community. Objectives: Ensure that the location, architecture, landscaping, and signage associated with industrial establishments is compatible with the established character of the community and environment. Strategies: • • Encourage industrial development which is primarily research oriented, light, and environmentally clean. • Light industrial uses that might be located near existing residences shall not negatively impact adjacent neighborhoods and shall be encouraged to provide landscaping and other elements to minimize any potential conflict between the uses. • Discourage industrial development which will negatively impact environmentally sensitive areas or require substantial changes to natural systems. Recreation Land Use Goal: Continue to improve existing recreational facilities and expand recreational facilities for Township residents. Objectives: • Provide for public and semi-public use areas offering a variety of recreational opportunities that facilitate public use. Strategies: • Follow the action program set forth in the Township’s adopted Park and Recreation Plan to the extent that local resources allow. Keep the Plan updated as required by state statute. • Provide public facilities and encourage private community facilities in size, character, function, and location suitable to the population and needs of the community. 28 | P a g e �• Encourage citizen participation and utilize professional expertise to determine needed and desired public and semi-public improvements. • Research alternative methods and manners of providing public and semi-public services and choose those most conducive to citizen needs and desires, considering sound budgetary practices. • For Township provided facilities, plan, locate, and provide public areas based on a long- range general plan, short-range project plans, and capital improvements programming. • Assist interested semi-public and citizen groups in their efforts to help implement the Township Recreation Plan. • Maximize the utilization of public buildings for multi-functional land services. • Encourage the establishment of a continuous open space system that interconnects public and private natural areas and recreational facilities, as well as providing for wildlife habitat. • Encourage the inclusion of parks, bicycle and pedestrian linkages and open space areas in conjunction with new and established developments. • Provide access to waterfront by connecting existing facilities to the water. 29 | P a g e �Summary The proposals enumerated above for the Township are guidelines for the future development of the Township. It is essential that these goals, objectives, and strategies be seriously considered. They will help maintain an orderly, prosperous, and attractive development pattern in the Township. These statements are suggested as a starting point for the local officials. As the planning process progresses, the goals, objectives, and strategies may be altered and new ones formed. Thus, these recommendations are flexible and need constant attention. It is recommended that the goals, objectives, and strategies be reviewed and updated as necessary, and adopted on an annual basis. 30 | P a g e �Future Land Use The Future Land Use Plan is designed to serve as a guide for future development and use of property in Elmwood Township. Development of the Plan was based upon analysis of information collected throughout the planning process including the following: • • • • • • Existing Land Use Inventory Existing Zoning Map Natural Features Inventory Utility Assessment Goals and Policies Existing Township and County Plan Documents In order to adequately serve the needs of the Township, the Future Land Use Plan must incorporate several important objectives, which are as follows: 1. The Plan should encompass an extended but foreseeable time period of approximately 20 years. The Elmwood Township's Future Land Use Plan depicts land uses and community development strategies through the Year 2040. 2. The Plan should be comprehensive. If it is to serve as an important decision-making tool, the Future Land Use Plan must give adequate consideration to the sensitive relationship which exists between all major land use categories, environmentally sensitive properties, socioeconomic characteristics, planning and design characteristics, goals and policies, and community opinion. 3. The Plan should be flexible. The Future Land Use Plan may require periodic review and revisions to reflect changes in local, state, or national conditions which are unforeseen at this time. For example, several major innovations in land development have occurred within the past 40 years which have significantly impacted development patterns. Such innovations include the initiation and expansion of the freeway system; modifications in shopping facilities (shopping centers, enclosed malls, “big box” development); relocation of residents and employment centers from the cities to the suburbs; and the declining family size. Since it is impossible to predict the variety of changes which may occur over the next 20 years, the Future Land Use Plan should be analyzed and modified periodically to reflect changing conditions, especially the extension of centralized sanitary sewer and water facilities and road improvements. 31 | P a g e �4. The Plan must be updated periodically. A comprehensive review of the Future Land Use Plan should be undertaken approximately every five (5) years to adequately analyze new conditions and trends. Should a major rezoning be sought which conflict with the Plan's recommendations, it should be reviewed and amended accordingly to reflect the current community developmental goals and policies. The Future Land Use Plan depicts the generalized development pattern for Elmwood Township into the middle of the 21st century. It is intended to provide the necessary guidelines for making future land use, community facility, and capital improvement decisions. The Future Land Use Plan was prepared with the intention of accommodating the continuing spillover effects from Traverse City which is essentially built out and has limited land available for new development. The availability, quality, and distribution of public water, sewer, and roads is also a major element of the Future Land Use Plan. Another factor, which aided in the future land use planning process, was the carrying capacity of the land. Those areas designated as having tillable soils coincides closely with land which is currently being farmed. These lands are planned to either remain as farmland for agricultural production or be carefully transitioned into residential or mixed uses. Those soils identified as having severe building limitations, high water tables, wetlands, etc., are those areas which have been planned for less intense developments and recreational uses. Finally, expectations of the community assisted in shaping the Future Land Use Plan for Elmwood Township. The strong, collective message throughout the development of this Plan was the conservation of the natural environment and the preservation of Elmwood Township’s image as a rural community. This Plan recommends that factors such as clustering and permanently designated open space, direct access to paved roads, and other measures be used to preserve the Township’s rural character and to minimize the demand on the Township’s limited public services. Further, a special emphasis should be placed on the visual character of developments which will be visible from road rights-of-way and existing land uses. Development Densities Development density is used to provide the basis for a zoning program that allows flexibility in residential development. Development densities are a means of describing the recommended development intensity within different areas of the Township. References to “development density” mean the density that results by dividing the total acreage of an area by the number of dwelling units planned for that area—it does not mean a uniform minimum lot size. 32 | P a g e �Recommended development densities are determined by considering a number of location elements. Most notable in Elmwood Township are the availability of public utilities and potential traffic impacts. It is the recommendation of this Plan that developments in areas that are not served with either public water or sanitary sewer system have a density of not greater than one unit per two and one-half acres. Zoning district regulations should reflect this policy with higher densities permitted in areas where public utilities are available or where the developer is planning to extend or install such facilities. The Ordinance should also provide standards whereby the Planning Commission may offer bonus density calculations to developments that exhibit exceptional site design in terms of considering the natural and manmade environment. Traffic impacts will also affect density determination. In order to better assess potential traffic problems, the Township should also incorporate into the zoning ordinance standards identifying when and what type of traffic impact studies should be required as part of the development review standards. One of the key triggers for identifying when an impact study should be required is “trip generation.” The trip generation of a proposed development is basically the number of inbound and outbound vehicle trips that are expected to be generated by the development during an average day or during a peak hour. Table 3 lists some of the more common types of developments and the number of trips which could be expected to be generated by development. Following the Table are recommended thresholds for trip generation that help identify when a traffic impact study should be completed. 33 | P a g e �Table 310 Examples of Trip Generation for Common Land Uses Land Use AM Peak hour Size PM Peak Hour IDai liy T rips Residentiat S ingle Fami'ly 70 U1nits 52 6,9 661 S ingle Fami'ly 150 1..mns 111 149 1,4 16, 53 64 115 lllnHs 2:45 llnns 125 llnfiS 29,5 U1nits U1nits U1nits Apartmen1s/C-0ndom · i urnsfliov,, nhouses (ll.!ow Rise: 1-2 floors) A parbnen1s/C-0ndom · i urnsfliov,, n:houses (ll.!ow Ri s.e: 1-2 floorn) Apartmen1s/C-0ndom· i urnsfli011,1 I n houses (Medi urn Rise) A pm1men1s/Condom i urnsfliov,, I n houses (Medi um Rii se) Mbb~e Home Park 842' 113 140 305 137 1,793 45 55 106 130 36 64 1,6 05 7(10, 1,525 680, 19 14!0 Shopp ing Center ,(GFA) 5,2fl0 sqft 5 20 196, Shlop;ping Center ,(GFA) 15,500 sqft 15 59 585 Fas Food Restaurant wl d rive-in 2,600 sqft 104 85 1,224 Fast Food Restaurant wfd rive-in 5,2.00 sqft 2(19 170 2 ,449 6,5 0 sqft 49 57 Gas Sta on with con,..enien ce· store ,(GFA} Banks w/ drive·- in (GFA), 1,300 sqft 99 HS 2,2fl0 sqft 21 45 Banks w/drive-in (GFA), 4 ,400 sqft 42 90 120 f OOlllS 56 n 1,003 250 i oorns 2 ,090, Mbb~e Home Park Gas Station with con,..enien ce stor e ,(GFA} Hotel 936, 1,872' 220 440, 118 150 Genera l Office 22,000 sqft 26 25 2 14 General Office 55,000 sqft 64 63 536, Medica'l!Dootal Office 18,600 sqft 64 647 Medica'l!Dootal Office 37,000 sqft 52 1(13 128 1,288, Hotel Note: GLA = Gross Leasable Area; GFA = Gross Floor Area _________________________ Rates/equations used to calculate the thresholds are from Trip Generation, 10 Transportation Engineers. 10 th Edition, by the Institute of 34 | P a g e �The following thresholds for requiring a traffic impact study are recommended for most cases in Elmwood Township11: • Any proposed site plan or subdivision plan which would be expected to generate over one hundred (100) directional trips during the peak hour of the traffic generator or the peak hour on the adjacent streets, or over seven hundred fifty (750) trips in an average day. A less detailed study (Traffic Impact Assessment) is recommended for projects which could generate 50-99 directional trips during a peak hour or 500-749 trips during an average day. • Any proposed development along a corridor or segment of a corridor currently or projected to experience significant congestion or relatively high accident rates which would be expected to generate over 50 directional trips during the peak hour of the traffic generator or the adjacent streets, or over 500 trips in an average day. • For new phases or changes to a development where a traffic study is more than two years old and roadway conditions have changed significantly (volumes increasing more than two percent annually). • A change in use or expansion at an existing site where traffic is expected to increase by at least 50 directional trips in a peak hour. • Special land uses, conditional land uses, planned developments, and other uses which are required to provide a traffic impact study in the zoning ordinance. Wellhead Protection As mentioned throughout this Plan, access to public drinking water and sanitary sewer facilities in the Township is limited. This fact, combined with the amount of land which has the potential to be developed during the life of this Plan, brings to the forefront the need to include in this Plan protection measures for private and shared water systems. It is the intention of this Plan to encourage shared utility systems for all developments resulting from subdividing, condominium or planned development activity. This is especially true if the overall density of the development exceeds one unit per acre. Even with a shared system, however, the risk of environmental hazard is not eliminated. _____________________ Threshold recommendations found in this section are taken from the publication Evaluating Traffic Impact Studies, 1994, Michigan Department of Transportation, et. al. 12 National (U.S.) Research Council on Groundwater Quality Protection, National Academy Press, Washington, DC, 1986. 11 35 | P a g e �The most significant sources of water supply contamination are landfills, surface impoundment areas, subsurface percolation from septic tanks and cesspools, open dumps, injection wells and underground storage tanks.12 These uses represent both point and nonpoint contamination sources. Point source is the term used to describe contaminants which originate in the immediate area ofthe well or tap. For example, of the above list, surface impoundments and open dumps are good examples of point source polluters. Contaminants from these uses may seep directly down through the soil to the water source. By carefully monitoring land uses at the surface, much of the potential for point source contamination may be abated. Non-point source contamination is much more difficult to control because the cause of the problem may actually be located a considerable distance from the well. This type of contamination is caused by pollutants (e.g., from a leaking underground tank) filtering into an underground aquifer and migrating slowly to off-site well and water sources. Prevention of this type of contamination must involve a collective effort on the part of property owners and local officials from a large geographic area. It is the recommendation of this Plan that all existing and future wells be protected from both point and non-point source contamination to the greatest degree possible. This may be undertaken through a variety of means, including monitoring wells for land uses with a potential for wide area contamination; the incorporation of wellhead protection overlays zones into the local zoning ordinance, and careful permitting of potentially hazardous land uses, especially in areas of shared wells and highly permeable soils. _____________________ National (U.S.) Research Council on Groundwater Quality Protection, National Academy Press, Washington, DC, 1986. 12 36 | P a g e �PLAN RECOMMENDATIONS Five future land use classifications are proposed for Elmwood Township. A description of each land use category is presented below. High Density Residential A total of 1,612 acres or 13.2 percent of the Township is planned for High Density Residential land uses. This land use is intended for single-family residential development on the smaller lots near Lake Leelanau, along M-22, and in the area adjacent to Traverse City, west of Greilickville with the following objectives: • To provide lands in the Township for more urban-type residential lots of less than one acre in size; • To use to public advantage the availability of public sanitary sewer facilities in the planned development of these parcels; • To protect the residential character of areas so designated by excluding incompatible activities such as, but not limited to, commercial and industrial land uses; • To encourage a suitable family environment by permitting appropriate neighborhood facilities such as places of worship, schools, playgrounds, and open spaces; • To permit certain institutions and utilities considered compatible with residential neighborhoods; • To preserve individual privacy and avoid overcrowding by requiring minimum yard setbacks and by regulating the maximum amount of lot coverage permitted; • To provide for access to light and air and for privacy, as far as reasonable, by controlling the spacing and height of buildings; • To protect residential areas from unnecessary traffic to the greatest degree possible; and, • To encourage development within residential areas that is attractive, consistent with family needs, and conducive to an improved environmental quality. Most of the planned High Density Residential land in the Township is already developed according to the recommendations of this plan, however not always with the benefit of public utilities. This is most notably the case along the coast of Lake Leelanau and along M-22, north of Crain Hill Road. The majority of additional, vacant area planned for this type of residential use is located around the city of Traverse City and is served with public sanitary sewer. 37 | P a g e �The intensity of new High-Density Residential development will be dependent upon the availability of central utilities as well as the amount of traffic generated. Given a general density of less than one acre, with potential density of as much as twelve (12) units per acre, single- family residential areas should be located close to a roadway designated as either a principal or minor arterial. Multiple family developments should be directed toward areas where public utilities are available or planned as part of the site design. The boundaries for the High-Density Residential area are intended to serve as a guide and specific limits will be dependent on both natural and manmade features. This is especially true for the properties surrounding the city of Traverse City. As the indicated area infills with development and public utilities expand to meet demand, the boundaries of High Density housing will also expand. As the Planning Commission considers this future expansion, they should also be aware that not all designated areas are suitable for intense development. They should be observant of the environmentally sensitive conditions in some locations and encourage developers to creatively protect these areas as part of the site design. It should be noted that this Plan recognizes the Michigan State Supreme Court holding that manufactured housing units cannot be excluded from districts in which site-built singlefamily homes are permitted, simply because they are factory built. The Court did acknowledge, however, that a Township had the right and responsibility to adopt adequate, reasonable regulations to assure that manufactured units would be compatible with other site-built housing in the vicinity. Therefore, while the Plan honors the holding of the Court regarding placement of manufactured housing in all districts in which single-family homes are allowed, it also recommends that Elmwood Township continue to implement adequate, reasonable zoning ordinance provisions governing manufactured housing to assure, insofar as possible, that such housing will meet standards of compatibility. Medium Density Residential Approximately 2,211 acres of land, representing 18.1 percent of the Township's area, have been planned for Medium Density Residential development. Intended uses within this designation would include: • • single-family detached dwelling units; various public and semi-public uses, as may be desirable. The Medium Density Residential land use classification intended to provide locations for building sites on lots which are greater than one acre. Lands in this classification are currently developing with homesites on individual or platted lots which are between five and ten acres. Although allowed, little additional subdividing is expected in areas designated as Medium Density Residential. The attraction for residents in this area are the large, private parcels with commanding views of the countryside. Public water and sewer facilities should be considered in density calculations. 38 | P a g e �Rural Low Density Elmwood Township has historically been an agricultural community. A look at the plat map today reveals a significant number of large parcels, many of which are currently farmed or have been farmed at one time. As the local economy moves away from farming and young family members seek opportunities away from the land, an increasing number of property owners are considering the possibility of releasing their land to development. As certain areas of the Township move through this transition, large tracts of land will likely be made available for development. In Elmwood Township, these lands may be found throughout the entire length of the Township and from Solon Township line to the west to Cherry Bend Road to the east. Because of the transitional nature of the properties in this area, the desire of residents to retain the rural character and the current lack of public water and sanitary sewer facilities, this future land use classification has been termed Rural Low Density. The terrain, soils and existing land uses vary greatly throughout this classification of land. Large tracts of farmed land are found in the relatively flat Sections of 25, 30, 31, and 36. Wetlands are interspersed with scattered residential lots extending diagonally through Sections 12, 18, and 20. Steep ravines and farmland are the primary characteristics of Sections 6 and 7, and Sections 1 and 12 find the ravines leveling somewhat with more farms and scattered residences on individual lots. Generally, lands in the Rural Low Density category are either farmed or vacant, and wooded and hilly. The growing attraction of northern Lower Michigan, both as home and recreation destination, has been frequently documented. As the Township moves into the next wave of development, it is critical that any transition of lands be conscientiously planned to protect those natural characteristics which first attracted residents and visitors to the region. The Rural Low Density section of this Plan will help identify methods and strategies for the Township to consider when developing regulations for future land uses. It is not the intent of this plan to encourage residents away from agriculture or in any way create difficulty for those who are committed to remain in farming for the foreseeable future. Developments occurring adjacent to those areas where farming activities are expected to continue should incorporate appropriate design measures to minimize the impact of development on land which is being farmed. Although traditional parcel subdividing is often the instinct for property holders, the Township should build incentives into the zoning ordinance which will increase the appeal of the less- traditional clustered and/or mixed-use development. Clustering is a form of residential subdivision that permits housing units to be grouped on sites or lots with dimensions, frontages, and setbacks reduced from conventional sizes, with remaining land dedicated as permanent open space. Clustering permits greater flexibility in residential design and discourages development sprawl while permitting the owner and developer the overall density allowed by the underlying zoning district. A condition of the cluster design approval is that open space may not be further subdivided, and must be 39 | P a g e �designed and intended for the common use of residents of the development. Preservation and/or maintenance provisions for the common areas shall be clearly explained and adopted as part of the project approval. It is recommended that these planned developments should be primarily residential in nature, but some mixing of uses, such as outdoor recreational uses, in Planned Developments (PD) should also be permitted. Recreation areas, sidewalks, neighborhood retail shops, and natural feature enhancements which are built into the plan help meet the needs of a variety of lifestyles as well as helping to create a sense of community for residents living in the developments. Examples of recommended retail uses would include coffee shops, bookstores, and small grocery stores. Personal service uses may also be intermixed in the developments. Uses with a large consumer draw and/or which have a large trip generation rate should be avoided. Non-residential elements should, whenever possible, be designed into the interior of the development. Single-family condominium development can also be anticipated within this district. A condominium is a building or group of buildings in which units are owned individually and the structure and all the unit owners on a proportional, undivided basis own common areas and facilities. Such ownership has long been associated with multiple-family developments. It has recently become more popular for single-family development because the condominium approval process allows developers to circumvent the platting procedure of the Land Division Act (formerly the Subdivision Control Act of 1967, as amended (PA 288 of 1967), thereby reducing the length of time required to have a development approved. In addition, local subdivision control ordinance engineering standards (such as pavement width or composition) can be relaxed because maintenance obligations can be transferred from the local governing body to the condominium association. Large, outdoor recreation facilities may also be considered for properties in the Rural LowDensity classification. Golf courses, riding stables and similar uses enhance the quality life for residents and visitors to the area while helping preserve the open, rural character of the community. Specific permitted development densities will depend on site conditions, availability of public or shared water and sanitary sewer facilities and the development objectives of the landowner. As landowners take increased measures to preserve the Township’s open spaces and rural character and minimize public impacts, greater development densities could be permitted. Thus, a strong incentive will exist to develop land in a responsible manner as it relates to preserving the Township’s current character. Another critical area of concern in this land use classification is the M-72 corridor. The 2013 Township Survey shows that the M-72/Bugai Rd area is an area where some respondents would like to see commercial development. The Planning Commission should study this area to determine the type of development that should be allowed in this area. It is anticipated that this area will provide some sort of form based zoning so that the structures are visually appealing and not steel structures. The Rural Low Density classification encompasses a total of 6,656 acres, or 54.4 percent of the Township’s land area. 40 | P a g e �Greilickville Service Area Commercial, office and industrial development is an important aspect of the livelihood of any community, in terms of offering services to residents, providing a reasonable tax base, and having increased employment opportunities. The Greilickville Service Area in the most southeast corner of the county has evolved into the commercial and retail center of the Township, offering a variety of shopping, non-profits, and service-oriented opportunities for local residents. Lands found in this classification are generally planned for more intense uses and densities than other locations. This is due in part to the availability of public water and sanitary sewer facilities, and the proximity to compatible land uses in the city of Traverse City. Examples of commercial uses recommended for the Greilickville Area include restaurants, professional offices, personal services and convenience grocery stores. Industrial uses should be limited to those which are generally compatible with residential uses or which under the imposition of certain reasonable conditions may be safely and aesthetically located in relatively close proximity to residential uses. Residential use recommendations are similar to those in the High-Density Residential classification, with consideration given to multiple family developments where both pubic water and sanitary sewer is available. Commercial uses should be designed consistent with the recommendations of the New Designs for Growth Development Guidebook. Specifically, the uses in this area should be encouraged to provide shared access, margin access easements, and screen parking and loading areas. Building architecture and signage should be compatible Commercial Development Guidelines with surrounding uses, including residential uses. Future commercial or industrial rezoning requests which are not in conformance with the Plan, must be carefully analyzed in terms of their .. potential effect on the existing SPECIES THAT OCC t,"~, 1N NEARBY WOODS ANO FIELD: commercially zoned and ,,#•.ti---.. • · established properties. The indiscriminate rezoning of properties for commercial use will diminish the integrity of quiet residential neighborhoods as well as hinder the success of existing commercially zoned properties. The result will be a pattern of commercial development which does not adequately serve the local and regional populations. .. \,1,,1.: 41 | P a g e �Timberlee The Timberlee resort area encompasses several acres in Sections 12, 13, 18, and 24. This area has historically been used as a resort area and should be planned for the continued use as such. This area has developed over the years as a mix of residential and commercial uses. Not surprisingly, some ventures in this area have proven successful, while others have not. Currently there are a number of plats, not all developed, and a restaurant operating in the Timberlee area. Although many lands have been platted, not all have been developed. The topography and availability of a central water system should make this area desirable for residential, recreational, and commercial land uses. To take advantage of the extremes in elevation, the area lends itself naturally to both outdoor recreation and residential land uses. Non-residential uses, including restaurants, shops and services geared toward the local market are recommended to support the primary uses. Site design for commercial establishments should follow the recommendations stated in the Greilickville Service Area of this Plan and the and New Designs for Growth Development Guidebook. In addition, non-residential uses should be located toward the center of the development and all future development should be planned with attention to the natural features of the area. Residential densities in Timberlee should vary from very high density (up to twelve units per acre) in areas served with public water and adequate road visibility to at least one unit per 2.5 acres in areas without shared utilities or where the roadways wind and curve to create blind access drives. Because of the unique characteristics and uses, the Planning Commission should develop a sub-area plan for the Timberlee area. 42 | P a g e �Zoning Plan Section 22, (2), (d), of the Michigan Planning Enabling Act (Act 33 of 2008) requires that Master Plans adopted after September 1, 2008 include a Zoning Plan to explain how the future land use categories in this Plan relate to the zoning districts incorporated in the Township’s Zoning Ordinance. The following table relates the more general future land use categories with the zoning districts and discusses the features and factors to be considered in reviewing requests to rezone lands in the Township consistent with this Plan. Future Land Use District Greilickville Service Area High Density Residential Compatible Zoning District General Commercial Light Industrial Neighborhood Commercial Shoreline Commercial Municipal Center Residential 3 Residential 3 Manufactured Home Park Medium Density Residential Residential 2 Rural Low Density Residential 1 Agricultural-Rural Timberlee Rural Resort Residential 1 Residential 3 Evaluation Factors The Greilickville Service Area is intended to provide commercial needs and high density needs for the community. This area generally has public water and sewer available. The High Density Residential district provides for multiple family dwelling and higher densities with smaller lots. Generally, in areas where public water and sewer are available or along waterfront. The Medium Density Residential district allows for single family and two-family dwellings on larger lots. These areas typically do not have public water and sewer. The Rural Low Density areas are where large lot developments or farming occurs. Timberlee area is located near Timberlee Recreation Area and may have public water. There is a mix of single-family dwellings and townhomes. 43 | P a g e �Plan Implementation Resources The Elmwood Township Master Plan is a comprehensive community policy statement. The Plan is comprised of a variety of both graphic and narrative policies intended to function as benchmarks and to provide basic guidelines for making reasonable, realistic community development decisions. The Plan is intended to be used by Township officials, by those making private sector investments, and by all of those Elmwood Township citizens interested in the future development of the Township. The completion of the Plan is but one part of the community planning process. Realization or implementation of the recommendations of the Plan can only be achieved over an extended period of time and only through the cooperative efforts of both the public and private sectors. Implementation of the Plan may be realized by actively: • assuring community-wide knowledge, understanding, support, and approval of the Plan; • regulating the use and manner of development of property through up-to-date and reasonable zoning controls, subdivision regulations, and building and housing codes; • providing a program of capital improvements and adequate, economical public services by using available governmental financing techniques to encourage desired land development or redevelopment; and, • developing design guidelines to implement attractive development within the Township. Public Support of the Long-Range Plan Citizen participation and understanding of the general planning process and policies of the Plan are critical to the success of the Township's planning program. A well-organized public relations program is needed to identify and marshal public support. Lack of citizen understanding and support could have serious implications for the eventual implementation of planning proposals. Failure of the public to back needed bond issues and continuing dissatisfaction concerning taxation, special assessments, zoning decisions, and development proposals are some of the results of public misunderstanding and rejection of long-range plans. The validity of the Plan, as well as the right of the Planning Commission to review various development proposals to assure their compatibility with the Township's expressed policies, requires that the Plan be officially adopted by the Commission. 44 | P a g e �Land Development Codes Zoning Ordinance Zoning regulations are adopted under the power granted from the State in the Michigan Zoning Enabling Act for the purpose of promoting community health, safety, and general welfare. Such regulations have been strongly supported by the Michigan courts, as well as by the U.S. Supreme Court. Zoning consists of dividing the community into districts, for the purpose of establishing density of population and regulating the use of land and buildings, their height and bulk, and the proportion of a lot that may be occupied by them. Regulations in different kinds of districts may be different. However, regulations within the same district must be consistent throughout the community. The intent of zoning is to assure the orderly development of the community. Zoning is also employed as a means of protecting property values and other public and private investments. Because of the impact which zoning can have on the use of land and related services, it should be based on a comprehensive long-range community plan. Zoning is an effective tool not only for the implementation of the Plan, but also benefits individual property owners. It protects homes and investments against the potential harmful intrusion of business and industry into residential neighborhoods; requires the spacing of buildings far enough apart to assure adequate light and air; prevents the overcrowding of land; facilitates the economical provision of essential public facilities; and aids in conservation of essential natural resources. A stable, knowledgeable Planning Commission is critical to the success of the zoning process. The Commission's responsibilities include long-range plan formulation and the drafting of appropriate, reasonable zoning ordinance regulations designed to implement Plan goals and objectives. Adoption of the zoning ordinance by the legislative body then provides the legal basis for enforcement of zoning ordinance provisions. The ultimate effectiveness of the various ordinance requirements, however, is dependent upon the overall quality of ordinance administration and enforcement. If administrative procedures are lax, or if enforcement of regulations is handled in an inconsistent, sporadic manner, the result will be unsatisfactory at best. There are a variety of zoning approaches and techniques which may be employed to help assure that Elmwood Township remains an attractive community in which to live and conduct business. These techniques acknowledge the critical role of both Township officials and staff in enforcing the provisions of the local zoning ordinance. Two key tools available to Township officials seeking to assure quality development are special approval use procedures and performance guarantee provisions. 45 | P a g e �Some land uses are of such a nature that permission to locate them in a given district should not be granted outright but should only be approved after assurances that the use will meet certain specified conditions. These types of land uses are called special approval, conditional, or special exception uses. The Township currently uses this flexible zoning process to permit uses of land by following special procedures, including a public hearing and site plan review, to ensure the compatibility of the use within the vicinity in which it is to be located. This technique is based upon discretionary review and approval of special land uses. The site development requirements and standards upon which these decisions are made are specified in the ordinance as required by state law. However, additional reasonable conditions may be attached in conjunction with the approval of a special land use including provisions to conserve natural resources and measures designed to promote the use of land in an environmentally, socially, and economically desirable manner. To ensure compliance with a zoning ordinance and any conditions imposed under the ordinance, a community may require that a performance guarantee, cash deposit, certified check, irrevocable bank letter of credit, or surety bond, acceptable to the Township and covering the estimated cost of improvements on the parcel for which site plan approval is sought, be deposited with the Clerk. This performance guarantee protects the Township by assuring the faithful completion of the improvements. The community must establish procedures under which rebate of cash deposits will be made, in reasonable proportion to the ratio of work completed on the required improvements, as work progresses. Subdivision Regulations When a developer proposes to subdivide land, he or she is, in effect, planning a portion of the Township. To assure that such a development is in harmony with Plan objectives, the subdivision or re-subdivision of residential or nonresidential land must be guided by the Township in accordance with the Land Division Act (formerly the Michigan Subdivision Control Act, Act 288, P.A. 1967, as amended). Several direct benefits accrue from the regulation of subdivisions by a local unit of government. By requiring the developer to install adequate utilities and improved streets, purchasers of the lots are not later burdened with unexpected added expenses. A subdivision without adequate physical improvements is detrimental not only to itself, but it also reduces the opportunity for reasonable development of adjacent parcels. In addition, long-range economy in government can be realized only when adequate improvements are provided by the subdivider. As a part of its review of proposed subdivisions, the Planning Commission focuses on such features as the arrangement and width of streets; the grading and surfacing of streets; the width and depth of lots; the adequate provision of open space; and the location of easements for utility installations. The subdivision review process is one of the methods of implementing the goals and policies of the community's long-range Plan. 46 | P a g e �Capital Improvement Program Elmwood Township created a Capital Improvement Plan in 2017 that will be reviewed and updated annually. The Plan includes anything that is anticipated to cost more than $10,000 and lasts longer than one year. This includes any land acquisitions, new vehicles, new structures, and infrastructure. Few communities are fortunate enough to have available at any given time sufficient revenues to satisfy all demands for new or improved public facilities and services. Consequently, most are faced with the necessity of determining the relative priority of specific projects and establishing a program schedule for their initiation and completion. The orderly programming of public improvements is to be accomplished in conjunction with the long-range Plan for development. In essence, the Capital Improvements Program is simply a schedule for implementing public capital improvements, which acknowledges current and anticipated demands and which recognizes present and potential financial resources available to the community. The Capital Improvements Program is a major planning tool for assuring that they proceed to completion in an efficient manner. The Capital Improvements Program is not intended to encourage the spending of additional public monies but is simply a means by which an impartial evaluation of needs may be made. The program is a schedule established to expedite the implementation of authorized or contemplated projects. Long-range programming of public improvements is based upon three fundamental considerations. First, the proposed projects must be selected on the basis of community need. Second, the program must be developed within the community's financial constraints and must be based upon a sound financial plan. Finally, program flexibility must be maintained through the annual review and approval of the capital budget. The strict observance of these conditions requires periodic analysis of various community development factors, as well as a thorough and continuing evaluation of all proposed improvements and related expenditures. It is essential that, in the process of preparing and developing the program, the Planning Commission be assigned a role in reviewing project proposals to assure conformity with the Elmwood Township Master Plan and to make recommendations regarding priority projects and appropriate methods of financing. Governmental Assistance Many sources of governmental assistance are available to aid local officials and private interests in meeting desired land use objectives or improvement needs. Local government must also be cognizant of enhancing the financial feasibility of private development projects through "co-development." Co-development is simply the joint public and private investment for a common purpose. The participation can range from direct loans to private interests to reduce the capital needed to develop a project, selling publicly controlled land at less than fair market value to lower construction costs, or by issuing bonds to acquire land, construct buildings, or acquire equipment which the Township would sell or lease to private industry. 47 | P a g e �Design Guidelines Elmwood Township is experiencing a transition from an agriculturally based community to a suburban community. The accompanying population growth often occurs with only a limited regard to preservation of environmental and scenic amenities. The Plan can only assure what type of development occurs, not what the quality of the development will be. Design guidelines are a way of helping to ensure the Plan's intent to create attractive development within Elmwood Township. 48 | P a g e �Appendix A-Maps 49 | P a g e �t NORTH CHARTER TOWNSHIP OF ELMWOOD FUTURE LAND USE MAP 1111 GREILICKVILLE SERVICE CENTER MEDIUM DENSITY RESIDENTIAL L_J TIMBER LEE HIGH DENSITY RESIDENTIAL 1111 RURAL LOW DENSITY TRAVERSE CITY - TartTrait Date: 416120 16 50 | P a g e �0 • CHARTER TOWNSHIP OF ELMWOOD 1111 Loamy Sand 1111 Sand Muck 1111 Silty Clay Loam 1111 Sandy Loam [=:J Water Gravelly Sandy Loam [=:J Muck 1111 Silt Loam 1111 Loam 1111 Sand Elmwood Soils N A 51 | P a g e �akeview Hills <ii -1!: "' 0.. QJ Fouch Hoxie OJ ::, CD Lo g ra ch Harrys M 2 t NORTH CHARTER TOWNSHIP OF ELMWOOD Public Water System Date : 4/17/20 17 52 | P a g e �t NORTH CHARTER TOWNSHIP OF ELMWOOD Public Sewer Map Date: 4/17/2017 53 | P a g e �erse 27 CHARTER TOWNSHIP OF ELMWOOD Zoning Districts Manufactured Home PBJi { MHP) - GeneralCommerciel { GC) Rural Resort { RR) - Light Industrial (LI) Residential 2 { R-2) Munici?BI Center (MC) - Shoreline Commercial ( SC) Residential 3 { R-3) Neighbolhood Commercial ( NC ) - - ~ricultural- Rural {A-R) - Residential 1 { R-1 ) - - Travase City ~ Conditional Rezoning Offic ial Zoning Map A September 1, 2017 54 | P a g e �DISTRICT WIDE INITIATIVES 1 ESTABLISH COMMUNITY PUBLIC SPACES ACTIVITY,SUPPORTTHE RRIDOR,ANOCREATEA , CREATELINKSTOAOJACENTPROPERHESTHATPROMOTESPUBLIC ACCESS ANO PEDESTRIAN SAFETY. · INSTALL FISHING PIER ALONG EXISTING ARMOR STONE REVETMENT 2 CEOA R LA KE ESTABLI SHAMIXAND DENSITYOF LAND USES ;·······-._.......... ...1 , OEVEtOPLANOUSESTHATSUPPORTEACHOTHERANDFIT THE \ . .. p ; ( l b~ l l A~ , : IOl ' LA U\ 0 TD ; , : E CHE RRY BEND ROA D 3 2 , DISTRICT PARKING STRATEGIES , DEVHOPSHAREDPARKINGRESOURCES , UTIUZEPEAK·SEASONSHUTTLE/JITNEYSERVtCE , LOCATE PARKING IN REAR OF FUTURE DEVELOPMENT 4 DISTRICT CONNECTIVITY , EN HANCE EXISTING , INCREAS TRAILAL , PROVIDE PROPERTY 5 ENVIRONMENTAL STRICT TO CREATE AN REEKFROMTARTTRAIL TO BAY J'S NATURAL RE.SOURCES AS ELMWOO D TO WNI HI P LEGEND DEVELOPMENT BLOCK EXISTING DEVELOPMENT IT] PARKING GREEN INFRASTRUCTURE DEVELOPMENT OPPORTUNITY EXISTING ROAD PROPOSED ROAD EXISTING TRAIL PROPOSED TRAIL EXISTING WATERWAY PARCEL LINES EB EL MWOOD TOWNS HIP MIC HI GAN F,guie 6 Augult 20, 201 l Greil1ckville Co111merc1al Corridor Sub-Area Master Plan -~~lllllllllij LAND USE PLAN SMITHGROUPJJR 55 | P a g e �Appendix B-Demographics Socioeconomic Profile This chapter examines the characteristics of the Elmwood Township’s population and housing stock, identifies historical patterns, and determines future trends of the Township. The data described in this chapter is benchmarked to county and state. Population Data in Table 4 indicates the decennial population count of Elmwood Township, its surrounding townships, Leelanau County, and the State of Michigan. This data reflects the numeric and percentage change in population of the communities listed below. 56 | P a g e �Population by Jurisdiction Table 4 Place 1970 1980 1990 2000 2010 2015 Projection Elmwood Township 2,240 3,004 3,427 4,264 4,503 4,566 Bingham Township 916 1,546 2,051 2,425 2,497 2,530 Centerville Township 473 709 836 1,095 1,274 1,288 Cleveland Township 393 654 783 1,040 1,031 1,046 Empire Township 547 457 503 707 807 Empire Village 409 340 355 378 375 Glen Arbor Township 571 578 644 788 859 871 Kasson Township 676 952 1,135 1,577 1,609 1,628 Leelanau Township 1,270 1,560 1,694 2,139 2,027 2,052 Leland Township 1,219 1,446 1,642 2,033 2,043 2,068 Solon Township 798 987 1,268 1,542 1,509 Suttons Bay Township 838 1,270 1,589 2,393 2,363 Suttons Bay Village 522 504 561 589 618 Traverse City in Leelanau County n/a n/a 39 149 192 Traverse City 18,048 15,516 15,155 14,532 14,674 Leelanau County Population 10,872 14,007 16,527 21,119 21,708 21,981 8,881,826 9,262,078 9,295,297 9,938,444 9,883,640 9,922,576 Michigan Population 57 | P a g e �Percent Population Change by Jurisdiction Table 5 1970-1980 1980-1990 1990-2000 Percen Number t Change Change 837 24.4% 374 18.2% 259 31.0% 257 32.8% Number Change 764 630 236 261 Percent Change 34.1% 68.8% 49.9% 66.4% Number Change 423 505 127 129 Percent Change 14.1% 32.7% 17.9% 19.7% Empire Township -90 -16.5% 46 10.1% 204 Empire Village Glen Arbor Township Kasson Township Leelanau Township Leland Township -69 7 276 290 227 -16.9% 1.2% 40.8% 22.8% 18.6% 15 66 183 134 196 4.4% 11.4% 19.2% 8.6% 13.6% Solon Township 189 23.7% 281 Suttons Bay Township 432 51.6% Suttons Bay Village Traverse City in Leelanau County -18 Elmwood Township Bingham Township Centerville Township Cleveland Township Traverse City Leelanau County Population Michigan Population 2000-2010 2010-2015 Number Change 239 72 179 -9 Percent Change 5.6% 3.0% 16.3% -0.9% Number Change 63 33 14 15 40.6% 100 14.1% Not Avail 23 144 442 445 391 6.5% 22.4% 38.9% 26.3% 23.8% -3 71 32 -112 10 -0.8% 9.0% 2.0% -5.2% 0.5% Not Avail 12 19 25 25 28.5% 274 21.6% -33 -2.1% Not Avail 319 25.1% 804 50.6% -30 -1.3% Not Avail -3.4% 57 11.3% 28 29 4.9% Not Avail n/a n/a n/a n/a 110 5.0% 282.1 % 43 28.9% Not Avail -2,532 -14.0% -361 -2.3% -623 -4.1% 142 1.0% Not Avail Percent Change 1.4% 1.3% 1.1% 1.5% Not Avail Not Avail 1.4% 1.2% 1.2% 1.2% Not Avail Not Avail Not Avail Not Avail Not Avail 3,135 380,252 28.8% 4.3% 2520 33219 18.0% 0.4% 4592 643147 27.8% 6.9% 589 54804 2.8% -0.6% 273 38,936 1.3% 0.4% Source: 1970, 1980, 1990, 2000, & 2010 Census, Estimate from US Census Bureau, Population Division; Annual Estimates of the Resident Population 58 | P a g e �Over the last 40 years, all of the townships in Leelanau County, with the exception of Empire Township, experienced significant increases in population until the 2000-2010 decade when the increase in population slowed greatly and even declined in some Townships. Between 1990 and 2000, Townships were experiencing 20-30% growth. During 2000 to 2010 growth was 5% with the State seeing a decrease in population. This is the result of the 2007-2008 financial crisis which greatly impacted development nationally. The largest increases in population occurred within Townships that are connected to Traverse City by M-22 and M-72. The close proximity of Bingham Township, Elmwood Township, and Suttons Bay Township to Traverse City has likely influenced this population growth. Elmwood Township, which is directly north of Traverse City, has the largest number of residents of any township in the County, followed by Bingham Township, Suttons Bay Township, Leelanau Township, and Leland Township. Leelanau County Population 25,000 20,000 15,000 10,000 5,000 0 1970 1980 1990 2000 2010 2015 Projection 59 | P a g e �Michigan Population 10,200,000 10,000,000 9,800,000 9,600,000 9,400,000 9,200,000 9,000,000 8,800,000 8,600,000 8,400,000 8,200,000 / / / / ~ 1970 1980 1990 2000 2010 2015 Projection The County’s population doubled between 1970 and 2010 with a total population of 21,981 in 2010. The State’s population only increased by 11% over the same period. The County has seen a larger population growth than the State in every decade except the 1980s when the population change was 18% for the County and 40% for the State. Elmwood Township Population by Age Group 1,600 - 1,400 0-4 1,200 5-19 1,000 20-44 800 600 45-64 400 .......... 65-74 200 ........ 75+ 0 1980 1990 2000 2010 60 | P a g e �Age-life Cycle The previous graph describes the age distribution of Township residents. For the purpose of analysis, age levels are categorized according to life-cycle stages. In this analysis, six lifecycles are defined: • • • • • • Preschool (Less than 5 years) School (5 to 19 years) Family Formation (20 to 44 years) Empty Nest (45 to 64 years) Senior (65 to 74 years) Elderly (75 years or more) According to the 2010 Census, the largest age group in Elmwood Township is the empty nesters (45-65 years old) followed by the family formation (20-44 years old) age group. The empty nester represents 33% of the population, while family formation represents 23% of the population and is decreasing over the years. In 2000, the family formation age group was 31% of the population. All age groups over 45, have increased dramatically since 2000 with the younger age groups decreasing. In general, the patterns of the age-life cycle in Elmwood Township is consistent with the State and National trends. People are living longer and the baby boomers, the largest demographic cohort in recent years, are getting older. Currently, Elmwood Township has the greatest percentage of individuals over 70 in the State for its population. Elmwood Township is located close to medical facilities and Traverse City, offering great location for the older population in retire. 61 | P a g e �Housing Housing Characteristics Elmwood Township 1990 2000 2010 Total Housing Units 1518 1914 2205 Total Occupied Housing Units Owner Occupied Renter Occupied 1288 1046 242 1697 1484 213 1902 1591 311 230 10 12 217 14 9 303 32 66 182 26 163 31 161 44 Vacant Housing For rent For Sale For seasonal, recreational, or occasional use Other vacant Source: 1990, 2000, & 2010 Census Between 1990 and 2010, the number of housing units in Elmwood Township has increased by 45% or 687 housing units, with the 1990s seeing a larger increase than 2000s. Of the total housing units, over 85% are occupied. Vacant housing makes up about 15% of the housing units. These numbers are consistent with the State of Michigan housing characteristics. In 2010, there were 4,532,233 housing units in Michigan. Of those, 3,872,508, or 85% were occupied and 659,725, or 15% were vacant. A differing characteristic between Elmwood Township and the State is the owner-occupied units. In 2010, 84% of the housing units in Elmwood Township were owner occupied while only 72% of the housing units in the State were owner-occupied. 62 | P a g e �Appendix C- Other Documents In addition to documents previously mentioned throughout this plan, the following documents, as amended from time to time, are incorporate by reference. July 2016 M-22/Greilickville Commercial Corridor Traffic Study 2013 Greilickville Sub Area Master Plan Community Park, Recreation, Open Space, & Greenways Plan 2013 Community Perception Survey Waterfront District Master Plan 63 | P a g e � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Elmwood-Twp_Master-Plan_2018 Creator An entity primarily responsible for making the resource Planning Commission, Elmwood Township, Leelanau County, Michigan Date A point or period of time associated with an event in the lifecycle of the resource 2018-03-20 Title A name given to the resource Elmwood Township Master Plan Description An account of the resource The Elmwood Township Master Plan was prepared by the Planning Commission and was adopted on March 18, 2018. Subject The topic of the resource Master plan reports Elmwood Township (Mich.) Leelanau County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a59cdb7d2a6cd98e8d10800472bc46bb.jpg a61286ec3cbd2d9244c169f0b662134d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ElsingaLillian Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Elsinga, Lillian Description An account of the resource Lillian Elsinga, Admissions Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/e35c3bda2fa9ee9ca566b72f11b7a73d.mp3 d6f2fb035cfdccdda4b725a639d81fe4 https://digitalcollections.library.gvsu.edu/files/original/0f649cdb184e65407f609246b7f505a8.pdf 7d6c043319e216cef561e6d43872790b PDF Text Text GV043-07 Connected Exhibit Interviews Interviewee: Elyse Wild Interviewers: Cara Cadena, Gayle Schaub Date: April 19, 2016 Elyse: 00:12 I started Grand Valley the fall of 2015, right before I turned 28. I started going to GRCC when I was 23. I actually dropped out of high school and spent a few years working at Spectrum Health, third shift for a while and I never thought that I would ever make it to college and on my shifts at the hospital, sometimes I would look at Grand Valley’s website or other college websites and kind of dream about getting an education, so when I finally started Grand Valley in the fall it was a pretty big deal for me. It was something I’d been thinking about for more than 10 years and to finally be here was pretty exciting. I work – I’ve always worked full-time – so I’m a part-time student, but I don’t think I would value my education as much if I had started right after high school when I was 18. I love every second that I’m in all of my classes. I try to take advantage of every opportunity that I have here. After spending so many years working in a field that I didn’t enjoy and just not thinking that I was…you know, when I was 15 or 16 years old I was told by a lot of the adults around me that if I didn’t, you know, get my act together, I wasn’t going be anything, or I wasn’t, certainly wasn’t going to get into college. So everything that I get to experience here at Grand Valley is a pretty big deal, and it’s pretty important to me. Cara: That’s great. So, you went to CC, did you say? Elyse: 1:56 Yeah. I went to GRCC for 2 ½ years. I went through the summer. I always took summer courses to get through a little faster. Gayle: Wow. What's your major? Did you say? Elyse: Journalism. Cara: Journalism, minoring in German Elyse: In German, yeah. Cara: and you started in fall of 2015, so when are you slated to graduate as a part-time…? Elyse: 2:16 Um, you know, I’m really, I think I’ve got 17 classes left to take. I usually do two at a time. Next year, I’ve added one more, so I’m going to do three. Cara: and working Elyse: 2:29 And working…see how that goes. So I’m a journalist. I’ve worked for Grand Rapids Magazine, Woman’s Lifestyle Magazine, and I run a biography writing business called Your Story that I just started this year. So the schedule – a journalist’s schedule – isn’t nine to five, like it’s kind of all over the place, which is nice, because it can be flexible as far as my classes, but it’s also, at the same time, you just never really know when stuff is going to happen or when people are going to be able to be interviewed �Cara: Right, and deadlines, and all the things that come along with journalism Elyse: Yeah, umhum. Gayle: Are you putting yourself through school, or were you able to get any…? Elyse: I’ve got financial aid Gayle: Ok. I didn’t know how that works – if you can apply for scholarships, or if that’s kind of more of the…unintelligible… that you have to do when you’re still in high school Elyse: 3:21 I think they do scholarships every year. The deadline is – I think it’s always March 1 for different scholarships – but I missed the deadline this year but I’m hoping to be able to get on top of it next year. Cara: Can you tell me a little about what you do with the CEI? Elyse: 3:25 Yeah, so we have a, in the past, CEI has put out an entrepreneurial magazine called Neu, just a print issue once a year and now we just do it all online on a blog, so I manage the blog. I do interviews, I try to stay in touch with the entrepreneurial community, the small business community, also, like, what students are doing as far as in the business school. And, I help with grant writing, just help with general content and copy for materials. Cara: Fun. And you like it? Elyse: 4:09 I love it. Sharouq is really wonderful to work for. Cara: Good. That’s good to hear. Do you have a favorite professor in journalism or at Grand Valley? Elyse: 4:18 My favorite professor in journalism actually left this…after…and I just started in the fall, so I don’t, I’m not familiar with the whole faculty. But he was my journalism history teacher and news and society teacher. And he was from South Korea and he had been a reporter there for a long time and he came here to get his doctorate, but I really enjoyed his classes because I...they were night classes they’re 6-9s which people can be kind of dead in 6-9s but he really challenged us to dive deeper and use critical thinking. Cara: That’s great Gayle: So, how was this transition coming back, starting school and…? Elyse: 5:04 It was exciting. Being that not finishing high school and not having that, like, line of, “well I’m done with this and now I’m moving onto this…” So, each class that I took each, and each semester felt like an accomplishment. Well, because, you know, it is, but it’s all, like, moving toward something that’s really exciting. I found out that it’s not enough to just be naturally, people can be naturally good at things, but you can be good at anything if you apply yourself to it. So that was really, figuring out how I learn things and how to study, and how to get to the point where I wanted to. It was… it seems really simple but it was something really profound to learn as an adult. Like, you really can do �anything if you apply yourself to it. And that’s not something I really had knowledge of before, but from my experience in high school Cara: Yeah, that’s a good point. Any other questions? Gayle: So, applying…I mean…what kind of…did you get advising or help from CC as to how to go through this process or did you just investigate it all on your own? Elyse: 6:13 I just investigated it all on my own Gayle: Really? Elyse: Yeah. Oh, you mean the process of getting back into school or the…? Gayle: Yeah Elyse: 6:19 Yeah. I just, you know, I don’t think I actually just, like, decided one day, like, “Oh I’m going to go back to school and I’m going to get my bachelor’s.” I kind of was just like, “oh, I’m just going to take a class here and there and then it just kind of started and it felt good and I just kept doing it. So, it was mostly just on my own accord Gayle: I assume you’re not living on campus? Elyse: No, no. Gayle: But are you getting involved with any…well you’re already really involved with… Cara: CEI, you work with… Elyse: Yeah Cara: And you take classes in Allendale Elyse: I take classes in Allendale Cara: So you’re on both campuses Elyse: 6:50 And I’m doing an independent study this summer which I’m looking forward to so I’ll be working with the journalism department more than I, you know I just started, so it’ll help me be more involved with that department. And it’s a journalism, it’s an independent study; it involves German and journalism, so I’ll be able to get a little bit more involved in both my major and my minor, so I’m looking forward to that. Let’s see… Gayle: Why German? I’m curious Elyse: 7:18 So, I have a personal interest in former East Germany and an interest in the role that journalism played during that time. So, for this, I’d like to go on to get my master’s and I’d like my master’s thesis to be…I don’t have it narrowed down yet, but I know I want it to take place within this time period. So this summer I’ll be doing a very small-scale study of…I’m going to take one newspaper from East Germany; I have to pick my time frame. It has to be within, like 1986-88 or something, and then one newspaper from �West Germany and compare their coverage of the exact same events. So it’ll help me narrow down…so I’ve been interested in this time period for a while and then I just figured, well, like, I’m going to have to take German. And then my minor was international relations and then I registered for, like, all the German classes for the next year and it just became obvious that I needed to change my minor to German. So, that’s it. It just comes from personal interest and kind of what I’d like to, what I’d like to do. If I choose to take an academic path, I’d really like an investigation of this time period to be my career, so… Cara: That’s awesome; you have a master’s thesis in mind Elyse: 8:30 If…also, being 28, you know, almost 30, I feel like I need to catch up to myself a little bit…of not, you know, being too afraid to - I don’t know if I was afraid to go to school or I thought that I just didn’t do it, but once I jumped in, it was just like, you know…it’s really important to me now. My parents didn’t go to college. My little brother graduated from Hope. He was the first person in our family to get his bachelor’s, and, so my parents didn’t go to school and they never really stressed it to us, and they’re very happy people, which is wonderful. They’re both blue collar and I learned a lot about how, you know, your daily expectations for life and how you really create your own happiness… but not having that, not having any voices saying, “you should really go to college…” where was I going with that? I don’t know where I was going with that but it’s… Cara: Well, you were a self-starter. And you didn’t have your parents influencing you to go, so it was a personal interest Elyse: 9:30 Yeah, yeah so, yeah, I guess I just needed to, I realize that there were all, a lot of things that I had dreamt of doing or I had wanted to when I was younger, I didn’t connect getting an education with doing those things. I didn’t connect traveling with doing those things. Or making a living, or being independent with getting an education, and once I did connect it with that, it’s like, this is so sort of powerful thing, so I guess that’s what college has made me feel like I have control of my life. Gayle: I think you, I mean it’s a really good story for others to hear, especially from the…the sense that this is still a very traditional campus Elyse: It is, yeah. Gayle: Mostly 18-year-olds, right out of high school, so…I think hearing the fact that if you don’t do it in the first four years, it still happens Elyse: Yeah Gayle: There’s no deadline, so…I think we’re kind of led to… Elyse: 10:20 And I’ve had to get comfortable with the fact of, like, I’m not going to be done in four years. I’m probably going to be done when I’m like, 31 or 32, and that’s totally fine. And another, like, in regards to - this is a very young campus and a lot of my classes are, I’m usually the oldest one in my classes. There’s a couple of people older than me here and there, but, I’m able, despite that environment, where maybe the people in my class �aren’t taking it as seriously or are just kind of going through the motions of going to class and going back to their dorm, I’m still able to choose to engage with the course and get a lot out of it just based on my own interest and it’s not necessarily the fact that I’m surrounded by 18-year-olds. It certainly doesn’t dictate the experience I have in class. Cara: That’s good to hear Elyse: 11:05 Yeah. And I find that all my professors, like, if you take interest, they will meet you more than halfway, and I really appreciate that. Cara: That’s good to hear, too. Elyse: Yeah. Cara: An engaged faculty Gayle: Well, you answered my next question about kind of feeling that, that if you’re bridging a difference, or not a difference, but not feeling like a “non-traditional” student. Elyse: 11:31 Yeah, yeah, I just really, I just try to stay very focused. And, again, like, I almost…I’m so grateful that I’m not 18 and in a classroom, because I would not have done very well and I don’t know how much…I’m sure that there are other students that are really engaged and are really getting there, but it would have been very difficult for me being 18 years old and I would imagine that it is for some people. So I’m grateful to have started a little later, after having some experience and realizing how important it really is. Cara; I’m sure you’re a good example, too, for your classmates. Not only are you “nontraditional,” but you’re taking it seriously and getting a lot out of it Elyse: 12:08 I hope so. I think a lot of them are like, “why is this…what are you still doing here?” Cara: You’re there to learn. I know. I remember the students. I went to school right after high school, college, and I remember having older students in my class and thinking that they were, like, taking it seriously, and they were there to do this and then they had to get back to work or they had to get back to their families and we were just hanging out on campus. Elyse: 12:32 Yeah, yeah. So it’s, I don’t relate to people in my classes, but I’m not there for social experience. Not really. (phone rings) I had someone in my, there’s a man in one of my journalism classes and he’s 40 and he and his wife paid off their mortgage and so he’s going back to school, finally, to finish his degree. I think, and actually, I don’t think he’s going back, I think he was just finally able to start. But it was nice having him in my classes, too, because we were both on the same page as being engaged and being in group projects together. Cara: Are there a lot of group projects in journalism? �Elyse: 13:04 We just, for my History of Journalism class and News and Society, we had some group research-based group projects. Gayle: Ok, the question I ask everyone, have you considered study abroad? Elyse: 13:18 Yeah, so I plan, I can’t take a full semester because I work, but I’m looking into the, there’s a German language school in Vienna that is college accredited and you can take a three-week course, a four-week course, a six-week course. It’s all based on, like, what you need, so I’m looking at doing three to four weeks in Vienna next July. Gayle: So, language study? Elyse: Yeah, language study, certainly. Gayle: Great Cara: Thank you for sharing your story Elyse: Yeah! Thank you. Thanks for asking Gayle: Just before we let you go, I mean, is there any, like, any just one (I think you haven’t been here very long) Elyse: That’s a good question…No, I haven’t Gayle: Any one memory that, from this first semester, that you look back and think, like, wow, that was really particularly something…particularly frustrating or empowering, or, or…” Elyse: 14:15 I had, my journalism teacher, his name was Dr. Hyung, H-Y-U-N-G, and he’s no longer with the school. But, he asked me to stay after class one day and asked me if I’d considered going to graduate school and I have always had an interest in this time period in Germany, but him saying that at the end of the semester after he had seen my work really just pushed me to go forward with it and made me I started communicating with the head of the communications department, just like, so that was just really, that was very, very encouraging. And that meant a lot. Cara: Yeah. He recognized something in you Elyse: 14:55 Yeah. So it also made me feel like it is worth showing up and it is worth engaging and asking questions and doing the work. Yeah, so, that was definitely a stand-out moment. Chatter – end-- � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Connected Exhibit Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. University Libraries Description An account of the resource Collection of audio recordings and transcripts of Grand Valley State University students sharing their stories and experiences. The recordings were conducted as part of an exhibit created by the University Libraries in fall semester of 2016 titled "Connected" which featured short audio clips of students. The clips were combined with watercolor portraits of GVSU students by Ellie Lubbers and an interactive watercolor painting activity. Students were encouraged to paint 3" circles of paper to illustrate their current feelings about the college experience and attach them to the gallery wall. The aim of the exhibit was to inspire feelings of community, connectedness, and welcome to new and returning students. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/626">University Libraries. Connected exhibit files</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Universities and colleges Michigan College students Oral histories Education, Higher--United States--Anecdotes Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Cadena, Cara; Schaub, Gayle; Frigo, Emily; Lubbers, Ellie; Fisher, Erin Identifier An unambiguous reference to the resource within a given context GV043-07 Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Type The nature or genre of the resource Sound Text Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2016 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Wild, Elyse Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-19 Title A name given to the resource Elyse Wild interview (audio and transcript) Type The nature or genre of the resource Sound Text Contributor An entity responsible for making contributions to the resource Schaub, Gayle (interviewer) Cadena, Cara (interviewer) Identifier An unambiguous reference to the resource within a given context GV043-07_WildE_2016-04-19 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/626">University Libraries. Connected exhibit files</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Relation A related resource Grand Valley State University Libraries. Connected Exhibit, September 2016 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Description An account of the resource Interview with Elyse Wild conducted by Gayle Schaub and Cara Cadena for the GVSU Libraries' Connected Exhibit, displayed in September 2016. Edited clips of interviews accompanied watercolor portraits of students and an interactive watercolor activity for exhibit visitors. Elyse, 28, just finished her first year at GVSU. A freelance writer in Grand Rapids, editor for The 3288 Review and owner of a personal biography service called Your Story, Elyse also works as the managing editor at the Richard M. And Helen DeVos Center for Entrepreneurship and Innovation (CEI) in the Seidman College of Business. She is majoring in journalism and minoring in German. After dropping out of high school and taking classes at GRCC in her early twenties, Elyse looks at education differently than she once did. She is a highly motivated, successful student who, after graduating, plans to pursue a master’s degree in journalism and someday, ride a motorbike through Vietnam. Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Subject The topic of the resource Universities and colleges Michigan College students Oral histories Education, Higher--United States--Anecdotes https://digitalcollections.library.gvsu.edu/files/original/a3894faefaa41d2b7454989d2bf740d4.pdf 4a3faedb739404c4559afe13101d7b09 PDF Text Text Embraced By the Light Easter Sunday Text: I Corinthians 15:54, 57; Psalms 116:8; Mark 16:6 Richard A. Rhem Christ Community Church Spring Lake, Michigan April 3, 1994 Transcription of the spoken sermon It’s good to celebrate the resurrection. This is not really a day for preaching. It’s a day for witnessing to a wonderful truth. It’s a day for praising and praying and singing and dancing. And the service is laced with all of that, and eventually we will come to receive the tangible sign of God’s everlasting love as we take bread and cup: an invitation to you to come to this table, for the Lord is risen, He is risen indeed. And we celebrate in bread and cup that ongoing life of Christ that is ours. This is a day in which we celebrate the fact that we now and forever are Embraced By The Light. The title of the message was intended to hook you if you had been aware of this book Embraced By The Light, by Betty J. Eadie. This book has sold in the thousands and, when I realized that it had become a phenomena in our day, I thought, what better to do on Easter than simply to celebrate what is celebrated in this book—the story of a near death experience and eternity being packed into those few moments in which insights were learned and intuitions were satisfied and fulfilled as Betty Eadie testifies to her grand tour of heaven, her encounter with Jesus Christ, even her encounter with God. Well, Embraced By The Light happens to be a phenomena in our day. The other day I got an article, which Nancy cut out for me. It was from the Detroit Free Press of a couple weeks ago entitled, “Spiritual Books Touch Many Readers”. She knew that I was going to refer to that book, and this article speaks about that book and Where Angels Walk and The Celestine Prophecy, and it goes on to describe what has got to be a trend and probably a fad of rather large proportions in our day of people who are witnessing to the fact that there is something deep down in us that wants to know what lies beyond, whether there is something more, or whether this is all there is. In last Sunday’s New York Times book review, as I opened up to the back, I recognized that in terms of the hard cover books that are out there, there is a fiction book The Celestine Prophecy, about an ancient manuscript found in Peru that provides insight into achieving a fulfilling life. That’s a novel. It’s number two in the fiction column. But in the non-fiction column, number three is How We Die, a physician and surgeon reflecting on life’s © 2013 Kaufman Interfaith Institute and Grand Valley State University   �Embraced by the Light Richard A. Rhem Page 2   final chapter. Number one is Embraced By The Light. Forty-six weeks on the list. Then, once the hard covers are out and you go to the paperbacks, some books just keep selling. Here in the paperback best seller’s non-fiction is number one: Care of the Soul, by Thomas Moore, whose latest book is on the other list number four or five, Soul Mates . Number two, The Road Less Traveled, by Scott Peck with which many of you are familiar, 542 weeks on the best seller list. How would you like the royalties on that one? Number four, Where Angels Walk, by Joan Wester-Anderson, stories about angelic interventions in human affairs. Now folks, this is not The Christian Century or Christianity Today, this is The New York Times Book Review list, and it evidences to the fact that there is a widespread yearning in the human heart to pierce the veil and to determine an answer to that primal question within us. Is this all there is? Or, is there something more? There is a whole world out there beyond the parameters of the organized church and institutional religion, people who perhaps long since have given up on religion per se, but who cannot finally deny that question that in our day has erupted again with a fury. What lies beyond the veil? Is there something more? Or, is this all there is? I began to look at that literature again; some of it I’ve had around for a long time. It was 1970 when Elizabeth Kiebler-Ross the Swiss psychiatrist wrote her book on death and dying, the consequence of interviewing terminally ill patients to see the stages through which they went as they came to terms with the fact that they would die. It was 1975 when another psychiatrist Raymond Moody wrote the book Life After Life , documenting 150 cases of near death experiences, these out of the body experiences, as Embraced By The Light tells Mary Eadie’s experience. Then, I remembered that in 1983 at the University of Michigan I had listened to the Catholic theologian, Hans Küng talk about “Eternal life?”—question mark— with all of these questions: death?, and hell?, and heaven?, purgatory and judgment?, etc. He begins with this near death experience and he examines that and he’s writing an account from somewhere and it sounds a little bit like it could have come out of Embraced By The Light , and I’m thinking where is Küng getting this story, only to find, as I concluded the paragraphs that recount this experience, that it was written by none other than the Greek philosopher Plato, twenty-five hundred years ago in Book X of The Republic. As Küng points out, you can document this from Indian philosophy and in religious writings from ancient Egypt across the world, across the generations, universally—there is this question. Is this all there is? Or is there something more? Well, Easter is the day in which in the Christian church we bear witness to our conviction that this is not all there is. But, rather, that the best is yet to be. On the dawn of Easter morning when Christ arose, he became for us a light that illumines our life backwards and forwards. And the resurrection of Jesus Christ is the heart of the Christian Gospel. We worship not only on Easter morning but every first day of the week in celebration of that event. Every Sunday is a little © 2013 Kaufman Interfaith Institute and Grand Valley State University �Embraced by the Light Richard A. Rhem Page 3   Easter. It is the very heart and center of the Christian message. In Mark’s account simply, “He is not here. He is risen.” St. Paul says, “Death is swallowed up in victory. Thanks be to God who gives us the victory through our Lord Jesus Christ.” I don’t know whether the Psalmist had a near death experience or not. I am sure they didn’t call it ‘clinically dead’ at that time, but he speaks about being “enwrapped in the snares of the hades, of Sheol . . . the pangs of hell that hold upon me,” he says. And then he praises God and says, “You have saved my eyes from tears. My soul from death. My feet from falling.” So the Psalm is a Psalm of praise in which he begins, “I love the Lord.” Well, who loves the Lord? The person who has been touched deeply in the depths of their being, the person who has had some life-transforming experience. The Apostle Paul says, “I show you a mystery, and it is a mystery, it is a mystery about which none of us know in terms of scientific verification. It’s not for verifying. But the person who has had a deep experience finds themselves transformed. I had wished that Betty Eadie had been a bit more modest. She learned an awful lot in those moments. My goodness, what she learned! However, she doesn’t know, and I don’t know, and you don’t know, but her life was changed. Thank God, she used her experience in order to call people to kindness, to say that ultimately all is love, and apart from love there is nothing. Embraced By The Light, yes indeed! That’s the Easter message. That’s what we celebrate today— the gospel of Jesus Christ is the Good News about life beyond life, and both are important, and both perhaps should receive equal emphasis. Life beyond life—this is the life—and the best is yet to be. That’s the story of Easter. And as I reflect on that I recognize that the Church has this marvelous message that the center of it is the Gospel, and that means Good News. Then I realize that the whole world out there is so hungry, yearning for some answer, some peek through the veil. And I say to myself, “If we have the Good News, and if the world is longing for that news, why have we become so much the place of bad news in the minds of so many of the human family? If the world is asking the question and the heart of our faith is the answer, why . . . why has the Church been identified with legalisms and moralisms and oughts and shoulds and musts? Why has the Church been identified with the imposition of guilt and the exploitation of that guilt with threat, with the fear of judgment and the possibility of hell? Why? If Easter is our day, if it is the heart of our message, if this is the question that finally will not be dissolved in the human mind and heart, then must we not become once again a place of Good News? A few years ago I coined a phrase for Christ Community, calling it “An alternative to church as usual.” I’m wondering if we have to be even more radical than that? The Christian tradition is a grand tradition, but with all of the baggage of the Church that we get brushed with, perhaps it should be the “Unchurch,” like the “Uncola,” so that we could separate ourselves from all of that that is so dark, so © 2013 Kaufman Interfaith Institute and Grand Valley State University �Embraced by the Light Richard A. Rhem Page 4   dismal, so miserable. I mean, the world longs to know this, but somehow or other, the way we have packaged it, the message isn’t getting through. And what a message it is. Look at Jesus. Look at that life. Just look at that life. We’ve gone seriously through that life again in this Lenten season. What a life! What a man! What integrity, what strength, what grace, what love! What a life! I can understand that the writer of the fourth Gospel would say, “This is the way, this is the truth, this is the life. No one will come to the Father except that way, with that truth and that kind of a life.” What a life . . . and what a death. Look at the shadow side of the whole human condition, which comes to expression in the crucifixion of such a life. Then today, what a story: He lives, not because of him, not because of any human possibility, but because God will not give up, because God will not abandon creation, because God will not let us go. There is life beyond life because it’s God’s gift, and God will never quit. This past week I visited the nursing homes where a number of our people live in various states and conditions. I must say to you this morning, if you are young and able bodied, doing well, prospects good, go ahead and deny the question or nibble around the edges of a bit of cynicism, but if you would walk the halls of the nursing homes with me, up and down the halls with me, you would see concentrated in that place — what is the end of this human experience, physically, biologically, physiologically. The question would press in upon you and you would say then too, “Is this all there is? Is there nothing more? My word to our dear people in nursing homes this week was simply this: This is not the final stop. This is not the last chapter. Thank God Easter is coming, and the best is yet to be. And, by God, I believe it! I believe it! Credo. That Latin word that says I believe. I don’t know, but by God, I believe it! © 2013 Kaufman Interfaith Institute and Grand Valley State University � https://digitalcollections.library.gvsu.edu/files/original/21f8c857c9e4640951ba595507d1233b.mp3 1a214b40d478e0feea14ab0cc9174d52 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Easter Sunday Scripture Text I Corinthians 15:54, 57, Psalms 116:8, Mark 16:6 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19940403 Date A point or period of time associated with an event in the lifecycle of the resource 1994-04-03 Title A name given to the resource Embraced by the Light Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on April 3, 1994 entitled "Embraced by the Light", on the occasion of Easter Sunday, at Christ Community Church, Spring Lake, MI. Scripture references: I Corinthians 15:54, 57, Psalms 116:8, Mark 16:6. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Easter Love at the core of reality Spiritual Quest Transformation https://digitalcollections.library.gvsu.edu/files/original/bfbbbe8946ac5919beb1422eae25be22.pdf 476948c3e20b145cd332c97e9a4de64d PDF Text Text @ GRANDVALLEY STATE UNIVERSITY WOMEN'S CENTER THURSDAY, FEBRUARY 24, 2011 / 4 PM/ GRAND RIVER ROOM [IBl fUsl l1QQj l2Q]J Approved Approved FOR MORE INFORMATION CONTACT THE WOMEN'S CENTER/ WOMENCTR@GVSU.EDU / 616-331-2748 CO-SPONSORED BY: COLLEGE OF LIBERAL ARTS AND SCIENCES/ COUNSELING AND CAREER DEVELOPMENT/ INCLUSION AND EQUITY DIVISION/ OFFICE OF MULTICULTURAL AFFAIRS/ MOVEMENT SCIENCE/ WOMEN AND GENDER STUDIES � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_2011_Embracing-Real-Beauty.pdf Creator An entity primarily responsible for making the resource Women's Center Date A point or period of time associated with an event in the lifecycle of the resource 2011-02-24 Title A name given to the resource Embracing Real Beauty Description An account of the resource Flyer detailing information on a keynote speaker Stacy Nadeau's discussion on reinforcing positive body image talk. Contributor An entity responsible for making contributions to the resource College of Liberal Arts and Sciences, Counseling and Career Development, Inclusion and Equity Division, Office of Multicultural Affairs, Movement Science, Women and Gender Studies Subject The topic of the resource Community centers Body image Source A related resource from which the described resource is derived Women's Center Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1b67484e494097a65b0ecfd71a69e317.jpg 484d021c6c28a5a174f78edf14b0ef61 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M691 Title A name given to the resource Emden light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource German light cruiser Emden was the first ship of its class built in Germany after WWI. Subject The topic of the resource United States. Navy World War, 1939-1945 Germany Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9b31727f3e0292a10132f3f28e543f10.jpg c06b99ae1147ae802bb2127df629dfcb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M2740 Title A name given to the resource Emerald class light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Emerald class, British CL (light cruiser), March 15, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-03-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c8e9765d0b8b05a00daea114c7df42a7.jpg d454e7f9ac9f06d90fd1f34a6fa0990f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1311 Title A name given to the resource Emergency British destroyer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Emergency British DD (destroyer), October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/df9e04c17b5f6d8ad976e507d68e2333.jpg e30f0960fefb157c92381efeb1e43f3a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1312 Title A name given to the resource Emergency British destroyer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Emergency British DD (destroyer), October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/258f2e4b146ce114cb19b788989a0ee8.jpg c17db386566ad8e40df6670f80182a78 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1314 Title A name given to the resource Emergency class British destroyer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Emergency class British DD (destroyer), April 1, 1953. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4fb6e25b13a37977f84a65c10e4ffa85.jpg d0a6503761bb9c4549870e6d434003b4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1313 Title A name given to the resource Emergency class British destroyer HMS petard Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Emergency class British DD (destroyer) HMS petard, October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d0658db7d3153fe4c08fe9903c91d359.jpg 265ed3b64b714dbc6022b9a06963cda8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1437 Title A name given to the resource EMIL Bertin class mine layer, French Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource EMIL Bertin class, French CM (mine layer), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 France Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/422420907c3ceadeab24b80beff65ad0.jpg a1628a76fc7313cc56d5bf37308d6689 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1436 Title A name given to the resource Emile Bertin class French mine layer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Emile Bertin class French CM (mine layer), October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides France Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/95fc69e6f2e875130f852e1ddd988f22.jpg 79e9acac4f51194fc0c2a39f4519bcfe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1440 Title A name given to the resource EMILE Bertin class mine layer, French Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource EMILE Bertin class, French CM (mine layer), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 France Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9c4cc3dc44dca91a6c84c3561dde48c3.jpg f230622e7e4b2a03e1a8f95c45cf39bd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1434 Title A name given to the resource Emile Bertin French cruiser, minelayer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Emile Bertin French cruiser, minelayer, September 1, 1948. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides France Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1948-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0930906916504dad37019ef1568b4a93.jpg 72a1fad564e144fdab77f751cb8c3b70 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M3247 Title A name given to the resource EMILE Bertin French light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource EMILE Bertin, French CL (light cruiser), June 15, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 France Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-06-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/98f04fbb346fd3188b802c87f26a9df3.jpg d07b3c4850199d181b7c4aadc708fdeb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1435 Title A name given to the resource Emile Bertin French light cruiser, mine layer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Emile Bertin French CL-CM (light cruiser, mine layer), October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides France Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0f2f14e0d1e109a7620c5754d903790a.jpg 06bc48ba43a7e3c218f70301769b01ba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M2760 Title A name given to the resource EMILE Bertin light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource EMILE Bertin, French CL (light cruiser), March 15, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 France Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-03-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/103dd2814a0bc68929d0006c67263f8b.jpg aca8e0c1efae8f834e9a36dde789759f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M3248 Title A name given to the resource EMILE Bertin light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource EMILE Bertin, French CL (light cruiser), June 15, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 France Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-06-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives